Unit 5: Disillusion, Defiance, & Discontent

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, 3/1/13 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) Students are welcome to make up any missed quizzes/tests until they have been passed back Electronics use is welcome for students who maintain a passing grade Exceptions made if use is instructed by teacher

Unit 5: Disillusion, Defiance, Discontent
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 p of your textbook Staple half-sheet of questions to top of paper and turn in No reframed sentences = no points

Agenda: 2/26/13 DOL Warmup Pickup Books Reading Circles Contract

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?

Agenda: 2/27/13 DOL Warmup Thematic Focus: Story of the Times

Thematic Focus: Context
Working with a partner at your table, answer 5 questions for “The Story of Our Times” on p of your textbook Staple half-sheet of questions to top of paper and turn in One piece of paper per pair No reframed sentences = no points

Agenda: 2/28/13 DOL Warmup Review Thematic Focus T.S. Eliot

Review Thematic Focus Modernism Imagism 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?

Agenda: 3/1/13 DOL Warmup Turn ‘n’ Talk 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

Agenda: 3/4/13 DOL Warmup Imagist & Modernist Poets

Reminders No late work accepted Tests made up before passed back
Mon Tues Wed Thurs Fri *Reading Circles *Early Release Collab *DOL & Reflection *Vocabulary Definitions 5-1 *AoW #21 No late work accepted Tests made up before passed back Electronics use reserved for students with passing grade

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.

Imagist Poetry TB p657 Popcorn Read

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 Pound p654 Williams HD cummings p692 auden stevens p708 macleish moore sandburg p768

Choose a Role Research: Biographer Research: Analyst
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

Agenda: 3/5/13 DOL Warmup Vocabulary Definitions 5-1 Reading Circles

Mon Tues Wed Thurs Fri *Reading Circles *Early Release Collab *DOL & Reflection *Poet Presentation *Vocabulary Definitions 5-1 *AoW #21 No late work accepted Tests made up before passed back Electronics use reserved for students with passing grade

Vocabulary Definitions
Teacher reads word Class repeats word Teacher reads sentence Students individually guess word’s meaning Repeat 1-4 to end 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

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 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

Agenda: 3/6/13 DOL Warmup Finish Posters

Mon Tues Wed Thurs Fri *Reading Circles *Early Release Collab *DOL & Reflection *Poet Presentation *Vocabulary Definitions 5-1 *AoW #21 No late work accepted Tests made up before passed back Electronics use reserved for students with passing grade

Roles Research: Biographer Research: Analyst Research: Illuminator*
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*

Agenda: 3/7/13 DOL Warmup Vocabulary Connections 5-1 Robert Frost

Mon Tues Wed Thurs Fri *Reading Circles *Early Release Collab *DOL & Reflection *Vocabulary Definitions 5-1 *Poet Posters *AoW #21 No late work accepted Tests made up before passed back Electronics use reserved for students with passing grade

Vocabulary Connections 5-1
For each vocabulary word: Alternate forms (tenses, parts of speech) Synonyms (5+ or as many can be found) Antonyms (3+ or as many can be found) How does/could that work connect to your life? Feel free to work collaboratively with a partner on separate sheets of paper Ex. atrocity atrocities (n), atrocious (adj) abomination, cruelty, depravity, evil, vulgarity kindness, pleasantry, praise 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: Write down lines in column 1* Write down sentences in column 2* Write down meaning for individual lines or whole poem (making sure to include all relevant information) Write down questions

Agenda: 3/8/13 DOL Warmup AoW Turn ‘n’ Talk Reading Circles

Mon Tues Wed Thurs Fri *Reading Circles *Early Release Collab *DOL & Reflection *Vocabulary Definitions 5-1 *Poet Posters *AoW #21 No late work accepted Tests made up before passed back Electronics use reserved for students with passing grade

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) Use role sheets only if needed Role Sheets & Assessments should be as full and detailed as possible for full credit

Before Turning in Folder
Double Check: Is your role sheet completed? Name Today’s Date Are BOTH assessments completed? Tally up the totals yourself! Turn in completed role sheets in back pocket Take out blank role sheets from front pocket for next meeting (new roles)

Agenda: 3/11/13 DOL Warmup F. Scott Fitzgerald

Reminders Mon Tues Wed Thurs Fri *Vocabulary Connections 5-1
*Reading Circles *DOL & Reflection *Multicultural Assembly *Vocabulary Review & Quiz 5-1 *AoW #22

F. Scott Fitzgerald TB p668 Popcorn Read Author Bio
Background for Understanding

“Winter Dreams” p670 If only 3 in group, Reader is also Connector
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

Agenda: 3/12/13 DOL Warmup Vocabulary Review 5-1 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)

Take folders from crate & sit in assigned groups Use most of meeting 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 Role Sheets & Assessments should be as full and detailed as possible for full credit

Double Check: Is your role sheet completed? Name Today’s Date Are BOTH assessments completed? Tally up the totals yourself! Turn in completed role sheets in back pocket Take out blank role sheets from front pocket for next meeting (new roles)

Agenda: 3/13/13 DOL Warmup F. Scott Fitzgerald

“Winter Dreams” Choose different roles

Agenda: 3/14/13 DOL Warmup Quiz: Vocabulary 5-1 F. Scott Fitzgerald

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 quiz On this quiz I scored a _____. I expected to score a _____. 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

Agenda: 3/15/13 DOL Warmup AoW Turn ‘n’ Talk Reading Circles

Double Check: Is your role sheet completed? Name Today’s Date Are BOTH assessments completed? Tally up the totals yourself! 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) Turn in completed role sheets in back pocket Take out blank role sheets from front pocket for next meeting (new roles)

Agenda: 3/18/13 EAP Test

Reminders Mon Tues Wed Thurs Fri *Reading Circles *Collab-Late
*DOL & Reflection *Vocabulary Definitions 5-2 *”A Rose for Emily” Annotations *AoW #23

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

Agenda: 3/19/13 DOL WarmUp Vocabulary Definitions 5-2 Reading Circles

Vocabulary Definitions
Teacher reads word Class repeats word Teacher reads sentence Students individually guess word’s meaning Repeat 1-4 to end 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

Agenda: 3/20/13 DOL WarmUp William Faulkner “A Rose for Emily”

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

Agenda: 3/21/13 DOL WarmUp William Faulkner “A Rose for Emily”

“A Rose for Emily” What kind of person is: Mr. Grierson? Homer Barron?
Miss Emily Grierson?

“A Rose for Emily” “There is no such thing as was—only is.”
William Faulker events recalled as memory might link them, not in sequence

“A Rose for Emily” 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 end of class, with names of all participating group members, and annotated packets clipped behind

Agenda: 3/22/13 DOL WarmUp Article of the Week TnT Reading Circles

Agenda: 3/25/13 DOL Warmup from Dust Tracks on a Road

Reminders Mon Tues Wed Thurs Fri *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

Agenda: 3/26/13 DOL Warmup Vocabulary Review 5-2 Reading Circles

Reminders Mon Tues Wed Thurs Fri *Reading Circles *”Dust Tracks” HW
*DOL & Reflection *Artistic Expressions *Vocabulary Review + Quiz 5-2 *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, describe what you think the song/picture depicts, and 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)

Agenda: 3/27/13 Harlem Renaissance

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.

Agenda: 3/28/13 DOL Warmup Quiz: Vocabulary 5-2
Harlem Renaissance, continued

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 quiz On this quiz I scored a _____. I expected to score a _____. 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 poet Illustrate one of the poems (drawing or collage/cut out) Identify 2 phrases or quotes that touch you emotionally (cite the poem) and explain why 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)

Agenda: 4/8/13 Harlem Renaissance Poets Stream of Consciousness Review

Reminders Mon Tues Wed Thurs Fri *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 Complete worksheet part A as you read Complete part B for homework PDF of story will be posted on SchoolLoop: worksheet due Wednesday

Agenda: 4/9/13 Stream of Consciousness Review Reading Circles

Read “The Jilting of Granny Weatherall” (silently, or taking turns in private Complete worksheet part A as you read Complete part B for homework PDF of story posted on SchoolLoop: worksheet due Wednesday

Double Check: Is your role sheet completed? Name Today’s Date Are BOTH assessments completed? Tally up the totals yourself! 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) Turn in completed role sheets in back pocket

Agenda: 4/10/13 Unit Test Review

Unit Test Review 50 Multiple Choice Questions 1 Short Essay 1/4p=B
1/2p=A

Unit Test Review Part 1: Literature (30 questions) Literature
Imagist/Modernist Modernism T.S. Eliot F. Scott Fitzgerald Faulkner Stream of Consciousness Harlem Renaissance Langston Hughes Countee Cullen Jean Toomer Claude McKay Poets Ezra Pound William Carlos Williams Hilda Doolittle e.e. cummings Wallace Stevens Archibald MacLeish Marianne Moore Carl Sandburg

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? park, however, his Mom says park; however, his Mom said park; however, his mom says park; however, his mom said

Just Because… You are welcome to use 1 3”x5” notecard on the multiple choice portion of the test 

Unit 6: Prosperity & Protest
Ms. Oing English 3 Unit 6: Prosperity & Protest

Agenda: 4/12/13 Thematic Focus: 1946-Present

Thematic Focus: Timeline
Working in your table groups, answer 5 questions for the Timeline on p of your textbook Staple half-sheet of questions to top of paper and turn in No reframed sentences = no points 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 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 The Bluest Eye by Toni Morrison
I liked Beloved and this is by the same author The Great Gatsby by F. Scott Fitzgerald The movie is coming out soon and I want to read the book first Rain of Gold by Victor Villasenor My friend said this was a good book, so I’m willing to try it 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)

Unit 5: Disillusion, Defiance, & Discontent

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Unit 5: Disillusion, Defiance, & Discontent

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