Lesson Plan Template

Candidate Name:___Erryn Walker___

Strategy (circle one): Task Rotation; NAL; Mystery; Decision Making;

C/C Thinking; Metaphorical; Windows Notes; Other
UNIT NAME
Effective Note-Taking

LESSON NAME

Time Needed (Hours/Days)

SQ3R and Cornell Notes

Grade
th

Subject
English/Language Arts

50 Minutes/1 day

Course
TAG/ADV Mixed Model

ENDURING UNDERSTANDING:

-The student will learn to understand the importance of note-taking.

-The student will learn to develop an organized method to take analyze a text and take effective
notes.
-The student will learn that these methods of analysis and note-taking is beneficial in other content
areas.

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

CCGPSELA7RI1Cite textual evidence that most strongly supports an analysis what the text says
explicitly, as well as inferences drawn from the text.
CCGPSELA7RI2Determine a theme or central idea of a text and analyze its development over
the course of the text, including its relationship to the characters, setting, and plot: provide an
objective summary of the text.
CCGPSELA7W1.cUse words, phrases, and clauses to create cohesion and clarify the
relationships among the claim(s), counterclaims, reasons, and evidence.
CCGPSELA7W2.bDevelop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
CCGPSELA7W2.cUse appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
CCGPSELA7W5Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
Advanced Communication:
1. The student uses written, spoken, and technological media to convey new learning or
challenge existing ideas.
2. The student produces written and/or oral work that is complex, purposeful, and organized,
includes relevant supporting examples and manipulation of language.
3. The student creates products and/or presentations that synthesize information from diverse
sources and communicate expertise to a variety of authentic audiences.
8. The student participates in small group discussions to argue persuasively or reinforce others
good points.
Advanced Research Skills:
5. The student gathers, organizes, analyzes, and synthesizes data from multiple sources to
support or disprove a hypothesis.
9. The student uses APA or MLA style to document/cite references, resources, quotations,
notes, and bibliographies.
Higher Order/Critical Thinking Skills 1, 10, 12, 14
1. The student asks probing, insightful, and relevant questions.
10. The student distinguishes between assumptions, inferences, and conclusions.
12. The student evaluates conclusions based upon relevance, depth, breadth, logic, and
fairness.
14. The student identifies and illustrates basic principles and the foundational concepts that are
central to understanding the essence of a field of study.

ESSENTIAL QUESTION(s)
Clearly stated, Specific, Unambiguous, Detailed
What should students know, understand, and be able to do when lesson is completed?

How can learning about SQ3R and Cornell note-taking help me organize my thoughts and
ideas?

TEACHER LESSON PREPARATION

-The teacher will prepare the graphic organizers and visual aids that the students will need
in order to successfully complete this activity.
-The teacher will provide the students with a PowerPoint on SQ3R and Cornell notes.

ACTIVATING STRATEGY
Contains one of these in a well-developed, clearly explained format: related pre-assessment, motivating
introductory activity (hook or mini-lesson), opportunity for students to link content to prior knowledge and
interests, an advanced organizer, and/or clearly stated learning expectations using related focusing and
guiding questions

-The teacher will discuss with the students what the New American Lecture is and will
provide directions as to how the days lesson will run.
-The teacher will ask the students to discuss with their table mates what they think the
acronym SQ3R means.
-The whole class will discuss their responses.
-The students will then take out their notebooks and prepare to take notes on SQ3R and
Cornell style notes.

Instructional Sequence and Activities including use of technology

Includes all essential aspects of strategy, demonstrating clear understanding of how to use the
strategy.
The procedures are well-scripted and very clear.
Technology is utilized efficiently, seamlessly, and creatively
-The teacher will use Interactive board to display the days PowerPoint about SQ3R and Cornell notes.
-The teacher will remind the students of how to take note in class.
-The teacher will ask the students the following questions throughout the course of the presentation:
1. Why is note-taking important?
2. How is survey similar and different to read?
3. How can SQ3R help me in other classes?
4. Explain the importance of correctly formatting Cornell notes.
5. How are Cornell notes similar to a multilayer piece of cake?
-The teacher will spend approximately 5 minutes on each question as she continues through her
PowerPoint presentation.

Assessment Strategies

Assessment is all of these: aligned to the essential question(s), includes either informal or formal
assessment of student learning, and any assessment tools or questions used are included
-When the note-taking is finished, the students will either create a childrens book, a song,
or a TV infomercial about SQ3R and Cornell notes explaining how to complete SQ3R and
how to construct Cornell notes.
-The students will then present their final products to the class.

Differentiation
Lesson is clearly differentiated for gifted learners by use of one or more of the following: acceleration, extensions,
enrichment, tiered activities.
Lesson incorporates concepts, principles, cognitive skills, and methodologies that can be transferred across disciplines.
Activities require students to analyze, synthesize, and/or evaluate.

-Students will be encouraged to ask relevant questions as necessary.

-Students will be grouped and start on varying activities based on their STAR Reading and
GA Milestones testing scores.
-From this information, the teacher will place these students at the different stations based
on their reading level and will facilitate and monitor the volume and discussion during the
activity.

Materials/Links/Text References/Resources - Thorough

-SQ3R and Cornell notes PowerPoint
-Interactive Board