How can annotating help you when reading a text what

How can annotating help you when
reading a text?
What should you do when you get to a
word you are unsure about?)
Students will copy the annotating
anchor chart into their journal . (Before
class!)
Students will answer the posed
questions in the chat while watching
the video.
EXPLORE (40 minutes)
· Provide a learning activity or experience that
allows students to come into contact with the
lesson understandings and essential questions
· Guide students’ thinking through questioning
without providing answers or explanations
· Present students opportunity to clarify thinking
and come to solid ideas
· Reinforce key ideas and clarify
misunderstandings
Have the opportunity to more deeply explore
concepts and come up with theories and
conjectures, possibly by:
o Testing hypotheses
o Making observations
o Identifying patterns among similar
situations, problems, etc…
o Organizing findings to clarify thinking

Teacher Actions Student Actions
The teacher will describe the process of
annotating to students. The teacher will go
into detail of how annotating is similar to
taking a deep dive into a text. Annotating
allows us to really see what authors craft,
setting, and characteristics have done to
influence the plot and theme of a story.
Teacher will read the passage: Snow Day Fever .
The teacher will annotate the first part of the
text, and explain to the students how we are
gaining a deeper understanding of what is
happening in the story by annotating. When
we annotate we also get to see how the story
progresses, how characters change or grow, or
have a plot thickens!
In groups students will then continue to
annotate the remainder of the passage. After
students have completed their annotations
they will be required to provide a description
of the interactions of characters. And an
explanation of how the setting has influenced
the plot of the story.
Aggressively monitor and use exemplar to
redirect if needed. Also, conduct small groups
to differentiate learning for those students
Students will also use their graphic
organizer, chart, and annotations to
respond to their text based on the
following:
• An explanation of how the setting
influenced the plot
• A description of the interaction of two
characters and how those interactions
caused a change in one or both of the
characters
Teachers can confer with students
based on their writing response.
Students will pair (see pairings below)
read and analyze text.
HMH story Kitoto the Mighty (page 71-
96)
Students will then create a summary
based on the analysis of the text.
Pairings
F2F (4 groups of 3; 1 group of 4)
Group 1- Tania,Rey,Eva,Jaylene
Group 2- Ashley,Klaryssa,Jesus, Isaac
Group 3- Anthony,Quetzalli,Aleeah
Group 4- Isabella,Alexa,Daniel
group 5 -Dominique, Juan, Raymundo
Virtual
Group 1- Jaiden,Itzel, Evelia
Group 2-Angel, Viviana, Carlos
Group 3- Bella, Isaac, Yaneli
Group 4 - Andrew, Mrs.Kisner, Jose,
Alejandra

that need additional accommodations.

November 19 Day 9 reading
Desired Results Lesson Objective (LO) Texas Essential Knowledge and Skills
(TEKS)