Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Eva Maxwell

Date: 11/06/2017 Subject/ Topic/ Theme: Note-Taking Skills Workshop Grade: 9-12 English Language Support

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the second part of a skills workshop unit plan that includes: study, note-taking, test-taking and research skills.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Learners will be able to recognize what style of note-taking best suites them Ap An E X
Learners will be able to utilize learned note-taking skills in the future R Ap
Learners will be able to identify the importance and usefulness of note-taking skills R U Ap E
Learners will be able to evaluate the accuracy and efficiency of various note-taking strategies U Ap E
Learners will be able to develop and refine a personalized note-taking strategy and utilize it in other content areas R U Ap C X
Common Core standards (or GLCEs if not available in Common Core) addressed:
ELA: Reading: Informational Text: 11-12: 3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

ELA: Writing: 11-12: 4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 13 above.)

ELA: Writing: 11-12: 6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new
arguments or information.

WIDA Social & Instructional Language

ELP 1: English Learners communicate for Social and Instructional purposes within the school setting.
ELP 2: English Learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Know the importance of taking notes
knowledge and skills. How to follow instructions
How to take notes
Pre-assessment (for learning):
Have students raise their hands if theyre confident in their note-taking skills. Have them share a little
about this experience.

Formative (for learning):

Hand-raising assessment to see whos confident in their note-taking.

Formative (as learning):

Outline assessment Reflect on current note-taking strategy.
activities Read out-loud.
(applicable to this lesson) Circle unknown words and ask for clarification.
Go through 5 stations.
Fill out worksheets/online documents.
Hand-in work.
Reflect on which worked best.
Use note-taking skill in a different course.

Summative (of learning):

Worksheets
Journal entries
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What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment & reflection
-students will begin lesson by
reflecting on current note-taking
-students will end lesson by reflecting
on which of the 5 skills best suites
their learning
Provide options for sustaining effort and
persistence- optimize challenge,
collaboration, mastery-oriented feedback
-each learner will have the
opportunity to try each of the 5 note-
taking skills
-learner will pick favorite at the end
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
-students will be exposed to 5
note-taking strategies
-students will be able to apply
this knowledge to all content
areas
Provide options for language,
mathematical expressions, and
symbols- clarify & connect language
-learners will read article out
loud
-learners will take notes in
English to practice writing
Provide Multiple Means of
Action and Expression
Provide options for executive
functions- coordinate short &
long-term goals, monitor
progress, and modify
strategies
-students will hand in all 5
note-taking skill
assignments
-students will have to use
their favorite in a non-ESL
course during the week
and bring back their notes
for a grade
Provide options for
expression and
communication- increase
medium of expression
-students will practice 5
different note-taking skills
-students will hopefully
make one their own

Provide options for recruiting interest-
choice, relevance, value, authenticity,
minimize threats
-reflect on current note-taking skill
-learn a new strategy that works for
you personally
-try out 5 new skills
-pick one the works best for you
Provide options for perception-
making information perceptible
-students will reflect on which
note-taking skill best suites them
Provide options for physical
action- increase options for
interaction
-students move around
from station to station
-students may sit or stand

Materials-what materials Veterans Day article (printed copies for students)

(books, handouts, etc) do Chromebook (Google Classroom)
you need for this lesson Journals
and are they ready to use? Pens
Worksheets (5 total)
How will your classroom 5 tables will be used as note-taking stations
be set up for this lesson? Students can move around to each one
III. The Plan
Describe teacher activities AND student activities
Components
Time for each component of the lesson. Include important higher order thinking questions and/or prompts.
5 Ask students to raise their hands if they feel confident in their Recall what note-taking skills they have,
min note-taking skills so you can determine their prior knowledge. and use.
Invite them to to share what works and what doesn't for them.
Ask students: Is it possible to write down everything a speaker
says? How can you tell what's important enough to write
Motivation
down?
(opening/
introduction/
Explain that you are going to show the class a variety of note- Pull out journals, pens, and Chromebook.
engagement)
taking strategies and help students develop a skill that makes
sense for each one of them. They will be able to use this skill
all throughout their education, future careers, and personal
lives.

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 40-45 Read article about Veterans Day with class. Read article about Veterans Day.
min [https://www.army.mil/article/90953/history_of_veterans_day]
Ask students to volunteer to read a paragraph OR call on
students. Follow along with pencil/on screen.
**Remind students to follow along with a pen and to circle Circle unknown words.
any unfamiliar words or read along on their screens. Take turns reading out-loud.

Take time to answer questions or define new vocabulary Ask for clarification about words or
before moving on. content.

Set-Up 5 Stations in the classroom for each note-taking Spend 5-7 minutes at each station.
method. (Students will have 5-7 minutes to spend at each
section- SET A TIMER).
Briefly explain each method and how to use it with the article
that was just read. Give students 1 minute to start working and
then check in at each station to clarify what to do/write.

1.) The Cornell Method (hand-written) 1.) Fill out Cornell Method worksheet
Page Outline: using information from Veterans Day
Divided into three sections: article.
1- Main Notes: Used during lecture
2- Cue: Used within 24hrs of lecture
3- Summary: Used within 24hrs of lecture
**Students will fill out the Cornell Outline worksheet

Development 2.) Outline Method (typed) 2.) Take out Chromebook and fill out
(the largest Page Outline: Outline Method document using
component or Uses a system of capital and lowercase letters and numbers to information form Veterans Day article.
main body of indicate the relative importance of different ideas.
the lesson) **Students will fill out the Outline Method worksheet

3.) Charting Method

Page Outline: 3.) Fill out Charting Method worksheet
Pages are divided into various columns (most common is 4). using information from Veterans Day
Major topics that will be covered during note taking are used article.
to designate each column.
** Students will fill out the Charting Method worksheet with 4
column headings (Date, Events, People, Significance)

4.) Mind Map Method 4.) Create a mind-map using example

Page Outline: found on Google Classroom using
Mind maps begin in the center, and ideas spread out from the information from Veterans Day.
point. Each idea is connected to at least one other idea.
**Students will fill out the Bubble Map worksheet

5.) Sentence Method 5.) Take out journal and follow the
Page Outline: Sentence Method for note-taking using
Notes are recorded verbatim. With every new source that is information form Veterans Day article.
presented, simply move to the next line. Leave spacing
between the lines to add information later.
**Students will use fill out the Sentence Method worksheet

After completing all 5 stations students will go back to their Ask yourself which method worked best
original seat and discuss which method they think was most for you, tell peers and/or teacher.
effective, least effective, etc.
Ask: what method worked best for you? Why?
5 Have students write a 1-2 sentence reflection in their journal Write a 1-2 sentence reflection.
min Closure about which note-taking strategy they wish to utilize.

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 (conclusion, Have students hand-in all 3 worksheets they filled out and Turn in work.
culmination, grant you access to the 2 digital ones.
wrap-up)
Homework: Use favorite note-taking skill in a different Apply what you learned today to other
course, bring filled-out note-taking worksheet to class next content courses. Do the homework.
week and gain credit for it.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process
of preparing the lesson.)
Preview the text with EL students (words or vocabulary they arent familiar with) before reading it
Engagement at beginning: have students heard of Veterans Day? What do they know about it?
Note-taking method models for students to use as a reference when filling out the worksheets (under doc cam)
Ask self: How could you scaffold this activity?
Have students discuss what or which ones they liked
Spread this out into 2 lessons? More time

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