ENG.I

Instructions- Students must read the required text and then pick one book from the Optional Text. They will need their own copy of the required text to annotate. These will be emailed out to all parents.

Assignment-

Required Texts-Students will annotate the required text(See instructions below and on the Tensas Academy Web page). Students should bring this book with them on the first day of class. Make sure you follow all of the instructions and include thoughtful, analytical analysis throughout your annotations.

For the Optional Text, students must complete and turn in the Creative assignment by August 15th. Both of these will be for a grade and the grading rubrics are attached.

English 1 Books-

REQUIRED

Fahrenheit 451 by Ray Bradbury

OPTIONAL List

Beneath The Cypress Knees by Fredrick Credeur

All the Light We Cannot See by Anthony Doerr

Note-Taking vs. Annotation

Think of annotations as “showing your work” while you read just as you sometimes show your work in a math problem. You are showing what you are thinking while you read and analyze— and thinking is a word-based activity, not just a nebulous puff of energy. If you can’t articulate your thoughts, then you have to question if you know what you’re thinking. Thinking is how you connect to the text. This, of course, requires ACTIVE participation with the text, engaging your mind while you read, not skimming the page. Listening to your phone or the TV can split your focus so that you don’t have as much of a connection with the text. Marking important sections can also be helpful in locating them quickly in discussions. What the reader gets from annotating is a deeper initial reading and an understanding of the text that lasts. You can deliberately engage the author in conversation and questions, maybe stopping to argue, pay a compliment, or clarify an important issue—much like having a teacher or storyteller with you in the room. If and when you come back to the book, that initial interchange is recorded for you, making an excellent and entirely personal study tool.

Criteria for Successful Annotation

Using your annotated copy of the book six weeks after your first reading, you can recall the key

information in the book with reasonable thoroughness in a 15- to 30-minute review of your notes and the text.

Why Annotate?

Annotate any text that you must know well, in detail, and from which you might need to produce

evidence that supports your knowledge or reading, such as a book on which you will be tested.

Don't assume that you must annotate when you read for pleasure; if you're relaxing with a book,

well, relax. Still, some people—let's call them "not-abnormal"—actually annotate for pleasure. Don't annotate other people's property. For a book that doesn't belong to you, use adhesive notes for your comments, removing them before you return the text (for this assignment, you need your own copy of the books). Don't annotate your own book if it has intrinsic value as an art object or a rarity. Consider doing what teachers do: buy an inexpensive copy of the text for class.

Tools: Highlighter, Pencil, Sticky Notes and Your Own Text

1. Yellow Highlighter A yellow highlighter allows you to mark exactly what you are interested in. Equally important, the yellow line emphasizes without interfering. Some people underline, but

underlining is laborious and often distracting. Highlighters in blue and pink and fluorescent colors are even more distracting. The idea is to see the important text more clearly, not give your eyes a psychedelic exercise. While you read, highlight whatever seems to be key information. At first, you will probably highlight too little or too much; with experience, you will choose more effectively which material to highlight.

2. Pencil A pencil is better than a pen because you can make changes. Even geniuses make mistakes, temporary comments, and incomplete notes. While you read, use marginalia—marginal notes—to mark key material. Marginalia can include check marks, question marks, stars, arrows, brackets, and written words and phrases.

3. Sticky Notes- Use sticky notes throughout your book to write down questions and explanations so that you don't forget them after reading.

Use the following system for your annotations:

1. Inside Front Cover: Major character list with a stickynote for character summary and for page references for key scenes or moments of character development, etc. Keep an orderly, legible list of "key information" with page references. Key information in a novel might include themes; passages that relate to the book's title; characters' names; settings; salient quotes; importantscenes, passages, and chapters; and maybe key definitions or vocabulary. Remember that key information will vary according to genre and the reader's purpose, so make your own good plan.
2. Inside Back Cover: Build a list of themes, allusions, images, motifs, key scenes, plot line, epiphanies, etc. as you read. Add page references and/or notes as well as you read.  Make a list of vocabulary words on a back page or the inside back cover, using your sticky notes. Possible ideas for lists include the author's special jargon and new, unknown, or otherwise interesting words.
3. Beginning of Each Chapter: Provide a quick summary of what happens in the chapter. Title each chapter or section as soon as you finish it, especially if the text does not provide headings for chapters or sections. Top margins: provide plot notes—a quick few words or phrases that summarize what happens here. Go back after a chapter, scene, or assignment and then mark it carefully. (Useful for quick location of passages in discussion and for writing assignments).
4. Bottom and Side Page Margins: Interpretive notes (see list below), questions, and/or remarks that refer to meaning of the page. Markings or notes to tie in with notes on the inside back cover.
5. Interpretive Notes and Symbols to be used are:

• Underline or highlight key words, phrases, or sentences that are important to understanding the work.
• Write questions or comments in the margins—your thoughts or “conversation” with the text.
• Bracket important ideas or passages.
• Use Vertical lines at the margin: to emphasize a statement already underlined or
• bracketed
• Connect ideas with lines or arrows.
• Use numbers in the margin: to indicate the sequence of points the author makes in developing a single argument.
• Use a star, asterisk, or other doo-dad at the margin (use a consistent symbol): to be used sparingly, to emphasize the ten or twenty most important statements in the book.
• Use ??? for sections or ideas you don’t understand.
• Circle words you don’t know. Define them in the margins.
• A check mark means “I understand”.
• Use !!! when you come across something new, interesting, or surprising.
• And other literary devices (see below). Some of the things you may want to mark as you notice them are:

• Use an S for Symbols: A symbol is a literal thing that also stands for something else, like a flag, or a cross, or fire. Symbols help to discover new layers or meanings.
•  Use an I for Imagery: Imagery includes words that appeal to one or more of the five senses. Close attention to imagery is important in understanding an author’s message and attitude toward a subject.
• Use an F for Figurative Language: Figurative language includes things like similes, metaphors, and personification. Figurative language often reveals deeper layers of meaning.
• Use a T for Tone: Tone is the overall mood of a piece of literature. Tone can carry as much meaning to the story as the plot does.
• Use a Th – Theme: In literature, a theme is a broad idea in a story, or a message or lesson conveyed by a work. This message is usually about life, society or human nature. Themes explore timeless and universal ideas. Most themes are implied rather than explicitly stated.
• Plot elements (setting, mood, conflict, etc.)
• Diction (effective or unusual word choice)

As you mark, you begin to notice patterns the author has or where he or she deviates from a pattern and much of the work of a critical or analytical reader is noticing these patterns and variations.

Notice that annotations are meant to be more than a “scavenger hunt” for literary techniques and rhetorical devices. Along with marking these you should comment on the effectiveness or significance of the device. It’s great if you can detect alliteration in a passage, but that in and of itself is useless unless you can tell that this alliteration demonstrates the mental breakdown of the character, for example. It’s amazing if you recognize the hubris of a character, but how does this instance differ from those occurring previously in the novel?

*Adapted from “An Annotation Guide: How and Why to Annotate a Book” by Nick Otten

CREATIVE ASSIGNMENT

Students will choose one of the optional texts provided, read it over the summer, and complete a creative reading assignment centered on the theme of their chosen book.

Choose one of the following Assignments to complete and turn in on August 15th.

1. Theme Collage

1. Identify 5 key themes or messages from your book.
2. For each:

1. Write one sentence explaining why it’s important.
2. Give one example from the story showing that theme.

2. Character Diary on Theme

1. Write a diary entry from a character’s point of view focused on how the theme affects their feelings or choices.

3. Alternative Ending Focused on Theme

1. Rewrite the book’s ending to highlight a different theme. Write 1–2 paragraphs explaining your changes.

4. Book Trailer Script

1. Write a short script (about 100 words) for a trailer that emphasizes the main theme without spoiling the ending.

5. Letter to the Author on Theme

1. Type a letter sharing what the theme meant to you, questions you have, or ideas related to it.

Annotation/Creative Reading Assignment Rubric

Mind-blowing (A+)/Exemplary (A): 90 - 100

ANNOTATIONS: Text has been thoroughly annotated with questions,

observations, and reflections of the content as well as the writing; variety of topics

marked for discussion; variety of stylistic devices marked/analyzed. Comments

demonstrate analysis and interpretation – thinking goes beyond the surface level

of the text. Thoughtful connections are made to other texts, life experiences.

Marginal comments accomplish a great variety of purposes and appear

consistently throughout text (not bunched).

CREATIVE PROJECT: Project identifies and interprets a unifying theme of the

memoir. The form (artwork, poem, song, or story) of the project is appropriate

and used skillfully and creatively. All requirements are met or exceeded and the

whole project gives an impression of neatness, creativity, forethought, and care.

Proficient (B): 80 - 89

ANNOTATIONS: Text has been annotated reasonably well with questions,

observations, and/or reflections of the content as well as the writing. Comments

demonstrate some literary analysis and interpretation – thinking somewhat

beyond the surface level of the text. Attempts at making connections are evident.

Marginal comments accomplish a variety of purposes and appear fairly

consistently throughout text.

CREATIVE PROJECT: Project identifies and interprets a theme or thematic topic of

the memoir. The form (artwork, poem, song, or story) of the project is appropriate

and used somewhat skillfully and creatively. Most requirements are met and the

project shows some forethought and care.

Developing (C): 70 - 79

ANNOTATIONS: Text has been briefly annotated; some lapses in entries exist; may

be sporadic. Commentary remains mostly at the surface level and suggests

thought in specific sections of the text rather than throughout. There is little or

no attempt to make connections or analyze the text as a work of literature.

CREATIVE PROJECT: The assignment is mostly complete. The project shows

minimal creativity or effort and could be neater.

Incomplete (D/F): 69 points or below