I used silent seminars during my Hamlet unit last spring. Students then engage in discussing the text through writing in a back and forth manner. For example you can use characters like this Silent Seminar Tool pictured above. Silent Seminar Set UpĪssign groups, determine the passage(s) give them a topic (if you wish) and let them start “talking.” This can be done very informally with a blank sheet of paper and a pen or you can use a template that you set up in Google Slides or Google Docs. It’s good for days when you just need quiet or when not all of your students are in the same room. (This also works for groups of three.) In a silent seminar, students carry on a conversation without speaking out loud. If you are looking to stick to working with one other student, try Silent Seminars. Ways to Have Students Participate in Collaborative Annotations Students Pairs-Silent Seminars I will give you suggestions for all of those scenarios below. You can work these annotations in groups with as few as 2 students or with the whole class. Really, it depends on the way you want to structure your students’ interactions with the texts and each other. And, of course, the answer to that question varies. So the next question I get is how big should your groups be. Using Google platforms like Docs and Jamboard allow you, as the teacher, more oversight while allowing students to connect even if they are not in the same room at the same time.Įither way, you cannot go wrong having your students complete some collaborative annotations. However, in the age of 1:1 and hybrid classes, digital annotation have an equally important place. Once you add those notes, you are part of the text. ![]() It is something I have been doing since I was in high school myself (which means we’re talking about 30+ years of annotating text). There is something to be said about that physical interaction with the text that happens when you underline something and then put a note in the margins. Social annotations completed use paper and a pen, pencil and highlighter and those completed on digital platforms all have their benefits. ![]() Collaborative annotations can be done the “old fashioned way” with pen and paper or on digital platforms and there are so many ways that we can utilize this in the high school English classroom. Don’t worry about annotating everything: be selective.Simply put, collaborative annotations, sometimes called social annotations, are notes in the margins of a text created by a group of people reading the same text.Use marks that you understand, for example arrows or question marks to focus your attention on certain details.Don’t worry about making it look pretty - make your marks and notes functional.Use abbreviations for longer words (eg allit for alliteration).You can use your annotations to pick out details from the text and then develop your analysis of these details in your written response. However, in exam conditions, annotations need to be brief and a quick way of responding to a new text. using one margin to make a note of literary devices and the other margin to add your own responsesĬlosely annotating texts is an effective way to practise analysing a piece of fiction. ![]() using different coloured highlighters to pick out different ideas, techniques or details.circling or underlining words or phrases that are interesting or important and writing notes in the margin. ![]() Try out different approaches to see what works best for you. For example, if you were focusing on setting, you could circle all the words and phrases used to describe a place. Annotating is a useful way to keep a track of what you notice while you’re reading – the notes and marks you make can focus on particular details in the text.
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