GT and I discussed the pages that he had read for homework. He received the essay quiz on Part one that I sent him through google docs. He had left his book at his Mom's so we worked in his vocabulary book. We completed the cumulative review for three lessons. We completed activities that mirrored the ACT/SAT. We also completed a section on root words to help with deciphering meanings of difficult words. GT will read and complete the essay questions for homework.

Abby turned in her completed literary analysis on the novel for evaluation. She did a great job! We worked on a new set of vocabulary words in her vocabulary book. Abby is already working in the senior level book which she says is challenging for her although she does quite well. I introduced the new words. We discussed meanings and pronunciations. We then completed the application activities that followed.

Abby and I revised and edited her working draft. Abby answered an Advanced Placement prompt about the novel. We discussed paragraphs two, three and the conclusion. We talked about ways to strengthen the paper's content. We discussed analyzing the textual evidence. We also discussed stylistic techniques such as: parallel structure, word choice and correct MLA citation and format. Abby will complete her final copy for homework as her assessment for the novel.

GT and I completed one test-taking strategy in his vocabulary book. The activity mirrors that of the ACT/SAT reading test. It also employs the unit's vocabulary words. We then continued reading and discussing the novel. I reviewed the skill of annotating a text for understanding. GT will complete reading Part One of the novel for homework. He is to annotate the pages and be prepared with textual evidence to discuss the main theme thus far in the book. I will give him two essay questions to answer about Part One to serve as his assessment of the section.

Abby and I revised and edited part of her essay. We then revised the thesis statement. Abby decided that some of the textual evidence that she had selected for her essay was not the best.We discussed what constitutes good textual evidence. So she chose some better textual evidence. We discussed how to use the textual evidence and how to analyze it. We discussed the difference between summarizing and analyzing. Abby will finish drafting her essay for homework.

GT had begun to write more poems as his homework. We discussed his progress briefly. We began to read the novel. We briefly reviewed annotating the text for understanding and literary devices. We discussed selecting meaningful textual evidence while reading. We began reading the text. GT will read more chapters for homework.

GT and I completed Part B of his vocabulary lesson. We reviewed the words. We then completed the application activities. We also completed the application activities that involved all 20 words(from both sets A & B). I shared the website Rattle.com. I would like GT to submit some of his poems for publication on the site. I would like for him write some more poetry as his final evaluation for the poetry unit. I asked him to explore the site for homework. I then did a brief introduction to THE BOOK THIEF discussing WWII and The Holocaust in preparation for reading the novel.

Abby is still writing her final assessment to the novel. She is answering two detailed AP prompts. She had created an outline. We discussed the best textual evidence to support her thesis. Abby had written an introduction. We revised it. She will revise her thesis statement and continue drafting her essays for homework. We then began a new lesson in the vocabulary book. We began completing the application activities. Abby will create her study notes for the words for homework.

Abby and I discussed the overall themes present in the book. We discussed author's purpose. I provided Abby with two prompts on the novel. She chose the first one on which to write. She created a brief outline. She wrote a thesis statement. We then searched the book for the best textual evidence to support her thesis. Abby will finish locating her textual evidence for homework and draft an introduction.

Abby and I finished our discussion of the novel. We began planning for the two AP prompts that she will write as her final assessment of the novel. She began outlining her paper. We just began searching for the best textual evidence, but we ran out of time.