Lesson 9: Research Skills – Note-Taking

 Lesson Plan

Tuning In

• Write the following sentence on the board twice, one underneath the other: Snakes are cold-blooded reptiles that can make venom. 
• Using the first sentence, rub out the words snakes, cold-blooded, reptiles, and venom. Look at the words that remain (are, that, can, and make). Ask the students:
  • Do these words provide any information about what the sentence is about?
  • Is it possible to guess what the sentence is about using only these words?
• Explain to the students that these words are known as ‘connector words’. They provide no information about the content of a sentence.
• Using the second sentence, rub out the words are, that, can, and make. Look at the words that remain (snakes, cold-blooded, reptiles, and venom). Ask the students:
  • Do these words provide any information about what the sentence is about?
  • Is it possible to guess what the sentence is about using only these words?
• Explain to the students that these words are known as ‘informational words’. They provide the key information about the content of a sentence.
• Remind the students that they should only write down the informational words, not the connector words, when taking notes from informative texts.

Teacher Instruction

• Project the text about sharks from the Research Skills Worksheets – Note-Taking on the board. Discuss the instructions and hints in the box at the top of the page.
• Read the text together as a class. Discuss and model reading comprehension strategies, such as:
  • looking at the title, subheadings, illustrations, and repeated words for hints about the main idea
  • locating and defining the subject-specific words (words that are related to the main idea).
• Project the next page of the worksheet pack on the board. Discuss the instructions and hints in the box at the top of the page.
• Read through each paragraph together as a class. Discuss and model note-taking strategies, such as:
  • highlighting the informational words only, not the connector words
  • noting the key facts and details as single words or short phrases.

Guided/Independent Learning

• Provide the students with a copy of the Research Skills Worksheets – Note-Taking. Monitor and support the students as they work through the activities for the two remaining texts.

Wrapping Up

• Discuss the main idea and subject-specific vocabulary of the two remaining texts (astronauts and smartphones). Encourage confident students to share their bullet points with the rest of the class.

 Differentiation

Extending Students

• Challenge any fast finishers to use their bullet points to create a fact file poster for one of the topics in the worksheet pack.

Supporting Students

• Allow any struggling readers to work on the note-taking task in a small group with a teacher or teacher aide.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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