1. Advanced English 6 February 26-27
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 26-27

2. To Do Today: You need: your Chromebook, a pencil, your journal,
Review Greek and Latin roots, and discuss announcements.
Discuss a contemporary and grammar patterns and rules.
Review social issues.
Read and discuss the “Victorian Literature” article.
Have matrix time.
Turn in your Protest Article on Schoology.
To Do Today:
You need:
your Chromebook,
a pencil,
your journal,
Oliver Twist,
your planner, and
your purple portfolio.

3. Announcements Greek and Latin roots-Any questions? Contests
Library
Moving Forward, Reaching Back
Literacy Explosion
Progress Reports

4. BRONTE SISTERS
The Brontës: 19th Century literary family-Yorkshire, England.
Charlotte (1816–1855) Jane Eyre
Emily (1818–1848) Wuthering Heights
Anne (1820–1849) The Tenant of Wildfell Hall
Novelists-originally published their poems and novels under male pseudonyms: Currer, Ellis, and Acton Bell.
Their stories immediately attracted attention, although not always the best, for their passion and originality. The three sisters and their brother, Branwell, were very close and during childhood developed their imaginations first through oral storytelling and play set in an intricate imaginary world, and then through the collaborative writing of increasingly complex stories set therein.
The deaths of first their mother, and then of their two older sisters marked them profoundly and influenced their writing, as did the relative isolation in which they were raised.

5. CHARLOTTE BRONTE- THE OLDEST- CURRER BELL
Jane Eyre

6. EMILY BRONTE-MIDDLE CHILD-ELLIS
Wuthering Heights

7. ANNE BRONTE-THE BABY-ACTON BELL
The Tenant of Wildfell Hall is mainly considered to be one of the first sustained feminist novels.

8. Grammar: Phrases: Verbals
Verb phrases used as different parts of speech
Used as only one part of speech (adjective, adverb, noun, etc.) or as a single part of the sentence (subject, direct object, etc.)
Gerund
-ing verb form used a noun
Reading Oliver Twist is not as boring as I thought.
He enjoyed eating pizza.
Mr. Sowerberry likes taking Oliver with him to funerals.

9. Grammar: Phrases: Verbals
Participle
Any verb form used as an adjective
End in –ing, -ed, -en, or any other verb form
The dilapidated houses were falling apart.
Participial phrases
A participle with its own modifiers or object
Yelling at Oliver, Noah started to hit him.
Oliver, fighting bravely, still was unable to overpower Noah, Charlotte, and Mrs. Sowerberry.
Misplaced modifiers
Putting the participial phrase next to something that it does not modify
Chewing his gum, a fly flew past Robert’s ear.
Slathered in butter, George enjoyed the pancakes.
Infinitive phrases
Groups of words made from the to form of the verb
Make nouns, adjectives, or adverbs
To read is always a pleasure.
The book to read is Oliver Twist.
I love to read.
Split infinitives=NO-NO!
Oliver learned to never gobble his gruel.
Oliver learned never to gobble his gruel.

10. Grammar Patterns and Rules
“Oliver, having taken down the shutters, and broken a pane of glass in his efforts to stagger away beneath the weight of the first one to a small court at the side of the house in which they were kept during the day, was graciously assisted by Noah, who having consoled him with the assurance that ‘he’d catch it,’ condescended to help him” (Dickens 57).

11. 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/discrimination
Family separation
Greed/abuse of money/selfishness
Abuse of power
Lack of health care/medicine
Alcohol abuse
Social class division (hierarchy)
Child labor
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)

12. “Victorian Literature” Article
How does the information in this article relate to our big ideas of force, conflict, identity, and change?
How does this article relate to social issues in Oliver Twist?
As we read, jot down information in your journal related to the following:
Evidence to support answers to the two questions above.
Interesting items
Things you don’t understand or have questions about
Vocabulary, either awesome or unknown

13. “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

14. A3: SIFT Poetry Analysis Strategy
Symbols
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
Images
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)

15. A3: SIFT Poetry Analysis Strategy
Figures of Speech
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 and Theme
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.

16. A7: SIFT Poetry Analysis Strategy
Symbols
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
Images
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

17. A7: SIFT Poetry Analysis Strategy
Figures of Speech
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 and Theme
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.

18. B3: SIFT Poetry Analysis Strategy
Symbols
B3: SIFT Poetry Analysis Strategy
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
Images
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

19. B3: SIFT Poetry Analysis Strategy
Figures of Speech
B3: SIFT Poetry Analysis Strategy
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 and Theme
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.

20. B7: SIFT Poetry Analysis Strategy
Symbols
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
Images
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

21. B7: SIFT Poetry Analysis Strategy
Figures of Speech
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 and Theme
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.”

22. 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.

23. Derivatives Activities on vocabulary.com due Thursday, February, 28!
Matrix
Protest Article due on Schoology (Quarter 3 Creative Journal 1) no later than TODAY!
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!
SIFT Poetry Analysis due Monday, March 4 (A Day) and Tuesday, March 5 (B Day)
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.