WEST CHESTER UNIVERSITY LESSON PLAN TEMPLATE

Lesson Day Module 3: Lesson #1 Note Taking

Student Directed
Approximately 20-30 minute Duration
How will this lesson support the learning goal? Students will discuss the importance of notetaking and how the notes
(1c: Setting Instructional Outcomes) can support them as a student. The students will be introduced to
effective notetaking strategies and determine which strategy is most
effective or helpful for them. Students will practice taking notes from a
‘lecture’ and highlight important information.
PA Standards and Other Appropriate Professional Standards Communication
(1c: Setting Instructional Outcomes) 15.3.12.F
15.3.12.J
15.3.12.N
Writing
CC.1.4.11-12.F
CC.1.5.11.A
CC.1.5.11.B

ASCA Mindset and Behaviors for Student Success

1.1, 1.6, 2.1.3, 2.1.4, 2.2.3, 2.2.6

Objective(s)  Students will recognize the importance of detailed note taking

(1c: Setting Instructional Outcomes)  Students will learn effective strategies for taking notes
Taking into consideration the learning goal, what is the objective(s)
 Students will be introduced to abbreviations to be used during
of this lesson that will support the progress toward the learning goal? active note taking
 Students will practice taking notes from a ‘lecture’
The statement should be directly observable (use verbs that can be measured).
 Students will evaluate notes for completion/details
 Students will highlight key points from their notes
Academic Language Key Words
(1a: Demonstrating Knowledge of Content and Pedagogy) Lesson Structure
Critical Information
Abbreviations
Active Listening

During the instruction, students will be introduced to the key terms and
how they will be referred to during the remainder of the lesson. Each
term will be used in reference to note-taking skills and strategies.

Materials/Resources
(1d: Demonstrating Knowledge of Resources)
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
Exploration (Model): How will students explore the new concepts? How will
you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they apply the
new concept? How will you allow them to practice (with teacher support)?
they need to focus on key points and important details, not record every
Independent practice: How will students review and solidify these concepts to
be able to use this new knowledge? How will you monitor and provide
feedback?
Students will be presented with tips and tricks for taking effective notes.
Provide detailed steps.
Students will receive instruction on how to look for these important
terms while being presented information in an academic class.
Executive Functioning Website (teacher created)
Google Slides (teacher created)
Note Outline Practice Sheet
YouTube Video
EdPuzzle
Students will be given an example of notes from a pretend lesson. The
students will be asked to answer specific questions about the lesson
from the notes provided. The students will be asked if they put this
paper in their folder and looked at it a week later if it would help them
remember information, or study for an upcoming quiz? The students
will ask to brainstorm what is missing from these notes sand how
important good notes can be for a student. The students will be
reminded that notes are a good way for students to not only learn, but
remember.
Students will be provided with a picture and be asked to write down a
description of the picture. The students will then be asked to review
their notes and answer the specific questions provided:
 Did you include how many boys and girls were in the picture?
 Did you say how many apples are on the tree?
 Did you say what the person was painting?
The students will be reminded that they did not need to record every
single detail to describe the picture, and that notetaking is similar that
single thing they read or hear.
This includes:
Notes that are easy to use: abbreviations, spacing
Notes that are important: key points, not full sentences, copy
information from board, star, circle and highlight

It will then be explained to students how to review their notes to ensure

that they will be beneficial to them later on.

Students will be expected to practice the strategies during a short video

‘lecture’. Students will be asked to incorporate the tips as best as

Closure
(1e: Designing Coherent Instruction)
Differentiation
(1e: Designing Coherent Instruction)
Accommodations
(1e: Designing Coherent Instruction)
Modifications
(1e: Designing Coherent Instruction)
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
possible, and review the notes they took.
After reviewing their new notetaking practices, students will be
provided with a review of good notetaking skills, with the expectation
that they will fill in the correct missing words.
Students will complete an EdPuzzle to reinforce their previously taught
strategies.
Student paced activity
Can be completed with staff support
Visuals provided
Read aloud extensions on Google
Google Translate available during activity
Extension: Using Quotations in Notetaking
Visual Notes
Writing an Proper Outline
Common Accommodations Addressed:
Extended time as needed
Read aloud extension for Google
Breaks allowed
Varied activities
The executive functioning curriculum was designed specifically to
support students utilizing the special education curriculum. All
activities, standards, and expectations are suited directly to meet the
needs of students receiving special education supports. The
independently paced modules provide an opportunity for various
accommodations to be made as the student and/or teacher see fit.
Students will self-assess their note taking following the introduction of
new material.
Students will use the provided EdPuzzle as a Formative Assessment.