Advanced English 6 March 22-23 6.1 The student will participate in and contribute to small-group activities. a) Communicate as leader and contributor. b) Evaluate own contributions to discussions. c) Summarize and evaluate group activities. 6.3 The student will understand the elements of media literacy. a) Compare and contrast auditory, visual, and written media messages. b) Identify the characteristics and effectiveness of a variety of media messages. c) Craft and publish audience-specific media messages. 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. d) Identify and analyze figurative language. e) Use word-reference materials. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing. 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Make, confirm, and revise predictions. c) Describe how word choice and imagery contribute to the meaning of a text. d) Describe cause and effect relationships and their impact on plot. e) Use prior and background knowledge as context for new learning. f) Use information in the text to draw conclusions and make inferences. g) Explain how character and plot development are used in a selection to support a central conflict or story line. h) Identify the main idea. i) Identify and summarize supporting details. j) Identify and analyze the author’s use of figurative language. k) Identify transitional words and phrases that signal an author’s organizational pattern. l) Use reading strategies to monitor comprehension throughout the reading process. 6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. b) Use prior knowledge and build additional background knowledge as context for new learning. c) Identify questions to be answered. e) Draw conclusions and make inferences based on explicit and implied information. g) Identify main idea. h) Summarize supporting details. 6.7 The student will write narration, description, exposition, and persuasion. Identify audience and purpose. c) Organize writing structure to fit mode or topic. d) Establish a central idea and organization. e) Compose a topic sentence or thesis statement if appropriate. f) Write multiparagraph compositions with elaboration and unity. g) Select vocabulary and information to enhance the central idea, tone, and voice. h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. i) Revise sentences for clarity of content including specific vocabulary and information. j) Use computer technology to plan, draft, revise, edit, and publish writing. 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Use subject-verb agreement with intervening phrases and clauses. c) Use pronoun-antecedent agreement to include indefinite pronouns. d) Maintain consistent verb tense across paragraphs. e) Eliminate double negatives. f) Use quotation marks with dialogue. g) Choose adverbs to describe verbs, adjectives, and other adverbs. h) Use correct spelling for frequently used words. March 22-23

To Do Today: You need your resource notebook. Discuss Contemporary and Grammar Activities Discuss Oliver Twist chapters 33-36 Work on performance task and matrix Last day for technology! #oldschoolintheoldschool

Rudyard Kipling Born on December 30, 1865, in Bombay, India Died January 18, 1936, in London, England Returned to England at age 5 to go to school; lived with a foster family and later attended boarding school until age 16 Wrote stories and poems in his spare time Married Carrie Wolcott in 1892 and moved to Vermont Moved back to England in 1896 after a quarrel with his brother-in-law; was very popular in England Lost 2 children, one to pneumonia and one to World War I Won the Nobel Peace Prize for Literature in 1907 The Jungle Book, Captains Courageous, “If”, Just So Stories for Little Children

Grammar Practice “It was a chill, damp, windy night when the Jew, buttoning his greatcoat tight around his shrivelled body, and pulling the collar up over his ears so as completely to obscure the lower part of his face, emerged from his den” (Dickens 173). “Mr. Giles, as he spoke, looked at Brittles; but that young man, being naturally modest, probably considered himself nobody, and so held that the inquiry could not have any application to him; at all events, he tendered no reply” (253). “The earth had donned her mantle of brightest green, and shed her richest perfumes abroad” (287).

Oliver Twist Chapters 33-36 What stands out? Questions? Predictions? Connections? Surprises? What new characters do we meet? How does Dickens use satire?

Oliver Twist Chapters 33-36 What do you think is the significance of Oliver’s encounter with the madman (page 292)? What do you think Oliver’s experience when he is sleeping/dreaming and wakes up on page 305 foreshadows? Why does Mrs. Maylie object to Harry marrying Rose (pages 299-300)? Why does Rose reject Harry’s proposal (pages 311-313)? What comment do you think Dickens is making about marriage between the social classes? How does Rose’s situation compare/contrast to Oliver’s situation?

Victorian Social Commentary Rose’s fear that others would find her marriage to Harry “sordid” reveals the fundamental irrationality of the society whose opinion she fears. Victorians who belonged to the middle and upper classes often married for economic reasons. Individuals usually married someone from a similar economic and social class because, presumably, marrying down would harm their social and economic interests. Logically, we might assume that a marriage between two people of different classes was more, not less, likely to be based on love and higher spiritual values, since it would violate the material interests of at least one party. Yet Rose predicts that others would attribute her marriage to Harry to factors far less honorable than love. Society’s inclination to assume the worst about those of low social standing is so strong that it can lead to patently irrational conclusions. The relationship between Harry and Rose illustrates that although marriage based on love is difficult, Dickens values it more highly than marriage based on social station. However, Rose and Mrs. Maylie both believe that marriage based on love is problematic. Rose refuses to marry Harry for the same reasons that Mrs. Maylie says she should not. Rose calls herself “a friendless, portionless girl” with a “blight” upon her name. As a penniless, nameless girl, she says to Harry that his friends will suspect that she “sordidly yielded to your first passion and fastened myself . . . on all your hopes and projects.” In other words, she fears that outsiders will believe that she slept with Harry outside of wedlock and secured his hand in marriage in that way. Thus, she demonstrates her awareness of the tendency of “respectable” society to assume the worst about individuals of low social standing, a tendency that has almost ruined Oliver’s life time and again.

Victorian Social Commentary Rose regrets that she cannot offer Harry an economically profitable and socially acceptable marriage, but Dickens criticizes socially or economically motivated marriage. In the next chapter (37), we will learn more about what Dickens thinks about economically motivated marriages.

Performance Task Parts 1 and 2 You will discuss a social issue found in Oliver Twist and will compare/contrast that same issue in current events. You need a comparison/contrast thesis statement. You need topic and conclusion sentences for each paragraph. You need in-text citations. You need to have a Works Cited in MLA after the Oliver Twist paragraph. You need to have a Works Cited in APA after the current events paragraph.

Need more sources? Check out some Gale Databases: Research in Context: You can type your social issue in the search and get many options of sources. Student Edition: Be specific about what you want to know about your social issue with this one. Instead of typing “social classes”, type “differences between social classes” or something to that effect.

Citations and Works Cited MLA Format APA Format In-text citations: (Author last name page number or chapter number)-first time you cite Every other time you cite: (page number or chapter number) Works Cited entries: Author last name, first name. Title of book. City of publication: Publisher, Year of Publication. In-text citations: (Author last name, year of publication). Works Cited entries: Author last name, first initial. (Year of publication). Title of article. Title of periodical or website. Retrieved from URL

Comparison/Contrast Thesis Discuss these models.

Vivid Vocabulary Board Matrix Current Event Research (completed TODAY) Bring ALL notes and materials needed to write paragraphs starting next class. You may not use your own laptop or device. #oldschoolintheoldschool Read Oliver Twist chapters 37-45 by Friday, March 31. Take notes on the characters, connections, predictions, questions, vocabulary, etc. as you read. Social Issues Board Vivid Vocabulary Board Digital Portfolio