Description

Taking Notes, Subtopics, & Central Idea provides the essential toolkit for any student researcher or budding advocate. As the second installment of the Informational Reading & Writing Unit, this lesson bridges the gap between different mediums—video and text—to show that the central idea of activism remains consistent across history and geography.

Designed for secondary ELA, this 100-minute block lesson utilizes a high-engagement, comparative approach. Students first practice their notetaking by watching a mini bio of Rosa Parks alongside the powerful footage of Bree Newsome removing the Confederate flag. This comparative analysis pushes students to see the evolution of civil rights tactics. The lesson then pivots to a shared reading of “Hawaii Activism,” where students utilize specific Reading Roles to annotate the text for subtopics and structural features.

The session culminates in a formal writing response where students synthesize their notes to explain the “why” and “how” of powerful activism, using their evidence to meet rigorous CCSS ELA standards.

What’s Included

• Detailed 100-minute lesson plan with structured Part 1, 2, and 3 instructional blocks.

• L2. Source Note-Taking Sheet designed to help students organize subtopics and central ideas.

• L2. Shared Reading: Hawaii Activism document for collaborative annotation.

• Reading Roles Guide to facilitate equitable and focused small-group literacy work.

• Comparative Media Analysis Prompts for the Rosa Parks and Bree Newsome segments.

• Informational Writing Rubric to provide clear expectations for the final written response.

• Alignment with WAESN Elements of Liberation and CCSS Informational Text standards.

Why Educators Use This Lesson

• Cross-Medium Literacy: Teaches students that note-taking and central idea identification are skills that apply to both digital media and traditional print.

• Centers Indigenous Resistance: Expands the narrative of activism by including the vital, often-overlooked history of Hawaiian social movements.

• Collaborative Structures: Uses Reading Roles and Numbered Heads to ensure that literacy work is a social, supportive process rather than an isolating one.

• Scaffolded Argumentation: Provides students with the specific evidence they need to write a high-level response about the necessity of protest.

• Focuses on Text Features: Explicitly reviews how headings, captions, and subtopics guide a reader’s understanding of complex social issues.

This lesson ensures your students don’t just read the news—they deconstruct it.