LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

TeacherErinGibbs

Date

th th
Grade:4
/5

Subject/Topic/Theme:SocialStudies/NoteTakingStrategiesPrint

I.Objectives
Howdoesthislessonconnecttotheunitplan?
StudentsarelearningtheBillofRights,andthefinalassessmentoftheunitistopresentononeamendmentinagroup.Tocreatethe
project,theywillneedtoresearchtheiramendment,andthisagegroupismostlyunfamiliarwithhowtoresearch.Thislessonwill
teachthreenotetakingstrategiesusingarticlesaswellashowtocitefromarticlesandbooks
.

cognitive
RUApAnEC*

Learnerswillbeableto:

Explainthemainideaoftheamendmentgiventothemtoresearch

Usehighlightersandstickynotestomarkimportantaspectsofarticles
Showthattheycantakemarginalnotestosummarizepointsinanarticleaswellastheirthoughts
Identifytheamendmentassignedtothembynameandnumber

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:

Ap
Ap
R

physical
socioemoti
development
onal

CCSS.ELALITERACY.RI.5.2:
Determinetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetailssummarizethetext.
CCSS.ELALITERACY.RI.5.7:
Drawoninformationfrommultipleprintordigitalsources,demonstratingtheabilitytolocateananswertoaquestionquicklyorto
solveaproblemefficiently.
CCSS.ELALITERACY.RI.5.9:
Integrateinformationfromseveraltextsonthesametopicinordertowriteorspeakaboutthesubjectknowledgeably.
CCSS.ELALITERACY.RI.4.9:
Integrateinformationfromtwotextsonthesametopicinordertowriteorspeakaboutthesubjectknowledgeably.
CCSS.ELALITERACY.RI.5.4:
Determinethemeaningofgeneralacademicanddomainspecificwordsandphrasesinatextrelevanttoa
grade5topicorsubject
area
.
CCSS.ELALITERACY.RI.4.4:
Determinethemeaningofgeneralacademicanddomainspecificwordsorphrasesinatextrelevanttoa
grade4topicorsubject
area
.

GradeLevelContentExpectations
P4.2.2
Participateinprojectstohelporinformothers
P2.3
Knowhowtofind,organize,interpretinformationfromavarietyofsources.
P1.1
Useappropriatestrategiestoreadandinterpretbasicsocialsciencetables,graphs,graphics,mapsand
texts
P2.4
Useresourcesinmultipleforms
andfrommultipleperspectivestoanalyzeissues.

21stCenturySkills(skills21.org)
InformationalLiteracy:

Appropriateappliedresearchtoanygivenchallenge.Theabilitytofindusefulandreliableinformation
.
Communication:
Theabilitytoproperlyread,write,present,andcomprehendideasbetweenavarietyofmediumsandaudiences.
Communication:
Theabilitytoproperlyread,write,present,andcomprehendideasbetweenavarietyofmediumsandaudiences.
Problemsolving:
Experimentationofnewandfamiliarconceptswhileprocessinginformation

*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart

Identifyprerequisite
knowledgeandskills.

StudentsshouldbefamiliarwiththeBillofRightsandwhatanamendmentis
Studentsshouldbeabletosummarizemainpointsofatext
StudentsshouldbeabletoEBLIizeawordtoobtainacorrectspelling

Preassessment(forlearning):
Askstudentsiftheyknowwhyyouwouldneedahighlightertodoresearch
Showasamplearticleonthedocumentcameraandhavestudentvolunteershighlightwhattheythinkarethe
mainideas

Outlineassessmentactivities
(applicabletothislesson)

Formative(forlearning):

Formative(aslearning):

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Studentswillbegivenarticlestoreadwiththeirtablepartner.Theywillmarkupthearticlesusingthetwo
strategiespresented,withtheabilitytoaskquestionsasIcirculatewhiletheywork.

Summative(oflearning
):

Studentswillbeaskedtoshowmetheirnotesattheendofthelessonasanexitticket.Thisway,Ican
quicklyassesswhatportionofstudentsareunderstandingtheconceptsdemonstratedandwhatportion
arenot.

Whatbarriersmightthis
lessonpresent?
Studentsthatarebelowreading
levelexpectationsmayhave
troublewiththevocabularyin
thebooksandarticlesavailable
forresearch.Studentswithdepth
controlmaynotbeabletopick
outmainpointsinpiecesof
writing.

Whatwillittake
neurodevelopmentally,
experientially,emotionally,
etc.,foryourstudentstodo
thislesson?

Studentswillneedtohavea
coupleofsociallanguage
functionstocompletethe
activities:conversational
technique,lingofluencyand
complimenting(Levine,2002).
Complimentingisaskillthey
willneedtoencourageone
anotherwithintheirtable
groups.
Theywillalsoneedsome
importantsocialbehaviorslike
conflictresolution,monitoring
andcollaborationtocomplete
theactivities.Goingalongwith
these,theyshouldhave
experienceworkingwith
partnersandgroups(whichthey
do).
Materialswhatmaterials
(books,handouts,etc)doyou
needforthislessonandare
theyreadytouse?

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ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible
Studentswillbegiventhearticles
inprinttowriteonandtherewill
beexamplesonthedocument
cameratogivemultipleoptionsfor
visualinformationanda
customizeddisplayofinformation
.

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysicalaction
increaseoptionsforinteraction
Studentswillhaveaccesstovarious
coloredhighlightersandsticky
notesofvaryingshapesandsizes.
Theywillbeworkingwithpartners
andasagrouptoperformactivities.

Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language

Provideoptionsforexpressionand
communication
increasemedium
ofexpression

Iwillprovideanoverviewof
howtociteanarticle,abook
andawebsitethattheycanrefer
toasIwriteexamplesonthe
board.
Provideoptionsforcomprehension
activate,apply&highlight

Studentsaregoingtobegivena
notetakingsheetthatallows
themtomaketheirownnotes
aboutthebigideasinvolvedin
takingnotesfromarticles.
Beingdirectlyinvolvedwiththe
notetakingprocesswillsupport
theirrememberinghowtodoit
lateron.

Studentswillhavethreeoptions
forhowtheycanobtainhelpif
needed.Theyfirstneedtoask
theirtablepartner,thentheycan
askMrs.Camffermanor
myself.
Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies

Eachgroupwillbegivena
checklistthatoutlineswhatthey
needtohavedonebythetime
thelessonisovertopresent
theirexittickets.(Familygroup
leaderisinchargeofkeeping
trackofthelistandturningit
in).Thiswillpromotegoal
settingandallowthemto
monitortheirprogress.

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats
Tominimizethreats/distractions,
studentswhowanttoworkina
differentplaceotherthantheirseats
willbeallowedtomovearoundso
theyarecomfortableandareinthe
placetheyfeelwillallowthemto
accomplishthemost.
Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback

Studentswillbeworkingwith
theirtablepartnerstocomplete
theexercise,thencollaborating
asatablegrouptomakesure
theyareinagreementonwhat
themainpointsare.
Provideoptionsforselfregulation
expectations,personalskillsand
strategies,selfassessment&
reflection
Studentscaneitherwriteashort
summaryordrawapictureofwhat
theylearnedfromtheirresearch
today.

24Skeletonoutlinesforwritingmainpointsaboutthethreenotetakingstrategies
Samplearticletointroduceeachstrategy
Threearticlesabouteachofthefouramendments
24highlighters
Fourdifferentcoloredstickynoteflags(1pertable)
1checklistperpairofstudents(12)
Freereadingbooksforearlyfinishers
4sheetsoflinedpaperforofficialnotetakers

Howwillyourclassroombe
setupforthislesson?

III.ThePlan

Time
Components
:00

:02

:03

:10

:13

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Motivation
(opening/
introduction/
engagement)

Development
(thelargest
componentor
mainbodyof
thelesson)

Theclassroomwillbesetupingroups,withsixstudentseachatfourtables.Thisisthecurrent
classroomsetup.

Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/or
prompts.

Cleartheirdesksofeverythingbuttheirsocial

studiesfoldersandapencil
Askapersonfromeachtablegrouptocomeget

articlesandhighlightersforeachpersonattheir

table.Theywilldistributethearticles,onesetof

articlesperpairofstudentsatthetable.

Say:Makesurethatthearticlesarefacedown

andthatthehighlightersareonyournametags,
wewillbeusingthemlateron.

Holdupafewhighlightersandstickynotes.

Say:Today,wewillbedoingsomeresearch.

Whatdoyouthinkhighlightersandstickynotes
havetodowithresearching?
Handsgoup
Takesomeresponses,then

Say:Thoseareallgreatguesses,letsfindoutif
weareright!
Putanarticle(sample)onthedocumentcamera.
Readakeysectionofthearticle,explainingany
unfamiliarvocabularyalongtheway.
Ask:Whocantellmethemainideaofthe
passagewejustread?
Takeacoupleofanswers,tryingtogetthestudents
whogenerallydontanswertoparticipate.Aska
studentwhohasthecorrectanswertocomeand
highlighttheparttheyidentifiedasthemainidea.

Say:Wejustlearnedawaytousehighlighters
toresearchsomething.Youwilldothisinthe
articlesthatareinfrontofyou,butfirstIneed
totellyouwhy.Wehavebeenlearningabout
theBillofRights.WhocantellmewhattheBill
ofRightsis,andnameoneamendmentfromit?
Takeafewresponsesandtransitiontothenext
point.

Say:Welearnedsixofthetenamendments
already,andnowyouwillgetanopportunityto
learnabouttheotherfourthroughresearch.So,
tostart,Ineedtotellyouwhattheotherfour
amendmentsare!
Listthefourremainingamendmentsbynameand
number.Assignoneamendmentpertableand
explainthattheywillneedtotakesomenotesand

StudentstrackmeasImovetowardthecamera,and
thentheyhavetheireyesonthescreen.

Handsgoup.

Selectedstudentcomesupandhighlightssectionin
whichheorsheidentifiedaloud.

Studentswillraisetheirhands,andselectedstudents
willrespond.

StudentswritetheiramendmentintheirSocial
Studiesnotebooks.

:15

:20

:25

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doresearchtolearnabouttheiramendment.Begin
teachingformallyabouthighlighting.
Amendment3:QuarteringofSoldiersTable1
Amendment7:TrialbyJuryTable2
Amendment9:NonEnumeratedRightsofStates
andPeopleTable3
Amendment10:PowersoftheStatesand
PeopleTable4

Say:Everyoneshouldhaveanarticlethatlooks
likethisontheirdesk(
putgiraffearticleonthe
documentcameratoshowtheclass
).Pleasetake
thisoutandalsohavethe
greennotetaking
sheet
infrontofyou(thiswashandedoutinthe
beginningofclasswiththepacketofother
materials).
Onthetop,makesureyournameisonit.Now,
whatdoyouthinkisthefirststrategyfornote
takingthatwearegoingtowritedown?
Explainwhatisappropriateandwhatisnot
appropriatetohighlightandgivestudentsthe
chancetopracticewiththepracticearticleinthe
packet.
Highlightmainideasofthearticle
Highlightimportantvocabularyinthetext
Thelistwillbeontheboardforthemtocopyinto
theirnotesheet.
Circulatetomonitorunderstanding,anddistribute
thestickynoteflagswhiledoingthis.
Askforsomestudentstoofferwhattheythought
wasimportanttohighlightinthearticle.

Ask:Lookatwhatyouhaveinfrontofyou.
Whatdoyouthinkthenextstrategyisbasedon
that?(WhatcanyouinferaboutthethingsI
gaveyou?)
Explaintheappropriatewaystousestickynotesin
notetakingandgivestudentsachancetopractice
withthepracticearticle.
Usestickynotestoflagthingsthatyou
dontunderstand(vocabularywords,
concepts)
Usestickynotestoflagthingsthatyou
wanttomakesureyouremember.
Thelistwillbeontheboardforthemtocopyinto
theirnotesheet.
Say:Usetwostickynotestomarksomething
importantinyourarticle.
.

Say:Thelaststrategyisalittlemoredifficult,
butitsalsoaveryimportantone.Thisiscalled
marginalnotes.Thiswillgoonthethirdblank
onyournotetakingsheet.
AskstudentstousetheirEBLItocomeupwitha
spellingformarginal.

Studentstakeouttherequestedmaterials

Studentsrespondwith:highlighting

Thestudentsworkindependentlytofindmainideas
andimportantorunfamiliarvocabularythatthey
willhighlightinaselectedsectionofthetext.

Somestudentssaywhattheythoughtwasimportant
tohighlight.

Studentsanswerwithstickynotes

:30

:35

:50

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Explainwhatmarginalnotesareandgiveexamples
ofwhatisconsideredappropriate.
Showthemwheremarginsare
.Givestudentstime
towritesomemarginalnotesintheirarticles.
Whatisamarginalnote?
Anotemadeonthesidesofthepaper(showwhata
marginis,relateittonotebookpaper)

Makemarginalnotesaboutquestionsyou
havewhileyouread
Makemarginalnotesaboutthingsyou
weresurprisedabout,orothercomments
youhave(thatiscool!IdontthinkI
wouldlikethat,etc.)
Thelistwillbeontheboardforstudentstocopy
intotheirnotesheet

Now,explaintheassignment:
Youaretoworkwithyourtablepartner
andusethethreestrategieswejust
practicedtoresearchyouramendment.
Youhaveachecklistonyourpacketthat
youandyourpartnerwillfollow,and
checkitemsoffasyoudothem.
Attheendofclass,youwillgiveyour
finishedarticlesandcheckliststothe
familygroupleaderandtheywillbring
themtome.

Circulatetoanswerquestionsandmonitor
progress.

Ifstudentsfinishearly,theymaywriteashort
summaryordrawapictureofwhattheylearnedin
theirresearch.
Theymayalsoreadsomeoftheextrabooks
providedforextrainformation.

Closure
(conclusion,
culmination,
wrapup)

Say:Now,asyouarefinishingyourresearch,
takeaminutetomakesureyouhaveeverything
onthechecklistandcompleteitwithyour
partner.Ifyoufinishearly,youmaylookat
someofthebooksonthebacktableformore
information.Youdonothavetotakenoteson
thisunlessyoufindsomethingyoureallythink
isimportant.

Studentsworkindependentlyonaselectedsection
ofthetexttofindabigconceptorsomethingthat
theydontunderstandandplaceastickynoteonit.

Studentsworkindependentlytowritetwomarginal
notesonaspecifiedsectionofthetext,writing
questionsorcommentsthattheymayhave.

Studentsworkontheirresearch,fillinginthe
checklist.
3stickynotes
2marginalnotesperpage
Amainideaoneachpagehighlighted
Highlightingofanyvocabularyyouthinkis
important
Writedownanythingimportantaboutyour
amendment.

:53

Askforthefamilygroupleaderstocollectallthe
Familygroupleaderscollectpapersandbringthem
checklistsandarticlesandbringthemtome.Ask
tome.
foroneotherstudentfromeachtabletocollect
Anotherstudentcollectsanddepositshighlighters
highlightersandunusedstickynotestoputthemin andstickynotesinthebasketonthebacktable.
abasketonthebacktable.

Havestudentsclosetheirnotes

Ask:Whocantellmeoneofthethree

notetakingstrategies?

Continueaskingaboutthemuntilallthreehave

beenmentioned,thenaskaboutanapplicationfor

eachstrategy.

Say:Iwantyoutotalkwithyourtablesand
Studentstalkwithintheirgroupsandcomeupwitha
comparethethreearticlesyoureadtoseewhat shortsummaryoftheiramendmentafterdeciding

informationisthesameinallofthem.
whotheirnotetakerwillbe.

Havestudentstalkwithintheirtablesaboutthe

thingstheylearnedfromreadingtheirarticle.They

canusetheirnotesforthis,andtheyshouldcome

toconclusionsaboutwhattheiramendmentis

about.Onepersonwillberesponsibleforwriting
1:00
thisdownandkeepingtrackofit.

Ifthereistime,Icanshowthemabookortwoof
minethathaveexamplesofthesestrategiesinthem
toprovethattheycanusethemwellafterthisunit
isover!

Attheendofthelesson,studentsshouldhave
turnedin:
Asetofnotesperpairofstudents(with
names!!)
Alltheunusedstickynotesandthe
highlighters
Pairsofstudentsshouldshowmetheircompleted
checklistbeforetheymaymoveontoextrareading.
Theyshouldalsoshowyoutheircompletedgroup
notesbeforeclassisfinished.Or,leavethemout
andIcheckthemover.
Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfor
nexttime.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessof
preparingthelesson.)

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