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How does this support the Common Core Standards? Common Core Standards (CCS): 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Read and comprehend nonfiction texts, with scaffolding as needed. History of Cornell Note-taking: 1950’s – Walter Pauk Education Professor – Cornell University Focus on metacognitive strategies and inquiry Wrote How to Study in College Bloom’s New Taxonomy Original Terms Evaluation Synthesis Analysis Application Comprehension Knowledge New Terms (Students performing actions) •Creating •Evaluating •Analyzing •Applying •Understanding •Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8) Remembering: The learner is able to recall and restate learned information. Recognizing Retrieving Listing Naming Describing Locating Identifying Finding Topic Questions, Subtitles, Headings, Etc. “Remembering:” identifying, naming First & Last Name Class Title Period Date Class Notes CCS: textual evidence “Remembering:” listing, describing, retrieving Understanding: The learner grasps the meaning of information by interpreting and translating what has been learned. Summarizing Paraphrasing Classifying Comparing Explaining Cornell Notes and the Common Core • Moves note-taking to the next level. • Allows for higher-level, independent questioning. • Is constructivist in nature. • Is connected to reading comprehension. • Sets the foundation for deeper inquiry thinking. • Provides a pathway for discovery learning. Subject: Why take Cornell notes? P R O C ES S (o u t p u t ) How can Cornell Notes benefit me? How can this method help students? How can I evaluate learning? Date: 11/20/12 Main Ideas (input) Can be used for a variety of classroom activities. Organized by main ideas and details. Can be as detailed as necessary. -- Sequential- Organized- Provides a two sided study guide for self testing. Helps students engage with reading ad gain independence. The summary helps to clarify and reinforce learning. Can be used as study tool: 1. Describe terms that are listed on the left side. 2. Identify concepts that are on the right side. Recall Clue Column Record Column Propaganda Techniques in Advertising Define "Propaganda" List 4 common tech. used by advertisers Define & explain "testimonial" technique Define & explain "bandwagon" technique Define & explain "plain folks" technique Define & explain "transfer" technique Intro Propaganda used by politicians, writers. Also by advertisers. Def: Messages intended to persuade audiences to adopt a certain opinion. Advertisers use propaganda. 4 techniques common. 1. Testimonial Def: Celebrities used to pitch idea, sell product; Audience associate star qualities of celebrity w/ product. Ex. Michael Jordan sells Nike shoes 2. Bandwagon Def: Encourages people to buy b/c e'one is doing it. Ads urge you to get on board; don't get left out. Ex. "All over America, people are switching to...." 3. Plain Folks Def: Product associated with ordinary folks like you & me. Ads use "regular", next-door-neighbor types to sell product. Ex. New mother in hospital uses Tylenol. 4. Transfer Product associated with s'thing that is attractive or respectable. Car ads show gorgeous model - audience transfer feelings about model to car. Ads use patriotic symbols like bald eagle - audience transfers patriotic feelings to product, company. Ex. Wal-Mart claims to sell only made-in-USA products. SUMMARY: Advertisers use propaganda. Propaganda = Messages intended to persuade audiences to adopt a certain opinion. 4 common propaganda techniques used by advertisers: 1. Testimonial: celebrity endorses product. 2. Bandwagon: everybody is buying product. 3. Plain Folks: ordinary, non-glamorous people like us use it. 4. Transfer: transfer feelings of admiration to product. Questions: •How do the ticks find the cattle? •Why don’t the ticks usually kill their host? •How could tick infestations in cattle impact humans? (Diagram copied during lesson) NOTE TAKING Cornell Notes To help me organize notes. Divide the paper into three sections. · · Draw a dark horizontal line about 5 or 6 lines from the bottom. Use a heavy magic marker so that it is clear. Draw a dark vertical line about 2 inches from the left side of the paper from the top to the horizontal line. Document · Write course name, date and topic at the top of each page Write Notes · · · The large box to the right is for writing notes. Skip a line between ideas and topics Don't use complete sentences. Use abbreviations, whenever possible. Develop a shorthand of your own, such as using & for the word " and". Review and clarify · · Review the notes as soon as possible after class. Pull out main ideas, key points, dates, and people, and write them in the left column. Summarize · Write a summary of the main ideas in the bottom section. Study your notes · · Reread your notes in the right column. Spend most of your time studying the ideas in the left column and the summary at the bottom. These are the most important ideas and will probably include most of the information that will be tested. This strategy is based on a strategy presented in Pauk, W. (1997). How to study in college (6th ed). Boston: Houghton Mifflin. Learning Toolbox. Steppingstone Technology Grant, James Madison University, MSC 1903, Harrisonburg, VA 22807. Cornell Notes Sites Informational: http://www.youtube.com/watch?v=JPSmXRIlyS8 Templates: http://www.cornell-notes.com Algebra: http://et.nwresd.org/node/258 5 - Proper set-up and heading - Notes are selectively and accurately paraphrased - Use of logical abbreviations - Notes have been edited, highlighted, and underlined - Questions check for understanding and reflect higher levels of inquiry - Summary shows learning by effectively summarizing and reflecting on - Information and/or asking questions to clarify or further the thinking 4 - Proper set-up and heading - Notes are selectively and accurately paraphrased - Use of logical abbreviations - Questions check for understanding and reflect higher levels of inquiry - Has a summary 3 - Proper set-up and heading - Notes may/may not be accurate; information not always paraphrased - Some use of abbreviations - Questions check for understanding - May/may not have a summary 2 - Proper set-up - Has some notes - Has questions - May/may not have summary 1 - Proper set-up - Has notes - Questions on left non-existent - No summary 0 - Improper set-up; not Cornell notes Common Core Connections: Common Core Standards: ▪ Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ▪Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ▪Read and comprehend nonfiction texts, with scaffolding as needed.