Annotation Logs in my class can be on paper or online, usually depending on what modality the student prefers, as well as what their access is to technology at home. Annotation Logs are a routine through which my students explore the unit text by analyzing quotes, asking questions, and making clarifications. Whether online or on paper, it is my routine to respond to their annotations. Because each student writes so many annotations throughout a unit, I have many opportunities to dip into their thinking at multiple points along the way. Annotation Logs are fundamental building blocks to some of my other classroom practices including Socratic Seminars, TIED analysis paragraphs, and essay writing. For each annotation in the log, my students must include their focus for the annotation, the quote itself, the page or line number, and the analysis. The focus of the annotation could be a literary device, a theme connection or an approach through one of the literary theory lenses we have studied. Citing the quote and where it is found makes for easy reference later on. The analysis is 3-4 sentences that shows how the quote addresses the initial focus they indicated. It is in this last part that I address any feedback by asking questions and clarifying any plot confusion.
One of the most essential steps for a successful Socratic seminar is the preparation of evidence that each student will bring into these discussions. One of the ways we prepare is through Pair Posters followed by a Gallery Walk. To give context, the seminars are whole class and entirely student-facilitated. Given all of the personality dynamics at play during the actual seminar, coupled with the ever-present video camera recording their thoughtful conversation that will later be scripted, it is fundamental that the students ground their opinions and questions in the text in order for the seminar to be a positive learning experience. One method of preparation that helps them do this, and that also generates enthusiasm for this high-stakes discussion, is dividing the class into pairs to create quote posters. After each pair is assigned a literary device, they then use their Annotation Logs to select text evidence shows how the literary device functions. This involves conversation and negotiation between the pair who then have to use the device analysis to connect back to one of the themes we have been studying as a class and incorporate an image that illuminates that connection. The public nature of the gallery walk that ensues after the posters are completed ensures that student pairs also spend time polishing the final product. Their peers will then take pictures of all the posters and decide which ones they might want to use as part of their individual evidence preparation for the Socratic seminar.
A valuable routine not only for my students but for my own learning as well is the use of video recording in the classroom. Key events to record are our academic discussions, their individual oral presentations, and as much as possible, their learning process as they build their skills. My students have a Senior Capstone Project and are expected to be able to present their research findings in both live and digital form. This is one example of a project where video recording becomes a necessary tool. From day one of the school year, the video camera slowly becomes a part of the village that is my classroom. Before students are recorded themselves, I show a significant amount of footage from previous years, whether it be past seniors giving advice about student mindset or a snapshot of a Socratic seminar. Students learn quickly that the video camera can be an amazing tool for helping them to become excellent presenters, and we discuss its value in capturing individual "isms" where a student has a particular presentation habit that needs adjusting. I also find it useful to record students giving each other peer feedback in addition to my own feedback. There is an added level of accountability when students know their feedback will also be recorded, which then leads students to focus on the language of the rubric to understand what is truly being assessed.
In the "Google DOCtoring" strategy, a Google Document is shared among the members of a small student group or with the whole class. My students will then collectively annotate text evidence and/or give responses to questions about the class text. This strategy pushes each student's sense of accountability to the whole group, and it challenges all of my students to be clear in expressing their thoughts in writing. Early in the school year, I use the collaborative notes from Google DOCtoring sessions to assess my students' understanding and to push individual student's thinking. Once students become accustomed to working on Google Docs together, this strategy is also an efficient way to collaborate and build text analysis together that can later be used for Socratic Seminars and essays.