This lesson teaches students how to take effective, short, concise notes when reading a piece of text independently.
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writing note taking summarizing
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Suggested Time Allotment: 2 class periods of 44 minutes each
Group Size: Any Learning Objectives:
Students will be able to write a summary of the text using their sticky notes including the most important details from the story and using correct punctuation, grammar, and spelling.
Students will be able to correctly identify and write down pertinent details that are relevant to the text listing enough to write a summary and for complete understanding of the text but not too many to fill their sticky note.
Ask the students the following questions; (1) when do you take notes? (2) When are you required to take notes? (3) When is it good to take notes? (4) What’s the purpose of taking notes? These questions can be brainstormed and if the teacher has access to a laptop computer, projector, and the computer software Inspiration the teacher could make a record of student’s responses or if the teacher desires they could use the whiteboard instead. Hopefully, the above questions will get the students started thinking about note taking and the importance of being able to take quality notes.
• 2-3 page magazine article, newspaper article, or very short story less than 500 words (relevant and interesting to the students)
• Copy of the text for each student
• Highlighters (1) for each student
• Pencils (one for each student)
• Large sticky notes (one for each student)
• Medium sticky notes (one for each student)
• Small sticky notes (one for each student) optional part of lesson see procedure Procedures: DAY 1
Tell the students that you are going to read a piece of text aloud. Tell them that they will be expected to take notes on the paper you give them, and then we will do several activities from their notes.
Pass out the piece of text you have chosen for the students to take notes from. Assure that each student has a highlighter. Give students highlighters that don’t have their own.
Read the text aloud and have students highlight their notes. Read the selection, pausing and repeating when you get to a name, date, or place which is important.
Tell the students to take notes in whatever format they wish. Explain that they could take notes in an outline format, make a list, and/or web. Tell students the most important thing is that they take notes the best they can and write down every important fact.
Remind students that facts are important details within the text that can be proven and is not a personal thought or belief. A fact may be an important name, place, date, and/or time.
Have the students promise that they will write in their normal, legible, best handwriting. Explain that they are not allowed to scrunch up, write smaller than normal, and may not write on the back of the paper you give them. Ask; (1) does everyone understand? (2) Does everybody promise to write normal size?
Pass out the largest sticky notes, one sheet per student. Listen for the grumbling and whining. Remind students that they can only write normal size on one side only.
Have students write everything word-for-word that they have chosen to highlight onto their large sticky note. If students run out of room, assure them that it’s fine to try and write as much as they can from their highlighting.
When finished reading, have some volunteers attempt to “fact recall” from their notes and share out to the class. Gain consensus from the students as to which set of notes is most complete.
Now, pass out the medium sized sticky. Reply to the grumbling and whining, “Now you will choose only the most important facts from your own personal notes to write on the smaller sticky note. Give the students a fair amount of time to complete the task (90 seconds – 5 minutes depending on their level).
Repeat step 9 above to get volunteers to read their “most important” facts.
1. Now, teach summary. Explain summary as the main idea, plus only one or two details, but summary is the ‘essence’ of what the whole article is about. Summaries are always brief, short cut versions of the whole article, book, or movie. 2. When there are no more questions about what a summary entails, pass out the smallest sticky note. Remind students their promise to write the same, normal, size as on the first and second sticky notes. Say, “Now, summarize onto your sticky the article I read to you, and you’ve taken notes.” Before you begin, plan your summary. Think about only the most important meaning of the article and perhaps one or two details. You have very little space, choose words carefully and wisely.
The teacher will assess the students informally while conducting the lesson and moving around the room looking at students’ responses and listening to their responses as they share out to the class. The teacher will collect and read their sticky notes to see what their responses were on their first note and then on the second note. The teacher will look to see that on their second sticky they included all of the important facts. Lastly, the teacher will collect their summaries and analyze them to see if students understand what a summary entails and if they included the most important details. Teachers can score their students summaries using the scoring guide from lesson # 10.
Benchmark or Standards:Oregon State Standards and Benchmarks CCG: Planning, Evaluation, and Revision: Pre-write, draft, revise, edit, and publish across the subject areas.
EL.07.WR.01 Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.
EL.07.WR.06 Focus on a central idea, excluding loosely related, extraneous, and repetitious information.
CCG: Informational Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level informational text across the subject areas.
EL.08.RE.17 Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.
EL.08.RE.18 Clarify understanding of informational texts by creating detailed outlines, graphic organizers, diagrams, logical notes, or summaries.