Ms. Oing English 3 Unit 5: Disillusion, Defiance, & Discontent.

Ms. Oing English 3

Unit 5: Disillusion, Defiance, & Discontent

Agenda: 2/25/13

• DOL Warmup

• Thematic Focus: Timeline

Reminders

Mon Tues Wed Thurs Fri

*Timeline

*Pickup Books

*Early Release Collab

*Story of Our Times

*AoW #20

*Reading Circles

Important Announcements

• Effective Friday, 3/1/131. Late work will no longer be accepted

• Work is considered “late” after I grade and enter it– (If it doesn’t show up on SL, it’s not late yet)

2. Students are welcome to make up any missed quizzes/tests until they have been passed back

3. Electronics use is welcome for students who maintain a passing grade• Exceptions made if use is instructed by teacher

Unit 5: Disillusion, Defiance, Discontent

• disillusion: a freeing from or deprivation of belief or

conviction

• defiance: a daring or bold resistance to authority or to any

opposing force

• discontent: a restless desire or craving for something one

does not have a lack of satisfaction

Thematic Focus: Timeline

• Working in your table groups, answer 5 questions for the Timeline on p634-635 of your textbook

• Staple half-sheet of questions to top of paper and turn in

• No reframed sentences = no points

Ms. Oing English 3


Agenda: 2/26/13

• DOL Warmup

• Pickup Books

• Reading Circles Contract

Reminders


*Timeline

*Pickup Books


*Story of Our Times

*AoW #20

*Reading Circles






First Meeting Business

• Reading Schedule What pages/chapters should be read by each

day?• 9 20-minute meetings (Tuesdays & Fridays)

Suggestion: Start slowly with smaller assignments for next week, then build up

Can adjust/change assignments if necessary later


• Group Policies How will your group ensure good book

discussion, comprehension, and participation from everyone?

Expectations• Work done on time• Reading completed• Good social/conversational skills (eye contact,

wait your turn, etc)• Ask follow up questions


• Consequences What is the consequence if someone comes

unprepared?• Has to leave group till caught up on reading?• Sits and listens but cannot participate in

discussion?• Sits in and can participate in discussion?• Loss of points?

Ms. Oing English 3


Agenda: 2/27/13

• DOL Warmup

• Thematic Focus: Story of the Times

Reminders


*Timeline

*Pickup Books


*Story of Our Times

*AoW #20

*Reading Circles






Thematic Focus: Context

• Working with a partner at your table, answer 5 questions for “The Story of Our Times” on p636-641 of your textbook


• One piece of paper per pair


Ms. Oing English 3


Agenda: 2/28/13

• DOL Warmup

• Review Thematic Focus

• T.S. Eliot

Reminders


*Timeline

*Pickup Books


*Story of Our Times

*AoW #20

*Reading Circles






Review Thematic Focus

• Modernism experimentation capture essence of modern life in both form &

content• often fragmented• implied, rather than directly stated, themes

• Imagism hard, clear expression concrete images everyday speech

T.S. Eliot

• I have invited [insert your favorite celebrity’s name here] to visit the class. Record your feelings about such a visit in a journal entry on binder paper, including How would you express your admiration? What apprehensions might you have about the

visitor’s reactions? How might your feelings for the visitor affect their

ability to communicate during the visit?

T.S. Eliot

• Open TB to p647 and follow along with audio, jotting down on binder paper 3+ examples of stream-of-consciousness writing stream-of-consciousness: an attempt to

reproduce the natural tendency of the human mind to jump from association to association

• Jot down a brief list, then discuss with your table group: In what way does Prufrock represent many modern people?

Ms. Oing English 3


Agenda: 3/1/13

• DOL Warmup

• Turn ‘n’ Talk

• Reading Circles

Reminders


*Timeline

*Pickup Books


*Story of Our Times

*AoW #20

*Reading Circles

Turn ‘n’ Talk

• Get out your AoW

• Turn to someone at your table who also did it If no one at your table did it, find someone who

has Odd man out? Find a pair and make a 3some

• Write down on the back of your reflection the name of your TnT partner

• Share (you talk, they write)3. Three things you found interesting

2. Two questions you have after reading

1. One new thing you learned

Reading Circle Meetings• Use at least 20 minutes for book discussion

You are welcome to start completing Self & Group Assessments at 10:15 (3rd); 2:00 (6th)

• Use role sheets only if needed If you can generate book-related discussion

without using them, go for it

• Turn in role sheets in back pocket of folder

• Take out blank role sheets from front pocket for next meeting (new roles)

Role Sheets & Assessments should be as full and detailed as possible for full credit

Ms. Oing English 3


Agenda: 3/4/13

• DOL Warmup

• Imagist & Modernist Poets

Reminders

No late work accepted Tests made up before passed back Electronics use reserved for students with

passing grade


*Reading Circles


*DOL & Reflection

*Vocabulary Definitions 5-1

*AoW #21

*Reading Circles

Imagist Poetry• Think of an image that you find striking—a skyscraper, a

shiny new car, sunset, a pizza hot from the oven. List sensory details that vividly convey this image. What emotions do you associate with the image?

• Copy: Imagist poems focus on evoking emotion and

sparking imagination through vivid presentation of a limited number of images.

Modernist poems focus on breaking old traditions and writing in new styles while reflecting Modern lives and themes, such as uncertainty, pessimism and identity.

http://department.monm.edu/english/mew/modernist_poetry.htm



Imagist Poetry

• TB p657

• Popcorn Read 658-659

Poet Jigsaw Posters

• In your table groups, create a poster for your assigned Imagist or Modernist poet

• Use textbook and internet to research relevant information Posters due Wednesday, along with group

presentations to class In color With relevant illustrations

Choose a Role

• Research: Biographer Who was s/he, where did s/he come from? What (if any) significant events or influences in his/her life

affected his/her work?

• Research: Analyst How does his/her work reflect either Imagist or Modernist

ideals (or both)? How does his/her work differ from the other poets? How is it

the same?

• Research: Illuminator* Choose 3-5 lines or passages to snapshot as representative

of the poet’s work

• Production: Scribe & Presenter* Write down information neatly and in color and present to

class Wednesday

Ms. Oing English 3


Agenda: 3/5/13

• DOL Warmup

• Vocabulary Definitions 5-1

• Reading Circles

Reminders


passing grade


*Reading Circles


*DOL & Reflection

*Poet Presentation


*AoW #21

*Reading Circles

Vocabulary Definitions

1. Teacher reads word

2. Class repeats word

3. Teacher reads sentence

4. Students individually guess word’s meaning

5. Repeat 1-4 to end

6. Students get definitions from linked website for HW Do NOT use word as part of definition Definitions must be 3 words or more long Definition must match both part of speech and

way word is used in sample sentence

Reading Circle Meetings• Take folders from crate & sit in assigned groups

• Use at least 20 minutes for book discussion You are welcome to start completing Self &

Group Assessments at 10:15 (3rd); 2:00 (6th) Tally up the totals yourself!

• Use role sheets only if needed

• Turn in completed role sheets in back pocket



Ms. Oing English 3


Agenda: 3/6/13

• DOL Warmup

• Finish Posters

Reminders


passing grade


*Reading Circles


*DOL & Reflection

*Poet Presentation


*AoW #21

*Reading Circles

Roles

• Research: Biographer Included origins? Significant influences?

• Research: Analyst Imagist/Modernist Ideals? Compared/Contrasted to works by other poets

• Ezra Pound, William Carlos Williams, H.D. (Hilda Doolittle), e.e. cummings, Wallace Stevens, Archibald MacLeish, Marianne Moore, Carl Sandburg

• Research: Illuminator* Do lines REALLY showcase that individual poet’s style?

• Production: Scribe & Presenter*

Ms. Oing English 3


Agenda: 3/7/13

• DOL Warmup

• Vocabulary Connections 5-1

• Robert Frost

Reminders


passing grade


*Reading Circles


*DOL & Reflection


*Poet Posters

*AoW #21

*Reading Circles

Vocabulary Connections 5-1

• For each vocabulary word:a. Alternate forms (tenses, parts of speech)

b. Synonyms (5+ or as many can be found)

c. Antonyms (3+ or as many can be found)

d. How does/could that work connect to your life?

• Feel free to work collaboratively with a partner on separate sheets of paper Ex. atrocity

a. atrocities (n), atrocious (adj)

b. abomination, cruelty, depravity, evil, vulgarity

c. kindness, pleasantry, praise

d. The worst atrocity I could commit is killing someone.

Robert Frost

• used New England landscape to reflect characteristic personalities of the people

• wrote in both rhymed and unrhymed pattern

• relied heavily on blank verse unrhymed metered

• # of syllables per line• pattern of stresses

• Why write poetry in blank verse?

Reading Robert Frost

• Open TB to p812

Lines Sentences Meaning

1 The land was ours before we were the land’s. “America” is ours, even when it wasn’t a land yet. It was given to us, earned through the wars we fought for it.

2-3 She was our land more than a hundred years before we were her people.

3-7 She was ours in Massachusetts, in Virginia, but we were England’s, still colonials, possessing what we still were unpossessed by, possessed by what we now no more possessed.

8-11 Something we were withholding made us weak until we found out that it was ourselves we were withholding from our land of living, and forthwith found salvation in surrender.

12-16 Such as we were we gave ourselves outright (The deed of gift was many deeds of war) to the land vaguely realizing westward, but still unstoried, artless, unenhanced, such as she was, such as she would become.

Reading Robert Frost

• For your table group’s assigned poem(s), on one piece of paper with all contributing members’ names: complete a similar chart create 3 or more “fat” Level 3 questions about

the poem Roles:

A. Write down lines in column 1*

B. Write down sentences in column 2*

C. Write down meaning for individual lines or whole poem (making sure to include all relevant information)

D. Write down questions

Ms. Oing English 3


Agenda: 3/8/13

• DOL Warmup

• AoW Turn ‘n’ Talk

• Reading Circles

Reminders


passing grade


*Reading Circles


*DOL & Reflection


*Poet Posters

*AoW #21

*Reading Circles

Turn ‘n’ Talk









• Use at least 20 minutes for book discussion You are welcome to start completing Self &

Group Assessments at 10:15 (3rd); 2:00 (6th)



Before Turning in Folder• Double Check:

Is your role sheet completed?NameToday’s DateSummary/Reflection @bottom

Are BOTH assessments completed?Tally up the totals yourself!



Ms. Oing English 3


Agenda: 3/11/13

• DOL Warmup

• F. Scott Fitzgerald

Reminders


*Vocabulary Connections 5-1

*Reading Circles

*DOL & Reflection

*Multicultural Assembly

*Vocabulary Review & Quiz 5-1

*AoW #22

*Reading Circles

F. Scott Fitzgerald

• TB p668

• Popcorn Read Author Bio Background for Understanding

“Winter Dreams” p670

Reader: Reads story aloud to rest of group in private voice

Summarizer: Writes brief summary of key points read

Connector• Connects events/characters to

– Other events/characters in real life– Other events/characters in other stories– Personal life– Major themes of period

Character Analyst• Writes down details about main characters

learned in section (directly or indirectly)

• If only 3 in group, Reader is also Connector

Ms. Oing English 3


Agenda: 3/12/13

• DOL Warmup

• Vocabulary Review 5-1

• Reading Circles

Reminders



*Reading Circles

*DOL & Reflection



*AoW #22

*Reading Circles

Vocabulary Review: Unit 5-1

• Column 1: Fill in the words & parts of speech

• Column 2: Your best recollection of the definition

• Column 3: Rate your knowledge/comfort with the word now

• Column 4: The actual definition, from your chart, the textbook, or Quizlet (for HW)

apparition (n)derivative (adj)fortuitous (adj)insatiable (adj)palpable (adj)

poignant (adj)pugilistic (adj)sinuous (adj)somnolent (adj)voluminous (adj)


• Use most of meeting for book discussion You are welcome to start completing Self &









Ms. Oing English 3


Agenda: 3/13/13

• DOL Warmup


Reminders



*Reading Circles

*DOL & Reflection



*AoW #22

*Reading Circles

“Winter Dreams”

• Choose different roles Reader: Reads story aloud to rest of group in

private voice Summarizer: Writes brief summary of key points

read Connector

• Connects events/characters to– Other events/characters in real life– Other events/characters in other stories– Personal life– Major themes of period




Ms. Oing English 3


Agenda: 3/14/13

• DOL Warmup

• Quiz: Vocabulary 5-1


Reminders



*Reading Circles

*DOL & Reflection



*AoW #22

*Reading Circles

Vocabulary Quiz

• I will distribute tests when it is quiet

• Fill in the blanks with the correct words from the word bank Points will be deducted if word is misspelled

• Turn test over on desk when finished Non-disruptive electronics use is welcome once

test is completed

• Remain quiet until everyone is finished or time is up

Vocabulary Quiz Reflection

• Complete the following sentences on the back of your quiz1. On this quiz I scored a _____.

2. I expected to score a _____.

3. The reason(s) why I did/not meet my expectation is/are ___________________.

*You WILL still be doing a Word Wall this grading period, just on a separate sheet of paper

“Winter Dreams”

• Choose different roles Reader: Reads story aloud to rest of group in

private voice Summarizer: Writes brief summary of key points

read Connector

• Connects events/characters to– Other events/characters in real life– Other events/characters in other stories– Personal life– Major themes of period




Ms. Oing English 3


Agenda: 3/15/13

• DOL Warmup

• AoW Turn ‘n’ Talk

• Reading Circles

Reminders



*Reading Circles

*DOL & Reflection



*AoW #22

*Reading Circles

Turn ‘n’ Talk
















New policy: I write down what I see (no tally, no points)

Group totals should match (or you will get the lowest of the group)



Ms. Oing English 3


Agenda: 3/18/13

• EAP Test

Reminders


*Reading Circles

*Collab-Late

*DOL & Reflection


*”A Rose for Emily” Annotations

*AoW #23

*Reading Circles

EAP Essay Test

• determines readiness for college-level English

• can earn exemption from CSU/CCC placement tests

• If the following conditions are not met, your test will be taken away and any response invalid. No electronics at all No talking Eyes on own paper

Ms. Oing English 3


Agenda: 3/19/13

• DOL WarmUp

• Vocabulary Definitions 5-2

• Reading Circles

Reminders


*Reading Circles

*Collab-Late

*DOL & Reflection



*AoW #23

*Reading Circles

Vocabulary Definitions

1. Teacher reads word

2. Class repeats word

3. Teacher reads sentence

4. Students individually guess word’s meaning

5. Repeat 1-4 to end

6. Students get definitions from linked website for HW Do NOT use word as part of definition Definitions must be 3 words or more long Definition must match both part of speech and

way word is used in sample sentence













Ms. Oing English 3


Agenda: 3/20/13

• DOL WarmUp

• William Faulkner “A Rose for Emily”

Reminders


*Reading Circles

*Collab-Late

*DOL & Reflection



*AoW #23

*Reading Circles

William Faulkner

• decay of traditional values as small communities became swept up in the changes of the modern age

• wanted to show “the human heart in conflict with itself” jumbled time sequences stream-of-consciousness narration dialect

• considered today the most innovative writer of his time

William Faulkner

• godfather of Southern literature

• Southern Gothic uniquely American literary genre deeply flawed, disturbing, disorienting characters decayed or derelict settings grotesque settings events resulting from poverty, alienation, racism,

crime, & violence explores social issues & reveals cultural

character of American South

“A Rose for Emily”

• Read & annotate short story for homework Listen to audio on SchoolLoop (if you want)

• Left margin: personal annotations

• Right margin: academic annotations Character analysis of Emily Grierson, Emily’s

father, & Homer Barron

Ms. Oing English 3


Agenda: 3/21/13

• DOL WarmUp

• William Faulkner “A Rose for Emily”

Reminders


*Reading Circles

*Collab-Late

*DOL & Reflection



*AoW #23

*Reading Circles


• What kind of person is: Mr. Grierson? Homer Barron? Miss Emily Grierson?


• “There is no such thing as was—only is.”– William Faulker

• events recalled as memory might link them, not in sequence


• Work in table groups to complete sequencing activity If you didn’t finish your reading last night Find

a quiet place away from your group to read.

You are welcome to rejoin your group and participate in the activity after you finish your reading & annotations

Turn in timeline @ end of class, with names of all participating group members, and annotated packets clipped behind

Ms. Oing English 3


Agenda: 3/22/13

• DOL WarmUp

• Article of the Week TnT

• Reading Circles

Reminders


*Reading Circles

*Collab-Late

*DOL & Reflection



*AoW #23

*Reading Circles

Turn ‘n’ Talk




















Ms. Oing English 3


Agenda: 3/25/13

• DOL Warmup

• from Dust Tracks on a Road

Reminders


*Reading Circles

*DOL & Reflection

*Vocabulary Review + Quiz 5-2

*AoW #24

HOLIDAY

from Dust Tracks on a Road p830• As you listen, write down quotes that tell you

more about the author in a chart like the one below:

• How many? 1 = D, 2 = C, 3 = B, 5 = A

• HW if not finished in class (text posted online)

This quote… tells me that the author is … because …

1. “Often the white travelers would hail me, but more often I hailed them, and asked, ‘Don’t you want me to go a piece of the way with you?’ “

clever and assertive who knew how to get what she wanted—it’s much harder to say no to a question phrased in such a way

Ms. Oing English 3


Agenda: 3/26/13

• DOL Warmup

• Vocabulary Review 5-2

• Reading Circles

Reminders


*Reading Circles

*”Dust Tracks” HW

*DOL & Reflection

*Artistic Expressions


*AoW #24

HOLIDAY

HW: Artistic Expressions

• Select a song, mural or photograph (from the links posted on SchoolLoop) to view and write about. There are four options: one mural, one photograph and two songs. Pick at least one.

• Then, in one paragraph, 1. describe what you think the song/picture

depicts, and

2. how you feel when listening to/viewing it.

• Assignments will not be accepted after tomorrow

• *The only wrong answer is the one you don’t do or that doesn’t address the subject ;)

Vocabulary Review: Unit 5-2

• Column 1: Fill in the words & parts of speech

• Column 2: Your best recollection of the definition

• Column 3: Rate your knowledge/comfort with the word now

• Column 4: The actual definition, from your chart, the textbook, or Quizlet (for HW)

aspiration (n)brazenness (n)increment (n)countenance (n)lulled (v)

protruded (v)cosmopolitan (adj)dusky (adj)exalted (adj)intuitively (adv)













Ms. Oing English 3


Agenda: 3/27/13

• Harlem Renaissance

Reminders


*Reading Circles


*DOL & Reflection



*AoW #24

HOLIDAY

HW Review: Turn ‘n’ Talk

• Find someone in class who wrote about a different example of artistic expression than you did.

• Each person will share. You may read your paragraph to your partner, or you may simply describe what you wrote about.

• On the bottom (or back) of your paragraph, write your partner's name the name of the song, mural or photograph your

partner wrote about two things you learned from your partner.

The Harlem What?

• In your table groups, brainstorm and create a list of things you already know (or think you know) about the terms “Harlem” or "renaissance." I will assign your table group one of the two terms. Select your top three. I will assign one person

from each of your groups to write down your top three on the whiteboard.

• You will turn in one sheet per group. Don't forget to write all your names at the top of the sheet.

Langston Hughes's "The Weary Blues"• Each table group will receive a few lines of the

poem

• Using posters, illustrate the lines you are given. Make sure to also include the lines of the poem on your posters.

• When you are finished, place your posters in order (#1-8). We will then perform a "gallery walk," where we will view the poem visually from the first poster to the last poster.

Ms. Oing English 3


Agenda: 3/28/13

• DOL Warmup

• Quiz: Vocabulary 5-2

• Harlem Renaissance, continued

Reminders


*Reading Circles


*DOL & Reflection



*AoW #24

HOLIDAY

Entrance Ticket

Vocabulary Quiz

• I will distribute tests when it is quiet

• Fill in the blanks with the correct words from the word bank Points will be deducted if word is misspelled

• Turn test over on desk when finished Non-disruptive electronics use is welcome once

test is completed

• Remain quiet until everyone is finished or time is up

Vocabulary Quiz Reflection

• Complete the following sentences on the back of your quiz1. On this quiz I scored a _____.

2. I expected to score a _____.

3. The reason(s) why I did/not meet my expectation is/are ___________________.

*You WILL still be doing a Word Wall this grading period, just on a separate sheet of paper

Gallery Walk

• Using posters, illustrate the lines you are given. Make sure to also include the lines of the poem on your posters.

• When you are finished, place your posters in order (#1-8). We will then perform a "gallery walk," where we will view the poem visually from the first poster to the last poster.

Harlem Renaissance

• “The Harlem Renaissance helped make the general public aware of African American life. By eloquently chronicling the heritage of African Americans and expressing their pride and determination, Harlem Renaissance writers provided African Americans with a link to their cultural roots and a promise for a better future.”

Homework

• Visit the website http://www.poemhunter.com/

• Choose 3-5 poems by your assigned poet1. Illustrate one of the poems (drawing or

collage/cut out)

2. Identify 2 phrases or quotes that touch you emotionally (cite the poem) and explain why

3. Explain, using specific details, how your poet’s works “[chronicle] the heritage of African Americans” or “[provide] African Americans with a link to their cultural roots ”

• Minimum ½ pg each for drawing & writing (more is fine)

http://www.poemhunter.com/

Ms. Oing English 3


Agenda: 4/8/13

• Harlem Renaissance Poets

• Stream of Consciousness Review

Reminders


*Harlem Renaissance Poets

*Reading Circles

*Late Start Collab

*DOL & Reflection

*Stream of Consciousness

*Unit Test

Harlem Renaissance Poets

• Take your HW and sit at a table with people who were assigned other poets

• Teach the rest of the group about your poet Rest of group, pay attention! Poet might show up

on unit test Thursday ;)

Stream of Consciousness

• On the back of your worksheet, freewrite (for 3 minutes) all your thoughts and associations with the following word. Write them as they occur: no editing, no revising. Granny

• TB p775: Stream of Consciousness Underneath “Granny” freewrite, write down what

you think are the most important key words or phrases from the paragraph


• Read “The Jilting of Granny Weatherall” (silently, or taking turns in private voices @table)

• Complete worksheet part A as you read

• Complete part B for homework

• PDF of story will be posted on SchoolLoop: worksheet due Wednesday

Ms. Oing English 3


Agenda: 4/9/13

• Stream of Consciousness Review

• Reading Circles

Reminders



*Reading Circles

*Late Start Collab

*DOL & Reflection


*Unit Test


• Read “The Jilting of Granny Weatherall” (silently, or taking turns in private voices @table)

• Complete worksheet part A as you read

• Complete part B for homework

• PDF of story posted on SchoolLoop: worksheet due Wednesday












Ms. Oing English 3


Agenda: 4/10/13

• Unit Test Review

Reminders



*Reading Circles

*Late Start Collab

*DOL & Reflection


*Unit Test

Unit Test Review

• 50 Multiple Choice Questions

• 1 Short Essay 1/4p=B 1/2p=A

Unit Test Review

Literature• Modernism

T.S. Eliot F. Scott Fitzgerald Faulkner Stream of

Consciousness

• Harlem Renaissance Langston Hughes Countee Cullen Jean Toomer Claude McKay

Imagist/Modernist• Poets

Ezra Pound William Carlos Williams Hilda Doolittle e.e. cummings Wallace Stevens Archibald MacLeish Marianne Moore Carl Sandburg

Part 1: Literature (30 questions)

Unit Test Review

• Part 3: DOL Review (20 questions)

Ex: James wanted to go to the park, however; his Mom says he was too sick and needed to rest.

What is the best way to correct the underlined section?a. park, however, his Mom says

b. park; however, his Mom said

c. park; however, his mom says

d. park; however, his mom said

Just Because…

• You are welcome to use 1 3”x5” notecard on the multiple choice portion of the test

Ms. Oing English 3

Unit 6: Prosperity & Protest

Agenda: 4/12/13

• Thematic Focus: 1946-Present

Reminders



*Reading Circles

*Late Start Collab

*DOL & Reflection


*Unit Test

Thematic Focus: Timeline

• Working in your table groups, answer 5 questions for the Timeline on p866-867 of your textbook



• Check SchoolLoop for link to video for HW

Ms. Oing English 3

END

Book Pass

• Choose one of the books at your table Look at the front cover Look at the back cover Read the first few pages

• When the timer goes off after 2 minutes, write down Title & Author Brief 1-sentence summary Your opinion

• When I say “Book Pass”, pass clockwise (left) When first set of books have visited all @table,

choose from center

Book Pass

• WITHOUT DISCUSSING WITH YOUR FRIENDS

• List book choice, ranked in order of preference, 1=highest priority, 9=lowest priority

• Include at least one reason why you ranked this book here, including reasons why it’s not higher (be honest ;) ) This will help me determine which book for you if

your first choice is not available

Book Pass

1. The Bluest Eye by Toni Morrison I liked Beloved and this is by the same author

2. The Great Gatsby by F. Scott Fitzgerald The movie is coming out soon and I want to

read the book first

3. Rain of Gold by Victor Villasenor My friend said this was a good book, so I’m

willing to try it

4. Native Son by Richard Wright This is last because it has too many pages and

I can’t really connect with the story

Unit Test

• Mark answers on bubble sheet only Ignore “Form”; there is no Form Letter

• Turn in Multiple Choice part of test before beginning essay, then pick up textbooks Write essay on back of answer sheet

• Non-disruptive use of electronics is welcome after test is completed and turned in

• Book Reviews will start when all tests have been turned in, or halfway through the period (whichever comes first)

Ms. Oing English 3 Unit 5: Disillusion, Defiance, & Discontent.

Documents

timeline slide

discontent slide

times slide

teacher slide

late work

necessary later slide

lack of satisfaction

reading circles