1. Advanced English 6 March 7-8
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.
March 7-8

2. To Do Today: You need your journal and Oliver Twist book.
Review announcements.
Discuss contemporary and grammar.
Review EPL quizzes.
Discuss Oliver Twist chapters
Have matrix time.

3. Mary Anne Evans, AKA “George Eliot”
Born November 22, 1819
Died December 22, 1880
Wanted to avoid female stereotypes and wrote under a male pseudonym
Adam Bede, The Mill on the Floss, Silas Marner, Middlemarch, Daniel Deronda and poems
Was not considered physically beautiful and therefore not fit for marriage, so her father invested in her education, which was unusual for women at the time
Read voraciously, especially classic literature

4. Diagraming Practice Diagram the subjects and verb from the sentence.
Write your name on the notecard provided.
Copy the following sentence onto the notecard:
“Countrymen, butchers, drovers, hawkers, boys, thieves, idlers, and vagabonds…were mingled together in a mass…” (Dickens 192; ch. 21).
Diagram the subjects and verb from the sentence.
On the back of the notecard, list the top three social issues that you would like to research more in-depth.
Keep the notecard at your desk.

5. Persuasion: Techniques: Ethos: Pathos: Logos: EPL Quiz
Convincing someone to do something, swaying opinions, etc.
Persuasion:
Give reasons, explain what EPL are, use commercials and other forms of advertising, etc.
Techniques:
Appeal to credibility/trustworthiness
Ethos:
Appeal to emotion
Pathos:
Appeal to logic
Logos:

6. Friendly Letters Important events Layout News about your life
Content
Important events
News about your life
Questions for the recipient
Heading
Greeting
Body
Closing
Signature
Postscript

7. Friendly Letters Examples Layout Heading Greeting Body Closing
Address
Date (Month Day, Year)
Dear Mrs. Fritzinger,
Topics
Sincerely,
Signature
P.S.
Layout
Heading
Greeting
Body
Closing
Signature
Postscript

8. Friendly Letter Heading (Date) Greeting (Dear…,) Body
Closing (Sincerely,)
Signature
Postscript (P. S.)
Turn your journal into the bin, or turn it in to Google Classroom when you are finished.
This journal entry will count as 10 points. It is your comprehension check. Yes, GUMS count! You may use your notes and your book for page or chapter numbers.
Discuss Oliver Twist chapters or all of the chapters read so far. You may want to include the following:
“Ah-ha” moments (connections)
Surprises
Questions
Important events
Predictions
Anything else you think is significant
Write a friendly letter about Oliver Twist (at least 3 paragraphs) to Mrs. Fritzinger, another student, or a character in Oliver Twist in your journal or on a Google Doc.

9. Creative Journal 2 due Tues., Mar. 20-A and Wed., Mar. 21-B
Matrix: Use Cart B.
Creative Journal 2 due Tues., Mar. 20-A and Wed., Mar. 21-B
Read Oliver Twist chapters by Wednesday, March 14 (A Day) and Thursday, March 15 (B Day). Be ready for a comprehension check.
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)

10. Oliver Twist Chapters 17-27
Questions to Ponder
“Ah-ha” moments (connections)
Surprises
Questions
Important events
Predictions
Characters
In chapter 17, Mr. Bumble allows Dick to make a request on page 158. How does this passage compare to the poem “The Chimney Sweeper” by William Blake?
What does the novel and the poem suggest about the outlook of many children in Victorian England?
Chapter 18 concludes with a passage on page 172. Describe the evolution of Oliver’s relationship with Fagin, Dodger, and Charley Bates.
How does Oliver react when the Dodger and Charley pick Brownlow’s pocket and again when Sikes and Crackit order Oliver into the house (page 201)? What does this suggest about Oliver’s character?

11. Oliver Twist “During” Anticipation Guide Chapter 28
Please place a dot in the column labeled “During” if you agree with the statement while you listen to chapter 28.
Please use the markers at the back table.