LESSON FIVE: Note Taking to Organize and Record Relevant Information From Written Text
Students read a passage on “freedom” and organize and record relevant information by creating a topic outline.
GRADE-LEVEL EXPECTATIONS ADDRESSED
W3B Use a note-taking system to organize information from written text
IL1C Use a specified note-taking format to record relevant information
§ Sources of Literature
o Trail of Tears speech by Tecumseh
o Pencil or pen
o Overhead and transparency of blank topic outline
§ Handouts provided
o Sample Blank Outline
o Reading passages on the topic of freedom
§ Words to know
Read a passage and complete a topic outline.
1. Students brainstorm everything they know about Native American Reservations. Chart pre-knowledge. Generate
student questions about Native American reservations. Discuss the “Trail of Tears” where the Cherokee people
were forced to move from their homeland, Georgia, against their will. Have the following speech by Tecumseh,
retrieved from http://www.peaknet.net/~aardvark/index2.html, printed on chart. (Option: Show art work
depicting the Trail of Tears available for viewing)
TRAIL OF TEARS
"The way, the only way, to stop this evil is for the red man to unite in claiming a common and equal right in the land, as it was first, and should be now, for it was never divided.
We gave them forest-clad mountains and valleys full of game, and in return what did they give our warriors and our women? Rum, trinkets, and a grave.
Brothers -- My people wish for peace; the red men all wish for peace; but where the white people are, there is no peace for them, except it be on the bosom of our mother. Where today are the Pequot?
Where today are the Narrangansett, the Mohican, the Pakanoket, and many other once powerful tribes of our people?
They have vanished before the avarice and the oppression of the White Man, as snow before a summer sun."
2. As you read the poem orally, students turn to a shoulder partner between each verse of the speech of
Tecumseh and paraphrase (retell) what they think it means. Lead a short discussion on what freedom might
have meant to the Cherokee Nation at that point in history. Continue with the investigation of the phrase,
“History repeats itself.” Discuss that one way to avoid history repeating itself is to keep new generations aware
of historical tragedies. Say, “Today we will learn about one historical event and use a note-taking strategy to
hold our new learning.”
3. Discuss the following questions:
How can note-taking be applied to everyday life situation?
What is a purpose of taking notes?
4. Introduce students to the term “Topic Outline”. While discussing definitions for a “Topic Outline”, record responses on board.
5. Show an overhead transparency of a blank topic outline. Using a passage from a social studies text, read and view the headings and/or subheadings to see how these are broken down and placed in an outline. Students complete an outline using the text.
What is a good title for the outline?
Where do the headings fit in the outline?
6. Read the selected text orally and discuss relevant (or main ideas) information to place under the headings and/or subheadings. Under Roman Numerals I and II headings and/or subheadings, record relevant information (main ideas) using A, B, C, etc. together as a group.
How do you decide the relevant information to record under headings and/or subheadings?
Use a text that contains chapters, headings and/or subheadings.
Review the text pointing out the meaning of the different chapters, headings and subheadings and why the text is broken down into these areas.
Use the title of the chapter or title of the book for the title of the topic outline.
Use the first subheading as Roman Numeral I, the second subheading as Roman Numeral II, the third subheading or chapter title as Roman Numeral III, etc. until the entire chapter or section is complete.
Under each subheading or chapter/Roman Numeral, write main/important detail for A & B (C, D, etc. can be added if needed.)
Make sure the students have a copy of the text that you are using to model.
Model how to decide what is considered important or relevant to the topic (example: vocabulary, facts, dates, main ideas, etc.)
7. In pairs, students complete several more sections of the topic outline and share to compare responses.
Do you have supporting details relating to headings and/or subheadings?
Is the information relevant or important?
How could you use the recorded information to help you study for a test?
8. Students finish the “Topic Outline” independently. Students use peer-evaluation checklist for evaluation.