Annotating: Reliable Or Unreliable Arguments

I am Steven Gerads from period 3, and I submitted the wrong assignment for the Annotating/Kami assignment. Turnitin.com is not allowing any late/resubmission anymore. If there is anyway I can resubmit the correct assignment I would gladly take the opportunity, but If not I will take this score since it was entirely my mistake.

Students will participate in a group discussion about the book “Hedgie’s Surprise” and reviewing Reader’s Theater. (What happened in the beginning, middle and end of the story? What is Reader’s Theater? What do we use it for?)

One example of this can be wherever Prose gathers the reading lists from eighty-some schools round the country. She notes which works are read most frequently, therefore providing factual knowledge to support her claim regarding what styles of things high school students are reading. Another example of this comes once Prose tells America the way literature is being instructed. She cites, as an example, the San Francisco Board of Education's demand that literature be tutored in a very manner that may mirror the range of the community. By telling America this, she lays the premise for her argument that literature is being tutored in the wrong manner, which this type of teaching is a frightening student from serious literature. Her claim regarding what styles of things high school students are

Ashley showed her mom her tests that requested in-depth explanations and serious critical thinking for answers. Frustration and fear crossed Ashley’s face as she struggled with adding details to her short answers and book summaries. Rosa told her teenager, “You need to show your teacher that you fully understand what you read. It helps to pretend like your teacher has never read the story, and it is your job to give your teacher specific details to show her what the reading focused on the

The class began with a silent reading assignment from the next section in the text. While students read, the teacher individually checked in with each student to provide feedback on the previous nights homework. The homework assignment was to summarized the reading from the previous day in their own words. The teacher provided both positive and constructive feedback to all students, pointing out at least one successful aspect of their summary. This activity is very much in line with was the strategy of upgrading your interactive language discussed by Eric Jensen, “during every sing interaction with your students, make eye contact and affirm the good in them” (Jenson, 2013, p.25). If a student was missing an integral part of the story she would prompt them by recalling what was discussed before and provide textual evidence if necessary, and allow them to add to their response. She was very upbeat and supportive of the students, and her tone and language were both accessible and age appropriate. When giving instructions she used

In both essays, the writers focus on the novel The Boy in the Striped Pajamas. However, both writers express two very different perspectives on whether the book is a good or bad example of teaching history through fiction. In the Point essay, the writer believes that teaching history through fiction is valuable. The writer says that The Boy In the Striped Pajamas is an excellent example of why you should teach history through fiction. To support this claim the author states that you should teach history through fiction because it makes history relevant and irresistible to a young reader.

When students gave responses to each of my questions, their responses sometimes came from their background knowledge and sometimes their responses came from their observations of the book throughout the reading. For example, one student used her background knowledge during the discussion to explain what drowsy meant (6:08). When I asked her Why she thought the word drowsy mean sleepy, she responded, "Because I heard my mom tell me." Some responses were related to the observations the students were making. For example, when I asked the students what they thought the pictures on the side of the book were, Anna responded, "Because I saw the bear on the mitten and then the bear arrived" (6:32).

Based on what previously cited, it is plain, that reader's annotations is really an expression of his personality traits. Indeed, we show very plainly that the considered annotation features in our study may appear insignificant in themselves, but, they are nevertheless all very significant as indications of the annotator's personality

Based on chapter 9, annotation is summing up the information in my text by briefly writing the key ideas in the margin. I have to annotate because annotation encourages me to process the information and think about it. It helps me to manage the amount of information I need to read. It also helps me to decrease information by 50 percent or more, and it helps me to reorganize the information in a way that make the information easier for me to remember. Annotation helps me to identify topics and support ideas.To annotate, I have to read a chapter and then think about what would be important if I am going to make a presentation, and I also need to read at least three or four paragraphs in order to take note. In addition, I have to write my annotation

Have you ever tried annotating? Annotating is the act of adding notes or comments to a text. I do like it and think it’s a good way to stay connected with the book but I happen to not use it that often.

Objection 2: Not all accounts of the same story, are the same. The fact that certain parts of the same story are different allows the reader to compare and contrast them to see where the information

Artifact 1, is an article critique about an article I read exploring the use of dramatization techniques to teach students science. It is evidence of my ability to review relevant research which could prove beneficial in improving my own instructional strategies in the classroom. Undeniably, research not only provides valuable insight in developing and implementing better instructional strategies, but it also encourages further research in exploring new ideas not yet

| |valuable key in addressing students' academic needs (Snowden, 1995). The integration of classroom storytelling has been linked to reading | |

Although, I was never a big reader. Throughout this course, I read some stories I had read before in high school that, at the time, I thought, were boring, but now ,I had a new-found appreciation for them. It was incredibly weird for me, but I liked them, and I actually wanted to read more of these stories. My favorite story that we read in class was “Killings” by Andre Dubus. Again that was one of the stories I had read in high school, but this time it was different, it was better. At the end of the story when Matt Fowler had killed Richard Strout, I thought that they had killed him because he had tried to flee, but after reading it the second time I found that, actually they were going to kill him all along (Dubus, 107). Since I never really read before this class I missed a lot of things in my readings, but I was shocked to find so much more information the second time I read this passage, it was exhilarating how much better the story was this time around. Although I did not mind fiction before, after studying this section I found the importance of fiction inside of the classroom as well as outside of the classroom. Nancy Sweetland, In her article, The Truth About Fiction, says that as a child she loved fiction, but then realized the fake stories were silly and she needed to learn about “real” things. She felt this way until she began to raise her own children, when she revisited these books

Evidence that shows the narrator as the antagonist is the recount of events which revealed her attitude toward the school. The pattern in the story is how the narrator constantly described the school as negatively, whether she was