LESSON THREE: Researching the Past

 

LESSON DESCRIPTION

Using nonfiction text, students practice note taking strategies to develop key words for researching the western movement.

 

GRADE-LEVEL EXPECTATIONS

W3D    write a summary/retell main idea of written texts

IL1B    use various resources to acquire information and answer questions to guide research

IL1C    use a specified note-taking format to record relevant information

IL1D    give credit to other's ideas, images, and information by listing sources used in research

 

LESSON MATERIALS

 

§         Sources of Literature

o        None

 

§         Supplies

o        Internet access for students

o        Research questions from previous lesson (Questions from the “W” and the “Q” columns of Lesson Two BKWLQ)

o        Cornell Note-Taking System Transparency (optional)

 

§         Handouts provided

 

§         Words to know

o        keywords

 

FORMATIVE ASSESSMENT

Administer an oral quiz using provided questions, and have students answer in complete sentences.  Scoring guide provided.

 

LEARNING ACTIVITIES

1.        Inform students the “W” and “Q” columns are questions to guide their research.

 

Questions

for

Students

What questions did you have in the "W" and “Q”  columns?

Would it be better if your questions were prioritized?

How will you prioritize your questions for today's research?

 

2.        Review keywords with students.

 

Strategy

 

After putting students in pairs, instruct them to walk quietly around the room telling each other what they know about the concept.  This should be timed to allow equal time to share. 

 

Questions

for

Students

What are keywords? 

How are keywords used when looking for information?

               

 

3.        Students identify key words based on research questions in “W” and “Q” columns.

4.        Read a short non-fiction text aloud with students.  Many short nonfiction pieces work for this mini-lesson.  You can stay with the theme and use either a nonfiction selection as suggested in Lesson Two or a newspaper or magazine selection.

5.        Model the Cornell Note-Taking System, using the Cornell Note-Taking System handout.

 

 

 

Strategy

 

When using the Cornell Note-Taking System, students write facts or ideas from the reading in the Record column.  After recording notes, students use the Reduce/Reflect column to summarize information they wrote in the record section.  Students reflect on information they have taken notes on, and analyze and make connections so information becomes their own.  Students recite and review their notes daily. 

 

Questions

for

Students

How can I best summarize the nonfiction piece?

What were important facts?

What was the main idea?

Were there any details to support the main idea? 

What were they?

 

6.        Using computers, students record web-site address and any author information used while taking notes.  This list can be kept on the back of their Cornell Note-Taking System page.

 

Strategy

 

Students research web-sites including online encyclopedias and other online references.

Possible internet sites:  (Caution:  Enter site addresses carefully, checking for accuracy to avoid inappropriate sites).

http://www.thewildwest.org/  (American history of the old west)   

http://www.gunslinger.com/west.html   (Information on renegades, rebels and rouges) 

http://www.americanwest.com/  (Information from the frontier and pioneer days of the wild west to today's modern west.)

 

Questions

for

Students

How are keywords important to your information search?

Are you writing the main ideas in the notes section of your sheet?