Tangerine Tangerine Unit 3 SpringBoard Level 2Activities 3.10-3.16

Unit 3 SpringBoard Level 2Activities 3.10-3.16

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

TheThe SandlotSandlot, 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• 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.

BAV-Foreshadowing

Foreshadowing

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The use of clues to hint at events that will occur

later in the plot.

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)

BAV-Characterization

Characterization

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The action, appearance, thoughts, dialogue, and

what other’s say create a persona for a character.

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

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 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?

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.

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

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)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

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.

ChartJoey’s Relationship with Mike

Mike’s Relationship with Joey

Paul’s Relationship with Erik

Erik’s Relationship with Paul

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.

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.

3.12 Wonders of the World3.12 Wonders of the WorldPage 191Page 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• 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.

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 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

3.13 The Sinkhole3.13 The SinkholeSeptember 11 – September 15September 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

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.

Discussion • Why is the geographical

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

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.

3.14 Amazing Rescues3.14 Amazing RescuesPage 191Page 191

Purpose• To make connections between

and among texts• To comprehend nonfiction

texts• To transform text from one

genre to another

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.

Informational Article • Read the article.• Answer the following in complete sentences.

Title/Author•Who:•What:•When:•Where:•Why:•How:

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:

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

3.15 Choices and Consequences 23.15 Choices and Consequences 2Page 196Page 196

Purpose• To interpret the consequences

of choices the characters make

• To provide textual support

Double-Entry Journals

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 Make3.16 The Choices We MakePage 198Page 198

Purpose• To connect texts to one’s own

life• To analyze and evaluate

influences on a character

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

Who or What Influences Paul’s Choices?

Review Part One to examine the influences on Paul.

Media

PeersSchool

Home

Paul Fisher

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

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