Lesson Idea

Title: Harry Potter Concept Map

Grade Level: 6th
Content: Language Arts

Standard Addressed:
ELAGSE6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes
as well as how the characters respond or change as the plot moves towards a resolution
Amount of Time:
1 hour
Technology Standard Addressed:
Knowledge Constructor
3c. curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.

SMAR Level:
Redefinition
Essential Question(s):
 What essential question or learning are you addressing?
o How can concept maps be utilized for organizing book chapters?
o How can concept maps help with describing how a story unfolds?
o How does a drama plot unfold and what causes it to unfold?

 What would students care or want to know about the topic?

o Students would care to know how to concept map.
o Students would care to know how a drama plot unfolds.
o Students would care to know concept maps narrow the scope in stories.

 What are some questions to get students thinking about the topic or generate interest
about the topic?
o What is a concept map?
o How to use concept maps?
o How does concept maps help with organization?

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Learning Activity

Introduction:
For the Harry Potter introduction to concept maps, students will complete the map as a
whole class. On the white board there will be blank ovals connected to together. As a class the
students work with the teacher to fill in how the topic wizards connect with magic. Students will
fill in the missing concepts. They will give their input on supplying the key ideas and how the
connections work together. After they are done, we will go over their map together and discuss
what they just did. Then they will be assigned the activity to create their own concept map based
off of the four houses from Harry Potter.

Instruction/Activities:
Step 1: Students will receive a concept map of the topic Hogwarts four houses.
Step 2: Students must connect these houses into how they relate to the dramas plot.
Step 3: Students will login into bubbl.us and open create new concept map.
Step 4: Students will brainstorm key concepts related to the main topic I gave them.
Step 5: Students MUST:
 Link broad concepts to the main idea
 Link more specific concepts to the broad concepts
 Add cross links to connect broad or smaller concepts
 Use different colors for each concept

Final Product:
 Students will have created a concept map that relates to the main topic.
 Students will have a better understanding of information from digital resource.
 Students will have described how a particular story’s or drama’s plot unfolds.

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Evaluation or deliverable:
Evaluation
4 3 2 1
Use of Nodes Map includes the Map includes Important nodes Minimum nodes
most important most important missing. and important
nodes nodes. info missing.
Use of Links All nodes Most nodes Several nodes Fewer nodes
interlink with interlinked with linked to other linked together.
several other other nodes. nodes.
nodes.
Layout Map has Map has several Map has unclear Map is
multiple clear clear hierarchies hierarchy and is confusing and no
hierarchies and and is fairly well poorly laid-out. hierarchical
is well laid-out. laid-out. organization.

Reflective Practice
To extend this lesson further students can construct a concept map to help with writing
assignments. This activity will help with the organizations of their papers. Students can also
create mini-maps every week and then combine them into a huge comprehensive map. Another
activity would be to create a master map of the week’s topic as a way for them to show what they
have learned. To extend this lesson to a higher technology level student can redefine concept
maps by converting their map into an outline that can be edited by their peers. This project can
be published and shared with people outside the classroom by converting the concept map.
Through email they can share the concept map with other students. This activity is collaborative,
meaning other students can do this as a group project.

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