Annotating (3/9)

TO DOs:
1. Take the student pre-survey

2. Pick up your class packet from the front table. 

"Highlighting and Annotating" from Skills for Open University Study

Today we will:

• Think critically about Annotation
• Review a sample annotation of a CAT reading
• Work in groups to annotate a second CAT reading
• Work individually to annotate a third CAT reading

 I. Thinking Critically about Annotation

1. On your own, take a few minutes to write down what the word "annotation" means to you.
2. With a partner, skim the texts below, examining the annotations carefully. Now make a list describing how the editors of the texts are using the annotations. Be prepared to share the list with the class.

Romeo and Juliet 1 

Romeo and Juliet 2

  3. Sometimes we connect to a text because it

-touches us emotionally (it makes us happy or sad, for example), 
-reminds us of past experience, 
-teaches us something new, 
-changes our perspective on an issue, 
-helps us see the world through someone else's experience.

With your partner, come up with one example of a text, movie, photo, etc. that did any two of these things to you. We will share your connections with the class.


II. Annotating

1. On your own, review "Annotating" on page 1 of your packet. Now discuss with your partner: Which of the ideas makes sense to you? Which do not? Why? Which do you think you could use in your own writing? Why?
2. On your own, read the sample CAT reading "How to Do One Thing at a Time" on page 9 of the packet and then look at the annotations for it on page 10. Now discuss with your partner: What in the annotations makes sense to you? What would you do differently? Why?
3. With your partner, annotate the sample CAT reading "Is Google Making Us Stupid?" on page 11 of the packet. Be prepared to share your annotations with the class. See Group Annotation HERE
4. Now go to your blog and create Blog 2: Reflecting on Annotation. In this blog entry, please answer the following questions:

• What did you get from thinking about annotations with the class? 
• What did you get from writing annotations for "Is Google Making Us Stupid?" with your partner?
• What did you learn about the reading by annotating it?
• How may annotating make you a better writer?

5. On your own, annotate "I Know the Truth, so Don't Bother Me with Facts" on page 12 of the packet.

6. Exchange your annotations with your partner. Read your partner's annotations and write three comments in answer to these questions:

• What is one thing that I really liked in this set of annotations?
• What is one thing I found confusing , needed more explanation, etc?
• If this were my set of annotations, what is one thing I would change?

7. Review your partner's answers to the questions, open Blog 2, and finish your reflection by writing your answer to the following question: What did I learn from the exchange with my partner?