Notefacts+Lesson+1


 * Notefacts Lesson 1 **
 * Date:** 3/8/2010
 * School & City:** Olive Mary Stitt, Arlington Heights, IL
 * Lesson Title:** Notefacts Day 1
 * Grade level:** 4th
 * Length of lesson:** 45 minutes

Students will learn how to use notefacts and the IIM research model in order to prepare them for their research assignment on the colonies.
 * Purpose**:


 * Learning Outcome(s):**

Students will…


 * know how to properly cite a source.
 * understand how to document source number, page number and other logistical information.
 * understand how to extract relevant information from a source.
 * know how to paraphrase information into note format.


 * Illinois Learning Standard(s) Addressed**:

5A. Locate, organize, and use infor­ma­tion from various sources to answer questions, solve problems and communicate ideas.
 * 5.A.2a Formulate questions and construct a basic research plan.
 * 5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs).
 * 5.B.2b Cite sources used.


 * Standards for 21st Century Learner Addressed:**

1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
 * **1.1.1** Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
 * **1.1.5** Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
 * **1.1.7** Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
 * **2.1.2** Organize knowledge so that it is useful.

· __The Plymouth Colony__ e-book by Andrew Santella · Touchscreen Monitor to display e-book · Large replica of notefacts sheet and markers · Copies of practice notefacts sheet for students
 * Materials**
 * Needed by instructor:**


 * Instructional procedures**


 * Focusing event**:

Quick quiz show (Who can tell me what we last worked on?) and then overview of day’s activities and explanation of why we are doing research.
 * We’re doing a research project on the colonies, so we are beginning the research process together and learning how to do it before everyone goes off on their own.
 * Beginning with Plymouth since that is one of the first two colonies (and not one that students will be assigned later).


 * Input from instructor**:
 * Essential Question: Was life better or worse for the Pilgrims in their new colony of Plymouth?
 * Open e-book.
 * What’s an e-book?
 * What are the index, glossary, table of contents? (tools that help us find information in the book)
 * We can infer that this is good source (how? has information on our topic, reputable author, etc) so we will use it for one of our notefacts sheets.
 * What is are notefacts? Short (notes) and true (facts)
 * Cite Source. Why do we do this?
 * Intellectual property. Someone’s hard work, so we want to give credit.
 * Finding again when we need it or helping a friend find it later.
 * Copyright – it’s protected by law.
 * On notefacts sheet, include author, title and copyright year. What is this symbol (©)? (means it is protected by law)
 * Scroll to page 28 – modeling how to use e-book. Ask student volunteer to read first paragraph in loud voice. Ask if that contains information that answers our question. Move on to second paragraph, ask for another volunteer to read aloud.
 * Who can raise their hand and give us one reason why this may demonstrate whether life was better or worse for the pilgrims?
 * Write it down as a notefact. Notefacts should be:
 * short, but complete enough to make sense
 * written in our own words
 * related to the question
 * written between the lines, one per space
 * documented by page number
 * Great! Now let’s find another piece of information in the material we just read that might help us answer the question of why life was better or worse.


 * Guided practice**:
 * Pass out clipboards and pencils as we scroll to page 34 (again, modeling how to use e-book) and ask for volunteers to read out loud. Each student writes down two notefacts from the page that helps us answer the question. When finished, turn to an elbow buddy and talk about notefacts. Does anyone have questions before we start?
 * After they share with buddy, if time, ask for examples to write on large notefacts sheet.


 * Closure**

Explain how this will benefit their future project and give overview of next few weeks’ activities. Remind them to be thinking about the process for next week. Congratulate them on a job well done!


 * Check for understanding**

Throughout the lesson, I will evaluate and assess whether the group seems to “get” it. As they work on their samples, I will circulate and answer questions, as well as glancing at student papers to determine their levels of understanding. After class, I will collect the sheets and assess comprehension based on the results.


 * What’s next?**

Next week, we will look at taking notefacts from another type of source. We will also evaluate and critique previous notefacts and students will try writing the source information themselves. Eventually, students will do notefacts work on their own when they research their own colonies.