Teacher:

Date(s):

Lesson:

Yeraldine Rodriguez

Thursday - 02/11/2016

Tangerine Literature Circles

Essential Questions:
1. What is the relationship between choices and consequences?
2. What makes a great leader?
NVACS/ Standard(s):
RL.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.7.2 - 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.
SL.7.1a: 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.
SL.7.2 -Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Language Objective (student-friendly):
I will engage in a collaborative discussion to analyze a novel using textual evidence and inferences.
Lesson Introduction/Warm-Up: Standard 1-New Learning is Connected to Prior Learning and Experience
In their composition notebooks, students will paraphrase the objective, explain how they will accomplish it, and
explain how it relates and supports the embedded assessment.
NEPF IS 1.3 - teacher makes clear the purpose and relevance of new learning for all students. The warm-up asks
students to think about what they are learning today and triggers them to understand the purpose of the
objective and how it relates to the embedded assessment. They have to recall the bigger purpose of the unit and
figure out how the concepts learned today will assist them with their summative assignment.
Concept and Skill Development: Standard 2-Learning Tasks have High Cognitive Demand for Diverse
Learners
Students will review the following literary/academic terms: interpret, thesis, and characterization.
Students will closely read pgs.
of Tangerine.
Students will analyze the passages in Tangerine by completing their literature circle roles: the discussion leader
will ask questions to analyze the novel, the evidence seeker will find important passages in the novel and explain
them, the reporter will summarize the events in the passages, and the artist will illustrate an important idea from
the novel.
Students will participate and collaborate in a literature circle discussion of the text. In their discussion, students
must focus on the topic of sportsmanship, must refer to passages from the novel, and must refer to the article
read the day before.
Students will reflect on the success of their literature circle by answering the following questions: How
successful was your group during the discussion? Explain. Did everyone complete their required role? If not,

who struggled and why? What new information did you gain during the discussion? How has the discussion
helped you understand the novel better?
NEPF IS 2.1 - tasks purposefully employ all students cognitive abilities and skills. In the activities for this
lesson, students will by interpreting passages, shaping their own analysis, performing a close read, and
collaborating with a discussion group. These skills are all grounded in the Nevada Academic Content Standards
and are useful to other courses and future classes. These skills also tie in to the Embedded Assessment, where
students will write their own literary analysis essay.
NEPF IS 2.4 - teacher operates with a deep belief that all children can achieve regardless of race, perceived
ability, and socio-economic status. The activities in this lesson require high cognitive demand and are mostly
independent. Expectations for student learning and student outcome are maintained high for everyone in the
class. This does not only demonstrate that the teacher believes in all the children, but also ensures that the
students are able to see this belief in their teacher -- a belief that will hopefully inspire them to have the same
values.
Practice: Standard 3- Students Engage in Meaning-Making through Discourse and Other Strategies
High Level Questions What is ironic about how Paul gets to play in the Palmetto game?What positive results did Paul gain by his
actions?
On Wednesday, September 20, Paul had planted a seed in Joeys mind. What was it and what grew as a result?
His foot started toward the ball in a powerful arc, and then the most incredible thing happened. Antoine
whipped the ball away at the last second, like Lucy does with Charlie Brown. To whom and what does this
quote refer? What could be the consequence of these actions?

1. Class will conduct shared and independent reading of pgs.

of Tangerine.
2. Students will be put in groups of four or five. Each student will receive a literature circle role: discussion leader,
evidence expert, reporter, artist.
3. Students will complete the tasks assigned for their role.The discussion leader will ask questions to analyze the
novel, the evidence seeker will find important passages in the novel and explain them, the reporter will
summarize the events in the passages, and the artist will illustrate an important idea from the novel.
4. Students will participate in their literature circles. They will take turns presenting the information they
uncovered in their tasks and they will discuss the role sportsmanship plays in the novel.
NEPF IS 3.1 - teacher provides opportunities for extended, productive discourse between the teacher and
students and among students. Students are participating in a literature circle discussion. Each student will be
working on a specific role to contribute to the discussion and will present his or her part. Then students will
engage in a discussion of sportsmanship to make meaning of the novel.
5. Students will reflect on the success of their literature circle by answering the following questions: How
successful was your group during the discussion? Explain. Did everyone complete their required role? If not,
who struggled and why? What new information did you gain during the discussion? How has the discussion
helped you understand the novel better?
NEPF IS 3.2 - teacher provides opportunities for all students to create and interpret multiple representations.
Students are learning to use their own close-reading strategies, free of teacher support, to facilitate learning.

Modeling, guided, and independent practice in this activity align to assessment expectations.

Closure: Standard 4-Students Engage in Metacognitive Activity to Increase Understanding of and

Responsibility for Their Own Learning
In order to review the skills students will need for the embedded assessment, they will rate themselves as red,
yellow, or green using the stoplight bulletin board. Class will conduct brief discussion on the activities they have
already learned in the first ten units.
NEPF IS 4.1 - teacher and all students understand what students are learning, why they are learning it, and how
they will know that they have learned it. The question asks students to reflect on the objective of the lesson. They
have to think about the purpose and think about the activities and tasks completed that helped them practice the
concepts.
NEPF IS 4.2 - teacher structures opportunities for self monitored learning for all students. Students are given the
opportunity to see a list of skills they should have already learned, then they are able to rate their understanding
and mastery of these skills. Teacher will conduct survey to see the average standing of the whole class.
DOK 1: Recall: Students will review the following literary/academic terms: interpret, thesis, and
characterization.
DOK 2: Concept/Skill:
1. Students will closely read pgs.

of Tangerine.

DOK 3: Strategic Thinking:

1. Students will analyze the passages in Tangerine by completing their literature circle roles: the discussion leader
will ask questions to analyze the novel, the evidence seeker will find important passages in the novel and explain
them, the reporter will summarize the events in the passages, and the artist will illustrate an important idea from
the novel.
2. Students will participate and collaborate in a literature circle discussion of the text. In their discussion, students
must focus on the topic of sportsmanship, must refer to passages from the novel, and must refer to the article
read the day before.
3. Students will reflect on the success of their literature circle by answering the following questions: How
successful was your group during the discussion? Explain. Did everyone complete their required role? If not,
who struggled and why? What new information did you gain during the discussion? How has the discussion
helped you understand the novel better?
Standard 5- Assessment is Integrated into Instruction
Formative: Teacher will use student literature circle role sheet and their reflections to assess if they were
successfully able to participate in the discussion.
Summative: This activity leads up to the embedded assessment, which will ask students to write a multi-

paragraph literary analysis essay on choice and consequence in a novel.

Homework: Students will read through the Friday, November 10th entry and create four journal entries.
NEPF IS 5.4 - teacher adapts actions based on evidence generated in the lesson for all students. Students have
demonstrated in previous lessons struggles with writing appropriate introductions. This lesson scaffolds the
steps for them. Students have also struggled with reading informational articles. Bringing in an informational
article about the topic of the lesson will provide extra practice and help them connect to the topic more.
Supplementary Materials:
lined paper, role sheet handouts
Potential Modifications to Lesson:
Teacher may help struggling writers by pulling a small group and conducting a guided writing. Students that are
prepared can write a paragraph explaining which character best models the values expressed in the article.