Tangerine Double-Entry Journal

Students and teachers,

Below, you will find directions for the double-entry journal that we are using throughout our analysis of Edward Bloor's novel, Tangerine. Teachers and students can use double-entry journals to keep detailed, organized notes throughout a long lesson. Prompts for writing are documented on the left side of the journal, and responses are detailed on the right.

Directions for creating a double-entry journal:


1.       Take 5 sheets of paper together and fold them in half (hot-dog style).
2.       Write the heading on the top page and outside page (Name, Date, Class period, & MY name).
Staple the paper by the holes (like a book).
3.       Use the format on Springboard page 179 to guide you.
4.       Choose 1 of the 3 bullets (on page 179) to copy and respond to in your double entry journal.

Tangerine Double-Entry Journal
3-7-11: Springboard Pg. 179 (One of these three): ·                     Can human beings choose not to remember? When and why might a person make a choice to forget? ·                     What is the relationship between forgiving and forgetting? Explain. ·                     Think of an example from your own life… of someone who chose not to remember. Briefly describe the situation, and consider the consequences of choosing not to remember. *Read Prologue Springboard Pg. 180 (All questions) ·                     Who are the characters and their relationships? ·                     What happens in the plot? ·                     What is the setting? ·                     Describe the flashback. How did you know it was a flashback? Did the author give you any hints? ·                     From what point of view is the novel written? ·                     Who or what do you predict the “zombie” from page 4 might be? *Read pages 7-33		Pre-Reading Prologue
	3-8-11 Springboard  Pg. 181 (All questions) ·                     What is the Erik Fisher Football Dream? Summarize it. (*Literal) ·                     How does “the dream” influence the interactions of the Fisher family? (*Interpretive) ·                     Why does the “zombie” reappear in the entry for Fri., Aug. 18? (*Interpretive) ·                     How is the Fisher family similar to any other families (from reading, life, or the media:  TV/ movies)? (*Universal) *Complete the “Choices and Consequences Chart” on Springboard pages 182-183	Aug. 18 – Aug. 23

3-9-11 (Complete/ Review the “Choices and Consequences Chart” on Springboard pages 182-183) What is the most significant choice made from Aug. 18 – Aug. 23? What were the consequences? How did it impact Paul?                                 *Read pages 33-50

3-10-11 (*Finish pages 33-50) Springboard Pg. 185 Focusing on the following four topics, what five pieces of information do you believe to be the most important so far in the story? ·         The main events of the entry ·         Joey ·         Erik’s nature ·         The sibling relationships from the entry (Do they correspond to siblings that you know?) Have your personal predictions matched the events of the novel so far? *Read pages 50-76

Sep. 1 – Sep. 5

3-15-11 (*Finish pages 50-76/ Complete the “Siblings Relationships” Organizer on SB Page 190) ·                     Follow the directions on Springboard Page 189, and write (a) comparison paragraph(s) (Word Map: “Literary Analysis”) Springboard page 191 ·                     Look back at the entry for September 9. In a sentence, describe how you think Paul feels about himself on this day. ·                     What are the reasons Paul feels this way? ·                     (Number the reasons from most to least significant) ·                     How realistic is it for Paul to feel this way? (Read pages 77-94)

Sep. 5 – Sep. 9

3-16-11 (Finish pages 77-94) (*Complete the T-chart on Springboard page 192) ·                     Look back at the entry for September 11. Describe how others feel about Paul’s actions. ·                     Describe how Paul feels about his actions. What is his new sense of himself? ·                     Explain why the geographical setting is so important to these chapters. ·                     Part 1 ends with Paul mentioning a “miracle.” Copy the following sentence: “The heavens have opened up for me.” Reflect on what you think he means by this statement.

Sep. 11- Sept. 15

3-17-11 (Complete/ Review the “Choices and Consequences Chart” on Springboard pages 196-197) What is the most significant choice made in Part 1? What were the consequences? How did it impact Paul? *Turn in DEJ for grading

Part 1

3-29-11

Review Part 1

* Read 97-116

3-30-11 Who or what influences Paul’s choices? * Read 116-148

Sep. 11 – 15

3-31-11 Describe the relationship that Paul has with his brother. How is Lake Windsor Middle School different from Tangerine Middle School? Do they have any similarities? How does the setting in Tangerine influence the plot? * Read 148-168

4-1-11 How do Paul’s experiences as “the new kid” in school/ on a team compare or contrast to your own experiences as “the new kid” in school or with a group? Reread Paul’s entry for Oct. 3; write 3-5 interpretive questions for this date.  (see SB p. 181 for definition of interpretive questions if necessary) Why does Paul feel the need to write about something now that he didn’t write about when it happened?

4-4-11 * Read 168-199 (Springboard page 204) Based on the graphic organizer on page 204, write a paragraph about what the character that you chose “does and does not see.”

4-5-11 * Finish 168-199 (Complete the Choices and Consequences Chart 3 on Springboard Pages 207-208) What is the most significant choice made in Part 2? What were the consequences? How did it impact Paul?

4-6-11 * Review CC Chart What parts of the Tangerine plot represent a conflict between Man vs. Man? What parts of the Tangerine plot represent a conflict between Man vs. Nature? What parts of the Tangerine plot represent a conflict between Man vs. Society? How do you predict these conflicts will be resolved? *Read 203-230

4-7-11 *Finish 203-230 Summarize what Paul witnessed from under the bleachers on Nov. 21. Write 2-3 interpretive questions. How does the weather in the book compare to what we know about FL weather? How does Bloor use setting to advance the plot? *Read 230-265

4-8-11 *Finish 230-265 (SB page 219) What is the connection between Paul’s actions at the memorial and the risks he is taking with his family? Why does Paul say that he “finally” feels “all right”? How are the theme in Tangerine and the poem similar?

Tangerine Literary Analysis Unit

From March 7 - April 15, we will be reading and analyzing the young adult novel, Tangerine.

Teachers, students, and parents are welcome to read the following detailed lesson plan for the unit introduction:



 

Corkscrew Middle School

1165 County Road

Naples, FL 34120

7^th Grade Language Arts

Foster a lifelong love of learning and achievement for every student.

M/J Language Arts 2 Advanced

 (Spring 2011)

Springboard Unit 3: Tangerine with blog support

Using a Blog to Facilitate Literary Analysis

Description of Problem and Rationale for Technology Integration

            This plan is designed for a seventh grade Language Arts at Corkscrew Middle School in Naples, FL. These classes are all “advanced,” but many students still struggle with literary analysis that goes beyond simple reading comprehension and recall. Analytical skills are increasingly essential in a world of information-overload. With the internet, computers, and smart phones, it seems that anyone can find information to back up nearly any claim (at any time). Members of this digital era must be able to sort through the information and analyze the content. With proper scaffolding throughout school life, literary analysis will become second nature, but our paper/ pencil academic world must meet with the digital world of our learners.

Description of Solution/Process

            In order to understand how to go about the process of teaching students effectively, it is essential to understand their background information and current abilities. Careful analysis of knowledge, access, and abilities is crucial.  

General characteristics:  My classes are composed of 74 seventh-grade students who are all enrolled in an Advanced Language Arts classes at Corkscrew Middle School in Naples, FL. The gender demographics are interesting- with about two-thirds girls (48) and only about one-third boys (26). They range in age from 11 – 14, and they are racially diverse with about 45% “White”, 39% “Hispanic”, 8% “Asian and Mixed Races”, 7% “Black”, and 1% “Creole.”

Academic information:  All of the students are considered on grade level (8%) or above (92%). One-third of these students are labeled “gifted” learners (25), and the literary analysis provides a great opportunity for each student to challenge his or her interpretive ability.

Personal & Social information: While these students are all very intelligent, they do require motivation to reach their potential. Reading is sometimes perceived as “easy” and “boring” for many of them, and utilizing different methods in class is essential to meaningful learning. It is important to give such students access to different resources for learning and working at a comfortable pace. Many of these “advanced” students fly through books every day, and spending too much time on a small section of one novel might bore them and dissuade proper analysis.

Implications for instructional design: Springboard® provides a wealth of support for students to analyze the novel Tangerine. While students do need help in this area, they also need to be able to work at a pace that is conducive to their learning. Having a teacher-created blog with detailed instructions and examples will help students read and work at a more natural speed.

Learning objectives of the lesson

• With support from the teacher’s blog and classroom instruction, students will be able to create a double-entry journal to thoughtfully record and respond to elements and questions from the novel Tangerine at least 4 times per week.
• With support from the Springboard curriculum, internet research, and the teacher’s blog, students will be able to make connections between the setting of the novel Tangerine with what they know and learn about Florida’s environment at least twice in the novel.
• With support from the Springboard curriculum and teacher’s blog, students will be able to analyze the most significant character choices, consequences, and the impact on other characters throughout the plot of the novel at least once per week.
• Using the double-entry journals and Springboard activities, students will be able to write an analytical essay about the novel Tangerine including analysis of plot, setting, and characters (their choices, motivation, consequences, and effects on the main character), scoring at least “proficient” on the scoring guide.

Standards addressed

·         LA.7.1.5.1- The student will adjust reading rate based on purpose, text difficulty, form, and style.

·         LA.7.1.7.3- The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details.

·         LA.7.1.7.4- The student will identify cause-and-effect relationships in text.

·         LA.7.2.1.2 - The student will locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction.

·         LA.7.2.1.5- The student will develop an interpretation of a selection and support through sustained use of examples and contextual evidence.

·         LA.7.4.2.3- The student will write specialized informational/expository essays that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs.

Instructional procedure

1.                  Allow students to examine the unit and assessment directions for the learning objectives and tasks. Discuss assignments to do both in and outside this class.

2.                  Explore the teacher’s blog to be used in support of literary analysis.

3.                  Preview the novel, Tangerine, to be used as the focus text.

4.                  Analyze the front and back covers of the novel, and create a KWHL Chart (Know, Want to know, How to learn it, Learned).

5.                  Compile information that the class “wants to know,” and explore online resources for researchable answers (ex: What is a sinkhole? Can fire burn underground?).

6.                  Create a Double Entry Journal to use as a bookmark, reading response journal, and analysis paper planner.

7.                  Begin the book, and assign work/ homework via the teacher’s blog.

Other Places to Use this Solution

I could use my teaching blog for students throughout the year. For example, the upcoming poetry unit could be supplemented with additional online material such as poets reading their own work, appropriate music videos (for lyrical analysis and authors’ purpose), scholarly poetic analysis, and avenues for students to publish their own poetry.

What I Learned and What I Would Improve Next Time

            The most important lesson that I learned while exploring this blog option is that Collier County Schools’ network does not allow access to the Google E-Blogger. It is crucial that I maintain updated online support both through ANGEL and my own blog. Both sites play an important role in keeping students and parents up-to-date on assignments and supporting material. ANGEL is more involved and includes all student classes, but the teacher-created web site is easier to navigate, read, and view.

References/Resources Used

Blog.ssshhh.net. (Designer). (2010). Tangerine cover. [Web]. Retrieved from http://blog.ssshhh.net/2010/09/05/tangerine-by-edward-bloor

Ducham, K. (Designer). (2010). Corkscrew middle school logo. [Web]. Retrieved from http://www.collier.k12.fl.us/cms/

School District of Collier County. (2011). The data warehouse. Retrieved from http://data.collierschools.com/

The College Board. (2010). Springboard: the official pre-ap program. Retrieved from http://www.host-collegeboard.com/springboard/microsite/index.html?affiliateId=rdr&bannerId=springboardinfo

Welcome to my blog!

About Me:
 
Thank you for spending some time with my blog! I appreciate students and parents wanting to keep up with the class on a regular basis. For those who don't know me, I am Miss Strahan, and I teach 7th grade Advanced Language Arts at Corkscrew Middle School in Naples, FL. I love Language Arts class because it is a great opportunity to really bring personal thoughts and interests into the classroom.


Why a Blog?

I wanted to create this blog to have an accessible space for parents and students to find information about our class and communicate openly. Feel free to comment on posts, but if you want to reach me directly, please email me at strahasa@collier.k12.fl.us. 

Topics of Discussion:

This blog was created primarily to discuss classroom activities, projects, and homework.



I will also post frequently about young adult books that I read and want to share with the students. My favorite classic that we get to read in 7th grade Language Arts is Where the Red Fern Grows, and I am very excited that Tangerine is a staple book that we can all share!



Occasionally, I may take the opportunity to share students' work with readers. Watch the video below (created by a student of mine this year) to get an idea of what students can create when they combine love for a book with creativity and technology:

 

 10 Ways to Blog in the Classroom: 

I recently had to the opportunity to work with some colleagues in FGCU's College of Education on a wiki site about blogging in the classroom. It is fascinating how fast technology is moving and how many different ways these new resources can be used for authentic learning!

Coming Soon:

Visit soon to see the lesson plan that explains how this blog will be used in the classroom.

Thank you!