1. In this PowerPoint… Contemporary (Robert Louis Stevenson)
Research and Development Post-Assessment and Mid-Year Check-In Results Discussion
Oliver Twist chapters 8-14 Discussion
Oliver Twist chapters Listening
Matrix Time

2. Advanced English 6 February 28, March 1
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 28, March 1

3. To Do Today: You need: your Chromebook, a pencil, your journal,
Oliver Twist,
your planner, and
your purple portfolio.
Discuss a contemporary.
Review Research Post-Assessment and Mid-Year Check-In results.
Discuss Oliver Twist chapters 8-14.
Read and discuss Oliver Twist chapters
Have matrix time.

4. Robert Louis Stevenson
Born November 13, 1850 in Edinburgh, Scotland, United Kingdom
Died December 3, 1894 in Vailima, Samoa
Treasure Island, Kidnapped, The Strange Case of Dr. Jekyll and Mr. Hyde, A Child’s Garden of Verses
Suffered from lung impairments and moved a lot to improve his health (Europe, United States, Pacific islands)
Celebrity during his time
Robert Louis Stevenson

5. Research Post-Assessment
Ethical:
Finding sources that are authentic and reliable
Evaluating your sources to determine the validity of the information that you find there.
Citing your sources properly
Giving credit to your sources
Telling the truth
Avoiding bias
Styles:
APA
MLA
The world's biomes. (n.d.). Retrieved from
(Goodell, 2014).
Parenthetical Citation:
A citation in the text contained within parentheses that corresponds to a citation in the references or works cited of the text.
In-text citation

6. Research Post-Assessment
Primary Source:
A source that comes directly from the thing you’re researching or from experts.
A primary source is a source that comes directly from someone who experienced the event, experiment, issue, etc. that was being described in the source. An example would be an article by the scientist the conducted the experiment describing what happened and why it is important or not important.
Secondary Source:
A secondary source is a source that retrieves its information from a primary source.
Secondary sources are some form of a copy of a primary source. Example: The Declaration of Independence are on a website which make them a secondary source because it's a copy but the actual Declaration of Independence is a primary source.
Reliability:
Authority
Objectivity
Sources
Domain
Accuracy
Currency
Coverage
Navigation

7. Reflection Time: Survey Results

8. Reflection Time: Survey Results

9. Reflection Time: Survey Results
How can I use my class time more effectively?
“By trying not to talk during transition times”
“I can make lists on what I have to do and that will help me stay organized.”
“By not getting distracted by other classmates”
“I can stay more on task, and separate myself from my friends.”
“By focusing 100% on my work”
“Prioritize the things that need to get done”
‘During class, I could not talk as much so I can get more done in class, so I can do less at home.”
I can use Focus for more important things (not looking for music).
“I could ask more questions.”
“Develop a plan/schedule on specific tasks that need to be accomplished and when the tasks are due (sort importance of the assignments as well).”

10. Oliver Twist Chapters 8-14
Write any questions or predictions your group had on the whiteboards at your tables.
Go to Kahoot! and join the game. This Kahoot will serve as our comprehension check. Do your best!
What questions do you still have after the game?
What stood out to you in these chapters?

11. Oliver Twist Chapters 8-14
Why do you think Jack Dawkins is known as “The Artful Dodger”?
At the trial, Oliver is unable to speak. What do you think his silence symbolizes?
Describe the “justice” system for the poor.
How does Mr. Brownlow’s home contrast to Fagin’s house and the workhouse?
When Nancy goes to the police station to search for information about Oliver, she dresses up (pages ). When Oliver stays at the home of Mr. Brownlow, he wears nice clothing. What do you think is the significance of the clothing?

12. Social Issues Do we have any more social issues to add to the board?
Have you been adding text evidence?
We will start brainstorming and planning our writing very soon, so make sure you are being diligent about adding text evidence.

13. Oliver Twist Chapters 15-16

14. SIFT Poetry Analysis due NEXT CLASS!
Matrix
SIFT Poetry Analysis due NEXT CLASS!
Add to the Vivid Vocab. and/or Social Issues Board (find text evidence to support the social issues listed on the chart).
Quarter 3 Creative Journal: 1 due Wednesday, March 20-A and Thursday, March 21-B
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.