Julie Dale
Unit Plan
May 14, 2013
Introduction:
This unit involves the teaching of the novel Tangerine, by Edward Bloom, to a
class of 7th grade students. It will be taught about halfway through the school year
after a unit exploring the theme of identity through the novel, The Outsiders. A this
point, the students have an understanding of the form of a novel and should be able
to identify themes within a novel. They are also developing the skills necessary to
analyze setting, point of view, plot development and characters in a story.
Rationale:
I have chosen this particular novel for several reasons. First, the novel will
be accessible to seventh grade students because it is written at their grade level.
Second, I believe the novel will appeal to seventh grade students, particularly boys,
because the main character is a twelve-year old boy to whom many of the students
will be able to relate. In addition, middle and high school sports play an important
role in the novel, which is likely to appeal to this age group. Third, the novel will
give me the opportunity to teach a number of literary elements including setting,
symbolism, foreshadowing, figurative language, conflict and characterization.
Finally, there are a number of relevant themes and issues presented in the story
such as; family loyalty, appearance versus reality, bullying, what it means to be a
hero, the treatment of people with disabilities, racism, overcoming fear, and the
emphasis placed on sports in our society. Although all of these themes are
important and thought provoking, I intend to focus this unit on the themes of
appearance versus reality and overcoming fears. However, many of the themes are
intertwined and it is likely that other issues will be addressed during the unit. For
example, in this story the concept of what it means to be a hero is closely connected
to the theme of appearance versus reality.
Because Tangerine is a novel that may be unfamiliar to many, I will briefly
summarize it here. The story is told from the point of view of Paul Fisher, a seventh
grade boy, who has moved with his family from Houston, Texas to Tangerine
County, Florida. Although the stated reason for the move is that the father has
found a new job, in truth, the real reason the family has moved to Florida is so that
Paul’s older brother Erik, a high school football player, can receive the exposure he
needs to be recruited by a top football college. Paul, who is a talented soccer player,
is considered legally blind as the result of a mysterious childhood accident. As the
novel progresses, we learn that Erik, who is idolized by his parents and fans, is in
fact a bully who is engaged in criminal behavior. We also learn that Paul and Erik’s
parents have been lying to protect Erik and “the football dream”. Throughout the
novel, Paul is forced to face many of his fears as he navigates a new school in a new
town and also has to contend with his brother’s increasingly sadistic, anti-social
behavior. At the end of the story, Paul overcomes his fears and finally faces the
truth about his brother and the way his parents have treated them both.
I intend to frame this unit with several essential questions that relate to the
various themes in the novel. The essential questions are:
1. Is it problematic to focus on appearances and to ignore the reality of a
situation?
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2. How can we judge the difference or distinguish between illusion and
reality.
3. Is it acceptable to keep the truth from people if you think doing so is in
their best interest?
4. What does it mean to be a hero?
5. Should families always be honest with each other?
6. Does our society overvalue sports and the elite athletes who excel in
sports?
7. Should you always tell the truth, even if doing so could cause a family
member to get in trouble?
8. How does our society treat people with disabilities?
9. What is the best way to face and confront our fears?
These questions will be introduced to students at the beginning of the unit, and will
be referred to throughout the various lessons. Students will be asked to select three
of the questions to answer in a journal before they read the story. At the conclusion
of the unit, they will be asked to answer the questions again. They will also be asked
to explain whether their answers to the questions have changed, and if so, how and
why.
Although an analysis of the essential question will be woven throughout this
unit, the primary focus of this literature unit is to provide these 7th grade students
with the skills and strategies they need to read, understand and enjoy a novel.
Some of the students have experience reading and analyzing novels while others
have limited experience. Likewise, many students in this age group love to read
while others find it tedious, boring, or overwhelming. The goal is to ensure that all
students, regardless of their backgrounds, learn how to read and enjoy literature.
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Because these students are only in the 7th grade, the teaching of this unit will be
heavily scaffolded. Students will be given a reading packet that contains vocabulary,
comprehensions questions, and questions about the setting, plot, symbolism, and
characters from each of the chapters. They will be expected to read twenty to forty
pages before each lesson and complete the part of the packet that relates to the
assigned pages. Also, although the lessons are listed sequentially, there may be a
day or two between lessons where class time is spent on matters unrelated to
Tangerine (grammar, vocabulary, writing) so students will often have more than one
night to complete the reading assignments. At the beginning of each class, we will
review the packets to ensure understanding. Some lessons (not detailed in this
outline) will be devoted to in-class reading of the novel to ensure that students are
engaged in close reading. We will vary the reading methods among sustained silent
reading, popcorn reading, and literature circles. By the end of this unit, students
should be able to apply the skills they have learned to more challenging and
complex works of literature. In an effort to engage students in a deep analysis of the
characters in the novel, we will be using an educational social networking site.
Students will create profiles of characters and will be required to post and respond
to posts in the persona of their assigned character.
Culminating Assessment:
For a culminating assessment, students will participate in a mock trial. Each
student will be assigned a role (prosecution team, defense team, witnesses, judge, ,
clerk, expert witnesses) and the class will hold a criminal trial. The defendants will
be Erik and Arthur. The prosecution team will have to decide which charges to
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bring against Erik and Arthur and the defense team will have to decide how to
defend them. Witnesses will be asked to testify against Erik and Arthur.
Relevant Massachusetts Curriculum Frameworks:
Because this unit is for a public school seventh grade class, it is important
that my lessons be designed to meet specific objectives from the Massachusetts
Curriculum Frameworks. Although the lessons will touch upon many of the
frameworks, my focus will be on the following.
Reading Standards For Literature 6 -12
Grade 7 students:
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.
3. Analyze how particular elements of a story or drama interact (e.g., how setting
shapes the characters or plot).
MA.8.A. Interpret a literary work by analyzing how the author uses literary
elements (e.g., mood, tone, point of view, personification, symbolism).
Speaking and Listening Standards 6-12
Grade 7 students:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building
on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and
comments with relevant observations and ideas that bring the discussion back on
topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify
their own views.
4. Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use appropriate
eye contact, adequate volume, and clear pronunciation.
Writing Standards 6 – 12
Grade 7 students:
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the
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reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
MA.3.A. Write short narratives, poems, scripts, or personal reflections that
demonstrate understanding of the literary concepts of mood, tone, point of view,
personification, or symbolism.
Language Standards 6 – 12
Grade 7 students:
4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 7 reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in
context.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy)
to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
Unit Goals:
In addition to the above standards, the lessons are designed to ensure that students
meet the following objectives.
1. Students will be able to identify the protagonist and antagonist in the novel.
2. Students will be able to explain the setting of the story and how the setting affects
the characters and actions in the story.
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3. Students will be able to recognize and understand the author’s use of
foreshadowing, symbolism and figurative language.
4. Students will be able to recognize and identify when the author uses flashbacks
and foreshadowing to create suspense in the story.
5. Students will be able to make inferences based on their own schema and events in
the story.
6. Students will be able to describe the characters, their motivations, and whether
and how characters change and develop as the novel progresses.
7. Students will be able to make predictions about what will happen in the novel.
8. Students will be able to read and understand literature and be able to identify
themes and central ideas within the novel.
LESSON 1 – Frontloading - Preparing to Read the Text- 60 minutes
Objectives: The first lesson in the unit will be designed to prepare students to read
the novel and to prompt their thinking about some of the issues that will be raised
during their reading of Tangerine. This first lesson will also be used to build
background about the two sports that figure prominently in the story: soccer and
football. Although some students may be very familiar with these sports, there may
be some students who will require a little more information. This lesson should also
generate interest in the story and prompt the students to make predictions about
the story.
Materials:
Tangerine Anticipation Guide (Artifact 1)
Student Journals
Handout with Essential Questions (Artifact 2)
Lesson Components:
1. Do Now: When students enter the room the following quote will be on the
Smartboard: “Seeing is believing, but sometimes the most real things in the world
are the things we can't see.” The Polar Express, 2004. Students will be asked to do a
quick write in their journals about their thoughts and opinions regarding the quote.
When students have finished writing, three or four students will be asked to share
what they have written.
(5 – 10 minutes)
2. TW explain to students that we are beginning a new unit that will involve the
reading of Tangerine by Edward Bloom. Students will be each be given a copy of the
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Anticipation Guide (see attached) and will be asked to fill it out independently. The
Anticipation Guide contains a number of statements that are related to themes from
the novel. Students will be asked to indicate whether they agree or disagree with
each statement. In addition, students will be asked to write a brief explanation for
why they agree/disagree.
(10 – 15 minutes).
3. The class will then be broken up into groups of three students. Students will
discuss their answers with members of their group. Students should be prepared to
defend their positions and should also be open to the opinions of others. (See
Speaking and Listening Standards 1 and 4 above).
(5 minutes)
4. The class will come together as a whole group to continue discussing the
questions.
(10 – 15 minutes)
5. The handout with the essential questions will be given to students. We will
spend a few minutes reading/explaining the essential questions. For homework,
students will respond to three of the questions in their journals. These questions
will be revisited at the end of the unit when students will again be asked to respond.
(5 minutes)
Assessment: Students will be assessed throughout the lesson on their participation
in group work and their responses to questions. The Anticipation Guides will be
collected and informally graded. Journal responses will also be reviewed and
informally graded.
LESSON 2 – Frontloading (cont’d) and Point of View– 60 minutes
Objectives: During the first part of this lesson, we will continue to build
background for reading the novel by exploring various topics that figure
prominently in the story. The purpose of this aspect of the lesson is to familiarize
students with some of the concepts and situations that are important to the story.
During the second part of the lesson, students will be given copies of the novel. We
will do a “picture walk” of the book so that students can begin to make predictions
about the story. TW explain that the novel is written in a diary or journal format,
which will lead to a discussion about point of view. After this lesson, students will
understand that the novel is written from the main character’s point of view and
will be able to explain how this perspective may affect how the story is told.
Materials:
Copies of Tangerine for every student
Handout for Group Discussion – Artifact 3
Computer on Wheels (COW)
Large Sheets of Newsprint and markers
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Youtube clip of http://www.youtube.com/watch?v=ZkoMqu-Cz2g (Artifact 4)
Copies of Tangerine reading guide (Artifact 5)
Lesson Components:
1. Do Now: SW break up into their large discussion groups (5 or 6 students). While
they are organizing themselves, TW check HW. Three or four students will be asked
to share one of their journal responses to the essential questions.
2. TW will give each group a slip of paper with three topics that figure prominently
in Tangerine (See Artifact 3) Using the laptops for research as well as personal
knowledge, students will record on newsprint what they know or have learned
about each of the topics. Students should divide the topics among group members
so that the group work is efficient. (15 minutes)
3. We will come together as a class and each group will explain what they know
about each of the topics. Posters will be displayed in the room.
(10 – 15 minutes)
4. TW give each student a copy of Tangerine. We will examine the front and back
covers and TW ask for student volunteers to make predictions about what they
think the novel will be about.
5. We will open up the novel and examine how the chapters are laid out. TW will
explain that the story is written in diary or journal form. This will lead to a
discussion about Point of View. TW show students youtube clip about point of view.
TW will follow up with questions to ensure student understanding.
6. TW read the Prelude and the Prologue to students to model how students should
actively read and ask questions as they are reading. We will have a brief discussion
about how the apparent gaps in Paul’s memory may affect his point of view and the
telling of the story
Assessment/Homework: SW be graded informally on group work and
presentations. They will be also given a Ticket to Leave where they will write what
they think Paul means when he says, “But I can see. I can see everything. I can see
things that Mom and Dad can’t. Or won’t.” TW hand out Reading Guide and assign
students to read through page 33 of the novel. They should also complete the
appropriate section of the Reading Guide. Responses in the Reading Guide will also
be checked and graded.
LESSON 3 (Not fully described in this unit plan): -During Lesson 3, we will
discuss student responses to the reading guide questions. We will also read and
discuss part of the next assigned section in class. For HW students will read up to
page 65 and complete the reading guide for that section.
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LESSON 4: - Setting – 60 minutes
Objectives:
In this lesson we will be discussing the setting of the novel and its importance to the
story. Students will be able to evaluate how the author is creating the setting in the
novel citing textual evidence from story. They will also be able to explain how the
setting contributes to the mood and tone of the story. This lesson is based largely
on Chapter 5 of Smith and Wilhelm’s Literary Elements.
Materials:
Each student will need his/her copy of Tangerine
Handout on Setting (Artifact 6)
Lesson Components:
1. Do Now: Students will be asked to do a quick write on the following question:
Pick one of the following aspects of the setting in which you live and explain the
impact it has on your life: 1. The time period in which you are living. 2. The town in
which you live and the school you attend. 3. The relationships you have with other
people including family, friends and other adults (teachers, coaches etc). SW share
their responses. The goal would be for all three aspects to be covered by student
responses. (15 minutes)
2. As a class, we will have a brief discussion/review on the importance of setting in
a novel. Using the Smartboard, TW explain that setting has three dimensions:
physical, temporal, and social/psychological. TW will define and give examples of
each of these dimensions. TW then ask for student suggestions about a popular
movie where setting is important. As a class, we will characterize or break down the
setting of the movie according to these three dimensions. (15 minutes)
3. TW pass out setting worksheet and students will break into small groups of three
or four. Each group assigned a small section of the previous night’s assigned
reading. SW will look for references about the setting in their section of the reading.
SW decide whether the dimension of setting is physical, temporal or
social/psychological and will record it in the appropriate area on the worksheet. (15
minutes)
4. We will come back together as a class. Each group will report what they have
found to the entire class. A discussion will follow about the significance of setting in
this story. If students missed important aspects of the setting (muck fires, lightning,
Fisher family dynamics) we will focus on these during the discussion. (15 minutes)
Assessment/Homework: TW use a thumbs up/thumbs down approach to ensure
that students understand the three dimensions of setting before they begin group
work. During group work, TW monitor groups to ensure that students understand
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setting and that they are finding appropriate textual references. For Homework
students will read to page 94 and complete the packet for these pages. Students will
also be required to write a paragraph describing a setting. The setting can be real or
imaginary but students must use descriptive language that creates a picture in the
reader’s mind.
LESSON 5 – Plot Development
Objectives: During this class, we will explore the plot development of Tangerine.
The purpose of this lesson is to help students understand and identify the five stages
of plot development in a story. Students will also be able to identify and understand
the conflict in the story. Students will also understand how the mood, tone, setting
and point of view from which the story is told contribute to the development of the
plot
Materials:
Student copies of Tangerine
Plot Development Graphic Organizer (Artifact 7)
Lesson Components:
1. As a class, we will have a brief discussion/review on the importance of setting in
a novel. Students will be asked to share their paragraphs describing a setting.
2. Next, we will review the importance of plot development in a story. Using the plot
of a well-known movie, we will examine how plot develops in a story and how this
makes the story interesting and compelling. Students will be introduced to a
graphic organizer which breaks down the stages of plot development. Using the plot
of the movie, we will fill out the graphic organizer on the Smartboard. Students will
then break into groups to begin filling out the graphic organizer with textual
evidence from Tangerine. To wrap-up, students will report to the whole class about
their group work.
Assessment/Homework: Teacher will monitor group work to ensure that
students understand setting and plot and that they are finding appropriate textual
references. Graphic organizers will be reviewed to ensure that students understand
the setting and rising action in the story. For homework, students should review
pages 1 – 94 in preparation for a reading quiz.
LESSONS 6 – 8 (Not fully described in this unit plan): We will spend the next few
lessons reading the novel as a class and discussing responses to questions in reading
guide. A variety of reading methods will be used. At times, students will engage in
sustained silent reading, popcorn reading, partner reading or literature circles. The
purpose of these lessons is to scaffold the reading of the story for students. This will
ensure that students are understanding what they read and are able to recognize
the themes within the novel. It will also reduce the amount of reading that they are
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required to do on their own. We will also continue to fill in the plot development
graphic organizer with details from the text. During one of these classes, we will
also have a mini-lesson on foreshadowing/flashbacks. Students will be shown a
brief video clip that explains the difference between these two literary devices.
http://www.youtube.com/watch?v=4K_z6wuFC30 (Artifact 8) A discussion will
follow about the use of foreshadowing and flashbacks in Tangerine. When these
lessons are completed, students will have read through page 137 and answered the
questions for these sections. To prepare for lesson 9, students will read up to page
168. During one of these lessons, students will take a reading quiz on pages 1 – 94.
LESSON 9 – Symbolism – 60 minutes
Objectives: The purpose of this lesson is to help students understand and recognize
the author’s use of symbolism in the story. SW be able to identify the symbols and
explain how they relate to the larger themes of the novel.
Materials:
Student copies of Tangerine
Pictures of various familiar symbols to be displayed on the Smartboard
Symbolism handout
Lesson Components:
1. TW conduct a mini-lesson on symbolism. Using the Smartboard, TW display a
few well known cultural or national symbols (American flag, eagle, shamrock, scales
of justice, etc.) (15 minutes)
2. Quick Write – Students will be given about 5 minutes to write about the standard
meaning of the symbol as well as their own personal interpretation of the symbol.
They will also give a possible interpretation of the symbol from another person’s
point of view. The purpose of this quick write is to generate student thinking about
the fact that symbols may mean different things to different people. (10 minutes)
3. TW explain that authors use symbolism in their works and that a literary symbol
gains its meaning from the context of a literary work and often changes as the work
develops. (5 minutes)
4. As a class, we will identify a few symbols from the novel Tangerine (muck fires,
lightning, koi, etc. ). (10 minutes)
5. Students will be divided into groups. Each group will be given the three-column
symbolism chart. They will be asked to identify the symbols from the novel on the
left side. In the center, they should write what they think it symbolizes. On the right
side, they should indicate how the symbolism relates to one of the themes of the
novel. Students should pay special attention to objects, places, or things that are
referenced by a lengthy description, repetition, or special placement. (15 minutes)
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Assessment/Homework: For homework, students will write a literary symbol
analysis. They will have seven days to complete this assignment. It should include
the following:
o A topic sentence that names and describes the symbol in the novel.
o Possible interpretations for the symbol.
o The symbol's effect on the work as a whole.
o The author's purpose in using the symbol.
o How the symbol relates to one of the themes in the novel.
Students will be assessed using a self assessment rubric (See Artifact 9) Students
should also read up to page 168 and answer the corresponding questions in the
reading guide to prepare for lesson 10.
LESSON 10– Characterization (Two day lesson)
(This lesson was adapted for a lesson I prepared for the teaching of the novel
Macho!)
Objectives: At this point in the unit, students have read up to page 168. They have
been introduced to all of the major characters and most of the minor characters. In
this lesson we will be examining the major and minor characters in Tangerine.
As a result of this lesson, students will be able to discuss and analyze the major
characters in the story. They will also be able to discuss how the characters are
developing in the story and how they interact with other characters. Students will
also examine the minor characters and will be able to analyze their importance
within the story.
Materials:
Student copies of Tangerine
blank sheets of newsprint
Tangerine Reading Guide
Handout with Character Discussion Prompts (Artifact 9)
handout with template for bio-poem (Artifact 10)
Lesson Components:
1. Do Now: This lesson will begin with a quiz to check student reading and
comprehension. (15 minutes)
2. After the quiz, teacher will teach a mini-lesson on characterization. As a class, we
will discuss a well-known character from a movie or TV show to illustrate how
characters in a story should be analyzed. Students will then be divided into groups
and assigned a major character from the novel (Paul, Erik, Mr. Fisher, Mrs. Fisher,
Joey, Arthur). Each group will be given a large sheet of newsprint. The groups will
write down details about their character’s physical appearance, personality,
characteristics, and behaviors using the character description chart as a guide. For
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whole class sharing, each group will describe their character to the rest of the class.
As a class, we will then analyze the minor characters (Luis, Victor, Theresa, Tino,
Coach Warner). The description of these characters will also be posted on
newsprint. The character descriptions will be displayed in the classroom for the
remainder of the unit. The next day we will review the posters created the previous
day to review character traits and relationships between characters. Students will
then work independently to write a bio-poem about one of the main characters in
the. The writing of the poem will be modeled for students. A bio-poem should use
words that are relevant to the story and describe the characters. It has eleven lines
that should follow this format:
Line 1: the name of the character
Line 2: four traits that describe the character
Line 3: friend of...
Line 4: lover of... (three items)
Line 5: who feels... (three items)
Line 6: who needs... (three items)
Line 7: who gives... (three items)
Line 8: who fears... (three items)
Line 9: who would like to see... (three items)
Line 10: resident of...
Line 11: a possible nickname
Teacher will assist students who need help. When students are finished, they can
work in pairs to peer-edit. (45 minutes)
Assessment/Homework:
Before the characterization lesson begins, students will have a brief reading check
quiz on pages 94 - 168. The quiz will be designed to make sure that students are
keeping up with the reading and to ensure an understanding of the themes and
relevant vocabulary. The completed bio-poems will also constitute a formal
assessment. For homework, students will read up to page 199. Students will also
continue to explore characterization for homework. Using a computer, students will
go to http://www.readwritethink.org/files/resources/interactives/dramamap/
where they will fill out a conflict map graphic organizer for three assigned
characters. Students will be assigned different characters so that all of the major
and many of the minor characters are covered.
LESSON 11 – Characterization and Conflict (this lesson was also adapted from a
lesson I prepared for the teaching of Macho!)
Objectives: At this point, students have read about 2/3 of the novel. In this lesson,
students will explore the conflicts between and among characters. Students will be
able to identify the conflicts between characters and how these conflicts contribute
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to the plot of the novel. Students will also be able to create a profile of one of the
characters on an educational social networking site.
Materials:
Smart board or Whiteboard
character charts from lesson 8
Student copies of Tangerine
Students’ completed conflict map graphic organizers
Lesson Components:
1. Whole Class Discussion: 20 minutes
Teacher will lead the class in a discussion about the conflicts between the major
characters. Students will be asked to share their conflict maps that they did for HW.
Pairs of characters will be listed on a whiteboard (or Smart board) and class will
brainstorm about the conflicts between these pairs of characters (Paul v. Erik, Paul
v. Mr. Fisher, Mr. Fisher v. Mrs. Fisher, Erik v. Antoine, Paul v. Joey).
2. Group Work- 25 minutes
Students will continue to explore character conflict in a fun, engaging way.
Students will be placed in groups of three and will be assigned one of the character
conflicts outlined above. One person in each group will be designated the counselor.
The other two students will represent one of the other major characters. Students
can refer to the character charts prepared in lesson 2 as well as their conflict maps
to make sure they have sufficient knowledge about the characters. Each character
should spend a few minutes writing down the conflicts they have with the other
character. They should support their views with specific examples from the text.
During this time, the “counselor” should put in writing what he/she knows about
the conflict. The two characters will then meet with the “counselor” to discuss their
conflicts. The “counselor” should ask questions of the characters that encourage
them to explore their feelings. Both characters and the counselor should also come
up with ideas to resolve the conflict.
3. Wrap up: - 10 minutes
We will come back together as a class to discuss the counseling sessions. Each
group will appoint someone to report to the whole class about how their “session”
went and what they learned about each of the characters involved.
Assessments/Homework: The brainstorming session at the beginning of class will
be used as a diagnostic assessment to ensure that students are able to recognize and
discuss the conflicts between the major characters. Students will be assessed in an
informal manner during the counseling sessions by teacher observations of each of
the groups. For homework, students will create a profile of one of the major
characters on an educational social networking site like Edmodo. Students should
record the interests of their character, favorite quotations, relationship status,
photographs, profile picture, etc. At other times during this unit, students will be
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asked to create and respond to posts in the persona of their assigned character. To
prepare for the next lesson, students should read up to page 230.
LESSON 12 – Figurative Language
Objective: This lesson will be devoted to a discussion of figurative language.
In this lesson, students will learn to recognize and interpret an author’s use of
figurative language. Students will understand that the use of figurative language can
contribute to the mood and tone of a story.
Materials:
Student Copies of Tangerine
Video on Figurative Language
Lesson Components:
1. The teacher will present definitions and examples of simile, metaphors, and
personification using the Smartboard. (15 minutes)
2. Students will then be shown a brief video clip that defines and gives examples of
similes, metaphors, and personification. (I created a video for the novel A Single
Shard. This video will be adapted for Tangerine) The songs “A Year Without Rain”
by Selena Gomez and “Shadow of the Day” by Linkin Park will be playing in the
video clip. When the video clip is finished, the teacher will hand out the lyrics to
both songs and will play the songs again while students read along. TW explain that
figurative language is also found in music and poetry. Lyrics will be placed on the
overhead projector and the class will work together as a group to identify the
metaphors, similes, and personification in the songs. (20 minutes)
3. Students will break into groups of three or four. Each group will be given a
picture of people or places (happy child, angry man, mountain landscape, busy city,
etc). The students will work in their groups to draft a simile and a metaphor to
describe what is in the picture. (15 minutes)
4. We will come back together as a class. Students will then orally share the similes
and metaphors they drafted and will explain what they mean using the sentence
frame “_________ is being compared to a __________. Similes and metaphors will be
posted in the classroom. (10 minutes)
Assessments/Homework: The similes and metaphors drafted by the students will
be reviewed by the teacher to ensure that they understand the concept. For
homework, students will have to find at least 10 examples of similes, metaphors, or
personification in Tangerine. They will also be required to explain how the use of
the figurative language contributes to the mood and tone of the story or how it
relates to the themes of appearance vs. reality or overcoming fears. In preparation
16
for the next class, students should read to page 252 and answer the corresponding
reading guide questions.
LESSONS 13 through 15: (Not fully detailed in this unit)
During the next few lessons, we will finish the novel together in class to support
students reading outside class. We will also review and discuss the reading guide
questions. A great deal takes place in the last few sections of the novel and it is
important that student reading be scaffolded so that they are able to fully grasp the
themes and the meaning of the story. We will also revisit our plot development
graphic organizer to fill in details about rising action, climax and falling action. In
addition, we will add details and information to our character description posters.
For homework, students will draft a minimum of three discussion questions that
will be used for the upcoming Socratic Seminar. These questions should relate to
the themes and essentials questions that have framed the unit. TW explain the
format for the Socratic Seminar and will answer student questions. Students will
also be asked to revisit the responses they made to three essential questions at the
beginning of the unit. They should respond to these questions again and explain
how their opinions have changed since they completed the novel. These changes in
thinking can also be used to frame questions for the Socratic seminar.
LESSON 16: Socratic Seminar
Objectives: At this point, students have completed reading Tangerine. They have
studied point of view, setting, plot development, characterization, and figurative
language. In addition, they have examined the themes of appearance vs. reality and
overcoming fear. Students will now successfully engage in a Socratic seminar to
discuss the themes of appearance vs. reality and overcoming fears and will relate
these themes to the essential questions of the unit. Students should also make
connections between the characters in the novel and their own lives and will be able
to discuss and explain these connections.
Materials:
Student copies of Tangerine
Student generated questions for discussion
Teacher generated questions for discussion (to be used only if student questions are
insufficient)
Lesson Components:
1. The students will spend the entire class participating in a Socratic Seminar. The
teacher will begin by establishing ground rules for the seminar. (See Attached
Artifact). These rules will be posted on the Smartboard or whiteboard for reference.
Students will then begin the discussion using the questions they prepared for
homework. These questions should focus on the themes and essential questions
that are the focus of the unit. Students should also make connections between the
17
characters in the novel and their own lives and will be able to discuss and explain
these connections.
2. Teacher will allow students to run the discussion but will be available to re-direct
the discussion when necessary. Teacher will also be responsible for making sure
that a few individuals do not dominate the discussion and that everyone has an
opportunity to speak. To ensure that every student has a chance to speak, TW
employ the “two cents approach”. Each student will be given two pennies (for their
thoughts), which will be placed on their desks. Each time they speak, they will move
a penny from one side of their desks to the other. A student cannot speak for a third
time until everyone has had a chance to speak twice. The process of moving pennies
from one side to another will then begin again. TW have questions prepared that
will be used only if student questions do not lead to fruitful discussions about the
theme and the essential questions.
Assessment/Homework: Assessment of the Socratic Seminar will be done on an
informal basis. Teacher will observe students and grade them on participation and
thoughtfulness of responses. As a ticket to leave, students will also be asked to
write a brief reflection on the effectiveness of the Socratic Seminar. For homework,
students will be given the instructions for the final culminating assessment.
Students will be asked to review the handout describing the Roles of the Members of
a Trial and should come to class prepared to choose a role they would like to play in
the trial.
LESSON 17: Mock Trial – (May take four to five days)
Adapted from a lesson from www.readwritethink.org
Podolski, Jacqueline, Literary Characters on Trial: Combining Persuasion and
Literary Analysis - http://www.readwritethink.org/classroom-resources/lessonplans/literary-characters-trial-combining-799.html?tab=1#tabs
National Council of Teachers
Objectives: As a culminating assessment, students will engage in a dramatic
activity. Specifically, they will prepare for and perform a criminal trial against Erik
and Arthur. The purpose of this assignment is to “help students create a new world
in which the characters, themes, and motivations of the novel combine with and
affect students' understanding of the world in which they live.” This lesson will also
help them relate the themes of the novel to the real world.
Materials:
Handout on Roles of the Members of a Trial (Artifact 13)
COW
Video clip of trial from TV show or movie
18
Lesson Components:
1. SW share what they know about courts, trials, and roles of the people involved
with the class. Students and teacher will share what they have seen/read about of
trials-in the media, books, movies, etc. As a class, we will view an appropriate trial
from TV, such as Law and Order, or movies, such as Inherit the Wind or To Kill a
Mockingbird.
2. TW explain the mock trial activity to the class. Students will participate in a trial,
inspired by Tangerine. Students are to imagine that Erik and Arthur are charged
with the crimes they have committed during the course of the novel. Each student
will be assigned a role.
2. Using the laptops from the COW, students will explore sites where they can learn
more about terms and routines related to trials using the online Exploring the
Judicial System through a Literary Mock Trial.
3. When students have experience with the legal vocabulary and related
information as well as roles in trials, we will brainstorm characters and situations
from their current piece of literature that would warrant a trial. The class will
create a list of potential crimes for which Erik and Arthur should be charged.
4. After the brainstorming session students will be asked to choose a role for the
trial. Students who have chosen to be lawyers will be given either e
Prosecution Attorney's Duties or Defense Attorney's Duties handout so that they
have a better idea of their specific expectations.
5. After roles have been selected or assigned, TW discuss the expectations and
requirements of the trial. Students will be given a Trial Rubric, which will be used to
evaluate students' participation in the trial.
6. When students understand the assignment, they will be given in class time to
begin research and to outline their cases. Students will also be expected to prepare
their cases as part of homework. The prosecution team should decide what charges
to bring, which witnesses they will call, and the questions they will ask. They will
also need to prepare opening and closing statements. The defense team should
prepare a defense of their clients and prepare their clients to testify. They should
also prepare opening and closing statements as well as cross examinations of
prosecution witnesses. Witnesses for both sides should work with the lawyers to
prepare their testimony. TW guide students as they decide which points to include,
who will be presenting each point, and how to best deliver their portion.
7. Students will be given in-class time to rehearse the trial. TW help students who
are having difficulty.
19
8. The “case” will be tried before a jury of another 7th grade class. At the end of the
trial, the “jury” will deliberate and render verdicts.
Assessment: SW be given time to discuss the trials and verdicts. They will then
complete Self-Evaluation Forms. As the discussion continues, students will be
assessed on their understanding of the plot elements and characterization, as
revealed in their comments and observations. The Trial Rubric will be used to
assess student performance in the trial. Students will also be evaluated in particular
the connections students they make between the details in the novel and the details
they choose to focus on during the mock trial.
20
Works Cited
"Anticipation Guide." N.p., n.d. Web. 10 Mar. 2013.
<http://www.novelinks.org/pmwiki.php?n=Novels.Tangerine.>.
"Bio Poem: Sample Bio Poems." Bio Poem: Sample Bio Poems. N.p., n.d. Web. 12 May
2013. <http://www.studyguide.org/bio_poem.htm>.
Lorcher, Trent. "Teaching Symbolism: How to Get More out of Literature." Bright
Hub Education. N.p., n.d. Web. 12 May 2013.
<http://www.brighthubeducation.com/high-school-english-lessons/28791teaching-symbolism/>.
Milner, Joseph O., Lucy M. Milner, and Joan F. Mitchell. Bridging English. 5th ed.
Boston: Pearson Education, 2012. Print.
"Pahokee Middle/Senior High School Tangerine Unit." N.p., n.d. Web. 3 May 2013.
<http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&v
ed=0CEAQFjAC&url=http%3A%2F%2Fwww.edwardbloor.net%2Ftang>.
Podolski, Jacqueline. "Literary Characters on Trial: Combining Persuasion and
Literary Analysis." Readwritethink.org. N.p., n.d. Web. 12 May 2013.
<http://www.readwritethink.org/classroom-resources/lessonplans/literary-characters-trial-combining-799.html?tab=3>.
Sheranian. "Tangerine: K-W-H-L Strategy: Instructions." BYU, n.d. Web. 10 Mar.
2013. <http://www.novelinks.org/pmwiki.php?n=Novels.Tangerine.>.
Sheranian. "Tangerine: Unit Taxonomy Overview Guide." Www.novelinks.org. BYU,
n.d. Web. 10 Mar. 2013.
<http://www.novelinks.org/pmwiki.php?n=Novels.Tangerine.>.
21
Smith, Michael W., and Jeffrey D. Wilhelm. Fresh Takes on Teaching Literary
Elements: How to Teach What Really Matters about Character, Setting, Point of
View, and Theme. New York: Scholastic, 2010. Print.
"Tangerine by Edward Bloor - Study Guide: Novel Questions, Words N Phrases,
Journal Prompts." Koolteecha.edublogs.org. N.p., n.d. Web. 1 May 2013.
<http://koolteecha.edublogs.org/files/2009/03/tangerine-study-guidesanders.pdf>.
"Tangerine Discussion Guide." Scholastic Teachers. N.p., n.d. Web. 9 Mar. 2013.
<http://www.scholastic.com/teachers/lesson-plan/tangerine-discussionguide>.
"Tangerine." TeachingBooks.net. Saddleback Educational Publishing, n.d. Web. 10
Mar. 2013. <http://www.teachingbooks.net/tb.cgi?tid=6621>.
"Troubled Tangerine." CREATE for Mississippi. N.p., n.d. Web. 2 May 2013.
<http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?arti
cleID=223>.
"What Is a Rubric?" Rubrics. N.p., n.d. Web. 12 May 2013.
<http://simpsonell.com/rubrics.cfm>.
Wilhelm, Jeffrey. "Frontloading: Assisting the Reader Before Reading."
Www.myread.org. N.p., n.d. Web. 9 Mar. 2013.
<http://myread.org/guide_frontloading.html>.
22
Artifact 1
NAME: _____________________________________ DATE:___________
ANTICIPATION GUIDE - TANGERINE BY EDWARD BLOOR
Do you agree or disagree with these statements? Explain your answers. After
marking each of your answers, you will have a chance to discuss why you agree or
disagree with each statement.
1. You can always see the truth with your eyes.
Agree Disagree
Explanation:
2. First impressions are always correct.
Agree Disagree
Explanation:
3. Soccer is a boy’s sport.
Agree Disagree
Explanation:
4. People with visual handicaps should be allowed to play
Agree Disagree
Sports in public school?
Explanation:
5. A hero is someone who tells the truth even when it’s hard.
23
Agree Disagree
Explanation:
6. The hardest problems in life happen on the inside, not the outside,
of a person.
Agree Disagree
Explanation:
7. Abuse only happens when someone hurts you physically.
Agree Disagree
Explanation:
8. If you have a disability, you can’t be cool.
Agree Disagree
Explanation:
9. Healthy relationships are based on open communication.
Agree Disagree
Explanation:
10. Sports help build character in young people.
24
Agree Disagree
Artifact 2
Tangerine Unit Essential Questions
1. Is it problematic to focus on appearances and to ignore the reality of
a situation?
2. How can we judge the difference or distinguish between illusion and
reality.
3. Is it acceptable to keep the truth from people if you think doing so is
in their best interest?
4. What does it mean to be a hero?
5. Should families always be honest with each other?
6. Does our society overvalue sports and the elite athletes who excel in
sports?
7. Should you always tell the truth, even if doing so could cause a family
member to get in trouble?
8. How does our society treat people with disabilities?
9. What is the best way to face and confront our fears?
25
Artifact 3
Tangerine Topics
Group 1
What are the difficulties associated with moving to a new town and
school?
What is a sinkhole?
What effect does cold temperatures have on crops grown in
typically warm climates and what can be done to prevent damage?
Group 2
What is a muck fire?
Explain the rules and positions in the game of soccer.
Explain the roles of the quarterback, placekicker and holder in
football.
Group 3
What does it mean to be legally blind?
Explain what you know about lightning strikes and the potential
danger they pose.
Explain whether you think siblings should be treated equally and
how parents can ensure that they are doing this given the different
talents and challenges that different children have.
26
Group 4
Explain what you know about the growing of citrus crops.
What is a football scholarship and how does one go about earning a
scholarship?
Explain what you know about termites and mosquitoes and how
they are managed and controlled.
27
Artifact 4
http://www.youtube.com/watch?v=ZkoMqu-Cz2g
28
Artifact 5
Tangerine Reading Guide
Prologue – August 23 (p. 33)
Questions to Think About – The following questions should be
answered in your journals. The purpose of these questions is to
help you understand the meaning of what you are reading. Read
the questions before you begin to read and think about them
while you are reading.
1. Why do Paul and his family move?
2. What do you think Erik means when he says “I can see everything.
I can see things that Mom and Dad can’t. Or won’t.”
3. What is the Erik Fisher Football Dream?
4. What are muck fires and why are they significant in the story?
29
5. How does Paul feel about his brother Erik?
6. What does Paul think about the lightning that frequently occurs in
Tangerine?
7. On page 21 Paul says, “Erik was a phony as he needed to be.”
Knowing that the story is told from Paul’s point of view, do you agree
or disagree that Erik acted like a phony? Provide reasons.
8. What are the three problems that Paul and his mother discover
about Tangerine Middle School?
9. Why was Paul angry with his mom? (Hint – look at page 24)
Vocabulary/Key Terms: Use context clues to figure out the
meaning of the following words or phrases. If you can’t figure
out the meaning from context clues consult a dictionary or other
resource.
1. legally blind
2. anticipated
3. portable classrooms
4. overlooked
5. koi
6. receding
7. predator
30
Extend your Thinking – Paul is the protagonist, or the main
character, in Tangerine. His brother, Erik, is the antagonist, or the
character who opposes the main character. In some stories, the
protagonist is the character the reader roots for and the antagonist is
the character the reader roots against. Do you think this is how the
author wants us to feel about Paul and Erik? What are some clues
that Edward Bloor wants us to root for Paul and against Erik?
Prediction – What will happen to the Fisher family in Tangerine?
August 28th – Friday, September 8 (p. 65)
Questions to Think About – The following questions should be
answered in your journals. The purpose of these questions is to
help you understand the meaning of what you are reading. Read
the questions before you begin to read and think about them
while you are reading.
1. What has Paul been told about how he became legally blind? Does
Paul believe the story? Do you think the story is true?
2. Why doesn’t Paul doesn’t tell Kerri why he is legally blind?
3. What happened to Mike Costello?
4. What is Erik’s demeanor when he tells his mother about Mike’s
death and how does this compare to his conversation about it with
Arthur?
5. Why do you think Paul would feel safer if Erik was the body at the
undertakers instead of Mike Costello?
6. What do you think Paul means when he says that Erik is part of
the “eclipse story”.
7. What does Mrs. Fisher want the coach to change about football
practice? Does he make the change she is requesting?
31
8. Why does Paul get kicked of the Tangerine soccer team?
Vocabulary/Key Terms: Use context clues to figure out the
meaning of the following words or phrases. If you can’t figure
out the meaning from context clues consult a dictionary or other
resource.
1. eclipse
2. irregularities
3. handicapped
4. visually impaired
5. torque
Extend your thinking – Do you think Coach Walski made the right
decision by kicking Paul of the soccer team? Do you think he really
had to make the decision he made?
Friday September 8, later – end of Part I (p. 94)
Questions to Think About – The following questions should be
answered in your journals. The purpose of these questions is to
help you understand the meaning of what you are reading. Read
the questions before you begin to read and think about them
while you are reading.
1. How does Paul deal with his fear about going to Mike’s wake?
32
2. Do you agree or disagree with the coach’s decision to hold practice
on the day of Mike’s funeral? Provide details for your reasons.
3. Do Mr. and Mrs. Fisher agree about the coach’s decision to hold
practice?
4. What happens at the carnival and how does Paul feel about it?
5. What is the disaster that takes place at Lake Windsor Middle
School and how does Paul react to it?
6. How does the sinkhole change Paul’s life?
7. What does the sinkhole symbolize in this story?
Vocabulary/Key Terms: Use context clues to figure out the
meaning of the following words or phrases. If you can’t figure
out the meaning from context clues consult a dictionary or other
resource
1. osprey
2. sinkhole
3. disintegrating
4. underground cavern
5. disaster area
6. rosary
Extend your thinking - At the end of Part I, Paul confronts his father
about not paying attention to him and his father responds by saying,
“Maybe during football season I’m more wrapped up with what
Erik’s doing. That’s true. But the rest of the time I pay equal
attention to you boys.” Do you think that it is okay for a parent to
33
pay more attention to one child? Why does Paul’s father fail to see
that he is not paying enough attention to Paul?
Part II, September 18 – Tuesday, September 26
(137)
Questions to Think About – The following questions should be
answered in your journals. The purpose of these questions is to
help you understand the meaning of what you are reading. Read
the questions before you begin to read and think about them
while you are reading.
1. What is Paul’s initial experience like at Tangerine Middle School?
2. How do the kids on the Tangerine Middle School soccer team treat
Paul?
3. Describe the interaction that Paul and Joey have with Erik and
Arthur?
4. Why does Joey describe himself as a “coward”?
5. What happens when Erik takes the field as the placekicker for the
first time?
6. What does Paul mean when he says, “This is the house built on the
Erik Fisher Football Dream”?
7. Why does it bother Paul that his parents are not at his soccer
game?
Vocabulary/Key Terms: Use context clues to figure out the
meaning of the following words or phrases. If you can’t figure
out the meaning from context clues consult a dictionary or other
resource
34
1. banter
2. squadron
3. menacing
4. predator
5. ghoulish
6. mourning
Extend your thinking – After Erik is humiliated at his first football
game, Paul says, “Erik can’t laugh this off. Erik can’t leave this
humiliation behind him. Someone has to pay for this. I’m not sure
why I’m sure. But I am. Someone has to pay for this.” Why do you
think that someone has to pay for Erik’s humiliation? Who do you
think will have to pay?
September 26, later – Thursday, October 6 (p. 168)
Questions to Think About – The following questions should be
answered in your journals. The purpose of these questions is to
help you understand the meaning of what you are reading. Read
the questions before you begin to read and think about them
while you are reading.
1. Describe Joey’s experience at Tangerine Middle School. Why does
he have a more difficult time than Paul?
2. Why do you think Shandra doesn’t want to be part of “newspapers
or publicity”?
3. Why does Paul mean when he tells Joey that he is coming in with
the wrong attitude?
4. Why did Mr. Donnelly install 10 lightning rods on his house?
35
5. What steps is the homeowners association taking to combat
problems with the muck fires, lightning, and termites? Do their
efforts help or hurt?
Vocabulary/Key Terms: Use context clues to figure out the
meaning of the following words or phrases. If you can’t figure
out the meaning from context clues consult a dictionary or other
resource.
1. fumigated
2. prominence
3. lightning rod
4. dilapidated
Extend your thinking – How do the muck fires, termites and
lighting relate to the theme of appearance vs. reality? Is the
community of Lake Windsor as beautiful as it appears on the
outside?
Prediction – What will happen as a result of all the robberies in the
neighborhood?
November 2 – End of Part II (p. 199)
Questions to Think About – The following questions should be
answered in your journals. The purpose of these questions is to
help you understand the meaning of what you are reading. Read
the questions before you begin to read and think about them
while you are reading.
1. Paul has not written in his journal for four weeks. Why hasn’t he
written and what has happened during that time?
2. What is happening with the Erik Fisher Football Dream?
36
3. What does Paul mean when he says that Erik was wearing his
“football-hero smile”? (p. 178) Is Erik a hero? Why are the “Florida
football guys” so impressed with Erik? Do you think they should be?
4. What memory (flashback) comes back to Paul on November 5th?
What does this make you think about what really happened to Paul’s
eyes?
5. Why do the players from Tangerine Middle think that Lake
Windsor looks like a movie? What does Erik mean when he says it is
like a movie set – “painted on plywood and propped up by two by
fours. As phony as an Erik Fisher football hero smile.” (p. 188)
.
Vocabulary/Key Terms: Use context clues to figure out the
meaning of the following words or phrases. If you can’t figure
out the meaning from context clues consult a dictionary or other
resource
1. Quonset hut
2. horticulture
3. deflected
Extend you thinking – How does the quote from question5 relate to
the theme of appearance vs. reality? Why does Paul make a
comparison between Lake Windsor and Erik?
Prediction - Make a prediction about what might happen in Part III.
November 20 – November 23 (p. 230)
Questions to Think About – The following questions should be
answered in your journals. The purpose of these questions is to
37
help you understand the meaning of what you are reading. Read
the questions before you begin to read and think about them
while you are reading.
1. Why is Paul “paralyzed with fear” on page 204?
2. Paul uses a number of similes and metaphors to describe Erik.
List at least three metaphors or similes that Paul uses. How do these
comparisons help us to understand what Erik is truly like?
3. What does Erik do to Tino?
4. Do you think Mr. Fisher saw what Erik did to Tino? If so, why
doesn’t he react to it in any way?
5. What does Erik mean when he says, “What was wrong with all of
us?” (p. 207)
6. What does Paul see when he is hiding under the bleachers?
7. Explain what has to be done to save the Cruz family’s tangerine
grove from the frost. How does Paul help?
Vocabulary/Key Terms: Use context clues to figure out the
meaning of the following words or phrases. If you can’t figure
out the meaning from context clues consult a dictionary or other
resource
1. blackjack
2. agonizing
Extend Your Thinking - After Erik hits Tino, Paul looks into Erik’s
eyes and believes that he sees fear instead of hatred. Up until now,
Paul has been afraid of Erik? Why do you think Erik would be afraid?
Prediction – Predict what you think Paul will remember about his
past.
38
November 24 – Thursday, November 30 (p. 252)
Questions to Think About – The following questions should be
answered in your journals. The purpose of these questions is to
help you understand the meaning of what you are reading. Read
the questions before you begin to read and think about them
while you are reading.
1. How does Erik play in the last game of the season? What does Mr.
Fisher tell Paul about the game? Why do you think he blames other
players for Erik’s performance?
2. How does Paul react when he sees the spray paint on the
perimeter wall? Why do you think he reacts this way?
3. Who do you think is responsible for the damaged mailboxes and
the spray-painted wall?
4. What is the latest problem the residents of Lake Windsor Downs
are facing?
4. How did Luis die?
5. What is Paul’s reaction to Luis’ death?
6. Why does Theresa tell Paul not to attend Luis’ funeral?
Vocabulary/Key Terms: Use context clues to figure out the
meaning of the following words or phrases. If you can’t figure
out the meaning from context clues consult a dictionary or other
resource
1. aneurysm
2. persistent
39
Extend your thinking – On page 249, Paul says, “There’s no big
mystery here. The truth about Luis is obvious to all of the people
around him. Their lives are not made up of bits and pieces of
versions of the truth. They don’t live that way. They know what
really happened. Period. Why would that seem so mysterious to
me?” What is Paul saying about the difference between his family
and Luis’ family? Why does Paul’s family create their own version of
the truth?
December 1 – (to page 270)
Questions to Think About – The following questions should be
answered in your journals. The purpose of these questions is to
help you understand the meaning of what you are reading. Read
the questions before you begin to read and think about them
while you are reading.
1. Why do you think the girl at the football banquet calls Erik “Mr.
Generosity”?
2. When Erik and Arthur confront Paul on the perimeter road, he
realizes that he is no longer afraid of his brother. How has he been
able to overcome this fear?
3. Why does Erik react the way he does when Paul confronts him
and Arthur about what they did to Luis?
4. On page 263, Paul finally remembers what happened to his eyes.
Looking back through the novel, what events or incidents gave hints
about what was going to happen (foreshadowing)?
5. After confronting Erik, Paul confronts his parents about the lies
they told him. Do you think their lies were justified?
6. Do you think Paul will take Antoine’s advice about telling the
truth? What does he want Paul to do?
40
Vocabulary/Key Terms: Use context clues to figure out the
meaning of the following words or phrases. If you can’t figure
out the meaning from context clues consult a dictionary or other
resource.
1. mirage
2. Coke-bottle glasses
3. prostrate
4. apparition
5. pummeling
6. focal point
Extend Your Thinking – In this section, we learn that Antoine has
taken responsibility for lying about his residence so he could play for
Lake Windsor, but there is another lie that is eating away at him.
What is the lie that is making him “sick at heart”? Has the lie that the
Fisher family has told about Paul’s eyes made them “sick at heart”?
Prediction – What is the important meeting going to be about?
December 3– December 3, later (p. 288)
Questions to Think About – The following questions should be
answered in your journals. The purpose of these questions is to
help you understand the meaning of what you are reading. Read
the questions before you begin to read and think about them
while you are reading.
1. Do you think Coach Warner, Mr. Bridges, and Mr. Fisher are really
shocked by Antoine’s admission that he does not live in Lake
Windsor?
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2. What does Paul mean when he tells his father on page 277 “I guess
it’s about your eyesight, Dad.”
3. What do we learn about what Arthur and Erik have been doing?
4. Was the news about the robberies a surprise to you? Why or why
not? Provide details from the story.
5. Why is Arthur arrested?
Vocabulary/Key Terms: Use context clues to figure out the
meaning of the following words or phrases. If you can’t figure
out the meaning from context clues consult a dictionary or other
resource.
1. notarized
2. nullified
3. ransacked
Extend your thinking – Mr. and Mrs. Fisher set up a meeting to tell
the neighbors that Erik and Arthur have been breaking into houses
and stealing valuables. Do you think they are finally trying to hold
Erik responsible for his actions or are they still protecting him and
not holding him accountable?
December 4 – end of novel
Questions to Think About – The following questions should be
answered in your journals. The purpose of these questions is to
help you understand the meaning of what you are reading. Read
the questions before you begin to read and think about them
while you are reading.
1. Do you think Paul should have been expelled from school for what
he did? Why or why not?
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2. Why do you think Paul decides to tell the police the whole story?
3. Why is it so important to Paul that he is going to be feared at his
new school?
4. What does Paul mean when he says “…I heard Erik pacing back
and forth, back and forth, in the cage he had made for himself.” (292)
5. At the end of the story, Paul’s parents decide that his father will
drive him to school. Why is this so significant?
Vocabulary/Key Terms: Use context clues to figure out the
meaning of the following words or phrases. If you can’t figure
out the meaning from context clues consult a dictionary or other
resource.
1. waive
2. contempt
Extend your thinking – At the end of the story, Mr. Fisher seems to
have turned his back on Erik. In fact, Paul compares his father to
“those friends who abandoned Erik, who now regretted ever getting
involved with him in the first place.” Why do you think Mr. Fisher
reacts this way? Do you think his response is appropriate?
Predict - Predict Paul’s future – what will he do next year? 2. Predict
Erik’s future – what will he do next year?
This Reading Guide is a compilation of my own work and questions I
found, and in many cases adapted from other study guides from the
following sources:
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“Focus on Reading: Tangerine." TeachingBooks.net. Saddleback Educational
Publishing, n.d. Web. 10 Mar. 2013.
<http://www.teachingbooks.net/tb.cgi?tid=6621>.
"Pahokee Middle/Senior High School Tangerine Unit." N.p., n.d. Web. 3 May 2013.
<http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&v
ed=0CEAQFjAC&url=http%3A%2F%2Fwww.edwardbloor.net%2Ftang>.
"Tangerine by Edward Bloor - Study Guide: Novel Questions, Words N Phrases,
Journal Prompts." Koolteecha.edublogs.org. N.p., n.d. Web. 1 May 2013.
<http://koolteecha.edublogs.org/files/2009/03/tangerine-study-guide-s
anders.pdf>.
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Artifact 6
The Setting of Tangerine
Physical Setting: The specific geography of the place where the story takes
place (climate, physical features, location)
Temporal Setting: The time period in which the story takes place and the
length of time of the story.
Social/Psychological Setting – The relationships among and between the
characters in the story.
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]’
Artifact 7
Plot Analysis Graphic Organizer
(See Attachment)
Artifact 8
Video on Foreshadowing and Flashback
http://www.youtube.com/watch?v=4K_z6wuFC30
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Artifact 9
Rubric for Symbolism Writing Assignment
Writing Rubric
Criteria
I clearly and effectively responded to the assignment.
Points
5
My paper contains a topic sentence that names and
describes the symbol in the novel.
5
My paper provides a possible interpretation for the
symbol that is supported by textual evidence.
5
My paper adequately explains the symbols effect on the
novel as a whole and the author’s purpose in using the
symbol.
My paper provides an explanation for how the symbol is
connected or relates to one of the themes in the novel.
(You may relate it to themes not explored in class as long
as it is supported by textual evidence from the novel)
5
5
Form and Structure
My paragraphs are indented?
2
Each of my paragraphs each have a topic sentence that
tells what the paragraph will be about?
3
Each of my paragraphs each has at least three to five
supporting sentences that explain my topic?
5
My supporting sentences contain appropriate and
interesting examples, details, or evidence?
5
My ideas presented in a logical order so that they make
sense to the reader?
I make smooth transitions between sentences and
paragraphs by using time and sequence words to help
5
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Total
me (first, second, finally, then, next, before, last…) or words
that alert the reader to a change of direction in my
argument (however, in contrast, otherwise, on the other
hand, although, instead, but, on the contrary…)?
3
Do my paragraphs each have a concluding sentence that
refers to my topic without repeating what I already wrote?
2
English grammar, usage, & punctuation
1. Did I write in complete sentences?
2. Did I make sure that my subjects and verbs agree?
Example: He walks home.
3. Did I use appropriate verb tenses?
4. Did I vary my sentence structure so that every
sentence does not follow the exact same pattern?
5. Did I capitalize proper nouns and the first letter of the
first word in every sentence?
6. Did I punctuate (. , ! ? “) my sentences properly?
20
Are my words spelled correctly?
5
Total
75
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Artifact 10
Character Discussion Questions
The following questions should be used to help guide your
discussion on character. You are not required to answer every one
of these questions. Instead, they should be used to prompt your
thinking about your character’s motivations, behavior, and
characteristics.
1. What seems to drive this person to action?
2. What incidents tell us the most about this person?
3. What actions of this person most affect how you feel about
him/her?
4. What are the greatest strengths/weaknesses about his person?
5. How has this person changed or matured?
6. What is important about this person’s moral character?
7. What question would you like to ask this character
8. Would you be friends with this person? Why or why not?
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9. How does this person relate to those around him/her?
10. What is important to this person?
Artifact 11
Bio-Poem Template
Line 1: the name of the character
Line 2: four traits that describe the character
Line 3: friend of...
Line 4: lover of... (three items)
Line 5: who feels... (three items)
Line 6: who needs... (three items)
Line 7: who gives... (three items)
Line 8: who fears... (three items)
Line 9: who would like to see... (three items)
Line 10: resident of...
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Line 11: a possible nickname
Artifact 12
Ground Rules for Socratic Seminar
(Adapted From Bridging English, p. 32)
1. Be familiar with the text so that you can quickly find relevant
passages. Be prepared with appropriate questions that you would like
to discuss during the seminar.
2. Maintain the goal of trying to arrive at a shared understanding, not of
airing opinion. This is not a debate.
3. Approach the seminar with an open mind and a willingness to change
your opinion.
4. Listen carefully and respectfully. Speak clearly. Use textual
evidence to support your arguments.
5. Everyone must have a chance to speak. After you have spoken twice,
you must wait until everyone else has spoken twice before you may
speak again.
6. Look at each other. Acknowledge your confusion. Call each other by
name.
7. You do not need to raise your hand but you should not interrupt
others.
8. This is not an open discussion. Try not to stray from the subject.
9. End with greater clarity but with more questions.
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Artifact 13
Roles of the Members of a Trial
(Will be provided as a hard copy)
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