1. In this PowerPoint… Work Reminders
Contemporary (Alfred, Lord Tennyson, “The Charge of the Light Brigade”)
Grammar Patterns and Rules (Diagraming Practice and Social Issues Card)
Persuasion and EPL Review
Oliver Twist Chapters Comprehension Check and Discussion
Oliver Twist Chapter 28 Reading and Anticipation Guide (“During”)
Matrix Time

2. Advanced English 6 March 12-13
6.1 The student will use effective oral communication skills in a variety of settings.
a) Listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
b) Participate as a facilitator and a contributor in a group.
c) Participate in collaborative discussions with partners building on others’ ideas.
d) Ask questions to clarify the speaker’s purpose and perspective.
e) Summarize the main points a speaker makes.
f) Summarize and evaluate group activities.
g) Analyze the effectiveness of participant interactions.
h) Evaluate own contributions to discussions.
i) Demonstrate the ability to collaborate with diverse teams.
j) Work respectfully with others and show value for individual contributions.
6.4 The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, 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 the construction and impact of figurative language.
e) Use word-reference materials.
f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
6.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.
a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
b) Describe cause-and-effect relationships and their impact on plot.
c) Explain how an author uses character development to drive conflict and resolution.
d) Differentiate between first and third person point of view.
e) Describe how word choice and imagery contribute to the meaning of a text.
f) Draw conclusions and make inferences using the text for support.
g) Identify the characteristics of a variety of genres.
h) Identify and analyze the author’s use of figurative language.
i) Compare/contrast details in literary and informational nonfiction texts.
j) Identify transitional words and phrases that signal an author’s organizational pattern.
k) 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.
a) Skim materials using text features such as type, headings, and graphics to predict and categorize information.
b) Identify main idea.
c) Summarize supporting details.
d) Create an objective summary including main idea and supporting details.
e) Draw conclusions and make inferences based on explicit and implied information.
f) Identify the author’s organizational pattern(s).
g) Identify transitional words and phrases that signal an author’s organizational pattern.
h) Differentiate between fact and opinion.
i) Identify cause-and-effect relationships.
j) Analyze ideas within and between selections, providing textual evidence.
6.7 The student will write in a variety of forms, to include narrative, expository, persuasive, and reflective, with an emphasis on narrative and reflective writing.
a) Engage in writing as a recursive process.
b) Choose audience and purpose.
c) Use a variety of prewriting strategies to generate and organize ideas.
d) Organize writing to fit mode or topic.
e) Write narratives to include characters, plot, setting, and point of view.
f) Establish a central idea, incorporating evidence and maintaining an organized structure.
g) Compose a thesis statement for expository and persuasive writing.
h) Write multiparagraph compositions with elaboration and unity.
i) Use transition words and phrases.
j) Select vocabulary and information to enhance the central idea, tone, and voice.
k) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
l) Revise writing for clarity of content including specific vocabulary and information.
6.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
a) Use subject-verb agreement with intervening phrases and clauses.
b) Use pronoun-antecedent agreement to include indefinite pronouns.
c) Maintain consistent verb tense across paragraphs.
d) Eliminate double negatives.
e) Use quotation marks with dialogue.
f) Choose adverbs to describe verbs, adjectives, and other adverbs.
g) Use correct spelling for frequently used words.
h) Use subordinating and coordinating conjunctions.
March 12-13

3. To Do Today: You need: Discuss contemporary and grammar. Review EPL.
Have a comprehension check on Oliver Twist chapters
Discuss Oliver Twist chapters
Read Oliver Twist chapter 28.
Have matrix time.
You need:
your Chromebook,
a pencil,
your journal,
Oliver Twist,
your planner, and
your purple portfolio.

4. Reminders of Expectations for all work…
Read and follow ALL of the directions.
Don’t just give an answer. Make sure to explain your thinking.
First Aid for Writing:
Spelling will be correct.
Grammar will be correct.
Punctuation will be correct.
There will be NO run-ons or fragments.
Format (setup) matches the instructions.
Cite any outside sources you use (ETHICS!)

5. Alfred, Lord Tennyson Born April 6, 1809 Died October 6, 1892
4th of 12 children
Father was an alcoholic and Tennyson escaped his home in 1827
Poems by Two Brothers; Poems, Chiefly Lyrical; Poems; “In Memoriam”; Idylls of the King
Became engaged to Emily Sellwood in 1836, but when he lost his inheritance, her family called off the engagement
Became Poet Laureate in 1850 and married Emily Sellwood; had two sons
Most popular poet of the Victorian Era

6. “The Charge of the Light Brigade”
This poem was written to memorialize a suicidal charge by light cavalry over open terrain by British forces in the Battle of Balaclava (Ukraine) in the Crimean War ( ). 247 men of the 637 in the charge were killed or wounded. Britain entered the war, which was fought by Russia against Turkey, Britain and France, because Russia sought to control the Dardanelles. Russian control of the Dardanelles threatened British sea routes.
Many in the West best know of this war today because of Florence Nightingale, who trained and led nurses aiding the wounded during the war in a manner innovative for those times. The War was also noteworthy as an early example of the work of modern war correspondents.

7. “The Charge of the Light Brigade”
Flash'd all their sabres bare, Flash'd as they turn'd in air Sabring the gunners there, Charging an army while All the world wonder'd: Plunged in the battery-smoke Right thro' the line they broke; Cossack & Russian Reel'd from the sabre-stroke, Shatter'd & sunder'd. Then they rode back, but not Not the six hundred. Cannon to right of them, Cannon to left of them, Cannon behind them Volley'd and thunder'd; Storm'd at with shot and shell, While horse & hero fell, They that had fought so well Came thro' the jaws of Death, Back from the mouth of Hell, All that was left of them, Left of six hundred. When can their glory fade? O the wild charge they made! All the world wonder'd. Honour the charge they made! Honour the Light Brigade, Noble six hundred!
Half a league half a league,  Half a league onward,  All in the valley of Death  Rode the six hundred:  'Forward, the Light Brigade!  Charge for the guns' he said:  Into the valley of Death  Rode the six hundred.  'Forward, the Light Brigade!'  Was there a man dismay'd ?  Not tho' the soldier knew  Some one had blunder'd:  Theirs not to make reply,  Theirs not to reason why,  Theirs but to do & die,  Into the valley of Death  Rode the six hundred.  Cannon to right of them,  Cannon to left of them,  Cannon in front of them  Volley'd & thunder'd;  Storm'd at with shot and shell,  Boldly they rode and well,  Into the jaws of Death,  Into the mouth of Hell  Rode the six hundred. 

8. Diagraming Practice Copy the following sentence onto the notecard:
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.

9. Persuasion: Techniques: Ethos: Pathos: Logos: EPL Review
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:

10. Oliver Twist Chapters 17-27 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:

11. 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?

12. 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.

13. EPL Chart due on Schoology by NEXT CLASS!
Matrix
Find 3 social issues news articles and post them on the Discussion Board in Schoology by the end of class TODAY!
EPL Chart due on Schoology by NEXT CLASS!
Read and take notes on Oliver Twist chapters by Monday, March 18 (A) and Tuesday, March 19 (B). Be ready for a comprehension check!
Quarter 3 Creative Journal 2 due Wednesday, March 20-A and Thursday, March 21-B
Add to the Vivid Vocab. and/or Social Issues Board (find text evidence to support the social issues listed on the chart).
Digital Portfolio
“Where I’m From” poem-6th grade page
“Where I’m From” reflection-6th grade page
Reader paragraph-Home page
Writer paragraph-Home page
Personal Narrative-6th grade page
Personal Narrative reflection-6th grade page
Character Analysis-6th grade page
Character Analysis reflection-6th grade page
Eminent Person Page
Eminent Person Research Paper
Eminent Person Research Paper Reflection
ONLY if you finish everything else, you may
Work on anything in Schoology under the Grammar Resources folder.
Make and play a Vocabulary Jam on vocabulary.com.
Record your “Where I’m From” poem on Seesaw.