• Copies of the Gettysburg Address (with wide margins and double-spacing)
• Annotation guide with symbols and their meanings
• Colored highlighters and pens (3-4 colors per student)
• Sticky notes (small and regular size)
• Annotation example from a different text
• Anchor chart of annotation strategies
• Reflection questions worksheet

Create an annotation guide with consistent symbols (e.g., ? for questions, ! for surprising info, * for key points, ~ for confusing passages). Prepare copies of the Gettysburg Address with ample space for marking. Develop an anchor chart showing effective annotation techniques. Create a sample annotation of a different historical document to model the process.

1. Introduction to annotation (5-7 minutes):
2. Explain annotation as a 'conversation with the text'
3. Display sample annotated text and discuss how annotations show active reading
4. Review annotation symbols and their purposes
5. Emphasize that annotation is personal but should follow some consistent practices
2. Pre-reading context (5 minutes):
3. Provide brief background on the Civil War and the Battle of Gettysburg
4. Explain when and why Lincoln delivered this speech
5. Have students predict what themes might appear in the address
3. First read and basic annotation (8-10 minutes):
4. Students read the Gettysburg Address independently
5. During this read, they circle unfamiliar words and use ? for confusing sections
6. After reading, discuss difficult vocabulary and clarify basic meaning
4. Focused annotation rounds (20-25 minutes):
5. Round 1 (blue): Mark and annotate references to the past
6. Round 2 (green): Mark and annotate references to the present moment
7. Round 3 (orange): Mark and annotate references to the future
8. Round 4: Use sticky notes to make connections between these time references
5. Partner discussion (5-7 minutes):
6. Students compare annotations with a partner
7. Discuss what Lincoln is trying to accomplish by connecting past, present, and future
8. Add any new insights to their annotations in a different color
6. Whole-class annotation analysis:
7. Create a class master annotation on displayed text
8. Discuss Lincoln's rhetorical strategies and use of parallelism
9. Analyze how the brevity of the speech contributes to its power
7. Reflection: Students complete a reflection on how annotation enhanced their understanding of the Gettysburg Address.

For struggling readers, provide a simplified version alongside the original or pre-annotate some sections as a model. For English learners, include translations of challenging phrases. For advanced students, add historical context documents to annotate for connections to the main text.

Review student annotations for depth of analysis and engagement with the text. Use reflection responses to gauge metacognitive awareness of how annotation affected comprehension. During discussions, note which students can articulate insights gained through the annotation process.