Notice and Note "One-Pager Project."
Purpose/Rationale
The instructional foundations of this project are based on the close-reading strategies developed by Kylene Beers and Robert E. Probst in their books: Notice and Note: Strategies for Close Reading and Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies. I use the former in my English classes, and I used the later primarily in my Socials Studies classes.
In my English classes, I introduce Notice and Note during my first unit of study of short stories. I introduce each "signpost" as an individual lesson, and we discuss and practice identifying and discussing these "signposts" in a mentor text that we read together, and then I have the students apply these skills to a "cold read" of a story that they would read independently.
In my Socials Studies classes, I introduce the "nonfiction signposts" in much the same way, but the "mentor text" that we read together is usually the textbook for whichever course I happen to be teaching. I will then usually assign a "supplemental reading" that explores an aspect of the assigned reading in more depth/detail, and the students identify and analyze examples of the discussed "nonfiction signpost" that was being taught in conversation with the topic/issue addressed in the assigned reading.
This "one-pager project" is the summative assessment that I use for these units of study and to evaluate how well my students have understood these concepts. I then incorporate these strategies throughout the rest of the course when I have my students engage in close reading of future texts.
Once all of the signposts have been taught, and the students have had an opportunity to practice these close reading strategies, I will assign this "one-pager project." For this project, I will assign students a text to read (or a section of the textbook to re-read), and students will need to identify and analyze two different examples of two different "signposts" that they noticed in the reading. They are then to represent their chosen examples (and their analysis of these examples) in the form of a "one-pager."
In my English classes, I introduce Notice and Note during my first unit of study of short stories. I introduce each "signpost" as an individual lesson, and we discuss and practice identifying and discussing these "signposts" in a mentor text that we read together, and then I have the students apply these skills to a "cold read" of a story that they would read independently.
In my Socials Studies classes, I introduce the "nonfiction signposts" in much the same way, but the "mentor text" that we read together is usually the textbook for whichever course I happen to be teaching. I will then usually assign a "supplemental reading" that explores an aspect of the assigned reading in more depth/detail, and the students identify and analyze examples of the discussed "nonfiction signpost" that was being taught in conversation with the topic/issue addressed in the assigned reading.
This "one-pager project" is the summative assessment that I use for these units of study and to evaluate how well my students have understood these concepts. I then incorporate these strategies throughout the rest of the course when I have my students engage in close reading of future texts.
Once all of the signposts have been taught, and the students have had an opportunity to practice these close reading strategies, I will assign this "one-pager project." For this project, I will assign students a text to read (or a section of the textbook to re-read), and students will need to identify and analyze two different examples of two different "signposts" that they noticed in the reading. They are then to represent their chosen examples (and their analysis of these examples) in the form of a "one-pager."
Process
1) Students are assigned a text to read. For my Socials Studies classes, these are either supplemental readings related to the "big questions" explored in the unit or sections/chapters from the textbook to re-read (usually if there is a test, so this doubles as a "summative assessment" as well as an opportunity to review).
2) As they read their assigned text, students identify two examples of two different signposts and analyze their chosen examples by answering "anchor questions" specific to the examples they chose. Students represent their understanding of their text and the chosen examples they wished to discuss in the form of a one-pager. The students write their examples as in-text citations according to MLA Citation Guidelines, and then they write their analysis of these chosen examples as a paragraph-length response.
3) In addition to the "written component," students are expected to include at least two illustrations that are relevant to the topic about which they were reading. Students are also encouraged to demonstrate a creative use of the remaining "negative space" of their one-pager.
2) As they read their assigned text, students identify two examples of two different signposts and analyze their chosen examples by answering "anchor questions" specific to the examples they chose. Students represent their understanding of their text and the chosen examples they wished to discuss in the form of a one-pager. The students write their examples as in-text citations according to MLA Citation Guidelines, and then they write their analysis of these chosen examples as a paragraph-length response.
3) In addition to the "written component," students are expected to include at least two illustrations that are relevant to the topic about which they were reading. Students are also encouraged to demonstrate a creative use of the remaining "negative space" of their one-pager.
Reflection
This is a "crowd favourite" for my students because of its simplicity and the opportunity for creativity. I like to start my courses with this assessment because it allows me to introduce and review foundational skills (specifically closed reading and citation skills). It also presents these concepts and their applications in a way that is well-scaffolded and accessible. Students continue to build upon these skills in future assessments.
Samples of Student Work
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