LESSON THREE: Recording the Deed: Note-Taking on Heroes

                             

LESSON DESCRIPTION

Students summarize information clearly and concisely in a multi-paragraph text routinely using an appropriate method for note-taking. 

 

The thrust of this lesson is to incorporate note-taking into the composition of a multi-paragraph summary. MAP Plus Model Curriculum Alignment provides instruction for organizing notes through a graphic organizer at 9th grade, Cornell note-taking at 10th grade, and modified outline at 11th grade.

 

GRADE-LEVEL EXPECTATIONS

W3B       Routinely use an appropriate method for note-taking

W3D       Write a multi-paragraph text that summarizes large amounts of information clearly and concisely

 

LESSON MATERIALS

§         Source of Literature

o           Copies of a “cold read” nonfiction text that features an unsung hero

 

§         Supplies 

 

§         Handouts provided

o        Formative Assessment for Lesson Three

 

§         Words to know

o        note-taking

o        summarize

 

FORMATIVE ASSESSMENT 

After reading an excerpt, students organize the information using an appropriate note-taking method.  Scoring guide provided.

 

LEARNING ACTIVITIES

 

Idea 

One suggestion for focusing student on the objective and for creating motivation would be to announce the following: “Today we are going to practice attending college. I will provide information for this class in college composition, and you will take notes. Remember that some of the information will be on the final exam.”

 

  1. Lecture for a brief time and provide some written information via overhead, board, PowerPoint, etc. Be sure to keep the time allowed for taking notes to a minimum: the students should feel pressed for time.  

       

  1. Discuss the importance of note-taking as an essential skill for success in the academic world.  

 

  1. Student brainstorm examples of occasions outside of academia for note-taking skills. Examples may include business meetings, telephone conversations, recipes, comparing products, purchasing a home, etc.

 

Part 2

 

  1. Provide an overhead of the information used in the lecture of Part One.

 

  1. Students pair-share (Kagan) and compare their notes to each other’s and the model.

 

  1. Students make a list of ways their notes differ from the model. Students brainstorm characteristics of effective notes. Put the following phrase on the board, “Good Notes Should Contain the Following Characteristics” and record student responses.

 

Strategy 

As a facilitator, continue until the following information is brought to light. It may be necessary to ask guiding questions to elicit correct responses:

 

1. Good notes only contain the main ideas—you can’t write everything down!

2. Good notes are organized and easy to read

§          use white space

§          distinguish between main ideas and supporting points

§          may be graphic organizers

3. Good notes should be in the writer’s own words

4. Good notes should be a WORK IN PROGRESS. Students may revise them and add to them!

5. Good notes should be studied. Students may use them to improve scores on a test.

 

  1. Explain that several strategies exist for note-taking purposes and students are taught several methods throughout high school, but eventually notes will be INDIVIDUAL according to the criteria above.

 

Strategy 

Provide information about the Cornell Method (see references for template and explanation) and examine the characteristics in the example on the overhead. Provide an example of the scoring guide and review the criteria.

 

Part 3

8.    Students organize their notes into the Cornell Method without the benefit of the overhead example; students check their finished product with the overhead example. Check for mastery.

 

Questions

for

Students

How did you identify the most relevant facts?

What is the key information?

What makes it a relevant fact?

How do you know what to write down?

How do you distinguish between main ideas and supporting details?

Why should you use your own words?

How/when would you use this strategy?

What do you do with your notes after you have written them?

What did you learn about note-taking?

How would you explain this process to another student?

 

Idea 

Invite a local unsung hero to come to the class and speak about his/her experience, or, alternatively someone who knows such a person. Student take notes from the speaker or have the speaker provide textual information for the students to take notes from.

 

Ideas 

Note-taking resources:

www.factmonster.com/homework/studyskills2.html

www.d.umn.edu/student/loon/acad/strat/ss_notetaking.html

www.dartmouth.edu/~acskills/success/notes.html

 

               

Questions

Anticipated student questions:

Do I have to use this method of note-taking?

What does note-taking have to do with heroes?