How to Annotate

Annotation: The action of writing comments on a text as a way to further the reader's understanding or identify areas of confusion.

Examples

What types of annotations did these students use?

How does this make the text more meaningful?

How to Annotate

October 1, 2014

Do Now: Journal Entry

What is the definition of an embarrassing moment? Describe a situation at school that might embarrass a student your age.

What does annotating a text mean?

What Supplies Do You Need?

• Annotation requires the use of highlighters as well as pens and pencils.

• Utilize a small pencil case to store all of your annotating supplies

• If it is not your copy of the book, you will need sticky notes (post-its) for your annotations

"Interacting" is a funny way to think about how you read a text.

However, most educational researchers agree that interacting with what you read, (writing down thoughts, asking questions, responding to the words you read) is the best way to understand and find meaning in a book.

Annotation is just that: interacting with your text and finding meaning in what you read as you read it.

Suggested Abbreviations/Symbols

Let's Practice

Plot= plot item- use one of the following:

• EXP: exposition
• TP: turning point
• CF: conflict
• RA: rising action
• CX: climax
• FA: falling action
• RES: resolution
• CH: characterization
• S: setting
• POV: point of view
• TH: Theme
• LT: literary term (identify by name- irony, tone, foreshadowing, personification, metaphor, symbol)

• While reading the short story "Eleven" by Sandra Cisneros, use text marking and annotations to help you further understand the story.

• b/c = because
• + = and
• w/ = with
• w/o = without
• b/t = between
• e.g. = for example
• ex = example
• info = information
• b4 = before
• = increase, improvement, rising
• = decrease, decline, falling
• * = important
• ** = very important
• = Upmost importance, crucial to understanding
• = change

General Guidelines

1) At the top of the page, mark important plot events

2) Circle any unfamiliar words and write definition in the margin

3) Highlight and mark any conflicts that occur with the main character

4) Highlight and mark words and phrases that describe the personality of characters

5) Highlight and mark for yourself any symbolism-(note in the margin what ideas/concepts these tangible items may represent)

6) Don't mark too much. If you mark everything, nothing will stand out!

7) Once you are done reading and annotating- determine the theme and find supporting evidence throughout the text

Close Reading: Why Should You Annotate?

• Annotating is evidence that you are thinking!
• Be sure to include comments along with annotations!

• Have conversations with the text
• Ask Questions
• Comment on actions or development of the characters
• Does the character change? Why? How? Result?
• Comment on lines/quotations that are important/powerful
• Express agreement/disagreement
• Summarize key events and make predictions
• Connect ideas to each other or other texts
• Note if you experience an epiphany
• Note anything you would like to discuss or do not understand
• Note how the author uses language

Annotation - Key Component of Close Reading

• Develop a system that works for you!
• Techniques are limitless
• Use any combination of the following....
• Make brief comments in the margins- Use any white space available
• Make brief comments between or within lines
• Circle or put boxes, triangles, or clouds around words or phrases
• Use abbreviations or symbols- brackets, stars, exclamation points, questions marks, numbers, etc.
• Connect words, phrases, ideas, circles, boxes, etc. with arrows
• Underline key words- but combine with another method such as comment. Don't underline entire passages!
• Highlight- Use caution! Don't highlight everything!
• Create your own code.
• Use post-its if you cannot write on the text

Marking and Note-Taking Tips

• Use one color ink to do initial marking, then go back with another color or colors to mark more thoroughly

• Use different colors to track characters, symbols, themes

• Underline as you read and take notes in the side margins at least every two pages

• Add to side margins notes during discussions

Note the significance in:

• effects of word choice (diction) or sentence structure or type (syntax)
• point of view/effect
• repetition of words, phrases, actions, events, patterns
• narrative pace, time, order of sequence of events
• irony
• contrasts, contradictions, juxtapositions, shifts
• allusions
• figures of speech or literary devices
• reliability of narrator
• motifs or cluster ideas
• tone, mood
• imagery
• themes
• setting, historical period
• symbols

Why Annotate???

• Most common complaint is that annotating slows you down
• IT DOES!! That's the point!
• If annotating while reading annoys you, read a chapter, then go back and annotate.
• Approach the text with an open mind.
• Let them inspire you and stretch your imagination!

• First, Annotating keeps you awake
• Second, active reading is thinking about the text and helps you express those thoughts
• Third, writing your reactions down help you remember the thoughts of the author

Think-Pair-Share

"Eleven" Text-Dependent Questions

Exit Ticket

Quickwrite

Did Rachel do the best thing in an embarrassing situation? Did anyone? What could each character have done differently?

1) On pg. 1 the author stated, "Only today I wish I didn't have only eleven years rattling inside me like pennies in a tin can." What does this figurative language mean and how does it affect the tone of the text?

2) Reread the first four paragraphs and note how many times the author starts a sentence with the word "and." Why does the author make this choice?

3) Why does Rachel feel that Mrs. Price is "right"? Give evidence from the text to support your answer.

4) How does Rachel feel about the sweater? Include evidence from the text to support your answer.

5) Identify each time Rachel claims, "not mine." Why does the author repeat this refrain throughout the story and how does it affect the overall meaning and tone of the text?

6) In paragraph 5 and the last paragraph, Rachel says she wants to be 102. In each instance, why does Rachel want to be 102?

7) How has Rachel grown older today? Include evidence from the text to support your answer.

Objectives:

SWBAT:

• Learn and apply annotating and analysis skills to the short story "Eleven" by Sandra Cisneros by the end of the period.

Standards:

• W.9.2
• W.9.4
• W.9.6
• SL.9.1

• RL.9.1
• RL.9.3
• RL.9.4
• RL.9.5
• RL.9.6