Circulate Those Notes!
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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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 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 |
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