The document provides instructions for creating a memory map activity. Students are asked to identify 10-15 key concepts from a reading and represent them visually using drawings, pictures or graphics arranged around a central topic. They must then explain each visual representation in writing and present their memory map to the class to teach others the important concepts from their section. The teacher will use this activity to introduce a topic and have students gain understanding of different sections through group work and presentations before moving to the next chapter.
The document provides instructions for creating a memory map activity. Students are asked to identify 10-15 key concepts from a reading and represent them visually using drawings, pictures or graphics arranged around a central topic. They must then explain each visual representation in writing and present their memory map to the class to teach others the important concepts from their section. The teacher will use this activity to introduce a topic and have students gain understanding of different sections through group work and presentations before moving to the next chapter.
The document provides instructions for creating a memory map activity. Students are asked to identify 10-15 key concepts from a reading and represent them visually using drawings, pictures or graphics arranged around a central topic. They must then explain each visual representation in writing and present their memory map to the class to teach others the important concepts from their section. The teacher will use this activity to introduce a topic and have students gain understanding of different sections through group work and presentations before moving to the next chapter.
The document provides instructions for creating a memory map activity. Students are asked to identify 10-15 key concepts from a reading and represent them visually using drawings, pictures or graphics arranged around a central topic. They must then explain each visual representation in writing and present their memory map to the class to teach others the important concepts from their section. The teacher will use this activity to introduce a topic and have students gain understanding of different sections through group work and presentations before moving to the next chapter.
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MEMORY MAP
1. Students are asked to identify between 10 to 15 key concepts about the topic/section that we are starting to study. Next, they are to use drawings, pictures, symbols, clip art or computer graphics to create a visual representation of these key concepts.
2. The main topic/idea is placed in the center of the paper. The visual representations of the key concepts are placed around the centerpiece.
3. On a separate sheet of paper, students explain each drawing, symbol or graphic in complete sentences. A thorough understanding of these concepts must be demonstrated. Each group will also give a short presentation to teach the rest of the class what was important in their section of the reading.
1. Between 10 to 15 key concepts are visually depicted 4 points _____
in the work.
2. Key concepts selected were relevant, meaningful 3 _____
and important.
3. A thorough understanding of the topic was 3 _____
demonstrated.
4. The Historical information was accurate . 3 _____
5. The pictures, symbols and graphics were fully 3 _____
explained.
6. The artwork, design and layout was creative and 3 _____
original.
7. The work served as a good introduction to the 3 _____
material to be studied.
8. Time and effort were apparent. 3 _____
_____ 25 points Eric Grider
In this mini-lesson, the students will be learning when to use the active reading strategy of a Jigsaw through the use of a Memory Map. At the beginning of a chapter, I will have the students break up into groups. Each group will be given a section of the reading to analyze and gain understanding of the main ideas for that section. They then create a Memory Map (pictures, symbols, art, etc.) to explain the main ideas they discovered through their reading. The group gives a presentation of their discoveries to the class, explaining the pictures from their Memory Map. Also I can springboard from this into a discussion of the section, filling in any gaps or main ideas they may have left out. I like this as it gives all the students the anticipation of what the section is about, and they can gain deeper understanding of the section they read without being too overwhelmed. Also, I can use the Memory Maps for a review before a test with additions made as needed. This then ties everything together for meaningful closure and they will look at the next chapter with anticipation of doing the group work again. AFRICA CHAPTER 8, SECTION 1 MEMORY MAP
