The Power of Words: Exploring Narrative and Information · 3rd Year

Active learning ideas

Conducting Simple Research and Note-Taking

Active learning works because third-year students need to handle real sources and practice skills in context, not just listen. Hands-on sorting and relay activities help them internalize criteria for reliability and note-taking without relying on abstract rules.

• NCCA Curriculum Specifications
• NCCA: Primary - Reading
• NCCA: Primary - Writing

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inquiry Circle
• 30 min · Small Groups

Source Sorting Cards: Reliable or Not?

Prepare cards with source examples like a library book, Wikipedia page, and advertisement. In small groups, students sort cards into reliable and unreliable piles, then justify choices using criteria like author expertise and publication date. Discuss as a class to refine understandings.

Differentiate between reliable and unreliable sources of information for a research project.

Facilitation Tip

During Source Sorting Cards, have students verbalize their reasoning before sorting to build critical thinking aloud.

What to look for

Provide students with three short texts on the same topic, each from a different type of source (e.g., a children's encyclopedia, a personal blog post, a news article). Ask students to circle the most reliable source and write one sentence explaining why.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Inquiry Circle
• 25 min · Pairs

Keyword Note-Taking Relay: Animal Facts

Pairs read short texts on animals; one student skims for keywords and jots notes, then tags partner to add details without copying. Switch roles twice. Groups share notes and reconstruct the text orally to check accuracy.

Explain effective strategies for taking notes without copying directly from a text.

Facilitation Tip

For Keyword Note-Taking Relay, model one turn by thinking aloud how you pick keywords before students begin.

What to look for

After a note-taking activity, ask students to write down two key facts they learned about the topic in their own words. Then, have them identify one keyword they used to remember that fact.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Inquiry Circle
• 45 min · Small Groups

Mini Research Quest: Irish Heroes

Provide pre-selected reliable sources on figures like Grace O'Malley. Small groups choose one hero, take keyword notes on life events and achievements, then create a poster summary. Present to class for peer questions.

Construct a set of notes on a chosen topic using keywords and short phrases.

Facilitation Tip

In the Mini Research Quest, rotate among groups to ask guiding questions like 'What would another source say about this?' to push deeper evaluation.

What to look for

Students exchange their research notes on a chosen topic. One student acts as the 'reviewer' and answers these questions: 'Are the notes mostly in the student's own words?' and 'Are there at least three clear keywords listed?' The reviewer initials the notes if they meet the criteria.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 04

• Inquiry Circle
• 35 min · Individual

Note-Taking Scavenger Hunt: Whole Class

Display texts around the room on a theme like weather. Individually, students hunt for facts, note keywords only, then pair to compare and expand notes. Compile class master notes on chart paper.

Differentiate between reliable and unreliable sources of information for a research project.

What to look for

Provide students with three short texts on the same topic, each from a different type of source (e.g., a children's encyclopedia, a personal blog post, a news article). Ask students to circle the most reliable source and write one sentence explaining why.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teach this topic by starting with concrete examples students already recognize, like a school library book versus an unknown website. Avoid overwhelming them with too many criteria at once. Research shows that repeated, short practice with immediate feedback builds stronger source evaluation habits than long lectures. Model your own thinking process often, so students see how experts decide what to trust and how to capture key ideas succinctly.

Successful learning looks like students confidently distinguishing reliable from unreliable sources, taking concise notes with keywords, and explaining their choices clearly. You should hear them using phrases like 'this site cites experts' or 'my keyword for this fact is…'.

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Watch Out for These Misconceptions

• During Source Sorting Cards, students may assume all websites are equally reliable.

  Use the activity’s card set to show examples of biased language or missing author details, then have students explain in pairs which site they would trust for homework and why.

• During Keyword Note-Taking Relay, students copy full sentences instead of using their own words.

  After the relay, have students swap notes and highlight any copied phrases, then rewrite those sections together using keywords only.

• During Mini Research Quest, students rely on a single old book without checking for updated facts.

  Create a station with the book and a dated website, and ask students to note the publication year and compare the information to spot any differences.

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Methods used in this brief

• Inquiry Circle