In Walden, Thoreau describes his retreat into nature mainly as an experiment in

In Incidents in the Life of a Slave Girl, Harriet Jacobs highlights a type of suffering often under-represented in slave narratives. What is it?

Which of the following themes is common in both Whitman and Dickinson’s poetry?

L4.2, 4.3: Stem-changing verbs. Read the sentences below and fill in the blanks with the appropriate form of the stem-changing verbs in parentheses (10 x 1 pt. each = 10 pts.) Ustedes [1] (pedir, e:i) un café. Tú [2] (preferir, e:ie) el invierno. Nosotras [3] (almorzar, o:ue) a la 1:00 p.m. Yo [4] (dormir, o:ue) temprano. Vosotros [5] (recordar, o:ue) las conjugaciones. Ana y Juan [6] (cerrar, e:ie) la puerta. Elisa [7] (pensar, e:ie). Tom y yo [8] (preferir, e:ie) el café. Mi compañero de clase [9] (volver, o:ue) tarde. Eduardo [10] (recordar, o:ue) las conjugaciones.

L5.2: The present progressive. Fill in the blanks using the correct present progressive form of each verb (estar + present participle) (5 x 2 pts. each = 10 pts.) 1. Rubén [1](estar) [1b] (jugar) ping pong con su hermano. 2. María y Luis [2](estar) [2b] (estudiar) italiano. 3. Tú [3](estar) [3b] (nadar) en la piscina del hotel. 4. El Sr. Velázquez [4](estar) [4b] (comer) la ensalada (salad). 5. Vosotros [5](estar) [5b] (comer) en la cafetería.

In “I’m Nobody! Who are you?” Dickinson suggests that being “somebody” often means

L5.1: Estar with conditions and emotions. Write complete sentences using the verb estar in the present tense based on the information provided. Be sure to conjugate estar correctly and adjust the adjective as needed. Make any necessary changes. (10 x 1 pt. each = 10 pts.) Nosotros [1](estar) [1b](content). La clase [2](estar) [2b](orderly). Ustedes [3](estar) [3b](angry). Las respuestas (answer) [4](estar) [4b](wrong). El restaurante [5](estar) [5b](closed).

Reading comprehension. Lectura Read about Ana and Jaime’s trip from Mayagüez to Ponce, Puerto Rico, then answer the questions. (5 x 2 pts. each = 10 pts.) Ana y Jaime están en la estación de autobuses. Ana lleva dos maletas y Jaime, una. Ellos van a Ponce a visitar a unos amigos. La puerta del autobús está cerrada y Ana está confundida. Piensa que es tarde (late). Jaime pide información a un señor. El señor es el conductor del autobús que va a Ponce y confirma que es temprano (early). Dice que el autobús va a estar listo en media hora. Ana está de mal humor porque tienen que esperar. Ella quiere salir ahora mismo. Media hora después (after), Ana oye el motor del autobús y ahora está contenta. Where are Ana and Jaime? [1] Why is Ana confused when she arrives? [2] How many suitcases are Ana and Jaime carrying altogether? [3] According to the conductor, how long will Ana and Jaime need to wait for the bus? [4] Which detail best explains Ana’s bad mood? [5]

Mickey is a 12-year-old boy who was diagnosed with dyslexia. What is an example of how you, as his OTA, can advocate for a least-restrictive environment (LRE)? 

You are the OTA who is running a group for adolescent teens, newly admitted to the facility’s eating disorder unit. During your first group session, what would be an appropriate activity to encourage social interaction between members?