4th Grade 1st Amendment Rights:

Notetaking and Informational

Writing

Anna Latimer
Choosing a Topic
● Social studies
● Need to be concise
● Focus on composition
● Research skills: notetaking and informational writing
 Section 4 3 2 1 0

Introduction I can effectively introduce and Introduced and Successfully introduced or Missing both
and Conclusion conclude a topic. concluded a topic. concluded a topic, but not introduction and
both. conclusion.

Organization I can group related ideas Grouped some related Ineffectively grouped some May be too brief
together logically to give some ideas together to give related ideas together. to group any
organization to the writing. partial organization to related ideas
the writing. together.

Content I can effectively develop a topic: Developed a topic with Limited development: only Information
Development provided clear content some facts: explained included 1-2 rights and/or about first
knowledge and key terminology: 3-4 rights in the first included off topic amendment
explained all five rights in the amendment. information. rights is minimal
first amendment. or missing.

Personal I can explain how the first Explained how the first Makes an attempt to Does not explain
Explanation amendment rights are important amendment rights are explain how the first importance of
to me personally or someone I important to American amendment rights are first amendment
know. citizens. important. rights.

Incorporation of I can integrate information from Some evidence of Information from text is Minimal to no
Text Information text(s) into my own writing. paraphrasing; writing directly copied into writing. incorporation of
Effective paraphrasing is closely matches text.
evident. wording of text.

Notetaking I can effectively take notes from Notes are somewhat Minimal notes or directly No notes present.
Skills informational text. Notes are organized; some copied from text.
organized in some way and connections to the
clearly connect to what I’m writing. Some
writing. Paraphrasing is evident. paraphrasing.
Pre-Assessment
Students were asked to read an article about the 1st amendment, take notes, and
write an informational piece explaining the importance of the freedoms guaranteed
in the 1st amendment (direct text from social studies standard).

Most students knew how to underline, but they copied sentences directly from the
text. My main focus in this unit, therefore, was to keep students from copying
directly from the text (paraphrasing - notes and writing!).
Day 1: Notetaking Skills
● Anticipation guide
● Pique student interest with scenario
● Discuss how to take notes + anchor chart
● Guided practice with 1st passage about Constitution
● Independent Practice
● Student Self Assessment
Self-Assessment
First, assess the notes that your teacher took - answer yes or no.
Then, assess your own notes.
Finally, create a plan for your future notes and writing.
Criteria Teacher Me
Did I paraphrase? (use my own words)
Are my notes organized in some way?
Did I focus on key words and facts?
Did I copy from the text?

Habit 2: Begin with the End in Mind

How will I make sure I have high quality notes?
1. 2.
3.
How does having good notes help me prepare for writing?
Day 2: Investigating the 1st Amendment
● Finish up independent practice from day 1
● Divide students into groups
● Each student receives paragraph passage about one aspect of the 1st
amendment (religion, speech, press, assembly, petition)
● Students read, discuss, and take notes in their notebooks
Day 3: Becoming Experts
● Students finish up their investigations into their topics
● Students then switch into different groups to explain to others what they
learned about their part of the amendment
● The rest of the students take notes as they discuss
● Class discussion to make sure students get all the information
● Student self assessment
Team/Self Assessment
Answer the questions to assess yourself and your team.
Question
Answer
Did we work together as a team? Yes No
Did everyone help the group in some way? Yes No
Did I help the group in some way? Yes No
1. Why? What could I or we have done better?
_________________________________________________________________________________________________________
_____________________________________
_______________________________________________________________________
Did we write notes in our own words? Yes No
Are my notes written so they are useful? Yes No
2. Explain: How will they be useful/what can I do to improve?
_________________________________________________________________________________________________________
Day 4: Writing Paragraphs
● Review hamburger structure for paragraph
● Provide guidelines for paragraphs for specific topic
● Students write paragraphs independently - each one about a specific part of
the first amendment
Post-Assessment Findings
On the post-assessment, students were allowed to use their booklets with their
notes inside. Students were assessed with a rubric, combining elements of Common
Core rubric, notetaking skills, and social studies content inclusion.

Students demonstrated improvement across all areas, with highest increases in

notetaking skills, incorporation of text, and content development. Students in fact did
not copy from the text this time! Many students did copy from their notes, however. I
do see this as something to correct long term but students were not penalized this
time.
Post-Assessment Findings
Literacy Center
Picture books from a variety of genres were selected. Students were asked to read
the book and explain how it related to the 1st amendment (referring to a specific
freedom in the 1st amendment). This assesses student ability to apply the content in
a real life context.