Travis Siler

 TITLE OF LESSON:

ITU Thinking Map Lesson

CURRICULUM AREA & GRADE LEVEL:

12th Grade English

 CA CONTENT STANDARD ADDRESSED

  • CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
  • CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

CA ELD STANDARD(S) ADDRESSED

Primary:

Collaborative:

3.  Offering and justifying opinions, negotiating with and persuading others in communicative exchanges

BIG IDEA ADDRESSED

To get student to look at a business from a perspective other than the product .

ASSESSMENTS

  • Students will complete their own thinking map with their partner which will be used to create their Prewrites/bare-bones outline. Students will turn in their thinking paps and their bare-bones outline the following class. The teacher will grade and analyze the completeness of the outline and how it will represent their overall idea and ability to persuade in their essays.

INSTRUCTIONAL STRATEGIES

Anticipatory Set (“Into”)

Begin by stating that this is a multi-flow map.

It looks at the causes and effects of a certain situation through a unique perspective.

Teacher will show this on a sample thinking map.

The sample will be "student success" through the student perspective. The sample will have causes and effects filled out to give students an idea of how reach part of the thinking map works

Guided practice

The teacher will lead students through a practice thinking map. There was recently an issue at a dance at the school so I choose the situation “school dances canceled.” This topic is chosen to get students to be engaged in the map and to get students to maybe think of a situation where bad behavior may not be the main reason. money also can be a factor. Teacher will lead students through other causes and effects on students.

(Note: both the sample and guided practice will be completed of construction paper for all students to see.)

Independent/ Group Practice.

Split students into six groups. 4-6 students per group is ok. have business partners collaborate with another business

Students will make their own multi-flow thinking map. Each group will have the topic of “successful business,” but the perspectives will vary. The potential perspectives will be business owner, consumer/ customer, and employee.

Students will make a rough draft on a blank sheet of paper and then complete on a sheet of construction paper providing illustrations of the causes and effects---illustrations can include examples. Students will present at the end of the class.

For Homework, Students will complete their own thinking map with their partner which will be used to create their Prewrites/bare-bones outline. Students will turn in their thinking paps and their bare-bones outline the following class. The teacher will grade and analyze the completeness of the outline and how it will represent their overall idea and ability to persuade in their essays.

STUDENT ACTIVITIES

Students will follow the example and participate

Students will participate for sample thinking map.

For Homework, Students will complete their own thinking map with their partner which will be used to create their Prewrites/bare-bones outline. Students will turn in their thinking paps and their bare-bones outline the following class. The teacher will grade and analyze the completeness of the outline and how it will represent their overall idea and ability to persuade in their essays.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS—

Students construct maps in cooperative groups, allowing English learners an opportunity to practice their oral language skills in smaller groups of their peers.

Teachers can see what students are thinking even if they have not mastered the skill of speaking or writing English.

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS—

Text Structure and organizational patterns are illustrated visually, enabling students to read, take notes, and organize their thoughts for writing and oral presentations.

 

RESOURCES:

-Document Camera

-Projector

-Lesson Handout Notes for Class

REFLECTION (Questions to consider after the lesson: What went well? Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson?  Why?)