Page 54 - SpringBoard_ELA_CA_Smapler_Flipbook

Planning the unit
continued
3.6–3.8
Part 2 of Tangerine 5 periods
As students continue reading Tangerine, they will compare and contrast a different genre (e.g., a news article) to the novel in order to understand how literary devices, characterization, and point of view contribute to the reader’s understanding of theme. They will write a comparative literary analysis essay in small groups to practice generating ideas and supporting analysis with evidence from the text.
Students will continue to use the double-entry journal to identify and interpret examples from the novel regarding choices and consequences. To write well, students must show what they know about a subject and consider the task, purpose, and audience—as well as be attentive to the ideas, structure, and use
of language. Students use writing strategies such as guided writing, writing groups, and drafting text-based responses to build writing fluency and analytical writing skills. Language and Writer’s Craft lessons on phrases and coordinating conjunctions continue to provide opportunities for students to revise and edit their drafts to add variety and interest in their writing.
3.9–3.14
Part 2 of Tangerine 7.5 periods
As students finish the novel, they deepen their understanding of the elements that make a plot unique and analyze how the elements of a story interact by examining conflicts in the plot and subplot of Tangerine. Students use the double-entry journal with increasing sophistication to determine and analyze motifs and the thematic concept of choices and consequences. The double-entry journal provides students with opportunities to expand their analyses and selections of relevant evidence from the text to support inferences on character motivation and plot. Students move from group writing tasks to independent practice, drafting multiple- paragraph, text-based responses to literary analysis writing prompts.
The Language and Writer’s Craft lesson emphasizing active voice versus passive voice continues to build students’ grammar and conventions skills to create the academic voice needed in an effective literary analysis essay.
Embedded Assessment 1 2 class periods
By the time students encounter the Embedded Assessment, they will have sufficient textual evidence to address the writing prompt provided in the Student Edition
or the optional prompts provided in the Teacher Edition. Students will work through the stages of the writing process to create a literary analysis essay incorporating the skills and concepts learned in the unit so far. The completion of this Embedded Assessment prepares students for the deeper work of analyzing and synthesizing they will do in the second half of the unit.
3.15
1 class period
Students begin the second half of the unit unpacking the Embedded Assessment assignment and examining the reading, writing, speaking/listening, and technology skills needed to create a biographical multimedia presentation. Students will reflect on learning from the first half of the unit and apply it to new learning concepts in the second half of the unit.
Unit 3 • Planning the Unit 159c
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