Objective: SWBAT read, interpret and analyze Shakespearean drama. SWBAT analyze and draw inferences about characters. SWBAT analyze and describe theme in a drama.
Do-Now: Vocabulary Practice Quiz
Today: 1) Go over Practice Quiz
2) Read "Macbeth" Act 1, Scenes 1 and 2. Describe the setting at the beginning of the play.
3) Begin working on Review Packet for Unit Test #1
4) Continue working on "Philadelphia Tales"
Exit Slip: List any questions/concerns you have for the upcoming Unit Test.
Homework: Vocab Quiz #2 TOMORROW! "Philadelphia Tales" rough draft due MONDAY. Unit Test #1 Review Packet Due MONDAY. Unit Test #1 THURSDAY.
Wednesday, February 29, 2012
Tuesday, February 28, 2012
Wednesday, February 29
Objective: SWBAT read, interpret and analyze Shakespearean drama. SWBAT analyze and draw inferences about characters. SWBAT analyze and describe theme in a drama.
Do-Now: Complete "Macbeth" Anticipation Guide
Today: 1) Discuss/Debate "Macbeth" Anticipation Guide
2) Class will read “The Tragedy of Macbeth: The Sources of the Play” pp. 436-437.
3) Continue working on "Philadelphia Tales"
Exit Slip: Based on the Anticipation Guide you completed for Macbeth, what do you predict might happen in the play?
Homework: Vocabulary Quiz FRIDAY. "Philadelphia Tales" Rough Draft Due MONDAY.
Do-Now: Complete "Macbeth" Anticipation Guide
Today: 1) Discuss/Debate "Macbeth" Anticipation Guide
2) Class will read “The Tragedy of Macbeth: The Sources of the Play” pp. 436-437.
3) Continue working on "Philadelphia Tales"
Exit Slip: Based on the Anticipation Guide you completed for Macbeth, what do you predict might happen in the play?
Homework: Vocabulary Quiz FRIDAY. "Philadelphia Tales" Rough Draft Due MONDAY.
Monday, February 27, 2012
Tuesday, February 28
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
Do-Now: Based on the knight’s actions/dialogue, do you believe he has upheld the code of chivalry so far? Explain why or why not.
Today: 1) Class will continue reading “from the Wife of Bath’s Tale.” What can we learn about the Wife of Bath as a narrator based on the actions of the characters in her story?
2) Students will finish reading “from The Wife of Bath’s Tale.” How does the ending of the story represent situational irony? Was this ending appropriate? Did the knight learn his lesson?
3) Complete Response & Analysis Questions # 7, 8, 9, and 11 on pg. 188
4) Continue working on Philadelphia Tales
Exit Slip: “Extending and Evaluating” question # 12 on pg. 188.
Homework: Vocabulary Quiz Friday; Philadelphia Tales Rough Draft Due MONDAY!!!
Do-Now: Based on the knight’s actions/dialogue, do you believe he has upheld the code of chivalry so far? Explain why or why not.
Today: 1) Class will continue reading “from the Wife of Bath’s Tale.” What can we learn about the Wife of Bath as a narrator based on the actions of the characters in her story?
2) Students will finish reading “from The Wife of Bath’s Tale.” How does the ending of the story represent situational irony? Was this ending appropriate? Did the knight learn his lesson?
3) Complete Response & Analysis Questions # 7, 8, 9, and 11 on pg. 188
4) Continue working on Philadelphia Tales
Exit Slip: “Extending and Evaluating” question # 12 on pg. 188.
Homework: Vocabulary Quiz Friday; Philadelphia Tales Rough Draft Due MONDAY!!!
Friday, February 24, 2012
Monday, February 27
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
Do-Now: Complete the Quickwrite on pg. 177.
Today: 1) Share-out Do Now responses
2) Review: Narrator. What influence does a narrator’s character have on his/her story? What is chivalry?
3) Class will begin reading “from the Wife of Bath’s Tale,” analyzing how Chaucer characterizes the knight. Does the knight in “The Wife of Bath’s Tale” resemble the knights you read about earlier this week in the history excerpts from the Middle Ages? Does this knight uphold to code of chivalry?
4) Students will separate into their reading groups (the same groups they were in for “The Pardoner’s Tale) and continue reading “The Wife of Bath’s Tale” pp. 179 – 185. What do the knight’s actions/dialogue reveal about his character?
5) Students will complete Reading Check questions #1 and 2 on pg. 188. Class will discuss the answers to these questions.
6) Work on "The Philadelphia Tales"
Exit Slip: Making Predictions: What do you predict will happen next in “The Wife of Bath’s Tale?” Based on the knight’s characteristics, do you feel he will be able to accomplish the task laid out for him by the queen?
Homework: Continue working on "The Philadelphia Tales." Vocab Quiz on FRIDAY!!!
Do-Now: Complete the Quickwrite on pg. 177.
Today: 1) Share-out Do Now responses
2) Review: Narrator. What influence does a narrator’s character have on his/her story? What is chivalry?
3) Class will begin reading “from the Wife of Bath’s Tale,” analyzing how Chaucer characterizes the knight. Does the knight in “The Wife of Bath’s Tale” resemble the knights you read about earlier this week in the history excerpts from the Middle Ages? Does this knight uphold to code of chivalry?
4) Students will separate into their reading groups (the same groups they were in for “The Pardoner’s Tale) and continue reading “The Wife of Bath’s Tale” pp. 179 – 185. What do the knight’s actions/dialogue reveal about his character?
5) Students will complete Reading Check questions #1 and 2 on pg. 188. Class will discuss the answers to these questions.
6) Work on "The Philadelphia Tales"
Exit Slip: Making Predictions: What do you predict will happen next in “The Wife of Bath’s Tale?” Based on the knight’s characteristics, do you feel he will be able to accomplish the task laid out for him by the queen?
Homework: Continue working on "The Philadelphia Tales." Vocab Quiz on FRIDAY!!!
Thursday, February 23, 2012
Friday, February 24
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Continue reading "The Pardoner's Tale"
2) Class will discuss question #10 from the “Response and Analysis” on pg. 176. What moral does the Pardoner want us to draw from his tale? How is it different from the moral you think Chaucer wants you to draw from “The Pardoner’s Tale?” How is this difference ironic?
3) Continue working on "The Philadelphia Tales"
Exit Slip: Students will complete the “Writing” activity on pg. 176. In this activity, they will do a character analysis of The Pardoner using a character map (as demonstrated on pg. 176).
Homework: Continue to work on "The Philadelphia Tales"
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Continue reading "The Pardoner's Tale"
2) Class will discuss question #10 from the “Response and Analysis” on pg. 176. What moral does the Pardoner want us to draw from his tale? How is it different from the moral you think Chaucer wants you to draw from “The Pardoner’s Tale?” How is this difference ironic?
3) Continue working on "The Philadelphia Tales"
Exit Slip: Students will complete the “Writing” activity on pg. 176. In this activity, they will do a character analysis of The Pardoner using a character map (as demonstrated on pg. 176).
Homework: Continue to work on "The Philadelphia Tales"
Wednesday, February 22, 2012
Thursday, February 23
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
Do-Now: Respond to the following quote by explaining what you feel the quote means and relating the quote to examples from your own life: “The love of money is the root of all evil.”
Today: 1) Review Irony: verbal, situational, and dramatic
2) Class will read the “Make the Connection” and “Background” sections on pg. 167 as an introduction to “The Pardoner’s Tale.” Class will read “from The Pardoner’s Prologue” examining the techniques Chaucer uses to characterize the Pardoner.
3) Class will begin to read "The Pardoner's Tale," examining how the Pardoner characterizes the three men.
4) Continue work on "The Philadelphia Tales"
Exit Slip: How does the Pardoner characterize the three men? Based on their characterisics, what do you believe will happen next in the tale? Why do you believe this?
Homework: Continue working on "The Philadelphia Tales"
Do-Now: Respond to the following quote by explaining what you feel the quote means and relating the quote to examples from your own life: “The love of money is the root of all evil.”
Today: 1) Review Irony: verbal, situational, and dramatic
2) Class will read the “Make the Connection” and “Background” sections on pg. 167 as an introduction to “The Pardoner’s Tale.” Class will read “from The Pardoner’s Prologue” examining the techniques Chaucer uses to characterize the Pardoner.
3) Class will begin to read "The Pardoner's Tale," examining how the Pardoner characterizes the three men.
4) Continue work on "The Philadelphia Tales"
Exit Slip: How does the Pardoner characterize the three men? Based on their characterisics, what do you believe will happen next in the tale? Why do you believe this?
Homework: Continue working on "The Philadelphia Tales"
Tuesday, February 21, 2012
Wednesday, February 22
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
Do-Now: Copy vocabulary and definitions from pg. 140
Today: 1) Direct vs. Indirect Characterization
2) Class will read “The Knight” on pg. 144 and discuss which techniques Chaucer uses to characterize the knight.
3) Students will each be assigned to read the description of a different character from “The Canterbury Tales.” After reading the description, each will write a brief description of the character and explain how Chaucer uses characterization to describe that character.
4) Begin writing your character description for "The Philadelphia Tales"
Exit Slip: Based on the character descriptions you have heard in class, which character do you feel will have the best story to tell as he/she travels to Canterbury? What characteristics does this character have that leads you to believe he/she will be a good storyteller?
Homework: Continue working on your "Philadelphia Tales"
Do-Now: Copy vocabulary and definitions from pg. 140
Today: 1) Direct vs. Indirect Characterization
2) Class will read “The Knight” on pg. 144 and discuss which techniques Chaucer uses to characterize the knight.
3) Students will each be assigned to read the description of a different character from “The Canterbury Tales.” After reading the description, each will write a brief description of the character and explain how Chaucer uses characterization to describe that character.
4) Begin writing your character description for "The Philadelphia Tales"
Exit Slip: Based on the character descriptions you have heard in class, which character do you feel will have the best story to tell as he/she travels to Canterbury? What characteristics does this character have that leads you to believe he/she will be a good storyteller?
Homework: Continue working on your "Philadelphia Tales"
Friday, February 17, 2012
Tuesday, February 21
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
Do-Now: Students will complete “Make the Connection” on pg. 140.
Today: 1) 1) Class will read and explain “The Canterbury Tales: Snapshot of an Age” pp. 137-139. Teacher will help students look over the pronunciation guide for Middle English words on pg. 139.
2) Class will read and attempt to translate the Middle English version of The Prologue on pg. 141.
3) Students will read the Modern English version of The Prologue on pp. 142-143, examining how close the class translation of the Middle English version was to the actual meaning of the text.
4) Students will begin to write the prologue for “The Philadelphia Tales” using the same styling and characterization used by Chaucer in “The Canterbury Tales.” “The Philadelphia Tales” will be a modernized version of “The Canterbury Tales” that the students will work on writing during this unit.
Exit Slip: Give a brief summary of the prologue you have written for your Philadelphia Tales. Where are your travelers going and what is their purpose/motivation for going there? Who are some of your travelers going to be? How do you plan on characterizing these characters in your stories? (Think back to today’s objective for ideas).
Homework: Students will finish writing the prologue for “The Philadelphia Tales.”
Do-Now: Students will complete “Make the Connection” on pg. 140.
Today: 1) 1) Class will read and explain “The Canterbury Tales: Snapshot of an Age” pp. 137-139. Teacher will help students look over the pronunciation guide for Middle English words on pg. 139.
2) Class will read and attempt to translate the Middle English version of The Prologue on pg. 141.
3) Students will read the Modern English version of The Prologue on pp. 142-143, examining how close the class translation of the Middle English version was to the actual meaning of the text.
4) Students will begin to write the prologue for “The Philadelphia Tales” using the same styling and characterization used by Chaucer in “The Canterbury Tales.” “The Philadelphia Tales” will be a modernized version of “The Canterbury Tales” that the students will work on writing during this unit.
Exit Slip: Give a brief summary of the prologue you have written for your Philadelphia Tales. Where are your travelers going and what is their purpose/motivation for going there? Who are some of your travelers going to be? How do you plan on characterizing these characters in your stories? (Think back to today’s objective for ideas).
Homework: Students will finish writing the prologue for “The Philadelphia Tales.”
Thursday, February 16, 2012
Friday, February 17
Objective: SWBAT compare the film version of "Beowulf" to the epic poem.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: Finish watching "Beowulf"
Exit Slip: How do you feel the film version of "Beowulf" compared to the poem? What similarities did you notice between the two? Differences?
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: Finish watching "Beowulf"
Exit Slip: How do you feel the film version of "Beowulf" compared to the poem? What similarities did you notice between the two? Differences?
Wednesday, February 15, 2012
Thursday, February 16
Objective: SWBAT compare/contrast the film version of an epic poem to the poem.
Today: Continue watching "Beowulf"
Today: Continue watching "Beowulf"
Tuesday, February 14, 2012
Wednesday, February 15
Objective: SWBAT compare/contrast the film version of an epic poem to the poem.
Today: 1) Watching "The Death of Hector" from "Troy"
2) Begin watching "Beowulf."
Today: 1) Watching "The Death of Hector" from "Troy"
2) Begin watching "Beowulf."
Monday, February 13, 2012
Tuesday, February 14
Objective: SWBAT compare the ending of "The Iliad" to the ending of "Beowulf."
Do-Now: You have FIVE minutes to study for your Vocab Quiz.
Today: 1) Vocab Quiz #1
2) Class will finish reading the excerpt from "The Iliad" and complete the rest of the margain questions.
3) Complete Response & Analysis Questions 5, 6, 9, 13.
Exit Slip: Both Achilles and Beowulf killed their victims for revenge. Is revenge a legitimate reason for killing someone? Is it honorable to kill someone out of revenge or disgraceful? Explain.
Do-Now: You have FIVE minutes to study for your Vocab Quiz.
Today: 1) Vocab Quiz #1
2) Class will finish reading the excerpt from "The Iliad" and complete the rest of the margain questions.
3) Complete Response & Analysis Questions 5, 6, 9, 13.
Exit Slip: Both Achilles and Beowulf killed their victims for revenge. Is revenge a legitimate reason for killing someone? Is it honorable to kill someone out of revenge or disgraceful? Explain.
Friday, February 10, 2012
Monday, February 13
Objective: SWBAT analyze epic similies. SWBAT find at least THREE similarities between the epic poems "Beowulf" and "The Iliad."
Do-Now: Complete Practive Vocabulary Quiz
Today: 1) Go over vocabulary quiz.
2) Note-taking: epic simile
3) Begin reading "The Iliad" from the Holt Reader, completing the questions in the margains of the pages.
Exit Slip: List THREE similarities you see between "The Iliad" and "Beowulf."
Homework: Study for tomorrow's Vocabulary Quiz!!!
Do-Now: Complete Practive Vocabulary Quiz
Today: 1) Go over vocabulary quiz.
2) Note-taking: epic simile
3) Begin reading "The Iliad" from the Holt Reader, completing the questions in the margains of the pages.
Exit Slip: List THREE similarities you see between "The Iliad" and "Beowulf."
Homework: Study for tomorrow's Vocabulary Quiz!!!
Wednesday, February 8, 2012
Friday, February 10
Objective: SWBAT characterize Grendel’s mother based on her actions. SWBAT evaluate the effectiveness of an epic poem’s resolution.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will complete the Grammar Link on pg. 82.
2) Class will read Section #12 of Beowulf, describing the actions/characteristics of Grendel’s mother and their importance in the story.
3) In groups, students will read Section #13 of Beowulf, focusing on the events in the falling action and resolution of the poem.
4) Read "Excerpt from Grendel" and discuss Thinking Critically Question #9 on pg. 42.
5) Pg. 42 - Extending & Evaluating Question #11: Write a one-paragraph response to the question.
Exit Slip: How effective was the ending of the poem? What do you believe was the purpose of Grendel’s mother appearing in the story? Was her character significant? Explain.
Homework:Bring in notebook for MONDAY. Vocabulary Quiz #1 on TUESDAY.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will complete the Grammar Link on pg. 82.
2) Class will read Section #12 of Beowulf, describing the actions/characteristics of Grendel’s mother and their importance in the story.
3) In groups, students will read Section #13 of Beowulf, focusing on the events in the falling action and resolution of the poem.
4) Read "Excerpt from Grendel" and discuss Thinking Critically Question #9 on pg. 42.
5) Pg. 42 - Extending & Evaluating Question #11: Write a one-paragraph response to the question.
Exit Slip: How effective was the ending of the poem? What do you believe was the purpose of Grendel’s mother appearing in the story? Was her character significant? Explain.
Homework:Bring in notebook for MONDAY. Vocabulary Quiz #1 on TUESDAY.
Thursday, February 9
Objective: SWBAT evaluate the effectiveness of the techniques an author uses to create suspense in the climax of an epic poem.
Do-Now: Think of a movie you have recently seen which could be described as suspenseful. What techniques did the writer/director use to create suspense in the film?
Today: 1) Review suspense techniques
2) Class will begin to read Section 8 of Beowulf, identifying the various techniques the author uses to create suspense in the climax of the poem.
3) In groups, students will read sections 9-10 of Beowulf, copying lines from the poem which contain suspense techniques, describing which technique each line represents, and explaining whether or not each technique is used effectively.
Exit Slip: How effective was the author's use of suspense techniques in the climax of Beowulf? Explain.
Homework: Bring in notebook for MONDAY. Vocabulary Quiz #1 on TUESDAY.
Do-Now: Think of a movie you have recently seen which could be described as suspenseful. What techniques did the writer/director use to create suspense in the film?
Today: 1) Review suspense techniques
2) Class will begin to read Section 8 of Beowulf, identifying the various techniques the author uses to create suspense in the climax of the poem.
3) In groups, students will read sections 9-10 of Beowulf, copying lines from the poem which contain suspense techniques, describing which technique each line represents, and explaining whether or not each technique is used effectively.
Exit Slip: How effective was the author's use of suspense techniques in the climax of Beowulf? Explain.
Homework: Bring in notebook for MONDAY. Vocabulary Quiz #1 on TUESDAY.
Tuesday, February 7, 2012
Wednesday, February 8
Objective: SWBAT list at least THREE qualities/characteristics which Beowulf possesses which make him fit the archetype of the epic hero.
Do-Now: What is a hero? What qualities/characteristics must someone have to be considered a true hero? What must someone do to be considered a true hero? Name a hero (dead or alive) who is important to you and explain what qualities he/she possesses which make you consider him/her to be a hero.
Today: 1) Class will share out Do-Nows, making a list of qualities/characteristics someone must have to be considered a hero.
2) Class will read Section 4 of Beowulf, looking for qualities Beowulf possesses which make him fit the archetype of the epic hero.
3) In groups, students will read Sections #5-7 of Beowulf, continuing to list qualities Beowulf possesses which make him fit the archetype of the epic hero.
4) Students will complete the Yellow Block questions reviewing sections 4-7.
Exit Slip: List at least THREE qualities Beowulf possesses which make him fit the archetype of the epic hero.
Homework: Bring in a notebook for MONDAY. Vocabulary Quiz #1 on Tuesday!
Do-Now: What is a hero? What qualities/characteristics must someone have to be considered a true hero? What must someone do to be considered a true hero? Name a hero (dead or alive) who is important to you and explain what qualities he/she possesses which make you consider him/her to be a hero.
Today: 1) Class will share out Do-Nows, making a list of qualities/characteristics someone must have to be considered a hero.
2) Class will read Section 4 of Beowulf, looking for qualities Beowulf possesses which make him fit the archetype of the epic hero.
3) In groups, students will read Sections #5-7 of Beowulf, continuing to list qualities Beowulf possesses which make him fit the archetype of the epic hero.
4) Students will complete the Yellow Block questions reviewing sections 4-7.
Exit Slip: List at least THREE qualities Beowulf possesses which make him fit the archetype of the epic hero.
Homework: Bring in a notebook for MONDAY. Vocabulary Quiz #1 on Tuesday!
Monday, February 6, 2012
Tuesday, February 7
Objective: SWBAT describe the physical characteristics and origins of the monster, Grendel, from Beowulf.
Do-Now: Copy vocabulary words and definitions from Pg. 20.
Today: 1) Preview new vocabulary from pg. 20
2) Note-taking: archetype, epic, epic hero.
3) Class will read section #1 of Beowulf, focusing on the description of the monster, Grendel and its origins.
4) In groups, students will finish reading Section #2 and #3 of Beowulf, describing the exposition of the story and how Grendel’s character is further introduced through its actions.
5) Students will complete the Yellow Block questions reviewing Sections 1-3 of Beowulf.
Exit Slip: Describe the monster Grendel based on its physical characteristics and origins.
Homework: Bring in notebook for MONDAY.
Do-Now: Copy vocabulary words and definitions from Pg. 20.
Today: 1) Preview new vocabulary from pg. 20
2) Note-taking: archetype, epic, epic hero.
3) Class will read section #1 of Beowulf, focusing on the description of the monster, Grendel and its origins.
4) In groups, students will finish reading Section #2 and #3 of Beowulf, describing the exposition of the story and how Grendel’s character is further introduced through its actions.
5) Students will complete the Yellow Block questions reviewing Sections 1-3 of Beowulf.
Exit Slip: Describe the monster Grendel based on its physical characteristics and origins.
Homework: Bring in notebook for MONDAY.
Sunday, February 5, 2012
Monday, February 6
Objective: SWBAT describe at least three ways the British have influenced modern America.
Do-Now: How has England influenced America? Think about the clothes we wear, food we eat, music we listen to, movies/tv shows we watch etc. Where in our culture do you see British influence?
Today: 1) Go over course syllabus
2) KWL: What do you already Know about the British influence on America? What do you want to know?
3) Reading, Summarizing, Relating: “The Celtic Heroes and Heroines: A Magical World” pg. 8, “Anglo-Saxon Life: The Warm Hall, the Cold World” pg. 11-13.
4) In small groups, read/summarize/relate: “Women in Anglo-Saxon Culture” pg. 12, “The Anglo-Saxon Religion: Gods for Warriors” pg. 14, “The Bards: Singing of Gods and Heroes” pg. 14, “Hope in Immortal Verse” pg. 15.
5) KWL: What did you Learn today about the British influence on America?
Exit Slip: List THREE ways the British have influenced modern America.
Homework: Bring in a notebook for class by MONDAY
Do-Now: How has England influenced America? Think about the clothes we wear, food we eat, music we listen to, movies/tv shows we watch etc. Where in our culture do you see British influence?
Today: 1) Go over course syllabus
2) KWL: What do you already Know about the British influence on America? What do you want to know?
3) Reading, Summarizing, Relating: “The Celtic Heroes and Heroines: A Magical World” pg. 8, “Anglo-Saxon Life: The Warm Hall, the Cold World” pg. 11-13.
4) In small groups, read/summarize/relate: “Women in Anglo-Saxon Culture” pg. 12, “The Anglo-Saxon Religion: Gods for Warriors” pg. 14, “The Bards: Singing of Gods and Heroes” pg. 14, “Hope in Immortal Verse” pg. 15.
5) KWL: What did you Learn today about the British influence on America?
Exit Slip: List THREE ways the British have influenced modern America.
Homework: Bring in a notebook for class by MONDAY
Thursday, February 2, 2012
Thursday, February 2
Objective: SWBAT complete a portion of their senior projects.
Do-Now: What grade do you believe you earned in this class? Why do you believe you earned this grade?
Today: 1) Work on Senior Projects
Exit Slip: What was your favorite/least favorite piece we read this year? Why was it your favorite/least favorite?
Do-Now: What grade do you believe you earned in this class? Why do you believe you earned this grade?
Today: 1) Work on Senior Projects
Exit Slip: What was your favorite/least favorite piece we read this year? Why was it your favorite/least favorite?
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