Abby and I worked in her new 12th grade level vocabulary book. Abby agreed that the words are more difficult, but she has finished the 11th grade book. We studied and pronounced the words. We completed several of the application activities that followed the words. We finished the comprehensive activity using all 20 of the new vocabulary words.

Abby and I discussed the pages that she had read for homework. She did a nice job summarizing the novel. We discussed the development of theme and the author's purpose for writing. I asked Abby to brainstorm for a cumulative project that she would like to do regarding the novel.

GT and I worked in his vocabulary book. We discussed the next set of vocabulary words. We practiced the pronunciations and reviewed meaning and usage. We also completed the application activities for the first set of words. GT did quite well. I then introduced the poetry book. GT needs to read the book and select two poems in the book that he really likes. He then needs to analyze them using some of the poetic terms that we have just studied.

GT and I finished our study of one of the Billy Collins poems that we started yesterday. GT enjoys the poetry and does well interpreting it. We then began our study of Shakespeare's sonnets. We discussed the requirements of a Shakespearian sonnet. We read three sonnets. We researched the subjects of the sonnets: the lost boy and the dark lady. We also applied some of our literary terms to the sonnets.

I presented GT with several literary/ poetry terms. We discussed each one. Some he already knew. He had questions about several of them. Several were new to him. We need to understand the terminology so that we can interpret the poetry. GT suggested the poetry unit. He is going to bring some of his songs in for us to interpret as poetry. Today we took two poems from Collins' collection and began to interpret them. GT did a good job and enjoyed the poetry.

Abby completed the comprehensive test at the end of the 11th grade level book. It was quite long and arduous. I allowed Abby to go back and correct the ones that she had missed--we discussed them. It is a great learning experience. Abby was excited and anxious to begin her new vocabulary book--the 12 th grade level. We began the first lesson in the book. I introduced the words, and Abby took notes on the meanings. We began completing some of the application exercises. We briefly discussed where Abby had read to in the novel. Abby will read more of the book for homework.

Abby continued taking a very long and detailed assessment on the entire 11th grade vocabulary book. I want her to complete the assessment before we begin the new 12th grade level book. Abby is doing well. We briefly discussed the pages that she had read in the novel. Abby will read more of the novel for homework.

GT turned in his literary essay to be graded. Before he did we discussed his Works Cited page. He needed to make one formatting correction based on MLA requirements. The paper is extremely well-done. We then continued with the vocabulary lesson that we had begun yesterday. I introduced the next set of words. GT studied them and completed the application activities that followed. He did quite well. I briefly introduced the literary/poetry terms, but we ran out of time to really discuss them.

We were to complete the 11th grade vocabulary assessment and continue with the novel.

I first asked GT if he had any questions on the final requirements for his literary analysis due tomorrow for a grade. He said that he understood what was required. GT and I then decided to work further in his vocabulary series. We finished the three lesson review section. We discussed the section on roots and how understanding the meaning of roots can help you define unknown words that you may be reading. We then proceeded to begin a new lesson. I introduced the words. We studied them. We then began to complete the application exercises that follow.