I. OVERVIEW OF THE LESSON
a. April 15, 2008
b. One 60-minute period
c. Miss Katie Trinisewski
d. Seventh grade music
II. GENERAL OBJECTIVE
a. Students will demonstrate an understanding of metacognitive and analytical study strategies by picking out important information and organizing it into a well-written outline.
III. BEHAVIORAL OBJECTIVES
a. Students will each read the information about Mozart found at http://www.essentialsofmusic.com/composer/mozart.html. After reading, they will organize the information into a well-constructed outline. This outline must accurately list the main facts given in the online article.
IV. INSTRUCTIONAL MATERIALS
a. A copy of the information on the website, printed out for each student
b. Notebook paper for writing the outline
V. MOTIVATION AND INTRODUCTION
a. Ask students what they already know about composer Wolfgang Amadeus Mozart. Do they know anything about his life? Can they name any pieces he composed? During what musical era did he live?
After the opening
discussion, pass out copies of the information on the webpage http://www.essentialsofmusic.com/composer/mozart.html. Explain that
students will be reading through the information and then creating their own
well-organized outlines. These
outlines will serve as the studentsŐ notes for the class period. Suggest that students have a pencil or
highlighter handy as they read; that way, they can underline key points as they
When students have finished reading the passage, they should begin constructing their outline. Encourage them to create a rough draft if needed in order to organize the information. Before students begin the final outline-writing process, go over the key points of a well-written outline: a title, headings, and the notes themselves.
VII. SUMMARY AND CLOSURE
When students have
completed their outlines, have them share their outlines with a partner. Have peers verbally assess each otherŐs
outlines: Does the outline have a
title? Does it have headings? Is the information organized in a
logical order? Are the most
important points from the article listed in the outline? Students should correct any errors or
flaws in their outlines during this time.
VIII. ASSESSMENT STRATEGY
After the students
have finished conferencing with one another, collect the outlines to make sure
that each student has taken satisfactory notes. Each outline should include a title, headings, and
information organized in a logical pattern. If crucially important pieces of information are missing, or
if the outline is disorganized, the student should make appropriate
corrections. Be sure to explain
that the better a studentŐs note-taking skills are, the better he will be able
to study off of his outline for any upcoming tests or assessments.
Anderson/Krathwohl Taxonomy: The primary objective of this lesson is to have students analyze what information in the passage is important and organize it in a logical manner. Since students will be utilizing knowledge of their own cognitive skills and study strategies in order to put together the best outlines for themselves, this lesson plan is in the metacognitive/analyze cell of the Anderson/Krathwohl Taxonomy.
Behavioral Objective/Assessment Link: After reading the passage about Mozart, each student will organize the main facts and information into a well-written outline. Since students will be making sure to include a title, headings, and important information in their outlines, this activity is a valid assessment of the studentsŐ understanding of the analytical and metacognitive skills needed to take organized and helpful notes.