Annotation: ADD notes giving explanation or comment to selected text.

1. Read the text FIRST.Read a text through once BEFORE making major annotations. Your teacher may ask you to annotate a section, a chapter, or an entire text, such as a poem or short story. When you begin, you may just want to circle unfamiliar vocabulary or concepts. This way, you will have a clearer idea about where major ideas and important information are in the text, and your annotating will be more efficient.

2. UNDERLINING

Many people use this method to make it easier to review material, especially for exams. In this class, we will UNDERLINE material.

NO HIGHLIGHTING. Highlighting makes annotating take LONGER and it might make it harder to understand the text. Sometimes you might highlight a lot more information than you need to, especially when you read a text for the first time.

Identify text. Underline using pen (any color EXCEPT BLACK ink.) No highlighting is necessary.

Categorize your annotation in the margin. Are you making a note of the SETTING, CHARACTER, etc.?

Explain your annotation. For your annotation to be complete and receive credit, you need to EXPLAIN the annotation.

Where and when the story takes place. Things to consider:

1. Place: Geographical location. Where is the story taking place?

2. Time: When is the story taking place? (historical period, time of day, year, etc.)

3. Weather Conditions: Is it rainy? Stormy? Sunny?

4. Social Conditions: What is the daily life of the characters like?

5. Mood/Atmosphere: What feeling is created during the story? Is it bright and cheerful or ominous and dark? Remember - the mood can change throughout the text.

I stepped into the room and coughed at the musty, mildewy smell that felt like it was already clogging my throat. I looked around. The yellow paint was peeling off the walls in strips and bubbles, exposing the gray wall beneath. The battered, deep brown wood floors were stained in several places with rust-colored smears. They looked like old blood. Dust webs floated in the air, stirred by the faint breeze I could feel coming in the door behind me. Save for the groans of the floorboards beneath my feet, there was no sound. It was like the air smothered sounds and choked the breeze.

Setting: Creepy/Ominous

The events that occur from beginning to end.

Conflict: The problem(s) in the text.

Man vs. Man: An external conflict in which a character faces conflict with others.

Man vs. Self: An internal conflict in which a character deals mixed emotions, uncertainty, or doubt.

Man vs. Nature: An external conflict in which a character must confront a force of nature (EX: bear attack) or natural event (EX: storm).

Man vs. Society: An external conflict in which a character is at odds with a ruling body (ex. family) or social or cultural norms.

Let’s examine the novel Flipped. The novel is told from both characters perspectives.

In the novel, Bryce and Julie are often at odds (man vs. man). Julie likes Bryce, but Bryce does not initially feel the same. He is annoyed by her and her attempts to be his friend. However, he doesn’t like the way he feels when he treats her meanly (man vs. self). Likewise, Julie begins to question her relationship with Bryce (man vs. self). While Bryce is more concerned with how he is perceived, Julie is more preoccupied with the environment, specifically the preservation of the sycamore tree (man vs. nature). Both struggle with judgement from their family members, classmates, and neighbors. (man vs. society).

Then a few months ago I found myself talking to the tree. An entire conversation, just me and a tree. And on the climb down I felt like crying. Why didn't I have someone real to talk to? Why didn't I have a best friend like everyone else seemed to? Sure, there were kids I knew at school, but none of them were close friends. They'd have no interest in climbing the tree. In smelling the sunshine.

Wendelin Van Draanen, Flipped

Protagonist: the major/main character in the text.

Antagonist: character who opposes protagonist or causes conflict for the protagonist.

Never label a character “new character.” Character annotations should reveal details about the character.

“No,” Cherry said slowly when I said this. “It’s not just money. Part of it is, but not all. You greasers have a different set of values. You’re more emotional. We’re sophisticated - cool to the point of not feeling anything. Nothing is real with us.”

S.E. Hinton, The Outsiders

The theme of a text is the message the author is trying to convey. Themes are universal, meaning they are generalizations about life and the human condition. This is a small sample of themes. This is NOT a comprehensive list.

● Coming of Age● Good vs. Evil● Faith vs. Doubt● Love Conquers All● Death● Friendship● Family● Never Give Up● Don’t Judge a Book by Its Cover● Rich vs. Poor● Quest for Self-Discovery● Identity

4. Excellent 3. Satisfactory

2. Fair 1. Needs Improvement

Identification:

Annotations are underlined in ink.

ALL (100%) are underlined in ink.

Most (75%) annotations are underlined in ink.

Some (50%) annotations are underline in ink.

Few annotations (>50%) are underlined in ink.

Characterization:

Each underlined annotation is characterized.

ALL (100%) annotations are characterized.

Most (75%) annotations are characterized.

Some (50%) annotations are characterized.

Few (>50%) annotations are characterized.

Explanation:

Each underlined, characterized annotation includes an explanation.

ALL (100%) underlined, characterized annotations include an explanation.

Most (75%) underlined, characterized annotations include an explanation.

Some (50%) underlined, characterized annotations include an explanation.

Few (<50%) underlined, characterized annotations include an explanation.

Quality of Explanation:Explanations are thoughtful and do not repeat or summarize underlined text.

ALL (100%) explanations are thoughtful and do not repeat or summarize underlined text.

Most (75%) explanations are thoughtful and do not repeat or summarize underlined text.

Some (50%) explanations are thoughtful and do not repeat or summarize underlined text.

Few (>50%) explanations are thoughtful and do not repeat or summarize underlined text.

Variety of Narrative Elements: Annotations include a variety of narrative elements.

Student focuses on ALL (100%) narrative elements.

Student focuses on most (75%) narrative elements.

Student focuses on some (50%) narrative elements.

Student focuses on few (>50%) narrative elements.

Summary:

Each chapter includes a 3-5 sentence summary at the end of the chapter.

ALL (100%) chapters include a 3-5 sentence summary of the chapter.

Most (75%) chapters include a 3-5 sentence summary of the chapter.

Some (50%) chapters include a 3-5 sentence summary of the chapter.

Few chapters (>50%) include a 3- 5 sentence summary of the chapter.

Vocabulary:

Student defines unfamiliar words. *This is at the teacher's discretion.

Student defines ALL (100%) unfamiliar words.

Student defines most (75%) unfamiliar words.

Student defines some (50%) unfamiliar words.

Student defines few (>50%) unfamiliar words.

1. Underline unfamiliar words. *If you cannot define the word or use it in a sentence, you DO NOT know the definition. You might think you can figure out the meaning of a word using context clues; however, most of the time, you’re wrong. :(

2. Write two synonyms for each unfamiliar word. If you do not know the definition of the synonym listed, LOOK IT UP.

Mickey Mouse was a mean horse. He kicked other horses and was always getting into trouble. “I’ve got me a ornery pony,” Soda’d tell him, rubbing his neck.

bad-tempered, grumpy

S.E. Hinton, The Outsiders

*Sometimes, authors may mention people, places, books, movies, etc. that you are unfamiliar with. Make sure to LOOK those up as well.

When I stepped out into the bright sunlight from the darkness of the movie house, I had only two things on my mind: Paul Newman and a ride home. I was wishing I looked like Paul Newman - he looks tough and I don’t - but I guess my own looks aren’t so bad. I have light-brown, almost-red hair and greenish-gray eyes. I wish they were more gray, because I hate most guys that have green eyes, but I have to be content with what I have. My hair is longer than a lot of boys wear theirs, squared off in back and long at the front and sides, but I am a greaser and most of my neighborhood rarely bothers to get a haircut. Besides, I look better with long hair.

S.E. Hinton, The Outsiders

Handsome Movie Actor

CHARACTER:Preoccupied with Appearance

THEME: Identity

CHARACTER:Judgem ental

SETTING: Leaving fantasy and stepping into reality

Figurative language is any language that is not used in a literal way. It is a way of saying one thing and meaning another.

1. Metaphor: compares two different things without using like or as. The comparison is implied.

The beach between the palm terrace and the water was a thin stick, endless apparently, for to Ralph’s left the perspectives of palm and beach and water drew to a point at infinity; and always, almost visible, was the heat.

William Golding, Lord of the Flies

2. Simile: compares two different things often using like or as. The comparison is directly stated.

The two boys, bullet-headed and with hair like tow, flung themselves down and lay grinning and panting at Ralph like dogs.

William Golding, Lord of the Flies

3. Personification: a metaphor that gives human qualities to something that is not human, such as an animal, object, or idea.

.

Metaphor: Water/Infinite

Simile: Boys = Dogs, Lazy, Lounging, Docile/Subservient

The flames, as though they were a kind of wildlife, crept as a jaguar creeps on its belly toward a line of birch-like saplings that fledged an outcrop of the pink rock. They flapped at the first of the trees, and the branches grew a brief foliage of fire. The heart of flame leapt nimbly across the gap between the trees and then went swinging and flaring along the whole row of them.

William Golding, Lord of the Flies

4. Hyperbole: an exaggeration that is based on truth.

Once, when he had been a Four, he had said, just prior to the midday meal at school, “I’m starving.” Immediately he had been taken aside for a brief private lesson in language precision. He was not starving, it was pointed out. He was hungry. No one in the community was starving, had ever been starving, would ever be starving. To say “starving” was to speak a lie. An unintentional lie, of course. But the reason for precision of language was to ensure that unintentional lies were never uttered.

Lois Lowry, The Giver

5. Symbols: something that stands for something else.

“I’ll give the conch to the next person to speak.”

William Golding, Lord of the Flies

6. Irony: the opposite of what is meant. *See next page for example.

Synonym: fire = Jaguar, stealthyPersonification: dangerous/quick

Hyperbole,

Exaggeration not tolerated,Strict, literal

Symbol: represents civilization/order

Imagery is the use of words to create a sensory experience involving any of the five senses - sight, sound, taste, touch, and/or smell.

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.

Shirley Jackson, “The Lottery”

*Once you read the entire short story, you realize that the setting is deceptive. Ironically, this beautiful day is the setting for a terrible event.

To a great degree/Large amount

Imagery: Sight - Beautiful DaySetting: Idyllic

Tone expresses the author’s attitude or feelings toward a subject or toward the audience.

All morons hate it when you call them a moron.

J.D. Salinger, Catcher in the Rye

Mood is the feeling evoked within the reader.

“It was much pleasanter at home," thought poor Alice, "when one wasn't always growing larger and smaller, and being ordered about by mice and rabbits. I almost wish I hadn't gone down that rabbit-hole—and yet—and yet—it's rather curious, you know, this sort of life!"

Lewis Carroll, Alice’s Adventures in Wonderland

Sometimes, the mood and tone can be the same, BUT NOT ALWAYS.

Mood: Childlike awe/Wonder/Innocence

Tone: Sarcastic, condescending