Reflection: High Quality Task Introduction to Taking Notes from an Informational Text - Section 1: Why this Lesson?


When I went to my grade-level meeting and told my colleagues that my students were going to be taking notes, I got some blank stares.  However, a week later, when I took my students' notes and their connected writing to our next meeting, I was met with happy (surprised) looks.  Although taking notes was very hard to teach and it took some more time than I had intended, my students really did a great job.  I was very surprised at students' enjoyment of note taking and I was relieved that they were able to take their notes, use them as a summary and then create a piece of high-quality writing in the following lesson!
Students are going to have to take notes for at least twelve years of school, so I decided that we might as well start from the ground up!  I found that although my expectations were high, my students rose to them.  With a lot of modeling and a little hope, I was very pleased with my students' abilities and I know they are headed to first grade ready to research and write and write!

  Was this daunting task worth it?
  High Quality Task: Was this daunting task worth it?
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Introduction to Taking Notes from an Informational Text

Unit 6: Modeling HOW to Write About Informational Text
Lesson 7 of 8

Objective: SWBAT use their listening skills to take notes and write down important informational gleaned from an informational text.

Big Idea: When students take notes, they take in new information and make it their own!

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