1. In this PowerPoint… Announcements (Forensics)
Contemporary (Rudyard Kipling)
Grammar Patterns and Rules (Diagraming)
SIFT Reflection
Social Issues Persuasive Task Brainstorming and Planning
Comparison/Contrast Thesis Statements
Surveys
Matrix Time

2. Advanced English 6 March 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.
March 20-21

3. To Do Today: You need: your Chromebook, a pencil, your journal,
Discuss announcements.
Discuss the SIFT.
Discuss a contemporary and grammar.
Discuss and work on the social issues persuasive performance task and comparison/contrast thesis statements.
Take surveys, and have matrix time.
You need:
your Chromebook,
a pencil,
your journal,
Oliver Twist,
your planner, and
your purple portfolio.

4. Informational Meeting:
Forensics
Thursday, March 21 at 3:45 p.m. in the 6th Grade Extended Learning Space
Informational Meeting:
Monday, March 25 or Wednesday, March 27 in the Schola
Sign-ups are in the cafeteria starting Monday, March 18
Prepare a piece no longer than 1 minute to perform for try-outs
Try-outs:

5. SIFT
Symbolism: At least 3 examples of symbolism with line numbers, quotes from the poem in quotation marks, and what the word or phrase means
Imagery: What you can picture AND what appeals to your senses with line numbers, quotes from the poem in quotation marks, and to what sense the imagery is referring (at least 3 examples)
Figurative Language: At least 3 different kinds with line numbers, quotes from the poem in quotation marks, and words or phrases from the poem
Tone and Theme: Must both be in complete sentences; tone is the author’s feeling about the subject of the poem; theme is the author’s message; you also needed text evidence from the poem with line numbers and quotes from the poem in quotation marks.

6. Rudyard Kipling Born on December 30, 1865, in Bombay, India
Died January 18, 1936, in London, England
Returned to England at age 5 to go to school; lived with a foster family and later attended boarding school until age 16
Wrote stories and poems in his spare time
Married Carrie Wolcott in 1892 and moved to Vermont
Moved back to England in 1896 after a quarrel with his brother-in-law; was very popular in England
Lost 2 children, one to pneumonia and one to World War I
Won the Nobel Peace Prize for Literature in 1907
The Jungle Book, Captains Courageous, “If”, Just So Stories for Little Children

7. Grammar Patterns and Rules
“The earth had donned her
mantle of brightest green,
and shed her richest
perfumes abroad” (Dickens 287).
Analyze this sentence, and diagram.

8. Grammar Practice
“It was a chill, damp, windy night when the Jew, buttoning his greatcoat tight around his shrivelled body, and pulling the collar up over his ears so as completely to obscure the lower part of his face, emerged from his den” (Dickens 173).
“Here he was searched and, nothing being found upon him, locked up” (99).
Diagram.

9. Grammar Patterns and Rules
“Upon this piece of furniture the stranger sat himself with the air of a weary man…” (Dickens 234).
“’Curse him, no!’ muttered the man, ‘or he would have been a thief long ago’” (235).
Diagram.

10. Social Issues Persuasive Task
Choose one social issue from your list that interests you the most. Put a star beside it.
You will be writing a comparison/contrast thesis statement regarding how your social issue looked in Oliver Twist and discussing how it has changed over time and looks now in current events.
You will write about that social issue from Oliver Twist in a paragraph using MLA format.
You will also research the current events related to that social issue and write a paragraph using APA format showing how the social issue has changed over time.
Remember the articles on the Discussion Board on Schoology?
You will then create a persuasive piece using EPL and answering the question, “So what (are we going to do about that issue)?”

11. Social Issues Persuasive Assignment Brainstorming/Planning
See the examples for ideas.
Create something that will help you plan.
Put your issue and name on the paper.
Label your sections:
Thesis statement
Oliver Twist (past, then)
Current Events (present, now)
EPL Persuasive (future)
Find some text evidence for your Oliver Twist paragraph. Put page and/or chapter numbers. Try to find at least 2 or 3 examples in what we have read so far.
Begin planning some ideas for your writing.

12. Performance Task Parts 1 and 2
You will discuss a social issue found in Oliver Twist and will compare/contrast that same issue in current events.
You need a comparison/contrast thesis statement.
You need topic and conclusion sentences for each paragraph.
You need in-text citations.
You need to have a Works Cited in MLA after the Oliver Twist paragraph.
You need to have a References page in APA after the current events paragraph.

13. Performance Task Parts 1 and 2
You will discuss a social issue found in Oliver Twist and will link that same issue to current events.

14. Thesis Statement What is a thesis? What is a thesis NOT?
Tells your reader your subject and the main idea you will develop and the order you will do so
Last sentence of your introduction paragraph
Focused on your subject and main idea
What is a thesis NOT?
Too narrow
An announcement of the subject matter
A question or list of questions
A statement of fact

15. How does our thesis need to look for this task?
Thesis Statements
We are persuading instead of informing.
We are comparing and contrasting.
What is different about this persuasive task versus the research paper or character analysis?
It needs to talk about similarities and differences.
It needs to show comparison/contrast.
How does our thesis need to look for this task?
Discuss what we needed to do with thesis after the character analysis and eminent person research papers we wrote.
Discuss what qualities a thesis should have. How do you write a comparison/contrast thesis?

16. How would a comparison/contrast thesis look?
What two subjects do I want to compare/contrast?
Why do I want to compare/contrast these subjects, or what is my purpose?
To accomplish my purpose, what should I focus on—similarities, differences, or both?
Watch the hyperlinked video.
Have the students answer these questions and begin to write the thesis statement.

17. Comparison/Contrast Thesis
Discuss these models.

18. Writing Topic Sentences
What do topic sentences need?
How can we write ones that will accomplish our purpose?
Write a topic sentence on the Oliver Twist (then, past) section to introduce your Oliver Twist paragraph.
Write a topic sentence to introduce your current event (now, present) paragraph.
Discuss what qualities a topic sentence should have. How do you write one? How do they work with thesis statements?
After writing, trade. Do our topic sentences match up to the standards we set? Why or why not? Revise, edit, and turn in.

19. Using Evidence to Support Your Thesis Statement and Topic Sentences
What does “using evidence to support your thesis statement and topic sentences” mean?
FAQs:
TEXT SUPPORT!
ELABORATION!
FACTS!
DETAILS!
How many sentences do I need?
Should I indent?
Do I need to cite my sources?
Discuss what evidence means when writing a paragraph with support.
For the FAQs, we are going to talk about why people would ask these questions and what the answers are.

20. Citing Your Sources Oliver Twist-MLA in-text citations need:
(Author last name page or chapter number).-The FIRST time you cite the source
(page or chapter number). -Every other time you cite the source.
Oliver Twist-Works Cited information
Author last name, first name.
Title of book.
Publisher, Year of publication.
Current Event Articles-APA in-text citations need:
(Author last name, year of publication).
Review MLA and APA format for in-text citations and why we need to cite (avoid plagiarism). Cite Oliver Twist using MLA (Works Cited). Cite current event articles using APA. We will talk about citing the current event paragraphs on the References page next week
Find other examples from the text to support the Oliver Twist paragraph.

21. Please complete the following two surveys on Schoology:
Top Chef Survey
Advisory Feedback
When you finish, you may have matrix time.

22. Matrix
Turn in ALL missing assignments no later than TODAY! See the whiteboard for details.
Quarter 3 Creative Journal 2 due TODAY!
Read and take notes on Oliver Twist chapters by Friday, March 22 (A Day) and Monday, March 25 (B Day). Be ready for a comprehension check!
Add to the Vivid Vocab. and/or Social Issues Board (find text evidence to support the social issues listed on the chart).
6 new Vocabulary.com activities due on April 11 for all Marlins
Continue brainstorming and planning for the social issues task by finding evidence from OT and from current events articles for your paragraphs. CITE YOUR SOURCES!
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.