1. In this PowerPoint… Contemporary-Elizabeth Barrett Browning
Oliver Twist chapters 4-7 Discussion
Writing for Social Change Discussion (Political Cartoon)
Social Issues List
Vivid Vocabulary Introduction
SIFT Poetry Analysis (“Chimney Sweeper”)
Matrix Time

2. Advanced English 6 February 22, 25
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.
Advanced English 6
February 22, 25

3. To Do Today: You need: your Chromebook, a pencil, your journal,
Oliver Twist,
your planner, and
your purple portfolio.
To Do Today:
Discuss a contemporary and grammar patterns and rules.
Review the matrix.
Finish discussing Oliver Twist chapters 4-7.
Review social issues and vocabulary.
Introduce SIFT, and analyze “The Chimney Sweeper” by William Blake.
Analyze Victorian poetry.
Have matrix time.

4. Elizabeth Barrett Browning
Born 1806, Coxhoe Hall, Durham, England
Died June 29, 1861, Florence, Italy
Oldest of 12 children
Family owned sugar plantations in Jamaica; were part Creole
Had a lung ailment and sustained a spinal injury while riding a horse, but taught herself Hebrew and some Greek
Wrote many poems, especially those opposing slavery, child labor in the mines and mills of England, and male domination
Eloped with Robert Browning in 1846 and moved to Italy; father did not speak to her again after this because he did not want any of his children to get married
Had a son, Robert Wideman Browning
Poems, Sonnets of the Portuguese, “The Cry of the Children”
Elizabeth Barrett Browning

5. Grammar: Phrases Phrase: Prepositional phrases:
Group of words that does not contain a subject or a verb
Acts as one part of speech (adjective, adverb, noun, etc.)
Parts of a clause, NOT a clause
Prepositional phrases:
Group of words that starts with a preposition and ends with a noun or pronoun
The noun or pronoun is called the object of the preposition.
Can act as adjectives or adverbs
Can put a comma after them when they come at the beginning of the sentence

6. Grammar: Phrases Appositive phrases
Group of words that interrupts the sentence and gives more information about a noun or pronoun
MUST have commas around them, unless they are clear by themselves
The author Charles Dickens created over 13,000 characters!
Mr. Sowerberry, the undertaker, is somewhat nice to Oliver.
London, England, is the most common setting of Oliver Twist.
June 7, 2017, is the day my daughter was born.
Yes, I am going to see Captain Marvel when it comes out.

7. Grammar Patterns and Rules
“For a long time Oliver remained motionless in this attitude” (Dickens 77).
“A fair profit is, of course, allowable” (48).
“Yes, I think it is rather pretty” (49).

8. Matrix In Progress: Coming: Completed:
Digital Portfolios
Oliver Twist chapters 8-14
Derivatives Activity (vocabulary.com)
Grammar Patterns and Rules
Creative Journal 1-Protest Article (due next class on Schoology)
Social Issues Board
Vocabulary Activity #2
Oliver Twist chapters 15-53
Social Issues Persuasive Piece
Creative Journal 2
SIFT Poetry Analysis
EPL Chart
Current Event Articles #1, #2, #3
Charles Dickens Biography Notes #1 and #2
Frame of the Journalist
ArcGIS
Vocabulary Activity 1
Oliver Twist chapters 1-7

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

10. 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.
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.

11. Writing for Social Change
What does “writing for social change” mean?
Write to help solve social problems
What forms can it take?
Novels
Articles, editorials
Comics, political cartoons
Speeches, slogans
Songs, poems, jingles
PSAs, posters, petitions, commercials
Organizations
Media (TV, internet, social media, movies, etc.)
View the political cartoon “Oliphant: More Gruel” and discuss the similarities and differences between Oliver Twist and the cartoon, which is from 2007.

12. Social Issues
Crime
Poor living conditions
Unfair treatment of orphans/children
Hunger/starvation
Unfair treatment of paupers
Neglect/laziness
Government corruption
Church corruption
Child abuse
Animal abuse
Poverty
Stereotypes
Family separation
Greed/abuse of money/selfishness
Abuse of power
Lack of health care/medicine
Alcohol abuse
Social class division (hierarchy)
Child labor
Discrimination
Diseases/Illnesses
Loneliness
Pollution
Unfair laws
Homelessness
Lack of education
Lack of safety
Discuss issues so far, add any as needed, explain social issues board (adding text evidence to support where Oliver Twist discusses these issues)

13. 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.

14. “The Chimney Sweeper” by William Blake
When my mother died I was very young, And my father sold me while yet my tongue Could scarcely cry, “Weep! Weep! Weep! Weep!" So your chimneys I sweep and in soot I sleep. There's little Tom Dacre, who cried when his head, That curl'd llke a lamb's back, was shav'd: so I said, "Hush. Tom! never mind it, for when your head's bare You know that the soot cannot spoil your white hair." And so he was quiet and that very night, As Tom was a-sleeping, he had such a sight! That thousands of sweepers, Dick, Joe, Ned or Jack. Were all of them lock'd up in coffins of black.
And by came an Angel who had a bright key, And he open'd the coffins & set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.
Then naked & white, all their bags left behind, They rise upon clouds and sport in the wind; And the Angel told Tom, if he'd be a good boy, He'd have God for his father and never want joy.
And so Tom awoke; and we rose in the dark. And got with our bags and our brushes to work. Tho' the morning was cold, Tom was happy and warm; So if all do their duty they need not fear harm.
“The Chimney Sweeper” by William Blake

15. Victorian Poetry SIFT S=Symbolism I=Imagery F=Figurative Language
T=Tone and Theme

16. Symbolism The dove is a symbol of peace.
A red rose or red color stands for love or romance.
Black is a symbol that represents evil or death.
Using an object or idea to represent something else and to give it deeper meaning

17. “The Chimney Sweeper” by William Blake
When my mother died I was very young, And my father sold me while yet my tongue Could scarcely cry, “Weep! Weep! Weep! Weep!" So your chimneys I sweep and in soot I sleep. There's little Tom Dacre, who cried when his head, That curl'd llke a lamb's back, was shav'd: so I said, "Hush. Tom! never mind it, for when your head's bare You know that the soot cannot spoil your white hair." And so he was quiet and that very night, As Tom was a-sleeping, he had such a sight! That thousands of sweepers, Dick, Joe, Ned or Jack. Were all of them lock'd up in coffins of black.
And by came an Angel who had a bright key, And he open'd the coffins & set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.
Then naked & white, all their bags left behind, They rise upon clouds and sport in the wind; And the Angel told Tom, if he'd be a good boy, He'd have God for his father and never want joy.
And so Tom awoke; and we rose in the dark. And got with our bags and our brushes to work. Tho' the morning was cold, Tom was happy and warm; So if all do their duty they need not fear harm.
“The Chimney Sweeper” by William Blake

18. Imagery
Using certain words to create a picture in the reader’s mind and to appeal to the five senses
It was dark and dim in the forest. 
The children were screaming and shouting in the fields.
He whiffed the aroma of brewed coffee. 
The girl ran her hands on a soft satin fabric. 
The fresh and juicy orange is very cold and sweet.

19. “The Chimney Sweeper” by William Blake
When my mother died I was very young, And my father sold me while yet my tongue Could scarcely cry, “Weep! Weep! Weep! Weep!" So your chimneys I sweep and in soot I sleep. There's little Tom Dacre, who cried when his head, That curl'd llke a lamb's back, was shav'd: so I said, "Hush. Tom! never mind it, for when your head's bare You know that the soot cannot spoil your white hair." And so he was quiet and that very night, As Tom was a-sleeping, he had such a sight! That thousands of sweepers, Dick, Joe, Ned or Jack. Were all of them lock'd up in coffins of black.
And by came an Angel who had a bright key, And he open'd the coffins & set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.
Then naked & white, all their bags left behind, They rise upon clouds and sport in the wind; And the Angel told Tom, if he'd be a good boy, He'd have God for his father and never want joy.
And so Tom awoke; and we rose in the dark. And got with our bags and our brushes to work. Tho' the morning was cold, Tom was happy and warm; So if all do their duty they need not fear harm.
“The Chimney Sweeper” by William Blake

20. Figurative Language
Metaphor (a surprising comparison between two unlike things) -Red
Simile (a surprising or unlikely comparison using “like” or “as”) -Blue
Personification (giving human qualities to anything non-human) -Brown
Symbolism (the use of object or action that means something more than its literal meaning) -Orange
Imagery (descriptive language that appeals to the senses) -Purple
Alliteration (repetition of beginning consonant sounds in a series of words) -Green
Assonance (the repetition of vowel sounds in a series of words) -Yellow
Onomatopoeia (a word that sounds like what it means) -Pink

21. “The Chimney Sweeper” by William Blake
When my mother died I was very young, And my father sold me while yet my tongue Could scarcely cry, “Weep! Weep! Weep! Weep!" So your chimneys I sweep and in soot I sleep. There's little Tom Dacre, who cried when his head, That curl'd llke a lamb's back, was shav'd: so I said, "Hush. Tom! never mind it, for when your head's bare You know that the soot cannot spoil your white hair." And so he was quiet and that very night, As Tom was a-sleeping, he had such a sight! That thousands of sweepers, Dick, Joe, Ned or Jack. Were all of them lock'd up in coffins of black.
And by came an Angel who had a bright key, And he open'd the coffins & set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.
Then naked & white, all their bags left behind, They rise upon clouds and sport in the wind; And the Angel told Tom, if he'd be a good boy, He'd have God for his father and never want joy.
And so Tom awoke; and we rose in the dark. And got with our bags and our brushes to work. Tho' the morning was cold, Tom was happy and warm; So if all do their duty they need not fear harm.
“The Chimney Sweeper” by William Blake

22. Tone and Theme Tone: Mood: Theme:
The attitude the writer is displaying toward the subject of the poem
Mood:
How the poem makes you feel
Theme:
The message or meaning the poet wants you to learn

23. “The Chimney Sweeper” by William Blake
When my mother died I was very young, And my father sold me while yet my tongue Could scarcely cry, “Weep! Weep! Weep! Weep!" So your chimneys I sweep and in soot I sleep. There's little Tom Dacre, who cried when his head, That curl'd llke a lamb's back, was shav'd: so I said, "Hush. Tom! never mind it, for when your head's bare You know that the soot cannot spoil your white hair." And so he was quiet and that very night, As Tom was a-sleeping, he had such a sight! That thousands of sweepers, Dick, Joe, Ned or Jack. Were all of them lock'd up in coffins of black.
And by came an Angel who had a bright key, And he open'd the coffins & set them all free; Then down a green plain leaping, laughing, they run, And wash in a river, and shine in the Sun.
Then naked & white, all their bags left behind, They rise upon clouds and sport in the wind; And the Angel told Tom, if he'd be a good boy, He'd have God for his father and never want joy.
And so Tom awoke; and we rose in the dark. And got with our bags and our brushes to work. Tho' the morning was cold, Tom was happy and warm; So if all do their duty they need not fear harm.
“The Chimney Sweeper” by William Blake

24. A3: SIFT Poetry Analysis Strategy
Symbols
Images
Line 17-”naked and white”-innocent, clean
Line 12-”coffins of black”-death
Line 15-”green plain”-happiness
Line 9-”quiet”-peace
Line 8-”white hair”-purity’
Line 18-”sport in the wind”-innocence, heaven
Line 14-”open’d the coffins of black”- freedom, death
Line 6-”curl’d like a lamb’s back”-picture a lamb with curly wool
Line 21-”arose in the dark”-picture him waking up in the dark
Line 23-”though the morning was cold, Tom was happy and warm”-Tom is more relaxed after his dream.
Line 13-”And by came an Angel who had a bright key”-An angel coming in and setting kids free (maybe Gabriel coming to Mary)

25. A3: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
Line 7-”Hush”-onomatopoeia
Lines ¾-”weep, weep”; “sweep”/”sleep”-assonance
Line 6-”like a lamb’s back”-simile
Line 3-”weep, weep, weep, weep”- onomatopoeia, alliteration
Tone: The author thinks that chimney sweeping is bad. He calls chimneys “coffins of black” (Line 12). He contrast good with bad by using black and white. He feels sorry or takes pity on them because he talks about how young the chimney sweepers are (Line 1). Theme: Chimney sweeping is not a good job, especially for children. They are forcing children to chimney sweep. Blake talks about how the children are innocent by using the lamb as a symbol (Line 6). Lines 5 and 6 show that the children are sad.

26. A7: SIFT Poetry Analysis Strategy
Symbols
Images
Line 12-”coffins of black”-death
Line 8-”soot cannot spoil your white hair”- will, happiness, peace, innocence
Line 18-”rise on the clouds and sport on the wind”-freedom
Line 21-”dark”-black, evil
Line 17-”white”-innocence
Line 6-”lamb”-innocence
Line 24-”all do their duty”-get kids to work
Line 6-”curl’d like a lamb’s back”-feel lamb’s wool
Lines, ”green plain”-running, playing, laughing
Line 21-”rose in the dark”-Tom got up and got to work
Line 17-”naked and white”-kids playing and being free and clean
Last stanza-”Tom awoke”; “Tom was happy and warm”-feeling warm

27. A7: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
Line 6-”curl’d like a lamb’s back”-simile
Line 3-”weep, weep, weep, weep”- onomatopoeia, alliteration, assonance, repetition
Line 4-”chimneys”, ”sweep”, “sleep”- assonance
Line 7-”Hush”-onomatopoeia
Tone: William Blake feels bad for the chimney sweepers. They were “lock’d up in coffins of black” (line 12) and taking them to their graves. Theme: Even if you are rich, you should still care for the poor. Line 24 talks about not doing harm if people do their duty, but the chimney sweepers were not cared about.

28. B3: SIFT Poetry Analysis Strategy
Symbols
Images
Line 12-”lock’d up in coffins of black”-death
Line 8-”soot cannot spoil your white hair”-innocent
Line 18-”rise upon clouds”-free, have fun, in heaven
Line 15-”down a green plain leaping, laughing”- freedom from chimney sweeping, in heaven
Line 4-”chimneys I sweep and in soot I sleep”-never- ending tunnel
Line 24-”all do their duty they need not fear harm”- do what you are supposed to, and you won’t be afraid and you will go to heaven
Lines ”down a green plain leaping, laughing they run and wash in the river and dry in the sun”- kids running, having fun
Line 3-”Could scarcely cry, ‘Weep, weep, weep, weep’”-hear someone crying that
Line 6-”curl’d like a lamb’s back”-fluffy, curly hair
Line 14-”open’d the coffins and set them all free”- kids are running and are free
Line 12-”lock’d up in coffins of black”-separate chimneys covered in soot
Line 21-”Tom awoke and rose in the dark”-getting up early and working the chimneys all day

29. B3: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
Line 3-”Weep, weep, weep, weep”- onomatopoeia, alliteration, assonance, repetition
Line 12-”coffins of black”-idiom, metaphor
Line 6-”curl’d like a lamb’s back”-simile
Line 21-”Tho’ the morning was cold, Tom was happy and warm”-oxymoron
Line 18-”rise upon clouds and sport in the wind”-metaphor
Line 3-”tongue could scarcely cry”- personification
Tone: William Blake thinks that chimney sweeping is cruel and children should stop doing it. Line 4 states that the children sweep chimneys and sleep in soot. Children are being forced to do this because line 12 describes the chimneys as “coffins of black”. Theme: Child labor should end, especially chimney sweeping, because it is dangerous. “If all do their duty, they need not feel harm,” is what line 24 states. William Blake is saying that the attitude that people have toward child labor is not working. It needs to be changed.

30. B7: SIFT Poetry Analysis Strategy
Symbols
Images
Line 12-”coffins of black”-death
Line 6-”curl’d like a lamb’s back”- innocent, purity
Line 13-”bright key”-going to heaven, freedom, reward
Line 12-”coffins”-locked in their life prison
Line 16-”shine in the Sun”-feeling warmth of the sun
Line 15-”down a green plain, leaping, laughing they run”-happy, hear the laughter
Line 3-”could scarcely cry, ‘Weep, weep, weep, weep’”-hearing the cry

31. B7: SIFT Poetry Analysis Strategy
Figures of Speech
Tone and Theme
Line 6-”curl’d like a lamb’s back”-simile
Line 3-”Weep, weep, weep, weep”- onomatopoeia, alliteration, assonance, repetition
Line 18-”rise upon clouds and sport in the wind”-hyperbole
Line 14-”open’d the coffins and set them all free”-personification
Line 12-”coffins of black”-metaphor
Tone: William Blake thinks chimney sweepers are overworked. Line 12 describes the chimneys are “coffins of death”. Children were being sold because their parents didn’t have enough money, but the children were very small (lines 2 and 3). Theme: It is not good that children have to sweep chimneys and die from it. Line 12 talks about the chimneys being “coffins of death. Line 4 describes children as not being treated well: “So your chimneys I sweep and in soot I sleep.”

32. SIFT Poetry Analysis Color-Coding and Labeling
Metaphor (a surprising comparison between two unlike things) -Red
Simile (a surprising or unlikely comparison using “like” or “as”) -Blue
Personification (giving human qualities to anything non-human) -Brown
Symbolism (the use of object or action that means something more than its literal meaning) -Orange
Imagery (descriptive language that appeals to the senses) -Purple
Alliteration (repetition of beginning consonant sounds in a series of words) -Green
Assonance (the repetition of vowel sounds in a series of words) -Yellow
Onomatopoeia (a word that sounds like what it means) -Pink
Now you will analyze a poem of your choice. Use the color-coding key to help you.
Fill in the SIFT organizer.
Be sure to put evidence from the poem to support your answers.
You must use line numbers, as well as quotes from the poem.
Hand out three other Victorian poems and SIFT organizer.

33. 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 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
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.