heard the name Bill Sikes He quickly understood that Bill was Nancy's boyfriend and that Fagin owed Bill money Oliver noticed something unusual in Fagin's
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[PDF] Oliver Twist – Les personnages
Bill Sikes e) un criminel qui enseigne l'art du pickpocket aux jeunes enfants sans abri Mr Bumble f) la femme de Mr Sowerberry, une femme mesquine
[PDF] “Bill Sikes murder of Nancy is the most horrible crime in the novel
Oliver Twist Dickens presents criminals as products of their society ' To what extent do you agree with this view? Remember to include in your answer relevant
[PDF] Oliver Twist Year 7 English Revision Guide - ARK Elvin Academy
Oliver is forced to go on a house-breaking excursion with the intimidating Bill Sikes At gun point Oliver enters the house, with the plan to wake those within, but
[PDF] Year 7 English Oliver Twist Student Workbook - Ark Victoria Academy
heard the name Bill Sikes He quickly understood that Bill was Nancy's boyfriend and that Fagin owed Bill money Oliver noticed something unusual in Fagin's
[PDF] Activity Worksheet - Penguin Readers Level 6: Oliver Twist
a ☐ Bill Sikes and Toby Crackit attempt to rob a house in Chertsey b ☐ Nancy takes Oliver from Fagin's house to Bill Sikes' house c ☐ Fagin meets Monks on
[PDF] Knowledge Organiser Focus: - Oasis Academy Don Valley
of a novel; Bill Sikes, Fagin, the Artful Dodger, Oliver; morality • Composing a topic sentence; the subject; subject / verb agreement; the past simple tense
[PDF] A Summary of the Story - St-Augustinus-Schule
However, Bill Sikes stops her from going out to this meeting Fagin hires a boy to spy on Nancy (the boy is Noah Claypole, the bully from the undertaker's in the
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Year 7 English
Oliver Twist Student Workbook
Student Name: _____________________________________ A special thanks to Mona Maret, Ark Globe Academy for the adaption and formatting of this material. This workbook has been created to follow the English Mastery 4HrTraditional Curriculum.
This workbook is an optional supplement and should not replace the standard English Mastery resources. It is specifically designed to provide consistency of learning, should any students find their learning interrupted. Due to the nature of the format some deviations have been made from the EM Lesson ppts. These have been made of necessity and for clarity. 1Guide for Teachers - Mona Maret, Ark Globe
This workbook was designed to function primarily as an independent resource. However, it can be and is recommended to be used in the classroom, alongside the lessons, where it can become a valuable tool for quality learning and teaching. It contains all the information provided in the Mastery lessons, the tasks that the students are required to complete and the writing space to complete these tasks. Therefore, it not only has all the information and resources from the lessons, but also the students own work. This will give the teacher a clear image of how the students have understood and assimilated the content while also providing the students with an excellent revision tool. However, as this workbook was created first and foremost in the event that students would be forced to work without a teacher, the following elements were heavily factored into its design:1. Independence trying to ensure that students could work through the workbook and
understand as much of the content as possible on their own. This meant that certain changes had to be made to some lessons or tasks that relied too heavily on the teacher.2. Clarity as the teacher would presumably not be there to clarify what the students need
to do, effort was put in to ensure the tasks and the expectations are as clear as possible.This meant that:
Certain tasks appear in the workbook in a more detailed form; Certain lessons such as Lesson 7 (Topic sentences) and Lesson 9 (Close reading) had to be reorganised to a certain extent to make them more accessible to students. At the same time, most information and tasks from the Mastery lessons have been transferred in the workbook more or less as they appear in the lessons themselves. There are some small changes that were added as a result of my own experience teaching this unit. These additions are mainly: questions added when annotating an image or a quotation to help the students find their way to the correct answer, some questions or tasks rephrased to ensure clarity or broken down into several steps, expected length of answers mentioned for the extended writing tasks and theextract given to the students for the close reading task is already divided into the three sections on
which they need to focus. Further differences between the lessons and the workbook are detailed below.