Lesson Plan

Narrative Annotations

A lesson plan that introduces the process of effective annotation practices to students.
John H.
Classroom teacher
Lincoln East High School
Lincoln, United States
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My Grades 9, 10, 11, 12
My Subjects English Language Arts

Students will be able to...

- demonstrate the ability to annotate a narrative text

-Create and respond to discussion questions over a text.

English Language Arts
Grades 9
All Notes
Teacher Notes
Student Notes

1 Warm-up

Free, Paid

As students get to class they should load the Nearpod warm-up activity.  They should pick one of the 3 options and try to analyze what makes the passage an effective narrative.

Remind them that there is no wrong answer and that all they need to do is identify what makes it effective in their opinion. 

The activity can be found here https://s.nearpod.com/j/D4F026B0D696BED7F2D3A2AF8C51A22E-1

Student Instructions

To start class I would like you to take a minute to look at the three paragraphs on Nearpod. After you have read through them I would like you to respond to one by attempting to identify what makes it an effective narrative. 

2 Direct Instruction

Students will watch as the instructor annotates a document on the projector screen in real time. It is recommended that the teacher has a completed copy of the document printed for their own reference.

The unannotated document can be found here: https://docs.google.com/document/d/1ocC5Se8-Y2hL7yB4z8TpciDgjiTlzuDho999...

A completed copy is here: https://docs.google.com/document/d/1-P2uRcxdNLTmnz9blW8uc4TwKN99lzDru7Mr...

After the first few paragraphs, the teacher should have the students identify new annotations as a check for understanding.

Student Instructions

Now we will be working on annotating a narrative. I am going to put one one the screen and we will complete the annotation together.

Note that we will be highlighting things related to purpose in yellow, descriptive language in green, setting in red and dialogue in blue.

Additionally, we will be adding comments to the document that can be used as discussion questions later.

3 Guided and Independent Practice

After the practice narrative is completed students will be paired into groups and asked to follow the same annotating process.

The document can be found here: https://docs.google.com/document/d/16CNc5dJ364kuCnoYNrnDhrxsn_a75ozk_Awx...

A completed copy is here: https://docs.google.com/document/d/14sbfyhSjtqL5l28M_wkmwvxPI_62UyAGtYAP...

Additionally, they will also be asked to create a <5 minute screencast (using Hangouts+YouTube) of their annotations and share it with the teacher.

Instructions for screencasting can be found here: http://www.labnol.org/software/create-youtube-screencast/27936/

As students work the instructor should circulate through the room and answer questions.

Student Instructions

Now, with your assigned partner(s), I would like you to annotate a document on your own using the same color coding system that we just utilized.

As you do so, I would like you to do a screencast of your work using Google Hangouts and YouTube. When the screencast is complete please upload it to the corresponding Google Classroom document.

4 Wrap-up

After students have completed their annotations, they should go to the class Piazza site and upload a discussion question.

For homework, they should complete their annotations and respond to at least one question on Piazza.

Student Instructions

The final part of this assignment is that I would like each group to upload one question based on the reading to Piazza.

As homework I want you to respond to at least one other question on the site.