Professional Documents
Culture Documents
Assessment(s):
Formative
Annotation notes
Exit tickets
Summative
Materials/Resources:
-
NPRs Is Corporal
Punishment Abuse?
Sticky notes
Highlighters
Writing utensils
Differentiation:
Recognition: Reading the beginning of the text
aloud; Providing examples of annotation
methods
Strategic: Practicing method with a partner with
teacher available for questions
Affective: Applying new method of working with
text in testing situations
respond to this suggestion and to help students begin to prepare for their researchbased unit assessment.
The modeling and guided practice stages of this lesson happened smoothly.
Students were engaged in the process as I modeled what do and responded with
great suggestions on how to annotate as we moved into the guided practice stage.
However, when students were given the opportunity to collaborate to finish
annotating the reading, many students found that they were sure how much
annotation to do. I intentionally left this direction vague so as to not pressure
students to over annotate.
Next time I teach this lesson I might do a better job of stressing that its important
to discover what annotation style works best for you and that process often takes
many attempts. This is something I tried to reinforce in the remaining class days. I
believe that my mentor teacher is also accepting students to continue to annotate
their papers as the semester continues.
*For the Honors version of this lesson, I modeled annotating the beginning of a
chapter in The Hunger Games. The students worked in pairs or small groups to
annotate the rest of the chapter. Students were encouraged to annotate future
chapters as well.
At first, the Honors class put up quite a fuss about the lesson in annotation. Many
students said that annotation is for beginning readers. It took several different
approaches for me to show them the value in annotation. A couple students also
already had their own methods of annotating that I allowed them to stick with.