Page 63 - SpringBoard_ELA_CA_Smapler_Flipbook

SIFTing Through Tangerine
aCTIvITy 3.8
Learning Targets
• Analyze how symbol, imagery, and figurative language contribute to tone and theme in a novel.
• Revise a literary analysis paragraph to include phrases and appositives.
Novel Study
In this activity, you will analyze how the literary elements in Tangerine contribute to its theme, and then write a literary analysis paragraph.
1. Quickwrite: Part 1 of Tangerine ends with Paul experiencing what he calls a “miracle.” What is your definition of a miracle? What “miracle” does Paul experience?
Introducing the Strategy: SIFT
SIFT is a strategy for analyzing a fictional text by examining stylistic elements, especially symbol, imagery, and figures of speech, in order to show how these elements work together to reveal tone and theme.
2. Use your glossary to define each term in the first column. In the second column, take notes as you work with your class to SIFT through “Friday, September 15.” Working with your group, apply the SIFT strategy to another chapter as your teacher directs. Record your analysis in the third column.
my Notes
LearNING STraTeGIeS:
SIFT, Graphic Organizer, Close Reading
acTiViTY 3.8
PLan
Materials: Tangerine, by Edward Bloor: Monday, September 11–Friday, September 15 Suggested pacing: 1.5 50-minute class periods
Teach
1 Have students respond to the Quickwrite in their Reader/Writer Notebooks and share responses in a class discussion.
2 Introduce the SIFT strategy, and model using the glossary to define symbol. Have students work in pairs or small groups to define the rest of the terms on the chart. Conduct a close reading of the entry for Friday, September 15. Complete the first column of the graphic organizer together as the students take notes.
3 Assign different sections of the text to small groups of students to review and analyze as they complete the third column of the graphic organizer for another chapter.
TO Teacher
This would be a good opportunity to review the main events of Part 1 as a class. Have each group present its findings to the class after briefly summarizing the events of the assigned section.
4 Guide students to recognize some of the novel’s motifs so that they can begin to record textual evidence in their double-entry journals. Possible motifs they might start to recognize include tangerines, brothers, sports, and the environment.
Symbol
An object, person, or place that stands for something else
Tangerine Middle School is a symbol
of Paul’s hope for the future because tangerines are bright and sunny, and he is optimistic about playing soccer there.
Imagery
Descriptive language used to create word pictures
Paul describes the school uniforms as “blue pants, white shirts, and blue ties” which makes them seem plain.
Figurative Language
Imaginative language that is not meant to be taken literally
Paul’s mother says that the Catholic school was “flooded” by calls from students wanting to go there, a metaphor that reflects the disaster of the sinkhole.
Tone
A writer’s or speaker’s attitude toward a subject
Theme
The central idea, message, or purpose
The tone is nervous and worried at first, then hopeful and excited.
The theme is that sometimes good change can result from a disaster.
Unit 3 • Choices and Consequences 185
cOMMOn cOre STaTe STanDarDS
L.7.1: Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. 13/04/15 2:37 PM
L.7.1a: Explain the function of phrases and clauses in general and their function in specific sentences.
Additional Standards Addressed:
RL.7.3, RL.7.4, RL.7.10, W.7.2a, W.7.2b, W.7.2d, W.7.4, W.7.5, W.7.9a, W.7.10, L.7.4c, L.7.5a, L.7.6
Focus Standards:
9781457304637_TCB_LA_SE_L7_U3_P4.indd 185
RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Teacher
Unit 3 • Choices and Consequences 185
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.