The document is a concept map submitted by Devika L.P. for English classes. It summarizes two units - "Glimpses of Greatness" and "Live and Let Live" through key concepts, sub-themes, and related activities. The concept map outlines chapters from each unit on topics like leadership, nature, and substance abuse. It links the concepts and chapters through oriented lines and provides a variety of writing and speaking activities for students to better understand the material in a visual way. Concept maps help organize information and develop critical thinking skills.
2. INTRODUCTION
Knowledge is the accumulation of facts ad information. 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 way of representing information, knowledge, or facts in a
graphical form. It consists of concepts and relationships between them. A concept in the map
is anything we want to talk about, i.e., any real-world object, an abstract term, an event, or
even a fact. Concepts are usually represented by text in rectangles and relationships as
oriented links between the rectangles, with arrows showing the reading direction.
Concept mapping (CM) is a teaching and learning strategy that establishes a bridge
between how people learn knowledge and sensible learning. Concept maps were developed
by a team lead by Joseph Novak in 1973 during their research on the psychology of children's
learning based on Ausubel's theory of learning. One of the core notions of Ausubel’s theory is
the distinction between rote learning and meaningful learning. Rote learning means
memorizing unconnected facts. Meaningful learning happens when new facts and concepts
are linked to those that students already know, i.e., when new information is integrated with
current students’ knowledge. Information acquired through meaningful learning is
remembered for a longer time, and, even more importantly, there is a higher chance that
students will use it successfully than rote 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 learning activities.
This assignment contains a concept map for Plus One and Plus Two students, based on the
units “GLIMPSES OF GREATNESS” and “LIVE AND LET LIVE”, respectively
3. PREPARATION
The process of concept mapping involves three major steps:
✓ Step 1: List key concepts/terms related to the topic.
✓ Step 2: Build up concepts to elaborate key concepts.
✓ Step 3: Identify links between concepts.
The units taken for concept mapping were “GLIMPSES OF GREATNESS” and
“LIVE AND LET LIVE”. The former unit consists of four chapters, which includes
a speech, a poem, a story and a biography. The latter unit consists of three
chapters, which includes a speech, a poem and a story. At the outset key
concepts and themes related to the topics: uniqueness, confidence, nature and
social evils are enumerated. Each chapter contained sub themes too, like
manhood, leadership, success, deforestation, drug abuse, ecological imbalance
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 was drafted.
4. OUTLINE
I. TOPIC: “GLIMPSES OF GREATNESS”
Key Concepts, Sub Themes and Activities:
1. HIS FIRST FLIGHT (Story)
a) Self-confidence
b) Courage
i. Read and respond
ii. Tree diagram
iii. Review
2. I WILL FLY (Speech)
a) Be unique and confident
b) Always possess an ignited mind
i. Think and respond
ii. Speech
iii. Email
3. QUEST FOR A THEORY OF EVERYTHING (Biography)
a) Fighting adversities
b) Success
c) Will power
i. Paragraph writing
ii. Timeline
5. iii. Interview
iv. Profile
v. Speech
vi. Group discussion
vii. Cohesive devices
viii. Collocation
4. IF (Poem)
a) Manhood
b) Success
c) Strength
d) Leadership
e) Self control
i. Read and respond
ii. Read and reflect
iii. Appreciation
iv. Clause
II. “LIVE AND LET LIVE”
Key Concepts, Sub Themes and Activities:
1. WHEN A SAPLING IS PLANTED (Speech)
a) Preservation of nature
b) Ecological balance
i. Formal speech
6. ii. Adverb
iii. Editing
2. RICE (Poem)
a) Declining of agriculture
b) Invasion of commercial plantations
c) Struggles of farmers
i. Critical appreciation
ii. Write-up
iii. Paragraph writing
3. DANGERS OF DRUG ABUSE (Essay)
a) Impact of substance abuse
b) Warning against drug abuse
i. Paragraph writing
ii. Group discussion
iii. Letter
iv. Use of language expression
v. Advice giving
vi. Seminar
vii. PowerPoint presentation
viii. Editing
7. EXPLANATION
Success is undoubtedly the fruit of perseverance. The great achievements of others can inspire
us, and we, in turn, can be an inspiration to many. “GLIMPSES OF GREATNESS” highlights the
personality traits of some great people. It throws light on the qualities that are to be
developed so as to become successful in life. This unit includes an anecdote from the life of
Abraham Lincoln – ‘Abe’s First Speech’, a story by Liam O’ Flaherty – ‘His First Flight’, a speech
by Dr A. P. J. Abdul Kalam – ‘I will Fly’, a profile of Stephen Hawking – ‘Quest for a Theory of
Everything’ and a poem by Rudyard Kipling – ‘If’. It aims at equipping the learners to face the
challenges of life with courage, confidence and perseverance, and to become unique in their
own ways. While doing so, they must uphold the values of life. The unit also aims at building
confidence in learners to use English effectively and to help them acquire a strong linguistic
foundation that will improve their application of the language in other contexts.
The dissemination of knowledge in the present day has provided us a fund of information
about health and hygiene. We know for certain that good health is not merely the absence of
disease, but the readiness to live with healthy mental attitudes and to let others live. But this
is the time to think aloud. What are we actually doing to protect the world around us and to
maintain healthy life-styles? Any individual attempt at creating imbalance within our body or
the world around us will lead to total destruction. The unit, “LIVE AND LET LIVE” raises the
question, ‘what do we do to preserve the indigenous and the natural?’ The unit includes a
speech, ‘When a Sapling is Planted’ by Wangari Maathai, a poem ‘Rice’ by Chemmanam
Chacko, and an essay ‘Dangers of Drug Abuse’ by Hardin B. Jones.
Sub themes related to each chapter is linked in the concept map, including leadership,
confidence, manhood, nature, success, courage, substance abuse, ecological imbalance and
self control. The names of the authors and appropriate pictures were added for more clarity.
The genres of 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.
11. “LIVE AND LET LIVE”
Dangers of
Drug Abuse
✓ Critical appreciation
✓ Write-up
✓ Paragraph writing
WHEN A SAPLING IS
PLANTED
RICE
• Preservation of nature
• Ecological balance
• Declining of agriculture
• Invasion of commercial plantations
• Struggles of farmers
• Impact of substance abuse
• Warning against drug abuse
✓ Formal speech
✓ Adverb
✓ Editing
✓ Paragraph writing
✓ Group discussion
✓ Letter
✓ Use of language expression
✓ Advice giving
✓ Seminar
✓ PowerPoint presentation
✓ Editing
12. CONCLUSION
Concept maps are perfect for organizing and planning study programs and topics. Providing a
concept map that represents the entire study program is the ideal option how to increase
awareness of the importance of the course. Students can directly see what their knowledge
at the end of the course should be. It can also represent how the classes are connected so the
students can understand them better and be motivated. Representing the curriculum as a
concept map is also beneficial for teachers and study program coordinators themselves
because they can evaluate their course and checks its coherence.
The concept map, based on the units, “GLIMPSES OF GREATNESS” and “LIVE AND LET LIVE”,
contains detailed information on the key concepts, sub themes and activities. 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. REFERENCES
• 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.
• Allen, B.S., 1993. Computer-Based Mapping for Curriculum
Development. Available at: https://eric.ed.gov/?id=ED362145
[Accessed January 25, 2019].
• Novak, J. & Cañas, A.J., 2008. The Theory Underlying Concept Maps
and How to Construct and Use Them. Available at:
http://eprint.ihmc.us/5/1/TheoryUnderlyingConceptMaps.htm [Accessed
January 25, 2019].
