Daily+Assignments+and+Activities


 * Please use this page to find out the Activities and Assignments for each day. To find the worksheets, notes, power points, or assignment explanations, please visit the page that correlates with your class and period.**


 * 8/22**

Periods 1,3: Seating chart made and seats assigned. Writers Workshop project: What will the future be like in 10-20 years. Students work on their own to create an outline for the writers workshop project. Students went to the book room to get their text books for class. Period 2: Power- point Presentation about AVID and Learning logs, and note taking. Periods 5,6: Seating chart made and seats assigned. Writers Workshop project: What will the future be like in 10-20 years. Students work on their own to create an outline for the writers workshop project. Students went to the book room to get their text books for class.


 * 8/23**

Periods 1,3: Students work on their warm up. Students break up into groups to work on a group poster outline for the Writers workshop project. Period 2: Power- point Presentation about AVID and learning logs continued. Periods 5,6: Students work on their warm up. Students break up into groups to work on a group poster outline for the Writers workshop project.


 * 8/24**

Periods 1,3: Students work on their warm up activity. Students worked together in groups and used their brainstorm poster to create body paragraphs for their writing workshop project. Students were given guidelines for their essays and told what they needed to include. Period 2: Students watched an AVID video about Tutorials and we discussed the importance of tutorials. Students received worksheets for tutorials to keep in their binders. Periods 5,6: Students work on their warm up activity. Students worked together in groups and used their brainstorm poster to create body paragraphs for their writing workshop project. Students were given guidelines for their essays and told what they needed to include.


 * 8/25**

Periods 1,3: Students completed warm up activity. Students worked together in groups to use their brainstorm poster to create their body paragraphs for their writing workshop project. Period 2: We discussed Binder checks and binder components. Students had class time to put their binders together and organize the notes and work that they had from other classes.


 * 8/26**

Periods 5,6: Students completed warm up activity. Students worked together in groups to use their brainstorm poster to create their body paragraphs for their writing workshop project.


 * 8/29**

Periods 1,3: Students completed warm up activity. Students worked in groups to create their introduction and conclusion for their essays. They worked together to think of transition sentences which would allow their paragraphs to flow smoothly. Period 2: Students worked on creating posters about the tutorial learning project, the history and principles of tutoring, tutoring responsibilities for students and the tutor, the tutoring process, and steps for tutoring. Periods 5,6: Students completed warm up activity. Students worked in groups to create their introduction and conclusion for their essays. They worked together to think of transition sentences which would allow their paragraphs to flow smoothly.


 * 8/30**

Periods 1,3: Panther Awareness Week (P.A.W.) Presentation Period 2: Students worked on their tutoring posters and Students worked on creating Posters about Education, Success, and Cooperation. They worked together in groups to come up with the importance of each, add words that were related to each idea, and wrote their own definition of the topic. Periods 5,6: Panther Awareness Week (P.A.W.) Presentation


 * 8/31**

Periods 1,3: Students completed warm up activity. Students worked in Groups to edit their group essays for the writing workshop project. Students worked on putting the final touches on their essays and making corrections. Period 2:Students worked on their tutoring posters and Students worked on creating Posters about Education, Success, and Cooperation. They worked together in groups to come up with the importance of each, add words that were related to each idea, and wrote their own definition of the topic. Periods 5,6: Students completed warm up activity. Students worked in Groups to edit their group essays for the writing workshop project. Students worked on putting the final touches on their essays and making corrections.


 * 9/1**

Periods 1,3: Students completed warm up activity. Students worked in Groups to continue editing their group essays and to begin writing the final drafts of the essays. Period 2: Students worked together in groups on their tutorials. Each student had 2 questions, they worked together to answer the questions, take notes, and write their reflections. Students had their first binder check to make sure they had all the binder components.


 * 9/2**

Periods 5,6: Students completed warm up activity. Students worked in Groups to continue editing their group essays and to begin writing the final drafts of the essays.


 * 9/5 No School**


 * 9/6**

Periods 1,3: Students completed warm up activity. Students worked on writing down the vocabulary and definitions for the story __The Necklace__ pgs 26-36. We began reading the story together as a class. Period 2: Students worked together in their tutorials. Each student had two questions and worked together in the group to answer the question, take notes, and write their reflections. Periods 5,6: Students completed warm up activity. Students worked on writing down the vocabulary and definitions for the story __The Necklace__ pgs 26-36. We began reading the story together as a class.


 * 9/7**

Periods 1,3: Students completed warm up activity. As a class we continued reading the story __The Necklace__ together. Period 2: We discussed time management and the importance of being organized. Students received a yearly calendar print out and we filled out the important information for the months together. Periods 5,6: Students completed warm up activity. As a class we continued reading the story __The Necklace__ together.


 * 9/8**

Periods 1,3: Students completed warm up activity. Students received the Parts of Speech Diagnostic Packet. We worked through the packet together answering the questions. Students worked on completing the Response questions 1-8 for the story __The Necklace.__ Students played the Adjectives game as a class. Period 2: Students received a time management log and worked in class to fill out the daily events that they participate in. Students worked on completing the time management packet.


 * 9/9**

Periods 5,6: Students completed warm up activity. Students received the Parts of Speech Diagnostic Packet. We worked through the packet together answering the questions. Students worked on completing the Response questions 1-8 for the story __The Necklace.__ Students played the Adjectives game as a class.


 * 9/12**

Periods 1,3: Students completed warm up activity. Students received Grammar Skill builder and cause and effect worksheets. We reviewed the worksheets together and answered 2 questions together for each section. Students worked on and completed the worksheets in class. We reviewed and corrected the packets. Period 2: Students worked on writing an essay about why it is important to manage time. Periods 5,6: Students completed warm up activity. Students received Grammar Skill builder and cause and effect worksheets. We reviewed the worksheets together and answered 2 questions together for each section. Students worked on and completed the worksheets in class. We reviewed and corrected the packets.


 * 9/13**

Periods 1,3: Students completed warm up activity. Students received a Compound Nouns/ Plot Analysis worksheet packet. We reviewed the packet together and answered 2 questions for each section together. Students worked on and completed the packet in class. We reviewed the correct answers and graded the packets. Period 2: Students completed their time management essay and time management packet and turned it in. Students worked together in groups for tutorials. Each student had 2 questions that they answered in their groups by working together. Each participant took notes and wrote their reflection. Periods 5,6: Students completed warm up activity. Students received a Compound Nouns/ Plot Analysis worksheet packet. We reviewed the packet together and answered 2 questions for each section together. Students worked on and completed the packet in class. We reviewed the correct answers and graded the packets.


 * 9/14**

Periods 1,3: Students completed warm up activity. Students received and worked on __The Necklace__ quiz. When students finished the quiz, they worked on preparing their notes page for the test. Period 2: Students received information about what a Mandala is and their Mandala/ Autobiography project. Students took notes and looked at various Mandalas. Students planned out what they were going to include in their Mandala. Periods 5,6: Students completed warm up activity. Students received and worked on __The Necklace__ quiz. When students finished the quiz, they worked on preparing their notes page for the test.


 * 9/15**

Periods 1,3: Students completed warm up activity. Students took notes out to use on __The Necklace__ test. Students worked on and completed the test. If students finished early, they could begin reading __The most Dangerous Game__ pages38-59. Period 2: Students had a binder check. Students got into their tutorial groups and had tutorials, each student had 2 questions to present and work out with the group. Group members took notes during tutorials and each wrote a reflection and turned in their tutorial papers. Students worked on their Mandala Activity and Autobiography based on their Mandala.


 * 9/16**

Periods 5,6: Students completed warm up activity. Students took notes out to use on __The Necklace__ test. Students worked on and completed the test. If students finished early, they could begin reading __The most Dangerous Game__ pages38-59.


 * 9/19**

Periods 1,3: Students completed warm up activity. Students worked on writing down the vocabulary and definitions for the story __The Most Dangerous Game__ pages 38-59. We began reading the story together as a class. Period 2: Students took notes on Writing techniques: Comma usage (see power point section on class page). Periods 5,6: Students completed warm up activity. Students worked on writing down the vocabulary and definitions for the story __The Most Dangerous Game__ pages 38-59. We began reading the story together as a class.


 * 9/20**

Periods 1,3: Students completed warm up activity. We continued to read __The Most Dangerous Game__ as a class. Period 2: Students continued their notes on Writing techniques: Comma usage (see power point section on class page). Students worked on their Mandala Activity and Autobiography based on their Mandala. Periods 5,6: Students completed warm up activity. We continued to read __The Most Dangerous Game__ as a class.


 * 9/21**

Periods 1,3: Students completed warm up activity. We finished reading __The Most Dangerous Game__ as a class. Students worked on answering the Response questions 1-8 on page 58. When they finished those, they worked on the Vocabulary in Action, A and B, writing option 1, and Activities and Exploration 1 and 2 on page 59. Period 2: Students worked on their Mandala Activity and Autobiography based on their Mandala. Periods 5,6: Students completed warm up activity. We finished reading __The Most Dangerous Game__ as a class. Students worked on answering the Response questions 1-8 on page 58. When they finished those, they worked on the Vocabulary in Action, A and B, writing option 1, and Activities and Exploration 1 and 2 on page 59.


 * 9/22**

Periods 1,3: Students completed warm up activity. Students received a Precise Verbs/ Verb Tenses/ Conflict worksheet packet. We reviewed each page together and answered 2 questions from each section. Students worked on the packet independently. If they finished early, they could complete assignments from __The most Dangerous game (__ see assignments listed on class page). Period 2: Students prepared their binders for a binder check. Students reviewed and scored each other's binders and I looked through the binders and scored them as well. We discussed grade checks and progress in other classes. Students got together in groups for tutorials. Each student had 2 questions and worked in their groups to answer their questions. Participants took notes and wrote a reflection at the end of the tutorials. Students took notes from a power point presentation about writing techniques (see power point section on class page)


 * 9/23**

Periods 5,6: Students completed warm up activity. Students received a Precise Verbs/ Verb Tenses/ Conflict worksheet packet. We reviewed each page together and answered 2 questions from each section. Students worked on the packet independently. If they finished early, they could complete assignments from __The most Dangerous game (__ see assignments listed on class page).


 * 9/26**

Periods 1,3: Students completed warm up activity. We reviewed and graded the Precise Verbs/Verb Tenses/ Conflict worksheet packet. Students completed activities from __The most Dangerous game__ (see assignments listed on class page). Period 2: Students continued taking notes from the power point presentation about writing techniques (see power point section on class page). Progress checks were handed out to students and we reviewed the date to turn in progress reports, signed by parents (every monday). Periods 5,6: Students completed warm up activity. We reviewed and graded the Precise Verbs/Verb Tenses/ Conflict worksheet packet. Students completed activities from __The most Dangerous game__ (see assignments listed on class page).


 * 9/27**

Periods 1,3: Students completed the warm up activity. Students received the quiz for __The Most Dangerous Game.__ I explained that the quiz was open book and open notes. Students worked on the quiz. Period 2: Students got a handout for an essay contest. They received information to help them prepare their essays for the contest. Students participated in tutorials. Each student had 2 questions and worked together in their groups answering the tutorial questions. The participants took notes and wrote reflections at the end of their tutorials. Tutorials were turned in at the end of the period. Periods 5,6: Students completed the warm up activity. Students received the quiz for __The Most Dangerous Game.__ I explained that the quiz was open book and open notes. Students worked on the quiz.


 * 9/28**

Periods 1,3: Students completed the warm up activity. Students completed their quiz for __The Most Dangerous Game.__ We reviewed and corrected the quizzes. I wrote on the board what they would need to include in their notes page for the test. Students worked on preparing their notes page for the test. Period 2: We reviewed the college project and what was required. Students received their college information packet and read through the information. Periods 5,6: Students completed the warm up activity. Students completed their quiz for __The Most Dangerous Game.__ We reviewed and corrected the quizzes. I wrote on the board what they would need to include in their notes page for the test. Students worked on preparing their notes page for the test.


 * 9/29**

Periods 1,3: Students completed warm up activity and turned in their warm ups for the week. Students had 10 minutes to complete notes for the test on the story, __The Most Dangerous Game.__ Students worked on the test for __The Most Dangerous Game.__ When they completed the test, they were to read the article on page 61 in the literature books, then answer questions 1-5 on page 61, then complete the Inquiry and Research activity on page 61 by writing a paragraph. If that was completed students were to work on defining the vocabulary for the story __Where Have you gone, Charming Billy?__ on pages 63-70 in the literature book. Period 2: Students had a binder check. Students got into their tutorial groups and had tutorials, each student had 2 questions to present and work out with the group. Group members took notes during tutorials and each wrote a reflection and turned in their tutorial papers. Students worked on their College project.


 * 9/30**

Periods 5,6: Students completed warm up activity and turned in their warm ups for the week. Students had 10 minutes to complete notes for the test on the story, __The Most Dangerous Game.__ Students worked on the test for __The Most Dangerous Game.__ When they completed the test, they were to read the article on page 61 in the literature books, then answer questions 1-5 on page 61, then complete the Inquiry and Research activity on page 61 by writing a paragraph. If that was completed students were to work on defining the vocabulary for the story __Where Have you gone, Charming Billy?__ on pages 63-70 in the literature book.


 * 10/3**

Periods 1,3: Students completed warm up activity. As a class we began to read, __Where have you gone, Charming Billy?__ on pages 63-70. Period 2: Students worked on their college projects. They began writing their paragraphs for the sections and deciding how to organize their information. Periods 5,6: Students completed warm up activity. As a class we began to read, __Where have you gone, Charming Billy?__ on pages 63-70.


 * 10/4**

Periods 1,3: Students completed warm up activity. The class continued to read, __Where have you gone, Charming Billy?__ We discussed characters, plot, setting, character traits. Students worked on the Response Questions 1-9 with the comprehension check on page 71. If they finished early, they worked on Vocabulary in Action 1-10 on page 72. Period 2: Students got into their tutorial groups and had tutorials, each student had 2 questions to present and work out with the group. Group members took notes during tutorials and each wrote a reflection and turned in their tutorial papers. Students worked on their College project. Periods 5,6: Students completed warm up activity. The class continued to read, __Where have you gone, Charming Billy?__ We discussed characters, plot, setting, character traits. Students worked on the Response Questions 1-9 with the comprehension check on page 71. If they finished early, they worked on Vocabulary in Action 1-10 on page 72.


 * 10/5**

Periods 1,3: Students completed warm up activity. The students continued to work on Response questions 1-9 on page 71 if they did not finish them already. Students worked on Vocabulary in Action 1-10 on page 72. Students worked on writing option 1 or 2 on page 72. Period 2: Students worked on their College Project or their "What it means to be an American" essay. Periods 5,6: Students completed warm up activity. The students continued to work on Response questions 1-9 on page 71 if they did not finish them already. Students worked on Vocabulary in Action 1-10 on page 72. Students worked on writing option 1 or 2 on page 72.


 * 10/6**

Periods 1,3: Students completed warm up activity. Students worked on a group poster project, creating a poster for one of the literature stories that we have read. Students worked on making a notes page for the test. Period 2: Students got into their tutorial groups and had tutorials, each student had 2 questions to present and work out with the group. Group members took notes during tutorials and each wrote a reflection and turned in their tutorial papers. Students got their binders together and had a binder check.


 * 10/7**

Periods 5,6: Students completed warm up activity. Students worked on a group poster project, creating a poster for one of the literature stories that we have read. Students worked on making a notes page for the test.


 * 10/10**

Periods 1,3: Students completed warm up activity. Students worked on __Where have you gone, Charming Billy?__ test. Period 2: Students worked on contacting colleges to get information on the colleges sent to the school for the PHS College Fair. Students collected research on the college they have chosen for their college project. Periods 5,6: Students completed warm up activity. Students worked on __Where have you gone, Charming Billy? test.__


 * 10/11**

Periods 1,3: Students completed warm up activity. Students read pages 644-648 together in the literature book pertaining to Response to literature essays. Period 2: Students got into their tutorial groups and had tutorials, each student had 2 questions to present and work out with the group. Group members took notes during tutorials and each wrote a reflection and turned in their tutorial papers. Students worked on their college projects. Periods 5,6: Students completed warn up activity. Students read pages 644-648 together in the literature book pertaining to Response to literature essays.


 * 10/12**

Periods 1,3: Students completed warm up activity. Students worked on Poster Project. Students received Response to literature packets. We discussed response to literature essays and students began to plan out their essays. Period 2: Students worked on their college projects, collecting information and preparing their poster projects for the college fair. Periods 5,6: Students completed warm up activity. Students worked on Poster Project. Students received Response to literature packets. We discussed response to literature essays and students began to plan out their essays.


 * 10/13**

Periods 1,3: Students completed warm up activity. Students worked on Poster Project. Students worked on their Response to literature essays. Students worked on outlining and collecting their information for the response to literature essay based on the story, __The Necklace.__ Period 2: Students worked in the PC computer lab on their College Projects. Students worked on researching and typing up information collected for their project. Students worked on Contacting the Universities to request materials for the AVID college Fair.


 * 10/14**

Periods 5,6: Students completed warm up activity. Students worked on Poster Project. Students worked on their Response to literature essays. Students worked on outlining and collecting their information for the Response to literature essay based on the story, __The Necklace.__

__**End of the First Quarter Grading 10/14** :**Beginning of Second Quarter Grading 10/17**__
 * 10/17**

Periods 1,3: Students completed warm up activity. Students read the story, __The Marigolds pgs 74-84.__ Students answered the Active Reading questions embedded throughout the text while reading. Period 2: Students continued to work on their college projects for the AVID college fair. Students collected and typed up their information. Periods 5,6: Students completed warm up activity. Students read the story, __The Marigolds pgs 74-84.__ Students answered the Active Reading questions embedded throughout the text while reading.


 * 10/18**

Periods 1,3: Students completed warm up activity. Students read the story, __The Marigolds pgs 74-84.__ Students worked on Answering Response questions on page 85, numbers 1-5 and 7-8. Students also answered the comprehension check with number 1. Period 2: Students continued to work on their college projects for the AVID college Fair. Students worked on their mascot and college name posters. Periods 5,6: Students completed warm up activity, Students read the story, __The Marigolds pgs 74-84.__ Students worked on Answering Response questions on page 85, numbers 1-5 and 7-8. Students also answered the comprehension check with number 1.


 * 10/19**

Periods 1,3: Students completed warm up activity. Students worked on Answering the response questions from the previous day. Students wrote down the vocabulary and the definitions for the words to know.Students worked on Vocabulary in Action on Page 86. Students worked on Writing option 1 on page 86. Period 2: Students continued to work on their college projects for the AVID college Fair. Students worked on their mascot and college name posters. Periods 5,6: Students completed warm up activity. Students worked on Answering the response questions from the previous day. Students wrote down the vocabulary and the definitions for the words to know. Students worked on Vocabulary in Action on page 86. Students worked on Writing option 1 on page 86.


 * 10/20**

Periods 1,3: Students completed warm up. Students got new seating charts. Students worked on their response to literature essay. See class page for printout. Period 2: Students continued to work on their college projects for the AVID college fair. Students printed out their completed work from the PC lab. Students printed out pictures for their college project.


 * 10/21**

Periods 5,6: Students completed warm up. Students got new seating charts. Students worked on their response to literature essay. See Class page for printout.


 * 10/24**

Periods 1,3: Students completed warm up activity. Students worked on their response to literature essay. Students worked on the graphic organizer and rough draft. Period 2: Students continued to work on their college projects for the AVID college fair. Periods 5,6: Students completed warm up activity. Students worked on their response to literature essay. Students worked on the graphic organizer and rough draft.


 * 10/25**

Periods 1,3: Students completed warm up activity. Students worked on their response to literature essay. Students worked on writing their rough draft and peer editing the drafts. Period 2: Students continued to work on their college projects for the AVID college fair. Periods 5,6: Students completed warm up activity. Students worked on their response to literature essay. Students worked on writing their rough draft and peer editing the drafts.


 * 10/26**

Periods 1,3: Students completed warm up activity. Students worked on finishing their rough drafts and writing their final drafts for their response to literature essays. Period 2: Students finished up their college projects for the AVID college fair. Periods 5,6: Students completed warm up activity. Students worked on finishing their rough drafts and writing their final drafts for their response to literature essays.


 * 10/27**

Periods 1,3: Students worked on warm up activity. Students turned in the final draft of their response to literature essays. Students took an open book quiz on the stories __The Marigolds__ and __Two Kinds.__ Period 2: Students presented their college projects at the AVID college fair.


 * 10/28**

Periods 5,6: Students worked on warm up activity. Students turned in the final draft of their response to literature essays. Students took an open book quiz on the stories __The Marigolds__ and __Two Kinds.__


 * 10/31**

Periods 1,3: Students completed warm up activity. Students worked on Quiz, which will be reviewed in class on Tuesday. Students made sure they had their Response questions, Vocabulary in action, and Vocabulary Definitions turned in for __The Marigolds__. Today is the last day to turn them in. Students made sure they had the response questions answered for __Two Kinds__ all except #2. Students wrote the Vocabulary and definitions for __The Perfect Storm pg 112-122__. Students read the story and worked on the response questions. Period 2: Students began to write a reflection essay about the college fair and college projects. Periods 5,6: Students completed warm up activity. Students worked on Quiz, which will be reviewed in class on Tuesday. Students made sure they had their Response questions, Vocabulary in action, and Vocabulary Definitions turned in for __The Marigolds__. Today is the last day to turn them in. Students made sure they had the response questions answered for __Two Kinds__ all except #2. Students wrote the Vocabulary and definitions for __The Perfect Storm pg 112-122__. Students read the story and worked on the response questions.


 * 11/1**

Periods 1,3: Students read the __Perfect Storm pg 112-122__ together as a class. Students answered Response Questions for the story. Period 2: Students worked on College Fair and college project Debrief. Periods 5,6: Students read the __Perfect Storm pg 112-122__ together as a class. Students answered Response Questions for the story.


 * 11/2- Minimum Day**

Periods 1,3: Students worked on Response questions from __the Perfect Storm.__ Students worked on the worksheet packet for __the Perfect Storm.__ Period 2: Students worked on College project and College fair Debrief. Periods 5,6: Students worked on Response questions from __the Perfect Storm.__ Students worked on the worksheet packet for __the Perfect Storm.__


 * 11/3**

Periods 1,3: Students worked on the worksheet packet for __The Perfect Storm.__ Students played the adjective game as a whole class. Period 2: Students turned in the college project and college fair debrief. Students had a binder check and students worked in tutorial groups.


 * 11/4**

Periods 5,6: Students worked on the worksheet packet for __The Perfect Storm.__ Students played the adjective game as a whole class.


 * 11/7**

Periods 1,3: Students completed the warm up activity. As a class, we read __The Wreck of the Hesperus pgs 124-127.__ Students worked on finishing and turning in __The Perfect Storm__ worksheet packets. Students that were finished answered the response questions for __The Wreck of the Hesperus pg 128__ 1, with the comprehension check,3-7,9, skipping numbers 2 and 8. Period 2: Students received Assignment logs and Binder Check packets to place in their binders. We discussed ways to get lower grades up in classes and set up a plan for all classes in order to ensure students are getting the best possible grade they can receive. Periods 5,6: Students completed the warm up activity. As a class, we read __The Wreck of the Hesperus pgs 124-127.__ Students worked on finishing and turning in __The Perfect Storm__ worksheet packets. Students that were finished answered the response questions for __The Wreck of the Hesperus pg 128__ 1, with the comprehension check,3-7,9, skipping numbers 2 and 8.


 * 11/8**

Periods 1,3: Students completed the warm up activity. Students worked on making a notes page for the test on the story, __The Perfect Storm__ pgs 112-122 and the poem __The Wreck of the Hesperus__ pgs 124-127. The information for the notes pages will be the same as the ones in the past, vocabulary, plot analysis (exposition, rising action, climax, falling action, resolution), story elements (character, action/conflict, setting, theme), and a summary of the story or poem, there will also be a short compare-contrast essay question about the two stories and a chart can be included in the notes. Period 2: Students worked on Answering questions related to the writing Survey. Students took notes on how to use Vocabulary cards for each class and in AVID. Probation contracts were explained and given to students that will be on AVID probation based on grades. Periods 5,6: Students completed the warm up activity. Students worked on making a notes page for the test on the story, __The Perfect Storm__ pgs 112-122 and the poem __The Wreck of the Hesperus__ pgs 124-127. The information for the notes pages will be the same as the ones in the past, vocabulary, plot analysis (exposition, rising action, climax, falling action, resolution), story elements (character, action/conflict, setting, theme), and a summary of the story or poem, there will also be a short compare-contrast essay question about the two stories and a chart can be included in the notes.


 * 11/9**

Periods 1,3: Students completed the warm up activity. Students worked on a quiz related to __The Perfect Storm__ and __The wreck of the Hesperus.__ We reviewed the quiz near the end of the period. Period 2: Students took notes on the writing process and we reviewed their answers to the writing survey. Periods 5,6: Students completed the warm up activity. Students worked on a quiz related to __The Perfect Storm__ and __The wreck of the Hesperus.__ We reviewed the quiz near the end of the period.


 * 11/10- 5th period rally schedule, No block schedule**

Periods 1,3: Students completed the warm up activity. Students worked on the Quiz for __The Perfect Storm__ and __The wreck of the Hesperus.__ Period 2: Students had a binder check. Students got into groups for tutorials. Periods 5,6: Students completed the warm up activity. Students worked on the test for __The Perfect Storm__ and __The wreck of the Hesperus.__


 * 11/11 Holiday/No School**


 * 11/14**

Periods 1,3: Students completed the warm up activity. Students worked on the Test for __The Perfect Storm__ and __The Wreck of the Hesperus.__ Period 2: Students completed tutorials. Students turned in Probation logs. Students prepared binders and wrote summaries on their notes pages for the binder check on Thursday. Periods 5,6: Students completed the warm up activity. Students worked on the Test for __The Perfect Storm__ and __The Wreck of the Hesperus.__


 * 11/15**

Periods 1,3: Students completed the warm up activity. Students worked on the Test for __The Perfect Storm/The wreck of the Hesperus.__ Period 2: Students worked on this week's tutorials. Students had 2 tutorial questions and worked in groups to complete the questions. Students wrote well thought out summaries for their tutorial notes. Periods 5,6: Students completed the warm up activity. Students worked on the Test for __The Perfect Storm/ The wreck of the Hesperus.__


 * 11/16- Minimum Day**

Periods 1,3: Students completed the warm up activity. Students took notes on Background information for the novel __Of Mice and Men,__ by John Steinbeck. Period 2: Students worked on a writing activity individually and then in groups. Periods 5,6: Students completed the warm up activity. Students took notes on Background information for the novel __Of Mice and Men,__ by John Steinbeck.


 * 11/17**

Periods 1,3: Students completed the warm up activity. Students began reading Chapter 1 in __Of Mice and Men.__ Students worked on the chapter 1 packet. Period 2: Students had a binder check. Students peer reviewed their binders and then I reviewed their binders. Students worked on the writing activity from the previous day. Periods 5,6: Students completed the warm up activity. Students began reading Chapter 1 in __Of Mice and Men.__ Students worked on the chapter 1 packet.


 * 11/18- Minimum Day**

Periods 1,3: Students completed the warm up activity. Students read "Oh What is that Sound" pg 141 in the literature book. Students worked on the response questions 1-6 on page 144. Students worked on the writing option 1 or 2 on page 145. Period 2: Students worked on notes for writing. Periods 5,6: Students completed the warm up activity. Students read "Oh what is that sound" pg 141 in the literature book. Students worked on the response questions 1-6 on page 144. Students worked on the writing option 1 or 2 on page 145.


 * ___Thanksgiving Break 11/19-11/27 _ No School__ __**


 * 11/28**

Periods 1,3: Students completed warm up activity. Students worked on __Of Mice and Men__ notes and information. Period 2: Students took notes on parts of speech for review. Periods 5,6: Students completed warm up activity. Students worked on __Of Mice and Men__ notes and information.


 * 11/29**


 * 11/30**


 * 12/1**


 * 12/2**


 * 12/5**


 * 12/6**


 * 12/7**


 * 12/8**


 * 12/9**


 * 12/12**


 * 12/13**


 * 12/14**


 * 12/15**


 * 12/16**

__**Winter Break 12/17/11-1/8/12**__


 * 1/9**


 * 1/10**


 * 1/11**


 * 1/12**


 * 1/13**