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Map of the Imagination Launch

Learning Goals
1. Students will interpret land and water features on a map.
2. Students will integrate knowledge of geographical features with personal knowledge and interests.
Objectives
1. Students will be able to apply knowledge of previously-learned geographical features to identify
those features on a map.
2. Students will be able to discuss criteria for an effective and successful map.
3. Students will be able to familiarize themselves with the Map of the Imagination assignment and
plan for their own map.
Materials
Map of Theras journey (Figure 7; distributed to students in October)
Word Power notebooks (with students)
Larger maps on walls around classroom
Yardstick
Doc-cam
Fantasy Map (Figure 8; x1)
Magic paper
Map of the Imagination instruction sheet (Figure 9; x16)
Theme Brainstorming sheet (Figure 10; x16)
Place Planning sheet (Figure 11; x16)
Rubric (Figure 12; x16)
11x17 paper (x16)
Procedures
Hook: 5 min
Ask students to take out their map of Theras journey, and their Word Power books with Lesson
1s materials slipped inside. Project a copy of the map while they do this.
Ask students to turn and talk to their shoulder partners and see if they can find 5 of the geography
terms on Theras map. Go around the room and ask partners to share one idea they came up with.
As they share, ask one member of the group to show the geographical feature on the doc-cam.
Once each pair has shared once, ask if anyone saw anything else.
Discussion: 10 min
Pull down maps around the classroom (Ancient Greece, World, United States). Ask students what
they observe about these maps that make them successful. Allow students to use yardstick to
point out specific features on maps, and have them pass the yardstick to continue discussion.
Pull maps back up and project example Fantasy map. Say, Weve spent some time looking at
maps of real places, but your Map of the Imagination is not going to be a real place, so lets take a
look at what an imaginary place might look like on a map. Ask for students observations using
magic paper.
Activity Intro: 30 min
Distributors pass out Map of the Imagination instruction sheet (Figure 9). Project sheet. Ask for
volunteer to read instructions aloud.

Since youre going to be including ten features, and you have to name all of those features, youre
going to need to choose a theme that has so depth to it so you can come up with ten things that
actually have to do with your theme.
Project theme brainstorming sheet (Figure 10) with example of leopards and title, Leopardland.
Give example Sea of Spots for how names of places on the map should relate to theme. Ask for
1-2 additional examples for Leopardland.
Note: This would be a tricky theme for me, because itd be hard for me to come up with
ten leopard-themed places or features. But maybe you know lots about leopards - that
could be a great theme for you, then!
Ms. Conrad shows on brainstorming sheet that they will generate at least 5 theme and
corresponding titles. While distributors pass out sheets, explain that When youre finished, youll
pick two ideas that you think are your strongest, and check in with me or Ms. Rogers.
Write on board: Circle your 2 strongest themes
As students finish their brainstorming, check in about their chosen themes, then give the Place
Planning sheet. After a few students have moved onto this stage, show whole class the place
planning sheet and explain that they
will chose ten features for each of their two chosen themes to
develop a name for. The front is for one theme; the back is for the other.

Sharing: 5 min
Tell students that they should now choose one theme (perhaps one of the two you tried out
turned out to be stronger when you made names for places). Ask for volunteers to share the
theme theyve chosen.
Students slip their instruction, brainstorming, and planning sheet into their CS folders.
Homework
At the end of the day, distribute rubrics (Figure 12) and explain that it shows the three categories
well be looking for in the maps. This tells you exactly what it looks like if your map is excellent,
good, or needs work for each of those categories. Tell students to use this as a guide as they
complete their rough drafts.
Distribute 11x17 paper to each student for rough drafts.
Rough drafts should be completed for homework. N
o color; pencil only. Students should bring
their Place Planning sheets home for this.
Products and Assessments
Completed Place Planning sheet
Map of the Imagination Rough Draft
Differentiation and Modifications
Opportunity to incorporate personal interests will make assignment more personally relevant,
and providing a familiar anchoring context, for D
Examples, brainstorming, and planning provide scaffolding structure for D, and serve to slow
down K so that he is more thoughtful about his decision-making
Artistic, creative elements of assignment play on Ds visual, big-picture strengths and fantastical
interests, while challenging K to think flexibly and imaginatively

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