December 2, 2019

Objective:  I can determine two or more central ideas of a review and analyze using supporting evidence to explore how reviews are written (RI11-12.½).
Agenda:

• Entry Task: With your neighbor, discuss what you do when you are expected to annotate a text. Get out any utensils you use when you annotate like different colored pens or highlighters.  
• Directions below on slides 7-8
• Review the expectations of annotating from this How-to-Annotate Bookmark. 
• The purpose of annotating is to hold your thinking about what you are reading.  
  • This is a critical component of being an Active Reader.  
  • This tool is something you will use today, but you should use throughout this class and in others if you haven’t already developed your own effective way to annotate.  
• Follow along as “Advice on How to Write a Review by Three New York Times Critics”
  • While listening, you should be underlining, highlighting, or making other simple marks that are key components to your thinking.
• After we read together, take 5 min. To review what you annotated and make notes in the margins about your thinking.
• Share out what you noticed with your neighbor.  Each pair of partners will be expected to share one critical component to what the learned.
  • As pairs share out, add new notes in a different color.
• Exit Task:  Show your annotated article to your teacher then fold and tape into your notebook along with the tool as a reminder of how to annotate. Make sure you have answered as many of your five questions as you can on what you reviewed for our next class.