Semantic Map template
Describe the lesson: The students have each been assigned a book to read and write a book report on. Before the students can start on their book report the most gather all important information that they would need to be in their book report and compose a diagram in the form of semantic mapping to display and organize this information and details of the book. The students will use class time to construct their own semantic mapping diagram containing the information to be placed in their book report.
When was it observed: Mrs. Cantu at Austin Elementary
Grade level: 4th grade
Objectives of the lesson:
- to be able to construct a diagram to organize important information from a story, including details.
- to be able to fully understand the strategy of semantic mapping and create their own diagram to organize important information from the book the student is assigned to present a book report.
- to be able to present their diagram of semantic mapping to the class on the day the students present their book reports.
"Students will be able to construct a diagram to organize important information from a book, including details in which the student will later use the diagram of semantic mapping to help keep the information organized for their book report. The students will also be able to present their diagram of semantic mapping to the class on the day the students present their book reports."
Materials needed for the lesson: a copy of the book selected for their book report, paper and colored pencils, an example of a semantic mapping diagram to follow.
The teacher will explain to the students what a semantic map is and what exactly it is used for. The teacher will model semantic mapping by using the students current spelling words and their meanings. The teacher will call on students to help fill in the details of the semantic map and explain to the students how this is used as an organizational tool to gather information from readings. After the teacher has modeled the example, the teacher will pass out and example template of semantic mapping to each student. The students will refer to this example when creating their own semantic map to go with their book that they will be presenting a book report over. Once the student feels that have completed their semantic map diagram, the student will turn the map into the teacher and wait for the teacher's approval before beginning to write their book report. Mrs. Cantu will assess each student's individual semantic map and give the necessary feedback. The student will then begin their book report but keep in mind that they will be presenting their semantic map diagram of their story along with their book report.
Any supporting documents:
Example of the semantic mapping template given by the teacher,
My observations of the lesson:
During my observation of this lesson, I noticed that the students did not seem too interested in creating a semantic map diagram to organize the information and details of their book that they were doing their book report on. I could tell that the students believed this strategy to not be all that useful. Mrs. Cantu was very effective in explaining the purpose of the semantic map and just exactly how helpful it can be in writing your paper. The students began to work on their semantic maps and some students even commented on how easy this strategy was to understand and how helpful it was going to be when it came time to write their paper. The effectiveness of Mrs. Cantu's model of the semantic map and by providing the students with a template example to follow made for clear understanding and very little students had any questions. There is not one thing I would change about how this lesson was delivered. I feel that Mrs. Cantu chose to have her students create this semantic map to help better organize their information and to develop a format of order that the students could use in their book reports.