Note Taking
Lesson Summary
Once students have developed their Statement of Purpose, they are ready to research their topic and take notes. The Statement of Purpose will help keep students focused and the previous lessons will help students locate needed resources.
Once students have developed their Statement of Purpose, they are ready to research their topic and take notes. The Statement of Purpose will help keep students focused and the previous lessons will help students locate needed resources.
Standards Addressed
Ohio Academic Content Standards
Language Arts: Grade 3: Reading Process
4. Summarize texts, sequencing information accurately and include main ideas and details as appropriate.
6. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.
Language Arts: Grade 3: Reading Applications
1. Use the table of contents, chapter headings, glossary, index, captions and illustrations to locate information and comprehend texts.
2. List questions about essential elements (e.g., why, who, where, what, when and how) from informational text and identify answers.
3. Identify and list the important central ideas and supporting details of informational text.
4. Draw conclusions from information in maps, charts, graphs and diagrams.
Language Arts: Grade 3: Writing Process
1. Generate writing ideas through discussions with others and from printed material.
4. Use organizational strategies (e.g. brainstorming, lists, webs and Venn diagrams) to plan writing.
Language Arts: Grade 3: Research
2. Utilize appropriate searching techniques to gather information from a variety of locations.
3. Acquire information from multiple sources about the topic.
4. Identify important information found in the sources and summarize the important findings.
5. Sort relevant information into categories about the topic.
ISTE | NETS for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Ohio Academic Content Standards
Language Arts: Grade 3: Reading Process
4. Summarize texts, sequencing information accurately and include main ideas and details as appropriate.
6. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.
Language Arts: Grade 3: Reading Applications
1. Use the table of contents, chapter headings, glossary, index, captions and illustrations to locate information and comprehend texts.
2. List questions about essential elements (e.g., why, who, where, what, when and how) from informational text and identify answers.
3. Identify and list the important central ideas and supporting details of informational text.
4. Draw conclusions from information in maps, charts, graphs and diagrams.
Language Arts: Grade 3: Writing Process
1. Generate writing ideas through discussions with others and from printed material.
4. Use organizational strategies (e.g. brainstorming, lists, webs and Venn diagrams) to plan writing.
Language Arts: Grade 3: Research
2. Utilize appropriate searching techniques to gather information from a variety of locations.
3. Acquire information from multiple sources about the topic.
4. Identify important information found in the sources and summarize the important findings.
5. Sort relevant information into categories about the topic.
ISTE | NETS for Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
General Goals
- Provide instruction on the use of note cards.
- Provide instruction on the use of a story chart.
- Provide instruction on note taking.
Specific Objectives
- Given instruction, the learner will be able to write brief and accurate notes on a chosen topic by using either note cards or a story chart.
Required Materials & Equipment
- Four copies of piranha information located at bottom of page 490 in Animal book (Burnie)
- Burnie, David, and Don E. Wilson. Animal: the definitive visual guide to the world's wildlife. New York: DK Publishing, 2001. Print. (book for teacher demonstration)
- Dollar, Sam. Piranhas . Austin, TX: Steadwell Books, 2001. Print. (book for teacher demonstration)
- Handout for each student: "Note Taking"
- Handout for each student: "Story Chart"(copy each on 11 x 17 paper)
- Examples of some note cards
- Copy of Handout for Group Assessment
Instructional Procedure
- Teacher provides each student with a copy of the "Note Taking" handout and "Story Chart" handout.
- Teacher reads aloud the information in the "Note Taking" handout as the students follow along.
- When the teacher reaches the example of the note card, he/she points to the information in the actual Piranha book (Dollar) and shows students examples of actual note cards.
- After the teacher finishes reading aloud the "Note Taking" handout, he/she uses the Animal book (Burnie) to find more information on Piranhas. First the teacher will show the students how to turn to the book's index to find the page number for piranha information (pg. 490).
Assessment
- The teacher will ask the class to divide up into four groups
- The teacher will give each of the four groups a copy of the information located on page 490 of the book Animals (Burnie)
- The teacher will give each group one page from the handout (each page gives the source, the statement of purpose, and one of the questions on the story chart columns.)
- Each group will have ten minutes to read the provided passage and write down notes that pertain to their question.
- Group members will choose one person from the group to read their notes to the class.
- The class will comment on the brevity and accuracy of the notes.
- The groups will also share any additional questions/ideas/opinions generated from their reading/note taking.