Reflection: Routines and Procedures Introduction to Annotation Techniques - Section 4: Close Reading and Annotation


I do this lesson relatively early in the school year as I expect students to annotate virtually all class texts. Even though we have annotated a panel from Persepolis already, I think it is important for them to recognize that there are multiple strategies that will work for interacting with a text and hope that they will walk away from this activity with a tool box of strategies to utilize regardless of the kind of text they are working with. 

I also think it is important for students to get a sense of how our classroom works early on. The way that I structured class today, with a mini-lesson followed by whole group then independent work time, is a pretty typical break down of activities. I find that students need to know what their boundaries are so that they have the freedom to take academic risks.

I also find that building community through group academic tasks tends to help the focus of my classroom communities be academic. Last week, we only spend one day on informal community building. I have found that spending more time than this on fluffy stuff doesn't set the right tone for me and my students. I would rather take my time to learn who they are as students and give them chance to share their personal stories in a more academic way. Today was the first day of a new week and I wanted to make sure that I was setting a tone for learning by jumping into content. I find that this helps me most when I get to October, December or even May as my students know what our classroom is all about. 

  Building Techniques and Routines
  Routines and Procedures: Building Techniques and Routines
Loading resource...

Introduction to Annotation Techniques

Unit 1: Establishing a Classroom Culture: Reading and Writing
Lesson 4 of 6

Objective: SWBAT demonstrate their ability to read for comprehension by choosing the best annotation techniques for a variety of text types.

Big Idea: Today students build a tool box of annotation techniques ensure that students will have customizable resources to engage with text.

  Print Lesson
34 teachers like this lesson
Similar Lessons
Baseball as a Metaphorical Image in Fences, Act 1 Scene 1
9th Grade ELA » Fences: Character and Theme Analysis in Drama
Big Idea: Will it take three strikes for Troy to be out of the old ball game?

Environment: Urban
Donna Fletcher
Final Reading: Celebrating Success
10th Grade ELA » What It Means to be Human
Big Idea: Does reading aloud help students understand the text?
Independence, MO
Environment: Suburban
Lindsay Thompson
Wrapping up the Explanatory Essay: Writing the conclusion and reviewing each other's essays
9th Grade ELA » The Search for Identity: Essay Writing
Big Idea: Students put a bow on their essays, wrapping it up with a solid conclusion.
Bel Air, MD
Environment: Suburban
Paula Stanton, PhD
Something went wrong. See details for more info
Nothing to upload