Page 72 - SpringBoard_ELA_CA_Smapler_Flipbook

acTiViTY 3.14 continued
8 Instruct students to develop a thesis statement about how their motif conveys a theme in Tangerine. Have them work as a group to design a new front and back cover that emphasize their group’s motif.
Teacher TO Teacher
Depending on pacing, you may want to provide students with art supplies and/or access to computers and allow them to create a polished book cover design. This could also be a homework project.
206 SpringBoard® English Language Arts Grade 7
aCTIvITy 3.14
continued
The Final Score
my Notes
5. With your expert group, create a thesis statement about your motif. It should answer the question: How does the motif of _____________ help to develop the conflict experienced by the main character of Tangerine?
In the novel Tangerine, Edward Bloor uses the motif of sight to show that Paul needs to get through the fog of lies in order to overcome his self-doubts.
6. redesigning the Book Cover: Review the information on the front and back covers of Tangerine, and consider what alterations or modifications you would make — and why — if you were redesigning the cover to emphasize the motif and theme you explored with your group. Create an original cover incorporating some of your ideas. You can give the novel a new title, use different imagery, include reviews of the novel from your classmates, and so on.
7. Return to your home base group. Share your book cover designs. As your group members share the results from their expert groups, complete the remaining rows in the chart on the previous page with examples of how the different motifs were developed in the novel Tangerine.
Independent reading Checkpoint
Look back at your independent reading notes and write a summary about a character’s or individual’s choice and its consequences.
Front Cover: Revised Title, Visual Representation
Back Cover: Brief Synopsis of the Novel, Brag Page, and Review/Critique
aSSeSS
Check the outlines to be sure that students are finding multiple examples in response to the prompt and providing relevant textual evidence and commentary for each example.
aDaPT
If necessary, spend additional
class time revising the outlines before beginning the Embedded Assessment. If you are choosing an alternative prompt for the Embedded Assessment, have students create similar outlines in response to the alternative prompt.
inDePenDenT reaDinG checkPOinT
Make sure students are making progress with their independent reading by placing them in small discussion groups. Have students discuss one choice made by a character in or a subject of their independent reading and identify at least one consequence of that choice. Ask a volunteer from each group to summarize the group’s discussion for the rest of the class.
206 SpringBoard® English Language Arts Grade 7
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2:38 PM
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© 2017 College Board. All rights reserved.