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4. Exploring Motif: Consider the different motifs that Edward Bloor uses in Tangerine. In your home base group, assign a different motif to each person. Follow your teacher’s directions to form an expert group with those who were assigned the same motif as you. Work together to complete one row of the chart below by finding examples of your motif in different parts of the novel.
Motif
Textual Evidence from Part 1
Textual Evidence from Part 2
Textual Evidence from Part 3
Sight
Paul explains that Erik got kids at school to call him “Eclipse Boy” by telling them that Paul stared at the eclipse. Paul doesn’t remember doing this, “But right after the eclipse, I was wearing these thick lenses.” (34)
When Paul is playing
soccer against the Palmetto Whipporwhills, one of
the players blinds him intentionally. “The fullback stretched out my goggles from my face, scooped up a handful of mud, and smeared it in my eyes. In my eyes! I went berserk.” (119)
When Paul is hiding under the bleachers, he sees Arthur hit Luis with the blackjack, but Arthur and Erik can’t see him. “Arthur reached Luis, turned, and whipped the blackjack around with a loud whack against the side of Luis’s head.” (205)
Brothers
Weather
Sportsman- ship
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6 Give students practice finding textual evidence by completing the motif graphic organizer in a jigsaw with expert groups made up of students who are all exploring the same motif.
7 Have students return to their home-base groups to complete the graphic organizer by taking notes as each expert presents his or her notes and book-cover design.
TO Teacher
A motif makes use of both the literal meaning of an image or concept and the figurative meaning. Paul is literally portrayed as blinded, and yet figuratively he understands
or sees more than others in his family. In the same way, the literal relationship between brothers
is emphasized in the story to put into relief the symbolic idea of brotherhood.
Unit 3 • Choices and Consequences 205
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