Mapping Text

Description:
In small groups, students create large maps of important elements of the text throughout their reading, essentially surrounding themselves with the world of the text. Eventually, they will have mapped out the entire text and have a deeper understanding of its ideas, meanings, and connections. This is an ongoing process to help students comprehend both the small and big pictures of the book.

Duration:
40 minutes for the first day; 10-15 minutes for each day afterward when students work on the maps.

Preparation:
Choose which categories work best with the text and the class as a whole. Create large, blank “maps” using butcher paper or newsprint around the room. The facilitator may choose to designate each wall in the room as a different map or create large sections on one wall. Make sure to have plenty of markers, crayons, pencils, and other writing and drawing utensils for students to work with. Eventually, the students may want to incorporate paints and other more advanced art supplies.

Some categories that might work well include:

• Plot/Main Events: Students will map the course of events throughout the text, paying careful attention to cause and effect.

• Characters: Students may draw the characters and should keep track of character development as well as showing the relationships between different characters.

• Setting: Students literally map out the setting of the text. They may choose to emphasize and exaggerate more important places, such as a home or a room. They may also use the map to visualize different characters' placements and movements through the world of the text.

• Symbols/Imagery: If there are important or recurring images, the students can find ways to represent them and represent their multiple and changing meanings. For instance, in Bless Me, Ultima , students might map out the appearances of the juniper tree and how it functions as a symbol of home, death, or religion for different characters or moments.

• Themes: Students identify the major themes of the text and map their development in relation to the characters and events of the book.

• Personal Connections: Students can use the text to create a map of their own lives in relation not only to characters, themes, and events but also to each other.

• Vocabulary/Language: Students should find ways to represent and define not only new vocabulary but also the nuances of the language in the text. They may create their own poetry using words from the book (i.e. Puzzle Poetry) or share quotes that they found to be particularly poignant or effective. Students should try to find ways to make this as visual as possible. See also the activity Defending Vocabulary/Mapping Connections for one possible element of this category.

Procedure:

1. The first day students receive the text, divide the class into “focus groups.” Students will be working in these groups for the entirety of the unit, but will switch categories throughout the text. There should be as many focus groups as there are mapping categories.

2. Either in their small groups or as a class, have students form a circle and read the first chapter or section of the text using a reading approach such as Jump-In Reading, Freeze/Repeat, or Reader's Theater.

3. Before reading, tell each group which category they will be responsible for during this particular section of text. “As you read, be thinking of how to represent your category visually. If your group is in charge of characters, keep track of new characters, think of how these characters change and grow, and how they're affected by their experiences and by other characters.”

4. After reading, have students meet with their groups to discuss the text in relation to their category. “In your groups, try to think of ways to show us what's going on in your category. You can write words. You can quote. You can draw or make symbols to represent different ideas. There's no limit to what you can do. There are no rules.” Remind students, “Keep in mind that we're going to be working on these walls for the entire book. So, as a group, you've got to decide what's most important, where to start on the wall, and how to really get that information up there and still leave room for it to grow.”

5. Encourage students to get out a piece of paper and sketch out what they want to do as they work with their group. “It's like a rough draft. Or if you're an architect, you draw out the house before you build it. This is your blueprint.” The facilitator should be walking around to each group, asking questions to help guide and push the students' discussions, and to clarify any questions.

6. Give students about 10 minutes to discuss the text and their plan. “Ok, now get up on your feet. Find your category map, get some markers, and start working. You've got 10 minutes to get it all up there.” Tell students, “You may want to divide up the work. Who's going to write the quotes? Who wants to draw this character? How are you going to represent some of the images that kept popping up?”

7. Once the groups are finished, have them stand by their map and have each group briefly present to the rest of the class what they chose to represent and why. Allow other students to ask questions and make comments.

8. “Now, walk around as if you're in a gallery. Take time to look closely at what your fellow students have created. Walk slowly. Take it all in. Look again, go back to your own map and look at it as an observer.” Stress to students that the maps are collective pieces of work. “These belong to everybody, and it's everyone's job to improve them and add to them. While you're walking, if you think of anything that you feel is vital and was left out, take this time to make an addition. Maybe you remember a great quote. Go get your book, find it, and write it up there. This is what you have all created. They are sacred. So, respect each other's work. If someone adds something to your map, it's not because it was bad, it's because they have a new perspective.”

9. Now, assign a rotation for the categories; for each reading assignment, students will move to a new category. Let students know which category they will be mapping next and the section of text they have to read. “Just like today, think about your new category while you read tonight. Visualize what you'll map while you read. Maybe you want to sketch it out so you have something to show your group. We're not always going to be reading together like this, but you'll always have time to discuss with your group and work out a plan.”

10. Set the mapping up as a ritual, to be done at the end of each chapter or section the class reads. If students are reading each night, perhaps they will want to map out the new developments everyday, or maybe the class will do this activity twice a week. Regardless, make the maps a continual activity that will be returned to throughout the text. The maps should remain on the walls (or, if not possible, they should be put up each day before the students come in) so that as students arrive, they can begin working on their map for the day. As students become comfortable with the process and begin reading at home, the practice will take less time in class. Students may only need 10-15 minutes total to discuss, map, examine, and revise the different categories.

11. “These are our maps of the text. Together, these create a picture of everything that we read, that we see, that we think about. I want you guys to feel free to always add new ideas, new images. These are your maps to help guide you through the book.” Eventually, the maps will grow to represent the entire text. They will provide visual aids throughout reading and can be used either in final performance or as prompts for any kind of writing or future activities.