1 Concept Mapping Language Arts Background: Concept mapping is a complex procedure that takes time and practice to learn. Before assigning students to make a concept map, the teacher should make several maps and use them with students as advance organizers to introduce a lesson or activity or as a review. The teacher should work with the entire class to build concept maps that organize information about something that is familiar such as songs, pets, pizza, movies, snacks, etc. The teacher should also work with the entire class to build concept maps when progressing with or reviewing a lesson or activity. Goal: Provide students with a visual organizational tool that will help them make connections between characters and elements in a story. Objectives: Students will Explore interconnectedness of ideas Create a concept map Read The Lorax, by Dr. Seuss Use The Lorax, by Dr. Seuss, to review the concepts learned in the player grid Materials: for a class of 30 The story The Lorax, by Dr. Seuss A Concept Map for The Lorax teacher transparency 30 copies Concept Mapping-Definition Term Cards Optional 30 blank copies of The Lorax Student Sheets Optional Projection system and computer Optional Inspiration Software Time Required: 60 minutes Standards Met: LA1, LA3, LA4, LA5, LA6, LA7, LA8, LA9, LA11, LA12, C5, E1, E2, E3, E4, E5, E8, G3, G5, S4, S6, S7 Prep: Review the story and the player cards to familiarize yourself with the various players. Procedure: Read The Lorax, by Dr. Seuss, to the class (a copy of the book is preferable due to the pictures). Tell students that you are going to create a concept map using The Lorax and the concepts from the player grid. Have students get out a blank piece of paper. Project Inspiration Software or place a main idea bubble on the board. Ask students to make a main idea bubble on their sheet and write what they think is the main idea for this exercise in that bubble. Allow students to share and choose one main idea to write in your bubble.
2 Ask students to make 6 subtopic bubbles on their paper while you do the same using Inspiration or the board. Brainstorm the players with the class, and write one player in each box. Students should do the same. Pass out Concept Mapping-Definition Term Cards to each student. Review the definitions from the player grid. Have students make another bubble stemming from each player while you do the same. Ask students to write on the line stemming from the player bubble. Give students time to brainstorm a for the Once-ler. Share their ideas. Choose one and write it in your bubble. Have students make another bubble stemming from the bubbles while you do the same. Write on the line between the bubble and the new bubble. Using the Once-ler again, give students time to brainstorm his. Share and write one in your bubble. Continue this process for and, completing the Once-ler as a class. Allow students to complete the other players on their own or in groups of 2. Ask students to share the way they organized their concept maps. Talk about the different styles (top-down tree, bottom up tree, main idea in the center, etc). Explain to students that you will use concept maps throughout the unit. Ask them to brainstorm different ways you could use a concept map. Collect their concept maps. Classroom Extension: Identify one half the class as "Loraxes", the other half as "Once-lers." Ask students to pay special attention to their character as they watch or hear the Lorax. Students should try to identify with what their character wants, feels, and thinks throughout the story. After reading or viewing the Lorax, discuss the problem, issue, players, s, s, and the ending. What do the Lorax and Once-ler represent? (What are their professions/what do they do for a living?) What do they really want? What are their biggest concerns? What type of solution did they reach (win-win, win-lose, lose-lose)? See the M&M s Win the World Over Lesson Plan for conflict resolution ideas Homework: Students should use a concept map to rewrite the ending of the story so it reflects a win-win situation for all characters. Assessment: Completion of the Concept Mapping-Student Sheet
3 The Lorax By Dr. Seuss Taken from on 12/5/2003 At the far end of town where the Grickle-grass grows and the wind smells slow-and-sour when it blows and no birds ever sing excepting old crows...is the Street of the Lifted Lorax. And deep in the Grickle-grass, some people say, if you look deep enough you can still see, today, where the Lorax once stood just as long as it could before somebody lifted the Lorax away. What was the Lorax? Any why was it there? And why was it lifted and taken somewhere from the far end of town where the Grickle-grass grows? The old Once-ler still lives here. Ask him. He knows. You won t see the Once-ler. Don t knock at his door. He stays in his Lerkim on top of his store. He stays in his Lerkim, cold under the roof, where he makes his own clothes out of miffmuffered moof. And on special dank midnights in August, he peeks out of the shutters and sometimes he speaks and tells how the Lorax was lifted away. He ll tell you, perhaps...if you re willing to pay. On the end of a rope he lets down a tin pail and you have to toss in fifteen cents and a nail and the shell of a great-great-great- grandfather snail. Then he pulls up the pail, makes a most careful count to see if you ve paid him the proper amount. Then he hides what you paid him away in his Snuvv, his secret strange hole in his gruvvulous glove. Then he grunts, I will call you by Whisper-ma-Phone, for the secrets I tell you are for your ears alone. SLUPP Down slupps the Whisper-ma-Phone to your ear and the old Once-ler s whispers are not very clear, since they have to come down through a snergelly hose, and he sounds as if he had smallish bees up his nose. Now I ll tell you, he says, with his teeth sounding gray, how the Lorax got lifted and taken away...it all started way back...such a long, long time back... Way back in the days when the grass was still green and the pond was still wet and the clouds were still clean, and the song of the Swomee-Swans rang out in space... one morning, I came to this glorious place. And I first saw the trees! The Truffula Trees! The bright-colored tufts of the Truffula Trees! Mile after mile in the fresh morning breeze. And under the trees, I saw Brown Bar-ba-loots frisking about in their Bar-ba-loot suits as they played in the shade and ate Truffula Fruits. From the rippulous pond came the comfortable sound of the Humming-Fish humming while splashing around. But those trees! Those trees! Those Truffula Trees! All my life I d been searching for trees such as these. The touch of their tufts was much softer than silk. And they had the sweet smell of fresh butterfly milk. I felt a great leaping of joy in my heart. I knew just what I d do! I unloaded my cart. In no time at all, I had built a small shop. Then I chopped down a Truffula Tree with one chop. And with great skillful skill and with great speedy speed, I took the soft tuft. And I knitted a Thneed! The instand I d finished, I heard a ga-zump! I looked. I saw something pop out of the stump of the tree I d chopped down. It was
4 sort of a man. Describe him?...that s hard. I don t know if I can. He was shortish. And oldish. And brownish. And mossy. And he spoke with a voice that was sharpish and bossy. Mister! he said with a sawdusty sneeze, I am the Lorax. I speak for the trees. I speak for the trees, for the trees have no tongues. And I m asking you, sir, at the top of my lungs--he was very upset as he shouted and puffed--what s that THING you ve made out of my Truffula tuft? Look, Lorax, I said. There s no cause for alarm. I chopped just one tree. I am doing no harm. I m being quite useful. This thing is a Thneed. A Thneed s a Fine-Something-That-All-People-Need! It s a shirt. It s a sock. It s a glove. It s a hat. But it has other uses. Yes, far beyond that. You can use it for carpets. For pillows! For sheets! Or curtains! Or covers for bicycle seats! The Lorax said, Sir! You are crazy with greed. There is no one on earth who would buy that fool Thneed! But the very next minute I proved he was wrong. For, just at that minute, a chap came along, and he thought that the Thneed I had knitted was great. He happily bought it for three ninety-eight. I laughed at the Lorax, You poor stupid guy! You never can tell what some people will buy. I repeat, cried the Lorax, I speak for the trees! I m busy, I told him. Shut up, if you please. I rushed cross the room, and in no time at all, built a radio-phone. I put in a quick call. I called all my brothers and uncles and aunts and I said, Listen here! Here s a wonderful chance for the whole Once-ler Family to get mighty rich! Get over here fast! Take the road to North Nitch. Turn left at Weehawken. Sharp right at South Stich. And, in no time at all, in the factory I built, the whole Once-ler Family was working full tilt. We were all knitting Thneeds just as busy as bees, to the sound of the chopping of Truffula Trees. Then...Oh! Baby! Oh! How my business did grow! Now, chopping one tree at a time was too slow. So I quickly invented my Super-Axe-Hacker which whacked off four Truffula Trees at one smacker. We were making Thneeds four times as fast as before! And that Lorax?... He didn t show up any more. But the next week he knocked on my new office door. He snapped, I m the Lorax who speaks for the trees which you seem to be chopping as fast as you please. But I m also in charge of the Brown Bar-ba-loots who played in the shade in their Bar-ba-loot suits and happily lived, eating Truffula Fruits. NOW...thanks to your hacking my trees to the ground, there s not enough Truffula Fruit to go round. And my poor Bar-ba-loots are all getting the crummies because they have gas, and no food, in their tummies! They loved living here. But I can t let them stay. They ll have to find food. And I hope that they may. Good luck, boys, he cried. And he sent them away. I, the Once-ler, felt sad as I watched them all go. BUT...business is business! And business must grow regardless of crummies in tummies, you know. I meant no harm. I most truly did not. But I had to grow bigger. So bigger I got. I biggered my factory. I biggered my roads. I biggered my wagons. I biggered the loads of the Thneeds I shipped out. I was shipping them forth to the South! To the East! To the West! To the North! I went right on iggering...selling more Thneeds. And I biggered my money, which everyone needs. Then again he came back! I was fixing some pipes when that old nuisance Lorax came back with more
5 gripes. I am the Lorax, he coughed and he whiffed. He sneezed and he snuffled. He snarggled. He sniffed. Once-ler! he cried with a cruffulous croak. Once-ler! You re making such smogulous smoke! My poor Swomee-Swans...why, they can t sing a note! No one can sing who has smog in his throat. And so, said the Lorax, --please pardon my cough--they cannot live here. So I m sending them off. Where will they go?...i don't hopefully know. They may have to fly for a month...or a year...to escape from the smog you ve smogged-up around here. What s more, snapped the Lorax. (His dander was up.) Let me say a few words about Gluppity-Glupp. Your machinery chugs on, day and night without stop making Gluppity-Glup. Also Schloppity- Schlopp. And what do you do with this leftover goo?...i ll show you. You dirty old Once-ler man, you! You re glumping the pond where the Humming-Fish hummed! No more can they hum, for their gills are all gummed. So I m sending them off. Oh, their future is dreary. They ll walk on their fins and get woefully weary in search of some water that isn t so smeary. And then I got mad. I got terribly mad. I yelled at the Lorax, Now listen here, Dad! All you do is yap-yap and say, Bad! Bad! Bad! Bad! Well, I have my rights, sir, and I m telling you I intend to go on doing just what I do! And, for your information, you Lorax, I m figgering on biggering and BIGGERING and BIGGERING and BIGGERING, turning MORE Truffula Trees into Thneeds which everyone, EVERYONE, EVERYONE needs! And at that very moment, we heard a loud whack! From outside in the fields came a sickening smack of an axe on a tree. Then we heard the tree fall. The very last Truffula Tree of them all! No more trees. No more Thneeds. No more work to be done. So, in no time, my uncles and aunts, every one, all waved me good-bye. They jumped into my cars and drove away under the smoke-smuggered stars. Now all that was left neath the bad-smelling sky was my big empty factory...the Lorax...and I. The Lorax said nothing. Just gave me a glance...just gave me a very sad, sad backward glance...as he lifted himself by the seat of his pants. And I ll never forget the grim look on his face when he heisted himself and took leave of this place, through a hole in the smog, without leaving a trace. And all that the Lorax left here in this mess was a small pile of rocks, with one word...unless. Whatever that meant, well, I just couldn t guess. That was long, long ago. But each day since that day I ve sat here and worried and worried away. Through the years, while my buildings have fallen apart, I ve worried about it with all of my heart. But now, says the Once-ler, Now that you re here, the word of the Lorax seems perfectly clear. UNLESS someone like you cares a whole awful lot, nothing is going to get better. It s not. SO...Catch! calls the Once-ler. He lets something fall. It s a Truffula Seed. It s the last one of all! You re in charge of the last of the Truffula Seeds. And Truffula Trees are what everyone needs. Plant a new Truffula. Treat it with care. Give it clean water. And feed it fresh air. Grow a forest. Protect it from axes that hack. Then the Lorax and all of his friends may come back.
6 Preserving the Truffula trees & forest environment Concept Mapping Teacher Key produce Thneeds in Concept Mapping Student an Sheet environmentally Freedom to buy friendly way whatever I want - Concept Mapping Student Sheet I like the product Aesthetic, ethical, Concept Mapping-Definition The Once-ler Term Cards environmental should reduce or stop Thneed production The Once-ler could Aesthetic, economic, environmental The production of Thebes has caused pollution & loss of Truffula trees HYPOTHESIS: The player s ideas, whether Lorax true or untrue, concerning the cause of the issue. The Lorax is old fashioned. Consumers demand the INTEREST: Consumer Continue to make Thneeds An immediate underlying a way that doesn't hurt the concern applied to a specific environment situation or issue that usually We can continue reflects a person's s and making Thneeds as long as consumers beliefs. buy them Achieving financial success to gain fame & power Economic, ethnocentric, cultural, social POSITION: The Lorax Player Grid What the player thinks should be done about the specific issue; what action, if any, the player says should Production of be Thneeds taken. should continue based on supply & demand Once-ler Barbaloot VALUES: Personal "guides" which tend to direct human behavior and reflect the relative importance of an individual's beliefs in a given situation. The Lad Once-ler's Cousin Thneeds production should continue for economic growth Keep job Economic, cultural, recreational The production of Thneeds is hurting our town Habitat loss will continue & species will become extinct Want a place to live & food to eat Understand the past & learn from mistakes Health, aesthetic, environmental, egocentric Run the Once-ler out of town Production of Thneeds should continue due to consumer demand Historical, aesthetic, environmental, ethical
7 Concept Mapping-Student Sheet Consumer Lorax Oncler The Lorax Player Grid Onceler's Cousin Barbaloot The Lad
8 Concept Mapping-The Lorax Player Cards LORAX A. Hypothesis - The production of Thneeds by the Once-ler has caused pollution and the loss of the Truffula trees. The forest has become uninhabitable. B. Interest - Preserving the Truffula trees for habitat and maintaining a clean environment for those who inhabit the forest. C. Value - Aesthetic, ecological, ethical/moral, environmental D. Position - The production of Thneeds should be reduced or even stopped before all the Truffula trees are gone ONCE-LER S COUSIN A. Hypothesis - Consumers want Thneeds so it is good for society to have them. B. Interest - I want to keep my job. I need the paycheck for my survival. I would really hate to have to find another job and move. C. Value - Economic, cultural, recreational D. Position - The production of Thneeds should continue because they are a good, sound product and everyone wants one. Thneeds production is providing a lot of jobs and economic growth for this community.
9 ONCE-LER A. Hypothesis - The Lorax does not understand the principle of supply and demand. He is old fashioned and behind in the times. He is in the way and slowing down the progress of mankind. Production of Thneeds provides work and economic stability for others. B. Interest - Achieving status financially leads to fame and power. C. Value - Economic, ethnocentric, egocentric cultural, social D. Position - Production of Thneeds should continue because there is such a large demand for them from consumers and to help the areas economic stability THE LAD A. Hypothesis - Unless there are others like himself, more habitat will be lost and more pollution will threaten species from extinction. B. Interest - Learning from our past mistakes so we don t repeat them. C. Value - Aesthetic, ecological, educational, ethical/moral, historical, environmental D. Position - Production of Thneeds should continue because there is such a large demand for them from consumers.
10 BAR-BA-LOOT A. Hypothesis- The production of Thneeds has destroyed my home. Thneeds are a luxury not a necessity. The consumer does not need them for survival. B. Interest - I need a place to live and food to eat. C. Value - Ecological, cultural, health, egocentric D. Position - I believe that we should run the Once-ler out of town. We must stop the production of Thneeds immediately so I can return to my home CONSUMER A. Hypothesis - The production of Thneeds has caused some environmental issues in our town. B. Interest - I like using the product, but I know it is not good for the environment. I don t want to make sacrifices and give up my Thneed. I want to have the freedom to buy whatever I want. I am concerned about my health and I am worried about air pollution and water quality. C. Value - Economic, aesthetic, environmental, health D. Position - Perhaps we could make the Once-ler come up with better ways to make them that would not destroy our environment. I find it a very useful product, but I am concerned about the environment and I don t want our town destroyed by pollution.
11 Concept Mapping-Definition Term Cards HYPOTHESIS: The player s ideas, whether true or untrue, concerning the cause of the issue. POSITION: What the player thinks should be done about the specific issue; what action, if any, the player says should be taken. INTEREST: An immediate underlying concern applied to a specific situation or issue that usually reflects a person's s and beliefs. VALUES: Personal "guides" which tend to direct human behavior and reflect the relative importance of an individual's beliefs in a given situation.
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PTE Young Learners - Breakthrough Hello kids, hello boys and girls. Today s test is Breakthrough. Tasks One and Two are listening. Good luck and have fun!! Task One: Let s Go to the Zoo Mrs Brown is talking
amptown Races (Stephen oster, 850) The camptown ladies sing this song oo da doo da The amptown racetrack five miles long Oh de doo da day Went there with my hat caved in oo da doo da a back with a pocket
Adverbs of manner GRAMMAR LEVEL NUMBER LANGUAGE Beginner A2_2067G_EN English Goals Learn about adverbs of manner Learn about the importance of placement of adverbs of manner 2 Some people have many talents.
The Three Billy Goats Gruff Norway Once upon a time there were three billy goats, who were to go up to the hillside to make themselves fat, and the name of all three was "Gruff." On the way up was a bridge
HIGHGATE SCHOOL Entrance Test for Admission to Year 9 (13+) Time allowed: I hour English Part 1 (comprehension and analysis): 40 minutes Part 2 (creative writing): 20 minutes Make sure you check your work
SUMMATIVE TEST 2 (March 2012) ENGLISH CLASS: IV Time: 2 hours Name: Section: Roll no: School: Date: M.M: 50 M.O: Examiner s signature Invigilator s signature: Checker s signature: Section A (Reading) 10
A tongue-twister is a phrase that is designed to be difficult to articulate properly, usually because of alliteration or a sequence of nearly similar sounds, and can be used as a type of spoken word game.
1 Lesson 1 - A Soldier's Lie 2 The Story Once a soldier asked his commanding officer for a day's leave to attend his sister's wedding. The officer asked him to wait outside the door for a few minutes while
Georgey Giraffe s Giant Respect Elizabeth L Hamilton Character-in-Action an imprint of Quiet Impact Inc CHARACTER CRITTER SERIES Georgey Giraffe s Giant Respect Copyright 2004 by Elizabeth L Hamilton All
national assessment program literacy and numeracy LANGUAGE CONVENTIONS year 3 2010 0:40 SESSION 1 Time available for students to complete test: 40 minutes Use 2B or HB pencil only ACARA, on behalf of the
Lesson Objectives The Boy Who Cried Wolf 1 Core Content Objectives Students will: Demonstrate familiarity with The Boy Who Cried Wolf Describe the characters, setting, and plot of The Boy Who Cried Wolf
Episode 8 Narrative [Reading note] "Dear Tenants, my cousin, your landlady, is on holiday this week, so I am in charge. The same rules apply: no pets, no parties, no visitors, especially boys. Yours, Eunice
To Have and To Hold Written by??????? Copyright (c) 2017 INT. LIVING ROOM - DAY Rays of sunlight shine in through the windows of an absolutely pristine home. White walls. Tasteful decor. (40s), reserved
Teach Your Parrot To Talk Special Report: I m About To Reveal Secrets To Using Teach Your Parrot To Talk CD s To Train Your Bird Dozens Of New Words And If You ve Tried CD s And Failed How A Revolutionary
Sketch Volume 1, Number 1 1934 Article 8 She Was Traveling with Her Aunt Evelyn Covault Iowa State University Copyright c 1934 by the authors. Sketch is produced by The Berkeley Electronic Press (bepress).
( THE RUNAWAY BEAR by ETHEL MAXINE NEFF Drawings by HAROLD MUNSON PACIFIC PRESS PUBLISHING ASSOCIATION Boise, Idaho Montemorelos, Nuevo Leon, Mexico Oshawa, Ontario, Canada why. Does he think I am slow
The Crowded House By Eva Jacob Illustrated by Holly Cooper Characters Father Mother Bartholomew Tom Granny Joseph Molly Joan 6 Chickens Meg Willy Donkey Mary Ann Martin Goat Scene 1 SETTING: The only room
B E E S A N D P E O P L E Mikhail Zoshchenko A red Army soldier arrived at a certain collective farm on a visit, and he brought a jar of flower honey as a present for his relatives. Everyone liked this
Go to transcript Support materials Download the LearnEnglish Elementary podcast. You ll find all the details on this page: http://learnenglish.britishcouncil.org/elementarypodcasts/series-02-episode-02
Learning outcomes: To know the different types of imagery To distinguish between simile and metaphor To be able to write a poem using personification To be able to point the main purpose of a text To be