This unit combines both my Visual Note-taking unit AND my Interpretive Note-taking unit at a 20% discount.
You will find information on both these units below and here are the links:
INCLUDED IN THE INTERPRETIVE NOTE-TAKING UNIT ARE THE FOLLOWING:
DON'T JUST ANNOTATE TRY INTERPRETIVE NOTE-TAKING
FOR HIGH SCHOOL, COLLEGE, AND UNIVERSITY STUDENTS
USE WITH ANY TEXT!!!!
READY TO GO
PDF AND GOOGLE SLIDES
➢ Teacher instructions for both Google Slides and Interpretive Note-taking.
➢ Two PDF pages that engage students in Interpretive Note-taking. There are 16 prompts and then a listing of Rhetorical devices and Literary terms.
➢ A Google Slides file of the same.
➢ Two examples of student work using the guide I provide. These are on slides but also as JPGs so that you can show your class examples of how to engage in Interpretive Note-taking. I usually post an image or two on Classroom for my students to see what is required of them - it is more than annotating a text.
➢ NEW STUDENT EXAMPLES ADDED!! AN ADDITIONAL 11 PAGES OF INCREDIBLE STUDENT DESIGNS!!!
➢ One slide with 17 questions for group members to discuss after they have done their own markups.
➢ One editable slide where students record their findings.
➢ Instructions on how to use these slides and handouts to engage students in Interpretive Note-taking.
➢ The image on the cover is from my own class. Students were either working on Henry V or Hamlet.
INCLUDED IN THE VISUAL NOTE-TAKING UNIT ARE THE FOLLOWING:
Visual Notetaking - rubric and student examples
In all of my first year undergraduate classes I employ Visual Notetaking as a way to engage my students in the higher levels of Bloom’s Taxonomy. I always find this assignment rewarding for my students - a helpful way to study, a different type of assignment, a way to engage visual learners, and I am always surprised by their work.
In order for your students to excel in this activity, they need to see examples and understand how they will be graded. Provided here is a beautiful rubric for visual notetaking using visual notetaking. Furthermore, there are six examples from my own lectures.
Included in this unit are the following:
➢ A rubric that shows students what is expected in their finished product. It provides a beautiful guide in the form of visual notetaking.
➢ The points from the visual notetaking rubric that can be handed out to students.
➢ Student examples - I use student examples from previous semesters to help my class understand my expectations. There are six included - my examples are from my lectures on various Great Books: Nietzsche, Plato, and Thucydides. I have some TpT units that cover the same or similar material that is used during my lectures for these projects - see the preview for details.
****four more images added for a total of 10 images****
➢ A brief explanation of how I incorporate visual notetaking in my classes.
If you found this unit helpful you may also like the following:
What is Textual Analysis? The Republic
What is Textual Analysis? Tocqueville
Great Speeches #1 St. Crispin's Day Speech
The ELA Common Core State Standards require students to learn how to read texts carefully:
“As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.” English Language Arts Standards | Home | English Language Arts
Copyright © 2016, jellycat-in-the-snow productions
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Electronic distribution limited to single classroom use only
Keywords: Socratic Method; Socratic Circles; Non-fiction; Textual Analysis; Critical Thinking; Higher Order Thinking; philosophy; political philosophy; History; social studies; logic; essay questions; CCSS; study guide: Text-based answers; AP; Great Books; Dialectics; Apology
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