Tangerine

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

2. 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. 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.

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

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

6. 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? Add information from the film and the novel.

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

8. 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. Add information from the film and the novel.

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

10. Characterization • As you watch the film clips, note how the character Scott Smalls, is revealed through various techniques of characterization. Copy this chart Add information from the film and the novel.

11. 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

12. 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?

13. 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.

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

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

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

18. Reading (in partners) As you read (or reread) the entries from Tuesday, Sept 5 through Saturday, Sept 9, create 3 level questions needs work

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

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

21. Chart jigsaw

22. 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.

23. 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.

25. 3.12 Wonders of the World Page 191

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

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

28. 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.

29. 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.

31. 3.13 The Sinkhole September 11 – September 15

32. 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

33. 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.

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

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

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

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

39. 3.14 Amazing Rescues Page 191

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

41. 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.

42. Informational Article • Read the article. • Answer the following in complete sentences. • Title/Author • Who: • What: • When: • Where: • Why: • How:

43. 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:

44. 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

46. 3.15 Choices and Consequences 2 Page 196

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

48. Double-Entry Journals

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