1. By Jacqueline McCann Middle GA RESA
Graphic Organizers
By Jacqueline McCann
Middle GA RESA

2. Directed Reading/Thinking Activity
What I know I know:
What I think I know:
What I think I’ll learn:
What I know I learned:

3. Acquisition Lesson Planning Form
Essential question of the lesson:
Activating learning strategies: (learners mentally active)
Cognitive teaching strategies: (Distributed guided practice ad/or distributed summarizing in pairs; graphic organizers; etc.
Summarizing strategies: Learner individually or in pairs summarizes and answers essential question)
prompts for distributed practice:

4. Unit Essential Question Major Concepts/ Skills/Issues
Content Map for Unit:
Unit Name
Unit Essential Question
Major Concepts/ Skills/Issues

5. What is it? (Write the definition)
What is it like?
The Word
What are some examples?

6. Definition
Characteristics
Word
Examples
Non-examples

7. Semantic Mapping:

8. Semantic Feature Analysis

9. Detail
Detail
Detail
Detail
Main Idea or Main Concept

10. Story Matrix Organizer Example
Setting
Characters
Problem
Solution
Ending

11. Conflict Matrix Organizer Example
Causes
Revolutionary War
1812
Mexican
Civil War
Military
Economic
Geographic
Socio-Political

12. Topic:
Details
Main Idea Sentence

13. Topic
Problem
Solution
Main Idea Sentence

14. Topic
Compare
With respect to
Contrast
Main Idea Sentence

15. Topic
Sequence 1 2 3 4 5 6 7
Main Idea Sentence

16. Causation Graphic Organizer
because
because
because
because

17. Relationship Categories
Analogy Graphic Organizer
New Concept
Familiar Concept
Similarities
Differences
Relationship Categories

18. Description
Attributes
Key Word

19. Cause/Effect
Cause: 1 2. 3.
Effect: 1 2. 3.

20. Compare/Contrast
Similarities
Differences

21. Problem/Solution
Problem
Solution

22. Problem/Solution/Result

23. Time/Order
Title:
first 1.
then 2.
then 3.
then 4.
then 5.

24. Story Map Example Title: (Name) Characters: (who) Setting: (Where)
Beginning: (First)
Middle: (Next)
End: (Last)
Main Idea:

25. Story Map Example Title: (Name) Characters: (who) Setting: (Where)
Problem:
Event 1:
Event 2:
Event 3:
Event 4:
Event 5:
Solution/
Conclusion:

26. Story Map Example Title: Setting: (Where) Characters: (who)
Protagonist
Antagonist
Problem:
Difficulty 1:
Difficulty 2:
Difficulty 3:
Difficulty 4:
Climax:
(most important difficulty)
Resolution/ Conclusion
Climax
Difficulties
Protagonist
Resolution
Conclusion

27. Title Main Characters Other Characters Setting and Time Frame
Beginning
Middle
End
Main Idea/ Moral

28. Story Map Example Characters: Setting: Goal/ Problem/ Conflict:
Major Events: 1. 2. 3. 4. 5.
Ending/Resolution:
Moral/ Theme:

29. Main point, or moral of the story:
Cycle Graph
Example: Remembering story sequence in chronological order. Fill in the blocks with main events of the story in chronological order.
Title of the story:
Main point, or moral of the story:

30. Framed Paragraph Outline
This story opens as
The problem begins when
Then,
Next,
Finally, the problem in this story is solved when
This story ends

31. Character Map: Students Use the Character Map to write short sentences about the what the character did or said in the story. Then write a sentence beneath the figure that describes the character
Character Map for: _____________________________

32. Probable Passages for:______________
by:_______________________________
This story opens as
The problem in the story happens when
Next,
The problem in this story is solved when
This story ends
is a main character who
Probable Passages: Students are provided key elements of the story. They predict what will happen, and complete the page. Then they compare what they read with what they predicted, and make modifications.

33. KWL Outline for: -K- Think I Know -W- Think I Will learn -L-
Think I have Learned
Final category designations for “L”:
Brainstorm and list what you know in the first column. Write questions or statements in the 2nd column about what you think you will learn. Read the selection. Write what you have learned in the 3rd column. Categorize what you have learned.

34. 5-3-1
After learning about a topic, or reading a selection, students work individually to collect their thoughts and then in small groups in order to learn through social interaction.
The group shares its word and explains their reasons for choosing it.
Write down five words (on your own):
Reasons:
2. The three words we (groups of two or three) decided on are:
3. The one word our group decided on is:

35. Circle Map Students organize their thoughts and discover links between concepts. Working in groups, students put ideas into context through their own and others’ points of view.
Categories that the ideas fit into
Topic
Words/Ideas/Knowledge about the topic.
Summarizing sentences>

36. L.I.N.K. List, Inquire, Note and Know
Students use this activity to activate prior knowledge and maintain focus on their studies. Students write what they know about a topic, ask others about the topic, add new ideas to their list, and then discuss the topic as a group. At this point students are prepared to learn more about the topic.
Show students a key term phrase or word that represents the topic.
Have students list what they know about the term.
Call on each student for a response. Write the response on the board or overhead.
Have students ask each other about their responses. The teacher at this point is a facilitator. Students should try to determine why other students responded as they did.
Hide the responses and have students turn their papers over.
Have students write down everything they know about the topic now. Limit the time to one minute.

37. Structured Note taking
Topic:
Problems?
Changes that caused these problems?
Solutions to the problems?

38. Directed Reading/Thinking Activity Topic: _____________________
Pre-read text by examining the title, subtitles, pictures, and first paragraph. Make predictions about the story. Fill out parts #1-3 of the graphic organizer. Finish reading the selection and make any changes. Complete #4.
What I know I know:
What I think I know:
What I think I will learn:
What I know I learned