Springboard Unit 3

Language Arts – 7th gradePritchard

Springboard

Unit 3

Learning Focus Students will analyze and evaluate the effects of literary elements in a novel. Students will plan and compose a literary analysis essay to reflect their understanding of the novel’s characters and plot.

January 21– March 22

Materials 

Copies of Tangerine by Edward Bloor brought by students

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Springboard

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iPads

Objectives 

I can identify and label literary elements such as imagery, point of view, flashback, foreshadowing, characterization, motif, simile, metaphor, and hyperbole. (knowledge)

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I can use graphic organizers to demonstrate my understanding of the choices made by the characters.(comprehension)

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I can construct three levels of questions about the text. (application)

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I can analyze the effects of choices made by all characters in a novel. (analysis)

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I can use information gained from the author’s characterization to create an “I Am”poem about the protagonist.(synthesis)

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I can write a literary analysis in which I evaluate the choices made by Paul’s parents, by Paul, or by another character in the novel. (evaluation)

Activities While studying the novelTangerine by Edward Bloor, students will take class notes, complete Springboard comprehension activities, create original pieces of writing, analyze characters’ choices and their consequences, and reflect in a double entry journal. Students will utilize iPads to acquire background knowledge about the setting of the book.

TEKS Objectives 7.6AStudents understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (focused on 7.6B - characterization) Figure 19Make complex inferences about text and use textual evidence to support understanding. 7.17CWrite responses to literary texts that provide sustained evidence and use quotations

Differentiation Class and small group discussions will supportstudents in a greater understanding of the literary elements and correct any misconceptions they might have from their reading. Some passages will be read aloud, and there will be many opportunities to work with partners and small groups. Assessment Discussions, character map, formative assessments, double-entry journal, annotation in novels, and embedded assessment 1.

Springboard

Unit 3

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