1. Contemporary-Charles Lutwidge Dodgson (Lewis Carroll)
Oliver Twist chapters 4-7 Comprehension Check and Discussion
Vivid Vocabulary Introduction
Matrix Time
In this PowerPoint…

2. Advanced English 6 February 20-21
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.
February 20-21

3. To Do Today: You need: your Chromebook, a pencil, your journal,
Discuss announcements.
Discuss contemporary.
Do comprehension check on Oliver Twist chapters 4-7.
Discuss Oliver Twist chapters 4-7.
Review social issues and vocabulary.
Have matrix time.
You need:
your Chromebook,
a pencil,
your journal,
Oliver Twist,
your planner, and
your purple portfolio.

4. Announcements
If you did not bring your Pennies for Patients box today, bring it to Mr. Borgerding’s room first thing in the morning tomorrow.
Mrs. Fritzinger will take care of everything.

6. LEWIS CARROLL, AKA: Charles Lutwidge Dodgson
Occupation: Novelist
Born: 27 January 1832, Daresbury, Cheshire, England
Died: 14 January 1898, Guildford, Surrey, England
Literary period: Victorian
Genre: Victorian Literature
- See more at:
Mathematician
Father was a parson (member of clergy-church)
He wrote many books on mathematics and logic
Alice’s Adventures in Wonderland, Through the Looking Glass, “Jabberwocky”

7. Comprehension Check-Oliver Twist chapters 4-7
1. An important event from these chapters (one event total).
2. A new character we meet and his/her significance to the story (one character total).
3. A prediction based on what happens at the end of chapter 7.
On your notecard, write your name. Then put
Comprehension Check-Oliver Twist chapters 4-7

8. Questions/Predictions
Important Events
Characters
Setting
Questions/Predictions
Vocabulary
Irony, Sarcasm, Satire Examples
Oliver Twist Chapters 4-7: As a group, take notes on the chart paper at your tables according to these topics:

9. Compare and contrast Oliver and Noah Claypole.
How does Noah’s status as a charity boy differ from Oliver’s status as an orphan?
Why does Oliver become enraged at Noah? How do Oliver’s actions show a subtle change over time in Oliver’s character?
How does Dickens describe the conditions in which the lower classes were expected to live (59-62)? What does he possibly hope to achieve by revealing such squalor to the reader?
What comment is Dickens making about the poor laws when describing the death and the funeral of the poor woman (62-63)?
How does Dickens contrast the way the wealthy mourn the loss of loved ones with the way the poor mourn (64-65)?
List some examples of the limited rights of Victorian children from these chapters.
Oliver Twist Chapters 4-7: With your group, answer the question on the back of your chart paper. Be prepared to share out in a few minutes.

10. Oliver Twist Vivid Vocabulary
Pick a word.
Write the chapter of the word under it. This word is from Oliver Twist chapters 1-3.
On the inside top flap, write the part of speech of the word in the sentence in the text.
On the inside bottom flap, write the definition of the word based on the context in the text.
Give the word to Mrs. Fritzinger when you are finished.
Oliver Twist Vivid Vocabulary

11. Derivatives Activities on vocabulary.com due Thursday, February, 28!
Matrix
Protest Article due on Schoology (Quarter 3 Creative Journal 1) no later than Tues., 2/26 (A) and Wed., 2/27 (B)
Read Oliver Twist chapters 8-14 by Thurs., 2/28 (A) and Fri., 3/1 (B). Take notes on the characters, connections, predictions, questions, vocabulary, etc. as you read. Be ready for a comprehension check!
Quarter 3 Creative Journal: 1 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
Derivatives Activities on vocabulary.com due Thursday, February, 28!
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.