Lesson Plan : Note Taking /Expository Text

Teacher Name:
 Kathy Hancock
Grade:
 Grade 3
Subject:
 Language Arts

Topic:
 Writer's Workshop- Focus/Ideas: The notes focus on the most important information in the article/passage/selection.
Content:
 Note taking, paraphrasing, important ideas= those that support focus or the big idea of the selection, rubric, superfluous ( being more than is sufficient or required; excessive. 2. unnecessary or needless.)
Goals:
 Students will independently complete note taking form that has been completed by identifying most important ideas of focus of the selection, paraphrasing the information adequately, and notes will be organized in a meaningful sequence.
Objectives:
 RD 3.1 PO 1 Students will identify the main idea and supporting details in expository text. RD 3.1 PO 5 Students will interpret information from graphic features( ie: charts, diagrams, maps, illustrations, tables, timelines) of expository text. WR 3.6 PO 1 Students will paraphrase information from at least one source. WR 3.6 po 2 Students will organize notes in a meaningful sequence.
Materials:
 Overhead, Transparencies 26 A and B, transparency of note taking form, transparency of selection "Clever Foxes", student white boards, reading books and page numbers and paragraphs of selections to be used, rubrics for assessment
Introduction:
 Today we are going to do what I did in college! You won't have to write a sentence---you can use abbreviations--- It is like going on a treasure hunt---It is called note taking. There are many ways to take notes. Today we will look at one.
Development:
 What is the treasure we are hunting for? Most important ideas= those that support the main focus or idea of the selection. Review Transparencies 26 A and B Introduce note taking form Model activity with article "Clever Foxes" page 79 Fresh Reads Create model of form on board. CHECK WITH RUBRIC---USE TRANSPARENCY
Practice:
 Students use white boards (divide into 3 sections) similar to note taking form. Students work in pairs to take notes on a short passage provided: An Orange a Day page 151 Fresh Reads
Accommodations:
 Graphic organizer was provided. Not part of lesson from text. Give students a number goal of supporting details to included so he/she has a goal. Next lesson will teach an alternative method using sticky notes so students have a choice of methods--which works best for them in given situations and why.
Checking For Understanding:
 Use rubric to evaluate student work. Students use peer evaluation and get feedback. Students self assess and edit according to rubric standards and feedback received.
Closure:
 The first step in writing a research report in taking notes on the material you read. You use your notes to construct or build your report. It is similar to the plan the sculptor of the Statue of Liberty had to create. The end product is only going to be as good as the treasure you uncover for your notes. Be a good treasure hunter, paraphrase your findings, and keep them organized!
Evaluation:
 
Teacher Reflections:
 

Create New Lesson Plan Lesson Plan Center