1. DAY 1: Close Reading and Annotation
Pre-AP English 10

2. Objective Students will apply close reading skills to a text.
For today’s objective, I will _________.

3. Prior Knowledge Quickwrite
When you hear the phrase “close reading”, what do you think it means?

4. What is close reading? TPS: What is close reading?
Close reading is the process of reading where students get INVOLVED with the text they are reading.
Annotate (mark it up!)
Question
Predict
Summarize
The purpose is to notice features and language used by the author, think thoroughly and methodically about the details in a text, and evaluate or critique what is written.
TPS: What is close reading?
Close reading is __________________.

5. Why do I need to ENGAGE in CLOSE READING?
Close Reading is a central focus of the Common Core State Standards (CCSS):
Close reading and annotation requires us to slow down while we read.
Close reading and annotation helps with retention of material as we read.
Close reading and annotation helps us develop deeper knowledge of our text to prepare us for other activities in class (discussions, tests, projects).
TPS: Why do I need to be ENGAGED in CLOSE READING when I am working with a text?
When working with a text, I need to be engaged in close reading because ________.

6. So...what does it look like to be ENGAGED in close reading?
When reading a text, it is a challenge to SLOW DOWN and read with a PURPOSE!
1. Annotation
2. 3 Readings=3 Different Purposes
First
Second
Third

7. What is annotation?
Annotation is a purposeful “marking up” of the text.

8. Underline or Highlight
Sample Annotation Key
Star
(*)
Main ideas
Favorite section
Key scenes
Question Mark
(?)
Ask a question
I don’t understand
I’m confused
What does this mean?
Exclamation Point
(!)
Something shocking
WOW! I can’t believe that happened.
Whoa...the character really did that!
Underline or Highlight
( ____ )
Key passages and/or lines
Marginalia Notes
Take notes in the margin

9. Non-Example of Annotation
The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 20th, but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.
Discussion: Why would this NOT be an example of good annotation?

10. Discussion: Why is this a GOOD example of how to annotate a text?
Example of Annotation
Summer time
Positive imagery
Lottery? What type of lottery? Do they win something?
Two hours seems long for a lottery, but it is fast for them.
The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 20th, but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner. ? !
Discussion: Why is this a GOOD example of how to annotate a text?

11. Make your own Annotation Key
Some things you can consider:
Key ideas/themes
Questions
Key passages
Character Development
Summarize
Make Connections
5W-How
Who
What
When
Where
Why
How
Annotation is not a one-size-fits-all approach; we all mark text differently.
You need to develop your own system. Think of your own system for annotation and write it down on your paper.
Annotation Symbol/Action
What It Means For You

12. First Reading: What the Text Says
Figuring out what the text says
Retell the plot
Basic facts

13. First Reading: What the Text Says
So, as a reader, what questions should I ask during the first reading?
Sample Questions
Who are the characters?
Where is the setting?
What is the conflict?
When completing a first reading process, we should be CONSTANTLY summarizing what happened.
TPS: Describe the process that you should be doing during a first reading.
During a first reading in close reading, I should be ____________________.

14. Teacher Example First Reading: What the Text Says
Margin
The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 20th, but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

15. Student Practice First Reading: What the Text Says
Margin
The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

16. Complete First Reading: “The Lottery”
As you read “The Lottery”, you need to ANNOTATE (mark it up!) using the annotation key you created for yourself.
Remember to use marginalia, or notes in the margins, as you go to help you summarize key characters, events, and conflicts of the plot.

17. DAY 2: Close Reading and Annotation
Pre-AP English 10

18. Objective Students will apply close reading skills to a text.
For today’s objective, I will _________.

19. Prior Knowledge
Create a plot diagram for the story “The Lottery” and label with specific details from the story.
Ask students to identify elements of a plot chart and draw it on the board.

20. Second Reading: How the Text Says It
Figuring out how this text worked
Sample Questions:
How did the author organize it?
What literary devices are used?
Diction, and syntax can be added when analyzing an author's style.
For non-fiction reading students will need to look for claims and evidence to support the claim, not necessarily literary devices.

21. Second Reading Literary Devices to consider: Characterization Irony
Symbolism
Brainstorm: What other literary devices do you look for when you're reading a story?
foreshadow, flashback, flashforward, irony, symbolism, point of view, diction, syntax, characterization, parody, paradox, figurative language (metaphor, simile, personification)

22. Teacher Example Second Reading: How the text says it
Margin
The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 20th, but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

23. Student Practice Second Reading: How the text says it
Margin
The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

24. Complete Second Reading: “The Lottery”
As you read “The Lottery”, you need to ANNOTATE (mark it up!) using the annotation key you created for yourself and identify LITERARY DEVICES!
Remember to use marginalia, or notes in the margins, as you go to help you identify literary devices throughout the text.

25. DAY 3: Close Reading and Annotation
Pre-AP English 10

26. Objective Students will apply close reading skills to a text.
For today’s objective, I will _________.

27. Prior Knowledge
TPS: Name two literary devices that you identified from “The Lottery” and provide an example of each.
Ask students to identify elements of a plot chart and draw it on the board.

28. Third Reading: What the Text Means
Going even deeper.
Sample Questions:
What does this text mean?
What was the author’s point?
What does it have to say about life (theme)?
How does it connect to other texts?
Skill Development - Steps

29. “The Lottery” Critical Thinking Questions
In your small groups, work through the critical thinking questions for “The Lottery” and write down individual responses.
Tomorrow, we will be having a Socratic Seminar discussing these questions as a whole class (Listening/Speaking= 25% of grade).