STRATEGY FORMAT - Note Taking. Diane Hall Mary Wagner

Transcription

1 STRATEGY FORMAT - Note Taking Diane Hall Mary Wagner NAME OF STRATEGY: Note Taking ADAPTED FROM: McKenna, M.C., Robinson, R.D. (2002). Teaching through text: reading and writing in content areas. Allyn and Bacon: Boston CONTENT AREA: Social Studies GRADE LEVEL: 5th TEXTBOOK AND PAGES ADAPTED: Hakim, J. (1999). All the People: A history of US; bk. 10. Oxford University Press: New York, NY. pp EALR 4: History The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future. GLE 4.2.2: Understands how contributions made by various cultural groups have shaped the history of the community and world. OBJECTIVE: After reading about and discussing Rosa Parks and the Montgomery bus boycott, students will write a letter to President Obama explaining how African Americans helped shape the history of the United States through the Civil Rights. MATERIALS NEEDED: 2 versions of Cornell Notes (1 scaffolded for ELLs and struggling readers) Learning Objectives - Letter to President Obama handout Photographs Document Projector Computer for YouTube video link ACADEMIC ENGLISH: Government: Democracy, campaign, justice, injustice, Supreme Court, unconstitutional. Civil Rights: NAACP, lynched, boycott, leaflets, intimidation, nonviolence, exploited/exploitation. Segregation: Jim Crow Laws, segregation/segregationists, racism, integrated, desegregated.

2 Accommodations for ELLs and Struggling Readers: Background knowledge was built through watching an excerpt of Eyes on the Prize, and reading the picture book Martin s Big Words. Learning objective written on the board is kid friendly; read, paraphrased, and written down in students own language. Using images of the bus boycott and Rosa Parks to build background and provide an affective entry point to the lesson. Explicit teaching of note taking strategy. During silent reading time, the teacher works with ELLs and struggling readers on Cornell note-taking, highlighting academic English vocabulary. Video of President Obama provides an additional lesson entry point for ELLs. Class discussion allows ELLs to hear how ideas and information are expressed by peers. PROCEDURES: Last week the class watched an excerpt from the documentary series Eyes on the Prize which focused on the Martin Luther King and the Montgomery bus boycott (this helped build background for students). The students also read and discussed the informational picture book Martin s Big Words. Students were introduced to the Civil Rights era and vocabulary such as: segregation, racism, justice, injustice, boycott, non-violence, and campaign. Today students will be completing reading with note-taking of the textbook and continuing to discuss and deepen their understanding of the Civil Rights and how it has shaped recent history of the United States, specifically related to the election of our first African American president. Teacher calls on a student to read the objective. Kid Friendly Objective: Today I will read about and discuss the Montgomery bus boycott. By the end of today s class I will be able to explain how African Americans helped shape the history of the United States through the Civil Rights. Teacher hands out Today I learned... (Handout #1) forms while calling on 3-4 students to paraphrase the objective. Is everyone clear on what we are learning about today and how we are learning about it? Teacher: (covers up the objective) Okay - everyone - Let s take one minute to write down our learning goals in the space on the top of the sheet I just handed to you. In your own words describe what we are learning today and how we are learning about it. (If students seem lost have them consult their elbow buddies or table groups.) Agenda Agenda: Review of material covered (Eyes on Prize/Martin s Big Words)-- 3 minutes Photographs -- quick predictions minutes Introduce note-taking strategy - 5 minutes Silent reading (Read aloud - ELLs) minutes Watch video -- 5 minutes

3 Class discussion minutes Write a letter (draft) minutes Review: For 3 minutes have a brief discussion. What have we learned about the Civil Rights? What did you learn from Eyes on the Prize? What about the book Martin s Big Words? What was the book about? What is some of the vocabulary we have learned? (write student input on the board) Step 1. Review student background knowledge and make predictions about Rosa Parks. Students will respond to an image of the bus boycott projected on screen (Pictures below), followed by a brainstorming session where students make predictions about Rosa Parks and the civil rights. The teacher will ask questions to elicit student thinking, feelings and will remind students about how they might use vocabulary words. Teacher: Look at these two pictures. What do these images make you think about? How do they make you feel? Do any of the vocabulary words we have been learning go with these pictures? We will be reading a chapter in our social studies textbook about Rosa Parks. (Teacher points to the image of Rosa Parks). This is Rosa Parks. What do you think the chapter might tell us about her? Does anyone have a prediction about what we will learn about her? Who is she? What did she do? What might a day in her life look like? Why might she be important? How might her actions have changed the course of history? How is the country different today because of Rosa Parks? b. Discuss vocabulary introduced in the material to be read. Write the vocabulary on the board. Teacher: Looking at the pictures, what do you think of these words? Each word has a number by it that coincides with your table groups. For example, the word respect has a 1 so it belongs to table group 1. Protest has a number 7, so it belongs to table 7. For the next 3 minutes I want each table group to talk about their word and write down 3 ideas of what they think it means in the context of civil rights. Afterwards each group will will share their ideas with the class. I may call on anyone in the group, so everyone needs to be able to provide an answer. Respect - 1

4 Unconstitutional - 2 Boycott - 3 Nonviolence - 4 Segregation - 5 Humiliate - 6 Protest - 7 Jim Crow Laws - 8 Step 2: Introduce note-taking strategy (Cornell Notes) Teacher: Before we dig into reading the text I want to introduce a new note taking strategy called Cornell Notes. This strategy is really good for tracking information in our texts and then looking at our notes to figure out the main points or the BIG ideas. Pass out Cornell Notes handouts to class (handouts #2, #3, and #4). Teacher: These notes come in different forms but the basic form, or framework, stays the same. As you can see you need to write the date and the learning objective in the space on the top. You can write the same objective from the sheet you just filled out, Step 3. Teacher models note-taking strategy Teacher: Please turn to p. 78 in your social studies textbook. We are going to work on the first passage together. Teacher places her Cornell Notes handout on the document projector. Asks a solid reader (Jayden) to read the first paragraph. What were one or two important ideas in that paragraph? Teacher writes them on the notes and has students write them down as well. Rami reads the second paragraph. Okay, what were the important details? Write those down in the space provided. For right now, you are ONLY going to fill in this portion of the notes. We will work on the other parts tomorrow. For now, I want you to focus on writing the details here. I am going to show you a couple of examples of other students work from last year. (Place a well done example on the overhead - only showing the one section. See how this student filled it in - writing many details for each section. The details match what was in the text. Place a poorly done example on the overhead. Now this student made an effort but only wrote one or two details for each passage. I expect to see more than that. I would like you all to aim for at least three details for each passage. Teacher: Now we are going to read the rest of the chapter. You need to read all the text on every page, including the picture captions. As you read make sure to keep in mind how these events might have helped shape history. You will have about 10 minutes to read and work on your notes, then we will watch a video. Students read silently while completing Cornell Notes. Differentiation: Guided reading. Teacher gathers a small reading circle of ELLs and struggling readers to read and fill out the guide together. After getting them going teacher circulates to answer questions for the rest of the class Step 4: Extend students understanding of the material Show a video clip of President Obama (then Senator Obama) speaking at Rosa Park s funeral (5 minute clip) At the end of the video put up a slide with the following two images to be left up while students

5 discuss and then write letters to President Obama. Step 5: Students answer the second question on Handout #1: Your second grade reading buddy wants to know why you are learning about Rosa Parks and the civil rights. What do you tell your buddy? Step 6: Class discussion: Students refer to their predictions, reading notes, and the video: What are some of the problems that African Americans had to deal with? (Racism, injustice, segregation - what do these things look like? Give me examples). What ideas did they have about solving those problems? (Boycott,, protest - what did these things look like, concrete examples) Which idea did they choose? (Non-violence, peaceful protest - Why did they choose this method of resistance?) Did it solve the problem? How is the country different today? What do you see or know that makes you think things have changed or that they have not changed? (I expect the students to make a connection between Rosa Parks and President Obama. If not, I ll ask the students if people would have voted for an African American president back then. I will specifically ask students to think about how the civil rights helped shape the way our country is today so that students understand the word shape in the context of the writing prompt). Step 6: Stimulate student thinking through writing activities. Post Assessment Teacher: (Passing out handout #5) We are going to all write a letter to President Obama. Today we will work on getting our ideas down and writing a rough draft. Letter to President Obama

6 In your letter, be sure to include the following ideas: What I ve learned about how the civil rights has helped shape the way the United States is today. (Rosa Parks, Martin Luther King). Why learning about the civil rights is important. One question I still have about the civil rights. How I will find out the answer to my question. GLE 4.2.2: Understands how contributions made by various cultural groups have shaped the history of the community and world. ASSESSMENT RUBRIC Criterion Beginning Approaching Meeting Exceeding Students can explain how contributions made by African Americans during the Civil Rights have shaped history. The student uses limited or no accurate details explain how African Americans in the Civil Rights shaped U.S. history The student uses some accurate details to explain how African Americans in the Civil Rights shaped U.S. history The student uses many accurate details to explain how African Americans in the Civil Rights shaped U.S. history The student uses many accurate details to thoroughly explain how African Americans in the Civil Rights shaped U.S. history.

7 Handout #1 Social Studies Chapter 15: Rosa Parks was Tired Today I learned Today I will learn about 2. Your second grade reading buddy wants to know why you are learning about Rosa Parks and the civil rights. What do you tell your buddy?

8 Self Assessment What I know Starting Out Moving Along Almost There I ve got it! I can explain how Rosa Parks and the Civil Rights helped shape the way the United States is today. If I look at the book or ask other people I can explain some of this. If I get a few hints from the book or other people I can explain this pretty well. I can explain this pretty well without any hints. I can explain this very well without any hints. Handout #2 Cornell Note Overview Handout (to be added to Social Studies notebook)

9 Handout # 3 Adapted version of Cornell Notes for ELLs and Struggling readers: Date: Learning Objective:

10 Passage 1: Details about Rosa Parks and her life. Worked as tailors assistant in Montgomery, Alabama Passage 2: The arrest of Rosa Parks Rosa Parks was arrested for not giving her seat to a white man Passage 3: The Montgomery bus boycott Black leaders were trying to fight segregation on city buses Handout # 4 Standard version of Cornell Notes Date: Learning Objective:

11 Passage 1: Details about Rosa Parks and her life. Passage 2: The arrest of Rosa Parks Passage 3: The Montgomery bus boycott Handout #5 Letter to President Obama Letter to President Obama In your letter, be sure to include the following ideas: What I ve learned about how the civil rights has helped shape the way the United States is today. (Rosa Parks, Martin Luther King). Why learning about the civil rights is important. One question I still have about the civil rights. How I will find out the answer to my question.