- Travis Foster
- Literature, English Language Arts, Secondary English Language Arts, Technology, Social Studies
- Material Type:
- Assessment, Homework/Assignment, Lesson Plan, Reading
- Middle School, High School
- Creative Commons Attribution Non-Commercial No Derivatives
- Media Formats:
- Downloadable docs
Loving Day_ How interracial marriage became legal in the U.S. _ NPR
Loving Day_ How interracial marriage became legal in the U.S. _ NPR
Note Taking 2
LESSON PLAN: Pages | Annotate & Create PSA
This lesson plan has been created to help students build their annotation skills, close reading skills, and ability to identify and analyze the central idea of a text. This lesson plan also has been created to build digital annotation skills using the Pages application for iPad. The overall outcome of this lesson plan is to show students the benefits of annotating a text using a digital tool and then taking the information from a text and applying it to create a Public Service Announcement that will bring awareness to a real-world issue or historical event that has had a large impact on our society.
Using the Annotation Tools in Pages students will make digital notes in an article to increase their engagement with the text and increase their overall understanding of what they have read.
Students will use Pages to create a Public Service Announcement (PSA) poster that focuses on the Central Idea of the selected text, June 12th is Loving Day.
Image Used - Copyright - Travis Foster | 2022 | Canva for Education - Free Content License.
By the end of this lesson, students will be able to:
Achieve the following objectives:
- Read a text closely for understanding
- Identify specific elements within a text
- Annotate a text using a digital document and tool
- Create a Public Service Announcement based on the Central Idea of the text
Answer the following essential question:
How do I read more closely in order to remember and understand all of the essential information that I read and make it relevant and apply it?
💻 DIGITAL SKILLS
Before teaching this lesson teachers should review the Pages Tutorial video that has been provided below so they can become familiar with all of the features of the Pages application for iPads.
As students complete this lesson, students will learn and practice the following digital skills in Pages:
- Turn handwriting into text with Scribble using the Apple Pencil or finger
- Add a drawing in a document and add Animation to it.
- Add an Annotation to the document using multiple colors and tools (Highlighter, Pen, Pencil, and Eraser)
- Insert Tables, Shapes, and Graphs into a document
- Use the dictionary tool and define features.
- Export a document with annotations.
- Remix a Template in Pages to create a poster.
Resources for Pages - Apple iPad
📘 TERMS & CONCEPTS
As students go through this lesson they will learn and use the following terms and concepts:
- Annotation key
- Central Idea
- Context Clues
- Public Service Announcement (PSA)
- Textual Evidence
- Topic Sentences
⏰ TIME DURATION & 🧰 MATERIALS
|60 MINUTES (can be extended to 75-80 minutes with extension videos)
📰 LESSON OUTLINE
INTRODUCTION TO PAGES - iPad: Introduce students to the Pages application for iPad by reviewing the following tutorial with your students. Please distribute iPads, to 1-to-1 or 1-to-2 students, whichever fits your class needs the best. Have your students open up the application as they are watching the tutorial video. The link to the video is listed below.
INTRODUCTION TO ANNOTATION KEY: Introduce to students the concepts and skills that are involved with annotating a text. Please define the term annotation with your students, which is "a systematic summary of the text that you create within the document...a close reading method that helps the reader uncover patterns, notice important words, and identify key points or information in a text."
For this assignment, students will be using the following annotation key to annotate the article that we are using for this lesson. Please review the annotation key with your students and post it in the classroom where students can refer back to it as you go through the lesson activities.
NOTE: Teachers, you may want to create your own annotation key that reflects what you want your students to identify and understand in the text that you are using for this assignment.
INTRODUCTION TO ARTICLE/TOPIC:
FIRST READING: Read the text that you have selected for this assignment with the class. The first reading will be for a basic understanding of the text. Students will only be asked to follow along with the teacher as they read the article.
SECOND READING: Students will read the article for a second time with a partner or small group. During the second reading students will be asked to annotate the article in Pages, using the digital tools that were reviewed at the beginning of the lesson, as well as, the annotation key that was previously introduced in the lesson.
THIRD READING: Students will read through the article independently and review the annotation that they have made to the text. In this stage of the reading, they will determine the Central Idea of the text and box the textual evidence in the text that supports the Central Ideal of the text.
CLASS REVIEW: Students will participate in the class discussion about the Central Idea of the text and identify and analyze the evidence within the article that supports the Central Idea of the text. Also during the class discussion, the teacher will allow students to ask any questions that they have about the text or that they found confusing or need more help with understanding the text.
ANNOTATION ASSIGNMENT: Students will save their Pages Document as a PDF file that includes all of their annotations and submit their assignment in CANVAS or as per the teacher's instructions.
|EXTENDED LEARNING & PRACTICE
ANNOTATION PRACTICE #2:
ARTICLE #2: Students will be presented with a new short article that they will need to read, annotate and identify the Central Idea of the text. Students will be asked to use the same annotation key as they did with the lesson activity to annotate the text.
ASSESSMENT: Students will be asked to submit a PDF copy of the article with their annotations, as well as, identify and explain the Central Idea of the text at the bottom of the article in a text box. The assessment will be submitted on Canvas and graded based on the Assessment Rubric that has been supplied below.
RUBRIC - ANNOTATING WITH PAGES - CENTRAL IDEA
Rubric Source: https://www.grant.kyschools.us/Downloads/10-1-8%20Annotation%20Rubric.pdf
👨🏻🏫 CHECK & OUTCOMES
Walk around class and monitor progress to ensure student understanding:
Questions you can ask your students -
- How can you make notes on the document?
- How do you highlight information in the document?
- How do you box, underline, or circle information on the document?
- How do you insert or make comments on the document?
- How do you use the dictionary tool or define unfamiliar vocabulary?
- How to use or remix templates in the Pages application to create a digital poster?
CONTENT SKILLS / ANNOTATION SKILLS
- What is the article about?
- What subjects are introduced in the article?
- What facts or evidence in the article helps us determine the Central Idea of the text?
- What information can be found in topic sentences, headers, and sub-headers? Why are they important?
- What context clues can we find to help us define unfamiliar vocabulary?
- What is the Central Idea or Main Idea of the text?
- What is the author of the text trying to teach us about the subject of the article?
- What would be a good Public Service Announcement based on the Central Idea of the Text?
PUBLIC SERVICE ANNOUNCEMENT ASSESSMENT:
Students will create a Public Service Announcement Poster using the Pages application on their iPads. The PSA will be based on the Central Idea of the article, June 12th is Loving Day.
- Must reflect the central idea of the text.
- Must have at least 2 different images on the poster.
- Must have a header and a sub-header.
- Must be informative and educational about the major topics that are found within the article.
- Must have a positive message.
- Must use a template in the Pages application.
- Must be created in the Pages application on the iPad
ASSESSMENT RUBRIC - PUBLIC SERVICE ANNOUNCEMENTS - PAGES - CENTRAL IDEA
The PSA poster meets all requirements that are listed for the project.
The PSA poster strong connection to the central idea of the text.
The PSA poster has been well designed and demonstrates that students put a lot of thought and effort into it.
The PSA poster is informative and educational about the subjects found within the article.
The PSA demonstrates that the student has a clear understanding of the central idea of the text and the information found within the text.
The PSA poster meets the majority of requirements that are listed for the project.
The PSA poster reflects the central idea of the text.
The PSA has a basic design that meets the requirements of the project.
The PSA poster is somewhat informative.
The PSA demonstrates that the student somewhat understands the central idea of the text.
The PSA poster is missing more than a couple of requirements that are listed for the project.
The PSA poster does not have a connection to the central idea of the text.
The PSA poster does not have a well-thought-out design. It appears that the student did not put a lot of thought or effort into the poster.
The PSA does not show that the student understands the central idea of the text.
The PSA poster is missing the majority of the requirements for the project.
The PSA poster does not reflect the central idea of the text.
The poster has poor design and appears that little effort and thought has been put into it.
Little to No Evidence that the student understands the central idea of the text.
🔨 ACCOMIDATIONS & MODIFICATIONS
The teacher can make the following accommodations and modifications to the lesson plan to assist individual learning styles and abilities.
- Give the student extended time on the assignment.
- Provide a text that has all of the complex vocabulary defined in the footnotes.
- Provide the student with the audio version of the text.
- The teacher can read the article to the student.
- The teacher can provide the article and instructions in the student's native language.
- The teacher can add visual aids to the text, presentation, and instructions to help students understand the lesson.
- The teacher can provide the student with a paper copy of the assignment and offer the resources needed to annotate the text and create the PSA poster out of paper.
- The teacher can provide the student with sentence starters to aid in the understanding and completion of the assignment and assessment.
- The teacher can reduce the annotation key or only select the essential items that the student needs to identify in the text.
- The teacher can pair the student with one of their peers to assist them with completing the assignment.
🌎 LESSON BACKGROUND
The basic background that teachers should be familiar with before teaching this lesson.
- Apple Products - iPads, the Pages Application, working with PDF files, and Digital Note Taking.
- Know or research the best methods to use technology in the classroom.
- Annotation Skills and Methods - Teachers will need to be able to teach and model annotation skills.
- Know or research the basic historical background surrounding the June 12th - Loving Day Court Case
- Know or research the basic historical background of the Civil Rights Movement
- Know or research the basics of the United States Constitution and how the Supreme Court works in the United States.
- Provide your students with the understanding that interracial marriage was not widely accepted in the United States or around the world before or during the Civil Rights movement.