Integration of Sketch-noting
Overview
This resource explains how teachers can integrate sketchnote to allow students to pull rich meaning from a text.
Integration of Sketch-noting for Text Comprehension
Gianni Llano
EDR 529
ORE Technology Integration Project: Sketchnoting
Part 1
Introduction
Sketchnoting is a way of note-taking, where one combines both visuals and words to explore ideas and connect important information. Adding sketches to your notes allows for the activation of part of your brain, which would have remained dormant if one chooses to only include words when digging deeper into ideas. In integration, sketchnoting prompts students to analyze sections, with the goal of determining how the information connects to the overall structure and how it contributes to the development of theme/central idea, setting or plot (NGS 6R5). When completing a sketchnote, students integrate visual information with other information in print and digital text (NGS RH7). Sketchnoting is an awesome way to refine annotation, where students have access to advance their annotations to something much more than just thoughts onto paper. Sketchnoting presents students with a variety of tools they can choose from and create their own customized note-taking process, one that works well with their learning style and personality.
Sketchnote can be introduced during comprehension activities, which allows students to dissect a text. Introduce the tool by showcasing all of the amazing features which is a set up from transitional note taking.
Tools
Students will need emails in order to create free accounts on explaineverything.com
*There is a whiteboard app for iPads, Androids, Chromebooks, and browsers.
| Prerequisite lessons | Part 1: Annotation lesson Aim: How can utilizing annotation symbols and writing on the margin further develop our comprehension of the text? In this lesson, model how to use various annotation symbols to react to the text. In addition, provide comprehension questions in which students can answer when rereading the passage of your choice. Part 2: Conduct Image Search Aim: How can we use keywords to narrow our search when researching images linked/related to our ideas and thoughts? In this lesson, model how to conduct image searches. Model how student’s ideas can generate keywords to plug into a search engine in order to narrow their search. |
Lesson Plan Outline
| Grade | 6TH GRADE | ||||||
| Aim | How can the integration of Sketchnote allow for students to deeply explore text meaning and further develop comprehension? | ||||||
| Text | Select a text of your choice you’d like your students to closely read and check for text comprehension | ||||||
| Materials | Smart Board, Google Slides presentation, pencils/highlighters/notebook, text of your choice, student devices, student emails | ||||||
| Standards | Next Generation ELA Standards:6R5: In literary texts, analyze how a particular sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure of a text and how it contributes to the development of theme/central idea, setting, or plot. In informational texts, analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and how it contributes to the development of theme/central ideas.RH7 (6-8): Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.ISTE Standards:Empowered Learner1.1.b Students build networks and customize their learning environments in ways that support the learning process.Knowledge Constructor1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.Creative communicator1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. | ||||||
| Objective | Students will create a sketchnote to support their understanding of a challenging passage or idea in one of your school year text selections. Their sketchnotes will include simple drawings and doodles, text, and other elements to show how ideas are connected. As students begin to establish connections between elements within the text, they will be better equipped to pull meaning from the text and increase comprehension, which support’s in formulating the central idea, author's perspective and purpose of the text. | ||||||
| Do Now | Do Now: Lesson opener
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| Mini-Lesson/ | In your mini lesson be sure to explain to students the following: What is it? A sketchnote is a creative way to make notes. You combine words with drawings and other markings that make sense to you. Your doodles/sketches + your annotations/notes = Sketchnotes (Visualize translation of your understanding of a text) Why is this helpful? Because the pictures and words you use reflect your own thoughts, your sketchnotes can help you explore concepts, retell what you’ve learned, and even help you study for tests or find ideas for essays.Teacher Sample You may also demo a sample of your own sketchnote. You may want to create a sketchnote for a passage previously read in class, that depicts connections the students were able to establish when discussing and dissecting the passage. | ||||||
| Brainstorm | Ask students to recap a section of a passage read in class. Ask students to look for something chunks in the passage that may challenge them.
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| Prepare | DISCLAIMER: A sketchnote is not a work of art, so don’t worry about your drawing skills. Simple drawings or doodles, as long as they make sense to you, work best. Students can create an account on explaineverything.com, which they can link to their emails for free. Students will then be prompted to “Start Whiteboarding.” Allow students to explore the tool box, which allows them to link: Images, audio, text boxes, color, shapes, links, background, and color | ||||||
| Directions | Directions for students Guide: Picture the process. Reread the text that includes the challenging passage or idea. Then, use words and sketches to show your ideas about it. If you have questions, include them right in your sketchnote. Use the text, other sources, or your own experience to find the answers.Keep it simple. Your sketchnote is a record of your thinking, so be sure to use visuals that are meaningful to you. Keep your drawings simple. People, for example, can be difficult to draw, but you can represent them with basic stick figures. If you’d like to show emotions, you can add familiar symbols, such as hearts, question marks, exclamation points, or jagged “anger” lines, above a figure’s head.Weigh your words. Sometimes you’ll need to include words in your sketchnote, but choose your words carefully. Use words to identify key terms or concepts, to name important people, places, or events, and to help you remember an idea. Show a word’s importance by styling it for emphasis. For example, draw a box or starburst around a key term. Write a character’s name in bold bubble lettering and then underline it. Set off important ideas in bold colored text. Show structure. Review the ideas you had about organization during your planning. Use an organization that will best show how your ideas connect. For example, you might use a simple storyboard to analyze a plot, drawing boxes that include details of each scene. You can add numbers or arrows to show a sequence. You can use colors to show connections. You might write a character’s name and all points about that character in the same bright color. To lead the eye from one area of the sketchnote to another, you might add swooping lines or arrows. | ||||||
| Reflection | As a way to reflect and collaborate with other classmates on different perspectives on the meaning of a text, students should be prompted to upload a screenshot of their final sketchnote onto a discussion board thread. Students will then comment “1 connection, 1 comment, 1 question” for at least two classmate’s posts. | ||||||
| Exit Slip |
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