1. Unit 3 SpringBoard Level 2
Tangerine
Unit 3 SpringBoard Level 2

2. Amanda’s Notes from planning
Unit 3
3.1, 3.2, 3.5&3.6 (prologue with 20 questions – introduce the concept of levels of questioning)3.7, after reading – partner, group, whole class discussion,
3.10, 3.11 – write a paragraph, 3.12, 3.13 quickly, 3.15 – grade writing prompt, 3.16 – first chart on chart paper whole class, second chart in groups, last chart on left side of notebook,
and 2 only, 3.18 and how uniforms symbolically reflect the schools, – (deeper reading pgs ) second read to pull out information, small grouping by character they choose, discussion then sharing – no paragraph,
and 2 only, 3.22, 3.23 – quickly in groups, class discussion, as students are finishing book,
3.27 homework while reading, tape into notebook when they come in the next day, only as bellringer, 2 bubble maps – how Paul would describe Luis and then Eric – so what (frame of reference) how do others perceive you based upon your actions? and 2 only, Assessment.
Deeper reading ideas – brake pedal

3. Purpose To access prior knowledge about key ideas and concepts
To analyze the skills and knowledge necessary for success in this unit.

4. 3.1 Previewing the Unit Think-Pair-Share
Respond to the following questions:
What is the relationship between choices and consequences?
How does research contribute to the discovery of solutions?

5. Unit Over View
This unit will engage you with a text closely connected to your own life as a middle school student, as a member of a family, and as a member of society. You will explore a text that focuses on one young man’s emerging realizations about himself, his family and the society he lives in. You will interpret, analyze, and evaluate a novel in terms of point of view, characterization, plot, structure, and other elements that create a unique text. Finally you will analyze the choices made by the characters in the novel and relate the concept of choices and consequences to your own life.
Read aloud; close read on 2nd read marking the text for student expectations

6. Understanding Literary Analysis
If you have ever “lost” yourself in a book, you know what it feels like to become so immersed in another world that you can vividly visualize the scene and action as well as feel the emotions of the characters. If you read a book more than one, you have a sense of anticipation about the story and you pay closer attention to the language of the writer and the foreshadowing of the action. The written word is a powerful tool of the imagination, and the human mind responds to words as powerfully as it responds to other sensory stimuli.
Allow students to respond to the idea of being lost in a book and the second read concept.

7. Understanding Literary Analysis
Do you watch a favorite movie many times over? You probably see something new every time you watch it. Perhaps a character’s motivation becomes clearer, or some event in the plot seems more significant. Or maybe you see how scenes foreshadow later events, or you notice that the film uses certain, images, colors or characters symbolically.

8. Understanding Literary Analysis
In each of these cases, you are beginning to analyze and evaluate the effects of literary elements, and you understanding grows as a result of that knowledge. Part of the pleasure of reading as well as viewing is being able to appreciate how all the parts work together to create a powerful imaginary experience. This is what literary analysis can provide. Studying literary works and applying the language of literary analysis is a way of giving you the vocabulary to describe you appreciation for and understand of how writers use the tools of their trade – words – to create a realistic effect emotionally and intellectually. To know why you respond to a certain character or imagery or plot event is to be able to discuss it in a more meaningful way.
On the second read have students paraphrase what literary analysis involves.

9. Understanding Literary Analysis
To pay careful attention to the words and imagery of an author through a close reading is to anticipate the time when you will consciously craft language and manipulate words to create a certain effect. As your writing becomes more deliberate, you will think more consciously about how to use transitions and specific organizational patterns and sentence structures to effectively communicate you ideas.

10. Knowledge & Skills Needed
Create a Bubble Map
Knowledge & Skills Needed
Have students rate themselves on their comfort level with each concept.

11. Levels of Questions
An effective way to think actively and interpretively about your reading is to ask questions on different levels. As you read this novel you will be expected to question it on three levels.
Literal Level: You can answer questions on the literal level by looking to the text directly.
Example: What kind of car does Mrs. Fisher drive?
Interpretive Level: You cannot find answers to interpretive questions directly in the text; however, textual evidence points to and supports your answers.
Example: What emotions does Paul feel as he remembers the incident with the mailbox?
Universal Level: These questions go beyond the text. They require you to think of the larger issues or ideas raised by the novel.
Example: Is it possible that people who are visually impaired can see some things more clearly than people whose vision is 20/20?

12. Homework Assignment
Read the Prologue and Chapter entitled “Friday, August 18”
Create a list of 20 questions (using all 3 levels) that you have about the novel.
See the due dates chart for the novel.

13. 3.2 Peeling a Tangerine

14. Sharing Our 20 Questions Take out your homework.
At your table group, share your best 3 questions.
Then as a group determine which 2 questions you would like to share to the entire class. (You never know who will be called on, so be prepared.)
These could be put on chart paper and used as discussion points when the questions are answered in the book

15. Purpose To apply sensory imagery in oral and written form
To apply knowledge of simile and metaphor to writing

16. BAV-Imagery
Imagery
Rate Your understanding

17. Similes & Metaphors How are similes and metaphors similar?
How are similes and metaphors different?
(This could be done in a double-bubble map)

18. Tangerine Appearance: Smell: Feel:
Examine the tangerine your teacher has given you. Take notes about it on the following characteristics. You have 2 minutes.
Appearance:
Smell:
Feel:
Then using your notes, create a descriptive statement about a tangerine. Include a simile or metaphor in your statement. (3 minutes)

19. Revising Your Statement
Revise your statement by adding additional details about the texture and perhaps the taste of the tangerine. Texture (touch): Taste:

20. Discussion
What is the function of imagery in descriptive writing? How does it strengthen you voice as a writer?

21. 3.4 Double – entry Journals
Page 179 in SpringBoard

22. Purpose To examine the structure of the novel
To establish a method of active reading; the double-entry journal
To generate connections among texts and to oneself

23. Focus
You won’t believe what I found when I was cleaning out my desk this summer…
Why do people keep diaries or journals?
What are the advantages of keeping a journal?

24. Double-Entry Journals
Date:
Title of Entry
Quotes from or questions related to the novel Tangerine
Personal Responses: Answers to the questions, reflections, connections to the text, and so on.
Reading Assignment:
Friday, August 18 – Wednesday August, 23

25. 3.7 Choices & Consequences One
Page 182

26. Purpose To interpret the consequences of choices the characters make
To provide textual support
To make predictions

27. Consequences
In Tangerine, as in real life, people make decisions that carry consequences. Some consequences are obvious right away, while others are not apparent until some time has passed. As you read the novel, keep a record of the choices made by Paul, his parents, and other characters. For some of the choices, you will be able to determine the consequences and the impact on Paul easily. For other choices, you may not know a consequence or its impact on Paul until you have read more of the novel.

28. As you read Choice Who made the choice Consequence (s) Impact on Paul
(include pg #)
Who made the choice
Consequence (s)
Impact on Paul
Dad and Erik go to Florida first (1)
It’s not stated; but probably Paul’s parents
Paul gets to spend some time alone with his mother.
Erik spends time alone with his father.
Could read aloud a few pages and model the process.

29. Next Day – continuation of the graphic

30. Small Group Discussion
Choice
(include pg #)
Who made the choice
Consequence (s)
Impact on Paul
Dad and Erik go to Florida first (1)
It’s not stated; but probably Paul’s parents
Paul gets to spend some time alone with his mother.
Erik spends time alone with his father.

31. Writing Prompt On a sheet of paper to be turned in
Identify which of the choices above is the most significant and explain why.

32. Group Discussion Choice Who made the choice Consequence (s)
(include pg #)
Who made the choice
Consequence (s)
Impact on Paul
Dad and Erik go to Florida first (1)
It’s not stated; but probably Paul’s parents
Paul gets to spend some time alone with his mother.
Erik spends time alone with his father.
Paul’s mother
Paul’s mother an Paul learn about muck fires.
Paul’s mother decides to discuss this at the Homeowner’s Association.
Call the Fire Department about the smoke. (13)
Paul begins to see that everything is not perfect in his community.
Paul’s mother tells Mrs. Gates that Paul is legally blind. (25)
Paul’s mother
Paul is labeled and must deal with it at his new school.
Mrs. Gates labels Paul “visually impaired” and officially sets him up with an IEP.
Erik worked hard to transform himself from a soccer player into a football placekicker. (29)
Paul is overshadowed by Erik; many family decisions are made for Erik’s football career.
Erik
Erik becomes good as a placekicker; his father then becomes transformed by Erik’s success.
Paul joins some other boys in playing soccer. (32)
Paul gets to know some of the other boys.
Paul gains confidence and comfort.
Paul

33. Characterization?

34. Gallagher page 61; to be coupled with the final assessment with the metaphors?

35. 3.10 Film Connections