# Series: NEA: Practice, Planning & Collaboration Around the Common Core

Circle Maps
Lesson Objective: Communicate thinking with a graphic organizer
All Grades / All Subjects / Organizer

#### Thought starters

1. How does this routine activate background knowledge?
2. Why does Ms. Ugalde include a frame in her circle map?
3. How can you adapt this strategy for use in different contexts?
It is a wonderful presentation abou the map circle and discussing about what is the soil and where we can find this information about soil So great to share the students and let them to discuss the previous knowledge .
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Found this video to be consistent with what we are already doing.
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I'm moving from Pre-K to K-5 and I will definitely be using circle maps, surrounded by a frame! As a librarian, I appreciate that you asked them WHERE they found the information that they reported to you.
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Nice presentation.
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Used the "frame" idea for my lesson and it worked like a charm!
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#### Transcripts

• Circle Maps Transcript
Teacher: Tita Galde

Teacher [in class]: Next, I'm going to create a circle map with you and our

Circle Maps Transcript
Teacher: Tita Galde

Teacher [in class]: Next, I'm going to create a circle map with you and our topic right now that we're discussing right now is what?

Students: Soil!

Teacher [in class]: It is soil.

Teacher [in interview]: One of the ways we work with our students, to gather information in order to organize their thoughts are with thinking maps. And one of the thinking maps that we use is the circle map.

Teacher [in class]: And soil goes where?

+++ 00:00:30.14 +++

Student: In the middle!

Teacher [in class]: Yes, in the middle or in the center.

Teacher [in interview]: It's also called a graphic organizer. The center's the topic, around that what do they know.

Student: Soil is composed of pieces of rock.

Teacher [in class]: Crushed rocks.

Student: Soil is dirt.

Teacher [in class]: Dirt.

Student: Soil is rock and water.

Teacher [in class]: Okay.

Teacher [in interview]: My circle map - I have a circle within a frame.

Teacher [in class]: Like a frame, exactly.

Teacher [in interview]: In art, we always make a frame - and I tell the students that the frame is really what is around what's in the center.

Teacher [in class]: This area is where did we get information. Where can we get more information about soil? Where did you get information from?

Student: From you.

Student: A library book.

Student: A text.

Teacher [in interview]: That's again a process of getting them to think where that information comes from because we call that research.

Teacher [in class]: So, so far our topic is, what?

Students: Soil!

Teacher [in class]: You told me what you know about soil and you told me also where you can get information from...

Teacher [in interview]: Having them gather together and really understand what they know or find out what they know because I want to hold them accountable. To really think and remember that information.

#### School Details

Amanecer Primary Center
832 South Eastman Avenue
Los Angeles CA 90023
Population: 200

Data Provided By:

Tita Ugalde

TCH Special

### Student Centered Civic Discussion & Deliberation

Grades 6-12, All Subjects, Civic Engagement

TCH Special

Grades 6-12, All Subjects, Civic Engagement

TCH Special

### The Importance of High Quality Discussions

Grades 6-12, All Subjects, Civic Engagement

Teaching Practice

### Three Ways to Encourage Student Collaboration

All Grades / All Subjects / Collaboration

TCHERS' VOICE

### Leveraging the Power of Personal Professional Development

Professional Learning

TCHERS' VOICE

### Pushing Back on Outmoded Beliefs

Professional Learning

TCHERS' VOICE

Class Culture

TCHERS' VOICE

Class Culture