Tears of a Tiger - Weebly
Tears of a Tiger
By Sharon M. Draper
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Student Interactive Notebook #1
Bring this to class with your book every day! We will use it for homework and class work.
Name:
Section:
Notebook Grading Rubric
“Being Present”
|On Time |1 |2 |3 |4 |5 |
|Participation |1 |2 |3 |4 |5 |
|Class Rules |1 |2 |3 |4 |5 |
Do Now
| |Not Complete |Partially Complete |Complete |
| |0 pts |3 pts |5 pts |
|Lesson 1 | | | |
|Lesson 2 | | | |
|Lesson 3 | | | |
|Lesson 4 | | | |
|Lesson 5 | | | |
|Lesson 6 | | | |
Homework
|Homework |On Time |Late |Incomplete |Not fully correct or |Fully complete and |
| |10 pts |0 pts |0 pts |complete |correct |
| | | | |7 pts |10 pts |
|HW1 | | | | | |
|HW2 | | | | | |
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|HW6 | | | | | |
Classwork
|Lesson |0 pts |10 pts |15 pts |20 pts |
|Lesson 1 | | | | |
|Lesson 2 | | | | |
|Lesson 3 | | | | |
|Lesson 4 | | | | |
|Lesson 5 | | | | |
|Lesson 6 | | | | |
Total Grade _______________/285
Lesson 1 (Preview Unit Materials)
AIM: SWBAT participate effectively in discussions and build on others’ ideas while previewing themes and topics in Tears of a Tiger.
HW due for next class: Article and questions “Caution is Key to Teen Driving”
Part 1) Do Now: Free write until you are told to stop. What are some struggles that teenagers often face? These could be social, academic, or personal…
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Part 2) Mini Lesson on Pre-Reading. Pre-reading is an important step in the reading process, as it jump starts students’ thinking about topics and themes that will likely be encountered in a text. Students should fill out the anticipation guide below independently, by writing (A) for agree and (D) for disagree with the following statements.
_____1. Drinking and driving causes more deaths for teens on the road than any other cause.
_____2. Peer pressure is easy to resist.
_____3. Teenagers try too much to be ―cool
_____4. Teenagers are influenced by the media.
_____5. Teenagers speak two ‗languages‘—one for themselves and one for adults.
_____6. If someone is drinking and driving and gets into an accident where one of the
passengers dies, he/she should go to jail for homicide.
_____7. When someone is caught for drinking and driving, most people accept that person and
support his/her mistake.
_____8. Teenagers who drink and drive and get caught, should be specially treated if they
have a decent driving record and/or good grades.
Now choose one of the statements that you think is most important. Write why you feel that way using a specific example to support your side. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Turn to a partner and discuss your point of view. In the space below, write what your partner said…
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Part 3) Independent practice. Students should split into groups of 4 to 5 and choose three statements that they feel strongly about. As a group, students should design a poster with three statements, and a picture to represent each statement.
Part 4) Exit: In the space below, make a prediction about what you think the book will be about. Have you read any other books with similar themes?
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Homework: Read excerpt from the article “Caution is Key to Teen Driving” and complete the questions that follow.
Caution is Key to Teen Driving (Article Excerpt)
By Bridget Mire
Wednesday, August 27, 2014
Motor vehicle crashes are the leading cause of death for U.S. teenagers, and that fact was brought home last week when three out of four fatal crashes in Terrebonne and Lafourche parishes involved teenage drivers.
Per mile driven, teen drivers ages 16 to 19 are three times more likely than drivers age 20 and older to be in a fatal crash, according to the Centers for Disease Control and Prevention.
“It takes approximately five years to become an experienced driver. It's not something that happens overnight,” said Sandra Robichaux, who owns NCR School for Driving, 6302 Park Ave., Houma.
According to Louisiana State University's Highway Safety Research Group, Lafourche drivers who were 15 to 19 years old were involved in 124 crashes last year, one fatal. In Terrebonne Parish, the group reported 226 crashes involving drivers 15-19, including three fatal.
When faced with peer pressure young drivers sometimes make poor decisions, said Robichaux, who teaches mostly teens to drive. Robichaux said she tells students, “We can teach you what to do, but it's up to you to do what we teach.”
In Louisiana, new drivers 15-17 must complete a course with 30 hours of classroom instruction and eight hours of driving. Six hours in the classroom and eight behind the wheel are required for those 18 and older. Students can begin driver's education at 14 years and 9 months old and get a learner's permit at 15. They must have a permit for 180 days and be 16 before they can get a driver's license.
Ron Hernandez, owner of R and C Driving School in Napoleonville, said he mostly teaches 16-year-olds. He said some are already experienced, having learned from their parents, while others are completely new to operating a vehicle.
Hernandez said he tells students, “The most dangerous thing you're going to do in your life is drive because you're going to do it every day.”
Like Robichaux, Hernandez uses the How to Drive program. He also brings articles about local accidents to class and shows videos about how wearing a seat belt can affect the outcome of a crash.
Some parents are nervous about their children driving, he said, but getting students to practice safe driving from the start is key. “If they're riding with their dad, and he's tailgating and running stop signs, how do you think they're going to drive?” he said.
Though the school owners believe driver's education can help prevent accidents, they said parents should only let children get licenses when they are ready. “(Driver's education) gives them a start, but it has to be both school and home training,” Robichaux said.
1) In your own words, summarize the main points of the article below.
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2) Cite evidence in the text that describes some of the dangers of teen driving.
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3) Pretend you are the teacher. Write three high level questions that you think are important for a student to know about the text.
A) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
B) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
C) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Lesson 2 (pages 1-10)
AIM: SWBAT analyze how Draper’s structural choices create effects such as mystery, tension, or surprise.
HW due for next class: Read pages 11-22 and answer comprehension questions
Part 1) Do Now: Free write. Look at the picture below. What does it mean to you? Write a story explaining what you think happened...
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Part 2) Mini lesson on structure. Follow along with the PPT and take notes on structure in the space below.
|Key terms/Questions |Notes and details |
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|What is structure? | |
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|What is linear structure? | |
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|What is non-linear structure? | |
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|How does Draper use non-linear | |
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|Summary: After class, write a two to three sentence summary on the notes you took above. |
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Part 3) Guided Practice: Close reading. In class, we will reading pages 1-10 together. As we read, circle difficult words, and underline any key ideas.
(pages 1-10)
Part 4) Independent Practice. With a partner, discuss any challenging vocabulary you found as we read packet. Then, answer questions 1-5 below, using full sentences, and citing evidence from the text.
Discussion Questions: Answer in FULL SENTENCES.
1. What does the newspaper article report in the first chapter?
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2. Why do you feel the author chooses to begin the novel with a non-linear structure? How does that affect your opinion of the novel?
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3. Why do the other boys tease Andy about Keisha?
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4. If you were in the same situation, what would you do – act like Andy, Rob, and Tyrone, or act like B.J.?
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5. Who calls Keisha to inform her about the accident? Why does this person assume that it was Andy who was involved in the accident?
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Part 5) Exit: In your own words, describe “non-linear” writing:
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Homework: Read pages 11-22 and answer the following comprehension questions:
1. Use evidence from the text to make an inference about why the police questioned Tyrone.
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2. Why couldn’t the boys save Rob from the explosion? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Why does B.J. look to God for answers? What does that reveal about B.J.’s character?
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4. Why didn’t B.J. drive when he was the only sober one in the car? If you were in the same situation, what would you do?
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5. Why does B.J. decide to go back to church? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. What is ironic about Andy being appointed as the new team captain for the basketball team?
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Lesson 3 (23-40)
AIM: SWBAT analyze how Draper’s choices regarding point of view affect the tone of the text.
HW due for next class: Complete the “Beyond the Text” activity for Lesson 3
Part 1) Do Now: Free write. Point of view deals with the narrator, or “who” is telling a story. Why do you think that Sharon Draper chooses to write from multiple points of view? What could we learn if we hear about the same story if we hear many different points of view?
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Part 2) Mini lesson on point of view. Follow along with the PPT on point of view and take Cornell notes in the space below.
|Key terms/Questions |Notes and details |
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|What is point of view? | |
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|What are the three main types | |
|of POV? | |
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|What are the key points for |First-person: |
|each type of POV? | |
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| |Second-person: |
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|Summary: After class, write a two to three sentence summary on the notes you took above. |
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Part 3) Guided Practice: Close Reading. In class, we will read pages 23-40 together. As we read, circle difficult words, and underline any key ideas.
(23-40)
Part 4) Independent Practice. With a partner, discuss any challenging vocabulary you found as we read, and mark definitions directly in your packet. Then, answer questions 1-4 below, using full sentences, and citing evidence from the text.
1) Tears of a Tiger is told from several different points of view. How does this method of telling the story where the point of view changes impact the reader’s inferences drawn from the text?
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2) What advantages and disadvantages does telling a story from multiple points of view offer?
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3) Cite evidence from the text that shows how Andy is dealing with the tragedy. Do you agree or disagree with his coping method? Why or why not?
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4) Think about Gerald’s essay “Changing the World.” Do you think his reasons are justified?
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Part 5) Exit: Fill out the KWL chart below on point of view.
|I already KNEW about point of view |I WANT to know about point of view |I LEARNED about point of view |
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Homework: Beyond the text:
1) Look at the way the author writes the novel, shifting points of view and styles of writing. How would the story be different if it were told from Andy’s point of view only?
Write at least seven sentences.
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2) In class, we read pages 23-40. Included in this section is a letter that Rhonda writes to her friend Saundra. Pretend that you are Saundra and write a reply.
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Lesson 4 (41-49)
AIM: SWBAT participate effectively in collaborative discussions with a focus on reciprocal teaching in Tears of a Tiger.
HW due for next class: Read pages 50-62 and answer comprehension questions
Part 1) Do Now: Free write. Free write. Do you think it’s best for people to talk about their problems or keep their feelings inside? Why?
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Part 2) Mini-lesson on reciprocal teaching. Follow along with the PPT slides, and pay specific attention to the role that you are assigned.
Predictor: This person makes predictions about what they think will happen next. They support these predictions with evidence from the text.
Questioner: This person tries to find the most important information in the text. They write their own questions and answers based on the text.
Vocabulary Director: This person looks for difficult or important words. They look these words up and define them for the group.
Summarizer: This person summarizes the main ideas and key points for the entire reading passage.
Part 3) In class, read pages 41-49. Before you read, you will be assigned a “reader role.” As we read, mark the text below based on the instructions for your role.
Reciprocal Teaching Exercise
Directions: You will be given a role within your group. Look back at the notes you took as you read and fill out your section of the worksheet below. Then, discuss your notes with your group, and make sure to record their responses on your sheet as well.
My role___________________________________________
|PREDICTOR: Make three predictions |Support these predictions with evidence from the text |
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|QUESTIONER: Write at least three questions and answers based on the text. |
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|VOCABULARY DIRECTOR: Find four words you do not know. Write the words and their definitions. |
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|SUMMARIZER: Write a paragraph of at least seven sentences, summarizing the section that you read. |
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Part 4) Exit: How well did your group work together during the reciprocal teaching exercise? Is there anything you would do differently to work in a group next time?
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Homework: Read pages 50-62 and answer the following questions:
1. Why do you think Andy is finally in a good mood? Use evidence from the text to support your answer.
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2. How does Andy reacting to Keisha not spending enough time with him? Use evidence from the text to support your answer.
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3. According to Andy, how does his dad communicate with him? Use evidence from the text to support your answer.
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4. Why doesn’t Andy talk to the guidance counselor at school? If you were in a situation like Andy’s would you talk to someone at school? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Interpret the following quote. What does Dr. Carrothers mean when he states, “It’s like the system is set up so you don’t succeed”? – pg. 58
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Lesson 5 (63-70)
AIM: SWBAT determine the cumulative impact of specific word choices on meaning and tone in student poems featured in Tears of a Tiger.
HW for next class: vocabulary exercise for lesson 5
AIM: SWBAT determine the cumulative impact of specific word choices on meaning and tone in student poems featured in Tears of a Tiger.
Part 1) Do Now: Free write. How do you feel about poetry? In middle school, did you have any experiences reading, or writing poetry?
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Part 2) Mini lesson: Tone and mood. Follow along with the PPT and fill in the chart after watching “The Shining” video.
Tone is the author’s style or attitude toward the subject. Some tone words include: formal, serious, humorous, ironic, neutral, enthusiastic, positive, negative…
Mood is how the writer’s words make the reader feel. Some mood words include: gloomy, sad, surprising, tense, happy, peaceful, cheerful…
Watch the two clips of The Shining and list out the tone and mood for each.
|Clip 1 Tone (Author’s attitude) |Clip 1 Mood (How do YOU feel) |
|Clip 2 Tone (Author’s attitude) |Clip 2 Mood (How do YOU feel) |
Part 3) Guided Practice: Close reading. In class, we will read pages 63-70 together. As we read, circle difficult words, and underline any key ideas. After we have finished, work with a partner to answer the following questions:
(63-70)
1. Describe the tone of the poem that Andy wrote on page 63. Use details from the text to support your answer. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Describe the mood of the poem that Andy wrote on page 63. Use details from the text to support your answer. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Part 4) Independent Practice. Re-read the poems on pages 63-70. Then, turn to a partner and fill out the chart below.
|Author of Poem |What the poem is about |Tone and Mood |Key Vocabulary in Poem |
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Exit: In your own words, rewrite the difference between tone and mood.
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Homework: Look up the following words and write the definition and part of speech (noun, verb, adj., etc.). Also, write a sentence THAT SHOWS WHAT THE WORD MEANS.
1) Righteous: ( )
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Sentence that SHOWS WHAT THE WORD MEANS:
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2) Tantrum: ( )
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Sentence that SHOWS WHAT THE WORD MEANS:
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3) Expectation: ( )
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Sentence that SHOWS WHAT THE WORD MEANS:
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4) Potential: ( )
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Sentence that SHOWS WHAT THE WORD MEANS:
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5) Frustration: ( )
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Sentence that SHOWS WHAT THE WORD MEANS:
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6) Dense: ( )
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Lesson 6 (71-73)
AIM: SWBAT analyze accounts of racial profiling in Tears of a Tiger and the non-fiction article, “Groups Allege Profiling At Mall in Aurora.”
HW due for next class: Complete vocabulary exercise for lesson 6 and read pages 71-80 and answer comprehension questions
Part 1) Do Now: Free write. Do you think people are treated differently based on their appearance? What makes you feel this way?
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Part 2) Mini-lesson on comparing and contrasting. Follow along with the PPT slides and take Cornell notes in the space below.
|Key terms/Questions |Notes and details |
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|Why is comparing and | |
|contrasting helpful? | |
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|What should you compare and | |
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|What key words can you use when| |
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|Summary: After class, write a two to three sentence summary on the notes you took above. |
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Part 3) Guided Practice: Close reading. Read the following article on racial profiling. As we read, circle difficult words, and underline any key ideas. Then read the excerpt from Tears of a Tiger and fill out the chart to compare and contrast both sections.
Groups Allege Profiling At Mall in Aurora
By Carlos Illescas, 3/28/2007
Denver Post
Aurora - About a dozen young people on Tuesday called for hearings into racial profiling and discrimination claims at Town Center at Aurora mall.
The group says that a disproportionate number of black and Hispanic teens have been profiled at the mall, formerly the Aurora Mall, because of the clothes they wear or the color of their skin.
They criticized the mall and its owner, Simon Property Group.
"I am really upset about how my people and how my community are being treated," said Jamal Miller, 20, an organizer with the Colorado Progressive Coalition, which fights discrimination.
Town Center at Aurora officials issued a statement before the event, saying the mall at Alameda Avenue and Interstate 225 has "zero tolerance for discrimination of any kind." Miller, who is black, said he frequently shops at the mall and has been stopped, he says, because of the clothes he wears or the color of his skin.
The Colorado chapter of the Association of Community Organizations for Reform Now, or ACORN, said it has surveyed more than a thousand patrons of the mall since last summer.
The group found that about 50 people said they were victims of racial profiling or harassment.
Both groups staged the news conference in front of the Aurora Municipal Center. They held signs saying "Our $ is Green Too!!!" and "Shopping at Simon is Separate and Unequal."
The statement from mall officials said the mall also does not target a specific age group.
"A review of these complaints shows that an overwhelming majority of them were indeed from young people, but access was denied due to failure to present valid proof of ID or for violations of the mall's posted Code of Conduct," the statement said.
ACORN's local organizer, Ben Hanna, said the group wants the Aurora City Council to hold hearings and bring in officials from the mall to answer the allegations.
Racial tensions have been high at the mall since a leasing agent there made racially charged remarks several years ago, saying the mall wanted to "reduce negative, um, aspects of the center. One of them is the young black customer." The agent was also caught on tape saying the mall's marketing group was going to be more "white-focused."
Black leaders had threatened to boycott the mall.
But since then, mall managers have implemented numerous changes, including hiring a black manager, having volunteer parents monitor the mall on weekend nights and instituting a curfew.
Now, read the following excerpt from Tears of a Tiger (page 71-73)
71-73)
Fill out the T Chart with similarities and differences between the article and the book excerpt:
|Details that are only in the article… |Details that are in both… |Details that are only in the book excerpt… |
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Part 4) Independent Practice: reflection and interview. Answer question #1 below on your own. Discuss with a partner, and answer #2 based on your discussion.
1) What is your reaction to reading the article and the book excerpt? Has your opinion changed at all since writing the Do Now?
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2) Now, turn to a partner and discuss your reactions. In the space below, summarize your partner’s reaction and write whether you agree or disagree.
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Exit: Thumbs up, thumbs down survey for the entire class. Did your opinion on racial profiling change after reading the article?
Homework: Vocabulary-Read the following sentences and try to use context clues to determine the meaning of the word. Please DO NOT use a dictionary… Also, please read 71-80 and answer the discussion questions that follow.
The store sold food, clothing, and many other commodities.
I think “commodity” most likely means:
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The word/words that help me figure this out is/are:
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After the electricity went out, store owners were afraid that burglars would loot their stores.
I think “loot” most likely means:
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The word/words that help me figure this out is/are:
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My mother is very cynical. She has a very negative attitude and thinks the worst of people.
I think “cynical” most likely means:
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The word/words that help me figure this out is/are:
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After the camp fire went out, Martin swept the cinders out of the fire pit.
I think “cinder” most likely means:
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The word/words that help me figure this out is/are:
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Discussion Questions: Answer in FULL sentences.
1. Why is Christmas so tough for Andy to deal with?
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2. Why did Andy feel like he and Rob were being watched at the store?
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3. How does Andy feel about his relationship with Keisha? Do you think he is correct? Why or Why not?
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4. What spoils Christmas Day for Andy? What could Andy do to make this situation better?
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5. Why is Andy cynical about Christmas? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Tears of a Tiger
Student Interactive Notebook #2
Lesson 7
Class Agenda:
1) Do Now/Share out
2) Foreshadowing mini lesson
3) In class read pages 81-95 and complete discussion questions
AIM: SWBAT analyze the role that foreshadowing plays in Andy’s relationship with Dr. Carrothers over the course of the text.
Part 1) Do Now: Free write. Have you ever felt like something bad was going to happen before it did? What happened? Why did you feel this way?
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Part 2) Mini-lesson on foreshadowing. Foreshadowing is a literary technique that gives the reader a clue about what is going to happen later in a story. For example, “Rachel watched suspiciously as the man in the dark jacket shook the locked doorknob” could give the reader a clue that the man in the dark jacket might be up to no good.
Watch the video “Alma” by Rodrigo Blaas. As you watch, fill out the following chart with clues that help you guess what might happen next.
|Foreshadowing |Prediction |
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|What “clues” do you see in the video? |What predictions do you have based on these “clues?” |
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Find download of Alma by Rodrigo Blaas.
Part 3) Guided Practice: Close reading. In class, we will reading pages 81-95 together. As we read, circle difficult words, and underline any key ideas. After we have finished, work with a partner to answer the following questions:
1. How does Andy feel about his teacher, Ms.Blackwell? Cite evidence from the text to support your answer.
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2. What is the teacher’s reasoning for using references of black and white in poetry? What other colors are mentioned in the story to show something else (symbolism)?
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3. Make an inference. Why would Andy wonder if Rob’s feet were cold like his own?
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Part 4) Independent practice. What do you think Dr. Carrothers discussion with Andy could foreshadow? Where else have you seen instances of foreshadowing throughout the book? With a partner, go back to pages 1-94 and list “clues” that you think you might see.
|Foreshadowing |Prediction |
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|Write the sentence and page number of “clues” throughout |What predictions do you have based on these “clues?” |
|the book… | |
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Exit: In your own words, describe the purpose of foreshadowing.
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Homework: Read pages 95-105. In this section, Andy writes a letter to Rob’s parents that shares some of his memories. Pretend that you are Rob’s parents and write a response to Andy.
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Lesson 8
Class Agenda:
1) Do Now/Share out
2) Macbeth activity “Out out brief candle” get video clip
3) In class read pages 110-118 and answer discussion questions
*SEE HOMEWORK SECTION FOR EXTRA CREDIT OPPORTUNITY (
AIM: SWBAT analyze and compare the representation of guilt in Tears of a Tiger and Macbeth.
Part 1) Do Now: Free write. Have you ever felt like your life was similar to a character in a book or movie? Why or why not?
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Part 2) Mini-lesson: intertextuality. Follow along with the PPT slides and take Cornell notes in the space below.
|Key terms/Questions |Notes and details |
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|Why does intertextuality mean? |Inter: |
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| |Intertextuality: |
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|What are the three main types |1) |
|of intertextuality? | |
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|Summary: After class, write a two to three sentence summary on the notes you took above. |
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Let’s practice together…
On pages 106-109, Andy’s English class discusses a scene in Macbeth by William Shakespeare. Macbeth tells the story of Macbeth and Lady Macbeth who commit murder so that he can become king. Throughout the play both characters experience guilt and eventually go crazy.
Read along on pages 106-109. Then, go back and re-read the following excerpt that shows Macbeth’s reaction to Lady Macbeth’s suicide and watch a clip from Macbeth:
She should have died hereafter.
There would have been a time for such a word.
Tomorrow, and tomorrow, and tomorrow,
Creeps in this petty pace from day to day
To the last syllable of recorded time,
And all our yesterdays have lighted fools
The way to dusty death. Out, out, brief candle!
Life’s but a walking shadow, a poor player
That struts and frets his hour upon the stage
And then is heard no more. It is a tale
Told by an idiot, full of sound and fury,
Signifying nothing.
Stop and jot: B.J. interprets this section of Macbeth as, “‘Life is short, and then you die. And on top of that, life don’t really mean nothin’ anyway.’ But I think the only reason that he was so depressed was that he couldn’t find nothin’ else good about livin.” (108)
Why do you think this class upsets Andy so much? In what ways is Andy’s depression similar to Macbeth’s?
Share your response with a partner before sharing with the whole class…
Part 3) Guided practice: close reading. In class, we will read pages 110-118 together. As we read, circle difficult words, and underline any key ideas. After we have finished, work with a partner to answer the following questions.
1. Why does Andy get so upset when B.J. and Tyrone bring up Rob’s name at lunch? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What hints do Tyrone and B.J. receive from Andy that tells them he is not able to handle the pain and pressure? Cite evidence from the text to support your answer.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Make an inference. Why would Andy hide the truth about his dreams, his failing grades, and his depression from Dr. Carrothers?
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4. Make an inference. Why does Keisha believe that friends can survive anything?
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Part 4) Independent practice. Some of the major themes we’ve discussed so far in Tears of a Tiger are listed below. Work with a partner to cite examples from the text.
|Themes in Tears of a Tiger |Examples in other texts |
|Guilt is difficult to overcome. | |
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|Keeping emotions bottled up can be dangerous. | |
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|Impulsive behavior can cause problems. | |
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|Friends should try to help friends when they are in trouble. | |
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Exit: Try to come up with your own example of intertextuality from books, TV shows, movies, etc. and list it below.
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Homework: Informational brochure. (See a teacher if you need to use one of the classroom computers to complete this assignment)
Go online and visit three websites about teenage depression. Create an information brochure to share with classmates about this medical condition. Your brochure should include the following and be folded three times:
*At least three drawings or photos related to teenage depression
*A summary of each website written in your own words (be sure to include the website addresses)
Although you can be creative, you may want to consider the following template:
|Image #1 |Image #2 |Image #3 |
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|Summary of website #1 |Summary of website #2 |Summary of website #3 |
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|website address #1 |website address #2 |website address #3 |
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Lesson 9 (inc 119-129, hw 130-140)
AIM: SWBAT analyze how complex characters interact, and how their relationships change over the course of Tears of a Tiger.
Part 1) Do Now: Free write. Have you ever had a falling out with a friend or a loved one? What outside factors do you think could impact the success of a relationship?
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Part 2) Mini-lesson: character development. Follow along with the PPT slides and take Cornell notes on character development in the space below.
|Key terms/Questions |Notes and details |
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|What is character development? | |
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|What are the two main types of |Static: |
|characters? | |
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| |Dynamic: |
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| |Pause for practice: So far, do you think Andy is a static or dynamic character? What evidence in the text supports |
| |your answer? |
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|Summary: After class, write a two to three sentence summary on the notes you took above. |
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Part 3) Guided practice: close reading. In class, we will read pages 119-132. As we read, circle difficult words, and underline any key ideas. After we have finished, work with a partner to answer the following questions.
Discussion Questions: Answer in FULL sentences.
1. Make an inference. Do you think that Monty understands what is happening with Andy? Use details from the text to support your answer. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Make an inference. Why does the teacher think that black kids are tougher than white kids? What does this tell the reader about the tone of Hazelwood High?
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3. The reader is able to see multiple characters’ perspectives and opinions about Andy. How do these multiple points of view shape your understanding of him as a character?
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4. Examine Keisha’s relationship with Andy. Does this prove that she is a static or dynamic character? Cite evidence from the text to support your answer. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. So far, has Andy proven himself to be a static or dynamic character? Cite evidence from the text to support your answer.
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Part 4) Independent practice. Using the diagram below, compare and contrast Keisha and Andy’s relationship with Rhonda and Tyrone’s relationship. Write down the page numbers in which you have found examples to support your ideas.
|Keisha and Andy |Both |Rhonda and Tyrone |
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Exit: In your own words, how would you characterize Andy? How would you characterize Keisha?
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Homework: Read pages 132-140. Then look up the following words and write the definition and part of speech (noun, verb, adj., etc.). Then, write a sentence that shows what the word means.
1) Hilarious Part of speech _________________
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Sentence that shows what the word means:
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2) Magnificent Part of speech _________________
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Sentence that shows what the word means:
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3) Bombard Part of speech _________________
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Sentence that shows what the word means:
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4) Vague Part of speech __________________
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Sentence that shows what the word means:
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5) Resilient Part of speech __________________
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Sentence that shows what the word means:
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Lesson 10 141-154
AIM: SWBAT evaluate Andy’s father’s argument that people with uncommon names face discrimination, assessing whether the reasoning is valid by comparing this argument to the non-fiction article “Can your name keep you from getting hired?”
Part 1) Do Now. Free write. Do you think that people judge others based on their names? Would you rather have a unique name or a common name?
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Part 2) Mini lesson: supporting claims with evidence. Following along with the PPT slides and take Cornell notes in the space below on supporting claims with evidence.
|Key terms/Questions |Notes and details |
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|What are claims and evidence? | |
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|Why do we need to support | |
|claims with evidence? | |
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|How do we support claims with | |
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|Summary: After class, write a two to three sentence summary on the notes you took above. |
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Part 3) Guided practice: close reading. In class, we will read pages 141-154. As we read, circle difficult words, and underline any key ideas. After we have finished, answer the following prompt independently, then share your response with a partner.
Andy’s father explains why he always calls him Andrew. What claims does Andy’s father seem to be making about names? What reasons does he use to support his claim? Do you agree with his claim?
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Now share your response with a partner. Summarize your partner’s points below:
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Part 4) Independent practice: finding evidence. Read the following article that discusses names and employment. After you are done reading, make your own claim whether people are discriminated based their names. Provide your reasons, and use evidence from the article to support your reason.
Can your name keep you from getting hired?
These job seekers think their unusual names are getting in the way of their job search.
By Jessica Dickler, staff writer
August 27, 2009: 12:01 PM ET
NEW YORK () -- For job hunters, that very first line on your resume can influence potential employers. Just ask Glenn Miller.
Miller, 56, was out of work for about four months earlier in the year. On every interview he went on, the senior software engineer had to field jokes about his namesake, the great American jazz musician.
"They say, where's your band? And I say, they're all dead."
Even though Miller became adept at responding with witty one-liners, "it changes the tenor of the interview to have that opening dialog ... I think it makes people not take me seriously," he admitted.
For other job seekers, it's no laughing matter.
Colleen Rzucidlo, 27, has been actively looking for a public relations job for about nine months, but believes her hard-to-pronounce surname has hurt her chances of landing a position.
"While I certainly can't prove it, I often wonder if my last name hinders me when it comes to the job search process," she said. "Nobody knows how to say it -- that's a turn off. If they can't say my name they are not going to bother reading my resume."
Of course, considering someone's name as part of the decision-making process is not only wrong but illegal, says San Diego State University Human Resources Professor Christine Probett. "Discrimination of those sorts are well protected under the law," she said.
But that doesn't mean it's not happening.
For example, resumes with white-sounding names have a 50% greater chance of receiving a callback when compared to those with African American names, according to a study performed for the National Bureau of Economic Research by the University of Chicago's Marianne Bertrand and Massachusetts Institute of Technology's Sendhil Mullaina.
Many job seekers agree. Nakores Sameita, 26, believes her ethnic-sounding name works against her. The former credit analyst for Chrysler was laid off in June and recently decided to go back to school for a masters in finance because her job search has been fruitless.
Hiring managers often question her immigration status, Sameita said. "I've had a couple of interviews and the first thing they mention is my name and ask me where I'm from," says the Kansas City resident, originally from Kenya. "Even though I'm a citizen it puts me at a disadvantage," she said.
Recruiters say that an applicant's name has no bearing on their chances of getting hired, and many states require employers to establish and enforce anti-discrimination policies.
"As a recruiter, the name is usually the last thing I look at," said Thad Schiele. "My job is to get the hiring manager the best candidates for a position.
But cynics suggest that if resumes can be scanned for appropriate terms and keywords, then someone's name could also play a role in the initial screening process, whether consciously or unconsciously.
While hiring managers may not intend to discriminate a candidate based on a name or ethnicity, the name could still signal something about the applicant's skills or background that is relevant to the job.
Duram Gallegos, 25, believes that potential employers call him assuming he speaks fluent Spanish because of his name.
Gallegos has been looking for a job near his home in Elgin, Ill. for six months and thinks his last name gives hiring managers a false impression that he can't back up in an interview.
If a job seeker does feel that their first name conveys an image they are uncomfortable with, then they could just use their first initial on a job application or resume, Probett of San Diego State University suggested. But deemphasizing a last name is obviously not realistic.
Instead, job seekers should focus more on the aspects of their image that they can control, Probett said, like their online presence or the email address they use for correspondence.
"For example, 'PartyDude@' might project an image of someone who is not too business savvy," she said.
Now, make your own claim. Does a person’s name affect the way they are treated in the professional world?
Claim:
Reason:
Evidence:
Exit: Share your claim, reason, and evidence with a partner. Discuss points where you agree and disagree.
Homework: Read pages 155-162 and answer the following questions. Then complete the “Beyond the Text” activity.
Discussion Questions: Answer in FULL sentences.
1. Why does Andy suddenly feel the need to talk to someone?
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2. Why won’t Andy talk to Dr. Carrothers’ associate? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Are Andy’s friends are justified by not wanting to be around him anymore? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. How does Keisha feel about her breakup with Andy?
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5. Compare and contrast. How is a caged tiger similar to Andy at this time?
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Beyond the text: Prediction activity! Make a claim about what you think is going to happen next. Cite reasons and evidence from the text to support your claim.
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Lesson 11 (inc 163-180)
AIM:
Part 1) Do Now:
Discussion Questions: Answer in FULL sentences.
1. Who was the first to notice that something was wrong at Andy’s house?
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2. What signals did Andy send out? Why is it that no one recognized the signals? Would you have?
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3. Why does the suicide/grief counseling team visit the school?
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4. How does Tyrone feel about the suicide prevention team? Do you think his feelings are justified?
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5. Why do B.J. and Tyrone feel that the counselors cannot help them deal with the situation?
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6. What advice does the team give the students to help them sort out their feelings and pain? Do you think this is good advice? Why?
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7. Does Tyrone understand Andy’s suicide?
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8. Who believes Andy is a coward for his actions? Why is Gerald angry at Andy? Do you think he has a right to be angry with Andy? Should he be angry with anyone else? Who and Why?
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9. What has Marcus learned from this experience?
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10. What will Rhonda never be able to forget?
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11. What is B.J.’s tone in his prayer about Andy? What does B.J. say has kept him sane all of this time? What does that indicate about his character?
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12. What does Monty talk about when he visits Andy’s grave? What has changed in Andy’s family now that he is gone? Why do you think this happens?
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13. What is one thing Monty says he will miss about Andy?
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Beyond the text: Now that you have completed the novel, write about the following:
How has your perspective of teenage drinking and driving, teenage deaths, and teenage depression changed with respects to how it affects others?
What is the most significant thing you have learned from this novel?
Would you recommend this novel to someone you know? Why or Why not?
Write at least one full page.
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HOMEWORK LOG
|Due on Monday, 9/24 | | | |
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|Read pages 1-22 and complete pages| | | |
|1-6 in packet | | | |
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