Mind Mapping Using the short stories you read, your planning, your reflections, and your writing, you will find a peer group (2-3 people - a group of 4 will ONLY be permitted with Mr. F's permission once all groups of 3 have been formed) that shares common stories or thematic topics with you to create a presentation.

In this unit, many of you did not read all the same stories, so how can you possibly find common ground? Make a group of 3, and using ONE of the stories that you each read, try to find a common topic or theme that is present in all the stories.

1. Write down the name of each story in one corner of a piece of paper. 2. Once you have your topic, write it down in the middle of the paper. 3. Beside each story, write down how that topic is shown in the beginning, middle, and end of the story OR how it

is revealed/developed during the story. 4. Come up with a thesis statement that uses your topic. 5. Develop a writing plan for drafting/crafting

This is done the same way we connect with people; we are all different with different ideas and interests which can separate us, but can also seek to unite us.

Start by talking to people around you and asking what they read. Over the course of 10-15 minutes you want to connect and find 2 other people with whom you have some stories/graphic novels in common.

As a group, brainstorm your various themes and connections to discover one BIG TOPIC or THEME that relates to the HUMAN CONDITION (what it means to be a living being on this planet with all the wonders and crap that can entail). The Foundational Writing approach Option 2 can help significantly with this stage.

Using that BIG IDEA, you will construct a Mind Map OR Concept Map in Prezi.com to present to the class.

Mind Mapping and Concept Mapping are analytical processes that involve creatively integrating a combination of words, codes, connectors, visuals, and colours. Mind maps and concept maps enhance the brain’s capacity to recall, store, connect, and analyze information and concepts.

Why construct a mind map at all?

The key reason for employing mind or concept maps (or a hybrid between the two) is to assist students in remembering and expanding upon what they have been studying by merging five areas: organization, colour, key works, connections and images.

Recent research supports that such complex webbing requires active learning, improves memory and learning skills, encourages creative thinking and problem-solving, and (perhaps most importantly) honours different learning styles.

Lesson Objectives to explain and to connect and contrast major themes and narrative elements in short fiction texts to explore metaphor for major ideas to note similarities and differences in short fiction texts to practice and hone collaborative skills through planning, organizing, constructing, and completing a task in a

small group, giving equal voice to each member What are the essential features of a mind map?

1. a central image that represents the subject being mapped: Themes in Literature 2. main themes that radiate like branches from the central image (in this case, a central thematic word/phrase

and metaphoric visual) 3. branches have a key image or key word printed on a associated line 4. branches have a connected structure, preferably with verbs/linking words on them explaining their links to

other branches (combining attributes from both mind maps and concept maps)

What are the essential features of a concept map? 1. a major term or idea from which the next term or idea extends either in a hierarchal or radiating format—

concept maps usually start at the top

Mind Mapping

2. shift is a more complex to a less complex idea, or major idea to minor idea; it often ends with an example 3. connecting line is drawn between concepts 4. linking words are placed on the lines stating the relationship between concepts. 5. cross links between one segment of the concept hierarchy or classification and another

Additions

Colour (enhances visual impact and clarification of ideas)

Examples of the concept being presented (quotations)

Appropriate symbols and graphics

Getting started with your draft 1. Using your Foundation Writing approach and any of the other resources you have been given try to find a

general overarching theme that can be applied to ONE STORY supplied by EACH GROUP MEMBER, and then a related visual place the word or phrase and visual in the centre of your PREZI or on a large piece of paper.

2. Create an area for each short story and then start to amass notes and ideas for classification about your general topic theme (how is it show in each story).

3. Select the most important ideas that you will branch out from first—you can group these ideas into common categories—give each category a label-- and these become the first key ideas.

4. Find a symbol or representative graphic for each of the key ideas you brainstorm. 5. Position these visuals around the outside of the visual (metaphor) you place in the centre of the map (for

mind map) and then add more key words, and then connect key words to the centre topic with a line or bubbles. For concept map, put the overarching theme and metaphoric visual at the top of the page.

6. Flow with ideas radiating out from each of these key ideas; again, think of visuals that capture the essence of these ideas and place them in a way that makes sense to your group (mind maps will have more visuals than concept maps).

7. Then, place the word by the visual. Again, connect with lines and verbs. 8. Continue until you have exhausted your topic, the space, the time, or your patience. 9. Consider adding any other relevent historical or contemporary references that could also connect with your

theme or idea, whether in the overarching theme or the specific branch of one of the stories. 10. Finalize your ideas and then either input them onto a large piece of paper (11x17 or larger) or refine the

ideas that you already have in Prezi. 11. On the assigned day, you will present your Prezi/paper to the class.

The expectation is a minimum 10 minute presentation (maximum 15 minutes) that utilizes various mediums to present the BIG IDEA/TOPIC to the class with equal involvement from ALL group members (you will be asked to account for your portion and contribution).

You may also include as part of your presentation a form of class interaction that helps illustrate your big concept or central idea (activity, discussion)

Mind Mapping / Concept Mapping Prezi Presentation Date _________________________ Group Members (First & Last Names)

M I N D M A P P I N G o r C O N C E P T M A P P I N G

Beginning + / D/C-

Developing ++ / C / C+

Accomplished +++ / B- / B / B+

Exemplary ++++ / A- / A / A+ / A++ LG

Concepts

Insufficient understanding of key concept/ thematic idea linking related topics

Arrangement of concepts illustrating limited understanding of conceptual relationships

Minimal but acceptable idea presented of linking theme to topics.

Arrangement of concepts demonstrates simple understanding of subordinate conceptual relationships

Most concepts relating to topic were selected with insight

Arrangement of concepts demonstrates an understanding of subordinate conceptual relationships

Concepts are clearly linked to dominant features of topic

Arrangement of concepts demonstrates complete understanding of subordinate conceptual relationships

Hierarchical Structure/ Arrangement

Concepts and ideas are in a linear sequence. Little or no sense of hierarchical structure

Limited hierarchical structure used

Concepts connected in a hierarchical structure

Concepts connected in a hierarchical structure leading to more specific concepts

Linkages

Some basic relationships indicated by connected lines Linking words are simple and repetitive

Straightforward relationships connected with linking words

Linking words show variety

Most relationships indicated with a connecting line and labeled with linking words

Linking words are accurate and varied

All relationships indicated by a connecting line and accurately labeled with appropriate linking words.

Linking words are expressive and purposeful

Central Image

Not clear, difficult to separate from other information

Present; not eye catching or memorable

Clear; use of picture or image that relates to key idea

Stands out; meaningfully grasps the key idea through metaphor or humor

Ideas have key images at key ideas

Little to no evidence of key images. May have a few keywords or vice versa

Images and key ideas are evident, but either too few or imprecise

Images and key ideas show an understanding of the content, although not memorable

Dynamic use of images and keywords. They clearly connect to central image. Use of metaphor, humor, etc

Color/ Codes

Little to no use of color, codes to illustrate connections between ideas

Oblivious attempt is made to use color, codes or linkds to enhance clarity and memory. Still a bit confusing.

Clearly uses color, and codes to clarify connections and to assit with memory for most aspects of mind map

Effectively uses color, codes, to meaningfully clarify connections for all aspects of mind map

Depth of coverage

Insufficient coverage of content covered

Shows a basic level of coverage of key ideas but little extension of ideas

Shows a solid grasp of most of the content and show extensions of most key ideas

Shows a solid grasp of all of the content covered. Extensions of key ideas show an insightful understanding of that content.

Copyrights & Permissions

Sources have not been properly cited and permissions have not been received.

Some sources have not been properly cited and all permissions have not been received.

Most sources and property cited according to MLA style; Permissions to use any graphics from web pages or other sources have

All sources are properly cited according to MLA style; Permissions to use any graphics from commercial web pages on other

Curriculum Alignment

No evidence of relationship to target curriculum; no reference to facts and properly documented resources. Users are not likely to learn from this product.

Some evidence of connection to target curriculum; a few references to facts and properly documented resources. Users find it difficult to learn from this product.

Adequate evidence of connection to target curriculum; clear references to facts and properly documented resources. Users can learn from this product.

Clear evidence of connection to garget curriculum; frequent references to facts and properly documented resources. Users are likely to learn from this product.

Teamwork The work load was not divided equally and few team members contributed their fair share.

Most team members participated in some aspect of the work. But workloads varied.

Most team members contributed their fair share of the work.

The workload was divided and shared equally by all team members.

Organization of Content

Presented

No logical sequence of information; menus and paths to information are not evident.

Some logical sequence of information, but menus and paths are confusing or flawed.

Logical sequence of information. Menus and paths to more information are clear and direct.

Logical, intuitive sequence of information. Menus and paths to all information are clear and direct.

Originality

The work is a minimal collection or rehash of other people’s ideas, products, images and inventions. There is no evidence of new thought.

The work is an extensive collection and rehash of other people’s ideas, products, images and inventions. There is no evidence of new thought or inventiveness.

The product shows evidence of originality and inventiveness. While based on an extensive collection of other people’s ideas, products, images and inventions, the work extends beyond that collection to offer new insights.

The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research.

Subject Knowledge

Subject knowledge is not evident. Information is confusing, incorrect or flawed.

Some subject knowledge is evident. Some information is confusing, incorrect or flawed.

Subject knowledge is evident in much of the product. Information is clear, appropriate, and correct.

Subject knowledge is evident throughout. (More than required.) All information is clear, appropriate, and correct.

Mechanics Presentation has four or more spelling errors and/or grammatical errors.

Presentation has three or more misspellings and/or grammatical errors.

Presentation has fewer than two misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

Length & Time Usage

Length of time effectively used less than 50% with large pauses or slow transitions from one activity to the next.

Length of time effectively used effective less than 70% with some pauses and little to no transitions from one activity to the nex

Time effectively used and filled up 85% of the time with smooth transitions and negligible pauses.

Time superbly managed with rehearsed transitions and no wasted use of presentation time.

Overall Presentation Lettergrade D C- C C+ B- B B+ A- A A+ A++

Presenter:

Prepared Content + + + +

Stance & Body Language + + + + Feedback & Concerns

Expectations Key • + below minimal • ++ minimally meets • +++ fully meets • ++++ exceeds

Volume & Clarity + + + + Eye Contact &

Gestures + + + +

Enunciation & Pronunciation + + + + Pacing

& Time Usage + + + + C- C C+ B- B B+ A- A A+ A++

Presenter:

Prepared Content + + + +

Stance & Body Language + + + + Feedback & Concerns

Expectations Key • + below minimal • ++ minimally meets • +++ fully meets • ++++ exceeds

Volume & Clarity + + + + Eye Contact &

Gestures + + + +

Enunciation & Pronunciation + + + + Pacing

& Time Usage + + + + C- C C+ B- B B+ A- A A+ A++

Presenter:

Prepared Content + + + +

Stance & Body Language + + + + Feedback & Concerns

Expectations Key • + below minimal • ++ minimally meets • +++ fully meets • ++++ exceeds

Volume & Clarity + + + + Eye Contact &

Gestures + + + +

Enunciation & Pronunciation + + + + Pacing

& Time Usage + + + + C- C C+ B- B B+ A- A A+ A++

Presenter:

Prepared Content + + + +

Stance & Body Language + + + + Feedback & Concerns

Expectations Key • + below minimal • ++ minimally meets • +++ fully meets • ++++ exceeds

Volume & Clarity + + + + Eye Contact &

Gestures + + + +

Enunciation & Pronunciation + + + + Pacing

& Time Usage + + + + C- C C+ B- B B+ A- A A+ A++

Redistribution: Original Lettergrade: # of Group members = Group Member Individual LG Original Group LG Revised LG Plus / Minus Adjustment

NOTES: