FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Aug. 23
Week 1
Monday
24
1st Day Bell Schedule
pg. 1 of 2
Objective:
Students will be
introduced to the
routines and structures
of the class.
Tuesday
25
Objective:
Students use elements of
the writing process:
planning and drafting
structuring ideas (13
A&B), Students write
expository and
procedural or workrelated texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to: (A) write
an analytical essay of
sufficient length that
includes: (iii) a
controlling idea or
thesis; (iv) an
organizing structure
appropriate to purpose,
audience, and context;
and (v) relevant
information and valid
inferences
Wednesday
25
Objective:
Students use elements of
the writing process:
planning and drafting
structuring ideas (13
A&B), Students write
expository and
procedural or workrelated texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to: (A) write
an analytical essay of
sufficient length that
includes: (iii) a
controlling idea or
thesis; (iv) an
organizing structure
appropriate to purpose,
audience, and context;
and (v) relevant
information and valid
inferences
1
Thursday
27
Objective:
(8) Reading/Comprehe
nsion of Informational
Text/Culture and
History. Students
analyze, make
inferences and draw
conclusions about the
author's purpose in
cultural, historical, and
contemporary contexts
and provide evidence
from the text to support
their understanding.
Students are expected
to explain the
controlling idea and
specific purpose of an
expository text and
distinguish the most
important from the less
important details that
support the author's
purpose.
Friday
28
Objective:
Students understand the
function of and use the
conventions of academic
language when speaking
and writing. Students
will continue to apply
earlier standards with
greater complexity (17AC)
Students will use the
writing process to create
a poem.
Sat
29
FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Aug. 23
Week 1
pg. 2 of 2
Monday
24
Hand out class
syllabus & Introduce
Class Routines
Tuesday
25
Bell Ringer:
Seven Habits of Highly
Effective Teens Habit 1
 Course
Commitment
Form
 Edmodo/ Twitter/
Remind 101
 Required Texts
 Students will review
summer reading
(criteria/ rubric)
expectations
 Launch Letter Writing
Assignment:
formatting of a formal
letter. Give student
handout. Assign draft
of letter to be
completed by Friday
Syllabus Parent/
Student Signed Form
and Pre-AP/AP
Course Commitment
Form are due
Tuesday 09/01/15)
HOMEWORK:
7 Habits
Comprehensive Exam
(8/27/15)
Assign the book:
Speak (9/10/15) and
Vocabulary Power
Plus Due: Week 4
Syllabus Parent/
Student Signed Form
and Pre-AP/AP
Course Commitment
Form are due Tuesday
09/01/15)
HOMEWORK:
7 Habits
Comprehensive Exam
(8/27/15), Letter due
(8/28/15) and begin
reading Speak (required
- out of class read)
Wednesday
25
Bell Ringer:
Seven Habits of Highly
Effective Teens Habit 2
 Review formatting of
a formal letter
expectations and
guidelines. Give
student handout.
Thursday
27
Students will hand-in
their summer reading
assignment [hard
copy] (1st Daily
[Quiz] Grade)
Summer Reading
Comprehensive
Exam (Major #1)
Syllabus Parent/
Student Signed Form
and Pre-AP/AP
Course Commitment
Form are due
Tuesday 09/01/15)
Syllabus Parent/
Student Signed
Form and PreAP/AP Course
Commitment Form
are due Tuesday
09/01/15)
HOMEWORK:
7 Habits
Comprehensive Exam
(8/27/15), Letter due
(8/28/15) and begin
reading Speak (required
- out of class read)
HOMEWORK:
Letter Due Friday
and continue reading
Speak (required - out
of class read)
2
Friday
28
Bell Ringer:
Seven Habits of Highly
Effective Teens Habit 3
Finish Summer Reading
Comprehensive Exam (if
needed) (Major #1)
Letter Due
(2nd Daily [Quiz] Grade)
 Students will use the
writing process to create a
poem about them.
Emphasis will be centered
on descriptive writing.
 Go over I AM Project
(criteria/ rubric)– students
will create a poem about
themselves using
descriptive language
Syllabus Parent/ Student
Signed Form and PreAP/AP Course
Commitment Form are
due Tuesday 09/01/15)
HOMEWORK:
I AM Poem Due Monday
(8/31) and continue reading
Speak (required - out of class
read)
Sat
29
FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Aug. 30
Week 2
pg. 1 of 2
Monday
31
Objective:
(3) Reading/
Comprehension of
Literary Text. Students
understand, make
inferences and draw
conclusions about the
structure and provide
evidence from text to
support their
understanding. Students
are expected to analyze
the effects of diction
and imagery (e.g.,
controlling images,
figurative language,
understatement,
overstatement, irony,
paradox).
Tuesday
Sept. 1
Objective:
(8) Reading/
Comprehension of
Informational
Text/Culture and
History. Students
analyze, make
inferences and draw
conclusions about the
author's purpose in
cultural, historical,
and contemporary
contexts and provide
evidence from the text
to support their
understanding.
Students are expected
to explain the
controlling idea and
specific purpose of an
expository text and
distinguish the most
important from the
less important details
that support the
author's purpose.
Wednesday
2
Objective:
(8) Reading/
Comprehension of
Informational
Text/Culture and History.
Students analyze, make
inferences and draw
conclusions about the
author's purpose in
cultural, historical, and
contemporary contexts
and provide evidence
from the text to support
their understanding.
Students are expected to
explain the controlling
idea and specific purpose
of an expository text and
distinguish the most
important from the less
important details that
support the author's
purpose.
3
Thursday
3
Objective:
(8) Reading/
Comprehension of
Informational
Text/Culture and
History. Students
analyze, make
inferences and draw
conclusions about the
author's purpose in
cultural, historical, and
contemporary contexts
and provide evidence
from the text to support
their understanding.
Students are expected
to explain the
controlling idea and
specific purpose of an
expository text and
distinguish the most
important from the less
important details that
support the author's
purpose.
Friday
Sat
4
5
Objective:
(8) Reading/
Comprehension of
Informational
Text/Culture and
History. Students
analyze, make inferences
and draw conclusions
about the author's
purpose in cultural,
historical, and
contemporary contexts
and provide evidence
from the text to support
their understanding.
Students are expected to
explain the controlling
idea and specific purpose
of an expository text and
distinguish the most
important from the less
important details that
support the author's
purpose.
FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Aug. 30
Week 2
pg. 2 of 2
Monday
31
Bell Ringer:
Seven Habits of Highly
Effective Teens Habit 4
Syllabus Parent/
Student Signed Form
and Pre-AP/AP
Course Commitment
Form are due
Tuesday 09/01/15)
Students will hand-in
their I AM Poem (3rd
Daily Grade)
Show students the
video trailer for “Sound
of Thunder”
Begin reading (audio)
the opening of “Sound
of Thunder” (pg. 36-46)
together. Students will
have the story read by
Wednesday.
HOMEWORK:
Continue reading Speak
Tuesday
Sept. 1
Bell Ringer:
Seven Habits of
Highly Effective
Teens Habit 5
Wednesday
2
Bell Ringer:
Seven Habits of Highly
Effective Teens Habit 6
Due: Syllabus
Parent/ Student
Signed Form and
Pre-AP/AP Course
Commitment Form
Finish (audio) reading the
“Sound of Thunder”
(46-57)
Continue reading
(audio) “Sound of
Thunder” (36-46)
together. Students
will have the story
read by the end of the
class period on
Wednesday.
Students discuss
foreshadowing in the
story and complete
chart
Students discuss
foreshadowing in the story
and complete chart
Analyze literary short
answer rubric (yellow
paper)
HOMEWORK:
Continue reading Speak
Thursday
3
Bell Ringer:
Seven Habits of Highly
Effective Teens Habit 7
“ASoT” Vocabulary
wks. (4th Daily Grade)
Model how to write a
short answer response
using the following
question: What is the
purpose of the above
piece?
4
“ASoT”
Grammar Activity
(clickers)
(5th Daily Grade)
Focus on how to
answer the question.
Comprehension Check
Class discussion/
scoring using the
literary OER rubric
(0 or 1) “ASoT”
HOMEWORK:
Continue reading Speak
HOMEWORK:
Continue reading Speak
HOMEWORK:
Continue reading
Speak
Friday
4
Bell Ringer:
Compile and Submit
Journey Project - Seven
Habits of Highly
Effective Teens
(Major #2)
Sat
5
FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Sept. 8
Week 3
Monday
7
pg. 1 of 2
No
School
Labor
Day
Tuesday
8
Objective:
(8) Reading/
Comprehension of
Informational Text/Culture
and History. Students
analyze, make inferences
and draw conclusions about
the author's purpose in
cultural, historical, and
contemporary contexts and
provide evidence from the
text to support their
understanding. Students are
expected to explain the
controlling idea and
specific purpose of an
expository text and
distinguish the most
important from the less
important details that
support the author's
purpose.
(9) Reading/
Comprehension of
Informational
Text/Expository Text.
Students analyze, make
inferences and draw
conclusions about
expository text and provide
evidence from text to
support their understanding.
Students are expected to:
Wednesday
9
Objective:
(8) Reading/
Comprehension of
Informational Text/Culture
and History. Students
analyze, make inferences
and draw conclusions about
the author's purpose in
cultural, historical, and
contemporary contexts and
provide evidence from the
text to support their
understanding. Students are
expected to explain the
controlling idea and
specific purpose of an
expository text and
distinguish the most
important from the less
important details that
support the author's purpose
(9) Reading/
Comprehension of
Informational
Text/Expository Text.
Students analyze, make
inferences and draw
conclusions about
expository text and provide
evidence from text to
support their understanding.
Students are expected to:
5
Thursday
10
Objective:
(3) Reading/
Comprehension of Literary
Text. Students understand,
make inferences and draw
conclusions about the
structure and provide
evidence from text to
support their
understanding. Students are
expected to analyze the
effects of diction and
imagery (e.g., controlling
images, figurative
language, understatement,
overstatement, irony,
paradox). Students will
identify the Author’s
Purpose and identify cause
and effect (9C)
(9) Reading/
Comprehension of
Informational
Text/Expository Text.
Students analyze, make
inferences and draw
conclusions about
expository text and provide
evidence from text to
support their
understanding. Students are
expected to:
Friday
11
Objective:
(3) Reading/
Comprehension
of Literary Text.
Students
understand, make
inferences and
draw conclusions
about the
structure and
provide evidence
from text to
support their
understanding.
Students are
expected to
analyze the
effects of diction
and imagery
(e.g., controlling
images,
figurative
language,
understatement,
overstatement,
irony, paradox).
Due: Progress
Report Grades
Sat
12
FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Sept. 8
Week 3
Monday
7
pg. 2 of 2
No
School
Labor
Day
Tuesday
8
Bell Ringer: Sample
Scoring between a 0/1
Wednesday
9
Bell Ringer: Sample Scoring
between a 0/1
Guided Practice: “A
Sound of Thunder”
focus on how to answer
an open ended question.
Model how to write a
crossover answer:
Suppose “A Sound of
Thunder” were a true story.
Whose theories in the
Class discussion/ scoring magazine article would its plot
using the literary OER
contradict”?
rubric (0 or 1)
Focus on how to answer the
Discuss elements of
question.
non-fiction
Read (audio)“The
Class discussion/scoring using
Physics of Time Travel” the literary OER rubric (0 or 1)
and view “Time Travel”
visual
Submit “ASoT” Short
Answers (6th Daily Grade)
HOMEWORK:
Continue reading Speak HOMEWORK:
Speak must be completed by
tomorrow!
6
Thursday
10
Speak
Comprehensive Exam
(Major #3)
Friday
11
Bell Ringer: “A
Sound of Thunder”
(7th Daily [Quiz]
Grade)
Launch: Speak
Project: Motif/Visual
Analysis (rubric,
criteria chart, and
exemplar examples
provided) (1st Major
Grade for the 2nd
Six Weeks)
Due: Tuesday (9-22)
HOMEWORK:
Speak Motif Project
is due 9/22 as well as
Power Plus Lesson
One
Sat
12
FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Sept. 13
Week 4
pg. 1 of 2
Monday
14 Open House
Objective:
Students use elements of
the writing process:
planning and drafting
structuring ideas (13
A&B), Students write
expository and
procedural or workrelated texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to: (A) write
an analytical essay of
sufficient length that
includes: (iii) a
controlling idea or
thesis; (iv) an
organizing structure
appropriate to purpose,
audience, and context;
and (v) relevant
information and valid
inferences
Tuesday
15
Objective:
Students use elements of
the writing process:
planning and drafting
structuring ideas (13
A&B), Students write
expository and
procedural or workrelated texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to: (A) write
an analytical essay of
sufficient length that
includes: (iii) a
controlling idea or
thesis; (iv) an
organizing structure
appropriate to purpose,
audience, and context;
and (v) relevant
information and valid
inferences
Wednesday
16
Objective:
Students use elements
of the writing process:
planning and drafting
structuring ideas (13
A&B), Students write
expository and
procedural or workrelated texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to: (A) write
an analytical essay of
sufficient length that
includes: (iii) a
controlling idea or
thesis; (iv) an
organizing structure
appropriate to purpose,
audience, and context;
and (v) relevant
information and valid
inferences
Understand new
vocabulary and use it
when reading and
writing
7
Thursday
17
Objective:
Students use elements
of the writing process:
planning and drafting
structuring ideas (13
A&B), Students write
expository and
procedural or workrelated texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to: (A) write
an analytical essay of
sufficient length that
includes: (iii) a
controlling idea or
thesis; (iv) an
organizing structure
appropriate to purpose,
audience, and context;
and (v) relevant
information and valid
inferences
Friday
18
Objective:
Students use elements
of the writing process:
planning and drafting
structuring ideas (13
A&B), Students write
expository and
procedural or workrelated texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to: (A) write
an analytical essay of
sufficient length that
includes: (iii) a
controlling idea or
thesis; (iv) an
organizing structure
appropriate to purpose,
audience, and context;
and (v) relevant
information and valid
inferences
Sat
19
FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Sept. 13
Week 4
pg. 2 of 2
Monday
14 Open House
Writing Workshop
Speak
Tuesday
15
Writing Workshop
Speak
Wednesday
16
Writing Workshop
Speak
Thursday
17
Writing Workshop
Speak
Friday
18
Writing Workshop
Speak
 Roll-out literary
analysis essay
criteria chart and
rubric on Speak
 Submit thesis statement
(8th Daily Grade)
 Speak: Literary
Analysis Planning
Guide: Step One
(10th Daily Grade)
 Speak: Literary
Analysis Planning
Guide: Step Two
(Introduction)
 Select Essay Topic
 Speak: Literary
Analysis Planning
Guide: Step Two
(Body &
Conclusion)
 Submit claims (9th Daily
Grade)
HOMEWORK:
Speak Motif Project
is due 9/22 as well as
Power Plus Lesson
One
HOMEWORK:
Speak Motif Project is
due 9/22 as well as
Power Plus Lesson
One
HOMEWORK:
Speak Motif Project is
due 9/22 as well as
Power Plus Lesson
One
 Thesis mini-lesson
HOMEWORK:
Speak Motif Project is
due 9/22 as well as
Power Plus Lesson
One
Open House
 Claims mini-lesson
Launch Power Plus
Introduce Power Plus –
Lesson 1
- Introduce the words and
lesson expectations
- Lesson will be due on
Tuesday of every week.
- Lessons will be graded on
Thursday of every week.
- Quiz every Monday.
(They are timed)
- Four Major’s throughout
the year.
- First lesson is due on the
following Tuesday (Week
5)
HOMEWORK:
Speak Motif Project is due
9/22 as well as Power Plus
Lesson One
8
Sat
19
FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Sept. 20
Week 5
pg. 1 of 2
Monday
21
Objective:
Students use elements
of the writing process:
planning and drafting
structuring ideas (13
A&B), Students write
expository and
procedural or workrelated texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to: (A) write
an analytical essay of
sufficient length that
includes: (iii) a
controlling idea or
thesis; (iv) an
organizing structure
appropriate to purpose,
audience, and context;
and (v) relevant
information and valid
inferences
(12) Reading/Media
Literacy. Students use
comprehension skills to
analyze how words,
images, graphics, and
sounds work together in
various forms to impact
meaning.
Tuesday
22
Objective:
Students use elements of
the writing process:
planning and drafting
structuring ideas (13
A&B), Students write
expository and
procedural or workrelated texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to: (A) write
an analytical essay of
sufficient length that
includes: (iii) a
controlling idea or
thesis; (iv) an
organizing structure
appropriate to purpose,
audience, and context;
and (v) relevant
information and valid
inferences
Wednesday
23
Objective:
Students use elements of the
writing process: planning
and drafting structuring
ideas (13 A&B), Students
write expository and
procedural or work-related
texts to communicate ideas
and information to specific
audiences for specific
purposes. Students are
expected to: (A) write an
analytical essay of sufficient
length that includes: (iii) a
controlling idea or thesis;
(iv) an organizing structure
appropriate to purpose,
audience, and context; and
(v) relevant information and
valid inferences. Students
understand the function of
and use the conventions of
academic language when
speaking and writing.
Students will continue to
apply earlier standards with
greater complexity (17A-C)
9
Thursday
24
Objective:
Students use elements of
the writing process:
planning and drafting
structuring ideas (13
A&B), Students write
expository and procedural
or work-related texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to: (A) write an
analytical essay of
sufficient length that
includes: (iii) a
controlling idea or thesis;
(iv) an organizing
structure appropriate to
purpose, audience, and
context; and (v) relevant
information and valid
inferences. Students
understand the function of
and use the conventions of
academic language when
speaking and writing.
Students will continue to
apply earlier standards
with greater complexity
(17A-C)
Friday
25
FAIR DAY
Sat
26
FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Sept. 20
Week 5
pg. 2 of 2
Monday
21
Writing Workshop
Speak
 Draft Literary
Analysis (use
template)
 Revise (Power Plus 2
words minimum) /
Edit Draft One
Literary Analysis
HOMEWORK:
Speak Motif Project
and Vocabulary Power
Plus Lesson 1
(exercises 1,3 and 5) is
due 9/22 and begin
reading Edith
Hamilton’s Mythology
Part One (Due 10-6)
Tuesday
22
 Submit: Power Plus
Lesson One
(Speak Motif Project Due)
Writing Workshop
Speak
 Revise (Power Plus 2
words minimum) / Edit
Draft One Literary
Analysis/ Revision Help
Sheet
 Compose Final Draft
Due Thursday
HOMEWORK:
Read Edith Hamilton’s
Mythology Part One (Due
10-6)
Wednesday
23
Writing Workshop
Speak
 Revise (Power Plus 2
words minimum) / Edit
Draft One Literary
Analysis
 Complete and Submit
Revision Help Sheet
 Compose Final Draft
Due Thursday
HOMEWORK:
Read Edith Hamilton’s
Mythology Part One (Due
10-6)
Thursday
24
(Speak Literary Analysis
Due (2nd Major Grade
for the 2nd Six Weeks)
 Grade: Power Plus
Lesson One (11th Daily
Grade)
Begin District
Assessment
(4th Major Grade)
HOMEWORK:
Power Plus Lesson One
Quiz 9/28, Power Plus
Lesson Two is due on 9/29
and continue reading Edith
Hamilton’s Mythology
Part One (Due 10-6)
*LCISD Policy:
District Assessments
cannot be reassessed.
10
Friday
25
FAIR DAY
Sat
26
FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Sept. 27
Week 6
pg. 1 of 2
Monday
28
Objective:
(3) Reading/
Comprehension of
Literary Text/Poetry.
Students understand,
make inferences and
draw conclusions
about the structure
and elements of
poetry and provide
evidence from text to
support their
understanding.
Students are expected
to analyze the effects
of diction and
imagery (e.g.,
controlling images,
figurative language,
understatement,
overstatement, irony,
paradox) in poetry.
Tuesday
29
Objective:
(3) Reading/
Comprehension of
Literary Text/Poetry.
Students understand,
make inferences and
draw conclusions about
the structure and
elements of poetry and
provide evidence from
text to support their
understanding. Students
are expected to analyze
the effects of diction and
imagery (e.g., controlling
images, figurative
language,
understatement,
overstatement, irony,
paradox) in poetry.
Wednesday
30
Objective:
(3) Reading/
Comprehension of
Literary Text/Poetry.
Students understand,
make inferences and
draw conclusions
about the structure and
elements of poetry and
provide evidence from
text to support their
understanding.
Students are expected
to analyze the effects
of diction and imagery
(e.g., controlling
images, figurative
language,
understatement,
overstatement, irony,
paradox) in poetry.
Thursday
Oct. 1
Objective:
(3) Reading/
Comprehension of
Literary Text/Poetry.
Students understand,
make inferences and
draw conclusions about
the structure and
elements of poetry and
provide evidence from
text to support their
understanding. Students
are expected to analyze
the effects of diction
and imagery (e.g.,
controlling images,
figurative language,
understatement,
overstatement, irony,
paradox) in poetry.
Friday
2
Objective:
(3) Reading/
Comprehension of
Literary Text/Poetry.
Students understand,
make inferences and
draw conclusions about
the structure and
elements of poetry and
provide evidence from
text to support their
understanding. Students
are expected to analyze
the effects of diction and
imagery (e.g., controlling
images, figurative
language,
understatement,
overstatement, irony,
paradox) in poetry.
Grading Period Ends
11
Sat
3
FIRST SEMESTER – FIRST SIX WEEKS – PAP
Sun
Sept. 27
Week 6
pg. 1 of 2
Monday
28
Bell Ringer:
Power Plus Lesson
One Quiz
Tuesday
29
Bell Ringer:
Tone activity
 Submit: Power Plus Lesson
Two
Finish District
Assessment (4th
Major Grade) if
needed
Launch: Tone and Mood Unit
HOMEWORK:
Power Plus Lesson
Two is due on 9/29
and continue
reading Edith
Hamilton’s
Mythology Part
One (Due 10-6)
View Movie Clips (review
movie etiquette prior to viewing)
Students will utilize the tone/
mood list to assist in completing
the graphic organizer.
Refer to the tone and mood word
list (yellow paper). Students will
be responsible to refer to these as
the year progresses.
Wednesday
30
Bell Ringer:
The Most
Dangerous Game
Vocabulary Study
Read “The Most
Dangerous Game”
pg. 60 -70
HOMEWORK:
Read Edith
Hamilton’s
Mythology Part
One (Due 10-7)
Partner discussion after review/
analyzing both: 10 Things I Hate
About You and The Road Not
Taken (students need to identify
the primary tone in each stanza
and the overall mood)
HOMEWORK:
Read Edith Hamilton’s
Mythology Part One (Due 10-7)
Thursday
Oct. 1
Bell Ringer:
“TMDG”
Vocabulary Practice
 Grade: Power Plus
Lesson Two (12th
Daily Grade)
Continue reading “The
Most Dangerous
Game” pg. 71 -80
HOMEWORK:
Power Plus Lesson
Two Quiz 10/5, Power
Plus Lesson Three is
due on 10/6 and Edith
Hamilton’s Mythology
Part One TEST is
scheduled for (10-8)
Friday
Sat
2
3
Bell Ringer:
“TMDG” Reading Check
“The Most Dangerous
Game” Short Answer
Quiz
Edith Hamilton’s
Mythology Part One
Study Guide
HOMEWORK:
Power Plus Lesson Two
Quiz 10/5, Power Plus
Lesson Three is due on
10/6 and Edith
Hamilton’s Mythology
Part One TEST is
scheduled for (10-8) (3nd
Major Grade for the 2nd
Six Weeks)
Grading Period Ends
12