Semantic Webbing Lesson Plan I. Objectives 1. To be able the learners to identify meanings and uses of words, clarify ideas, highlight major conclusions, identify key elements, expand ideas and summarize information. 2. To help the students deliver meanings from words and understand the concepts of those words represent. Lesson Strategy

II.

Semantic webbing or mapping is a strategy that activates and builds on a student's prior knowledge (Heimlich & Pittelman, 1986); it is a strategy that is effective with students of all ages, with individuals or with groups, and with both narrative and expository texts. 1. Vocabulary development a. Write the targeted vocabulary word in a box in the middle of the board or chart paper. b. Encourage students to think of as many words as they can that relate to the target word. c. Teacher writes the words on the board.

d. Next, categorize the words. Label each list with the appropriate category title; or: students categorize and label the categories; teacher supplies the category labels and the students list each word under the appropriate category; teacher lists the words in the appropriate groupings and the students supply the category name. e. The teacher explains how the word relates to the story or selection, or the students are asked to predict how they think the word will connect to the story or selection.

2. Prereading: to assess students' prior knowledge on the topic of the text a. Write the topic of the text in a circle in the middle of the board or chart paper. Proceed with steps b e as described in vocabulary development. 3. Postreading Activity: After reading the selection, the semantic map should be reviewed and discussed to emphasize the main ideas presented in the text and to add new information that the students gained in their reading. The students should write the new information in the appropriate categories or add new ones, if necessary. 4. Study skill technique The semantic mapping strategy can be used as: a. a study skill to guide the processing of textbook material. b. an advance organizer. c. a model for note taking and outlining.

III.

Lesson events/activities

IV.

Evaluation monitoring

semantic feature analysis (SFA) is an effective strategy for demonstrating relationships among concepts within a category, as well as the uniqueness of each word (Pittelman, Heimlich, Berglund, & French, 1991). It can be used with individuals or with groups of students using expository or narrative text. The semantic features analysis strategy may be used: To To To To develop motivation; develop vocabulary conceptshe students list each word under the appropriate category; develop and activate prior knowledge; summarize and review information.

The following steps are used in the SFA strategy: 1. Select a category. SFAs can be constructed for most categories of words. With students new to this procedure, it is best to select categories that are concrete and familiar. The category word can be a vocabulary word or it may be one of the major topics of the story or selection. Write the category in the top left-hand box of the grid. 2. List words in the category. List three or four words that name concepts or objects related to the category down the left side of the grid. 3. Add features. Write three or four features (traits, characteristics, properties) of the category across the top of the grid. Start with only a few features and allow students to add more later. 4. Determine feature possession. Guide students through the matrix, asking them to decide if the word on the left of the grid has each of the features listed across the top. If the students decide that it usually has a feature, put a plus (+) sign in the box; if it does not usually possess that feature, put a minus (-) sign in the box. If the students are unsure, put a question mark in the box. The question mark serves as a place holder, allowing discussion to continue while marking an area that will require investigation.

5. Add more words and features. Students add more words that fit the category and features that apply to those words. Add these to the grid. 6. Complete the grid. Students complete the grid either individually, with a learning partner, or in a small group. They can use reference books and other sources to find the answers for the boxes marked with question marks. 7. Discuss the grid. Students examine the completed grid carefully, noting the similarities and differences among the words. Ask them which words in the categories seem to be the most alike (share the most common features) and which ones seem to be the most different. Guide them in making generalizations as well as in noting the unique features of words. Discussion is an integral part of this procedure. As students examine and discuss the finished grid, they make judgments about the words. Once the students are familiar with this technique, the teacher can serve as a facilitator, allowing the students to do most of the completion and analysis of the grid and eventually to take an active role in planning the grid and selecting the words and features to be compared.