Taking notes

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Taking notes
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Cornell Notes

• This is the style of notes you must use in this
  class.
• We're going to learn how to take notes--and a few
  other first day topics. (yes, this may seem
  redundant, but practice gets you closer to
  perfect)
• If you've done this before, great! It takes about
  20 repetitions to learn something.

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Cue column

• Do not write in the cue column during the lecture
• As you study/review the material in your notes,
  you should devise questions which the notes
  answer (think "Jeopardy").
• These questions are the "cues" that should be
  written in the cue column.
• By writing questions, you are forced to think
  about the lecture material in a way that
  clarifies meaning, reveals relationships,
  establishes continuity, strengthens memory, and
  attempts to predict test and exam items.

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Note-taking Area

• Pick a note-taking format with which you are
  comfortable.
• You should not attempt to write every word spoken
  by the instructor or written on a PowerPoint.
• Write what is essential (like when the teacher
  says "this is important"). As you take notes,
  realize that your emphasis should be on the key
  ideas, rather than the actual words used to
  convey those ideas
• Develop a system of abbreviations you understand,
  and write in telegraphic sentences (where you
  only include enough words to carry the essential
  meaning) or similar shorthand that is often used
  in cell phone text messages.

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Summaries

• A summary is brief -- at most, a few sentences.
• The page summary provides a concise review of the
  important material on the page.
• In writing a summary, you are forced to view the
  material in a way that allows you to see how it
  all fits together, in a general sense.
• The summary should be written in your own
  words... helping you to own the information.

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Language Arts End Game
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End game

• Read, write, speak and listen more effectively
• Why?
• Because you must have skills to communicate
  clearly and comprehend others

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Stop-Think-Write

• 2 minutes
• At least 5 responses
• listen for the bell
• What careers and life situations require
  communication?
• What careers and life situations require
  comprehension (understanding what you hear or
  read)?

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Pair-Share

• 1 minute
• Shoulder partner
• You will be sharing your partner's response with
  the whole class
• listen for the bell
• Here is what we're discussing
• What careers and life situations require
  communication?
• What careers and life situations require
  comprehension (understanding what you hear or
  read)?

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Training

• As mentioned, it takes about 20 repetitions to
  learn something
• And
• "Research shows that it takes 10,000 hours of
  deliberate or deep practice to reach a level of
  mastery that will enable you to become a top
  level performer in your field. So, if you
  practiced 6 days a week for 2 hours a day for 52
  weeks that would get you only 624 hours in one
  year!" (http//www.billrennerfootball.info/)

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Training

• As we discussed, almost every aspect of life
  requires communication and comprehension.
• If you master these skills, the possibilities for
  your future are endless.

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Training Olympics

• A quick analogy.
• Think of Olympic athletes.
• They train (and train and train) for four years.
• They have to qualify through different rounds to
  get to the Olympics and in the end, their success
  (winning a medal) depends on the effort they put
  in.

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Training high school athletics

• We can extend this analogy.
• Think of athletes on campus.
• They train (and train and train) so they can
• Be a starter
• Win a game
• Win league
• Win CIF

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Flex your Brain

• Apply this to school.
• You study (and study and study) for four years so
  you can
• Get good grades
• Pass each grade level
• Graduate from high school
• Get a job and/or go to college
• Have a good life (what does a good life look like
  to you?)

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It's easy to forget the big picture.

• Try not to lose track of the end game

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A Framework for approaching Language Arts
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Reader as Writer

• Reading and writing go hand-in-hand
• There are many elements to a written piece we
  must understand these to write and to read
  effectively.
• These elements can be grouped into larger
  categories.

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Purpose
Reader Writer
What purpose is the author trying to achieve? Why am I writing?
Main categories of purpose Entertain Persuade Explain Inform Main categories of purpose Entertain Persuade Explain Inform
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Audience
Reader Writer
Who does the author seem to be writing to? Am I the intended audience? Who am I writing this for? What language and information is appropriate for this audience?
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Audience, cont.
Writers determine their audience types by considering Who they are (age, gender, education, economic status, political/social/religious beliefs) What Level of Information they have about the subject (novice, general reader, specialist or expert) The Context in which they will be reading a piece of writing (in a newspaper, textbook, popular magazine, specialized journal, on the Internet, and so forth).
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Main Idea/Theme/Topic
Reader Writer
What am I reading about? What topic comes up throughout the writing? What topic am I going to focus on?
The main idea is the most important piece of information the author wants you to know. The main idea is the most important piece of information the author wants you to know.
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Details/Support
Reader Writer
What evidence does the author provide? What literary devices/elements does the author use to help me understand the main idea? How am I going to support my claims? (non-fiction) What details can I use to get my main idea across?
Fiction uses Literary techniques (e.g. metaphor) Literary elements (e.g. Plot) Non-fiction uses Literary techniques Facts References Quotes
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Reader as Writer

• We will review all of these categories in more
  detail throughout the year