Cornell Notes with I Tunes

Submitted by mbalk on Sun, 05/01/2011 - 17:38Printable version Bookmark and Share
Created By:
Melissa Balk
Title/Role:
Librarian
Organization/School Name:
Thousand Islands Schools
Location:
New York

Grade Level:
12
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Intensive
Content Area:
Language Arts
Content Topic:
Taking notes
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
4.1.4 Seek information for personal learning in a variety of formats and genres.
Dispostion Indicator(s):
1.2.3 Demonstrate creativity by using multiple resources and formats.
2.2.4 Demonstrate personal productivity by completing products to express learning.
Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
3.3.4 Create products that apply to authentic, real-world contexts.
4.3.2 Recognize that resources are created for a variety of purposes.
Self-Assessment Strategies Indicator(s):
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
2.4.3 Recognize new knowledge and understanding.
Scenario:
After realizing that her high school seniors struggle with taking notes when she lectures, the English teacher meets with the librarian to plan a lesson that will give them a strategy for taking good notes from a lecture. The librarian suggests that students learn how to take Cornell Notes, and practice using them with a podcast of a "real world" college lecture, that can be downloaded anytime for practice. There are hundreds of lectures that can be downloaded from I Tunes U, a free resource on a variety of topics. The librarian and teacher collaborate and decide which lecture to model for the class. The Justice series from Harvard is a particuarly interesting one for students. In class in the library, the librarian explains what a podcast is, models how to navigate ITunes U, and how to download the podcast. Using the podcast, the classroom teacher models for students how to take notes using Cornell Notes during a lecture. Students will then be given the chance to select one lecture of their choosing, and take notes from it. Call out questions, vocabulary definitions, and reflection after lecture are techniques employed in the lesson.

Overview:
Essential Question (s): How can Cornell Notes help me during lectures? How does Cornell Notes help me with remembering or reflection after the lecture? What is the standard format for using Cornell Notes?

Final Product:
Students will have completed Cornell Notes of the podcast with the appropriate format.

Library Lesson:
Students will learn how to take Cornell Notes during a "real world" University lecture.

Estimated Lesson Time:
90 minutes
Assessment
Product:
The teacher and librarian will use a teacher/librarian created rubric to assess the student's Cornell Notes for content and format. Included in this rubric is a section for assessing students ability to navigate ITunes U successfully and download podcasts appropriately.

Process:
The teacher and librarian observe students as they download podcasts off of ITunes U, and provide time for students to practice note taking from the lectures they downloaded. After completion, the teacher and librarian review the Cornell Notes completed by students to determine if students: (1)navigated the site and downloaded a lecture,(2) used the correct format for note taking, (3) demonstrated that the content of the notes were clear, concise and made sense, (4) summarized what they learned in the appropriate section in Cornell Notes

Self Questioning:
Did I follow the format correctly? What did I learn from the lecture? What were some important terms, concepts that were covered? Did I summarize my notes with a date attached at the top?

Instructional Plan
Resources students will use:
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)

Interactive Resource URL:
http://www.apple.com/education/itunes-u/

Resources instructor will use:
Projector
Laptop

Instruction/Activities
Direct instruction:
This lesson is divided into two 40 minute sections that take place in the library. In the first lesson, the librarian explains and demonstrates downloading podcasts using the website ITunes U. The English teacher then shows students the Cornell Notes format, demonstrating what should be written in each section. Students then listen to the downloaded podcast, and watch as the English teacher demonstrates how to take notes during the lecture. After a short period, the lecture is paused, and the librarian and teacher check for understanding. The podcast is resumed, allowing students to practice the note taking method. At the end of the first class, students can ask questions, look at the exemplar provided, and share what they learned. In the second lesson, students return to the library, download a podcast off ITunes U, listen to it, take notes. At the end of class, students will be given time to share what they learned from their lecture, and hand in the notes for review.

Modeling and guided practice:
The students will be watching/listening to the lecture downloaded by the librarian. The lecture will be paused in the first 4 minutes by the English teacher to model for students the correct Cornell Note taking method; important points they should have written down, any vocabulary, or call out questions (check for understanding). The lecture is continued to allow students to work independently for guided practice. At the end of that podcast, the students will be provided time to share, ask questions and review what they have written down during the guided practice period. A teacher created exemplar will be shown at this time to demonstrate what the notes should look like.

Independent practice:
Students will download a podcast off of ITunes U, listen to it, and take Cornell Notes using the correct format.


Have you taught this lesson before:
Yes

Strategies for differentiation:
Allow students to review the podcast after class with their notes. They can add to the notes, and it allows more time for students who need it. The technology allows for endless review of a lecture.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.11-12.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (11,12)

CC11-12WH/SS/S/TS8 » Writing Standards » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11,12)

CC11-12RH/SS7 » Reading Standards for History » 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (11,12)

CC.11-12.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (11,12)

CC.11-12.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (11,12)

CC.11-12.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11,12)

CC11-12WH/SS/S/TS1 » Writing Standards » 1. Write arguments focused on discipline-specific content. (11,12)

CC11-12WH/SS/S/TS2 » Writing Standards » 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (11,12)

CC.11-12.R.I.3 » English Language Arts » Key Ideas and Details » 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (11,12)

CC.11-12.W.10 » English Language Arts » Range of Writing » 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (11,12)

CC11-12RS/TS1 » Reading Standards for Literacy in Sci Tech » 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (11,12)

CC11-12RS/TS3 » Reading Standards for Literacy in Sci Tech » 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. (11,12)

CC11-12RS/TS6 » Reading Standards for Literacy in Sci Tech » 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. (11,12)

CC.11-12.SL.1.d » English Language Arts » Comprehension and Collaboration » d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (11,12)

CC11-12WH/SS/S/TS1e » Writing Standards » e. Provide a concluding statement or section that follows from or supports the argument presented. (11,12)

CC.11-12.W.2.f » English Language Arts » Text Types and Purposes » f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (11,12)

CC11-12WH/SS/S/TS2e » Writing Standards » e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). (11,12)

CC.11-12.L.6 » English Language Arts » Vocabulary Acquisition and Use » 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (11,12)

CC.11-12.L.4 » English Language Arts » Vocabulary Acquisition and Use » 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. (11,12)

CC.11-12.L.4.a » English Language Arts » Vocabulary Acquisition and Use » a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. (11,12)

CC11-12RS/TS2 » Reading Standards for Literacy in Sci Tech » 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (11,12)

CC.11-12.W.9 » English Language Arts » Research to Build and Present Knowledge » 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (11,12)

CC.11-12.L.1.b » English Language Arts » Conventions of Standard English » b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed. (11,12)

CC.11-12.L.3 » English Language Arts » Knowledge of Language » 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (11,12)

CC.11-12.R.I.4 » English Language Arts » Craft and Structure » 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (11,12)