1. In this PowerPoint… Grammar Patterns and Rules
Oliver Twist Chapter 2 Discussion
Vocabulary Discussion
Oliver Twist Chapter 3 Reading and Discussion
Social Issues Discussion
Satire, Irony, and Sarcasm Discussion
Matrix Time

2. Advanced English 6 February 15-16
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 15-16

3. To Do Today: You need: your Chromebook, a pencil, your journal,
your planner,
Oliver Twist, and
your purple portfolio.
To Do Today:
Practice grammar patterns and rules.
Discuss Oliver Twist chapter 2, and read and discuss chapter 3.
Do an Oliver Twist comprehension check.
Discuss vivid vocabulary for Oliver Twist.
Discuss writing for social change, social issues found so far in Oliver Twist, irony, sarcasm, and satire.
Have matrix time.

4. Grammar Patterns and Rules
“…Mr. Bumble was a fat man, and a choleric…”
(Dickens 29).
“…he gave the little wicket a tremendous
shake, and then bestowed upon it a kick…”
(29).
Identify the parts of speech of each word, as well as the subject, verb (action or linking), DO and IO or PN or PA.

5. Oliver Twist Chapter 2 Important Events Characters Setting
Questions/Predictions
Vocabulary

6. Parochial (“porochial” according to Mr. Bumble):
Vocabulary
Parish:
Pauper:
Beadle:
Workhouse:
Parochial (“porochial” according to Mr. Bumble):
Gruel:

7. Vocabulary Parish: community surrounding the town church
Pauper: poor person
Beadle: employee of the church (parish) who keeps order
Workhouse: place where poor people lived and worked
Parochial (“porochial” according to Mr. Bumble): relating to the parish
Gruel: thin porridge; watered-down oatmeal

8. Comprehension Check on Oliver Twist chapters 1-3

9. Oliver Twist Chapter 3 Important Events Characters Setting
Questions/Predictions
Vocabulary

10. Social Issues
What are social issues?
Problems or challenges faced by people in a society and/or caused by society or individuals

11. Poor treatment of the impoverished
A3: Social Issues
Child abuse
Abuse of power
Inhumane treatment
Hunger
Greed
Child labor
Poverty
Homelessness
Animal abuse
Disease
Loneliness
Orphans
Drunkenness
Overpopulation
Poor treatment of the impoverished

12. A7: Social Issues Child abuse Government corruption Child labor
Treatment of poor people
Stereotypes
Animal abuse
Abuse of power
Discrimination
Poverty
Hunger
Drunkenness
Social classes
Treatment of orphans

13. B3: Social Issues Poverty Abuse (child) Child labor Starvation/hunger
Government corruption
Family separation
Poor living conditions
Animal abuse
Lack of medication/access to healthcare
Illness/sickness
Abuse of power
Homelessness
Pollution
Poor hygiene
Alcohol abuse
Neglect
Abuse of money

14. B7: Social Issues Unfair treatment of orphans
Unfair treatment of paupers
Hunger/starvation
Selfishness/Greed
Poverty
Lack of medical care
Child labor
Government corruption
Unfair treatment of children
Child abuse
Church corruption
Laziness
Alcohol abuse
Unfair laws
Abuse of power
Pollution
Lack of safety
Lack of education
Animal abuse

15. Irony
A figure of speech which makes use of words that contradict the real literal meaning. It is used as an effective language device which can take any of the forms, such as situational, dramatic, or verbal. Basically, irony describes situations that are strange or funny because things happen in a way that seem opposite of what one expects. Irony pertains to situations. Origin: From the Latin word eirein meaning “to speak”. 

16. Sarcasm
The use of witty or sharp language in order to mock or convey scorn.  It can also be expressed as irony as it is often associated with a caustic taunt. It is inconsiderate and disrespectful. Sarcasm is an expression. Origin: From the French word sarcasme, or via late Latin, from Greek sarkazein, meaning "tear flesh".

17. Satire
A literary form which makes use of irony, sarcasm, wit, derision, humor, exaggeration or ridicule to expose or criticize something which the author or narrator considers to be ridiculous. It involves intellect. Satire is an expression. Origin: From the Latin word satira, meaning “medley”.

18. How does Dickens use satire?

19. How does Dickens use the identity of characters to show conflict and to impact social change?

20. Character-Journal Character’s Name
Physical Appearance
Habits, Behaviors, or Mannerisms
Relationships with Other People
Other Characteristics
Each of your descriptions need page numbers and the following information:
“First two words of quote…last two words of quote” (page number).
You may also write predictions, connections, new vocabulary, or any other ideas you have in your journal as you read.

21. Derivatives Activities on vocabulary.com
Matrix
Finish ANY AND ALL unfinished Advisory work and VLD work by February 19.
Read Oliver Twist chapters 4-7 by Wed., 2/20 (A) and Thurs., 2/21 (B). Take notes on the characters, connections, predictions, questions, vocabulary, etc. as you read. Be ready for a comprehension check!
Protest Article due on Schoology no later than Wed., 2/20 (A) and Thurs., 2/21 (B)
Quarter 3 Creative Journal: 1 due Wednesday, February 26-A and Thursday, February 27-B and 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
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.