Alyssa Carmona, Jo Ann Curcuru, Melissa Cutrufello, and Lauren Barger

Dr. Guerriero
EDA 314-03
22 March 2016

Lesson Plan Title: SQ3R Note Taking Lesson

Subject/Grade: Social Studies/7th

1.1 Integration of Learning Outcomes:

When prompted by the teacher, students will be able to answer true-false questions based
on their prior knowledge of study skills related to note taking by writing true or false
on their white boards.
Upon receiving prompts and instructions from the teacher, students will be able to
identify key information from the text by using the SQ3R worksheet.

1.2 Standards

CC.8.5: Reading Informational Text: Students read, understand, and respond to

informational text with emphasis on comprehension, making connections among ideas
and between texts with focus on textual evidence.

CC.8.5.6-8.D Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.

1.3 Anticipatory Set

Once the class begins, the teacher will have all students take out their individual white
boards and expo markers. Next, the teacher will ask true or false questions to gauge the
students knowledge of study skills relating to note-taking. Below is a list of the
questions that will be asked:

o True or False: Before reading, read the title of the chapter and predict what the
chapter is about. (True)
o True or False: Look at the headings and the table of contents and turn them into
questions that the text will probably answer. (True)
o True or False: Do not look at the introduction prior to reading. (False)
o True or False: Do not use background knowledge to try to relate to the text. (False)
o True or False: Look at any pictures, maps, graphs, or diagrams to learn more about
the text. (True)
o True or False: Read all bold words before reading the chapter section. (True)
1.4 Procedures:
1. Teacher will introduce the SQ3R worksheet to the students, and explain the purpose of
using it (It provides readers with guidance on how to identify and isolate key information
from the text. This is an important part of effective note-taking, and can be used as a
reference when studying for things like quizzes and tests. As the worksheet is referred to
and filled out, it will help students to engage with the text by teaching them about
strategies/behaviors that good note-takers use as they read.)
2. Before moving on, the teacher will tell the students to pay attention to what they do as the
worksheet is filled out. Doing so will help them to relate what they do to the True/False
questions that were asked at the beginning of the lesson, and will be asked again at the
end of the lesson.
3. Throughout the course of the lesson, the teacher and students will read aloud the first
section of the chapter, The British Cross the Atlantic. First, they will work together to
survey the chapter section by reading the title of the chapter, the title of the section, each
boldface subheading, the introduction, and looking at any illustrations.
o Chapter Title: The British in North America
o Section Title: The British Cross the Atlantic
o Subheadings: Colonizing America, The Thirteen Colonies, The Thirteen Colonies
and New France Compared
o Introduction: First small paragraph on page 55
o Illustrations: Figures 3.1, 3.2, and 3.3 (the chart on page 57 will not be viewed
during this time)
4. The teacher will promote discussion by asking the students to use the information they
just located/read, in addition to their background knowledge (of colonization in
America), to answer what they think the section is about. After discussion, the students
will then independently answer the first two questions on the worksheet.
o Questions to promote discussion will be:
o 1. What did the information we looked at make you think the whole section was
about?
Anticipated Responses: The reasons why the British colonized in America.
If students have trouble providing the anticipated response, the teacher
will have students refer back to the section summary.
o 2. What specific things do you think we'll read about?
Anticipated Response: How the British colonized America; information
about the Thirteen Colonies; similarities and differences between the
Thirteen Colonies and France.
If students have trouble providing the anticipated response, the teacher
will have the students refer back to the sections subheadings.
5. Students will then independently answer what major topics were talked about in the
section (numbers 1 and 2 under the survey section on the worksheet). Discussion will
then be used to ensure that the students answered correctly.
6. Next, working together, the students and teacher will gather ideas to generate the first
section into a question.
o Possible first section subheadings turned into questions are:
How America was colonized?
Why was America colonized?
Who colonized America?
7. As a class, the teacher and students will read aloud the section Colonizing America.
8. Students and the teacher will then discuss and answer the question that was created based
off of the information in the reading (students will record their responses on their
worksheets). Students responses will vary, but following are some examples:
o Walter Raleigh was an English Explorer who first tried to build a colony in North
America. He failed multiple times because of the economy, competition, quality
of life, and religious freedom.
o King James of England I in 1607 found private groups to invest in setting up
colonies along the east coast of North America.
o *If students have trouble answering the question that was created, the teacher will
then help the student pull out key words of the subheading section such as who,
what, and how.
9. Students will then independently create the second subheading question.
o Possible second question headings are:
What are the thirteen colonies?
Were each of the thirteen colonies the same?
10. As a class, the teacher and students will read aloud the second section.
11. Students will then independently answer the section two question based on their
previously-created question.
o Possible second question answers are:
The thirteen colonies were known as New England.
The thirteen colonies were all very different. They had different
economies, climates, and rules.
12. Once students have filled out the sections of their worksheet that correspond to the
second subheading, the teacher will facilitate a discussion. During this point in time,
students will share their responses with one another. This discussion/sharing portion will
allow for the teacher to evaluate students responses in order to assess whether or not
they are effectively able to identify the key information contained within the subheading
section.
13. Students will then independently create the section three question.
o Possible third question answers are:
 How are the thirteen colonies and New France similar?
How are the thirteen colonies and New France different?
14. As a class, the teacher and students will read aloud the third section.
15. Students will then independently answer the section three question based on their
previously-created question.
o Possible third questions topics that students may focus on are:
Different goals, the climate, employment, religion, and trade.
16. Once students have filled out the sections of their worksheet that correspond to the third
subheading, the teacher will facilitate a discussion. During this point in time, students
will share their responses with one another. This discussion/sharing portion will allow for
the teacher to evaluate students responses in order to assess whether or not they are
effectively able to identify the key information contained within the subheading section.
17. Students will independently complete the review section of the worksheet.
o An example of a possible review answer is:
King James of England first tried to colonize America by allowing private
groups to colonize along the Eastern Coast of North America. The
colonists then established thirteen separate colonies along the Eastern
coast, which became known as New England. The thirteen colonies were
more successful than New France due to heavy investment, mild climate,
and freedom of religion.
Students responses for this portion of the worksheet will vary, but the
teacher should check in with students to make sure that they are grasping
the key points of the chapter section.
18. Students will be asked to share their review section responses, and discussion will be
used to promote their understanding. This discussion/sharing portion will allow for the
students to share their responses with one another, and it will also allow the teacher to
evaluate students responses in order to assess whether or not they are effectively able to
identify the key information contained within the chapter section.

1.5 Differentiation
Gifted students: For gifted students, the teacher would conduct this lesson using a whole
textbook chapter, rather than just one section. In addition, a worksheet that provides less
guidance than the worksheet being used for this lesson.
Hearing Loss: For students who have a hearing impairment, they will be able to
participate in the lesson using assistive technology and/or a sign language interpreter.
Vision Impairment: For students who have a visual impairment, they will be able to
participate in the lesson using a Braille version of the text or an enlarged version of the
text.

1.6 Closure
 The teacher will summarize the SQ3R worksheet by restating the purpose.
The teacher will ask the true/false questions again. Questions are:
o True or False: Before reading read the title of the chapter and predict what
the chapter is about. (True)
o True or False: Look at the headings and the table of contents and turn
them into questions that the text will probably answer. (True)
o True or False: Do not look at the introduction prior to reading. (False)
o True or False: Do not use background knowledge to try to relate to the
text. (False)
o True or False: Look at any pictures, maps, graphs, or diagrams to learn
more about the text. (True)
o True or False: Read all bold words before reading the chapter section.
(True)
Students responses will be recorded next to their original answers on their white boards.
The white boards will then be collected by the teacher, and the teacher will use this to assess
whether or not the students have grasped the key note-taking concepts addressed throughout the
lesson.

1.7 Formative/Summative Assessment of Students (P-12)

Formative Assessment:
During the anticipatory set, the teacher will be gauging students current
understanding/beliefs about effective study skills that are related to note-taking.
Although the true-false questions pertain to actions that should/should not be
taken as students read, they are ideas that are integral to effective note-taking.
Students responses will help inform the teacher before the actual instruction
begins. For example, the teacher would be able to take note of each students
responses (i.e. whether or not their current understandings are correct; whether
most/all students understand or do not understand a particular concept; which
concepts seem to be causing some confusion for students; etc.). This will help the
teacher to tailor his/her instruction as the lesson progresses.
Throughout the entire lesson, the teacher will facilitate a number of discussions.
Throughout these discussion sessions, students will be able to share their answers
with one another, and the teacher will carefully listen to their responses. In doing
so, the teacher will be able to assess whether or not the students are grasping, and
are able to effectively use, the SQ3R note-taking strategy in order to identify the
key information from the textbook section. This will help the teacher to provide
the students with useful feedback, and inform his/her instruction in the moment,
as well as throughout the duration of the remainder of the lesson.

Summative Assessment:
 For this lessons summative assessment, the students will be answering the same
true-false questions that they were required to answer during the lessons
anticipatory set. This will serve more than one purpose. For one, it will allow the
students to apply what they have done throughout the lesson to think about the
answers to the true-false questions. In addition, it will allow the teacher to assess
students overall understanding of the days lesson. It will also allow him/her to
compare students initial answers to their final answers. Doing so will allow for
several things. For one, it will allow the teacher to identify ways in which the
days lesson helped to clarify student misconceptions (i.e. by comparing initial
incorrect answers to final correct answers). In addition, he/she will be able to
identify ways in which the day's lesson either did not help to clarify
misconceptions, or even created misconceptions (i.e. by comparing initial
incorrect answers to final incorrect answers, or by comparing initial correct
answers to final incorrect answers). All of this information can then be used by
the teacher in order to provide additional instruction/clarification moving forward.

1.8 Materials/Equipment
Individual student white boards
Dry erase markers (one per student)
Social Studies textbook chapter (The British in North America)
SQ3R worksheet (one per student; obtained via coursework in EDR 345 and modified)
Smartboard/Projector (to display SQ3R worksheet)

The British in North America Chapter Excerpt:

http://www.rsf.gsacrd.ab.ca/eteacher_download/1156/20982

1.9 Technology
Smartboard/projector to show the SQ3R sheet

2.1 Reflection on Planning

As a group, we worked together using positive collaboration to put together a lesson with
the students success in mind. Everyone was in charge of bringing different ideas to the group
meeting. After reviewing the different ideas, we decided to use the SQ3R note-taking strategy.
The classroom that we have designed this lesson for is a 7th grade learning support classroom. In
order to best fit the needs of our students, we decided to use the SQ3R note-taking strategy for
only one section of the textbook. One section of the textbook was used versus the whole chapter
to allow for students to begin to understand the strategy and become comfortable with the
amount of reading. When using the SQ3R note-taking strategy, we found it to be crucial for the
students success that scaffolding was used for the first half of the worksheet. As a group, we
also decided that the students would be able to independently complete the second half.
However, discussion was used to help the students further their comprehension of their answers
and the strategy. In our lesson, we also incorporated an anticipatory set that would be used for
formative, and later our summative, assessment. By asking the students different study skills
questions, we believe that it will allow for the educator to note the students background
knowledge on the topic. In our planning, we also made sure that the anticipatory set was taken
again at the end of the activity, because it should allow for us to observe the students progress.
Overall, as a group, we believe that our planning has been detailed enough to provide us with an
effective lesson on a note-taking strategy.

2.2 Reflection on Instruction

Not Applicable.
Name: ___________________________________ Date: ___________________

SQ3R Worksheet

Survey - Read the title of the chapter, the title of the section, each boldface section heading, the
introduction, and look at any illustrations.

1. What is the whole section about? _________________________________________

_________________________________________________________________

2. What major topics are included?

_______________________________________________________

_________________________________________________________________

Question 1 - Turn the first section heading into a question.

__________________________________________________________

_________________________________________________________________

Read - Read the material following the first section heading, looking for the answer to your
question.

Recite - Reread the heading and recall the question you asked. Briefly answer this question in
your own words without looking at the section. Check to see if your answer makes sense.
_________________________________________________________________

_________________________________________________________________

Question 2 - Turn the second section heading into a question.

__________________________________________________________

_________________________________________________________________
Read - Read the material following the second section heading, looking for the answer to your
question.

Recite - Briefly answer the question in your own words:

___________________________________________________________

_________________________________________________________________

Question 3- Turn the third section heading into a question.

______________________________________________________________

________________________________________________________________

Read - Read the material following the second section heading, looking for the answer to your
question.

Recite - Briefly answer the question in your own words:

___________________________________________________________

_________________________________________________________________

Review - Look over the whole section by rereading the sub-headings. Summarize the sections
main points in your own words.

_________________________________________________________________

_________________________________________________________________