Teacher:

Date(s):

Lesson:

Yeraldine Rodriguez

Wednesday 01/20/2016

SB 3.2 - Peeling a Tangerine

SB 3.3 - Reading the Novel Tangerine

Essential Questions:
1. What is the relationship between choices and consequences?
2. What makes a great leader?
NVACS/ Standard(s):
W.7.3b - use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events
and/or characters.
W.7.3d - use precise words and phrases, relevant descriptive details, and sensory language to capture the action
and convey experiences and events.

RL.7.1 - cite several pieces of textual evidence to support analysis of what the text says explicitly and implicitly
SL.7.1 - engage effectively in a range of collaborative discussions with diverse partners, building on others
ideas and expressing their own clearly.
SL.7.1a - come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence.
Language Objective (student-friendly):
I will use imagery and sensory language. I will make inferences about a novel and use textual evidence to
support my analysis.
Lesson Introduction/Warm-Up: Standard 1-New Learning is Connected to Prior Learning and Experience

In your own words, define sensory details, similes, and metaphors. Provide an example if you can. Students wil
share answers aloud. Explain to students that we are reviewing imagery, figurative language, and sensory details
because these will be important aspects to analyzing literature, which is what they will do in the next EA.

NEPF IS 1.2 - teacher makes connections explicit between previous learning and new concepts and skills for all
students. Students already learned about sensory details and figurative language. This question is asking them
to recall previous learning and helps them connect the concepts to writing a descriptive narrative paragraph.
They also start the process of not only identifying and writing examples of figurative language, but analyzing it
in a novel.

NEPF IS 1.4 - teacher provides all students opportunities to build on or challenge initial understandings.
Students are coming into the lesson with a previous understanding of sensory details, figurative language, and
imagery. Students are building upon this understanding by applying the use of imagery and figurative language

to their own writing. Students who had previous misconceptions about figurative language are able to clarify
their understanding.
Concept and Skill Development: Standard 2-Learning Tasks have High Cognitive Demand for Diverse
Learners

Students will create similes and metaphors to describe an experience

Students will write a narrative paragraph, incorporating descriptive details and figurative language.
Students will predict and make inferences about a novel by previewing it and discussing with their group.
Students will collaborate to share and respond to their own interpretations of the prologue.

NEPF IS 2.1 - tasks purposefully employ all students cognitive and skills. Students are completing a variety of
high level tasks, such as making inferences, predicting, analyzing and questioning a text. These tasks will be
crucial for them to master to prepare them for high school and college. The variety of the tasks, and the amount
of collaborative group work, will ensure that all students are actively engaged.
NEPF IS 2.2 - tasks place appropriate demands on each student. Tasks are broken down into manageable steps
to ensure all students feel capable of success. Group and partner work also allow students to feel successful at
accomplishing the tasks.

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 tasks in this activity are high-level and place a certain degree of freedom
and responsibility on the students, which demonstrates the trust and belief the teacher has in their ability to
accomplish complex tasks that are student-centered.
Practice: Standard 3- Students Engage in Meaning-Making through Discourse and Other Strategies
High Level QuestionsWhat can you infer about the setting based on the background of the cover?
What can you predict about the character?
Given the title, what do you think this novel will be about?
Could the colors in the cover be symbolic in any way?

1. After reviewing the warm up, in pairs, students will be given a tangerine. Students will individually record note
on its appearance, smell, and feel in their Springboard book. Teacher will provide examples using a strawberry.
2. Students will peel and eat (optional) their tangerine and add more descriptions, this time including taste.
3. Students will work with their partner to create a simile and metaphor to describe the experience of peeling a
tangerine. Teacher will provide examples of figurative language that describes a strawberry.
4. Pairs will share their figurative language with their group. Groups will choose the best ones to share aloud with
the class.
5. Students will independently complete a narrative paragraph describing the experience of examining a tangerine.
They will ensure to use sensory details and figurative language, and write their paragraphs in the correct

expository structure.

NEPF IS 3.3 - teacher assists all students to use existing knowledge and prior experience to make connections
and recognize relationships. Students are using their prior experience with figurative language and sensory
details and connecting it to their preview of the novel by writing descriptive paragraphs on Tangerine. This
helps them understand that descriptive language is not only used when they write narratives, but can be used to
relate to a text and analyze it when writing expository paragraphs.

6. Students will independently complete the graphic organizer by carefully examining the front and back covers of
the novel.
7. They will then participate in a short group discussion to share their findings and discuss what motifs or
predictions can already be made.
8. Students will complete the Check Your Understanding question and share their answers to the class: Compare
and contrast examining an actual tangerine with examining the book cover of Tangerine. How were these
experiences similar and different.
9. Students will quickwrite an answer to the following question: Can human beings choose not to remember?
When and why might a person make a choice to forget? Call on volunteers to share their answers aloud and
briefly discuss with the class.
10. Class will review how to complete double entry journals.
11. Shared reading of the prologue of Tangerine. Students will complete a double entry journal on the space
provided.
12. If time allows, students will share their entries with their group in order for them to see multiple examples of
journal entries and to understand what an appropriate entry looks like.

NEPF IS 3.1 - teacher provides opportunities for extended, productive discourse between the teacher and among
students. Students are participating in two different discussions where they make predictions and analyze the
novel. In the first discussion, students are sharing their predictions and inferences on the novel. In the second
discussion, students are sharing their journal entries, which asked to choose an important passage and write an
analysis for it.

NEPF IS 3.4 teacher structures the classroom environment to enable collaboration, participation, and a positiv
affective experience for all students. Students are actively collaborating and participating multiple times
throughout the lesson. Many of the activities would be not be possible, or would be much harder to accomplish,
if the class did not already have a positive environment. Students are comfortable with the teacher and with one
another and can easily work in groups.

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

Responsibility for Their Own Learning

Students will complete a Ticket out the Door question: What did you learn today? Why did you learn this? How
do you know that you have learned it?
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. This question prompts students to think about the concepts learned in
todays lessons, connect the purpose of this learning to future work they will be doing in my class as well as
other grade levels, and reflect on their own mastery of the content.
DOK 1: Recall: review definitions for figurative language and sensory details
DOK 2: Concept/Skill: predict and make inferences about a novel
DOK 3: Strategic Thinking: write a narrative paragraph
DOK 4: Extended Thinking: collaborate to question and analyze a text
Standard 5- Assessment is Integrated into Instruction
Formative Assessments: Writing prompts, Check Your Understanding questions
Summative: This activity is leading up to the embedded assessment, where students will be writing a multiparagraph literary analysis on choice and consequence
Homework: Read Tangerine, up to page 50.

NEPF IS 5.3 - teacher structures opportunities to generate evidence of learning during the lesson for all students
Teacher will assess students response to the Check your Understanding question and their writing prompts.
Students should be able to successfully use sensory details and figurative language. Teacher will conduct
observations as students participate in the group discussion to ensure students are on task and understanding
the material.

NEPF IS 5.2 teacher aligns assessment opportunities with learning goals and performance criteria. The
assignments that will be used for assessments directly relate to the objective of the lesson. They also play a
bigger role in the embedded assessment. Students are just beginning to analyze the novel. In order to do this
successfully, they will need a thorough understanding of figurative language, inferences, and predictions. This
lesson introduces them to these concepts, which will become more elaborate and in-depth as the unit continues.
Supplementary Materials:
notebooks, lined paper, novels

Potential Modifications to Lesson:

If students are needing more scaffolding for the journals or questioning the text, consider doing a guided reading
on another chunk and model appropriate journal responses and questioning the text.