GT is close to completing his vocabulary book. We worked diligently in the book today. We studied two lessons of words. We also discussed the words, studied them and completed activities that use the words in a variety of ways. We discussed the section of the novel that GT had read for homework. We discussed in detail the author's purpose. We pre-viewed the essay quiz for that section. We also answered the essay questions accompanying that section. GT will read more of the novel for homework.

Abby and I began a new lesson in her advanced vocabulary book. I presented the words; we studied them. Abby created her mini study cards. We completed some of the application activities. We then continued our study of the novel. We discussed the section that
Abby had read for homework. We discussed the direction and thesis of her literary essay. Abby will continue reading for homework.

Abby and I discussed the section of the book that she had read for homework. We discussed plot, characterization and author's purpose. We also discussed how the novel fits the criteria for a gothic novel. We then moved to the literary analysis. Abby and I worked on the pre-writing. We searched for the best textual evidence to support her topic. Abby is filling out the graphic organizer which is her pre-writing document. We also reviewed correct MLA citations of the quotes that she was citing. Abby will read more of the novel for homework.

Abby and I worked in her vocabulary book. We completed application activities that involved 20 of her new lesson words. We worked with synonyms and antonyms sometimes having to define the synonym or antonym given to decide which lesson word to use. We also read an informational text article using the new lesson words and completed an activity about the article.

GT and I discussed the part of the book that he had read for homework. We discussed the development of theme and the motifs presented throughout. We also discussed author's purpose and the use of death as the narrator. GT answered in detail the essay question as an assessment of that section of the novel. GT did an excellent job; he also used textual evidence to support his answer. GT will read the next section of the book for homework.

We discussed the section of the novel that Abby had read for homework. We discussed theme and author's purpose. I had created a pre-writing form for the essay Abby will write. We looked for textual evidence to fill out the form and to complete the pre-writing. We began working on that as
Abby reads the rest of the novel. We also worked in the vocabulary book. We started a new lesson of words. Abby created her mini flash cards. We completed some of the application activities. Abby will read more of the novel for homework.

GT and I learned a new set of vocabulary words. We studied them, discussed them and used them in sentences.We then completed all of the application activities for all of the lesson words. We then moved to further our study of the novel. We discussed the pages that GT had read for homework. We also discussed GT's response to the essay questions for that part of the novel. We discussed the best textual evidence needed to support his thesis. Using proper MLA citation, GT added his textual support. We then continued our study fo the next part of the novel.We previewed the next two essay questions. GT will read more of the novel for homework.

Abby and I discussed the section that she had read for homework. We then watched a you tube video on the landed gentry. It is an important class of people that are prominent in the novel. One of the essay topics which I presented involved the landed gentry. We looked at the proposed essay topics and decided as Abby finishes reading the novel, we will begin the writing process to start our fifth major essay of the school year.Abby will continue reading for homework.

Abby and I were to continue our study of the novel.

Abby and I decided on our thirty minute session we would work on vocabulary. and that's what we did. We were on the cumulative review for three units. Abby read the informational text passages using the vocabulary words, and then completed the activities following the passages. The activities mirror the set-up of the reading sections o the ACT/SAT. Abby did quite well.