CN 1.1 Lunar Phases August 30, 2017 Page 9

Essential Question ESSENTIAL QUESTION: Why does the moon have phases? CORNELL NOTES TOPIC/OBJECTIVE: Lunar Phases NAME: CLASS/PERIOD: DATE: ESSENTIAL QUESTION: Why does the moon have phases? Have participants copy the Essential Question onto their Cornell Note paper.

Steps 1-2 (Note-Taking) C-Create format and heading, including Essential Question O-Organize notes on the right hand side of the paper while taking notes during lecture Steps 1-2 are easy. Any piece of paper can be turned into Cornell Note paper – all you have to do is add lines! This can be done with handouts, worksheets, graphic organizers, graph paper, or just regular binder paper. Cornell Notes work with any student binder or notebooking system. Have participants take notes on the steps of the CORNELL Way. Alternatively, you could have them set up the format and then take notes over a neutral topic, such as a TED talk or an article. Together, the notes could be processed as a model for the CORNELL WAY. Knowing how to take notes is a skill that must be modeled for students in different classes before they can be expected to complete the skill independently and at a high level of proficiency. Consider modeling: Knowing when to skip lines between pieces of information Abbreviations for the content area Paraphrasing Using bullets, symbols, indentations What would it look like in your class? Notes over a video, a presentation, a lab demo, etc. When do you share note-taking conventions with students? When do you teach them common abbreviations for your content? Notes still need to maintain meaning for the note taker. Also, do not expect all notes to look alike as students gain comfort with this skill. They need to develop an organized note-taking style that works for them. It is the processing they will do later that makes their notes into the CORNELL WAY.

Steps 3-5 (Note-Making) R-Review and Revise notes N-Note Key Ideas (create questions on the left side of the paper that connect to main ideas on the right) E-Exchange ideas and help each other fill in gaps After you are finished with the lecture, consider modeling these steps by: Giving them 15-30 seconds to skim over their notes, underline, clarify parts, add symbols or visuals, complete thoughts. Encourage them to use a different colored pen so additions stand out. N – Note Key Ideas Identify big “chunks” of notes. Use key ideas to create questions about the main idea of each chuck on the LEFT. Encourage students to use higher-level questions, where appropriate. Consider, “How might this be asked on the test?” (think like the teacher). As a group, generate 1-2 questions for the left-hand side that reinforce the main ideas in the notes. Consider using Costa’s Levels of Thinking to generate higher-level questions. Sample: Explain why using Cornell Notes helps students to retain information longer. Often there is confusion about what questions go in the left side. The questions on the left should be answered in the notes and are written as a review of the material. If there is a genuine question about the material on the right-hand side, students may put a question mark next to the section as a reminder to get clarification. E – Exchange Ideas Collaborate with others. This can be done periodically throughout your delivery of material, at the end of class, or at the beginning if they took notes for HW. Fill in gaps, revise, enhance, list key vocab. Encourage use of a different colored pen. The idea is for them to begin taking ownership of the content in their notes, both what is there and what is not there (until a partner helps them). • Give participants 30 seconds to compare notes with a partner, filling in missing material, clarifying points or just discussing what they have written. Consider asking participants to discuss at their tables how this intentional process helps students to look at notes differently or think about them in a different way.

Steps 6-7 (Note-Interacting) L-Link Learning by summarizing notes at the bottom of the paper L-Use notes as a Learning Tool by reviewing what was learned L – Link Learning Create a summary, which goes at the END of the notes (not one for each page of notes) There is a summary-writing template on MyAVID (also found on the Focused Note-Taking CD) to help teach this skill. In a summary, students should address the EQ and synthesize main ideas that left-hand questions were generated over. Consider modeling this step by asking participants to generate a summary over their notes on the CORNELL WAY by answering the EQ and all left-hand questions. This can also be done within 24 hours as part of the 10-24-7 repetition model. L – Learning Tool Review notes. Study from notes. Fold the notes over and quiz over the questions on the left while hiding the material on the right. Model how to fold over the notes. Have one volunteer quiz another volunteer from one of the questions generated. Find a partner from another table and ask each other the questions from the left column. Discuss with your partner ways to incorporate Note-Interacting into class. Example: “The day before a test, I can pull out the notes during the last ten minutes of class, fold over the side, and pair up to quiz myself and my partner.”

Our Left Side Questions List and describe the phases of the moon in order How long does it take for the moon to go around the Earth? Trace the path of the light that allows us to see the moon Explain why the moon’s phases look the way they do

Do you see those four questions you just wrote? Writing a Summary Do you see those four questions you just wrote? All you do to write the summary is answer those questions