Beth Fishburn
CONTENT LITERACY STRATEGY FORMAT
NAME OF STRATEGY: Note Taking
ADAPTED FROM: McKenna, M., & Robinson, R. (2009). Teaching
through text: Reading and writing in the content areas. p.138-139
CONTENT AREA: Social Studies
GRADE LEVEL: 5
TEXTBOOK AND PAGES ADAPTED: Bower, B. , Lobdell, J.
(2001) History Alive! America’s Past, Palo Alto, CA: Teacher’s
Curriculum Institute, p. 208
OBJECTIVE: Students will demonstrate understanding about how
technology and ideas have affected the way people lived, by writing a
paragraph describing the affects of the Industrial Revolution on ways
of life after reading chapter 20.2 in History Alive!
Kid friendly objective: I will show that I understand how the
Industrial Revolution changed how people lived and worked by writing
a paragraph about the changes in their lives, after I read chapter 20.2
in my text book.
GLE 4.2.3 Understands how technology and ideas have
affected the way people live and change their values, beliefs,
and attitudes
MATERIALS NEEDED
agenda written on large paper, text book, entry slip, exit slip, document camera,
my Cornell notes, both pages, vocabulary list
ACADEMIC ENGLISH: goods, products, industries, dramatic,
transcontinental, canals, steamboats, factories, offices, quantities, carriages,
skyscrapers.
Signal words: After, Before, By, The first, Now, More and more.
Appositives: Example: During this time, new industries, or businesses,
caused such dramatic changes that together they are called a “revolution.”
Cause/Effect relationships
After the Civil War, the Industrial Revolution changed the way Americans lived
and worked.
During this time, new industries, or businesses, caused such dramatic changes
that together they are called a “revolution.”
The first transcontinental railroad was completed in 1869. Now people and goods
could travel across the entire United States in a week.
PROCEDURES:
1. Go over agenda:
-Have students read kid friendly objective, then one student restate it in
their own words.
-Introduce reading assignment
-Explain how to use Cornell notes modeling with mine.
-Hand out entry slip containing “what am I learning today? How am I going
to do that/ what resource(s) can you use to find out?
-Introduce vocabulary (give students a list of potential new words.)
-Start reading
-After students are finished reading, go over Cornell notes and see what
patterns/categories emerge to be recorded on the left side of the note
page. Model; do it with them.
- Short discussion about what students found in their chapter about
changes in lives due to Industrial Revolution.
- Give them the paragraph assignment and let them write.
- Exit slip
2. Establish Set:
Good morning, class! (Good morning)
We were just talking about the Civil War, and it’s conclusion last week.
What do you think were some changes in the ways people lived, after the
Civil War? (Call on 2-3 students, asking why they think what they think,
acknowledge their responses)
Another phase of history was already beginning before the Civil War
started, but really started having an effect after the Civil War ended. This
phase of history in the US is called the Industrial Revolution.
What do you think that was? (The industrial revolution) (Call on a few
students and allow some exploration if time allows.)
Clarify any misconceptions
3. Set purposes for reading.
“Today you are going to read a section of your social studies texts about the
Industrial Revolution. You are going to take notes on this chapter using a
strategy called “Cornell notes”. I’m handing out lined notebook paper with a
special vertical line drawn on it. Don’t write on it until I say. In Cornell notes, the
paper is set up this way with a wide left margin. You use the right side of the
paper to take quick notes, either while reading or while listening to a lecture.
Then, when you are finished with the lecture or reading, you get another sheet of
paper like it, and copy the notes over to it, making them neater, connecting ideas
and concepts, clarifying details, rephrasing, adding remembered details,
punctuation, all while the information is fresh in your mind. After the notes are
rewritten is when the left side of the paper comes into play. We use the left side
to write headings, symbols, questions, short phrases, and other cues that might
help categorize and remember material, connect things. The idea about the left
side is that you are able to use it as a study guide, covering up the right (folding)
and using the cues and headings to help remember the material on the right side.
Let’s do the first sentence: Who wants to read? (Choose a student to read first
sentence)
What things from that sentence would you put on the right side of your Cornell
notes? Why? (Write down what one or two students say hopefully desired
content. If no one comes up with desired content to be written, give them my
example, and try one more.)
Ok, in a moment, you will do your reading and take notes using the Cornell
sheets I passed out. You can also use the notes side to write down vocabulary
you don’t know. Before we start, take a look at the list of vocabulary words I’ve
put on the board. As I point to the word, raise your hand if you DON’T know what
the word means. (Go down the list of words, having students who don’t raise
their hand, ostensibly knowing what the word means, define words for those who
do not know their meaning.)
Before we read, I need to know that YOU know what we are doing today. Please
fill out the entrance slip on your desk, and I’ll come collect them.(collect slips,
read through a few to get an idea that they understand what is happening today,
and what they have available to them if they need information) then,
Ok, while you read, remember, look for main ideas, changes in ways of life and
work that happened as a result of the Industrial Revolution, as well as the
reasons for the changes. We will be sharing what we found and using that
information on a test later in the unit.
Start reading.
I see many of you are finished reading the passage, so we’ll stop now and go
over the next phase of the note taking strategy.
(I write their notes on the board, after calling on them)
Darci, what is one thing you wrote notes about- something that changed about
ways of life? How did it change?
Bhargavi, do you have a different way life changed after the Civil War? How did it
change?
What other ways of life changed, and why?
So, all of these notes are on the right side of the paper, now we organize them a
little, and rewrite them on a fresh sheet, neater, and clarify some of our brief
notes. Here is what I did: (Share my notes on the document camera)
I combined the before and after categories, I wrote things in complete sentences,
and put things that seemed similar to me, together.
Now, you all take 5 minutes and organize your notes in a way that makes sense
to you, giving them headings and categories on the left side of the page.
(after 5 minutes)
Now that you’ve re-written your notes, organized them and given yourself
headings and categories, the notes are ready to use. Today, you’re going to use
them to write a paragraph that you will turn in, from the prompts I’m passing out.
(Pass out prompts)
After the Civil War, during the Industrial Revolution how the technology and ideas
of that period of time changed how American’s lived their lives and where they
worked. You should include specific examples of what the old way was, what the
new way became and why you think it happened.
Did those changes in ways of life last? Do we still use technologies developed
and used during that time? Give specific examples.
Before you leave, fill out this exit slip and hand it to me on your way out of class.
What ways of life are different for us than for our grandparents?
What technologies do you and your family use today that were introduced
during the industrial revolution?
Why do you think it’s important to recognize how things changed and if
those changes lasted?
Are there other things you know about that have not changed much over a
long time?
ASSESSMENT RUBRIC FOR PROMTED PARAGRAPH
In what
ways did
ways of life
change
after the
Civil War?
Did the
changes in
ways of life
last? Do we
still use
technologie
s that the
old ways
changed
to?
Beginnin
g
1 specific
example
of how
lives
changed
after the
Civil War.
Answer
yes
Approaching
Meeting
2 specific
examples of
lived and
worked
changes(fro
m farms to
cities,
worked on
farms to
worked in
factories)
3 specific
examples of
lived and
worked
changes(fro
m farms to
cities,
worked on
farms to
worked in
factories
AND made
their own
things to
buying
premade
products)
Exceeding
More than
the three
examples
from farms to
cities,
worked on
farms to
worked in
factories
AND made
their own
things to
buying
premade
products and
transportatio
n from horse
and carriage
to cars,
trains, steam
boats,workin
g in factories,
traveling
farther from
home)
Yes, and one Yes, and two Yes, and
example of
examples of three or more
what change what change examples of
from the
from the
what change
Industrial
Industrial
from the
Revolution
Revolution
Industrial
we still
we still
Revolution
use(phones) use(phones, we still
cars)
use(phones,
cars, trains)
Question
Level of Bloom's
In what ways did
ways of life change
after the Civil War?
Remembering
Did the changes in
Applying
ways of life last? Do
we still use
technologies that the
old ways changed to?
Examples?
What ways of life are Analyze
different for us than
for our grandparents?
Examples?
What would you
invent to make our
lives better? Why
Creating
Purpose for
asking/how it is
related to objective
Did they understand
the content of the
reading passage/
connect with material
in order to begin to
understand
importance of event
Can student use
information and
connect it to their life?
/ Understanding
importance of event
in relation to own life.
Can student use
information and
connect it to their life?
/ Understanding
importance of event
in relation to own life.
Identifying how
questions help
connect importance
to events.
Can student use
information and
connect it to their life?
/ Understanding
importance of event
in relation to own life.
Identifying how
questions help
connect importance
to events, and use
that knowledge.
ANSWER KEY
-
-
-
In what ways did ways of life change after the Civil War? (went from
living on farms in the countryside to living in cities, went from working
farms to working in city factories, rode horses to driving cars, riding in
trains and steam boats, went from making their own necessities to
buying premade products…)
Did the changes in ways of life last? Do we still use technologies that
the old ways changed to? (Telephones, cars, trains, premade
products…)
What ways of life are different for us than for our grandparents? (cell
phones, cd’s, gps,…)
What would you invent to make our lives better? Why?
Paragraph Prompts
1.After the Civil War, during the Industrial Revolution how the technology and
ideas of that period of time changed how American’s lived their lives and where
they worked. You should include specific examples of what the old way was,
what the new way became and why you think it happened.
2.Did those changes in ways of life last? Do we still use technologies developed
and used during that time? Give specific examples.
ENTRANCE SLIP:
What am I learning today? How am I going to do that/ what resource(s) can I use
to find out?
EXIT SLIP
What ways of life are different for us than for our grandparents?
What technologies do you and your family use today that were introduced
during the industrial revolution?
Why do you think it’s important to recognize how things changed and if
those changes lasted?
Are there other things you know about that have not changed much over a
long time?