This unit explores the idea of choices and consequences through a novel that focuses on one young man’s emerging realizations about himself, his family, and the society he lives in. Tangerine takes Paul Fisher, a visually impaired soccer player, on a personal journey of self-discovery. As Paul encounters environmental disasters small and large, he is able to face some personal disasters that plague his sense of self. His move into a new neighborhood and a new school allows him to unlock secrets about himself and to discover new self-confidence and strength to face the fears that have kept him a prisoner of the “zombie.”
In this unit, students interpret, analyze, and evaluate a novel in terms of point of view, character, structure, and other key literary elements that create a unique text. Students analyze the choices made by the characters in the novel and relate the concept of choices and consequences to their own lives and the lives of prominent leaders whose choices have made positive impacts on society and the world.
MONDAY – TUESDAY (Mock Writing extended HR)
Preview the big ideas and vocabulary for the unit.
Identify and analyze the skills and knowledge needed to complete Embedded Assessment 1 successfully.
Made inferences and predictions about novel.
Used sensory details to create imagery about a tangerine.
THURSDAY – FRIDAY
Anticipation Guide for Tangerine by Edward Bloor prior to reading the novel
Students picked one topic from guide that they felt was the most important to write about.
Quiz WEDNESDAY – focusing on claim and supporting evidence using the two texts read.
MONDAY – TUESDAY
Identifying and evaluating an author’s use of reasons and evidence to support a claim.
Conduct research to identify valid reasons and evidence to support a claim in an argumentative essay/debate (each class picked their own topic and wrote a claim – students need to research to come prepared for discussions)
Essay – America the Not-So-Beautiful on page 130
Informational Text – Another Study Highlights the Insanity of Selling Junk Food in School Vending Machines on page 142
After reading class discussed and identified claim and supporting evidence for claim based on the text read.
WEDNESDAY – THURSDAY
Identifying a writers/debaters use of counterclaim and rhetorical devices.
Reviewed rhetorical devices: ethos, pathos and logos (focusing on logos)
Speech – Ain’t I A Woman page 149
Speech – Remarks to the U.N. 4th World Conference on Women page 150
Students explored how to improve their essay writing clarity and cohesion through using the TLQ format. TLQ_-zlfrjr
T = transition
L = lead in
Q = quotes
Stunts were given a handout and practiced identifying in a variety of paragraphs.
Students WARM UP was to write a paragraph regarding their comprehension of advertisements. Afterwards, they revised their initial paragraph to incorporate TLQ, in order to show understanding of the new concept. If the revision was not completed in class, it is to be completed for homework.
Students analyzed the purpose, claims ad techniques used in advertisements.
Students analyzed and discussed advertisements of commonly used products and how it affects consumers.
Students viewed advertisements featuring celebrities, and then discussed how they affect consumers.
Afterwards, on page 105, in Springboard they had to write a well-developed paragraph answering the question: Why can celebrities have a significant influence on consumer choices?
WEDNESDAY – FRIDAY
Students will be reviewing how to write an effective paragraph, to include:
ALL STUDENTS WERE GIVEN A MEDIA CHOICE BOARD PROJECT ASSIGNMENT!