MEMORY MAP

1. Students are asked to identify between 10 to 15 key concepts about the topic/section that we are
starting to study. Next, they are to use drawings, pictures, symbols, clip art or computer graphics
to create a visual representation of these key concepts.

2. The main topic/idea is placed in the center of the paper. The visual representations of the key
concepts are placed around the centerpiece.

3. On a separate sheet of paper, students explain each drawing, symbol or graphic in complete
sentences. A thorough understanding of these concepts must be demonstrated. Each group will
also give a short presentation to teach the rest of the class what was important in their section of
the reading.

1. Between 10 to 15 key concepts are visually depicted 4 points _____

in the work.

2. Key concepts selected were relevant, meaningful 3 _____

and important.

3. A thorough understanding of the topic was 3 _____

demonstrated.

4. The Historical information was accurate . 3 _____

5. The pictures, symbols and graphics were fully 3 _____

explained.

6. The artwork, design and layout was creative and 3 _____

original.

7. The work served as a good introduction to the 3 _____

material to be studied.

8. Time and effort were apparent. 3 _____

_____
25 points
 Eric Grider

In this mini-lesson, the students will be learning when to use the active reading strategy of a Jigsaw
through the use of a Memory Map. At the beginning of a chapter, I will have the students break up into
groups. Each group will be given a section of the reading to analyze and gain understanding of the main
ideas for that section. They then create a Memory Map (pictures, symbols, art, etc.) to explain the main
ideas they discovered through their reading. The group gives a presentation of their discoveries to the
class, explaining the pictures from their Memory Map. Also I can springboard from this into a discussion
of the section, filling in any gaps or main ideas they may have left out. I like this as it gives all the
students the anticipation of what the section is about, and they can gain deeper understanding of the
section they read without being too overwhelmed. Also, I can use the Memory Maps for a review before
a test with additions made as needed. This then ties everything together for meaningful closure and they
will look at the next chapter with anticipation of doing the group work again.
 AFRICA
CHAPTER 8, SECTION 1
MEMORY MAP