Tag Archive for annotate the text

AP Lang: Humor Week, Day 2

Standard: ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Learning Target: I can analyze how an author uses rhetoric to create humor in an essay.

Opening Session: VOCAB! We skipped it yesterday since we had a short class, but let’s get into it now!

  1. —Allocate
    1. —(verb) to set apart or designate for a special purpose; to distribute
  2. —Ardent
    1. —(adj.) very enthusiastic, impassioned
  3. —Assiduous
    1. —(adj.) persistent, attentive, diligent
  4. —Brash
    1. —(adj.) prone to act in a hasty manner; imprudent
  5. —Capricious
    1. —(adj.) subject to whims or passing fancies
  6. —Chastise
    1. —(verb) to inflict physical punishment as a means of correction; to scold severely
  7. —Copious
    1. —(adj.) abundant; plentiful; wordy, verbose
  8. —Deviate
    1. —(verb) to turn aside; to stray from a norm
    2. —(noun) one who departs from a norm
    3. —(adj.) differing from a norm, heterodox, unconventional
  9. —Emaciated
    1. —(adj., part.) unnaturally thin
  10. —Exult
    1. —(verb) to rejoice greatly
  11. —Gnarled
    1. —(adj.) knotted, twisted, lumpy
  12. —Indemnity
    1. —(noun) a payment for damage or loss
  13. —Inkling
    1. —(noun) a hint; a vague notion
  14. —Limpid
    1. —(adj.) clear, transparent; readily understood
  15. —Omnipotent
    1. —(adj.) almighty, having unlimited power or authority
  16. —Palatable
    1. —(adj.) agreeable to the taste or one’s sensibilities; suitable for consumption
  17. —Poignant
    1. —(adj.) deeply affecting, touching; keen or sharp in taste or smell
  18. —Rancor
    1. —(noun) bitter resentment or ill-will
  19. —Sophomoric
    1. —(adj.) immature and overconfident; conceited
  20. —Spontaneous
    1. —(adj.) arising naturally; not planned or engineered in advance

Work Session: Another funny essay today! I’ve got a copies of an excerpt from a book I just finished reading, Life Among the Savages by Shirley Jackson. This is just a little story about a family having breakfast together, told from the mom’s perspective. I’m going to pass around the highlighters and as you read this story to yourself, I want you to annotate it – that is, mark up the text with insights, references, circle or highlight things you don’t know, and since this is our humor week, highlight anything you think is funny.

After everyone reads and annotates, we will talk about what we found funny and why 🙂

Closing Session: Journal entry: how did Jackson create a humorous essay out of a regular, day-to-day experience? What techniques did she use to create humor? Is the story relatable? Why or why not?

Assessment: Formative – Friday Journal Check

Differentiation: Process (Scaffolding)

Homework: Read 20 minutes in your Independent Reading book

…but some animals are more equal than others.


  • ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I will read an article examining false confessions and analyze the central idea of that text, and then continue reading Animal Farm.

Opening Session: 60 second recap!

Work Session: Welcome back! Today we’re going to continue Animal Farm, but first, we’re going to revisit what we discussed yesterday – why do innocent people confess to crimes they didn’t commit, knowing the punishment is death? We’re gonna read an article from the New York Times about this – Why Do Innocent People Confess? and we’re going to do a bit of margin marking on this. Here’s what you do:

  • Put a * next to anything you think would be worth discussing with the class. (3)
  • Put a ? next to anything that confuses you or that you have questions about. (2)
  • Put a ! next to any statement with which you strongly agree. (1)
  • Put a X next to any statement with which you strongly disagree.(1)

We are also going to be annotating the text. This means we’re going to be marking all over it while we read, which I’ll do on the document camera while you guys do it on your papers!

If you’re following along from home, here’s a printable version of the article: Why do innocent people confess?

After we finish that, we’re going to continue with Animal Farm with a partner reading strategy. I’m giving everyone a sticky note and you’ll be putting it next to interesting things in the book. Then we’ll do a timed-by-page strategy for chapter 9. Our goal is to get through chapter 9 today, but we’ll see how far we get after discussing our article.

Closing Session: And at the end of the day we have a little ticket out the door of course 🙂 Let’s make this one a 3-2-1. 3 things you’ve learned, 2 things you’re questioning, and 1 thing you found surprising.

Assessment: Formative – margin marking article; ticket out the door

Differentiation: Process – high level readers can read independently, highlighters given as needed.

Wednesdays of the Flesh


  • RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I will understand how circle 2 in Dante’s Inferno shows the law of symbolic retribution, and I will analyze Dante’s perspective on the lovers Paolo and Francesca, who are trapped in that circle of Hell.

Activator: Classics Summarized: Dante’s Inferno! This is a good summary and some background information in case you missed what we talked about yesterday… or forgot 😉

Work Session: Welcome to day 2 of the Inferno, everyone! Today we’re going to be finishing reading Canto III, then following it up with Canto V. In other words, yesterday we talked about circle 1: Limbo, and today we are talking about circle 2: Lust. Yep, that’s right ladies and gents, today it’s sins of the flesh!

After we finish reading, we’re going to read this article about Paolo and Francesca and annotate it as we go (woah!! Annotations!). These two lovers are swept together in Hell for all eternity. It’s a sad story! Now, a question, for your ticket out the door: You all read Romeo and Juliet in 9th lit. Do you think those two lovers, like Paolo and Francesca, are here in circle 2 of Hell?

Ponder on that one! Tomorrow we discuss circle 3: Gluttony!

Closing Session: Do your TOTD closing activity from the collaborative poster sheet I gave you yesterday (see the post below this one!).

Assessment: Annotations will be formatively checked, TOTDs will be graded at the end of the unit.

Differentiation: Process (splitting the class, highlighters given for annotations as needed, partner work options, student choice on TOTD)