This is my lesson plan for using Mind Mapping to teach note taking skills, while reading an article about Ramadan in a class of twelve seventh grade girls.• Topic: Ramadan• Skill: Note-taking using Mind Mapping• Objective: Learn about Ramadan and practice note taking skills while using Mind Mapping• Materials needed:1. mindmapper.com2. One Tablet for each student3. Power Point on the white board with the KWL chart on it.4. An article about Ramadan from the internet: https://www.theguardian.com/world/2015/jun/17/ramadan-guide-to-islamic-holy-month-muslims-fast  • Procedures: 1. Start with a five-minute warm-up activity with an introduction discussion by using a KWL chart.  Students will fill in the K column of the chart to show what they already know about Ramadan.2. Take five minutes to have the students fill in the W column of the KWL chart telling what they want to learn about Ramadan.3. Do a twenty-minute group activity. Separate the students into groups of two to take notes from the article using mindmapper.com on one of the student’s tablets and reading the article https://www.theguardian.com/world/2015/jun/17/ramadan-guide-to-islamic-holy-month-muslims-fast online using the other student’s tablet. 4. Do a ten-minute new group activity by combining the students into small groups of 4 to share their notes and add important missing information to their own mind maps.• Do a five-minute closing as a whole group to briefly review column K and W and to fill in the L column to show what they have learned from the article about Ramadan.I started my lesson with a five minute warm up activity. I chose to do a KWL chart because we were starting a new topic, which was Ramadan. This was a good way to get the students to start thinking about the topic, Ramadan, and an excellent way for me to observe what previous knowledge they already had on the chosen topic (“K-W-L Charts”). I used a class KWL chart that was projected onto a whiteboard from my computer. As a class we filled in the first column, the K column, what they already knew about Ramadan. After the quick warm up activity of filling in the K column on the KWL chart, we proceeded to take a few more minutes to complete the W column of the KWL chart. We filled in the “what they wanted to learn” column before reading the article so that the students could actively start thinking about questions that they wanted to find answers to about Ramadan. Filling in the W column of the chart gave the girls a form of guidance on what to look for while reading the article.Once we completed the W column of the chart, I proceeded to break the students up into pairs. The girls were able to work efficiently in the paired off groups. I gave each students a tablet to use during this activity. One of the student’s tablets was used to access mindmapping.com while the others was used to read the assigned article. I chose the Mind Mapping strategy for their note taking because it kept the students engaged in the activity and wanting to add more and more bubbles that connected to the main topic. They enjoyed the activity because it didn’t feel as if they were doing actual work, but to their surprise and my delight, they were able to retain the information from their note taking by using the mind Mapping method (“How to Take Effective Notes Using Mind Maps”, 2017). I chose the mindmapping.com website because it was easy to use, even for first time users, and it would give the students confidence to complete their lesson.I assigned the given article because it was an article that was written by a Muslim, someone who could truly understand Ramadan and what it is all about. I also chose it because the article was well written and authentic and gave a lot of useful and easy to understand information. The article was not too long or tedious, instead it was education as well interesting, which made it even more enjoyable for the students to read and take notes on.After the students completed the twenty-minute paired group activity, I combined them into groups of four. The groups shared each of the results of their mind maps. If anyone was missing any important information they would fill it in on their mind maps. I used the extra group time as a way to strengthen their retention of the information and improve their understanding through discussion and explanation with their peers (University, “What are the benefits of group work?”). Finally, I brought the whole class back together to complete the lesson on Ramadan. We worked as a whole group to complete the KWL chart. We filled in the L column of the chart with all of the new information that the students gathered from the article, showing everything that they had learned about Ramadan from the online article.  I then reviewed the K column of the KWL chart in order to see if the students had had any misconceptions about Ramadan that we could prove to be wrong now after completing the lesson and filling the L column. Finally, we reviewed the W column of the chart to mark off all of the questions that we were able to answer successfully with the L column of the chart (“K-W-L Charts”).  At the end of the lesson the students were very well pleased with the way that class had gone. They enjoyed doing the KKWL chart as a class. They particularly enjoyed breaking up into pairs to do mind mapping for note taking from the article that was assigned to them. I observed the girls while they were doing the activities and assisted them wherever needed. Overall the class was a great success. The students benefited greatly from the article and learned important facts about Ramadan that they didn’t know previously. Not only did they learn more about Ramadan they also learned how to make note taking enjoyable and memorable by using mind mapping.