6/7/2023 0 Comments Annotate books![]() Me as old-fashioned and dull, and I could get through only a tiny chunk of it. One day in college I was trawling the library for a good book to read when I found a book called “How to Read a Book.” I tried to read it, but must have been doing something wrong, because it struck Related | In his New York Times Magazine article “What I Really Want Is Someone Rolling Around in the Text,” SamĪnderson explores the art of “marginalia”, or writing thoughts in the margins, and questions its preservation in the world of digital media: Ask students if there are any comments they can relate to as readers. Read and discuss various student responses. If a computer and projector are available, project the comments from our Student Opinion question “Do You Write in Your Books?” or have students go to the page on the Internet. Ask: Are there any differences in how you write notes on, say, a novel or poem as opposed to a history textbook chapter? When students have finished their responses, whip around the room to have share their thoughts. ![]() Warm-up | Students respond to the following prompt in their journals:ĭo you write in books? Why or why not? Do you write in some kinds of books but not others? What kinds of things do you write? Have you found annotating books to be useful to you at all? Materials | Student journals, computers with Internet connection, projector, relevant classroom reading material to annotate, chart paper They brainstorm ways to annotate, explore various methods in depth and test the value of annotating while reading. Overview | How does annotating books help to develop stronger reading skills? What can we learn from the marginalia of others? In this lesson, students review strategies of annotation and consider theīenefits. Teaching ideas based on New York Times content.
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