Topic
Looking at maps in new ways
Instructional Focus
The Lesson will center on what maps mean to the students. The mode of expression will
be through writing and verbal interchange.
Educational Objectives
Specific educational purposes are related to the development of
· new attitudes
· broader meaning of the concept “maps”
· deep levels of metaphoric activity
Specific behavioral objectives are that the student will be able to
· create direct analogies
· create personal analogies
· use compressed conflicts
Stretching Exercises
- Definitions and examples of three types of analogies used in the stretching
exercises:
Direct Analogy. “When you compare one thing with another thing you are using
what we call direct analogy. Here is an example of what I’m talking about: How
is a spelling lesson like a candy bar?”
Personal Analogy. “when you put yourself in the place of something else to try
get an idea of how it might feel to be that thing, you are using what we call
personal analogy. That may sound confusing, but here is an example of what I’m
talking about: You are a bicycle that has not been cared for. You have not been
washed or oiled since you were new and now you are slowly rusting as you sit out
in the rain. How do you feel?”
Compressed Conflict. “When you put two words together that don’t seem to fit,
you are creating what we call a compressed conflict. These are words that
ordinarily would not belong together because they seem to oppose or contradict
each other. Here are some examples: soft steel and friendly bullets. Can you think
of some examples?” - Stretching exercises used in this lesson:
Direct Analogy
· “How is a sunset like spinach?”
· “Do they both have something to do with energy?”
· “Can they both be consumed?”
Personal Analogy
· “Pretend you are your favorite food. Describe yourself in one word.”
· “How does it feel to be this food?”
· “How does it feel to see hands reaching for you?
Compressed Conflict
· “What has a deafening silence?”
· “How is garbage deposited along the roadside noisy?”
· “Is a photograph of a starving child really silent?
Lesson Development
PHASE 1: Description
“We’ve been working with a variety of maps over the past few weeks, and you have
learned something about the types of information they can present and how you can make
use of that information. Now I would like you to take a few minutes to think about maps
and write short paragraph about what they mean to you.”
Conduct Stretching Exercises (see above).
PHASE 2:Direct Analogy
“As I said earlier, a direct analogy is where you compare one thing with another thing.
Now I’m going to give you some more examples to respond to, but this time I’m going to
write your responses on the board. Here goes.” Use one of the following:
· What insect is like map?
· What plant is like a map?
PHASE 3: Personal Analogy
“Now let’s try some personal analogies. Remember that a personal analogy is where we
‘become’ something else in order to see what it’s like to be that thing. I’ll give you some
examples and again I’ll be writing your responses on the board.”
· You are a map. How does it feel to be map? How do you look?
· As a map, how do you feel about the way people use you?
PHASE 4: Compressed Conflict
“Remember that a compressed conflict results when words are placed together that seem
like they just don’t belong together; in a way, they seem to fight with each other. Let’s
take a look at your list of words from the personal analogy and see if there are any that
will pair up to create a compressed conflict. What do you suggest?” (List compressed
conflicts on the board.)
PHASE 5: New Direct Analogy
“Now let’s select one of your compressed conflicts and use it in a new direct analogy.
Which compressed conflict shall we use? Which one seems to generate the greatest
conflict? (Have the students come to an agreement on which compressed conflict to use.)
“OK. Let’s use this compressed conflict in another direct analogy. What kind of building
could represent this compressed conflict?” (List student responses on the board)
PHASE 6: Re-examination of the Original Task
“To complete this process, I would like you to write another paragraph about what maps
mean to you. This time, though, I want to use in your paragraphs one of the analogies that
we have just generated for the compressed conflict, or another one from our previous
lists. You may use them in any way you like.” )Students are given time to write their
paragraphs)
“Now, get out the first paragraph you wrote and compare it to this one. Do you like one
better than the other? Why?”
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