Becky+Polzin+Week+6

** Daily Lesson GAME Plan, Part 2 ** **Lesson title**: Investigating Symbolism in //Tangerine//
 * Grade level**: Seventh grade reading/language arts
 * Unit**: //Tangerine//
 * Description:** Students will define symbolism, give examples from the novel, and explain how symbolism helps the author convey important ideas. Students will see how the author creates a symbol that reinforces the conflicts and themes of the novel. 

** Goals ** **Content Standards** : · Select, summarize, paraphrase, analyze, and evaluate, orally and in writing, passages of texts chosen for specific purposes · Identify the defining features and structure of literary texts, such as conflict, representation of character, and point of view · Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the overall impact of literature · Evaluate the themes and main ideas of a work considering its audience and purpose · Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation · Choose words purposefully and evaluate the use of words in communications designed to inform, explain, and persuade · Employ writing conventions of standard American English 
 * ISTE NETS-S **
 * Creativity and Innovation
 * Communication and Collaboration
 * Critical Thinking, Problem Solving, and Decision Making
 * Technology Operations and Concepts
 * Instructional Objective** : Students will identify symbolism in a literary work and explain how the author uses symbolism to help convey important ideas.

**Action**  This lesson will begin immediately after students finish reading Edward Bloor’s //Tangerine//, so all students will already have copies of the novel. (This lesson will precede the lesson on theme discussed in Application 5.)


 * Technology use** : Students will need access to the computer lab for part of this lesson. They will use //My Big Campus// for blog postings and creating a wiki to explain one aspect of symbolism.

1. //10-15 minutes//: Use SMART Board to show examples of symbols, such as a police officer’s badge, a red heart, and an American flag. Discuss reasons for using such symbols; be sure students notice that symbols quickly convey a large amount of information and often create an emotional reaction. As a group, define symbolism. Explain that students will now examine symbolism in //Tangerine//, including how the author uses symbols to help convey important ideas. 2. //5-10 minutes//: Ask students to list some of the objects that the author discusses multiple times. Help them notice the following: the wall around the community, the koi, the lightning, the muck fire, the sinkhole, the Golden Dawn tangerine. Assign each of these topics to a small group. 3. //25-35 minutes//: In their groups, students will review the novel, finding as many examples of their topics as possible. As they locate examples, students will post them to a group blog, including page numbers and a brief description of the situation. Each student should make at least one posting; groups are encouraged to collaborate to insure that each student has at least one example to post. When they have listed as many examples as they can find, students will note how the object in question is portrayed, looking for a common idea associated with that object. 4. //60-70 minutes//: Each group will then create a wiki page discussing the symbol the group has investigated. Each wiki page will include a picture of the object, a brief description, three important examples where it appears in the novel, an explanation of what the object symbolizes, and a discussion of how this symbol helps the author convey important ideas. 5. //20-25 minutes//: To encourage creative, critical thinking, each student will be asked to post a blog response to the following prompt: The entire community of Lake Windsor Downs might be said to symbolize an important concept in the novel. What do you think Lake Windsor Downs symbolizes? Why? 6. //25-35 minutes//: Students will read the responses of all members of their group and develop a group answer. All groups will post their answers on one page of the wiki. **Monitor** **Formative Assessments:** Teacher will monitor blog postings to be sure all students are participating and understanding. All groups will meet with the teacher to explain their ideas before creating their wiki page.
 * Instructional activities** :

Assign mixed ability groups; groups are encouraged to collaborate to insure that all members have an example to post to the blog.
 * Accommodations and Differentiation**

Tasks for the wiki can be distributed based on students’ strengths. For example, the most advanced students may have responsibility for explaining how the symbol helps the author convey ideas. Students with special needs may have responsibility for finding a picture of the object and providing a brief description.

**Evaluation** As noted above, blog postings will be monitored to be sure all students understand symbolism. Groups will also meet with the teacher to explain their concept before creating their wiki pages.

Final evaluation will be based on a rubric for the wiki. Exemplary performance will include all required elements, exhibit effective writing techniques, show thoughtful analysis of the assigned symbol and of the community of Lake Windsor Downs as a symbol, and explain how symbolism helps the author convey important ideas.