EDTC 3123
Oklahoma State University
Lesson Title: Holes Mind Mapping
Area of Study: Language Arts
Teacher Name: Carmen Coulter
Grade Level: 7th grade
Duration of Instruction: Two class periods (each class period is 50 minutes long)
Objective(s):
1. Students will identify main characters, themes and symbols from Holes.
2. Students will create an effective concept map.
Content Standards (OK Pass):
1. Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. Participate productively in self-directed work teams to create observable products
- Standard 4: Literature - The student will read, construct meaning, and respond to a wide variety of literary forms.
- Literary Elements – Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work.
- Analyze and explain elements of fiction including plot, conflict, character, mood, setting, theme, point of view, and author’s purpose.
2. Visual Literacy – The student will interpret, evaluate, and compose visual
messages.
a. Standard 3: Compose visual messages – The student will create a
visual message that effectively communicates an idea.
i. Select, organize, or produce visuals such as maps, charts,
graphics, video segments, or technology presentations to
complement and extend meaning for a selected topic.
Technology Standards (NETS-S):
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. create original works as a means of personal or group expression
2. Technology Operations and Concepts: Students demonstrate a sound
understanding of technology concepts, systems, and operations.
Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
Technology Standards (NETS-T)
1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
Teachers:
a. Promote, support, and model creative and innovative thinking and inventiveness.
Materials and Resources:
1. A copy of Holes by Louis Sachar for each student to reference if needed.
2. Classroom computers to create the project.
3. Printers with colored ink for students to effectively print the assignment.
4. Class notes provided by the students.
Procedures:
Students will need to use their class notes to create a concept map of Holes by Louis Sachar. On the second day, students will be asked to give a short presentation of their concept map and explain why they chose the elements they included in their maps.
1. Day 1: Recall of Old Material – Remind the students that during the last class period we discussed as a class the main characters, symbols, and themes of Holes by Louis Sachar and that they will need their notes from that class period to complete the project. Also remind the students of the program they were introduced to earlier in the year to create a different concept map on the computer. (5 minutes)
2. Day 1: Introduction of Project – Explain to students that they will be creating a concept map on the program Inspiration8, a program already installed on the classroom computers, or on http://www.text2mindmap.com. Tell the students that they will be required to have three main concepts included on their maps: main characters, themes, and symbols. They are to use their notes from the previous class period to get the information for the examples in each concept. (5 minutes)
3. Day 1: The teacher needs to explain the requirements of the project. They are as follows:
a. Each concept needs to include at least two examples to receive a maximum grade of “C”. The more examples used, the better the grade will be.
b. Students need to visually connect the ideas. Without using graphics, students cannot receive a grade better than a “B”.
c. Students must include the three concepts given to them to receive a grade better than a “D”.
(An example of “B” work is included at the end of the lesson plan to show students as an example to work off of.)
(10 minutes)
4. Day 1: For the remaining time in class, the students should develop their concept maps using either the program installed on the computer or the website given. They should be informed that they will have very little time to finish them the next day, so it is very important that they start working on them right away. It should not take students very long if they have their notes. Students need to be sure that they can explain fully why they chose the ideas that they included in their examples. (30 minutes)
5. Day 2: Students will quickly finish up any last minute details on their concept maps. They need to be sure to save the file as an image file and print off two copies of the picture, one to give to the teacher and one to use as a guide when presenting. (10 minutes)
6. Day 2: Students will spend the rest of the class period individually presenting their concept maps to the class. The teacher needs to be sure to receive the printed off picture. Also, the teacher needs to mark on the copy of the student’s concept map the reasons the student gave for including the examples that they did. Presentations should be short and not go into very much detail, just enough to ensure the point gets across. (40 minutes)
Technology Integration:
Students are using technology to create a visual concept map that will help them learn organizational skills. The use of Inspiratoin8 or the website http://www.text2mindmap.com will allow students to create a more organized concept map than they would if they were making one by hand. Also, the use of those programs will allow students to be able to make visual connections from icons that they would not be able to make by just drawing one out, enhancing their comprehension of the subject. Technology in this lesson plans helps students learn in other ways rather than just the usual lecture of a classroom.
Assessment:
1. The concept map included all three concepts given to the students.
2. The concept map included visual images to tie concepts and examples together.
3. Each concept included at least two examples.
4. The concept map was well-organized and clear to understand.
5. Presentation was clear and examples were well-defended.
Rubric
Excellent / Good / PoorConcepts / All three concepts that were given to the students were used on the map and were represented by some sort of visual aide.
(25 pts) / All three concepts that were given to the students were used on the map, but were not represented with a visual aide.
(10 pts) / Only one or two of the concepts given to the students were used on the map, visual aide or no visual aide.
(0 pts) / ____/25
Examples / Students used at least 3 examples for each concept given, examples were represented with visual aide, examples made sense with the concept they were paired with.
(20-25 pts) / Students used 2-3 examples for each concept given, examples were only partially represented with visual aide or not at all, examples made adequate sense to be paired with their concept.
(10-20 pts) / Students only used 2 or less examples for each concept given, examples were not represented with a visual aide, examples did not fit the concept they were paired with.
(0-10 pts) / ____/25
Organization / Concept map was very easy to understand visually, concepts and examples were easily tied together by looking at the image.
(20-25 pts) / Concept map was fairly easy to understand visually, concepts and examples were somewhat hard to tie together due to images or color.
(10-20 pts) / Concept map was not comprehendible, concepts and examples did not tie together at all due to poor graphics and color or lack of graphics and color.
(0-10 pts) / ____/25
Presentation / Student was able to fully explain why he/she chose the examples to go with the concepts. Student demonstrated knowledge of theme and symbol in their explanation of examples
(20-25 pts) / Student was only somewhat able to explain why he/she chose the examples to go with the concepts. Student was not able to fully demonstrate knowledge of theme and symbol in their explanation of examples
(10-20 pts) / Student was not able to explain why he/she chose the examples to go with the concepts. Student was not able to demonstrate knowledge of theme and symbol in their explanation of examples.
(0-10 pts) / ____/25
Total: ___/100
“B” Work Example:
Positive Aspects
A concept map is a very useful tool for teachers who are looking for ways to incorporate more technology into their classroom. This technology allows visual learners a better way to understand how concepts fit together, but also provides a way for organizational learners to benefit too. Many teachers can use these in their classrooms. History teachers can use it to link important events in history together, or many key points of one main even to each other. A math teacher could have students create one to show that they understand how different functions relate to each other, or how different properties are related. An English teacher can use them for students to do something like in this lesson plan or have students create concept maps for their research projects. While concept maps can be made by hand, using a program on the computer to create these will allow students to have a cleaner example to look at, something that they don’t have to worry about whether or not they can read the writing that is scrunched up into one bubble and it will also allow them to use images and color to relate items instead of different shaped bubbles.