1. Advanced English 6 March 16-17
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 16-17

2. To Do Today: You need your resource notebook.
Forensics!
Contemporary and Grammar Activities
Discuss Oliver Twist Chapters 28-32
Turn in creative journal 2
Work on performance task, especially the current event paragraph
Have matrix time

3. Forensics! Sponsored by: Mrs. Sexton and yours truly, Mrs. Fritzinger
Informational Meeting:
Next Tuesday, March 21 at 3:30 p.m. in Mrs. Fritzinger’s room
Try-outs:
Monday, March 27 and Tuesday, March 28 (if needed)
First Day:
Thursday, March 30
Public speaking in nine categories:
Poetry
Prose
Story Telling
Humorous Interpretation
Dramatic Interpretation
Duo Interpretation of Literature
Extemporaneous
Original Oratory
Impromptu Speaking

4. Robert Browning Born May 7, 1812 in Camberwell, England
Died December 12, 1889 in Venice, Italy
Most people believe he could read and write by the time he was 5; his father had a huge library (over 6,000 books!) and was a dedicated scholar.
Wrote his first book of poetry at age 12
Was learning Latin, Greek, and French by age 14
Was educated at home mostly, but did attend the University of London for a while
Married Elizabeth Barrett Browning
Works were not well-known until after he married Elizabeth
Dedicated Men and Women to Elizabeth, now known as his best work
Bells and Pomegranates, Collected Poems, Dramatis Personae, The Ring and the Book
Robert Browning

5. Grammar: Phrases: Verbals
Verb phrases used as different parts of speech
Used as only one part of speech (adjective, adverb, noun, etc.) or as a single part of the sentence (subject, direct object, etc.)
Gerund
-ing verb form used a noun
Reading Oliver Twist is not as boring as I thought.
He enjoyed eating pizza.
The Maylies love having Oliver with them.

6. Grammar: Phrases: Verbals
Participle
Any verb form used as an adjective
End in –ing, -ed, -en, or any other verb form
The dilapidated houses were falling apart.
Participial phrases
A participle with its own modifiers or object
Yelling at his dog, Sikes started to kick him.
Oliver, running quickly, still was arrested for pickpocketing.
Misplaced modifiers
Putting the participial phrase next to something that it does not modify
Chewing his gum, a fly flew past Robert’s ear.
Slathered in butter, George enjoyed the pancakes.
Infinitive phrases
Groups of words made from the to form of the verb
Make nouns, adjectives, or adverbs
To read is always a pleasure.
The book to read is Oliver Twist.
I love to read.
Split infinitives=NO-NO!
Oliver learned to never gobble his gruel.
Oliver learned never to gobble his gruel.

7. Practice
Reading the classics, Mrs. Fritzinger dreamed of becoming an author.
Sikes wanted to begin the break-in at 2 a.m.
“Surely…the poor child’s story, faithfully repeated to these men, will be sufficient to exonerate him” (Dickens 269).

8. 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 (pages ).

9. Discussion Question-5 points
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 (page 261)? Support with evidence.
Think, pair, share

10. 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 a topic and conclusion sentence 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.

11. 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.

12. Citations and Works Cited
APA Format
MLA 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

13. Comparison/Contrast Thesis
Discuss these models.

14. Turn in Creative Journal 2 Vivid Vocabulary Board
Matrix
Turn in Creative Journal 2
EPL Chart on Google Classroom (at least 10 examples, three from Oliver Twist)-due Monday, March 20 (A) and Tuesday, March 21 (B)
Read Oliver Twist chapters by Wednesday, March 22 (A) and Thursday, March 23 (B). Take notes on the characters, connections, predictions, questions, vocabulary, etc. as you read.
Current Event Research paragraph (completed by Wednesday, March 22-A and Thursday, March 23-B)
Social Issues Board
Vivid Vocabulary Board
Digital Portfolio