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

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

4. 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.

5. 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.

6. 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

7. 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.

8. 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

9. 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.

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

11. 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.

12. 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

13. 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?

14. 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.

16. 3.11 Lightning Strikes Tangerine Tuesday, September 5 through
Saturday, September 9
3.11 Lightning Strikes
Page 189 in SpringBoard

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

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

19. 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

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

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

22. 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

23. 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.

24. 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.

26. 3.12 Wonders of the World
Page 191

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

28. 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

29. 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.

30. 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

32. 3.13 The Sinkhole
September 11 – September 15

33. 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

34. 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.

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

36. 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.

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

38. 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.

40. 3.14 Amazing Rescues
Page 191

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

42. 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.

43. 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.

44. 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.

45. 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

47. 3.15 Choices and Consequences 2
Page 196

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

49. 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)

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

52. 3.16 The Choices We Make
Page 198

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

54. 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?

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

56. 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.

57. 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.