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? |
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