Page 64 - SpringBoard_ELA_CA_Smapler_Flipbook

acTiViTY 3.8 continued
Leveled Differentiated instruction
In this activity, offer support to students who have difficulty writing an expository paragraph.
Em Guidestudentstoworkwitha partner to complete a Key Idea
and Details Chart to help organize their writing. Remind students to list the theme they identified in Tangerine as the key idea and the literary elements that contributed to the theme as the details.
Ex Have students work with a partner to discuss the theme
they identified before writing.
Tell students to ask and answer questions to guide their writing such as, Which symbols in the novel support that theme? Was there any imagery in the novel that reminds you of that theme? How did figurative language contribute to that theme?
5 Conduct a guided writing of a literary analysis paragraph using the exemplar provided as a model text, and then have students draft their own.
6 Students have done expository writing in prior courses. They were introduced to expository writing
in this grade level in Unit 2. In that unit, the focus was on informational texts and how to write to explain or describe. In this unit, the focus is on expository writing as a response to literature.
If needed, have a class discussion about how writing to inform may
be different than writing a literary analysis (e.g., citing facts versus citing evidence from fiction).
186 SpringBoard® English Language Arts Grade 7
186 SpringBoard® English Language Arts Grade 7
9781457304637_TCB_LA_SE_L7_U3_P4.indd 186 13/04/15 2:37 P
aCTIvITy 3.8
continued
SIFTing Through Tangerine
my Notes
WrITING to SOUrCES Expository Writing Prompt: After you have shared examples from different chapters with your class, choose one theme that you have
identified from Part 1 of Tangerine. Write a literary analysis paragraph analyzing how literary elements such as symbol, imagery, figurative language, and tone contributed to that theme. Be sure to:
• Include a topic sentence that identifies a theme.
• Identify specific literary elements.
• Provide textual evidence in the form of quotes.
Write your paragraph below or on a separate piece of paper or in your Reader/ Writer Notebook.
One theme in Part 1 of Edward Bloor’s novel Tangerine is that a disaster can sometimes lead to positive change. Paul learns this when the sinkhole at his middle school serves as his ticket back to playing soccer. Tangerine Middle School becomes a symbol for a future that he thinks will be as bright and sunny as a ripe tangerine because no one knows about his IEP. Paul uses figurative language and imagery to describe his sense of hope in the last line: “The heavens had opened up for me.” He thinks that he is going to a much better place, a heaven where he can grow and thrive. One can almost hear the angels singing to welcome him. In this journal entry, Paul’s tone shifts from worry to excitement as he discovers that the sinkhole tragedy was actually the best thing to happen to his soccer career.
Language and Writer’s Craft: Understanding Phrases
You have studied dependent and independent clauses and how to use them to convey complex ideas. Phrases are another important part of every sentence because they add information and detail.
A phrase is a small group of words that functions as a part of speech within a sentence. Phrases do not have a subject and verb. Common phrases are noun, verb, adverb, adjective, appositive, and prepositional phrases. Why are all the examples below phrases, not clauses?
smashing into the fence
before the first test
a well-known historian
after the devastation
between ignorance and intelligence broken into thousands of pieces her glittering smile
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.
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