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Tangerine

Tangerine. Unit 3 SpringBoard Level 2 Activities 3.17-3.20. 3.17 Another New School. Monday, Sept 18 through Friday, Sept 29. To make connections within text. Purpose. 3.17 Another New School. As you read Paul’s entry for Sept 22, use sticky notes to annotate the text.

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Tangerine

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  1. Tangerine Unit 3 SpringBoard Level 2 Activities 3.17-3.20

  2. 3.17 Another New School • Monday, Sept 18 • through Friday, Sept 29 • To make connections within text Purpose

  3. 3.17 Another New School As you read Paul’s entry for Sept 22, use sticky notes to annotate the text. Chck mark by parts you understand ? By parts you don’t understand ! By parts you find interesting

  4. 3.17 Another New School Re-read Paul’s entry for Sept 20. Add information to the Sibling Relationships graphic organizer from 3.11 Lightning Strikes.

  5. Tangerine Monday, Sept 18 Through Friday, Sept 29 3.18 Lightning Strikes Page 202 in SpringBoard

  6. Purpose To identify similarities and differences To write a paragraph of contrast

  7. List 5 things that make LMS what it is. What Makes LMS Answers Friends Teachers Sports teams Mascots Building Location Master List on Board

  8. Compare/Contrast Use the points from the last slide to compare these 2 middle schools both Tangerine MS Lake Windsor MS Does anything about either of these schools seem familiar to you?

  9. Writing Prompt Write a paragraph that focuses on the differences between the two schools. Include a strong topic sentence that makes a point about the differences. Use transition words and conjunctions from previous activities as you draft and revise your paragraph.

  10. Example Topic Sentences • Tangerine Middle School students appear to be rough and intimidating yet they are more accommodating and welcoming to a new student than the population at Lake Windsor Middle School. • Even though Tangerine Middle School is older than Lake Windsor Middle School, it is sturdy and strong.

  11. Novel entries: October 2 Through October 5 3.19 The New Team Page 203

  12. Purpose • To analyze text and create interpretive questions Quick Discussion • What would it be like to join a sports team or another group that have already been working together? • What is it like being the new kid?

  13. Quick Write • Think about a time when you were a new member of a sports team, club, school, or other group. Compose a quickwrite describing some of the feelings you experienced as “the new kid.”

  14. Close Read of Oct 3 • Reread this entry and create 3 interpretive questions/ • Example: • What does the entry show about Joey’s character? Use questions for seminar Differences between Joey & Paul

  15. Double-Entry Journals Date: Oct 3 Title of Entry Explain why Paul feels that need to write about something now that he did not feel the need to write about when it happened. Explain why Paul waited before writing in his journal about the situation with Joey.

  16. Novel portions Thursday, Nov 2 through Friday, Nov 10 3.20 Seeing and Understanding Page 204

  17. Purpose • To analyze a character • To evaluate figurative meaning of a motif

  18. Close read of Nov 2 • Teacher will read aloud • Students will mark with sticky notes the imagery of “seeing” and “fear” • Use the double journal to copy textual evidence that relates to seeing and fear.

  19. Last paragraph of Oct 5 • A motif is a recurring idea - seeing and understanding has been developed throughout the novel. • Paul has a vision problem. However, his emerging realization that as well as being able to see jusgt fine, he actually understands more than the rest of his family. • See – literally and figuratively

  20. Select one of the characters: Paul, Paul’s father, Paul’s mother, Joey, Erik, or another character List what the character sees/understands and what they don’t’ understand Create Does not see Sees Compare by character

  21. Another Idea • 3.20 – (deeper reading pgs 146-147) second read to pull out information, small grouping by character they choose, discussion then sharing – no paragraph Alt Idea

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