{"id":20,"date":"2021-09-03T19:36:26","date_gmt":"2021-09-03T19:36:26","guid":{"rendered":"https:\/\/www.mcgt.net\/northstar\/?page_id=20"},"modified":"2021-09-03T19:41:05","modified_gmt":"2021-09-03T19:41:05","slug":"literature-resources","status":"publish","type":"page","link":"https:\/\/www.mcgt.net\/northstar\/literature-resources\/","title":{"rendered":"Project North Star Literature Resources"},"content":{"rendered":"
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These resources are intended to help teachers challenge, support and nurture the gifted students in their classrooms, many of whom may not have been formally identified, and who also may not thus far have exhibited their giftedness.<\/p>\n

Specifically, the resources have been selected to help gifted students begin to understand and embrace their abilities while simultaneously helping teachers and classmates do so as well.<\/p>\n

The books selected:<\/p>\n

Are superior children\u2019s or young adult literature.\u00a0 Several titles have won national or regional awards, and all are appropriate for the intended audience.<\/p>\n

Contain realistic portrayals of gifted students in settings and encountering situations that reflect what we know about the lived experiences of these students. The books are intended to promote identification and hopefully reflection and discussion for gifted students (and their age peers) about the joys and challenges of giftedness. The \u201creflection\u201d guide provided in this resource supports the processes of identification and reflection.<\/p>\n

Generally \u2013 though not exclusively \u2013 feature protagonists mirror the target audience of the North Star grant, specifically students who are living in rural and remote settings, may be impoverished, or are American Indian, as we know these students are least likely to be identified as gifted. Many of the protagonists fit all of the selection criteria, and so encounter formidable obstacles, as do many of the students reading these books.<\/p>\n

Generally \u2013 though not exclusively \u2013 end with what can be described as hopeful resolutions, as the characters in the novels (and biographies) are designed to serve as role models for readers who will benefit from seeing both fictional and real people overcome adversity rather than resign themselves to circumstance.<\/p>\n

It should also be noted that the Lexile levels of these titles serve only as a tentative recommendation guide, given that gifted students can often read several years above their grade level.\u00a0 In addition to the Lexile level, the age(s) of the protagonist(s) and the subject matter should be considered when recommending or utilizing any of the books with students, whether as independent, group, or whole class suggestions or assignments.<\/p>\n

The remaining sections of this resource will provide further guidance for classroom use:<\/strong><\/p>\n

1. A\u00a0\u201cBook Resource Quick Guide\u201d<\/a><\/em>\u00a0that provides an overview of the Lexile level, author, publication date, suggestion grade level, and details about the main character(s).<\/p>\n

2. The\u00a0\u201cBook Resources with Gifted Connections\u201d<\/a><\/em>, which include: 1) \u201cThemes,\u201d as you would expect in a traditional literature bibliography 2) Publication information and a brief plot description for each title, and 3) \u201cGifted connections,\u201d that explicitly detail the aspects of the narrative that reflect the connection between the character(s) in the books and the students reading about them<\/p>\n

3. A\u00a0generic reflection guide<\/a><\/em>, containing prompts intended to engender reflection and discussion. This guide can be adapted for varying grade levels, whether used for independent reading, literature circles, or with an entire class<\/p>\n

4. A\u00a0complete reflection guide\u00a0<\/a><\/em>for \u201cIf I Ever Get out of Here,\u201d by Eric Gansworth. This guide could be modified or utilized as written, and again can serve as a model for those wishing to create reflection guides of their own<\/p>\n

5.\u00a0\u201cNotice and Note and Dialogue with a Text\u201d\u00a0<\/a><\/em>and\u00a0\u201cSuggestions for Discussion and Reflection\u201d<\/a>\u00a0<\/em>which are additional ways to help students interpret and respond to literature.<\/p>\n

6.\u00a0\u201cStudy guide links\u201d<\/a><\/em>, which will point teachers to several commercially prepared resources. It\u2019s important to note that \u201cstudy guides\u201d generally have a cognitive\/literary orientation, as opposed to \u201creflection guides,\u201d whose primary purpose is to serve as an \u201caffective\u201d curriculum. Study and reflection guides can also be used in unison.<\/p>\n

7.\u00a0Movie Clips<\/a><\/em>. Links to movie clips meeting the criteria utilized to select the books have been included. Each title contains: 1) the film title, 2) length of clip, and 3) connections to giftedness\/the grant\u2019s target audience (creativity, twice-exceptional, rural setting, impoverished protagonists\u00a0 . . .)<\/p>\n<\/div>\n<\/article>\n<\/div>\n

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These resources are intended to help teachers challenge, support and nurture the gifted students in their classrooms, many of whom may not have been formally identified, and who also may not thus far have exhibited their giftedness. Specifically, the resources have been selected to help gifted students begin to understand and embrace their abilities while … <\/p>\n

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