Project: Non-Fiction Book Map
Sample of Book Map Project done for the book Sit In: Four Friends Who Stood Up by Sitting
Down by Andrea Pinkney Davis
Activity: Non-Fiction Book Map
ELA CCSS Literacy Link:
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Reading for ideas, details a 1,2,3;
CCSS Writing Informative Texts 2;
Production and Distribution of Writing 4, 6;
Research to Build Knowledge 7, 8, 9;
Range of Writing 10;
CCSS Literacy in History/Social Studies Production and Distribution of Writing 4, 6;
Research to Build Knowledge 7, 8, 9; and
Range of Writing 10
Students create a map or collection of maps and related items that reference plot locations
specified or alluded to in a non-fiction book. This project engages students in reading a book for
content understanding and researching locations by using online map resources (e.g. Google
Maps, Yahoo Maps, MapQuest, etc.). As a project, they will create unique graphics and content
that are an integrated project, ready to be presented to an online or on-site audience. Real
world graphic design and fact checker/back materials publication job skills are demonstrated in
this project and literacy engagement with the text through notetaking will yield gorgeous map
products for students that have value beyond the classroom. Students can do individual maps
or work in teams to create maps. This project can be part of a set of enrichment projects or
used with students doing independent readings as well projects in a class with all students
working on the same or different books.
Procedure
As students read any work, have them read it for the following ideas and details which they
record:
1) 3 key locations mentioned.
2) Using an online map resource to locate each of these locations. Take a screen capture of it
(use Alt+Print Screen to capture and then open a document and do a Ctrl+V to paste – click
on the picture and treat as any other picture to crop or edit or right click on picture and do a
Save As Picture). If locations are sufficiently close to one another, use a single screen
capture. If they are at a distance from one another, use several captures. Put these together
to create a collaged cluster of maps. Create for target online peer, onsite peer, or adult
audience. Decide which approach is easier for a viewer to understand and/or which
approach will help create the most attractive and interesting finished product.
3) Write a short caption for each of the locations identified to be part of the book map. In the
caption, identify the location and explain why it is important in the book. Add any other
information that will help make the book map a good one.
4) Insert your map(s) into a blank word processing document. Decide on landscape or portrait
orientation.
5) Using the Call Outs feature of MS Word (or similar word processing software) or using the
Text Box feature along with an Arrow shape, create spaces in which to paste your captions.
Move the Call Out or Text Box into an appropriate space over map and have either the
arrows or the pointy end of the callouts point to the precise spot identified.
6) Add photos or other elements to the map, adjust the sizes and locations. Make it look nice.
Finally save the map as a finished product (PDF format works very well for this).
Product or Performance or Project Portfolio
The final product is a map with arrows marking locations, explanatory captions, and photos
and/or other illustrations.
The finished student product is a map or collaged collection of maps of areas that relate to the
content of the book read. In addition to a traditional map view of these areas, students add
‘text boxes’ or ‘call outs’ to present captions that pinpoint and explain for the audience the
significance of the areas mapped. Photos and illustrations of the selected areas may also be
included using a variety of techniques. While the map and the caption text are functional
documents, the final arrangement of the various elements of this product reflects design
decisions and the taste of its student creator/designer.
Time Expenditure
This project should take roughly 5−6 periods (45−60 minutes each). Allow half a period to
explain the project to the students before beginning and a full period for the students to share
their work with peers and others at the conclusion.
Standards Alignment
iste.org/standards for students
1. Creativity and innovation
Demonstrate creative thinking, construct knowledge, and develop innovative products
using technology.
a. Apply existing knowledge to generate products, or processes
b. Create original works
2. Communication and collaboration
Use digital media and environments to communicate and work collaboratively to
support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of
media and formats
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks
d. Process data and report results
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship
b. Exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity
6. Technology operations and concepts Students demonstrate a sound understanding of
technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
d. Transfer current knowledge to learning of new technologies
Assessment Statement
Rating Criteria: Is the work complete? Has the student done all that is required? Is the finished
book map accurate? Easy to read and interpret? Has the student or teams correctly identified
the requisite 3 locations, sufficiently linked them to the book and beyond and creatively /clearly
communicated information.
Sharing the work (exhibits, publishing, presenting, etc.)
Class museum-style exhibit: Each student’s map should be printed and mounted on wall of
exhibit area. Other ideas: Can be posted on teacher’s web site in connection with book or
independent reading, sent to author if author has site or publisher’s page/activities for book.
Technology Connection
Digital Resource Type
Digital Processes, Skills, and Techniques
Computer or tablet, Internet Access, browser
Keyboarding, File Management
Word Processing program
Online Map Resource
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Record notes on book, lists of locations
and research links for materials on
them in a word processing document.
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Use a fresh Word Processing document
as a “canvas’ on which to create the
book map.
Find locations on map
(Google Maps, Yahoo Maps, MapQuest, etc.),
Screen Capture resource: either provided by
device operating system or supplementary
resource like SnagIt
Capture map segment(s) so that it may be
inserted into the finished book map product
Search Engine (Google, Yahoo, etc.)
Ancillary research for information pertaining
to locations, supplementary images on
locations, etc.
Printer (color printer if possible)
Print out finished book map for exhibit
Literacy Connection
This project provides PURPOSE and REAL WORLD use for “talking to the text “ and engaging
with text complexity plus making specific text citations which realize the goal of targeted
reading to create a map purpose. Literary maps are a respected academic genre. This also
prepares for college coursework in reading for English and History.
Focus/Process Sheet Items (Items for students to do and record as they work through the
project)
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List Title and Author of book. Pulisher, City of Publication and Date.
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List 3 or more significant locations specified in the book. Explain why they selected the
ones chosen
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Record web links to informational items uncovered and used in creating the book map.
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Record web links/sources of graphics used in creating the book map.
Created by Dr. Rose Reissman,
Ditmas IS 62, with Barry Kevorkian Principal