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Lesson Plan

Christine Storz

TOPIC/TITLE: Note-Taking

GRADE LEVEL: 7th Grade

OVERVIEW: This lesson occurs at the beginning of the unit.

LEARNING STANDARDS:
New York State Learning Standards
ELA
Reading Standard 1: Students will read, write, listen, and speak for information and
understanding.
Locate and use school and public library resources to acquire information
Writing Standard 1: Students will read, write, listen, and speak for information and
understanding.
Take research notes, using a note-taking process, with assistance
Include relevant information and exclude irrelevant information
Use paraphrase and quotation correctly
Cite sources in footnotes and bibliography, using correct form, with assistance

Information Literacy Standards


Standard 2: The student who is information literate evaluates information critically and
competently:
Selects information appropriate to the problem or question at hand (analyzes
information from a variety of sources to determine its applicability to a specific
information problem).
Standard 3: The student who is information literate uses information accurately and creatively:
Organizes information for practical application

Standards for the 21st Century Learner


1.1.4: Find, evaluate, and select appropriate sources to answer questions.
2.1.2: Organize knowledge so that it is useful.
2.1.4: Use technology and other information tools to analyze and organize information.

MATERIALS:
1. 3 Note Card Visual Aids
2. Index Cards—3 for each student (more will be available as they need them)
3. Dictionary
4. Harry Potter book
5. Taylor Swift CD
6. New Moon movie poster
INSTRUCTIONAL OBJECTIVE: Students will take notes on their research by filling in note cards
in the prescribed format.

ANTICIPATORY SET: In order to pique the students’ interest in such a mundane topic as note-
taking, I will attempt to draw their attention to the process of taking notes before beginning a
project in the world of the arts. Using some of their favorite figures from books, music, and
movies, I will show them how artists can use the process of jotting down notes and organizing
them prior to completing their final work.

OBJECTIVE/PURPOSE: Today we will learn to use note cards to help you take notes on your
research.

INSTRUCTIONAL INPUT:
1. Why might we use note cards?—brainstorm
To organize research
Easy to reorder thoughts and ideas
Saves time later on
To avoid plagiarism
2. Plagiarism
Does anyone know what this means?
Dictionary definition—Plagiarize: to use as one’s own the ideas or writings of another
(American Heritage Dictionary 2002)
Seriousness of plagiarism—college, expulsion, etc.
Can anyone think of some ways to avoid plagiarism?
 Take notes in your own words
 Always use quotation marks when directly quoting a source
 Remember to write down where you got the information from
 Using the note cards will help you avoid plagiarism, too!
3. Learning how to use the note cards
Not just for plagiarism
Also a great way to make your research process much easier

MODELING:
1. Show the students examples of 3 types of note cards: Summary Card, Direct Quote Card,
and Bibliography Card at large size for whole class to see.
2. Point out and explain the different parts of the card—Topic, Page Numbers Used, Source
Letter, Paraphrased Information or Direct Quote, Type of Card, and so on.
3. Explain how to fill in the parts of the card.
4. Explain the Bibliography Card and how it ties into the Works Cited page, which they have
already learned about in their English classes.
5. Explain how each card focuses on 1 idea.
6. Reiterate how accuracy is important.
7. Now that the students have seen what the cards look like, I will explain how the cards are
used in the preparation of their PowerPoint presentation and how they will make the job
easier for them:
Cards can be reordered as needed as you are preparing your slides.
You can move them around to different piles as you’re done with them.
You can organize them by theme, or by date, or by person—however you need the
information organized for your slides.
Your bibliography cards will be all together, ready for you to create your Works Cited
slide.

CHECKING FOR UNDERSTANDING: I will ask for a volunteer to explain what type of information
goes on a summary card, another volunteer to explain what information goes on a direct quote
card, and another to explain what goes on a bibliography card. I will call on students at random
if there are no volunteers.

GUIDED PRACTICE: I will hand out the index cards and have them begin working on their
research. I will walk around and make myself available for questions on their research and on
the note-taking. I will check to see how the students are doing on their notes during the
period.

CLOSURE: I will ask the students if anyone would like to share one of their note cards toward
the end of class. Knowing that it is unlikely to get a volunteer with kids this age, I will have
some parting tips from my observations of the students’ work during the period:
Be as specific as possible with the topic of each card—remember that these note
cards will later be the basis for your PowerPoint slides and the more detailed you are
now, the less facts you will have to fill in later.
Remember to use your own words as you paraphrase on the “summary” cards. You’ll
have to do this later for the PowerPoint slides, so it will save you time in the long run,
and it will also help you avoid plagiarism.
ASSESSMENT:

Note-Taking Rubric
CATEGORY 4-EXCELLENT 3-VERY GOOD 2-GOOD 1-FAIR
Notes Notes are Notes are Notes are Notes are
recorded and recorded legibly recorded. recorded only
organized in an and are Questions are with peer/teacher
extremely neat somewhat appropriate to the assistance and
and orderly organized. topic. reminders.
fashion. Questions are Questions are not
Questions are appropriate to the appropriate to the
appropriate to topic. topic.
the topic.
Amount of 10-12 accurate 8-10 accurate 6-8 accurate facts Less than 6
Information facts are facts are are recorded. accurate facts are
recorded. recorded. recorded.
Sources All sources All sources All sources Some sources are
(information and (information and (information and not accurately
graphics) are graphics) are graphics) are documented.
accurately accurately accurately
documented in documented, but documented, but
the desired a few are not in many are not in
format. the desired the desired
format. format.
Work Ethic Student always Student usually Student usually Student does not
uses time well. uses time well. uses time well but use work time or
Focuses on Most time is occasionally is disruptive of
completing notes. focused on finding distracts others others.
Does not disrupt needed from their work.
others. information. Does
not disrupt
others.

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