Highlighting and Annotation Tips Foundation Lesson

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1 English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader keep track of patterns, contrasts, plot events, and character development. It can assist a student in studying for a test or writing a paper that requires the use of quotes to support ideas. Students who learn to annotate texts are more likely to become active readers and critical thinkers who are able to understand the multiple meanings and nuances of language in the passages they read. This lesson provides middle grades students with simple guidelines for annotating a text. The Highlighting and Annotation Tips student resource can be used with any richly layered text. Depending on the grade level and ability level of students, teachers should select only two or three elements for annotation from the student resource in order to focus students on specific skills. When introducing middle grades students to annotation, it is suggested that students work in pairs or cooperative learning groups to gain confidence in the newly acquired skill. Guided practice with challenging texts will allow students to gain the proficiency necessary to read independently at or above grade level. This student resource is included in Module 2: Annotation and Analysis of a Text. Objective(s) Students will annotate text for various literary devices and techniques including imagery characterization detail conflict diction syntax repetition sound devices plot events figurative language Level Grades Six through Eight i

2 Connection to Common Core Standards for English Language Arts LTF Foundation Lessons are designed to be used across grade levels and therefore are aligned to the CCSS Anchor Standards. Teachers should consult their own grade-level-specific Standards. The activities in this lesson allow teachers to address the following Common Core Standards: Explicitly addressed in this lesson Code Standard Level of Thinking R.1 Read closely to determine what the text says Understand explicitly and to make logical inferences from it. Cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.4 Interpret words and phrases as they are used in a Analyze text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.5 Analyze the structure of texts, including how Analyze specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene or stanza) relate to each other and the whole. R.10 Read and comprehend complex literary and Understand informational texts independently and proficiently. L.3 Apply knowledge of language to understand how Understand language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.5 Demonstrate understanding of word relationships Understand and nuances in word meanings. Depth of Knowledge I I I Implicitly addressed in this lesson Code Standard Level of Thinking R.6 Assess how point of view or purpose shapes the Analyze content and style of a text. L.4 Determine or clarify the meaning of unknown and Understand multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate. SL.1 Prepare for and participate effectively in a range of Understand conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Depth of Knowledge I ii

3 LTF Skill Focus The foundation for LTF English lessons is the Skill Progression Chart that identifies key skills for each domain, beginning with grade 6 and adding more complex skills at each subsequent grade level while reinforcing skills introduced at previous grade levels. The Skill Focus for each individual lesson identifies the skills actually addressed in that lesson. Levels of Thinking Remember Understand Apply Analyze Evaluate Create Close Reading written, spoken, and visual texts Grammar purposeful use of language for effect Reading Strategies Annotation Inference Literary Elements Character Detail Diction connotation denotation Imagery Plot Conflict Setting Theme Tone Figures of Speech (Grade level appropriate) Sound Devices (Grade level appropriate) Literary Techniques Allusion Irony Symbolism Composition written, spoken, and visual products The Process of Composition Drafting timed Connections to AP* Annotating text for literary and rhetorical devices is a task that is necessary for success on the free response and multiple choice sections of AP English Literature and AP English Language exams. Students have approximately 40 minutes to read a passage and write an analytical essay, so the ability to annotate quickly and accurately is essential for success. *Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this material. Materials and Resources copies of Student Activity handout: Highlighting and Annotation Tips iii

4 Teaching Suggestions While it will often be necessary to use sticky notes for annotation, it is important for students to have opportunities to annotate directly on the text. Therefore, teachers should provide students with copies of excerpts for guided and independent practice in annotation. Patterns or contrasts that teachers might consider when giving directives for annotation include imagery (dark/light, time, nature), words with similar or contrasting denotations or connotations, figurative language, repetition of types of phrases, sentence structure (long, complex sentences followed by a short simple sentence), active/passive voice. Teachers should remember that annotation goes beyond merely identifying devices and includes linking the devices to meaning. Answers Answers for this lesson are subjective and will vary. To obtain the maximum benefit of the lesson, ask students to go beyond the expected responses. iv

5 English Highlighting and Annotation Tips Student Resource Annotating a text is like having a conversation with a book it allows you to ask questions, identify literary devices, comment on meaning, and mark passages you want to revisit. Sometimes your teacher will ask you to annotate only one paragraph or a certain passage with a novel. At other times, you may be asked to annotate a specific literary device or a pattern of imagery throughout an entire novel. Annotating a text can help you to study for a test or to write a paper that requires the use of quotes to support ideas. As you become more skilled in annotating texts, you will begin to notice patterns, contrasts, and symbolic elements that you might have previously missed when reading independently. If you are annotating the passage for more than one element, each element should be marked differently. Circling boxing or underlining certain types of words or phrases can help you to identify the tone of the passage. Use brackets, (parentheses), and asterisks* to help identify patterns or shifts in the passage. A. Mark the passage for imagery words or phrases appealing to the senses and write down any comments about the image in the margin. What does this image make you think of? How does it make you feel? B. Mark any details facts that help reveal the author s attitude that have a definite effect on the reader. Note the importance of the effect in the margin. Why does the author want the reader to know this? C. Mark any connotative diction. Do the words evoke positive or negative feelings for the reader? Could the words you mark be put in a similar category (e.g., harsh words, terms of endearment, medical words)? D. Mark sound effects assonance, consonance, and alliteration or patterns of repetition. Do the sounds mimic the image they create? E. Mark comparisons similes and metaphors and briefly note the effect the comparison has on the reader. What is the similarity between the two objects being compared? F. Mark important plot events and/or conflicts at the top of the page, briefly noting the importance of each. G. Mark descriptive passages about the characters. Make brief notes about the relationships between the characters or personality traits of characters in the margins. H. Mark interesting syntax the arrangement of words and grammatical elements in the passage. Look for variations of sentence types and patterns, active/passive voice, and punctuation that does not follow the standard rules of mechanics. 1

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