sample lesson plan with research based knowledge annotation

Teaching Student Annotation: Constructing Meaning Through Connections

• Resources & Preparation
• Instructional Plan
• Related Resources

Students learn about the purposes and techniques of annotation by examining text closely and critically. They study sample annotations and identify the purposes annotation can serve. Students then practice annotation through a careful reading of a story excerpt, using specific guidelines and writing as many annotations as possible. Students then work in pairs to peer review their annotations, practice using footnotes and PowerPoint to present annotations, and reflect on how creating annotations can change a reader's perspective through personal connection with text.

Featured Resources

• Making Annotations: A User's Guide : Use this resource guide to help students make connections with text through definition, analysis of author purpose, paraphrasing, personal identification, explaining historical context, and more.

From Theory to Practice

In his English Journal article " I'll Have Mine Annotated, Please: Helping Students Make Connections with Text" Matthew D. Brown expresses a basic truth in English Language Arts instruction: "Reading is one thing, but getting something of value from what we read is another" (73). Brown uses the avenue of personal connection to facilitate the valuable outcomes that can result from reading and interacting with text. He begins with student-centered questions such as, "What were they thinking about as they read? What connections were they making? What questions did they have, and could they find answers to those questions?" (73). Brown's questions lead to providing students with instruction and opportunities that align with the NCTE Principles of Adolescent Literacy Reform: A Policy Research Brief by "link[ing] their personal experiences and their texts, making connections between the students' existing literacy resources and the ones necessary for various disciplines" (5). Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Materials and Technology

• Copies of "Eleven" by Sandra Cisceros or other text appropriate for the activities in this lesson
• Colored Pencils
• Sample Annotation PowerPoint on The Pearl
• Making Annotations: A User's Guide or one students create after discussion
• Annotation Sheet
• Student Sample Annotations from "Eleven"
• Annotation Peer Review Guide
• Example Student Brainstorming for Annotation
• Sample Revised and Published Annotations Using Footnotes

Preparation

• Find sample annotated texts to share with your students. Shakespeare's plays work well since many of his texts are annotated.  Red Reader editions published by Discovery Teacher have great user-friendly annotations geared toward young adult readers.  Look for selections that are engaging—ones that offer more than vocabulary definitions and give a variety of annotations beyond explanation and analysis.
• Alternatively, search Google Books for any text with annotations.  A search for Romeo and Juliet , for example, will bring up numerous versions that can be viewed directly online.
• While much of the work will be done by students, it is useful to take some time to think about the role of annotations in a text.  You will have students identify the functions of annotations, but it is always helpful if you have your own list of uses of annotations so that you can help guide students in this area of instruction if necessary.
• Make copies of all necessary handouts.
• Arrange for students to have access to Internet-connected computers if they will be doing their annotations in an online interactive.
• Test the Literary Graffiti and Webbing Tool interactives on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will:

• examine and analyze text closely, critically, and carefully.
• make personal, meaningful connections with text.
• clearly communicate their ideas about a piece of text through writing, revision, and publication.

Session One

• Begin the session by asking students if they are familar with the word annotation . Point out the words note and notation as clues to the word's meaning. If students know the word, proceed with the next step. If students are unfamiliar, ask them to determine what the word means by seeing what the texts you pass out in the next step have in common.
• Pass out a variety of sample texts that use annotations. If you are using Google Books , direct students to texts online to have them examine the annotations that are used.
• Have the students skim the texts and carefully examine the annotations.  Encourage students to begin to see the variety of ways that an editor of a text uses annotations.
• Working with a small group of their peers, students should create a list that shows what effective annotations might do.
• give definitions to difficult and unfamiliar words.
• give background information, especially explaining customs, traditions, and ways of living that may be unfamiliar to the reader.
• help explain what is going on in the text.
• make connections to other texts.
• point out the use of literary techniques and how they add meaning to the text.
• can use humor (or other styles that might be quite different from the main text).
• reveal that the writer of these annotations knows his or her reader well.
• The process of generating this list should move into a discussion about where these annotations came from—who wrote them and why.  Guide students to think about the person who wrote these ideas, who looked at the text and did more than just read it, and who made a connection with the text.  It is important here that students begin to realize that their understanding of what they have read comes from their interaction with what is on the page.  You may wish to jumpstart the conversation by telling students about connections you make with watching films, as students may be more aware of doing so themselves.
• touch them emotionally, making them feel happiness as well as sadness.
• remind them of childhood experiences.
• teach them something new.
• change their perspective on an issue.
• help them see how they can better relate to others around them.
• help them see the world through someone else's experiences.
• Before beginning the next lesson, create your Annotation Guide reflecting the different functions of annotation the class discussed today (or use the Sample Annotation Guide ).

Session Two

• Pass out "Eleven" by Sandra Cisneros or any other text appropriate for your students and this activity.
• Read and discuss the story as needed, but resist spending too much time with the story since the goal of annotation is to get the students to connect with the text in their own ways.
• Pass out the Sample Annotation Guide or the one the class created and review the various ideas that were generated during the previous session, helping students to begin to think of the various ways that they can begin to connect to the story "Eleven."
• Pass out the Annotation Sheet and ask the students to choose a particularly memorable section of the story, a section large enough to fill up the lines given to them on the Annotation Sheet .  (NOTE: While you could have the students create annotations in the margins of the entire text, isolating a small portion of the text will make the students' first attempt at annotations less daunting and more manageable. You can also use ReadWriteThink interactives Literary Graffiti or Webbing Tool at this point in the instructional process, replacing or supplementing the Annotation Sheet handout.)
• Share with students the Student Sample Annotations from "Eleven" and use the opportunity to review the various purposes of annotating and preview directions for the activity.
• Pass out the colored pencils.  Make sure that students can each use a variety of colors in their annotating.  Sharing pencils among members of a small group works best.
• Have the students find a word, phrase, or sentence on their Annotation Sheet that is meaningful or significant to them.  Have them lightly color over that word, phrase, or sentence with one of their colored pencils.
• Students should then draw a line out toward the margin from what they just highlighted on their Annotation Sheet .
• Now students annotate their selected text.  Using the Sample Annotation Guide , students should write an annotation for the highlighted text.  They can talk about how they feel or discuss what images come to mind or share experiences that they have had.  Any connection with that part of the text should be encouraged at this entry-level stage.
• Repeat this process several times.  Encourage students to use a variety of annotations from the Sample Annotation Guide .  But, most importantly, encourage them to make as many annotations as possible.
• What did they get out of writing annotations?
• What did they learn about the text that they didn't see before?
• How might this make them better readers?
• Students should take the time to share these reflections with each other and with the whole class. Collect responses to evaluate levels of engagement and to find any questions or concerns you may need to address.

Session Three

• Return annotations from the previous session and address any questions or concerns.
• Explain that, working in pairs, the students will examine each other's annotations and look for ideas that have the potential for further development and revision. 
• Distribute copies the Annotation Peer Review Guide and explain how it will help them work together to select the best ideas that they have presented in their annotations. Peer review partners should label each annotation, comment on it, and look for several annotations that would benefit from revision and continued thinking.
• Have each pair narrow down their ideas to the four or five most significant annotations per student.
• Once this is done, give the students time to start revising and developing their ideas.  Encourage them to elaborate on their ideas by explaining connections more fully, doing basic research to answer questions or find necessary information, or providing whatever other development would be appropriate.
• Circulate the room to look at what the students have chosen so that you can guide them with their development and writing.  If you see the need to offer more guiding feedback, collecting the annotation revisions during this process may be helpful.

Session Four

• Once students have revised and developed a few of their annotations on their own, students should begin work toward a final draft.
• The students exchange their revised annotations.
• What is one thing that I really liked in this set of annotations?
• What is one thing that I found confusing, needed more explanation, etc.?
• If this were my set of annotations, what is one thing that I would change?
• Encourage students to rely heavily on the Sample Annotation Guide and the Annotation Peer Review Guide to make these comments during the peer review process. They should be looking to see that there are a variety of annotations and that the annotations dig deeper than just surface comments (e.g., definitions) and move toward meaningful personal connections and even literary analysis.
• Take the original format of the annotation sheet and have the students type up their work using colored text.
• Teach the students how to footnote, and then have them use this footnoting technique for the final draft of their annotations. See the Sample Student Brainstorming for Annotation and Sample Revised and Published Annotations Using Footnotes on The Great Gatsby . If using Microsoft Word, visit the resource Insert a Footnote or Endnote for information on how to use this feature in Word.
• Create a PowerPoint in which the first slide is the original text. The phrases are then highlighted in different colors and hyperlinked to other slides in the presentation which contain the annotations. See the Sample Annotation PowerPoint on The Pearl, and visit PowerPoint in the Classroom for tutorials on how to make the best use of PowerPoint functions.
• What did they learn by doing this activity?
• How did these annotations change their perspective on the text?
• In what ways did their thinking change as they worked through the drafting, rewriting, and revising of their annotations?
• Make sure that students are given time to share these reflections with each other and with the whole class.
• annotate a whole text, using the margins for annotating
• use sticky notes in textbooks or novels as a way to annotate larger works
• use annotations as part of a formal essay to provide personal comments to supplement the analysis they have written.
• Assessing Cultural Relevance: Exploring Personal Connections to a Text
• Graffiti Wall: Discussing and Responding to Literature Using Graphics
• In Literature, Interpretation Is the Thing
• Literary Scrapbooks Online: An Electronic Reader-Response Project
• Reader Response in Hypertext: Making Personal Connections to Literature
• Creative Outlining—From Freewriting to Formalizing

Student Assessment / Reflections

• Review and comment on student reflections after each step of the annotation drafting and revision process.
• If you use this lesson as an introduction to the idea of annotation, the focus of the assessment should be on the variety of annotations a student makes.  Even so, teachers should be able to observe if students were able to move beyond surface connections (defining words, summarizing the story, and so forth) to deeper connections with the text (personal feelings, relating evens to past experiences, and so forth).  Use an adaptation of the Annotation Peer Review Guide in this process.
• For those who take this lesson to its completion by having students generate a final published draft, the focus should move from just looking for a variety of annotations to focusing on the quality of the annotations.  By working through the writing process with these annotations, students should have been able to comment meaningfully beyond what they began with in their “rough draft.”  This should be most evident in the reflections students write in response to the process of creating annotations. Again, a modified version of the Annotation Peer Review Guide would be suitable for this evaluative purpose.
• Student Interactives
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The Webbing Tool provides a free-form graphic organizer for activities that ask students to pursue hypertextual thinking and writing.

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Annotation Sample for Classroom Observation Tool (COT)

Annotation of Classroom Observation

This annotation is an example as a reminder for the ratee on what had transpired during the Classroom Observation . This best serves to recall the objectives that were attained during the teaching-learning process

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The University of Salford School of Nursing’s policy on provision of feedback on assessed work was written to communicate the processes involved in complying with the institutional policy (School of Nursing, 2005). This is a change to the marking practices of School staff and it is expected that this change will make a difference and enhance the quality of student learning. It is necessary to compare the effect of annotation on student outcomes with other types of feedback. It is anticipated this comparison will serve to highlight the strengths and weaknesses in the marking and feedback process The provision of feedback to students on their performance within assessment is seen by the School of Nursing as good practice and an important part of learning development. The Quality Assurance Agency’s Code of Practice for “Assessment of Students,” Precept 12 (2001) on “feedback to students on performance” states that institutions should “ensure that appropriate feedback is provided to stu...

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GRADE 3 | MODULE 5 | LESSON 18  

Sample annotated eureka math²  lesson.

For students to build enduring knowledge, learning conditions must be right for them to focus on what they’re learning over how they’re supposed to be learning. To that end, lesson design can be a critical support for students as they acquire new knowledge. With well-structured lessons that take into consideration research findings from cognitive science and the learning sciences, students will learn new content, apply prior knowledge in new contexts, and be well-positioned to grow their knowledge every day.

Through this annotated lesson, you will see

• how the same lesson structure of Launch, Learn, Land carries through all Great Minds’ curricula,
• how the lesson structure incorporates cognitive science research and learning sciences research, and
• how lessons revisit content and routines to help students build enduring knowledge.

Learn more about our lesson design by reading   Setting Students Up for Success: How Lesson Design Supports Students in Building Knowledge .

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8 Module 8: Research-Based Instructional Strategies

Guiding Questions for Module 8

• What are research-based teaching strategies?
• How do effective teachers think about teaching strategies?
• How do effective teachers maximize the use of research-based teaching strategies?

Introduction

The act of teaching is a performing art. Like musicians or actors, teachers are always focused on their audience. We aim to engage, inspire, and inform. Like other performers, we know some of our techniques are more effective than others, and we consistently seek to hone our craft. A master violinist practices scales every day to improve her performance. In a similar way, a master teacher attempts to think of more interesting questions, meaningful examples, and useful feedback. The act of teaching is both art and science, imagination and skill.

The Universe of Effective Teaching Strategies

Scores of variations and combinations of teaching strategies exist from which teachers may choose. The best teachers are aware of the universe of teaching strategies and carefully select the right combination while teaching a particular subject to a particular group of students. Again, there is no “magic bullet” or perfect strategy, and all require a skillful, competent, artistic teacher to breath life into them. The first step, however, is understanding something about the universe that is available to you–the article below does just that.

Read: Beck, Charles R. “A Taxonomy for Identifying, Classifying and Interrelating Teaching Strategies.” The Journal of General Education JGE. 47, no. 1 (1998): 37-62.

Research-based Teaching Strategies

Researchers have studied teaching strategies for decades and we now have evidence of those strategies that seem to have greatest influence on academic achievement.  Robert Marzano (2017) conducted a meta-analyses of education research on teaching strategies to see which strategies seemed most related to student academic achievement—at all levels and across all subjects. Interesting ideas.

Here are Marzano’s top nine teaching strategies in order of effect size (i.e., actual effect on student achievement):

• Comparing, contrasting, classifying, analogies, and metaphors . (Effect size=1.61 or 45 percentile points)
• Summarizing and note-taking . (Effect size=1.0 or 34 percentile points)
• Reinforcing effort and giving praise . (Effect size=0.8 or 29 percentile points
• Homework and practice . (Effect size=0.77 or 28 percentile points)
• Nonlinguistic representation . (Effect size=0.75 or 27 percentile points)
• Cooperative learning . (Effect size=0.74 or 27 percentile points)
• Setting objectives and providing feedback . (Effect size=0.61 or 23 percentile points)
• Generating and testing hypotheses . (Effect size=0.61 or 23 percentile points)
• Cues, questions, and advanced organizers . (Effect size=0.59 or 22 percentile points)

Read: Hoover, Clara. 2006. “Research-Based Instructional Strategies.” School Library Monthly 22 (8): 26–28 .

Marzano’s strategies, however, are only as good as the teacher employing them. His list of “high-yield strategies” are popular throughout the United States; however, Marzano warns about their possible misuse.

Read: Marzano, Robert J. 2009. “Setting the Record Straight on ‘High-Yield’ Strategies.”  Phi Delta Kappan  91 (1): 30–37.

EDCI 702: Curriculum, Instruction, and Assessment Copyright © 2020 by Thomas Vontz and Lori Goodson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Research Lesson Plan: Research to Build and Present Knowledge

*Click to open and customize your own copy of the  Research Lesson Plan.  

This lesson accompanies the BrainPOP topic Research , and supports the standard of gathering relevant information from multiple sources. Students demonstrate understanding through a variety of projects.

Step 1: ACTIVATE PRIOR KNOWLEDGE

Prompt students to think of a time they had to do research, either for school or for themselves. Ask: 

• How did you determine what information to look for?
• What went well? What was challenging?

Step 2: BUILD KNOWLEDGE

• Read aloud the description on the Research topic page .
• Play the Movie , pausing to check for understanding. 
• Assign Related Reading .  

Step 3: APPLY and ASSESS 

Assign Research Challenge and Quiz , prompting students to apply essential literacy skills while demonstrating what they learned about this topic.

Step 4: DEEPEN and EXTEND

Students express what they learned about research while practicing essential literacy skills with one or more of the following activities. Differentiate by assigning ones that meet individual student needs.

• Make-a-Movie : Create a tutorial that explains the steps for writing a research report.
• Make-a-Map : Make a spider map in which you state a research question in the center, and around it, identify sub questions and sources for finding answers in order to write a research report.
• Creative Coding : Code a museum where each artifact represents a component of the research process.

More to Explore

Related BrainPOP Topics : Deepen understanding of research with these topics: Online Sources , Internet Search , and Citing Sources . 

Teacher Support Resources:

• Pause Point Overview : Video tutorial showing how Pause Points actively engage students to stop, think, and express ideas.  
• Learning Activities Modifications : Strategies to meet ELL and other instructional and student needs.
• Learning Activities Support : Resources for best practices using BrainPOP.

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Teacher Resources: An Annotation Lesson Plan

An Introductory Lesson to Annotation

The first time I heard the word “annotate,” I think I was in college. Back in high school, my teachers just told us to “mark up the text.” It’s funny, because I remember all of them telling me to do that, but I don’t recall being told why I should or how it ought to be done.

I’m guessing I’m not alone here, but I’m also hopeful that the practice has become more commonplace since then. (The early oughts were a wild time.) Despite that, I’m sure there are plenty of students who don’t receive much instruction on how to create annotations; they’re just expected to write notes in the margins of their texts and figure things out.

How can we expect them to use such a vital tool without giving them some examples and practice first?

This post serves as an example lesson plan to help get students familiar with annotating.

When I first did this lesson in the classroom, at the time all I had was an overhead projector. If that is the technology you are working with, no problem! However, I’ve since converted things to work best with a computer-integrated classroom, but I’ve kept things variable in this post should your classroom arrangements differ from mine.

Preparation

First of all, this plan should be scheduled on a day when you’re assigning a new text for homework. This lesson can serve as part of your introduction to that new text and leads into the reading homework after class.

Preparation-wise, you need to copy the first paragraph or first page of the text in a larger-than-normal font with double spacing and print off a copy of this for each of your students plus another copy for each group. If you’re using an overhead projector, I suggest printing the group copies onto transparencies for displaying work on the overhead. If you’re using a computer lab, students can do this through shared documents, and you can show student annotations on the projector. If you’re having trouble finding a quick and easy digital copy of your desired text, we have an extensive library ! These pictures show you how the reading customization options work, and you could easily print out screen shots of your text selections or copy and paste the text into a word-processing document.

Ok, prep’s all done. Let’s move on to what to do during class.

The Main Event

Start off the lesson by asking your students what the word “annotation” means for them, and see what kind of feedback you get. Depending on your student population, this greatly varies—even among the same ages and grade levels. You are welcome to explain the word, but the goal here is not to give them too many suggestions about how to do it at this point. Collect ideas on the board or in an easy-to-display location.

Introduce the text you plan to assign for reading homework that night, and share any details about the story and author as you desire. Show the students the selection of text you’re working with for this lesson on the projector, and distribute copies of the text to each student.

Remind them of the ideas about annotations that the class gave earlier, and then ask your students to annotate the text as they normally would and to the best of their knowledge. This might take 5-10 minutes depending on your class or the length of your chosen text.

When students are ready, I suggest placing them into small groups. Depending on the layout of your classroom or computer lab, the numbers of students varies. Try to keep it to a maximum of 4-5 to ensure everyone can participate.

Once they’re in groups, have the students compare their annotated paragraphs. Some questions you could display on the board or projector include the following:

• What kinds of things did you mark in the text? Why did you mark them?
• Did you use any kinds of symbols? Which ones and why?
• What things did your group agree or disagree on annotating? Why did some people annotate one thing and not another?

Nominate one person in each group to act as a scribe, and give the groups some time for discussion. Monitor and assist as needed. This discussion will likely take around 10 minutes depending on the size of your groups and the level of your students.

After they’ve had a chance to talk things over, give the groups a fresh copy of the text, and have them work together to make a group copy of their annotations. This should include input from all group members. 

Once this is done, have each group share what they annotated and why with the rest of the class. Add relevant insight to the board or wherever you kept the information from the short discussion at the beginning of class.

After all groups have shared, discuss the different priorities and strategies of the different groups, and use this as an opportunity to point out particularly effective ways of annotating. Feel free to convey whatever wisdom you like; I usually explain how annotations help me keep track of characters and big changes in the plot or serve as reminders to look things up later. Perhaps one of the most useful, and practical, things to tell your students is how a well-annotated text acts as a map of the story’s elements. Having such a map really helps when it’s time for students to write a paper or study for a test.

Store the class’s input on annotations, and use it as a reference for them to have access to in the future. Since they’ve built it themselves, the language that they’ve used will be more accessible and meaningful to them.

Annotation Homework

For homework, have your students read another section of the selected text. Give them a specific, annotation-related task to go with that night’s reading.

During the following class, you might consider reserving time to discuss your students’ experiences with the annotation homework before diving into the content of the reading itself. Learning how the experience went for them will greatly help you move forward with your future lessons.

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Research Based Lesson Design

Here is the presentation used at the Dig Deeper into RBLD training .

In Anaheim Elementary School District, our core audience is English learners.  Tier one instruction must be designed to meet the needs of at least 80% of students which typically includes English learners.  While all students benefit from Explicit Direct Instruction (EDI), English learners need EL scaffolds in conjunction with EDI.  With Research Based Lesson Design (RBLD), English learner strategies are planned for every instructional phases of EDI.  For a one page printable handout of the EL scaffolds in RBLD,  click here .

Both Concept Development and Guided Practice are taught using  a gradual release of responsibility .

For lesson planning, the  sequence that RBLD phases are planned  differs from the order in which they are taught.  Grade level teams are encouraged to collaborate in planning lessons.  A lesson using RBLD can be planned using different formats.  Some possible options are in a  PowerPoint , on paper and pencil, on a poster, or using this optional  template  (Click “File,” then “Make a copy.”)  Contact your Curriculum Coach for any support.

Learning Objectives

Activate prior knowledge, lesson importance, concept development, skill development, guided practice, lesson closure, independent practice, strategies used throughout a lesson.

Content objective is defined, displayed, and reviewed orally.

Visuals/TPR as appropriate for clarification

Highlight, circle, color code

Academic language restated in more comprehensible language

Sentence stem

Prior lesson visual support

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Examples are visually displayed

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Contextualized definitions  and  vocabulary charts

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Pictorial support ,  TPR ,  realia

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Thinking Maps

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Note-taking/process grids

Partner support

Sentence frames

Visual support/TPR

Color coding

Access to visuals from the lesson

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In this assignment, students conduct research and build an annotated bibliography.

1) Practicing basic research methodologies.

2) Contextualizing research.

3) Learning to state why certain resrouces are important.

4) Learning to articulate scholarly intent.

Students should go into this assignment with some idea of what they want to research.

Rather than outline or map a group of sources in a 5-7 page written paper, in this assignment students find 6-7 sources form them into an annotated bibliography. Students should write 300-500 words about why each source is relevant and interesting. Part of the way this assignment is assessed is the degree to which students are able to articulate how the given sources are articulate and interesting. All sources must be cited in MLA-style. Students are strongly encouraged to find at least 3 argumentative sources pertaining to their topic, each arguing from a different set of premises to reach a different set of conclusions, and students are encouraged to use their remaining sources to provide context for their topic. All of this work is done outside of class in order to make time in class for various interesting readings. If you choose to give your students this assignment, be sure to encourage them to come to office hours for help brainstorming about various research strategies.

Some students will inevitable have a hard time finding sources, so do plan to make yourself available if students need help finding sources.

Your task in this assignment is to compile an annotated bibliography in which you organize a mass of research that you’ll later draw from when composing an argumentative essay in Paper 3.1. (For those of you who haven’t encountered an annotated bibliography assignment before, an “annotated bibliography” is basically a Works Cited page in which each entry also contains some commentary on that particular source.) Your annotated bibliography for this assignment should contain 6-7 sources, and the commentary for each source should run 300-500 words. Remember, like a Works Cited page, the sources in your annotated bibliography should be listed in alphabetical order and cited in correct MLA style. Since each source’s commentary will come directly after the citation, if you want to do something like set your citations in bold in an effort to make things seemed more organized – be my guest. It goes without saying that your assignment should contain the standard MLA info at the top (your name, my name, course name, and date), and that your pages should be numbered. Lastly, at the top of your annotated bibliography, you should include a brief introductory paragraph in which you introduce your topic, state what issues or sub-arguments are covered in your topic, and make some mention of why your work will be interesting and fun.

At least 3 of your sources should be different arguments about your topic. (“Different” here means arguments that use alternate sets of premises to reach alternate sets of conclusions.) At least 2 of your sources should be historical or contextual (i.e., an interview found on the web in which the subject of your research project discusses relevant issues).

One way this assignment could be assessed is through a points system. For instance, each citation and annotation will be worth 20 points. 4 points will be granted automatically, just by virtue of students having found a source and written something about it. The remaining 15 points for each source will be earned as follows:

1 point – correct MLA citation;

2 points – quality of source (citing some random blog is not sufficient, unless you can articulate how the blog an example of something);

3 points – some awareness of how rhetoric’s at play in the given source (if the source is an Op-Ed piece this should be fairly straightforward; if the source is merely contextual, you should articulate this but also display some awareness of how biases effect how that history is presented);

4 points – your ability to coherently and comprehensively and appropriately summarize your source (“appropriately” means that the style of your analysis should be relevant to the type of source you’re citing – if that source is argumentative, merely paraphrasing it will not do);

3 points – evidence of original intellectual engagement and care for the source;

3 points – your ability to relate your source to other sources within your annotated bibliography.

The New Yorker is a highbrow magazine that’s been around since the 1920s. Published weekly, the magazine regularly offers various forms of cultural commentary, from fiction submitted by respected authors, to investigative journalism written by first-rate essayists, to cartoons composed with unfailingly witty captions. [1] Each issue contains calendars highlighting upcoming social events across Manhattan. Quite often longer content in the magazine relates to current events outside of New York City, and increasingly outside of the United States. This course will examine all the various rhetorics that surround the magazine. We will consider each week’s cover and the various rhetorical strategies therein at play. We will read several famous articles from the magazine’s past, as well as current articles commenting on the world in which we live. Ultimately, we will consider the various ways that arguments in the magazine are made.

Regular reading of The New Yorker will guide us as we practice research and writing over the course of the semester. Vital to your success will be your ability to “interpret” another’s argument, which basically means coming up with a cogent, interesting account of what an argument means, what it’s trying to do to/for the reader, what technical choices the author’s made in order to try to achieve the effects he wants, and so on. In light of this, you’ll also be asked to compose your own arguments. You will pick a controversy towards the beginning of the semester and, in addition to our reading from the magazine, investigate this particular issue. The goal of this research will be for you to produce a New Yorker -style essay by the end of the semester. This is all designed to enhance your ability to analyze the various positions held in any public debate and to advocate your own position effectively and responsibly.

[1] Kurt Vonnegut commented on The New Yorker in 1974 that “One thing we used to [say about literature] – when I was out in Iowa – was that the limiting factor is the reader. No other art requires the audience to be a performer. You have to count on the reader's being a good performer, and you may write music which he absolutely can't perform – in which case it's a bust. Those writers you mentioned and myself are teaching an audience how to play this kind of music in their heads. It's a learning process, and The New Yorker has been a very good institution of the sort needed. They have a captive audience, and they come out every week, and people finally catch on to Barthelme, for instance, and are able to perform that sort of thing in their heads and enjoy it.”

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15.6.1: Sample Lesson Plan on Annotation

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• Students are more aware of their thinking processes and can direct them to understand claims in texts
• Students distinguish between claims of fact, value, and policy as laid out in  Section 2.2: Types of Claims to Look out for
• Students distinguish between what they understand the text to say and what reactions and questions come up in their own minds in response.

Background on the Approach

This lesson plan emphasizes a reading log, a metacognitive routine that can be applied to other chapters and texts. A reading log is a core metacognitive Reading Apprenticeship. It has the following benefits:

• Provides practice putting names to cognitive activities that help students build comprehension and think critically. 
• Encourages students to notice and say when they are confused and use each other as resources to build meaning and problem solve the claims evaluation process.

Connection to Equity Pedagogy

Engaging students in strategic metacognitive conversations, thinking about and talking together about how to become increasingly strategic in directing higher-order thinking, is a core equity pedagogy strategy. This rigorous and scaffolded approach builds student capacity in critical thinking and complex academic literacy.  Metacognitive conversations are culturally responsive in that they are supportive, empowering and they engage all four areas of classroom life (described in Reading Apprenticeship as the personal, social, cognitive, and knowledge building dimensions). For more on equity and this book's approach, see How Arguments Work and Equity-Centered Pedagogy .

Preparation

• Have students read  Section 2.2: Types of Claims to Look out for  and Section 2.3: Making Notes on the Writer's Claims on their own or (listen to the audio versions by clicking the play button at the top of each page).
• Ask them to also read a sample argument of your choice, perhaps from the Suggested Short Readings .
• Model identifying types of claims and logging your own reactions by sharing a *sample reading log. Model for the students how you, as an expert reader, would read the text, focusing on evaluating the claims (using the terminology in Chapter 2.2 - claims of policy, claims of fact and claims of value).  Be authentic. Share the contents of your thinking in a spontaneous way. Describe what and why you are using particular thinking strategies. Do not turn your model into a lecture in disguise!  The goal is to authentically model the thinking processes you use to evaluate claims and build comprehension of texts.  
• Give students the opportunity to practice on their own and share their notes in pairs  In a synchronous in-person course, students can pair up and sit together.  In an online synchronous course, pairs can work in breakout rooms. In an asynchronous online course, ask students to share their note document with a partner and comment on their partner's notes.
• Whole class discussion of student observations both about the text's claims and about the active reading process Lead a whole group metacognitive conversation - a discussion about the notetaking experience and what kinds of thinking and evaluation strategies it revealed.  Focus not only on the text (evaluating the types of claims) but also on the thinking/problem solving processes of the students.  Express to your students your own faith that their metacognitive conversations will build and become richer with time as will their capacity to understand and evaluate claims in texts. 

Additional Resources on reading logs in college classrooms 

• General information on the WestEd Reading Apprenticeship  framework and downloadable Reading Apprenticeship Teacher Resources .
• The book  Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition  describes Think Aloud and other core Reading Apprenticeship metacognitive routines for college readers.
• A lesson plan for Talking to the Text  from  Leading for Literacy: A Reading Apprenticeship Approach .

Attribution

Original content by Sarah Sullivan, licensed CC BY-NC 4.0 .

Marie Menna Pagliaro, Ph.D.

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Please note you do not have access to teaching notes, annotated lesson plans: the impact on teacher candidate preparation for emergent bilingual students.

Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals

ISBN : 978-1-78441-265-4

Publication date: 18 September 2014

This chapter explores the concept of annotated lesson plans. Teacher candidates annotated why modifications were made to their lesson plans to support emergent bilinguals. They included the research and theory to support such modifications. This research demonstrates the impact of annotated lesson plans on candidates in connecting their understanding of learning and language acquisition theories to actual classroom practices. Two questions guided the research: (1) Would annotated lesson plans assist teacher candidates in connecting language and learning theories to the modifications made in their lesson plans? (2) What was the impact of creating the annotated lesson plan on the teacher candidates, as expressed through their self-reflection of the process? Founded on the base of naturalistic inquiry (Lincoln & Guba, 1985), the data collected was contextualized within the frame of a teacher candidate course. Annotated lesson plans and accompanying reflection papers were gathered as data. These items were analyzed based on the guidelines established by Lincoln and Guba (1985) and Spradley (1980). Teacher candidates connected theories to their planned lessons. They demonstrated and expressed better understanding of related theories and methods. While a minority of the candidates expressed concerns with their overall preparation to educate emergent bilingual students, the majority of the candidates felt the lesson plans provided them with greater confidence in meeting the needs of such students. The implications of the study are that annotated lesson plans can better prepare preservice teachers for teaching emergent bilinguals.

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Hughes, C.A. (2014), "Annotated Lesson Plans: The Impact on Teacher Candidate Preparation for Emergent Bilingual Students", Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals ( Advances in Research on Teaching, Vol. 21 ), Emerald Group Publishing Limited, Leeds, pp. 257-286. https://doi.org/10.1108/S1479-368720140000021009

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Answers to the most commonly asked questions here

Understanding research based knowledge

School leaders should work to deepen the knowledge of literacy and numeracy focused curriculum and pedagogy.

Schools with a coherent literacy and numeracy culture are characterised by teachers who seek to:

• Expand their knowledge about literacy and numeracy
• Adjust how they teach in response to new knowledge
• Understand the fundamental role that literacy and numeracy play in providing a foundation for improved student outcomes in all learning areas

A review of practice across the school

The FISO improvement cycle begins with Evaluate and Diagnose. Principals and school leaders need to review what is currently happening with literacy and/or numeracy instruction in the school with a focus on what is being done well, and what needs improvement.

The analysis of multiple sources of data will provide a picture of the strengths and areas for improvement. One method may be through a school evaluation of literacy or numeracy.

For leadership of literacy instruction in the school, principals and other leaders need to understand that there are literacy thinking strategies that apply in all disciplines, and more specialised literacy strategies to be considered within the disciplines.

Each discipline has distinctive language and literacy requirements and require discipline-specific literacy instruction:

• Ways of thinking
• Text structures
• Language features
• Norms for communication

Role of principals and school leaders

While principals and school leaders cannot have a deep knowledge of all disciplines, they play an important role in leading professional learning that guides teachers to be more aware of the language, literacy and numeracy processes in their disciplines.

They also need to support teacher leaders to facilitate opportunities for professional learning with their teams, and to share effective practice. 

By supporting a focus on disciplinary literacy, principals and school leaders demonstrate how they value each of the learning areas. They draw on the expertise of their teachers and tap into what teachers care about most, the success of students in their discipline area.

Prioritising and focusing the work

In response to the review, school leaders drive the realisation of the school's literacy or numeracy vision through the creation of a whole-school strategy including:

• Establishing a principal-led leadership team to develop the plan, guide implementation, and continuously communicate and monitor the work on an ongoing basis
• Agreeing on priority literacy or numeracy focuses
• Implementing instructional approaches that are applicable across disciplines and those that are discipline-specific
• Developing a professional learning plan that does not attempt to do too much at once

"When leaders narrow their focus to one or two powerful initiatives, they can get amazing results – and love their jobs" (Schmoker, 2019).

The School Leader's Guide to Improving Literacy and Numeracy Outcomes provides practical advice for school leaders to support the implementation of the following key actions:

• Embed the FISO Essential Elements into school culture and practice
• Identify Literacy and Numeracy Leaders to work as part of the School Improvement Team
• Annual Planning , drawing on a range of data and evidence to identify key priorities
• Drive school and system improvement through collaborative networks in Communities of Practice
• Work through Professional Learning Communities to improve student learning and teacher capability
• Support parents and carers to engage with their children's literacy and numeracy

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Schmoker, M. (2019). Embracing the power of less. Educational Leadership Vol 76 No 6.

Schmoker, M. (2016). Focus: Elevating the Essentials to Radically Improve Student Learning Alexandria, Va. ASCD

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