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Circulate Those Notes!
Student will practice using
graphic organizers and different
notetaking
strategies to preview expository
text.
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Nevada
Objective(s):
6.1 - The student will practice mapping,
outlining, and two-column
notetaking skills to record
information.
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Subjects:
English/Language Arts, Literature
Learning Level: Middle School
Author(s): Georgia Snyder and Jamesetta
Nichols
Submitted by: George Breaz
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This lesson will
begin in the classroom and from time to time parts will
be
completed at home. Time 5 - 10 days
Grouping /
Interaction(s):
1. Teacher direct instructions to the
whole class
2. Teacher model procedure
3. Students will
work in groups
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Day 1
1. Place a transparency with a
definition and an example of two-column
notes on the
overhead.
2. Teacher will guide a discussion of how the
notetaking system can help
them and explain that this is
something we can use with other subject areas
and outside
of school.
3. Students can also introduce two-column
notes to their parents as another
tool which they may
use.
4. Pass out examples of how two-column can be used
in other subject
areas, such as history next year, science,
and math in addition to Reading.
(You may also have them
put this information in their Reading notebook.
5.
Using the examples, explain to them how they will turn
subtopics into
questions and try to find answers for them.
Though they may not always
have an answer, they can pull
out bold printed words on the left and define
them on the
right, etc.
Day 2
1. Review information received
from Day-1
2. Students will now open the science book
and the teacher will model how
they will turn a topic into
a question soliciting answers from students and
pulling out
important details about the subtopic if any is given and
writing the
information on a transparency.
3.
Students will now receive a cover sheet with a skeleton
heading. And, the
first subtopic will be turned into a
question and all the important information
they gave as
answers on it.
4. At this point, assign each group in
class sections to do. It would be good
to know how you want
the groups set up and which groups will cover
which
subtopics before class begins.
5. Students
will now try this within their groups as the teacher monitors
the
room helping with problems and doing remediation where
needed.
Day 3
1. Continue to work in groups on
their assigned section and transfer to
transparency for
presentation.
2. Groups will present their section. As
presentations are given, other
students are observing ands
checking that section in their books for
any
problems.
3. Extra credit or a treat is awarded
for any mistakes found (encouragement
to keep others on the
task.)
Day 4
1. Students will have a completed
collaborative chapter, which can be used
as a study guide
and used, if allowed, in their science class.
2. Notes
will be collected, observed, and stamped, and returned to
place in
their folders for use when needed.
Day
5
1. Discuss with students the definitions for mapping
and how they've used it
and with what type of
materials.
2. They will include the definition and
example in their notebook for reading.
3. Pass out a
science-related article.
4. Discuss with the students
that today we will read each paragraph and
identify the
main idea and supporting details in each.
5. Begin
reading orally paragraph #1 with guided questions from
the
teacher's example. "What is the paragraph about?" "Now
let's pull out some
important details about it." They are
highlighting or underlining this
information.
6.
Within their groups, they will continue the above
process.
Day 6
1. Continue the procedure within
their groups.
2. Pass out a partially complete map and
model how they will shorten their
information.
3. As
a group, they will attempt this after paragraph #1 has been
modeled
by the teacher.
Day 7
1. Students
will draw their own mapping graphic and transfer their
essential
information on to a medium size piece of butcher
paper.
2. Presentations can begin.
Day
8
1. Students will present their group maps to the
class and
self-critiquing/corrections takes
place.
2. They may talk about how certain sections may
be too wordy/could be
chopped more without losing its
meaning.
3. Group maps are posted around the
room.
Day 9
1. Maps are used as a springboard to
outlining.
2. Teacher will show an example of the
outline form on the overhead starting
with Roman number i.
Major Details
a. Subtopic
b.
c.
1. Details
3. Teacher will model the first four
paragraphs soliciting answers from the
class.
4.
Each student will now continue the other paragraphs on their
own with the
help of their group if needed.
5.
Outlines are then collected and graded, then returned for
their folders.
6. You can carry outlining further or
take a break. |
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Students will have in their possession
their completed section for
presentation in outline form.
Each student will turn in the complete chapter
set up in
two column notes. |
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Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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