Course: English I
Grading Period: 1 Unit: 1 Arc: 1
Lesson: Reader/Writer Notebook
2010 – 2011
Lesson Objective:
TEKS: 9.190B, 9.910A, 9.21B, 9.23C
TSWBAT use graphics and illustrations to organize information and monitor
comprehension.
Resources:
-printouts for students of the various note-taking strategies you plan to use/have students use
Suggested Sequence:
-first six-weeks prior to engaging in in-depth reading or note-taking activities
Procedure:
-Before this lesson, visit http://www.englishcompanion.com/Tools/notemaking.html to review the various types of note-taking strategies.
-Select 1-3 strategies you believe are the most viable/student-friendly for your students.
-Present the strategies to students, one example at a time, walking students through the process at each step.
-Handout a brief piece of text or refer students to a very short piece in their textbook to use as an example.
-Read through the text with students, and then walk students through how to use EACH note-taking strategy, using the same text for each strategy.
-Suggest that students practice using all strategies until they find one that helps them the most. Remind them, however, that they will need to be familiar with all note-taking
strategies as they may be asked to use particular ones in their notebooks for different assignments.
Differentiated Instruction:
ELL
Strategies for English Language Learners
* Comprehending Teacher Instructions
- Have students choose a partner who share the same home language (optional).
- Encourage students to ask questions for clarification in their home language, and work with their partners to translate.
- Encourage students to retell or summarize teacher instructions before beginning assignment to check for comprehension.
- If a student did not comprehend teacher instructions, encourage student partners to explain the step using mime to clarify the intention.
- Communication Strategies, sentence starters to help students express themselves clearly, is found on page V39 in the English Learner’s Notebook.
-Before this lesson, visit http://www.englishcompanion.com/Tools/notemaking.html to review the various types of note-taking strategies.
* Any strategies printed from this website can be modified for students.
-Select 1-3 strategies you believe are the most viable/student-friendly for your students.
* Teachers should focus on one strategy to build confidence. For example, Cornell Notes.
-Present the strategies to students, one example at a time, walking students through the process at each step.
-Handout a brief piece of text or refer students to a very short piece in their textbook to use as an example.
-Read through the text with students, and then walk students through how to use EACH note-taking strategy, using the same text for each strategy.
* The following is an example of Cornell Notes using the poem “So, We’ll Go No More A Roving” by George Gordon, Lord Byron.
Before Reading
Step 1: State the topic of the text.
Step 2: Students preview text by skimming for main ideas and key words.
During Reading
Step 3: Students take notes in the right column of the Cornell Notes as they are reading or listening.
After Reading
Step 4: Students write questions in the left column of the chart about the notes they have taken.
Step 5: Students cover their notes and answer the questions in their own words.
Step 6: Students use the space at the bottom of the chart to summarize what they have learned.
© 2010 Austin Independent School District
English I Page 1 of 3
updated 6/16/10
Course: English I
2010 – 2011
Grading Period: 1 Unit: 1 Arc: 1
Lesson: Reader/Writer Notebook
*****Teachers and students are allowed to number the steps on the Cornell Notes so students may follow a step-by-step process.
Cornell Notes
Questions
Notes
What does “a-roving” mean?
What does “stanza” mean?
What does “imagery” mean?
Roving: going out with friends
Stanza: like a paragraph
Imagery: words that help you see ideas
What are some images from the poem?
No more roving, tiredness, getting old
Summary
The speaker will not be roving at night anymore because he has grown older.
-Suggest that students practice using all strategies until they find one that helps them the most. Remind them, however, that they will need to be familiar with all note-taking
strategies as they may be asked to use particular ones in their notebooks for different assignments.
* Use Cornell Notes until students are comfortable enough to move on.
* Challenge: Have students complete Cornell Notes independently using a piece of text of their choice. Text from their native language should be allowed.
* Present students with a second note-taking strategy or have them choose from several printed strategies. Try to pick note-taking strategies that have a step-by-step process. A
strategy that is too busy and all over the place will only frustrate and bring confidence level down.
TIPS:
 Teachers can model thought processes and strategies by thinking aloud. This modeling can move toward increased independence by progressing to students
thinking along with the teacher and eventually thinking on their own.
 All students must be accountable for what they have learned. Address assessment at the beginning of a new lesson so that students understand what is expected
of them.
 At the end of the lesson, evaluate which teaching strategies and techniques were successful and which weren’t. Track your results and note any patterns that
emerge for future reference. This technique can help you prepare for your next lesson and identify the best methods for teaching ELLs.
 Hard copy of teacher notes and a completed example of the lesson should be available for students to view; if needed.
ELPS 1 (A)(B)(D)(E)(F); 2 (B)(C)(D)(H)(I); 3 (A)(C)(D)(E)(I); 4 (A)(D)(E)(F)(G)(I)(J); 5 (B)(C)(F)
SNS
Strategies for Special Needs Students
* Comprehending Teacher Instructions
- Encourage students to ask questions for clarification.
- Encourage students to retell or summarize teacher instructions before beginning assignment to check for comprehension.
- If a student did not comprehend teacher instructions, provide a hard copy of instructions and clarify on-on-one.
-Before this lesson, visit http://www.englishcompanion.com/Tools/notemaking.html to review the various types of note-taking strategies.
* Any strategies printed from this website can be modified for students.
-Select 1-3 strategies you believe are the most viable/student-friendly for your students.
* Teachers should focus on one strategy to build confidence. For example, Cornell Notes.
-Present the strategies to students, one example at a time, walking students through the process at each step.
-Handout a brief piece of text or refer students to a very short piece in their textbook to use as an example.
-Read through the text with students, and then walk students through how to use EACH note-taking strategy, using the same text for each strategy.
* Please refer to the above example under ELLs for an example of how to use Cornell Notes.
-Suggest that students practice using all strategies until they find one that helps them the most. Remind them, however, that they will need to be familiar with all note-taking
strategies as they may be asked to use particular ones in their notebooks for different assignments.
© 2010 Austin Independent School District
English I Page 2 of 3
updated 6/16/10
Course: English I
2010 – 2011
Grading Period: 1 Unit: 1 Arc: 1
Lesson: Reader/Writer Notebook
* Use Cornell Notes until students are comfortable enough to move on.
* Challenge: Have students complete Cornell Notes independently using a piece of text of their choice.
* Present students with a second note-taking strategy or have them choose from several printed strategies. Try to pick note-taking strategies that have a step-by-step process. A
strategy that is too busy and all over the place will only frustrate and bring confidence level down.

Allow students extra time to complete assignment.

Hard copy of notes and completed teacher example of lesson available; if needed.

Verbal and visual reminders to stay focused on lesson.

The Special Education Department located on your campus is a great resource or feel free to contact me through campus email. My information is below.
Duration: 1.5 class periods
Evidence of Learning/Assessment/Student Work Products:
-Discussion
-Notes from class practice with text
Related Readings:
-Examples and .pdf printouts for more than ten types of note-taking!
http://www.englishcompanion.com/Tools/notemaking.html
© 2010 Austin Independent School District
Lesson Author/email address
ELL
English I Page 3 of 3
SNS
Ashley Robinson/ jrobins1@austinisd.org
:Valerie Pannell valerie.pannell@austinisd.org
updated 6/16/10