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Class Notebook Wiki
Thompson's Textbook
Grammar Punk
Book Review/Test Outline
Word Cell Archive
Word Cells Biglist
To see all the weeks in the term, scroll ALL THE WAY DOWN!

November 2-6, 2015: Welcome to Term 2!

  • This term you will learn...
  • ...to differentiate informational writing from argumentative writing.
  • ...to practice both.
  • ...how to use commas correctly.
  • ...the academic vocabulary of poetry and drama.
  • ...how to make sense of Shakespeare.
  • ...the elements of tragedy.
  • ...more word cells!
  • ...to close read, annotate, and analyze more complicated text.
  • ...how to acknowledge and rebut a counterclaim.
  • ...to use QAR to generate a claim of your own.
  • ...to read.
  • ...to write.
  • ...to repeat.
  • Word!

Monday, November 2: A Day
Tuesday, November 3: A Day

  • First Day of Second Term
  • New Hall Passes
  • Poem o' the Day: "November for Beginners" by Rita Dove
  • The Thinking/Writing Process: How It Really Works
  • You don't begin with a conclusion/claim. Your observations and reasoning lead you to it.
  • [Finish from Last Time] Informational Text Outline: Draw three conclusions about the life of Edgar Allan Poe based on the biography, the readings in the Massive Purple Text, and his stories and poems. Notice that you begin with what you observe, i.e., the facts, the textual evidence. Then you apply them to what you know (reasoning). Only then do you make an inference, judgment, or conclusion, i.e., a claim. When you synthesize your minor claims, you can create a thesis statement (primary claim) that addresses the prompt or question. Here's the one you should address on the handout: How would you describe the life of Edgar Allan Poe? Was he a victim of fate or did he create his own problems?
  • Turn in the outline.
  • Journal #1
  • Write a letter to yourself as you will be at the end of the term (January 15, 2016). First, describe where you are right now, how you're doing, etc. Then discuss your hopes, expectations, and goals for the coming term. Ask yourself if things turned out as you wanted them to. What do you expect? What are you looking forward to? How do you expect to be different by the end of the term? Share all this with your audience: the future you. Fill the page with your preflections!
  • [Get it? PREflection, not REflection: -flect-/-flex- = bend; -re- = back/again; -pre- = before -- "bend before" to look on the coming term.]
  • Reading/Literature
  • Literal vs. Non-literal Language
  • Speaking of literal...
  • Word Study
  • Second Term Word Cells & Literal Definitions Assignment
  • Word Cells o' the Day: -clud- / -fin-
  • 9th Grade Word Cell o' the Week: -pend- (-pens-)
  • Shakespeare Intro: Miramax Biography
  • Write down observations that will help you answer this question:
    How was Shakespeare's world different than our own?


Wednesday, November 4: A Day (Writing Lab -- Whole Session)
Thursday, November 5: B Day (Writing Lab -- Whole Session)

  • Poem o' the Day: "Like Coins, November" by Elizabeth Klise Von Zerneck
  • Reading/Literature
  • PART 1: Passage Analysis
  • Using this web site as a resource, close read your assigned passage of Shakespeare. Your job is to become the expert on your assigned part, so that when we encounter that passage in our study of the play, YOU can help us understand it. Look for end punctuation marks (. ? !) and draw lines to divide the passage into sentences. Circle words you do not recognize, including words that you know but that seem to be used in an unfamiliar way. Paraphrase your passage like you did with a stanza from The Raven last term. (Do not try to "translate" word for word, which will sound awkward and ridiculous.) Express the same thoughts in the language a modern teenager would use. Include all the important details.
  • Composition
  • PART 2: Shakespeare: Then & Now
  • : Informational Research/Writing -- How was Shakespeare's world different than the modern world?
  • Use any three (3) of the articles at the bottom of the Shakespeare Web Quest to complete the worksheet.
  • Homework: Finish Shakespeare: Then & Now


Friday, November 6: A Day

  • Turn in the lab assignment: Shakespeare: Then & Now
  • Independent Reading Assignment: Signed contract due Nov. 12/13.
  • Book Tests: December 9/10.
  • Get readin'!
  • [3rd Period: Journal #1]
  • Shakespeare Intro: Miramax Biography -- Continue notes from last time. Finish.
  • Journals 2-9: Shakespearean Quotes o' the Day
  • During the time we are studying Romeo and Juliet, the Poem o' the Day will be replaced by the Shakespearean Quotes o' the Day. Your assignment is to copy the quotation exactly as it is written (including punctuation, line spacing, and source), and then paraphrase it and give an example from your own experience that supports the statement. Yes, you still have to fill the page! Here we go:
  • Model: This one is just practice.

    "If all the year were playing holidays,
    To sport would be as tedious as to work."

    -- Henry IV, Part 2: Act II, Scene 1

    Example: I think this quotation means that if your whole life is a vacation (playing holidays), even playing (sport) gets boring (tedious). I see this in my own life at the end of summer, when I've been out of school for more than two months. I actually look forward to going back because I get bored when I don't have anything I HAVE to do. For example, .... (Now fill the page.)....
  • Now for real...
  • Journal #2 -- Shakespearean Quote o' the Day

    "O, it is excellent
    To have a giant's strength,
    but it is tyrannous
    To use it like a giant."

    --Measure for Measure: Act II, Scene 2
  • Passage Analysis Assignment: Use the remaining time to find your passage in the Massive Purple Text. Write the page number on the handout, finish it during class if possible, bring it all back next time.
  • Homework: Finish your Passage Analysis (if you didn't already do so).



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

November 9-13, 2015

Monday, November 9: B Day

  • Turn in the lab assignment: Shakespeare: Then & Now
  • Independent Reading Assignment: Signed contract due Nov. 12/13.
  • Book Tests: December 9/10.
  • Get readin'!
  • Shakespeare Intro: Miramax Biography -- Continue notes from last time. Finish.
  • Journals 2-9: Shakespearean Quotes o' the Day
  • During the time we are studying Romeo and Juliet, the Poem o' the Day will be replaced by the Shakespearean Quotes o' the Day. Your assignment is to copy the quotation exactly as it is written (including punctuation, line spacing, and source), and then paraphrase it and give an example from your own experience that supports the statement. Yes, you still have to fill the page! Here we go:
  • Model: This one is just practice.

    "If all the year were playing holidays,
    To sport would be as tedious as to work."

    -- Henry IV, Part 2: Act II, Scene 1

    Example: I think this quotation means that if your whole life is a vacation (playing holidays), even playing (sport) gets boring (tedious). I see this in my own life at the end of summer, when I've been out of school for more than two months. I actually look forward to going back because I get bored when I don't have anything I HAVE to do. For example, .... (Now fill the page.)....
  • Now for real...
  • Journal #2 -- Shakespearean Quote o' the Day

    "O, it is excellent
    To have a giant's strength,
    but it is tyrannous
    To use it like a giant."

    --Measure for Measure: Act II, Scene 2
  • Passage Analysis Assignment: Use the remaining time to find your passage in the Massive Purple Text. Write the page number on the handout, finish it during class if possible, bring it all back next time.
  • Homework: Finish your Passage Analysis (if you didn't already do so).


Tuesday, November 10: A Day
Wednesday, November 11: B Day

  • Turn in completed Passage Analysis.
  • Journal #3 [1st Period: Lockdown Drill]
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "The sweetest honey
    Is loathsome in his own deliciousness
    And in the taste confounds the appetite."

    --Romeo and Juliet: Act II, Scene 6
  • Word Study
  • How' bout another Word Cell o' the Day: -con- + variants
    (-co-/-com-/-cor-/-col-)
  • Second Term Word Cells & Literal Definitions Assignment
  • Grammar/Conventions
  • Grammar Punk: Intro + Let the games begin!
  • Roll the Bones!
  • Alphabetical Word Pools
  • Practice Sentences:
  • 1st: Trolls are strong in their religion, but they are treacherously gross.
  • 3rd: Lean chicken legs drizzled in glue are tasty, and I love feeling them in my mouth.
  • 4th: It's fun to surf gruffly, but you can't eat turf muffins by yourself.
  • 4th: Black beans with jalapenos make my mouth water, but stale falafel bubbles my belly.
  • 6th: Ginger cookies cause amazing pain in my hindquarters, but it's better than eating pork loins.
  • 6th: Blue whales love playing xylophones, and elephants derive pleasure from turtle hunting.
  • 7th: Jumpin' Jesophat! That "Red Solo Cup" song is infectious, and Trump sings it opulently.
  • 8th: Good food looks delectable on my body, and I make a mean doughy pizza!
  • Reading/Literature
  • The Tragedy of Romeo and Juliet
  • The Prologue Assignment with Close Read
  • (E-notes may help!)
  • Homework (if not done already): Finish The Prologue Assignment


Thursday, November 12: A Day [Library Orientation: 20 minutes]
Friday, November 13: B Day [Library Orientation: 20 minutes]

  • Turn in signed Independent Reading Contract & The Prologue Assignment
  • Why is Shakespeare Hard?
  • Audio/Visual: Three Ways to Stage the Prologue
  • Journal #3 [Only 1st Period to make up for last time]
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "Talkers are no good doers: be assured
    We go to use our hands and not our tongues."

    Richard III, Act I, Scene 3
  • Reading: Romeo and Juliet, Act I, Scene 1
    Listen, follow along, and see if you get it.
  • Homework: Start reading your book!



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

November 16-20, 2015

Monday, November 16: A Day
Tuesday, November 17: B Day

  • Word Study
  • 9th Grade Word Cells o' the Week: -aqua- & -hydro- (water)
  • Second Term Word Cells & Literal Definitions Assignment
  • Reading/Literature
  • Reading: Romeo and Juliet: Finish Act I, Scene 1
  • [Helpful Extra: Glossary of Common Elizabethan Terms]
  • Continue: Romeo and Juliet, Act I, Scenes 2, 3
    Listen, follow along, and see if you get it.
  • Close Read: Romeo and Juliet, Act I, Scene 4 (Queen Mab)
  • Video: Two ways Queen Mab Could be Presented
  • Queen Mab Essay Outline due next time!
  • Journal #4
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "The harder matched, the greater victory."
    Henry VI, Part 3: Act V, Scene 1
  • Grammar/Conventions
  • Grammar Punk: Roll the Bones!
  • Comma Rule #1: Write sentences about Romeo and Juliet so far....


Wednesday, November 18: A Day (Writing Lab -- Half Session)
Thursday, November 19: B Day (Writing Lab -- Half Session)

  • Utah Compose: Writing Lab [40 minutes]
  • Shakespeare: Then & Now: Using your outline, notes from last week, and any other information from the Shakespeare Web Quest, write an informational essay that addesses this prompt: Shakespeare's plays have been performed for almost 500 years. The times have changed, but the words and stories remain. Consider how your own experience with Romeo and Juliet (or other works of Shakespeare) is different than that of his original audience in the Elizabethan era. Using your informational outline, movie notes, and/or any of the attached sources, write a multi-paragraph essay in which you compare the Elizabethan world of William Shakespeare to modern America. [Remember: "Compare" means to show likenesses as well as differences.] Do not just list facts from your notes. Explain how the similarities and differences between the time periods affects your experience, enjoyment, and understanding of the play(s). Be sure to cite your sources within the text of your essay.
  • Reading/Literature
  • Vocabulary of Drama (R&J)
  • Begin: Using the Massive Purple Text and the page references on the worksheet itself, define the terms on the handout. [Tragedy, Tragic Hero, Tragic Flaw, Comedy, Dialogue, Monologue, Soliloquy, Aside, Stage Directions]
  • Reading/Literature
  • Act I: Scene 5 (Romeo sees Juliet for the first time!)
  • Review: Prologue to Capulet's Party


  • Friday, November 20: A Day [Shakespeare Show -- 7:00 P.M.]

  • Quiz: Romeo and Juliet, Act I
  • Journal #5
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "Pleasure and action make the hours seem short."
    Othello, Act II, Scene 3
  • Reading/Literature
  • Vocabulary of Drama (R&J)
  • Finish (the front side): Using the Massive Purple Text and the page references on the worksheet itself, define the rest of terms on the handout.
  • How to Read Shakespeare (MPT, 781-2)
  • Why are some words given stress marks on the -èd ending
    (banishèd, punishèd, upturnèd)?
  • Why does Shakespeare seem to be apostrophe crazy (fall'st, speak'st, o'er, e'er, 'Tis, etc.)?
  • What is a dramatic foil? (How is Mercutio a foil to Romeo?)
  • Just for Fun: Shakespearean Insult Generator & More Shakespearean Insults
  • Composition
  • Translate Romeo and Juliet's First Meeting into text messages.
  • 25 minutes (in class) -- Turn in.
  • Grammar/Conventions
  • Grammar Punk: Comma Rule #2
  • Homework: Finish/Submit Final Draft of the Utah Compose essay from last time by Saturday @ 11:59 P.M.
  • .


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

November 23-27, 2015

Monday, November 23: B Day

  • Poem o' the Day: "Thanksgiving" by Mac Hammond
  • Quiz: Romeo and Juliet, Act I
  • Journal #5
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "Pleasure and action make the hours seem short."
    Othello, Act II, Scene 3
  • Reading/Literature
  • Vocabulary of Drama (R&J)
  • Finish (the front side): Using the Massive Purple Text and the page references on the worksheet itself, define the rest of terms on the handout.
  • How to Read Shakespeare (MPT, 781-2)
  • Why are some words given stress marks on the -èd ending
    (banishèd, punishèd, upturnèd)?
  • Why does Shakespeare seem to be apostrophe crazy (fall'st, speak'st, o'er, e'er, 'Tis, etc.)?
  • What is a dramatic foil? (How is Mercutio a foil to Romeo?)
  • Just for Fun: Shakespearean Insult Generator & More Shakespearean Insults
  • Composition
  • Translate Romeo and Juliet's First Meeting into text messages.
  • 25 minutes (in class) -- Turn in.
  • Grammar/Conventions
  • Grammar Punk: Comma Rule #2
  • Homework: Finish the texting assignment.


Tuesday, November 24: A Day

  • Poem o' the Day: "Thanksgiving" by Mac Hammond
  • Word Study
  • Word Cells o' the Day: -pel- / -puls- & -tract-
  • Second Term Word Cells & Literal Definitions Assignment
  • Reading/Literature
  • Romeo and Juliet
  • The Balcony Scene Act II: Scenes 1 & 2
  • Three-Circle Venn Diagram of The Balcony Scene: Video (x3)
  • Journal #6
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "O sir, to willful men
    The injuries that they themselves procure
    Must be their schoolmasters."

    King Lear, Act II, Scene 4
  • Happy Thanksgiving!



Wednesday, November 25: Thanksgiving Recess
Thursday, November 26: Thanksgiving Recess
Friday, November 27: Thanksgiving Recess


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

November 30-December 4, 2015

Monday, November 30: B Day

  • Word Study
  • Word Cells o' the Day: -pel- / -puls- & -tract-
  • Second Term Word Cells & Literal Definitions Assignment
  • Reading/Literature
  • Romeo and Juliet
  • The Balcony Scene Act II: Scenes 1 & 2
  • Three-Circle Venn Diagram of The Balcony Scene: Video (x3)
  • Journal #6
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "O sir, to willful men
    The injuries that they themselves procure
    Must be their schoolmasters."

    King Lear, Act II, Scene 4


Tuesday, December 1: A Day
Wednesday, December 2: B Day

  • Journal #7: Staple & Submit Journals for Scoring
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "All things that are
    Are with more spirit chased than enjoyed."

    The Merchant of Venice, Act II, Scene 6
  • Grammar/Conventions
  • Grammar Punk: Comma Rule #3
  • Reading/Literature
  • Read Romeo & Juliet -- Act II, Scenes 3 & 4 ; Scenes 5 & 6
  • Handout: Preparation for Next Essay Assignment (Outline due Monday/Tuesday!)


Thursday, December 3: A Day [Midterm]
Friday, December 4: B Day

 



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

December 7-11, 2015

Monday, December 7: A Day (Writing Lab)
Tuesday, December 8: B Day (Writing Lab)


Wednesday, December 9: A Day
Thursday, December 10: B Day [P-T Conferences -- 3:45-7:17 P.M.]

  • Independent Reading Book #1 Test
  • New Assignment: Between now and January 13, 2016, read one or more books of your choice!
  • Journal #1
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "Give every man thine ear, but few thy voice."
    Hamlet, Act I, Scene 3
  • Grammar/Conventions
  • The Apostrophe Rant: "What's in a Name?" (NOT an apostrophe!)
  • Holiday Cards: Apostrophe Catastrophes
  • How to Make Your Last Name Plural
  • Reading/Literature
  • Remember: Poor ol' Mercutio got knocked off, and Romeo is banishèd.
    • Speaking of which,why are some words given stress marks on the -èd ending
      (banishèd, punishèd, upturnèd)?
    • Why does Shakespeare seem to be apostrophe crazy (fall'st, speak'st, o'er, e'er, 'Tis, etc.)?
    • This will help you when it comes time to Present your Memorized Passages (12+ full lines) from Romeo and Juliet!
    • Learn 'em! Practice over the holiday break!
  • Romeo & Juliet: Now it's your turn to play the parts!
  • Act III -- Scenes 2 & 3
  • Assignment/Homework: Director's Close Read & Stage Directions for Act III, Scene 4
    • Pretend that YOU are the director of this scene.
    • Write the following on your copy of the text:
    • Mark your confusion & check with the translation to clarify.
    • In the right margin, paraphrase the dialogue.
    • Casting: If you were the director, who would be playing these parts?
    • In the left margin, write specific stage directions for each line of dialogue. (What is the character doing while he speaks his lines?)
    • At the bottom, explain the dramatic irony: What does the audience know that the characters do not?
  • Samples
  • Due next time!


Friday, December 11: A Day

Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

December 14-18, 2015

Monday, December 14: B Day


Tuesday, December 15: A Day [Snow Day Late Start: 60-minute classes]
Wednesday, December 16: B Day
Thursday, December 17: A Day
Friday, December 18: B Day [Assembly Schedule: 60-minute classes]
(At some point over these four days, all classes did these things.)

  • Poem o' the Day: "Snow" by David Berman
  • Word Study
  • Second Term Word Cells & Literal Definitions Assignment
  • Word Cells o' the Week: -ama- / -ami- (love, also -phil-) & -junct-
  • Word Cells o' the Day: -ten- / -tain- / -tin-
  • Reading/Literature
  • Romeo and Juliet
  • Table Read: Act III, Scene 5
  • Act IV: Video to Juliet's "funeral"
  • Journal #2: The Year in Review (2015) -- Think of what you were like on the first day of this year. How have things changed? What were the highlights and lowlights of 2015? Fill a page or two reviewing your year.
  • Reading/Literature
  • Finish Romeo and Juliet: Act V (Table Read)
  • Finish Vocabulary of Drama (You can use this on the final test: January 8/11.)
  • Test on Romeo and Juliet will be January 8/11.
    • Memorize and practice reciting 12+ lines of Shakespeare's original text from your assigned passage!
    • Start at the beginning of a sentence, and finish at the end of one.
    • Don't stop in the middle of an independent clause just because you have reached the 12-line minimum.
  • Word Study
  • Word Cells o' the Week: -fid-
  • The rest of the word cells for the term are number-related (-uni- / -mono- / -sol- / -bi- & -di- / -tri- / -poly-), and you probably know them from math and science classes. The completed Term 2 Word Cells Assignment is due on January 6/7, 2016. Use your prefix/suffix list and this Big List o' Word Cells to get it done by then!
  • Poem o' the Day: "Stopping by Woods on a Snowy Evening" by Robert Frost
  • Enjoy the break!
  • Poem o' the Vacation: "December Substitute" by Kenn Nesbitt



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

December 28, 2015 - January 1, 2016

Monday, December 28, 2015


Tuesday, December 29, 2015:


Wednesday, December 30, 2015:

  • Poem o' the Day: "December 30" by Richard Brautigan
  • Logic: All men are mortals. + All mortals die. Therefore, all men die.
  • A=B. B=C. Therefore, A=C.

Thursday, December 31, 2015: New Year's Eve!
Friday, January 1, 2016: Happy New Year!



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

January 4-9, 2016

Monday, January 4: A Day (Writing Lab -- 80 minutes)
Tuesday, January 5: B Day (Writing Lab -- 80 minutes)


Wednesday, January 6: A Day
Thursday, January 7: B Day

  • Word Study
  • Turn in the Word Cells: Literal Definitions Assignment
  • Poem o' the Day: "[Kills Bugs Dead.]" by Harryette Mullen
  • Journal #3: Last time you wrote an informational essay about eating bugs. Today you get to insert yourself into the discussion: Would you, could you, (did you) eat a bug? If so, what kind? If not, why not? This would be a good place to use some description. Would you eat a LIVE bug that would wriggle and jiggle and tickle inside you? Would you chew it up completely before swallowing? Is eating bugs somehow less disgusting than eating meat? Explain your feelings. This time it isn't third-person, informational writing; it's personal! Fill the page!
  • Grammar/Conventions: Handout
  • Grammar Punk: Comma Rule #5
  • Reading/Literature
  • Finish Romeo and Juliet (if not completed before the holidays)
  • Review Acts 4 & 5 [50 minutes]
  • Completed Vocabulary of Drama handouts may be used on the test next time!
  • [Homework] Memorize your passage from Romeo and Juliet for next time!



Friday, January 8: A Day

  • Journal #4a: Today you have to present your memorized passage from Romeo and Juliet. How are you feeling? Do you have it well memorized? Are you nervous? Some people say the number one fear is public speaking, and many would rather die than speak before a group. Is it really that bad? (Fill HALF the page!)
  • Poetry o' the Day: Presentations of Memorized Passages/Review Romeo and Juliet
  • Journal #4b: So, how did it go? Do you feel better or worse now than you did before? Why? (Fill the other half of the page!)
  • Term Test: Test on Romeo and Juliet
  • You may use your finished Vocabulary of Drama handout.
  • Grammar/Conventions: Comma Rule Review
  • Grammar Punk: Comma Rule #6
  • [Homework]: Finish reading your book of choice for this term.
  • If you are doing the extra credit essay, it is due on Utah Compose tomorrow night.



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

January 11-15, 2016

Monday, January 11: B Day

  • Journal #4a: Today you have to present your memorized passage from Romeo and Juliet. How are you feeling? Do you have it well memorized? Are you nervous? One study indicates the number one fear is public speaking; it ranks higher than monsters, terrorism, and even death. Is it really that bad? (Fill HALF the page!)
  • Poetry o' the Day: Presentations of Memorized Passages/Review Romeo and Juliet
  • Journal #4b: So, how did it go? Do you feel better or worse now than you did before? Why? (Fill the other half of the page!)
  • Term Test: Test on Romeo and Juliet
  • You may use your finished Vocabulary of Drama handout.
  • Grammar/Conventions: Comma Rule Review
  • Grammar Punk: Comma Rule #6
  • [Homework]: Finish reading your book of choice for this term.


Tuesday, January 12: A Day
Wednesday, January 13: B Day

  • Poem o' the Day: "Numbers" by Mary Cornish
  • Journal #5: Independent Reading Book #2 Review/Summary/Book on Trial
  • Turn in Journals!
  • Grammar Punk Comma Review: Roll the bones like crazy! (Finish all seven for next time!)
  • Comma Rules #7 + Rules 1-4
  • (Everybody writes at least one sentence for display to the class!)
  • Reduced R&J (if time permits)


Thursday, January 14: A Day
Friday, January 15: B Day
Last Day of the Semester



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions
Q: "Did I miss anything?"
A: Yes.
^ Scroll up to find it. ^

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