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Date: 11/06/2017 Subject/ Topic/ Theme: Note-Taking Skills Workshop Grade: 9-12 English Language Support
I. Objectives
How does this lesson connect to the unit plan?
This lesson is the second part of a skills workshop unit plan that includes: study, note-taking, test-taking and research skills.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Provide options for recruiting interest- Provide options for perception- Provide options for physical
choice, relevance, value, authenticity, making information perceptible action- increase options for
minimize threats -students will reflect on which interaction
-reflect on current note-taking skill note-taking skill best suites them -students move around
-learn a new strategy that works for from station to station
you personally -students may sit or stand
-try out 5 new skills
-pick one the works best for you
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40-45 Read article about Veterans Day with class. Read article about Veterans Day.
min [https://www.army.mil/article/90953/history_of_veterans_day]
Ask students to volunteer to read a paragraph OR call on
students. Follow along with pencil/on screen.
**Remind students to follow along with a pen and to circle Circle unknown words.
any unfamiliar words or read along on their screens. Take turns reading out-loud.
Take time to answer questions or define new vocabulary Ask for clarification about words or
before moving on. content.
Set-Up 5 Stations in the classroom for each note-taking Spend 5-7 minutes at each station.
method. (Students will have 5-7 minutes to spend at each
section- SET A TIMER).
Briefly explain each method and how to use it with the article
that was just read. Give students 1 minute to start working and
then check in at each station to clarify what to do/write.
1.) The Cornell Method (hand-written) 1.) Fill out Cornell Method worksheet
Page Outline: using information from Veterans Day
Divided into three sections: article.
1- Main Notes: Used during lecture
2- Cue: Used within 24hrs of lecture
3- Summary: Used within 24hrs of lecture
**Students will fill out the Cornell Outline worksheet
Development 2.) Outline Method (typed) 2.) Take out Chromebook and fill out
(the largest Page Outline: Outline Method document using
component or Uses a system of capital and lowercase letters and numbers to information form Veterans Day article.
main body of indicate the relative importance of different ideas.
the lesson) **Students will fill out the Outline Method worksheet
5.) Sentence Method 5.) Take out journal and follow the
Page Outline: Sentence Method for note-taking using
Notes are recorded verbatim. With every new source that is information form Veterans Day article.
presented, simply move to the next line. Leave spacing
between the lines to add information later.
**Students will use fill out the Sentence Method worksheet
After completing all 5 stations students will go back to their Ask yourself which method worked best
original seat and discuss which method they think was most for you, tell peers and/or teacher.
effective, least effective, etc.
Ask: what method worked best for you? Why?
5 Have students write a 1-2 sentence reflection in their journal Write a 1-2 sentence reflection.
min Closure about which note-taking strategy they wish to utilize.
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(conclusion, Have students hand-in all 3 worksheets they filled out and Turn in work.
culmination, grant you access to the 2 digital ones.
wrap-up)
Homework: Use favorite note-taking skill in a different Apply what you learned today to other
course, bring filled-out note-taking worksheet to class next content courses. Do the homework.
week and gain credit for it.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process
of preparing the lesson.)
Preview the text with EL students (words or vocabulary they arent familiar with) before reading it
Engagement at beginning: have students heard of Veterans Day? What do they know about it?
Note-taking method models for students to use as a reference when filling out the worksheets (under doc cam)
Ask self: How could you scaffold this activity?
Have students discuss what or which ones they liked
Spread this out into 2 lessons? More time
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