I did a brief introduction to the novel. We watched a brief video by the author where she explained the origin of the title of the book. We also read a little bit about the author and her love of nature. We began reading the book. We also previewed the accompanying study guide/ discussion questions.

Abby and I completed her literary analysis. We proofread her working draft. We composed the conclusion. We also discussed how to compose a Works Cited page. Abby also created one of those. She proofread and edited her paper. She used correct MLA format with a little assistance. I also began to introduce our next novel. Abby and I are completing some reading activities.

Abby and I continued working on her analysis. We are following the writing process. We worked on the application and incorporation of the textual evidence correctly and effectively into the analysis. I also reviewed the correct way to cite using MLA format. Abby will draft the next two paragraphs for homework, and we will proof them during our next class.

Abby and I discussed the textual evidence that she selected for her paper. Because she is using two texts, it is more difficult to find. We needed to revise some of her choices and search for other more appropriate evidence. We then continued drafting the paper. Abby will continue her draft for homework.

GT had a good discussion on the themes present in the novel thus far. We then began to do the review activities in his vocabulary book. We read and answered the passages and completed the activities that followed. I explained that the questions are set up very similar to the questions on the ACT/SAT.

We continued our study of the novel. GT shared the quotes to which he selected to respond. We continued reading aloud from the text stopping to identify conflict, climax and characterization. We also talked about some possible paper topics responding to the literature. GT will write two double journal entries for homework.

Abby and I continued drafting her literary analysis. Because we are using two novels, it is a little more difficult because she needs to compile textual evidence from two sources. Abby had found some evidence for homework, but after analyzing it, we decided that there were better quotes from the texts to use. So we continued looking for the best evidence. Abby will continue working on her paper for homework.

Abby and I discussed writing a literary analysis using two books. We talked about the structure of the comparison/contrast paper. We revised the outline. We then wrote the introduction. Abby will locate the most appropriate textual evidence from each of the sources for her paper.

GT shared his double journal entry he had written for homework. We discussed the book thus far. We then continued our study of the novel by taking turns reading and annotating the text. GT chose another piece of textual evidence from the chapter that we had completed. He will write his analysis of the text for homework.

GT and I continued with our study of the novel. We continued reading and annotating for meaningful textual evidence for our essay. We stop periodically discuss the novel--focusing on the power struggle between two of the main characters. GT will write a response for his double journal entry for homework.