Unit 3 SpringBoard Level 2 Activities 3.10-3.16 Tangerine Unit 3 SpringBoard Level 2 Activities 3.10-3.16

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, 3.17 1 and 2 only, 3.18 and how uniforms symbolically reflect the schools, 3.19. 3.20 – (deeper reading pgs 146-147) second read to pull out information, small grouping by character they choose, discussion then sharing – no paragraph, 3.21 1 and 2 only, 3.22, 3.23 – quickly in groups, class discussion, 3.25-3.26 as students are finishing book, 3.27 homework while reading, tape into notebook when they come in the next day, 3.28 6 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? 3.29 1 and 2 only, Assessment. Deeper reading ideas – brake pedal

Purpose To analyze flashback and foreshadowing To analyze methods of characterization in film and novels To record textual evidence To make connections within and across texts

3.10 Film Connections One can “read” a movie much in the same way that one would read a novel. For this close reading lesson we will be watching several video clips.

Clip One (Scene 1) 0-3 minutes As you view the film clip from The Sandlot, look for clues that indicate that the story being told is a flashback.

BAV - Flashback Flashback Rate Your understanding 1 2 3 4 An interruption in the sequence of events to relate events that occurred in the past. Flashback Rate Your understanding 1 2 3 4

Flashback The Sandlot Flashback Tangerine Tangerine also uses flashbacks. Look back at the prologue and Paul’s entry for Monday, August 28. How does the author let you know that what you are about to read is a flashback? The Sandlot Flashback Tangerine A change in action or narration is signaled to audience. Add information from the film and the novel.

The use of clues to hint at events that will occur later in the plot. BAV-Foreshadowing The use of clues to hint at events that will occur later in the plot. Foreshadowing Rate Your understanding 1 2 3 4

Inference about what is being foreshadowed Foreshadowing Clip 2 – Scene 2 (3-3:43) Both film and novels use foreshadowing to prepare the audience for action that is to come. Foreshadowing creates an atmosphere of suspense and keeps the audience wondering about what will happen. Both The Sandlot and Tangerine use foreshadowing. Document those examples and what they hint at in the chart below. Evidence from The Sandlot Inference about what is being foreshadowed Tangerine Add information from the film and the novel.

BAV-Characterization The action, appearance, thoughts, dialogue, and what other’s say create a persona for a character. Characterization Rate Your understanding 1 2 3 4

Elements of Characterization As you watch the film clips, note how the character Scott Smalls, is revealed through various techniques of characterization. Elements of Characterization Scott Smalls Paul Fisher His Actions His Appearance His Thoughts What He Says What Others Say About Him Copy this chart Add information from the film and the novel.

The Sandlot - Clips Discuss the foreshadowing in these segments using Think-pair-share Clip 3: (Scene 3:44-4:57) Conversation btw Scott and Dad Clip 4 (Scene 3 4:57-6:52) Game at the Sandlot - view twice for characterization and foreshadowing Clip 5 (Scene 4 8:55-10:20) - Scott’s Conversation with his Mother

Working in Small Groups You have observed how Scott’s character is developed in the film. Next, note details from Tangerine that reveal the development of Paul Fisher’s character. You have 6 minutes. Once finished, write a sentence in your double-entry journal that answers this question: How are Scott and Paul alike and different?

Summarize Summarize the first two flashbacks in Tangerine and make connections between them. We had listed to write a paragraph as our assessment of this lesson – need to add this into the presentation.

3.11 Lightning Strikes Tangerine Tuesday, September 5 through Saturday, September 9 3.11 Lightning Strikes Page 189 in SpringBoard

Purpose To compare and contrast relationships between characters To write a comparison/contrast paragraph To use transition words

Before Reading What do you know about lightning? Take 2 minutes to write down all the facts you can recall. Share

Reading (in partners) needs work Create 2 questions As you read (or reread) the entries from Tuesday, Sept 5 through Saturday, Sept 9, create 3 level questions needs work Literal level- recalling the facts Interpretive level- facts with meaning Application level- recalling the facts Create 2 questions

Discussion Questions to be shared. Use Gallery walk or class discussion to accomplish this task.

After Reading Use the chart on page 190 to record and discuss Sibling Relationships. Compare the Costello brothers to the Fisher brothers. jigsaw

Chart jigsaw Paul’s Relationship with Erik Joey’s Relationship with Mike Mike’s Relationship with Joey Paul’s Relationship with Erik Erik’s Relationship with Paul jigsaw

Writing a Comparison Begin your literary analysis paragraph with your sentence of comparison. You will explain and support this sentence in the rest of the paragraph. Organize your ideas by discussing each of the relationships separately. Then compare them in concluding remarks.

Using Transition Words For Comparing Also Alike Both In the same way Likewise Similarly To Contrast But Different However In contrast Instead On the other hand Unlike yet Use transition words to help your reader follow your ideas.

3.12 Wonders of the World Page 191

Purpose To connect text to one’s own life To analyze and evaluate character To use transition words

Double-Entry Journals Date: September 9 Title of Entry IF you were Paul how would you feel about yourself. Write one sentence. Personal Responses: List the reasons why you think Paul feels this way about himself. Share and Rank

Clean Sheet of Paper Draft a paragraph about Paul’s self-concept at his point in the novel. Use your first sentence and the numbered list of reasons as support. Include a comment about how realistic it is for Paul to feel this way.

Peer Editing Editing Task Transitions Words Read, revise and edit your paragraph with a partner. During the editing process, consider where your paragraph could benefit from the use of transition word. Insert transitions in your next draft. Transition When to Use/ What it means Additionally To introduce a new fact or argument in support of your topic sentence Nevertheless Means “in spite of” ; use when making a counter argument to a previous statement In addition To introduce a new argument in support of your thesis or topic sentence Consequently Means “because of the reason given” ; use when making a statement from the evidence previously provided. However Use to introduce a statement that contrasts with or contradicts something that has previously been stated. Finally Use to introduce final point or reason Moreover Means “as a further reason” ; use to introduce a similar argument to support your thesis or topic sentence Transitions Words

3.13 The Sinkhole September 11 – September 15

Purpose To connect texts to one’s own life To analyze and evaluate voice To analyze a significant event in the main character’s growth

First Person Narration Tangerine is all told in first-person point of view. Readers know little about what Paul’s parents and brother think. We only know what Paul understands about them. Use the chart to record the benefits and limits of first person point of view. Benefits Limits Gain insight into Paul's thinking and his feelings throughout the novel Able to become closer to the narrator, and develop sympathy for him. Do not know what any of the other characters are thinking. Cannot experience and event unless Paul is there or Paul describes it.

Rereading Monday Sept 11 has 2 entries and presents a significant turning point in Paul’s sense of himself.

Double-Entry Journals Date: September 11 Title of Entry Copy quotes that convey how others judge Paul’s actions on Sept 11, and how Paul judges himself after the sinkhole episode. Reflect on Paul’s new sense of himself.

Discussion Why is the geographical setting of the novel is important to the plot in these chapters?

Double-Entry Journals Date: September 15 Title of Entry Part 1 ends with Paul mentioning a “miracle.” Copy this quote: “The heavens had opened up for me.” Reflect on what the miracle is and what Paul means by this last stements.

3.14 Amazing Rescues Page 191

Purpose To make connections between and among texts To comprehend nonfiction texts To transform text from one genre to another

Activating Prior Knowledge Create a list of rescue stories that you have read about or seen on TV. Sharing Categorize these stories: Natural disasters, accidents, or other Why is the general public so interested in this type of stories? In the novel, the sinkhole was the subject of TV and newspaper resports.

Informational Article Read the article. Answer the following in complete sentences. Title/Author Who: What: When: Where: Why: How: Could read aloud a few pages and model the process.

In the Novel Review the description of the sinkhole disaster and rescue in Paul’s entry for Monday Sept 11. Identify the following: Who: What: When: Where: Why: How: Could read aloud a few pages and model the process.

Revising with Coordinating Conjunctions Review the sentences you wrote about the rescue article. If they are short and choppy, revise the by combining them. One way to combine them is to use a coordinating conjunction to make a compound sentence. 5 minutes Coordinating Conjunctions And, but, or, for, so yet, nor Example: Old Charley Burns did not inspect construction sites, so building were constructed in unsafe places. *Use a comma before coordinating conjunctions

3.15 Choices and Consequences 2 Page 196

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

Double-Entry Journals Choice (include pg #) Who made the choice Consequence (s) Impact on Paul He has found himself a place in Erik Fisher Football Dream and he will do anything to stay there. (46) Arthur B. Arthur and Erik become good friends. Arthur receives more attention (immediate). Arthur may get to play more. Arthur may be taken advantage of by Erik (long-term)

Writing Prompt Using the information from your double entry journal, identify which of the choices is the most significant, and explain why.

3.16 The Choices We Make Page 198

Purpose To connect texts to one’s own life To analyze and evaluate influences on a character

Who or What Influences your Choices? Media TV Books Films Magazines Newspapers Home Parents Siblings Accurate? Middle School Students Peers Same gender Opposite gender Friends Bullies School Teachers Counselors Administrators What has been omitted that should have been included? What has been included that should be omitted?

Who or What Influences Paul’s Choices? Media Home Paul Fisher Peers School Review Part One to examine the influences on Paul.

Who or What Influences Paul’s Choices? Media Little evidence of media influence, but Paul does note that his actions are called heroic by the newspaper. Answers Home Parents decide to move The move gives Paul a new start Mother enrolls Paul in school as visually impaired. Paul Fisher Peers Paul feels proud when Gina complements his skill as a goalie. Joey Respects Paul’s talent as player and seeks him out as a friend. School Lake Windsor will not Allow Paul to play Soccer because of IEP. So Paul can not play his favorite sport. Review Part One to examine the influences on Paul.

Who or What Influences your Choices? Media Home ME Peers School Complete the graphic organizer and include one example of a choice make in each category.