Thinking Maps: How to and Why English 5-6 Mrs. Walden 2nd Quarter

Who: students What Where When Why How - English 5-6, SMHS, PUHSD and beyond What thinking about thinking with Thinking maps Where in and out of the classroom When during class, for homework Why to make learning more meaningful How see following presentation

More on the “what” and “why”… Thinking maps are a better version of graphic organizers, which are what we used to use to show our thoughts. Why would you want to show your thoughts? In what situations would this be useful?

did you come up with … Pre-writing for essays Review concepts for tests Demonstrate understanding of concepts learned in class access prior knowledge for new concepts __________________________ ___________________________

There are 8 Thinking Maps. Which ones have you used? There are 8 Thinking Maps.

Thinking Maps always have a frame of Reference (in COLOR!) A square around the map is the map’s “frame of reference” Use green to write information about the source of your map in the bottom right corner How do you know what you know? What is the specific source? Use MLA format when possible! Use blue to write information about the point of view of the source in the top right corner Use red to write information about the map’s relevance in the top left corner Who could use this information? What class is this for? Why is this important?

for Defining in Context CIRCLE MAP for Defining in Context Boundaries to the brainstorming process Concepts you know about the topic Main Topic Circle maps are used for defining in context If you want to find out what kids know about cells – put cells in the inner circle. Putting a box around the circle focuses the thinking – e.g. the box says eukaryote so the thinking about cells is limited to eukaryotes. Replaces KWL charts Reading Skills: Context clues; identifying bias Adapted from “Thinking Maps® - Tools for Learning” © 1995

Circle Map Thinking Process: Defining in Context Key Question: How are you defining this thing or idea? Key Words and Phrases: List, define, tell everything you know, brainstorm, identify, relate prior knowledge, describe, explore the meaning Design: the topic is in the middle, smaller circle. Everything you know about the topic is in the larger circle. A box, that may be included, around the entire map is a “Frame of Reference” that is used to answer the question “How did I learn this?” (The frame of reference can be used around any of the maps Common Uses: Brainstorm for writing, used as a starting point during the prewriting stage, defining words, identifying audience and authors point of view Writing Mode: Point of View Essay

Circle Map Frame of Reference Green, bottom right How do you know this definition? Where are you getting your information? What sources did you reference to gather your information? Blue, top right Is there a specific point of view that is influencing your definition or ideas? What in your background experiences is influencing your ideas? Red, top left Why is this information important? What have you learned from this defining or brainstorming process?

The Circle Map Defining in Context

Middle School. To differentiate you need to know about the child.

Started with the frame from their world

Guiding Questions for Constructing a Circle Map What are the context clues that help define this word, topic or idea? What do you know (would you like to know) about this word, topic, or idea? How would you define this idea? What information would you include in your brainstorming or defining of this word, topic or idea? What do you think this word, topic, idea means? key words: context list define tell everything you know brainstorm identify relate prior knowledge explore the meaning associate generate

GUIDED PRACTICE: Circle Map What do you know about Puritans? What do you know about 5-paragraph essays? What do you know about yourself? What do you know about post-secondary education? Create your own What are the context clues that help define this word, topic or idea? What do you know (would you like to know) about this word, topic, or idea? How would you define this idea? What information would you include in your brainstorming or defining of this word, topic or idea? What do you think this word, topic, idea means? key words: context list define tell everything you know brainstorm identify relate prior knowledge explore the meaning associate generate Green, bottom right How do you know this definition? Where are you getting your information? What sources did you reference to gather your information? Blue, top right Is there a specific point of view that is influencing your definition or ideas? What in your background experiences is influencing your ideas? Red, top left Why is this information important? What have you learned from this defining or brainstorming process? Create a sample for each

for describing (using adjectives) BUBBLE MAP for describing (using adjectives) Adjective 2 Adjective 3 Main Concept Adjective 1 Adjective 4 Bubble maps build the adjective associated with something The circles are NOT supposed to be characteristics – rather, they should be the adjectives that would help students write about the subject in the middle circle. The number of circles varies with the topic. Adjective 6 Adjective 5 Reading Skills: Vocabulary growth; identifying characteristics and attributes Adapted from “Thinking Maps® - Tools for Learning” © 1995

Bubble Map Thinking Process: Describing Qualities; Characterization Key Question: How are you describing this thing? What adjectives best describe it? Key Words and Phrases: Describe, use vivid language, describe feelings, observe using the five senses Design: The topic being described is in the center bubble. The outer bubbles contain adjectives and adjective phrases describing the topic. Common Uses: Describing things, identifying qualities, character traits, attributes and/or properties of things. The Bubble Map is a tool for enriching students’ abilities to identify qualities and use descriptive words. Writing Mode: Descriptive Writing

Guiding Questions for Constructing a Bubble Map How would you describe this [noun] person, place, thing, idea, concept, picture, feeling, etc.? What characteristics can be used to describe this noun? What are the attributes of this concept? What qualities are important in this concept? key words: describe use vivid language use your five senses qualities attributes characteristics properties

Bubble Map Frame of Reference Green, bottom right What evidence can you give to support your descriptor? Is the adjective stated in the text or have you inferred it? If you have inferred the descriptor, what evidence can you provide to support your inference? Which of your senses are you using to support your observations? Blue, top right Is there a specific point of view that is influencing your choice of adjectives? Red, top left Why is this information important? What have you learned from this description?

The Bubble Map Describing 21

Science

GUIDED PRACTICE: Bubble Map Pick a character from The Crucible and describe him or her. Describe a 5-paragraph essay. Describe yourself. Describe post-secondary education. Create your own key words: describe use vivid language use your five senses qualities attributes characteristics properties How would you describe this [noun] person, place, thing, idea, concept, picture, feeling, etc.? What characteristics can be used to describe this noun? What are the attributes of this concept? What qualities are important in this concept? Green, bottom right What evidence can you give to support your descriptor? Is the adjective stated in the text or have you inferred it? If you have inferred the descriptor, what evidence can you provide to support your inference/ Which of your senses are you using to support your observations? Blue, top right Is there a specific point of view that is influencing your choice of adjectives? Red, top left Why is this information important? What have you learned from this description?

for Comparing & Contrasting DOUBLE BUBBLE MAP for Comparing & Contrasting Contrast Contrast Compare Concept 2 Concept 1 Compare Contrast Contrast Double bubble – synonymous to a Venn diagram Contrast Contrast Compare Reading Skills: comparing critical properties & emphasis Adapted from “Thinking Maps® - Tools for Learning” © 1995

Double Bubble Thinking Process: Comparing and Contrasting Key Question: What are the similar and different qualities of these things? Key Words and Phrases: Compare/contrast, discuss similarities and differences, prioritize essential characteristics, distinguish between, differentiate Design: In the center circles are the words for the two things being compared and contrasted. In the middle bubbles, use terms to show similarities. In the outside bubbles, describe the differences. If there are too many similarities or differences, students should prioritize and keep only the most important. Common Uses: A tool for comparing and contrasting two things. Writing Mode: Comparison Essay

Guiding Questions for Constructing a Double Bubble Map What are the similarities and differences between these two things? How are these two things alike and different? Which similarities do you think are the most important? Are there any details that are unique to one thing and not the other? key words: compare contrast similarities differences distinguish between differentiate

Double Bubble Map Frame of Reference Green, bottom right How do you know these similarities and differences? What source are you using to make these comparisons? Blue, top right Is there a specific point of view that is influencing the information you have included in this Double Bubble Map? Red, top left Why are these similarities and differences important? What have you learned by constructing this map?

Comparing and Contrasting The Double Bubble Map Comparing and Contrasting

GUIDED PRACTICE: Double Bubble Map What are the similarities and differences between Elizabeth Proctor and Abigail Williams? What are the similarities and differences between a good 5-paragraph essay and a bad 5-paragraph essay? What are the similarities and differences between you in 2001 and you in 2013? What are the similarities and differences between a college-educated person’s life and a high school dropout’s life? Create your own key words: compare contrast similarities differences distinguish between differentiate What are the similarities and differences between these two things? How are these two things alike and different? Which similarities do you think are the most important? Are there any details that are unique to one thing and not the other? Green, bottom right How do you know these similarities and differences? What source are you using to make these comparisons? Blue, top right Is there a specific point of view that is influencing the information you have included in this Double Bubble Map? Red, top left Why are these similarities and differences important? What have you learned by constructing this map?

For Classifying and Grouping TREE MAP For Classifying and Grouping Post-Secondary Schools in the United States 4-year Colleges & Universities 2-year schools Military Training Private Schools Public Schools Trade Schools Junior Colleges Religious Affiliation Tree Map – for classifying Reading Skills: Main Ideas & Details Adapted from “Thinking Maps® - Tools for Learning” © 1995

Guiding Questions for Constructing a Tree Map How would you group this information? Can you sort these objects into groups? What are the ideas and details that support your main idea? What are the members of this category? Do some of the items fit into more than one category? Is there another way to categorize these things (according to a different frame of reference)? key words: classify sort group categorize identify main idea and supporting idea give sufficient and related details kinds of…

Tree Map Frame of Reference Green, bottom right How do you know what you know about these categories? What sources did you use to gather the main idea and supporting details about this topic? Blue, top right Does a certain point of view that influences how you have classified this information? Is one source better than another for this information? Red, top left Why is this information important? What have you learned from this classifying process?

For Analyzing Objects and Parts BRACE MAP For Analyzing Objects and Parts “Hook” Introduction Thesis Statement Essay Conclusion Topic Sentence 3 Body Paragraphs Brace Map 0 a tree map on it’s side that is used for going from macro tro micro, or micro to macro / parts to whole or whole to parts Major Details Minor Details Reading Skills: Spatial Descriptions Adapted from “Thinking Maps® - Tools for Learning” © 1995

Guiding Questions for Constructing a Brace Map What is the name of the whole object? What are the major physical parts of the object? What are the subparts of each major part? What is this object a part of? What parts, if any, are missing? key words: parts of show the structure take apart identify the structure physical components

Brace Map Frame of Reference Green, bottom right How do you know what you know about identifying the parts? What prior knowledge and/or experiences influence your understanding about this object? What source(s) did you use to identify the whole and its parts? Blue, top right Is there a specific point of view that is influencing the information you have included in this Brace Map? Is one source better than another for this information? Red, top left Why is this information important? What have you learned by constructing this map?

For Sequencing & Ordering FLOW MAP For Sequencing & Ordering Step 1 Step 2 Step 3 Step 1a Step 1b Step 2a Step 2b Step 3a Step 3b Flow maps are for sequencing Good for procedures The 1a & 1b are called sub-flow maps. e.g. If you ask students to sequence out the steps of a lab. If step 1 says pour 25 ml into a beaker – Step 1 a would say get a source of water Step 1 b – get a graduated cylinder etc This allows for differentiation and more details Reading Skills: Descriptions of Order Adapted from “Thinking Maps® - Tools for Learning” © 1995

Guiding Questions for Constructing a Flow Map What is the name of the event or sequence? What are the stages of each event? Are there any sub-stages of the event? What larger events might come before or after the event you are sequencing? What happened next? In what order should you sequence these things? key words: sequence put in order retell/recount cycles patterns show the process solve multi-step problems

Flow Map Frame of Reference Green, bottom right How do you know what you know about this sequence? Where did you get your information? What source(s) did you use to identify the stages and sub-stages? Blue, top right Is there a specific point of view that is influencing the information you have included in this Flow Map? What prior knowledge and/or experiences influence your understanding about this process or series of events? Is one source better than another for this information? Red, top left Why is this information important? What have you learned by constructing this map?

GUIDED PRACTICE: Flow Map Develop a “story flow map” for The Crucible with at least ten boxes. Develop a flow map that answers the following question: What are the steps to writing a 5-paragraph essay? Develop a “life flow map” that shows the sequence of events in your life. Develop a flow map that answers the following question: What are the steps to getting a Bachelor’s (four-year) degree? Create your own key words: sequence put in order retell/recount cycles patterns show the process solve multi-step problems Green, bottom right How do you know what you know about this sequence? Where did you get your information? What source(s) did you use to identify the stages and sub-stages? Blue, top right Is there a specific point of view that is influencing the information you have included in this Flow Map? What prior knowledge and/or experiences influence your understanding about this process or series of events? Is one source better than another for this information? Red, top left Why is this information important? What have you learned by constructing this map? What is the name of the event or sequence? What are the stages of each event? Are there any sub-stages of the event? What larger events might come before or after the event you are sequencing? What happened next? In what order should you sequence these things?

MULTI-FLOW MAP For Causes and Effects Problem/ situation Cause 2 Effect 2 Multi-flow cause ad effect OR stimulus response mechanisms Reading Skills: Reason/Consequence & Prediction Adapted from “Thinking Maps® - Tools for Learning” © 1995

Guiding Questions for Constructing a Multi-Flow Map What are the causes and effects of this event? Why did this event take place? What happened because of this event? What are the effects of this event? What was the motivation behind this event? What will be the results of this event? key words: causes and effects discuss the consequences what would happen if…? if…then… predict describe the change identify the motivation behind identify the results of what happened because of…

Multi-Flow Map Frame of Reference Green, bottom right How do you know what you know about these causes and effects? Where did you get your information? What source(s) did you use to identify the causes and effects? Blue, top right Is there a specific point of view or time period that is influencing the information you have included in this Multi-Flow Map? What prior knowledge and/or experiences influence your understanding about these causes and effects? Is one source better than another for this information? Red, top left Why is this information important? What have you learned by constructing this map?

GUIDED PRACTICE: Multi-Flow [Cause + Effect] Map key words: causes and effects discuss the consequences what would happen if…? if…then… predict describe the change identify the motivation behind identify the results of what happened because of… Create a map for the causes and effects of this event: Elizabeth lies to the court. Create a map for the causes of your personality (why are you the way you are?) Develop a flow map that answers the following question: What are the reasons that students are accepted to college? Create your own Green, bottom right How do you know what you know about these causes and effects? Where did you get your information? What source(s) did you use to identify the causes and effects? Blue, top right Is there a specific point of view or time period that is influencing the information you have included in this Multi-Flow Map? What prior knowledge and/or experiences influence your understanding about these causes and effects? Is one source better than another for this information? Red, top left Why is this information important? What have you learned by constructing this map? What are the causes and effects of this event? Why did this event take place? What happened because of this event? What are the effects of this event? What was the motivation behind this event? What will be the results of this event?

as BRIDGE MAP For Seeing Analogies Relating factor: is the villain Jafar Scar as in Aladdin in The Lion King Bridge map analogies / metaphors probably the most difficult Electricity is to a machine as sunlight is to chloroplast Involves higher order thinking Very useful for explaining complex concepts Reading Skills: Vocabulary & Analogical development Adapted from “Thinking Maps® - Tools for Learning” © 1995