Advanced English 6 March 14-15 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. March 14-15

To Do Today: You need your journal, Oliver Twist book, and notes from your reading. Discuss contemporary and grammar. Discuss social issues persuasive writing piece. Discuss Oliver Twist chapters 28-32. Have matrix time.

Thomas Hardy Work is pessimistic Born June 2, 1840, in Stinsford, England Died January 11, 1928, in Dorchester, England Influenced by his father’s music, his mother’s guiding presence, his surroundings, and history Originally trained as an architect Work is pessimistic Wrote 14 novels, 3 volumes of short stories, over 8 volumes of poetry, and a poetic drama Influenced many poets after him, including Robert Frost and William Butler Yeats Jude the Obscure, Tess of the D'Urbervilles, The Dynasts, Far from the Madding Crowd

Grammar Patterns and Rules “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). “Here he was searched and, nothing being found upon him, locked up” (99). Diagraming practice together in class

Social Issues Persuasive Assignment Choose one social issue from your list that interests you the most. Put a star beside it. You will be writing a comparison/contrast thesis statement regarding how your social issue looked in Oliver Twist and discussing how it has changed over time and looks now in current events. You will write about that social issue from Oliver Twist in a paragraph using MLA format. You will also research the current events related to that social issue and write a paragraph using APA format showing how the social issue has changed over time. Remember the articles in the Stream in Google Classroom? You will then create a persuasive piece using EPL and answering the question, “So what (are we going to do about that issue)?”

Oliver Twist Chapters 28-32 What stands out? Surprises? Questions? Connections? Predictions? What new characters do we meet? What do you think about them? How does Dickens use satire? Compare and contrast the courtroom of Mr. Fang (magistrate when Oliver is accused of stealing Mr. Brownlow's wallet) with the “courtroom” of the Maylies (265-266).

Discussion Question Is an individual’s future determined solely by his/her actions and his/her decisions, by forces outside of his/her control, or by a combination of both? What does Dickens suggest as an answer to this question through the character of Rose Maylie (261)? Support with evidence. Think, pair, share

Oliver Twist Chapters 28-32 Comprehension check-20 minutes Write a summary of these chapters from one character’s point of view (paragraph form). Dramatic Monologue: Write a summary of these chapters from the viewpoint of the opposite gender (paragraph form). Gender Bender: Create a graphic representation of these chapters. Graphic Chapters: Write a summary of these chapters describing an alternate ending (paragraph form). What If?: Chart these chapters. Charts: Design a piece of artwork to represent these chapters. Be sure to include an artist’s statement (paragraph form). Artwork: Create a mind map of the most important ideas of these chapters. Mind Mapping: Summarize the main points of these chapters in a paper (paragraph form). Executive Summary: Write a summary highlighting the most important information someone would need to know about these chapters if they had not read the book (paragraph form). CLIFF Notes:

Matrix: Use Cart G or Cart M. Creative Journal 2 due Tues., Mar. 20-A and Wed., Mar. 21-B Read Oliver Twist chapters 33-36 by Tuesday, March 20 (A Day) and Wednesday, March 21 (B Day). Be ready for a comprehension check. Vocabulary Activity 2 due Thursday, March 22 (A Day) or Friday, March 23 (B Day). Work on the EPL chart on Google Classroom-due Wednesday, March 28 (A) and Thursday, March 29 (B). At least 10 examples total At least 3 of those examples must be from Oliver Twist (one each of E, P, and L) Add to the Vivid Vocab. and/or Social Issues Board (find text evidence to support the social issues listed on the chart). Digital Portfolio Derivatives Activities (Vocabulary.com, Freerice.com)