This document presents a concept map summarizing two literature units - Harmony of Life and Heights of Harmony. Key concepts from each chapter like happiness, fraternity, and truth are identified and linked to appropriate activities. The process of creating the concept map is explained involving listing concepts, building relationships, and identifying links. Benefits of concept mapping like helping visual and critical learners are highlighted. An outline and explanation of how the units and chapters are linked in the concept map is provided. In conclusion, the concept map is said to help students and teachers grasp relationships between concepts from the literature units.

1. CONCEPT MAP
SUBMITTED BY,
ABHIRAMI S.S
ENGLISH
ROLL NO:1

2. INTRODUCTION
When new knowledge is integrated with and connected to existing knowledge
that new knowledge is easier to understand and to remember. A professor’s job is to build
scaffolding from existing knowledge on which to hang incoming new knowledge. Using a
concept map is one way to build that scaffolding. A concept map is a visual organization and
representation of knowledge. It shows concepts and ideas and the relationships among them.
One can create a concept map by writing key words (sometimes enclosed in shapes such as
circles, boxes, triangles, etc.) and then drawing arrows between the ideas that are related.
Concept mapping (CM) is a teaching and learning strategy that establishes a
bridge between how people learn knowledge and sensible learning. Students need to have
sufficient foundation and a critical thinking about CM and the relations between different
concepts. Concept mapping promises to be useful in enhancing meaningful learning and
students‟ conceptual understanding. Concept mapping helps meaningful learning in several
ways. It is an activity that provides the student with an opportunity to organize, summarize,
analyze and evaluate many different ideas. Thus, it promotes the development of critical
thinking skills, which can then be used for other meaningful learningactivities.
This assignment contains a concept map for Plus One and Plus Two students,
based on the units,Harmony of Life and Heights of Harmonyrespectively.

3. Preparation
The process of concept mapping involves three major steps:
 Step 1: List key concepts/terms related to thetopic
 Step 2: Build up concepts to elaborate keyconcepts
 Step 3: Identify links betweenconcepts
The units taken for concept mapping were ‘Harmony of Life’ and ‘Heights of
Harmony’. The former unit contains 3 chapters, which includes a story, a poem, and
an essay. The latter unit contains 3 chapters, which includes a poem, a story and a one
act play. At the outset, key concepts and themes related to the topics, harmony,
cooperation, compassion, life values. Each chapter contained sub themes too, like
isolation, health, fraternity, friendship etc. These concepts were listed down. Links
were identified between these concepts and appropriate activities that could be given,
while dealing with each chapter was given. Keeping all these in mind, an outline was
created and based on the outline, the concept map wasdrafted.
Benefits
There are several benefits of using concept maps. A concept map:
 Helps visual learners grasp the material (however all learners benefit from theactivity)
 Helps students see relationships between ideas, concepts, orauthors.
 Utilizes the full range of the left and right hemispheres of thebrain.
 Helps memoryrecall.
 Helps to clarify and structureideas.

4.  Aids in developing higher-level thinking skills (create, analyze,evaluate).
 Helps students synthesize and integrate information, ideas andconcepts.
 Encourages students to think creatively about thesubject.
 Lets students do self-evaluation of beliefs, values, socialization,etc.
 Helps students evaluate assumptions.

5. Outline
I. Topic: HARMONY OF LIFE
Key Concepts, Sub themesandActivities :
I.GOOSEBERRIES (Story)
a) Happiness, suffering and meaning
b) Wealth and Status
c) Modernity, isolation and nature
d) Death and disease
i) Read andrespond
ii) Symbolism
iii) Review
iv) Write Up
v) Debate
vi) Seminar
vii) Reported Speech
viii) Exclamations
II.TO SLEEP (Poem)
a) Peaceful and calm sleep
b) Forgetting the troubles of the day time
c) Significance of sleep
d) Sleep and health
i) Read andrespond
ii) Poetic devices
iii) Critical Appreciation

6. III.GOING OUT FOR A WALK (Essay)
a) Escape
b) Conformity
c) Conflict
d) Social opinion and tradition
i) Personal Essay
ii) Survey
iii) Grammar(Would rather &Would prefer)
iv) Write- up
v) Project
vi) Speech
vii) Role Play
viii) Essay

7. II.Topic: HEIGHTS OF HARMONY
Key Concepts, Sub themes and Activities :
I.MENDING WALL (Poem)
a) Fraternity
b) Tolerance
c) Difficulty of change in society
d) Humanity
e) Long standing relationships
i) Paragraph Writing
ii) Appreciation
iii) Comparison
II.AMIGO BROTHERS (Story)
a) Value of relationship
b) Friendship
c) Sportsmanship
d) Trust
e) Companionship
i) Write-up
ii) Making announcement
iii) Debate
iv) Book review
v) Homonyms
vi) Vocabulary
vii) Character sketch
viii) Newspaper report

8. III.THE HOUR OF TRUTH (One-act play)
a) Truthful way of life
b) Greed and its impact on individuals
c) A broad message about life
i) Analysis
ii) Write-up
iii) Character Sketch
iv) Group discussion
v) Comparing
vi) Reader’s theatre
vii) Language practice
viii) Editing

9. Explanation
The unit, Harmony of Life highlights the some life values. It throws light on
the qualities that are to be developed so as to become successful in life. This unit includes
anstory of Anton Chekhov’s Gooseberries, To Sleep, a poem by William Wordsworth, and
Going out for a Walk, by Max Beerbohm.
The unit, Heights of Harmony, highlights the need for the fraternity,
friendship and cooperation. This unit tells us how these qualities help us to lead a peaceful
life. The unit comprises a poem, Mending Wall by Robert Frost, the short story, Amigo
Brothers, by Piri Thomas and a one- act play,The Hour of Truth, byPercival Wilde.
The sub themes of each chapter are linked in the concept map including
fraternity, tolerance, relationship and truthful way of life. The names of the authors and
appropriate pictures were added for more clarity. The genres of the chapters were linked,
Suitable activities, related to the chapters were connected, to make things easier. Varieties of
activities are provided to enhance vocabulary, speaking skills as well as writing skills.

10. HARMONY OF LIFE
 Happiness, suffering and meaning
 Wealth and Status
 Modernity, isolation and nature
 Death and disease
 Read and respond
 Symbolism
 Review
 Write Up
 Debate
 Seminar
 Reported Speech
 Exclamations
 Peaceful and calm sleep
 Forgetting the troubles of the day time
 Significance of sleep
 Sleep and health
 Read and respond
 Poetic devices
 Critical Appreciation
 Escape
 Conformity
 Conflict
 Social opinion and tradition
 Personal Essay
 Survey
 Grammar(Would rather &Would prefer)
 Write- up
 Project
 Speech
 Role Play
 Essay

11. HEIGHTS OF HARMONY
 Fraternity
 Tolerance
 Difficulty of change in society
 Humanity
 Long standing relationships
 Paragraph Writing
 Appreciation
 Comparison
 Value of relationship
 Friendship
 Sportsmanship
 Trust
 Companionship
 Write-up
 Making announcement
 Debate
 Book review
 Homonyms
 Vocabulary
 Character sketch
 Newspaper report
 Truthful way of life
 Greed and its impact on individuals
 A broad message about life
 Analysis
 Write-up
 Character Sketch
 Group discussion
 Comparing
 Reader’s theatre
 Language practice
 Editing

12. CONCLUSION
The concept map, based on the units, Glimpses of Greatness and Flights of Freedom,
contains detailed information on the key concepts, sub themes and activities. The map is
prepared in Visme, online design software. The concept map can help students as well as
teachers grasp the material along with the links and connections. It can help visual learners
to understand the concept easily. It can help students see the “big-picture” and visualize
relationships. It will help those process and store large amounts of information.

13. REFERENCE
 Bryan Bradley. “Concept Mapping.” Concept Mapping | CENTER FOR TEACHING
AND LEARNING,ctl.byu.edu/tip/concept-mapping.
 Farah Najam et al. “Concept Maps: Classroom Strategy.” Reading Rockets, 3Jan.
2020, www.readingrockets.org/strategies/concept_maps.