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Gina Lee English 1 Academic Enrichment |
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Monday |
Tuesday |
Wednesday |
Thursday |
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June 1 |
June 2 |
June 3 |
June 4 |
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Period |
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1/2 Day |
1/2 day |
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1 |
2nd period exam (no 1st) |
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1st period exam |
3rd period exam |
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2 |
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3 |
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4th period exam (no 3rd) |
5th period exam |
7th period exam |
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4 |
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5 |
6th Period exam (no 5th) |
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6 |
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7 |
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8th period exam (no 7th) |
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8 |
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· CP · Honors |
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Class
Syllabus |
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Classroom
Pictures |
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About Mrs. Lee
NEW JD PICTURES!!! 5-19 |
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Team 2 Contact
Information: |
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Math: Carolyn
Arnemann
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Science: Katina
Davis
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World Geography: Ramsey
Hill
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Teacher’s Wish List |
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1.
Pencils 2.
Markers (any color, any size) 3.
Construction paper 4.
Scissors (preferably adult) 5.
Tape |
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MLA Documentation |
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Helpful
Sites: |
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http://www.sadlier-oxford.com This website goes along with our Vocabulary
book. Learn how to say the words and play games with each word!! FUN! |
English
CP: 5th, 7th, and 8th
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Date |
June 1 |
June 2 |
June 3 |
June 4 |
June 5 |
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English CP |
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Daily
Objectives |
Students will review
film as a comparison to the written play and will ask any last minute
questions for final test. |
Students will complete
final test. |
Students will complete
final test. |
Students will complete
final test. |
Students will have a
WONDERFUL SUMMER!! Stay safe!!!!!!!!! |
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Class
Activities |
1. Students will ask any last minute questions. 2. Students will continue watching the film version of
Romeo and Juliet. |
1. Students
in 8th period will take final test. |
1. Students in 5th period will take their
final test. |
1. Students in 7th period will take final
test. |
NOTHING!!! YEAH!!!!!!!!!!!!!!!!!!!!!!!!!!!! |
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Assessment |
Class Participation |
Final Test |
Final Test |
Final Test |
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Homework |
Study for final test |
Study for final test |
Study for final test |
NOTHING J |
None |
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State
Standards |
E1-1.6 Create responses to
literary texts through a variety of methods such as written works, oral
presentations, media productions, and the visual and performing arts. E1-2.1 Compare/contrast
theses within and across informational texts. E1-2.2 Compare/contrast
information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze
informational texts for indicators of author bias such as word choice, the exclusion
and inclusion of particular information, and unsupported opinion. E1-2.4 Create
responses to informational texts through a variety of methods such as
drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having
discussions, using graphic organizers, using models, and using outlines to
organize written works. E1-4.3 Create multiple-paragraph compositions
that have an introduction and a conclusion, include a coherent thesis, and
use support such as definitions and descriptions. E1-4.4 Use the conventions of
written Standard American English. E1-4.5 Use
proofreading skills to edit for the correct use of written Standard American
English. E1-4.6 Use revision strategies to improve the
organization and development of content and the quality of voice in written
works. E1-5.4 Create persuasive pieces such as
editorials, essays, speeches, or reports that develop a clearly stated thesis
and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is
appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and
visual presentations that are designed for a specific audience and purpose. E1-6.6 Select
appropriate graphics, in print
or electronic form, to support written works and oral and visual
presentations. |
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Date |
May 25 |
May 26 |
May 27 |
May 28 |
May 29 |
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English CP |
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Daily
Objectives |
No School |
Students will continue
to read Act 4 and figure out what Juliet should do in this circumstance. |
Students will dissect
the PLOT of a Shakespearean play with attention given to the turning point
vs. the climax. |
Students will being to
see what goes wrong with the original plan and how the Friar thinks he can
fix it. |
Students will compare
and contrast the movie and the play |
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Class
Activities |
No School |
2. Begin reading Act 4; What should Juliet do in her situation? 3. How does the Friar continue to make the situation worse? What should they do? |
1. Finish reading Act 4. What is the crisis or turning point of this Act? Why does Shakespeare not have the climax in the middle? What does he have instead? Why? 2. Continue to fill in Time Line with important events in the story. |
1. Act 4 2. What is the Friar’s plans for Juliet? What are his plans for Romeo? Copy Power Point notes to fully understand. |
1. Students are to watch the movie version of Romeo and Juliet 2. Students will write down the differences between the
movie and the actual play (this will be on the final test) |
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Assessment |
Class Participation |
Class Participation |
Class Participation |
Class Participation |
Compare and contrast
movie and play |
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Homework |
None |
None |
None |
None |
None |
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State
Standards |
E1-1.6 Create responses to
literary texts through a variety of methods such as written works, oral
presentations, media productions, and the visual and performing arts. E1-2.1 Compare/contrast
theses within and across informational texts. E1-2.2 Compare/contrast
information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze
informational texts for indicators of author bias such as word choice, the exclusion
and inclusion of particular information, and unsupported opinion. E1-2.4 Create
responses to informational texts through a variety of methods such as
drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having
discussions, using graphic organizers, using models, and using outlines to
organize written works. E1-4.3 Create multiple-paragraph compositions
that have an introduction and a conclusion, include a coherent thesis, and
use support such as definitions and descriptions. E1-4.4 Use the conventions of
written Standard American English. E1-4.5 Use
proofreading skills to edit for the correct use of written Standard American
English. E1-4.6 Use revision strategies to improve the
organization and development of content and the quality of voice in written
works. E1-5.4 Create persuasive pieces such as
editorials, essays, speeches, or reports that develop a clearly stated thesis
and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is
appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and
visual presentations that are designed for a specific audience and purpose. E1-6.6 Select
appropriate graphics, in print
or electronic form, to support written works and oral and visual
presentations. |
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Date |
May 18 |
May 19 |
May 20 |
May 21 |
May 22 |
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English CP |
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Daily
Objectives |
Students will continue
to read Act 3 and analyze the fights. |
Students will dissect
the PLOT of a Shakespearean play with attention given to the turning point
vs. the climax. |
Students will being to
see what goes wrong with the original plan and how the Friar thinks he can
fix it. |
Students will continue
to figure out what happened to the original plan and try to fix it. |
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Class
Activities ***This
week’s lessons subject to changed based to EOC*** |
1. |
4. Continue reading Act 3: Why is Tybalt mad at Romeo?? Why do they fight? What happens? 5. Act out the fight scene with wrapping paper roll “swords” |
1. Finish reading Act 3. What is the crisis or turning point of this Act? Why does Shakespeare not have the climax in the middle? What does he have instead? Why? 2. Continue to fill in Time Line with important events in the story. |
1. Act 4: Begin reading. 2. What is the Friar’s plans for Juliet? What are his plans for Romeo? Copy Power Point notes to fully understand. |
1. Continue reading Act 4 2. Does everything go as the Friar plans? What changes?
What should Romeo and Juliet do? What do they end up doing? What goes wrong???? |
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Assessment |
Class Participation |
Class Participation |
Class Participation |
Class Participation |
Class Participation |
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Homework |
GOOD LUCK ON EOCs!!!! Go to bed early, eat well!!! |
GOOD LUCK ON EOCs!!!! Go to bed early, eat
well!!! |
None |
None |
None |
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State
Standards |
E1-1.6 Create responses to
literary texts through a variety of methods such as written works, oral
presentations, media productions, and the visual and performing arts. E1-2.1 Compare/contrast
theses within and across informational texts. E1-2.2 Compare/contrast
information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze
informational texts for indicators of author bias such as word choice, the
exclusion and inclusion of particular information, and unsupported opinion. E1-2.4 Create
responses to informational texts through a variety of methods such as
drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having
discussions, using graphic organizers, using models, and using outlines to
organize written works. E1-4.3 Create multiple-paragraph compositions
that have an introduction and a conclusion, include a coherent thesis, and
use support such as definitions and descriptions. E1-4.4 Use the conventions of
written Standard American English. E1-4.5 Use
proofreading skills to edit for the correct use of written Standard American
English. E1-4.6 Use revision strategies to improve the
organization and development of content and the quality of voice in written
works. E1-5.4 Create persuasive pieces such as
editorials, essays, speeches, or reports that develop a clearly stated thesis
and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is
appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and
visual presentations that are designed for a specific audience and purpose. E1-6.6 Select
appropriate graphics, in print
or electronic form, to support written works and oral and visual
presentations. |
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Honors 6th Period
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Date |
June 1 |
June 2 |
June 3 |
June 4 |
June 5 |
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English Honors |
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Daily
Objectives |
Students will take
final test. |
Students will finish
watching the film version of Romeo and Juliet |
Students will have a
great and safe summer!!!! |
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Class
Activities |
1. Students will take final
test 2. Students will finish
watching the film version of Romeo and Juliet |
1. Students will watch the final scenes of Rome and
Juliet |
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Assessment |
Final Test |
None |
None |
None |
None |
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Homework |
None |
None |
None |
None |
NONE!! |
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State
Standards |
E1-1.6 Create responses to literary
texts through a variety of methods such as written works, oral presentations,
media productions, and the visual and performing arts. E1-2.1 Compare/contrast
theses within and across informational texts. E1-2.2 Compare/contrast
information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze
informational texts for indicators of author bias such as word choice, the
exclusion and inclusion of particular information, and unsupported opinion. E1-2.4 Create
responses to informational texts through a variety of methods such as
drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having
discussions, using graphic organizers, using models, and using outlines to
organize written works. E1-4.3 Create multiple-paragraph compositions
that have an introduction and a conclusion, include a coherent thesis, and
use support such as definitions and descriptions. E1-4.4 Use the conventions of
written Standard American English. E1-4.5 Use
proofreading skills to edit for the correct use of written Standard American
English. E1-4.6 Use revision strategies to improve the
organization and development of content and the quality of voice in written
works. E1-5.4 Create persuasive pieces such as
editorials, essays, speeches, or reports that develop a clearly stated thesis
and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is
appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and
visual presentations that are designed for a specific audience and purpose. E1-6.6 Select
appropriate graphics, in print
or electronic form, to support written works and oral and visual
presentations. |
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Date |
May 25 |
May 26 |
May 27 |
May 28 |
May 29 |
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English Honors |
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Daily
Objectives |
No School |
Students will begin to
comprehend Act 3 of Romeo and Juliet. |
Students will continue
to read Act 3 and analyze the fights. |
Students will dissect
the PLOT of a Shakespearean play with attention given to the turning point
vs. the climax. |
Students will compare and
contrast the movie and the play |
|
Class
Activities |
1. Begin reading Act 3 2. Receive important quotes, review what they mean and who said them, Why are they important to the story? |
1. Continue reading Act 3: Why is Tybalt mad at Romeo?? Why do they fight? What happens? 2. Act out the fight scene with wrapping paper roll “swords” |
1. Finish reading Act 3. What is the crisis or turning point of this Act? Why does Shakespeare not have the climax in the middle? What does he have instead? Why? 2. Continue to fill in Time Line with important events in the story. |
1. Students are to watch the movie version of Romeo and Juliet 2. Students will write down the differences between the movie and the actual play (this will be on the final test) |
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Assessment |
Class Participation |
Class Participation |
Class Participation |
Class Participation |
Class Participation |
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Homework |
None |
None |
None |
None |
Final test on Monday!!! |
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State
Standards |
E1-1.6 Create responses to literary
texts through a variety of methods such as written works, oral presentations,
media productions, and the visual and performing arts. E1-2.1 Compare/contrast
theses within and across informational texts. E1-2.2 Compare/contrast
information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze
informational texts for indicators of author bias such as word choice, the
exclusion and inclusion of particular information, and unsupported opinion. E1-2.4 Create
responses to informational texts through a variety of methods such as
drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having
discussions, using graphic organizers, using models, and using outlines to
organize written works. E1-4.3 Create multiple-paragraph compositions
that have an introduction and a conclusion, include a coherent thesis, and
use support such as definitions and descriptions. E1-4.4 Use the conventions of
written Standard American English. E1-4.5 Use
proofreading skills to edit for the correct use of written Standard American
English. E1-4.6 Use revision strategies to improve the
organization and development of content and the quality of voice in written
works. E1-5.4 Create persuasive pieces such as
editorials, essays, speeches, or reports that develop a clearly stated thesis
and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is
appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and
visual presentations that are designed for a specific audience and purpose. E1-6.6 Select
appropriate graphics, in print
or electronic form, to support written works and oral and visual
presentations. |
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Date |
May 18 |
May 19 |
May 20 |
May 21 |
May 22 |
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English Honors |
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Daily
Objectives |
Students will begin
reading Act 2. |
Students will continue
to read Act 2 Scene 2 and analyze the important quotes. |
Students will analyze
the importance of Act 2 Scene 2. |
Students will analyze
“true love” and the likelihood of “love at first sight.” |
Students will read the
plans for Romeo and Juliet on Monday of the play and decide what punishment
could happen to all of those involved. |
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Class
Activities ***Lessons
subject to change due to EOCs!!*** |
1. Begin reading Act 2. 2. Why does Romeo go back to the house? 3. Why does Mercutio think Romeo gave him “the slip?” What does he think will make Romeo feel better? 4. Begin reading Act 2 Scene 2 |
1. Continue reading Sct 2 Scene 2 2. What does Romeo think about Juliet? Does she know he is even there? What does he find out before speaking? |
1. Copy important quotes from Scene 2—who said them and what do they mean???? 2. Why is this scene the most popular and well known? 3. Finish reading Act 2 Scene 2 |
1. Major question for the day: Is this true love? Is there such a thing? What is the definition? What do Romeo and Juliet have?? 2. What do the lovers decide to do the next day? 3. Finally finish Sunday on the Time Line |
1. Read Act 2 Scene 3, 4 and 5 2. Why does the Friar decide to help Romoe and Juliet? What would be the consequences if he were caught? 3. Who else knows about the plans? What are the specific plans for each: Romeo, Juliet, Friar and the nurse? |
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Assessment |
Class Participation |
Class Participation |
Class Participation |
Class Participation |
Class Participation |
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Homework |
GOOD LUCK ON EOCs!!!! Go to bed early, eat
well!!! |
GOOD LUCK ON EOCs!!!! Go to bed early, eat
well!!! |
None, relax from EOCs!! You are done with
your major exam for the year…now prepare for your final test!! |
None |
None |
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State
Standards |
E1-1.6 Create responses to
literary texts through a variety of methods such as written works, oral
presentations, media productions, and the visual and performing arts. E1-2.1 Compare/contrast
theses within and across informational texts. E1-2.2 Compare/contrast
information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze
informational texts for indicators of author bias such as word choice, the
exclusion and inclusion of particular information, and unsupported opinion. E1-2.4 Create
responses to informational texts through a variety of methods such as
drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having
discussions, using graphic organizers, using models, and using outlines to
organize written works. E1-4.3 Create multiple-paragraph compositions
that have an introduction and a conclusion, include a coherent thesis, and
use support such as definitions and descriptions. E1-4.4 Use the conventions of
written Standard American English. E1-4.5 Use
proofreading skills to edit for the correct use of written Standard American
English. E1-4.6 Use revision strategies to improve the
organization and development of content and the quality of voice in written
works. E1-5.4 Create persuasive pieces such as
editorials, essays, speeches, or reports that develop a clearly stated thesis
and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is appropriate
for the particular audience or purpose. E1-6.5 Create written works and oral and
visual presentations that are designed for a specific audience and purpose. E1-6.6 Select
appropriate graphics, in print
or electronic form, to support written works and oral and visual
presentations. |
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Academic Enrichment: 3rd and 4th
Periods
Career Cluster Videos/Information for Students: www.knowitall.org
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Date |
June 1 |
June 2 |
June 3 |
June 4 |
June 5 |
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Academic Enrichment |
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Class
Activities |
1. Students will review for final test with any last minute
questions |
1.
4th Period will have Exam |
No
Class |
3rd
Period will have exam |
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Assessment |
Class Participation |
Exam |
None |
Exam |
None |
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Homework |
Study for Exam |
Study for Exam (3rd Period
only) |
Study for Exam (3rd Period
only) |
None |
None |
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Date |
May 25 |
May 26 |
May 27 |
May 28 |
May 29 |
|
Academic Enrichment |
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Class
Activities |
No School |
1.
Review for final exam: different career clusters |
1.
Speaker: Pam Blackman: Allstate Insurance 2.
Insurance questions that are relevant to high school students |
1.
Review for exam: Review chapters from workbook |
1.
exam review sheets |
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Assessment |
None |
Class Participation |
Speaker Sheet |
None |
None |
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Homework |
None |
None |
None |
None |
None |
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Date |
May 18 |
May 19 |
May 20 |
May 21 |
May 22 |
|
Academic Enrichment |
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Class
Activities |
EOC during this time GOOD
LUCK!!!!! |
EOC
during this time GOOD LUCK!!!!! |
EOC
during this time GOOD LUCK!!!!! |
Review
of Speakers from last week. Review
of Career Clusters. What
have they learned that they didn’t know existed? Have they been taught
something that piqued their interest? |
1.
Speaker: Transportation, distribution and logistics cluster 2.
Fill out sheet during speaker |
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Assessment |
Speaker Sheet |
Class Participation |
Speaker Sheet |
Speaker Sheet |
Class Participation |
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Homework |
None |
None |
None |
None |
None |
