Tangerine Tangerine Unit 3 SpringBoard Level 2Unit 3 SpringBoard Level 2

Purpose• To access prior knowledge

about key ideas and concepts• To analyze the skills and

knowledge necessary for success in this unit.

3.1 Previewing the Unit

Think-Pair-Share

Respond to the following questions:

1. What is the relationship between choices and consequences?

2. How does research contribute to the discovery of solutions?

Unit Over ViewThis 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.

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.

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.

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.

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.

Create a Bubble Map

Knowledge & Skills Needed

Levels of QuestionsAn 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?

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.

3.2 Peeling a Tangerine3.2 Peeling a Tangerine

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.)

Purpose• To apply sensory imagery in

oral and written form• To apply knowledge of simile

and metaphor to writing

BAV-Imagery

Imagery

Rate Your understanding 1 2 3 4

Similes & Metaphors

1. How are similes and metaphors similar?

2. How are similes and metaphors different?

TangerineExamine 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)

Revising Your Statement

Revise your statement by adding additional details about the texture and perhaps the taste of the tangerine.

Texture (touch):Taste:

Discussion

What is the function of imagery in descriptive writing?

How does it strengthen you voice as a writer?

3.4 Double – entry Journals3.4 Double – entry JournalsPage 179 in SpringBoardPage 179 in SpringBoard

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

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?

Double-Entry Journals

Date:• Quotes from or

questions related to the novel Tangerine

Title of Entry• Personal Responses:

Answers to the questions, reflections, connections to the text, and so on.

Reading Assignment:Friday, August 18 – Wednesday August, 23

3.7 Choices & Consequences One3.7 Choices & Consequences OnePage 182Page 182

Purpose• To interpret the consequences

of choices the characters make

• To provide textual support• To make predictions

ConsequencesIn 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.

As you read

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.

Next Day – continuation of the graphicNext Day – continuation of the graphic

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.

Writing Prompt

On a sheet of paper to be turned in

• Identify which of the choices above is the most significant and explain why.

Group DiscussionChoice

(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.

Call the Fire Department about the smoke. (13)

Paul’s mother •Paul’s mother an Paul learn about muck fires. •Paul’s mother decides to discuss this at the Homeowner’s Association.

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 Mrs. Gates labels Paul “visually impaired” and officially sets him up with an IEP.

Paul is labeled and must deal with it at his new school.

Erik worked hard to transform himself from a soccer player into a football placekicker. (29)

Erik Erik becomes good as a placekicker; his father then becomes transformed by Erik’s success.

Paul is overshadowed by Erik; many family decisions are made for Erik’s football career.

Paul joins some other boys in playing soccer. (32)

Paul Paul gets to know some of the other boys.

Paul gains confidence and comfort.

Characterization?Characterization?

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

3.10 Film Connections3.10 Film Connections