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Tangerine Tangerine Unit 3 SpringBoard Level 2Activities 3.10-3.16
Unit 3 SpringBoard Level 2Activities 3.10-3.16
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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
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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.
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Clip One (Scene 1) 0-3 minutes• As you view the film clip from
TheThe SandlotSandlot, look for clues that indicate that the story being told is a flashback.
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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.
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Flashback• 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 The SandlotSandlot
FlashbackFlashback TangerineTangerine
A change in action or
narration is signaled to audience.
Add information from the film and the novel.
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BAV-Foreshadowing
Foreshadowing
Rate Your understanding 1 2 3 4
The use of clues to hint at events that will occur
later in the plot.
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Foreshadowing• 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.
Add information from the film and the novel.
Evidence from The SandlotThe Sandlot
Inference Inference about what is about what is
being being foreshadowedforeshadowed
Evidence from TangerineTangerine
Inference Inference about what is about what is
being being foreshadoweforeshadowe
dd
Clip 2 – Scene 2 (3-3:43)
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BAV-Characterization
Characterization
Rate Your understanding 1 2 3 4
The action, appearance, thoughts, dialogue, and
what other’s say create a persona for a character.
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Characterization• As you watch the film clips, note how the
character Scott Smalls, is revealed through various techniques of characterization.
Add information from the film and the novel.
Elements of Elements of CharacterizatioCharacterizatio
nn
Scott SmallsScott Smalls Paul FisherPaul Fisher
His ActionsHis Actions
His AppearanceHis Appearance
His ThoughtsHis Thoughts
What He SaysWhat He Says
What Others What Others Say About HimSay About Him
Cop
y th
is c
hart
Cop
y th
is c
hart
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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
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Working in Small GroupsYou have observed how Scott’s
character is developed in the film.• Next, note details from TangerineTangerine 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?
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Summarize
• Summarize the first two flashbacks in TangerineTangerine 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.
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3.11 Lightning Strikes3.11 Lightning StrikesPage 189 in SpringBoardPage 189 in SpringBoard
Tangerine Tangerine Tuesday, September
5 through
Saturday, September 9
Tangerine Tangerine Tuesday, September
5 through
Saturday, September 9
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Purpose• To compare and contrast
relationships between characters • To write a comparison/contrast
paragraph• To use transition words
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Before Reading• What do you know about
lightning? Take 2 minutes to write down all the facts you can recall.
Share
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Reading (in partners)As you read (or reread) the entries from
Tuesday, Sept 5 through Saturday, Sept 9, create 3 level questions
Literal level- recalling the facts
Interpretive level- facts with meaning
Application level- recalling the facts
Create 2 questions
Create 2 questions
Create 2 questions
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Discussion
Questions to be shared.
Use Gallery walk or class discussion to accomplish this task.
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After Reading• Use the chart on page 190 to
record and discuss Sibling Relationships.
• Compare the Costello brothers to the Fisher brothers.
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ChartJoey’s Relationship with Mike
Mike’s Relationship with Joey
Paul’s Relationship with Erik
Erik’s Relationship with Paul
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Writing a ComparisonBegin 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.
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Using Transition WordsFor 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.
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3.12 Wonders of the World3.12 Wonders of the WorldPage 191Page 191
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Purpose• To connect text to one’s own
life• To analyze and evaluate
character• To use transition words
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Double-Entry Journals
Date: September 9• IF you were Paul how
would you feel about yourself. Write one sentence.
Title of Entry• Personal Responses:
List the reasons why you think Paul feels this way about himself.
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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.
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Peer EditingEditing Task
Tra
nsit
ion
s W
ord
s
• 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
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3.13 The Sinkhole3.13 The SinkholeSeptember 11 – September 15September 11 – September 15
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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
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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.
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Rereading • Monday Sept 11 has 2 entries
and presents a significant turning point in Paul’s sense of himself.
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Double-Entry Journals
Date: September 11
Copy quotes that convey how others judge Paul’s actions on Sept 11, and how Paul judges himself after the sinkhole episode.
Title of Entry• Reflect on Paul’s new
sense of himself.
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Discussion • Why is the geographical
setting of the novel is important to the plot in these chapters?
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Double-Entry Journals
Date: September 15
Part 1 ends with Paul mentioning a “miracle.”
Copy this quote:“The heavens had
opened up for me.”
Title of Entry• Reflect on what the
miracle is and what Paul means by this last stements.
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3.14 Amazing Rescues3.14 Amazing RescuesPage 191Page 191
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Purpose• To make connections between
and among texts• To comprehend nonfiction
texts• To transform text from one
genre to another
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Activating Prior KnowledgeCreate 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.
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Informational Article • Read the article.• Answer the following in complete sentences.
Title/Author•Who:•What:•When:•Where:•Why:•How:
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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:
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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.
Coordinating ConjunctionsAnd, 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
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3.15 Choices and Consequences 23.15 Choices and Consequences 2Page 196Page 196
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Purpose• To interpret the consequences
of choices the characters make
• To provide textual support
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Double-Entry Journals
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Writing Prompt
Using the information from your double entry journal, identify which of the choices is the most significant, and explain why.
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3.16 The Choices We Make3.16 The Choices We MakePage 198Page 198
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Purpose• To connect texts to one’s own
life• To analyze and evaluate
influences on a character
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Who or What Influences your Choices?
What has been omitted that should have been included?
What has been included that should be omitted?
MediaTV BooksFilmsMagazinesNewspapers
PeersSame genderOpposite genderFriends Bullies
SchoolTeachersCounselorsAdministrators
HomeParentsSiblings
Middle School Students
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Who or What Influences Paul’s Choices?
Review Part One to examine the influences on Paul.
Media
PeersSchool
Home
Paul Fisher
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Who or What Influences Paul’s Choices?
Review Part One to examine the influences on Paul.
MediaLittle evidence
of media influence, but Paul does notethat his actions are
called heroic bythe newspaper.
PeersPaul feels proud when Gina complements hisskill as a goalie. JoeyRespects Paul’s talent
as player and seeks himout as a friend.
SchoolLake Windsor will not
Allow Paul to play Soccer because of IEP.
So Paul can not playhis favorite sport.
HomeParents decide to move
The move gives Paul a new startMother enrolls Paul in school
as visually impaired.
Paul Fisher
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Who or What Influences your Choices?
Complete the graphic organizer and include one example of a choice make in each category.
Media
PeersSchool
Home
ME