Smith Middle School January 2018 Tree Map Thinking Maps Smith Middle School January 2018

Content Objective: Language Objective: I can apply the thought process of classifying by visually categorizing “Things You Fear” using a Tree Map. I can write to summarize “Things You Fear” by including a topic sentence with point of view, one main idea sentence, elaborate on the idea by referencing the source and a concluding sentence.

Tree Map Classify Group/Sort Categorize Related Details Types of Kinds of Which of the following is a detail about…? A ________ is a member of which of the following categories? Connection to Standards: Determine the main idea and key supporting details in complex texts.

Guiding Questions for Constructing a Tree Map Key Words Classify Sort Group Categorize Identify Main Idea and Supporting Idea Give Sufficient and Related Details Kinds of 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? Adding a Frame of Reference to a Tree Map 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? Is one source better than another for this information? Does a certain point of view influence how you have classified this information?

Tree Map and Point of View Independently, on the small post-it notes, write what you think people in the assigned age group fear. (1 fear per post-it) At your table, share your post-it notes. At your table, sort all of the post-it notes into categories and label each category. Add a Frame of Reference and include the Source(s), Point of View and the Conclusion(s). So What? So Why? With your group, make a Tree Map. Talking and Writing off the Map. Be prepared to share your writing.

TALKING AND WRITING OFF THE MAP TOPIC SENTENCE: Identify your point of view and state your main idea. (Your “so what” - red - answer) BODY SENTENCES: Choose one branch of your Tree Map. Write a main idea sentence for that category. Then elaborate on the idea by referencing one of your sources. (Your green frame information) CLOSING SENTENCE: Write the answer to your “so why” (red frame) question.

TALKING AND WRITING OFF THE MAP TOPIC SENTENCE: Identify your point of view and state your main idea. (Your “so what” - red - answer) BODY SENTENCES: Choose one branch of your Tree Map. Write a main idea sentence for that category. Then elaborate on the idea by referencing one of your sources. (Your green frame information) CLOSING SENTENCE: Write the answer to your “so why” (red frame) question. People in the age group of 18-30 are most afraid of making the right decisions that will impact the rest of their lives… Before graduating from high school, students spent many sleepless nights trying to decide which college to attend. My friend’s son William, believed that his college years would set the course for the rest of his life, and he stressed about making such a monumental decision… Acknowledging their fears and supporting young adults is extremely important.

“What are the advantages and disadvantages of asexual reproduction “What are the advantages and disadvantages of asexual reproduction? What are the effects of the disadvantages?”

Great for Assessment!

Tier 2 Vocabulary

Map Guiding Question: What are the characteristics and important things to remember about each map?

Content Objective: Language Objective: I can apply the thought process of classifying by visually categorizing “Things You Fear” using a Tree Map. I can write to summarize “Things You Fear” by including a topic sentence with point of view, one main idea sentence, elaborate on the idea by referencing the source and a concluding sentence.