Lesson 3: Annotating a text



Lesson 3: Annotating a textLesson Overview: This lesson will teach students how to annotate a text to help them keep track of patterns, contrasts, plot events, as well as comment on meanings in a text. It will introduce specific tips on how to annotate consistently Resources/Materials NeededInstructorOverhead projectorExcerpt from chapter one of The Hobbit by J.R.R. Tolkien CITATION Tol37 \l 1033 (Tolkein, 1937) (See Appendix A)For second day, an excerpt from the novel, The Gargoyle, by Andrew Davidson CITATION Dav08 \l 1033 (Davidson, 2008) (See Appendix C)WhiteboardStudentsCopy of passageChromebooksWebsite MindmupsLesson Objectives: Given an excerpt from a richly layered passage, students will be able to recognize examples of imagery with 80% accuracy. Given an excerpt, students will be able to interpret the deeper meanings of metaphors and similes with 80% accuracy. Given an excerpt, students will be able to identify the passage’s point of view with 80% accuracy. Given an excerpt, students will be able to examine the meaning of connotative words in the passage with 80% accuracy.Given an excerpt, students will be able to examine the meaning of literary techniques such as symbolism, allusions, and paradox in the passage with 80% accuracy.Given an excerpt, students will be able to write an explanation of how the element creates a deeper understanding of the text with 80% accuracy.Time: Approximately 2 hours Step 1 (Preinstructional Strategies):Instructor will display image of an annotated passage onto screen. Instructor will ask:Who writes notes in their books as they read? Why would it be a good idea to do so? Teacher will give students one-two minutes for students to discuss with partner.Call on students to share what their partner told them. Teacher will clarify any misunderstandings or incorrect information. Ask students to write in their notebooks the following definition: Annotation is the act of adding notes and explanation to a text. Step 2 (Content Presentation): Modeling annotationTeacher will display an excerpt of the passage and begin by reading passage aloud.Students will read the passage silently a second time. Teacher will direct students to write a short summary of what they have read in their interactive notebooks. Include the main ideas in the summary. Allow five to ten minutes for students to complete this. Teacher asks:Who will volunteer what they have written? Call on several students who will read what they have written. Model the paragraph on screen for students to see, adding any corrections as necessary.Teacher will explain that simply identifying the elements is not enough. Students must also include some explanation of how the element creates a deeper meaning of the text. Allow five to ten minutes to discuss and offer additional explanation of why this is important. Step 3 (Learner Participation): Students will actively annotate their passage. Teacher will demonstrate how to mark the passage on Mindmup website in order to identify different elements in their annotation. Students will follow along on their own Mindmup passage and mark their passage in the same manner. Teacher will review connotative diction and ask students for an example. Teacher will instruct students to underline connotative diction. Teacher asks students the following questions, pausing after each to give students time to respond: Which words bring to mind positive or negative feelings? What more specific emotions do the words suggest? Is there a pattern to the kind of words the author uses? What does the author want to convey through those word choices? Teacher will model comments on their effect using the ‘child tab on the Mindmup example.Teacher asks: What does ‘imagery’ mean? Calls on volunteers for definition and examples from students. Teacher will instruct students to add ‘sibling tab’ and annotate the text for imagery. Calls for volunteers to share their highlighted passage on Mindmup. Instructs student to ask peers for additional examples.Teacher asks students the following questions, pausing after each to give students time to respond: What does this image bring to mind? What emotions are stirred by this image?Teacher will model comments on their effect in the margins. Teacher will instruct students to circle comparisons-specifically metaphors, similes, and personification- in their text. Teacher will ask students to offer examples of the comparisons from the text.Calls for another volunteer to comment on passage using MindMup. Instructs student to ask peers for additional examples.Teacher asks students the following questions, pausing after each to give students time to respond: What is the similarity between the two things being compared? What additional understanding is created through the comparison? Teacher will model comments on their effect on Mindmup using the ‘sibling tab’. Teacher will monitor and provide feedback. Teacher will wrap up assignment in order to continue the next day. Day 2 Step 3 (Learner Participation): Students will continue to actively annotate their passage. Teacher will review material covered the day before. Students will silently re-read passage after logging in to MindMup. Teacher will display annotated passage on MindMup for students. Teacher asks:Why should we annotate texts as we read? Discuss student responses.Clarify misinformation and answer questions.Teacher will guide students through the next literary device-repetition, to annotate. Students will highlight repeated words, phrase, and clauses. Teacher asks the following question, pausing to give students time to respond:What is the author trying to emphasize through repeated ideas, images, or words and phrases? Teacher will model student comments on the effect of repetition in the margins. Teacher will ask students to define and give an example of symbolism. Teacher will instruct students to place brackets around words, which contain symbolism. Students will place brackets around symbolic words and model the teacher’s observation connecting the technique to an affect in a comment in the margin. Teacher will ask students to note the point of view of the passage. Teacher asks the following question, pausing to give students time to respond:How does the perspective from which the story or information presented affect the reader’s understanding? Teacher will call on students to share their answers and model their comments in the margins. Teacher will ask students to review their annotations one more time, to include any annotations they have overlooked the day before. Teacher will walk around the room and provide feedback as students continue to annotate their passage. Step 4 (Assessment)Objectives for this lesson will be assessed at the end of the unit. Step 5 (Follow-through Activities): Students will annotate an excerpt from The Gargoyle in small pairs using their own work as a guide. Annotation will include symbolism, repetition, point of view, and comparisons. Students will also include comments or explanations in the margins of how the element creates a deeper understanding of the text. Ask students to place assignment in tray when completed. ................
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