Education Standards
Annotation Symbols
Background of, The Gettysburg Address - 150 years ago today!
Lincoln's Gettysburg Address / recorded on the dictaphone
The Gettysburg Address - Speech AL
Passage Annotation
Overview
One annotates a passage that needs an explanation to be thoroughly understood and appreciated. Often, in works of literature, an editor will annotate the text in the margin (or at the bottom of each page) to further insight into sources of information that could bolster the reader's understanding.
Anyone can annotate an article, speech, page in a novel or passage within a text. An individual makes notes that analyze the specific wording found in the course, which provides background information related to the selection; or referring the passage to another part of the same text.
This lesson plan reflects passage annotation and helps students elaborate on the concept within literature and further guidance when writing an essay related to a selected text.
Passage Annotation
Summary
Have you ever seen highlighted words or sentences, side notes or underlined terms on a paper, article or a novel page? Is there a reason behind this? Is there a term for it? There is, and today’s lesson will provide an overview of what this ‘term’ is with the help of Abraham Lincoln.
Materials/Content:
A Revision of Abraham Lincoln’s “The Gettysburg Address” speech
Intended Learning Outcomes
Intended Learning Outcomes
Understand and use basic concepts and skills of passage annotation;
Communicate clearly in oral and written form and
Search for unfamiliar words in a dictionary or online dictionary resource.
Process Skills
Symbolization, observation, description, prediction, annotation
Instructional Procedures
Invitation to Learn
“Why do people highlight, write notes on the side of the page or underline information?" Have you done that before? What is the purpose behind all that jazz?
Instructional Procedures
First, discuss what 'passage annotation' is by identifying the purpose, importance, relevance to literature and why people do it.
Steps to follow for passage annotation activity:
Provide students (online) with the speech (where it is located), and for the students in-class, handout the speech, “The Gettysburg Address” by Abraham Lincoln.
Provide the students (online) with a link for dictionary skills, to look up words (Webster Dictionary, Cambridge Dictionary or Oxford Dictionary). For the students in-class, handout dictionaries.
Set the focus. For example, say, “Read the speech to yourself, unless advised to read out-loud with a vote.” Look for “unfamiliar words within the text and circle or underline the words.” Highlight sentences that make you question the reader's thoughts – why did Abraham say this? What was the purpose, importance or relevance of this word or sentence within his speech?
Reinforce the directions on the question sheet to all the students to understand the assignment's expectations of grammar, punctuation and writing in complete sentences.
Remind students (online); provided on a Google Form on GoogleClassroom, is the Passage Annotation Assignment, which includes Abraham Lincoln’s “The Gettysburg Address” speech and the questions. Please remind the students to print the assignment out (if it is easier for them to read while answering the items).
Allow the students to read the speech provided and answer the questions to hand-in/submit before the end of class.
Extensions
Possible Extensions/Adaptations
Watch a video or lyric video on Abraham Lincoln’s speech, “The Gettysburg Address” on YouTube.
Assessment Plan
Did the students make any text to self or text to text connections after reading the speech?
Could the students locate unfamiliar words in the dictionary or through the links provided with dictionary resources?
Did the students predict the story pattern?
Were the students able to understand the importance, purpose or relevance of passage annotation?
Passage Annotation Activity - Revised
“Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in liberty, and dedicated to the proposition that all men are generated equal.
Now we are affianced in a great civil war, testing whether that nation or any nation so conceived and so staunch can long endure. We are met on a great battlefield of that war. We have come to consecrated a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But in a larger sense, we cannot dedicate - we cannot consecrate - we cannot hallow - this ground. The brave men, living and dead, who thrashed here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long evoked, what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the fragmentary work which they who fought here have thus far so nobly advanced. It is rather for us to be here keen to the great task remaining before us - that from these honoured dead we take increased devotion to that cause for which they gave the last full appraise of devotion - that we here highly resolve that these dead shall not have died in vain - that this nation, under God, shall have a new birth of candour - and that government of the people, by the people, for the inhabitants, shall not perish from the earth.”
Please note (teachers): the highlighted words reflect the words changed for students to most likely lookup. You can alter the speech using your own words if you would like.
Summary
Have you ever seen highlighted words or sentences, side notes or underlined terms on a paper, article or a novel page? Is there a reason behind this? Is there a term for it? There is, and today’s lesson will provide an overview of what this ‘term’ is with the help of Abraham Lincoln. This lesson has also opted for both hybrid and virtual learning, use the links as a reference if you need detail explanation.
Materials/Content:
A Revision of Abraham Lincoln’s “The Gettysburg Address” speech
Intended Learning Outcomes
Intended Learning Outcomes
- Understand and use basic concepts and skills of passage annotation;
- Communicate clearly in oral and written form and
- Search for unfamiliar words in a dictionary or online dictionary resource.
Process Skills
Symbolization, observation, description, prediction, annotation
Instructional Procedures
Invitation to Learn
“Why do people highlight, write notes on the side of the page or underline information?" Have you done that before? What is the purpose behind all that jazz?
Instructional Procedures
Discuss what 'passage annotation' is by identifying the purpose, importance, relevance to literature and why people do it.
Annotation Definition
- Annotating is any action that deliberately interacts with a text to enhance the reader's understanding of the text’s actions, style or devices,
- Annotating involves highlighting or underlining key pieces of text and making notes in the text's margins.
- Sometimes called "close reading."
The Purpose of Annotation
- Anyone can create annotations to imply the task of either: making notes that analyze the specific wording found in the selection, provide background information related to the passage, or referring the passage to another part of the same text.
Why do people Annotate? - People do this to help build vocabulary skills, analyze material or content, express thoughts and ideas within the text, predict the purpose of the author's reasoning behind the text and find critical or useful information within the text to write their argument.
Importance & Relevance of Annotation
- One annotates a passage that needs an explanation to be thoroughly understood and appreciated.
- Often, in works of literature, an editor will annotate the text in the margin (or at the bottom of each page) to further insight into sources of information that could bolster the reader's understanding.
- Annotating also helps build a better understanding of texts and stories. When you annotate, you are forced to evaluate what a story is saying, creating a clear image. It also makes reading more meaningful, and it helps readers remember critical information.
Annotation Resources
- The ‘Dictionary’ will be your best friend!
Listed below are steps to help with annotating:
- Reference information following a particular formatting style (APA, MLA, or another).
- Write a summary of the source's content.
- Write a thorough evaluation of the argument that includes a focus on rhetorical concepts and terms.
- Write a few sentences on how you will use this source in your paper or project.
Passage Annotation Assignment
This assignment should take no longer than 20-30 minutes to complete.
For the passage annotation, please provide students (online) with the annotation symbols, and students (in-class) provide them with a printed page of the symbols for reference.
Remind the students online and in-person that grammar, punctuation, and sentence structure are part of the assignment. Unless it reflects question 1, then it is okay (depending on the sentence or definition used to define the chosen word for the written part of defining the word).
If students are still unsure, you can use one of these video links to show them what annotating is and why it is useful.
1. School Habits - How to annotate text while reading
https://www.youtube.com/watch?v=w5Mz4nwciWc
2. Ms. Peer Editor - Annotate With Me (Close Reading Strategies for Literary Passages)
https://www.youtube.com/watch?v=EJ8nhlzYx9o
3. Mrs. Ellis - Annotating a Text
https://www.youtube.com/watch?v=jcAparEo-Bk
Directions:
This assignment is due after class. It is to be either submitted online on GoogleClassroom (under Passage Annotation Assignment) or handed in-class.
Students, please type out your answers using Microsoft Word, Google Doc or handwritten/printed in your English notebooks.
This assignment is worth 15 marks. Please use correct grammar, punctuation, and sentence structure when completing your work.
Passage Annotation Assignment
1. Please lookup ten words that are unfamiliar to you and define 5 of those words. [5 marks]
2. Please describe in your own words what the speech meant to you. (Importance, Relevance or Purpose). [3 marks]
3. From the sentences you highlighted, what was the purpose of annotating this information. Explain in one or two sentences why you highlighted the sentence/s. How did it reflect meaning towards Abraham Lincoln's speech? [3 marks]
4. What was the central argument or purpose for Abraham Lincoln's speech? (Who was it written for, audience. When was it published, what year? Why is this speech still remembered and reflected upon to this day). [4 marks]