English 11

1/3/201193GRADES: 60% (Weekly Test, 4 Poems, 4 Projects) 40% (Weekly assignments, essays, and class involvement)STUDENTS WILL NEED TO PURCHASE "THE OUTSIDERS" by S.E. HINTON and "FAHRENHEIT 451 by RAY BRADBURYcreel.educatorpages.com  gcreel@chilton.k12.al.usINSTRUCTOR RESERVES THE RIGHT TO ALTER AND AMEND THIS SYLLABUS. 
Teacher work day
1/4/201192Project 1: Literary terms and Interpretive Skills (posted online under Eng Proj)Project 2: Literary History (posted online under Eng Proj)Project 3: Theater / Drama in relation to literature and critical thinking skills (posted online under Eng Proj)Project 4: Arts in relation to literature and critical thinking skills (posted online under Eng Proj) 
Teacher work day
1/5/201191 Distribute Textbooks; Policies, proceedures, expectations; Overview and how to use the text book and CDsDistribute handout; Class policies; Permission slips; Parent letter & contact info; Plagiarism handout; Web site and assignment info  
First Day for StudentsRules, Policies & ProceeduresDiscuss Parent-Student Handbook, Plagiarism, Cheating, Bullying, Dress code, Attendance, Tardiness, Late Assignments, etc  
1/6/201190 Poetry of: Stevens, Cummings, Sandburg, Frost: Pgs 689-725693 AYR 2,5,8  / 698 AYR 3,4,7,8,9 & LA 1,2 / 703 AYR 2,5,8 & LA 1,2 / 710 AYR 2,6,9 & LA 1,2 / 712 AYR 1,5,7 & LA 1,2,3 / 714  AYR 5,8 & LA 1,2,3 / 722 AYR & LA allARTWORK BEGINNING WITH: Auguste Rodin 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textRECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 1, 4, 7, 9
1/7/201189   ARTWORK BEGINNING WITH: Sando Botticelli 
 AHSGE Remediation for Language and Reading per student needsAHSGE Remediation for Language and Reading per student needsTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 1-14 as needed
1/10/201188 Poetry of: Stevens, Cummings, Sandburg, Frost: Pgs 689-725693 AYR 2,5,8  / 698 AYR 3,4,7,8,9 & LA 1,2 / 703 AYR 2,5,8 & LA 1,2 / 710 AYR 2,6,9 & LA 1,2 / 712 AYR 1,5,7 & LA 1,2,3 / 714  AYR 5,8 & LA 1,2,3 / 722 AYR & LA allARTWORK BEGINNING WITH: Salador Dali 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 1, 5, 12, 13
1/11/201187 Poetry of: Stevens, Cummings, Sandburg, Frost: Pgs 689-725693 AYR 2,5,8  / 698 AYR 3,4,7,8,9 & LA 1,2 / 703 AYR 2,5,8 & LA 1,2 / 710 AYR 2,6,9 & LA 1,2 / 712 AYR 1,5,7 & LA 1,2,3 / 714  AYR 5,8 & LA 1,2,3 / 722 AYR & LA allARTWORK BEGINNING WITH: Napachie Pootoogook 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3, 6, 11, 14
1/12/201186 Poetry of: Stevens, Cummings, Sandburg, Frost: Pgs 689-725693 AYR 2,5,8  / 698 AYR 3,4,7,8,9 & LA 1,2 / 703 AYR 2,5,8 & LA 1,2 / 710 AYR 2,6,9 & LA 1,2 / 712 AYR 1,5,7 & LA 1,2,3 / 714  AYR 5,8 & LA 1,2,3 / 722 AYR & LA allThe Logic of Geometry 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 2, 8, 10, 13
1/13/201185TEST & ASSIGNMENTS DUEPoetry of: Stevens, Cummings, Sandburg, Frost: Pgs 689-725693 AYR 2,5,8  / 698 AYR 3,4,7,8,9 & LA 1,2 / 703 AYR 2,5,8 & LA 1,2 / 710 AYR 2,6,9 & LA 1,2 / 712 AYR 1,5,7 & LA 1,2,3 / 714  AYR 5,8 & LA 1,2,3 / 722 AYR & LA allARTWORK BEGINNING WITH: Edouard Manet 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 1, 4, 7, 9
1/14/201184 AHSGE Remediation for Language and Reading per student needsAHSGE Remediation for Language and Reading per student needsARTWORK BEGINNING WITH: Andy Warhol 
SubstituteAHSGE Remediation for Language and Reading per student needsAHSGE Remediation for Language and Reading per student needsTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 1-14 as needed
1/17/2011 MLK DAY - NO SCHOOL    
Martin Luther King Jr. Day - No School    
1/18/201183 To Build a Fire by Jack London: Pgs 593-607606 AYR & LA allARTWORK BEGINNING WITH: Georgia O'Keeffe 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3, 6, 11, 14
1/19/201182 To Build a Fire by Jack London: Pgs 593-607606 AYR & LA allBalancing Equations 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 2, 8, 10, 13
1/20/201181TEST & ASSIGNMENTS DUETo Build a Fire by Jack London: Pgs 593-607606 AYR & LA allARTWORK BEGINNING WITH: Dick Stroud 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 1, 4, 7, 9
1/21/201180POEM 1 DUE: A Poison Tree by William Blake  ARTWORK BEGINNING WITH: Vincent van Gogh 
 AHSGE Remediation for Language and Reading per student needsAHSGE Remediation for Language and Reading per student needsTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 1-14 as needed
1/24/201179 Harlem Renaissance - Poetry of Johnson, Mckay, Time, Hughes, Bontemps, Cullen: Pgs 785- 833789 AYR 2,5,8 & LA 1,2 / 804 AYR 2,4,6,8,9 & LA 1,2 / 808 all / 813 AYR 1,2,7,8,9 / 819 AYR 1,3,9,10 / 829 AYR 3,5,8 & LA 1,2 / 833 AYR 1,2,6,7,8 & LA 3ARTWORK BEGINNING WITH: Pablo Picasso 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 1, 5, 12, 13
1/25/201178 Harlem Renaissance - Poetry of Johnson, Mckay, Time, Hughes, Bontemps, Cullen: Pgs 785- 833789 AYR 2,5,8 & LA 1,2 / 804 AYR 2,4,6,8,9 & LA 1,2 / 808 all / 813 AYR 1,2,7,8,9 / 819 AYR 1,3,9,10 / 829 AYR 3,5,8 & LA 1,2 / 833 AYR 1,2,6,7,8 & LA 3ARTWORK BEGINNING WITH: Georges Seurat 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3, 6, 11, 14
1/26/201177 Harlem Renaissance - Poetry of Johnson, Mckay, Time, Hughes, Bontemps, Cullen: Pgs 785- 833789 AYR 2,5,8 & LA 1,2 / 804 AYR 2,4,6,8,9 & LA 1,2 / 808 all / 813 AYR 1,2,7,8,9 / 819 AYR 1,3,9,10 / 829 AYR 3,5,8 & LA 1,2 / 833 AYR 1,2,6,7,8 & LA 3Bards, Beethoven, and Blaise Pascal 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 2, 8, 10, 13
1/27/201176TEST & ASSIGNMENTS DUEHarlem Renaissance - Poetry of Johnson, Mckay, Time, Hughes, Bontemps, Cullen: Pgs 785- 833789 AYR 2,5,8 & LA 1,2 / 804 AYR 2,4,6,8,9 & LA 1,2 / 808 all / 813 AYR 1,2,7,8,9 / 819 AYR 1,3,9,10 / 829 AYR 3,5,8 & LA 1,2 / 833 AYR 1,2,6,7,8 & LA 3ARTWORK BEGINNING WITH: Anna Mary Robertson 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 1, 4, 7, 9
1/28/201175   ARTWORK BEGINNING WITH: James Robert Valerio 
 AHSGE Remediation for Language and Reading per student needsAHSGE Remediation for Language and Reading per student needsTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 1-14 as needed
1/31/201174 A Rose for Emily by William Faulkner & Address upon Receiving Nobel Prize in Literature: Pgs 876-889887 AYR & LA & RAV allARTWORK BEGINNING WITH: Edvard Munch 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 1, 5, 12, 13
2/1/201173 A Rose for Emily by William Faulkner & Address upon Receiving Nobel Prize in Literature: Pgs 876-889887 AYR & LA & RAV allARTWORK BEGINNING WITH: Edward Hopper 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3, 6, 11, 14
2/2/201172 A Rose for Emily by William Faulkner & Address upon Receiving Nobel Prize in Literature: Pgs 876-889887 AYR & LA & RAV allLogic, Logorhythms, and Language 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 2, 8, 10, 13
2/3/201171TEST & ASSIGNMENTS DUEA Rose for Emily by William Faulkner & Address upon Receiving Nobel Prize in Literature: Pgs 876-889887 AYR & LA & RAV allARTWORK BEGINNING WITH: Francisco Goya 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 1, 4, 7, 9
2/4/201170PROJECT 1 DUE  ARTWORK BEGINNING WITH: Albert Bierstadt 
 AHSGE Remediation for Language and Reading per student needsAHSGE Remediation for Language and Reading per student needsTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 1-14 as needed
2/7/201169 All Rivers Run to the Sea by Wiesel, Kubota by Hongo, Maus by Spiegelman: Pgs 978-998988 AYR & LA & RAV all / 989: Interdisciplinary Activity - The Danger of PropagandaARTWORK BEGINNING WITH: Lucien Labaudt 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 1, 5, 12, 13
2/8/201168 All Rivers Run to the Sea by Wiesel, Kubota by Hongo, Maus by Spiegelman: Pgs 978-998988 AYR & LA & RAV all / 989: Interdisciplinary Activity - The Danger of PropagandaARTWORK BEGINNING WITH: Vanessa Bell 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3, 6, 11, 14
2/9/201167 All Rivers Run to the Sea by Wiesel, Kubota by Hongo, Maus by Spiegelman: Pgs 978-998988 AYR & LA & RAV all / 989: Interdisciplinary Activity - The Danger of PropagandaCartesian geometry and plotting a books Plot 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 2, 8, 10, 13
2/10/201166TEST & ASSIGNMENTS DUEAll Rivers Run to the Sea by Wiesel, Kubota by Hongo, Maus by Spiegelman: Pgs 978-998988 AYR & LA & RAV all / 989: Interdisciplinary Activity - The Danger of PropagandaARTWORK BEGINNING WITH: Alexander Mann 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 1, 4, 7, 9
2/11/201165   ARTWORK BEGINNING WITH: Claes Oldenburg & Coosge van Bruggen 
 AHSGE Remediation for Language and Reading per student needsAHSGE Remediation for Language and Reading per student needsTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 1-14 as needed
2/14/201164 NOVEL: THE OUTSIDERS by S.E. HintonQuestionnaire (online)ARTWORK BEGINNING WITH: Gustav Klimt 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 1, 5, 12, 13
2/15/201163 NOVEL: THE OUTSIDERS by S.E. Hinton (MOVIE)NOVEL: THE OUTSIDERS by S.E. Hinton (MOVIE)NOVEL: THE OUTSIDERS by S.E. Hinton (MOVIE) 
 VMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationCOS FOCUS: 3, 6, 11, 14
2/16/201162 NOVEL: THE OUTSIDERS by S.E. HintonQuestionnaire (online)Logic, Language and Geometry 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 2, 8, 10, 13
2/17/201161TEST & ASSIGNMENTS DUENOVEL: THE OUTSIDERS by S.E. HintonQuestionnaire (online)ARTWORK BEGINNING WITH: Maria Elena Vieira da Silva 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 1, 4, 7, 9
2/18/201160POEM 2 DUE: IF by RUDYARD KIPLING  ARTWORK BEGINNING WITH: Diego Rivera 
 AHSGE Remediation for Language and Reading per student needsAHSGE Remediation for Language and Reading per student needsTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 1-14 as needed
2/21/201159 Review for AHSGE: Per individual student needsReview for AHSGE: Per individual student needsARTWORK BEGINNING WITH: Leonardo Da Vinci 
 AHSGE Remediation for Language and Reading per student needsAHSGE Remediation for Language and Reading per student needsKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 1-14 as needed
2/22/201158 Review for AHSGE: Per individual student needsReview for AHSGE: Per individual student needsARTWORK BEGINNING WITH: Jan Vermeer 
 AHSGE Remediation for Language and Reading per student needsAHSGE Remediation for Language and Reading per student needsEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 1-14 as needed
2/23/201157 Review for AHSGE: Per individual student needsReview for AHSGE: Per individual student needsPercentages: Figuring your grades 
 AHSGE Remediation for Language and Reading per student needsAHSGE Remediation for Language and Reading per student needsCross Curricular IntegrationCOS FOCUS: 1-14 as needed
2/24/201156TEST & ASSIGNMENTS DUEReview for AHSGE: Per individual student needsReview for AHSGE: Per individual student needsARTWORK BEGINNING WITH: M.C. Escher 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 1-14 as needed
1/62/2555 Review for AHSGE: Per individual student needsReview for AHSGE: Per individual student needsARTWORK BEGINNING WITH: Emily Carr 
 AHSGE RemediationAHSGE RemediationTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 1-14 as needed
2/28/201154 Review for following day's AHSGEReview for following day's AHSGEReview for following day's AHSGE 
AHSGE - ReadingAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDCOS FOCUS: 1-14 as needed
3/1/201153 Review for following day's AHSGEReview for following day's AHSGEReview for following day's AHSGE 
AHSGE - LanguageAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDCOS FOCUS: 1-14 as needed
3/2/201152 Review for following day's AHSGEReview for following day's AHSGEReview for following day's AHSGE 
AHSGE - Social StudiesAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDCOS FOCUS: 1-14 as needed
3/3/201151 Review for following day's AHSGEReview for following day's AHSGEReview for following day's AHSGE 
AHSGE - ScienceAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDCOS FOCUS: 1-14 as needed
3/4/201150 Write poetry in class at Instructor's directionWrite poetry in class at Instructor's directionARTWORK BEGINNING WITH: Jacob Lawrence 
AHSGE - MathAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDAHSGE EXAM - COURSE MATERIAL TO BE DETERMINEDTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 1-14 as needed
3/7/201149PROJECT 2 DUEPoetry of: Merwin, Levertov, Lin, Dylan, Sexton: Pgs 1182-12061186 AYR 1,3,6,7,8 & RAV 1,2 / 1191 AYR 1,5,6,8 & RAV 1,2 / LIN 1, 5,6,7 / 1200 AYR 1,3,5,6,7 & LA 1,2 / 1206 AYR 1,5,6,7 & LA 1,2ARTWORK BEGINNING WITH: Roberto Gil de Montes 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 5,8,9,11
3/8/201148 Poetry of: Merwin, Levertov, Lin, Dylan, Sexton: Pgs 1182-12061186 AYR 1,3,6,7,8 & RAV 1,2 / 1191 AYR 1,5,6,8 & RAV 1,2 / LIN 1, 5,6,7 / 1200 AYR 1,3,5,6,7 & LA 1,2 / 1206 AYR 1,5,6,7 & LA 1,2ARTWORK BEGINNING WITH: George Segal 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3,6,9,12
3/9/201147 Poetry of: Merwin, Levertov, Lin, Dylan, Sexton: Pgs 1182-12061186 AYR 1,3,6,7,8 & RAV 1,2 / 1191 AYR 1,5,6,8 & RAV 1,2 / LIN 1, 5,6,7 / 1200 AYR 1,3,5,6,7 & LA 1,2 / 1206 AYR 1,5,6,7 & LA 1,2Inductive Reasoning 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 1,7,10,13
3/10/201146TEST & ASSIGNMENTS DUEPoetry of: Merwin, Levertov, Lin, Dylan, Sexton: Pgs 1182-12061186 AYR 1,3,6,7,8 & RAV 1,2 / 1191 AYR 1,5,6,8 & RAV 1,2 / LIN 1, 5,6,7 / 1200 AYR 1,3,5,6,7 & LA 1,2 / 1206 AYR 1,5,6,7 & LA 1,2ARTWORK BEGINNING WITH: Faith Ringgold 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 3,5,7,14
3/11/201145 Job Applications / Resumes / Interview SkillsJob Applications / Resumes / Interview SkillsARTWORK BEGINNING WITH: Hung Liu 
 Practical Application: TSW become familiar with reading, writing, critical thinking skills and purposes of daily writingsPractical Application: TSW become familiar with reading, writing, critical thinking skills and purposes of daily writingsTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 2,6,8,11
3/14/2011 SPRING BREAK - NO SCHOOL    
Spring Break - No School    
3/15/2011 SPRING BREAK - NO SCHOOL    
Spring Break - No School    
3/16/2011 SPRING BREAK - NO SCHOOL    
Spring Break - No School    
3/17/2011 SPRING BREAK - NO SCHOOL    
Spring Break - No School    
3/18/2011 SPRING BREAK - NO SCHOOL    
Spring Break - No School    
3/21/201144 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 11021 all / 1045 AYR & LA & RAV allARTWORK BEGINNING WITH:  Thomas Hart Benton 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 5,8,9,11
3/22/201143 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 11021 all / 1045 AYR & LA & RAV allARTWORK BEGINNING WITH: Ben Shahn 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3,6,9,12
3/23/201142 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 11021 all / 1045 AYR & LA & RAV allDeductive Reasoning 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 1,7,10,13
3/24/201141TEST & ASSIGNMENTS DUEThe Crucible by Arthur Miller: Pgs 1021-1109 - ACT 11021 all / 1045 AYR & LA & RAV allARTWORK BEGINNING WITH: Mary Lou Zelazny 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 3,5,7,14
3/25/201140POEM 3 DUE: SUCCESS IS COUNTED SWEETEST by EMILY DICKENSONThe Crucible by Arthur Miller: Pgs 1021-1109 - ACT 21066 AYR & LA & RAV allARTWORK BEGINNING WITH: Martha Walter 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 2,6,8,11
3/28/201139 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 21066 AYR & LA & RAV allARTWORK BEGINNING WITH: Leila T. Bauman 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 5,8,9,11
3/29/201138 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 21066 AYR & LA & RAV allARTWORK BEGINNING WITH: N. C. Wyeth 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3,6,9,12
3/30/201137 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 21066 AYR & LA & RAV allDeviations and Deviants 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 1,7,10,13
3/31/201136TEST & ASSIGNMENTS DUEThe Crucible by Arthur Miller: Pgs 1021-1109 - ACT 1 & 21066 AYR & LA & RAV allARTWORK BEGINNING WITH: Antonio Ruiz 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 3,5,7,14
4/1/201135 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 31088 AYR & LA & RAV allARTWORK BEGINNING WITH: Marc Chagall 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 2,6,8,11
4/4/201134 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 31088 AYR & LA & RAV allARTWORK BEGINNING WITH: Sesson Shukei 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 5,8,9,11
4/5/201133 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 31088 AYR & LA & RAV allARTWORK BEGINNING WITH: Marilyn Levine 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3,6,9,12
4/6/201132 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 31088 AYR & LA & RAV allE=MC2 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 1,7,10,13
4/7/201131TEST & ASSIGNMENTS DUEThe Crucible by Arthur Miller: Pgs 1021-1109 - ACT 31088 AYR & LA & RAV allARTWORK BEGINNING WITH: Utagawa Hiroshige 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 3,5,7,14
4/8/201130PROJECT 3 DUEThe Crucible by Arthur Miller: Pgs 1021-1109 - ACT 1 - 31088 AYR & LA & RAV allARTWORK BEGINNING WITH: Horace Pippin 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 2,6,8,11
4/11/201129 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 41105 AYR & LA & RAV all / 1109 allARTWORK BEGINNING WITH: Edgar Degas 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 5,8,9,11
4/12/201128 MOVIE: The CrucibleMOVIE: The CrucibleMOVIE: The Crucible 
 VMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationCOS FOCUS: 3,6,9,12
4/13/201127 The Crucible by Arthur Miller: Pgs 1021-1109 - ACT 41105 AYR & LA & RAV all / 1109 allProofs and Proof 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 1,7,10,13
4/14/201126TEST & ASSIGNMENTS DUEThe Crucible by Arthur Miller: Pgs 1021-1109 - ACT 1 - 41105 AYR & LA & RAV all / 1109 allARTWORK BEGINNING WITH: Claes Oldenburg 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 3,5,7,14
4/15/201125 Job Applications / Resumes / Interview SkillsJob Applications / Resumes / Interview SkillsARTWORK BEGINNING WITH: Thomas Hart Benton 
 Practical Application: TSW become familiar with reading, writing, critical thinking skills and purposes of daily writingsPractical Application: TSW become familiar with reading, writing, critical thinking skills and purposes of daily writingsTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 2,6,8,11
4/18/201124 NOVEL: Fahrenheit 451 by Ray BradburyQuestionnaire (online)ARTWORK BEGINNING WITH: Jaune Quick-to-See Smith 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 5,8,9,11
4/19/201123 NOVEL: Fahrenheit 451 by Ray BradburyQuestionnaire (online)ARTWORK BEGINNING WITH: John Singer Sargent 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3,6,9,12
4/20/201122 MOVIE: Fahrenheit 451MOVIE: Fahrenheit 451MOVIE: Fahrenheit 451 
 VMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationCOS FOCUS: 1,7,10,13
4/21/201121TEST & ASSIGNMENTS DUENOVEL: Fahrenheit 451 by Ray BradburyQuestionnaire (online)ARTWORK BEGINNING WITH: Miriam Schapiro 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 3,5,7,14
4/22/2011 WEATHER DAY    
Weather Day    
4/25/201120POEM 4 DUE: THE SECOND COMING by WILLIAM BUTLER YEATSHamletQuestionnaire (online)ARTWORK BEGINNING WITH: John Sloan 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 5,8,9,11
4/26/201119 MOVIE: The Lion KingMOVIE: The Lion KingMOVIE: The Lion King 
 VMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationCOS FOCUS: 3,6,9,12
4/27/201118 Hamlet Act 1Questionnaire (online)Parallelism in math and language 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 1,7,10,13
5/5/201117TEST & ASSIGNMENTS DUEHamlet Act 1Questionnaire (online)ARTWORK BEGINNING WITH: Jan Vermeer 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 3,5,7,14
4/29/201116 Hamlet Act 2 & 3Questionnaire (online)ARTWORK BEGINNING WITH: Georgia O'Keeffe 
 AHSGE RemediationAHSGE RemediationTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 2,6,8,11
5/2/201115 Hamlet Act 2 & 3Questionnaire (online)ARTWORK BEGINNING WITH: Sir John Everett Millais 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 5,8,9,11
5/3/201114 Hamlet Act 2 & 3Questionnaire (online)ARTWORK BEGINNING WITH: Wassily Kandinsky 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3,6,9,12
5/4/201113 Hamlet Act 2 & 3Questionnaire (online)More parallelisms in math and English 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 1,7,10,13
5/5/201112TEST & ASSIGNMENTS DUEHamlet Act 1 to 3Questionnaire (online)ARTWORK BEGINNING WITH: Richard Diebenkorn 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 3,5,7,14
5/6/2011 WEATHER DAY    
Weather Day    
5/9/201111 Hamlet Act 4 & 5Questionnaire (online)ARTWORK BEGINNING WITH: Agnes Tait 
 IDLE: TTW activate prior knowledge and provide overview through INQUIRY, DISCUSSION, LECTURE & EXPLICIT instructionRAT: TSW READ AND TALK by independently reading materials, asking questions, and discussing as needed. TSW do questions at end of textKLW: TSW write 3 things they KNOW abt the work,  3 things they LEARNED from the work, and 4 questions they WANT to know about the subjectCOS FOCUS: 5,8,9,11
5/10/201110 Hamlet Act 4 & 5Questionnaire (online)ARTWORK BEGINNING WITH: Romare Bearden 
 SOCRATIC DIALOGUE: TTW conduct class in a Socratic Dialogue mode while students understand, apply & evaluate  topic studiedTALKING TO THE TEXT: TTW verbalize his thought process while reading aloud, focusing on lit elements, plot, theme, sociohistorical contextEXIT PASS: TSW write 5 important points related to the text that was discussed today, then state why and how each is importantCOS FOCUS: 3,6,9,12
5/11/20119PROJECT 4 DUEHamlet Act 4 & 5Questionnaire (online)x-u=a good book 
 JOT NOTES: TTW provide literary analysis through various criticisms: i.e., Archetypal, New Historicism, Marxism, Feminism, Psychoanalysis, et. al.PAIR AND SHARE:  TSW read together in class, assisting with recall, comphrension and understanding. TSW do questions at end of textCross Curricular IntegrationCOS FOCUS: 1,7,10,13
5/12/20118TEST & ASSIGNMENTS DUEHamlet Act 1 to 5Questionnaire (online)ARTWORK BEGINNING WITH: Jacob Lawrence 
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 3,5,7,14
5/13/20117 Hamlet Act 1 to 5Questionnaire (online)ARTWORK BEGINNING WITH: Jasper Johns 
 AHSGE RemediationAHSGE RemediationTSW read text, summarize in detail the text, trade papers with partner, then summarize each others paperCOS FOCUS: 2,6,8,11
5/16/20116 MOVIE: HamletMOVIE: HamletMOVIE: Hamlet 
 VMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationCOS FOCUS: 5,8,9,11
5/17/20115 MOVIE: HamletMOVIE: HamletMOVIE: Hamlet 
 VMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationCOS FOCUS: 3,6,9,12
5/18/20114 MOVIE: HamletMOVIE: HamletMOVIE: Hamlet 
 VMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationVMV: TSW VISUAL MEDIA VIEWING while taking notes about plot, theme, characterization, sociohistorical context, and other pertinent informationCOS FOCUS: 1,7,10,13
5/19/20113TEST & ASSIGNMENTS DUEHamlet Act 1 to 5Questionnaire (online)  
 TEST & ASSIGNMENTS DUETEST & ASSIGNMENTS DUERECIPROCAL TEACHING: TTW provide essay topic. TSW use textual, peer based, and technological resources to write essay COS FOCUS: 3,5,7,14
5/20/20112 Final Exam ReviewFinal Exam ReviewFinal Exam Review 
 Final Exam ReviewFinal Exam ReviewFinal Exam ReviewCOS FOCUS: 1-14
5/23/20111 Final Exam ReviewFinal Exam ReviewFinal Exam Review 
 Final Exam ReviewFinal Exam ReviewFinal Exam ReviewCOS FOCUS: 1-14
5/24/20110FINAL EXAM - 2ND BLOCK    
     
5/25/2011      
     
5/26/2011 GRADUATION DAY    
Last Day School / Graduation    
5/27/2011 TEACHER WORK DAY    
Teacher work day