Kari Sparks

Using Graphic Organizers:

Please examine the following resources (and feel free to find your own-this is just a starting place) on graphic
organizers.
Then:
1. Observe one or two school content area classrooms for a minimum of three hours. How were graphic
organizers integrated into the
teaching of the content.
My first observation, Ms. Ellman 8
th
grade social studies used an exit ticket style worksheet to accompany the
students time in the computer lab accessing Discovery Education.


My 2
nd
observation, Mr. Lazers 8
th
grade social
studies class used a matrix style graphic organizer
(pictured) to accompany the chapters in the physical
textbook to conclude a unit, prepare for their
gameboard projects and practice skills needed for
the SBA test the following week. ( I have observed
6.5 hours so far at 2 different middle schools).




2. Next, the following site contains information on how to develop graphic organizers that can be used to organize
and study content area material. Select a graphic organizer and use the third hour of the module's three hour field
experience requirement to model it's use with a content area text at your field experience site with a large or small
group of students or to your own student(s).
http://www.graphic.org/goindex.html
Because Mr. Lazar had already planned on using specific organizers, he suggested I come up with a sequencing
based organizer to help students with their upcoming board game assignment on the westward expansion. Below are
examples he showed me:

I created this organizer, a mock up on a gameboard to help students narrow down what historical events they wanted
to include.



2. Create one lesson plan incorporating graphic organizers in your content area. Consider using the graphic
organizer for pre-reading activities, during reading, or post-reading activities. Include a copy of the
graphic organizer you used. (its attached)
I chose the graphic organizer for post-reading activities.
COURSE: History, Grade 8

GOAL: Students will express understanding of the point of view of an
assigned historical figure from chapter 14-19.


OBJECTIVES: By the end of the lesson the students will:
CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
Event
1
Event
2
Event
3
Event
6
Event
5
Event
4
Event
7
Event
8
Event
9
Event
10
NM State Social Studies Standard- Strand History, Content Standard 1 : 5-8
Benchmark 1-C. World: compare and contrast major historical eras, events and
figures from Ancient civilizations to the age of exploration
MATERIALS:
Hand-outs
Textbook
Or Access to Discovery Education Techbook (Lab or Tablets)



ACTIVITIES:
I. Lesson
A. Step 1: Lesson Set-up: Explain purpose (first person point of view),
assign historical figure to students ( fish bowl), distribute materials
B. Step 2: Reading and Writing: students will access their Discovery
Education Techbook or Physical textbook and fill-out their resume
sheet
C. Step 3: Sharing and Condensing: students will share their resumes
as time permits
D. Step 4: Reflect and Relate Discussion to
E. This lesson could take 45-60 minutes

II. Conclusion and Evaluation
A. Conclusion Discussion. The class session can conclude with further
discussion on the lives of their historical figures
B. Other question: How do these events and words relate to the
Western Expansion and Current events?
C. Evaluation: At conclusion of class and discussion, collect resume
graphic organizers.

ASSESSMENTS:
1. Participation Grade: Students will be assessed on their details on
the graphic organizers and their participation in the presentation of
that information.
2. Chart Paper/Group works: Students will be graded on the completion
of their charts.

4. List of Graphic Organizers Prezi (like a powerpoint but BETTER)
http://prezi.com/x7jtpmlvo9ek/?utm_campaign=share&utm_medium=copy