For example, I created a conceptual map for the reading a L2 story. When students read stories from other country, they not only learn about the language but also learn new cultural beliefs and values. I think it is important for students to understand how the stories reflect the cultural values and beliefs when they read it. Based on this belief, I created the map.
Students will fill out the story line first from event 1 to event 5. As they organize the story line, they also write down what cultural facts about the country they have learn from the story.
Then, they will find what kinds of lesson this story tries to teach readers. After finding the lesson the story implies, they will decide if they agree with the value or not. Students will discuss how it is different from their personal or cultural belief. Students need to support their argument with logical explanations. During these processes, students will add their thoughts by adding new boxes to the original map. This collaborative work will help students to compare their idea with others.
1 comment:
We talked about this in class that one night. As I suggested then, this lesson might be best if it comes "full circle," in the sense that once you get your students to the bottom of the map, remind them to return to the top of the map and to connect the lesson(s) they learned from the story, and the values they talked about, with the cultural facts they started with.
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