Eric W. Maroney
Note taking
Note taking is essential to the development of close reading. Authors of the Carnegie Corporation Study from Vanderbilt University,
Writing to Read,
explain “Note taking involves sifting through a text to determine what is most relevant and transforming and reducing the substance of these ideas into written phrases or key words. Intentionally or unintentionally, note takers organize the abstracted material in some way, connecting one idea to another, while blending new information with their own knowledge, resulting in new understandings of texts.1
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” Students practice this skill in English classrooms by annotating texts, or creating dialogical notebook entries. A dialogical entry provides a form for note taking in which evidence or observations are listed on the left margin of the page and student reactions or ideas that emerge from that evidence appear on the right. For example, students might be required to note an observation about imagery, word choice, or tone shifts in the left margin and then explore its purpose or effect on the viewer in the remainder of the page. The dialogical notebook essentially creates a space for students to talk back to the text. This model helps students to focus their observations and prevents the task of analysis from becoming overwhelming. The Facing History Website1
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and the AP Central1
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page of the College Board site offer more information about two-column journals.
Paper Chat
Seminar Discussions
Throughout the unit, students will engage in seminar discussions about the novel and its film adaptation. When preparing for seminar discussion students should view a scene multiple times, taking notes as they watch. Students should also read the corresponding selection of the novel multiple times, taking notes during or after reading. The teacher may wish to provide a graphic organizer or assign dialogical notes to guide students in this process. Alternatively, the teacher may require students to write 2-3 questions about the film or passage. It is important to remind students that they need not know the answers to the questions they craft. Instead, emphasize that the questions are used to propel the conversation forward. Question stems such as Costa’s Levels of Questioning1
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may also be provided to help students craft strong questions.
During the seminar discussion the teacher should speak minimally in order to create space for students to arrive at analysis independent of instructor input. The role of the teacher is to track and monitor the conversation, intervening only when necessary. Desks must be arranged in a circle so that all participants can see one another. Discussion should flow freely and students are not required to raise hands.
Students should be evaluated based on their participation in the seminar discussion. A rubric, such as the example below, should be provided and discussed in advance. Reluctant contributors may be allowed to record notes on the conversation as it unfolds. They may then show their notes for credit. At the culmination of the seminar discussion students will complete a page long response journal addressing the following question(s): What ideas struck you during the seminar? What new ideas do you know have? What is still unresolved/what lingers? These response journals may also be used to inform the writing of the performance task.
Speaking & Listening
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Prepare for and participate in formal and informal conversations, discussions, and presentations by building on others’ ideas and expressing original ideas clearly and persuasively.
Novice (1)
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Emerging (2)
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Competent (3)
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Exemplary (4)
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-Little or no preparation evident.
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-Prepared for discussion with some notes or a partial statement.
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-Prepared for discussion with written statement or notes.
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-Prepared for discussion with comprehensive notes and statement.
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-Does not demonstrate listening with note taking or body language.
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-Demonstrates some listening with sparse notes or appropriate body language.
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-Demonstrates listening by taking notes on discussion, or responding appropriately to conversation.
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-Demonstrates listening with detailed notes, clear body language and participation.
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- Participates minimally or not at all.
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-Participates with brief comments, agreement/ disagreement, or clarifying question.
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- Responds to questions being asked, agrees/disagrees with a peer, or asks a question.
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-Responds to questions being asked with statements, further questions, or connections.
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Performance task
As a culminating assessment students write a comparative analysis of
The Color Purple
and its film adaptation. Students will closely compare 2-3 scenes in order to argue if the texts are the same story. Students should consider the ways the different political ideologies and historical occurrences discussed throughout the unit emerge in the novel and the film. They should consider whether one strain of thought dominates the novel vs. the film.