Class+Log+.+English+9+.++2009-2010

CLASS LOG / English 9 / 2010 - 2011

ANYTHING THAT FOLLOWS UNDER THIS LINE OF TEXT IS FROM FIRST SEMESTER AND DOES NOT CONCERN YOU!


 * June 8:** Students should study for their final. **Things on the final test: 5 words for each vocabulary unit, about 10 items on the homophones, about 10 items on the short story elements, 5 items about when or how to document a source in the research paper and a pressure write exercise to have students demonstrate their writing ability. (the pressure write activity is something students can not study for). It is worth 50 pts.**


 * May 28 - June 7:** Students will be giving persuasive speeches in class.
 * May 25-27:** Students worked on creating powerpoint presentations.
 * May 24:** Students HANDED in the Final Drafts of their papers, worked on their outlines and were given time to ask questions about the final speech. They were assigned to TYPE an outline from which they will speak. Students were also notified of the speech order. Speeches start ON FRIDAY, MAY 28.
 * May 21:** Students worked on revisions, were assigned to write 2 sentences for every sentence in Part one of the homophones I. TWO TYPED COPIES OF the final draft are due on May 24.
 * May 20:** Students took vocabulary test. Peer conferenced with essays. TWO TYPED COPIES OF the final draft are due on May 24.
 * May 19:** Students reviewed for their vocabulary test tomorrow for unit three with a few items that will assess the words in units 1 and 2. Students are to continue working on revising and proofreading their rough drafts. TWO TYPED COPIES OF the final draft are due on May 24.
 * May 18:** Students worked at looking at documentation and topic sentences. Many students have a shorter draft of only 2 to 2 1/2 pages in length. Those students need to go back and enhance their drafts by finding and writing more examples, stories, facts, or more quotations from experts on their topic into their drafts. This may involve finding another source or two in the library or on the internet. The TWO TYPED COPIES OF the final draft are due on May 24.

They were to write 3 questions starting with the word "why", 2 questions starting with "how" and 1 starting with compare. They student were to write their answer sheet on a separate sheet of paper.
 * May 17:** Students checked in rough drafts and picked up a checklist to help them to revise their drafts.
 * May 13:** Students worked on their rough drafts for their research papers. The rough draft should be typed and completed by Monday, May 17.
 * May 12:** Students handed in introductory techniques, outlines were discussed, students were to work on writing their rough draft. The rough draft should be typed and completed by Monday, May 17.
 * May 11:** Students shared their outlines with partners, handed in outlines and were assigned to write a creative introductory technique for their research paper. Introductory techniques were discussed in class.
 * May 10:** Students SHOWED note cards to teacher, handed in figurative language examples, and were assigned to complete an outline of paper for tomorrow.
 * May 7:** Students corrected vocabulary exercises on pages 38-41, discussed how to make analogies using figurative language. Please see the examples on the home page. 30 note cards and two paragraphs each holding an example of figurative language.
 * May 6:** Students discussed all the deadlines for various parts of the research paper/presentation, worked on correcting works cited page, gathering information and putting it on note cards, or doing vocabulary exercises pp 38-41, which is due on Friday.
 * May 5:** Students worked on correcting works cited page, gathering information and putting it on note cards, or doing vocabulary exercises pp 38-41.
 * May 4:** Students will type out their works cited page for tomorrow as well as bring in the articles. Students will bring in 5- 10 finished note cards for tomorrow.
 * April 30- May 3:** Students are to gather articles that will support their thesis statements.
 * April 29:** Students are to redo any parts of the Pre-research activity sheet and start finding articles that will have available information to support any arguments the students intend on making in their papers. 4 articles are required by Monday, May 3.
 * April 28:** Students did a proquest activity in the library.
 * April 27:** Students were to complete their Pre-research activity sheet.
 * April 26:** Students took vocabulary quiz and were given an introduction to their final project. Students are to review the topics list before coming to class tomorrow and select 3-4 possible topics they may wish to do. **TOPICS FOR THE FINAL PROJECT**. [[file:POSSIBLE PERSUASIVE TOPICS FOR ENGLISH 9 FINAL PROJECTS.doc]]
 * April 23:** Students reviewed vocabulary words and will take test on Monday.
 * April 22:** Students performed jokes in class and were grading each other. Vocabulary exercises (pp28-34) are all due tomorrow.
 * April 21:** Students reviewed vocabulary were to complete the rest of the vocabulary exercises for unit 2 and were to prepare their 2 jokes for class tomorrow.
 * April 20:** Students finished speeches, and must do "completing the sentence' exercise for unit 2 (pp31-32)in the vocabulary book.
 * April 19:** Students took pressure write activity. Students who did not finish in class were to finish it at home.
 * April 16:** Students took vocabulary test.
 * April 15:** Students reviewed their vocabulary words, and test is tomorrow.
 * April 14:** Students reviewed their vocabulary words, performed impromptu speeches, and must do all the vocabulary exercises by Thursday, April 15. The vocabulary test for unit one will be given on Friday, April 16.
 * April 13:** Students reviewed their vocabulary words, were assigned a vocabulary "Word Map" to do in class while all the vocabulary exercises are due by Thursday, April 15. The vocabulary test for unit one will be given on Friday, April 16.
 * April 12:** Students reviewed their papers and received their vocabulary books and were to do the exercise "completing the sentence" page 24-25 for tomorrow.
 * April 1:** Students handed in papers, took quiz about short story and ICE technique.
 * March 31:** Students are to finish revising and proofreading their final draft. Check the review sheet.[[file:ICE Reminders for Students.doc]]
 * March 30:** Students reviewed the concluding paragraphs, discussed how to make the introductory paragraph and were assigned to type that paragraph up for tomorrow. The final paper is due on Thursday, April 1.
 * March 29:** Students reviewed the body paragraphs for their paper and were assigned to write their concluding paragraphs for tomorrow. Introductory paragraphs will be due on Wednesday and Final revisions should be made Wednesday night so the paper will be completely typed and finished to hand in on Thursday before Easter Break.
 * March 26:** Thesis statements were read and discussed. How to support a thesis carefully in your body paragraphs was discussed during class. Students were to type out their body paragraphs for Monday. Each body paragraph was to use the ICE technique in it and each body paragraph was to support one of the main reasons stated in the student's thesis statement. All thesis statement were to have two clear reasons as to why the story was good.
 * March 25:** Students discussed the Literary analysis assignment and were assigned to write out their thesis statement for tomorrow.
 * March 24:** Students discussed the story "Bargain" and handed in ICE paragraphs from yesterday.
 * March 23:** Students looked at their ICE paragraphs and made changes for only those sections that needed revisions. Today's ICE paragraph was on Mr. Baumer, the protagonist in the story. The students created the TS in class. They are to complete the entire paragraph for tomorrow's class. Sample TS (topic sentence): A.B. Guthrie, Jr. in the story "Bargain" depicts Mr. Baumer as a dedicated individual in the old west.
 * March 22:** Students read the bargain and wrote 6 test questions about the story as if they were the teacher.
 * March 12:** Students handed in ICE paragraph, read "The Gift of the Magi". No homework.
 * March 11:** Students took one of the key passages from their homework and created a topic sentence, and introductory sentence, and wrote the quotation on a piece of paper to create another ICE paragraph. Students were assigned to write the "E" and "CS" portions of the paragraph tonight and bring in the completed paragraph for tomorrow.
 * March 10:** Students took quiz, discussed story, and were to go home and find 3 passages in the story that they thought were well written or full of suspense and be ready to explain how the passages were suspenseful.
 * March 9:** Students were to read the story "Eight oared Crew" and take 10 notes that will help them remember the story for the quiz tomorrow.
 * March 8:** Students took a quiz on story "Trademark" and were to find a quotation that supported the topic sentence : "The story "Trademark" is an entertaining story because of the realistic teenager portrayed in Cress Delahanty. " Students needed to find a quotation that shows Cress acting like a real life teenager. Then they need to explain how this quotation compares to how real teenagers act and talk today. These sentences should be turned in tomorrow.
 * March 5:** Students will read the story "Trademark" (pp 41-52) in the books the students took out of class today and answer questions 1,2,3,4,5,7,10. for Monday. We will have a short quiz on the short story on Monday.
 * March 4:** Students reviewed test.
 * March 3:** Students took test on Poetry. no homework.
 * March 2:** Students reviewed Poetry terms for the test on Wednesday, discussed the differences between ballads and lyrics, and discussed the lyrics for "Where were you (when the world stopped turning)?" and "The Road Not Taken".
 * March 1:** Students reviewed for Poetry test on Wednesday, discussed the term sensory images, the poem "Dandelions" and the term extended metaphor.
 * February 26:** Students finished up comparing figurative language in the ballad "The Wreck..." Students connected strong language in the ballad to construct their own lyric.
 * February 25:** Students discussed the differences between ballads and lyrics, discussed "The Wreck of the Edmund Fitzgerald."
 * February 24:** Students discussed the ballad "Big Bad John."
 * February 23:** Students discussed figurative language, connotation and denotation, read the poem "Miss Rosie" were assigned questions 3-7 for homework on page 231.
 * February 22:** Students started a poetry unit - discussed "Captain Hook" and some common poetry terms. 3rd hour was aked to bring in a poem to class.
 * February 19:** Students reviewed, took quiz and corrected it in class.
 * February 18:** Students reviewed sentence types and corrected homework. Quiz on Friday concerning simple, compound, complex sentences and the subordinating conjunctions.
 * February 17:** Students reviewed sentence types: simple, compound, complex, and compound-complex. corrected homework, did "Fire Drill" were assigned Lessons 4A and 4B for homework.
 * February 16:** Students reviewed sentence types: simple, compound, complex, and compound-complex. You may review the powerpoint that we had in class before finishing the homework which is complex sentence LESSON 2A.[[file:Adver clause-Complex sentenceppt]]
 * February 12:** Students reviewed the sentence structure, roots, and prefixes after speeches were finished.
 * February 9-10-11:** Students gave speeches. Any students who did not give their speeches WILL NEED TO PRACTICE because tomorrow they will give them.
 * February 8:** Students practiced their introductions and given a test on the prefixes, and Greek and Latin Roots. Speeches will be given on Tuesday.

They are to be handed in tomorrow.
 * February 5:** Students were given the speech rubric and told to practice their speech for Monday at least 10 times.
 * February 4:** Students were given a handout with samples of introductory techniques that students could use to start off a speech. Students were assigned to create 2 openings that they could use to introduce the topic of their speech.


 * February 3:** Students who did not write out their speeches were writing out their speeches today in class. The students are to work on making their Powerpoint presentations at home. Speeches and PPT are to be ready on Monday.
 * February 2:** Students were to write out their speech for homework tonight (since many did not write it out last night) and bring it to class; they will continue to work on their Powerpoints at school.

Students wishing to review the PPT may download the attachment (but will need to have the Microsoft word program on their computer to view the slide show.)
 * February 1:** Students were assigned to make flash cards for the remaining Latin/Greek roots, write out their thoughts about their upcoming speech. Any student without a "Gmail" from Google should create one tonight by going to www.google,com and then selecting gmail, and then create a new account online. Make sure you remember and write down your username and password in a safe place for tomorrow's class. It is recommended that students use their first three letter of their first name followed by the first three letters of their second name followed by their graduation year, so Mr. Kocon can easily identify the students.
 * January 29:** Students took test on roots, prefixes, compound sentences and then corrected it. NO HOMEWORK.
 * January 28:** Students corrected pretest. Test on cp sentences is Tomorrow.
 * January 27:** Students reviewed compound sentences and simple sentences with compound verbs or compound subjects. They were assigned to do the Pretest for homework.
 * January 26:** Students reviewed Greek/Latin roots for the first 12 roots (tele-man), corrected worksheet 1C,2C, discussed comma rules with simple and compound sentences, assigned worksheet about commas in simple and compound sentences for tomorrow.


 * January 25:** Students must make flashcards for Greek/Latin roots for the first 12 roots (tele-man), and do worksheets 1C, 2C for tomorrow. [[file:Greek & Latin Root Words.PDF]]
 * January 22:** Students took quiz on prefixes, phrases, clauses, and took preassessment on sentence structure. No homework.
 * January 21:** Students reviewed prefixes and their definitions, as well as phrases, clauses, corrected homework. Test tomorrow on all of the above. Students who did not take the quiz yesterday should take it online tonight. [[file:5 pt quiz – day 1.PDF]]


 * January 20:** Students took quiz on policies, reviewed prefixes and their definitions, as well as phrases, clauses, and were assigned to do exercises 1, 2 on pages 145-146 in their English book. For exercise 2 on page 146, students need only correct the fragments in the exercise by making them into sentences. If the numbered sentence is correct, the student does NOT have to write anything for that sentence. Please correct any spelling or punctuation mistakes in any of the sentences you had to rewrite.


 * January 19:** Students took pretest on PREFIXES, then were instructed to make flashcards for each of the prefixes, following the example done in class. Also, students are to download the Welcome Letter for Second Semester from the English 9 Home page, read it, get it signed, and know its content.[[file:Prefixes_sheet.PDF]]

Students should finish their powerpoint and then "Share it with Mr. Kocon" using this email address  Speeches with powerpoint presentations are due the day you come back from Christmas break. Students were encouraged to make an outline or note cards from which they will speak BEFORE THE BREAK. (Many did some chose to wait until break) December 15-**Students created gmail accounts and started to create power points on docs.google.com.** December 14-**discussed concluding paragraph and final touches to paper. Paper is due tomorrow.** December 11- **discussed mistakes in body paragraphs or works cited pages, received instructions to write an introductory paragraph. Any mistakes on drafts should be revised and this introductory paragraph should be typed and placed in front of the body paragraphs for Monday.** December 10- **discussed how citations are to be put into the paper, and how they match with the entries on the Works Cited page. Students were also encouraged to create clear topic sentences that had key words in it. Draft of Body paragraphs due tomorrow.** December 9- **discussed how to write draft from their general adjectives and examples (see DEC. 7 log). Students worked on writing draft. The typed draft of the body paragraphs is due on Friday, Dec 11.** December 8- **discussed works cited page. Students should follow the example discussed in class and type out their works cited page for tomorrow. Click here for example. Students were to make sure that their outline of examples was complete. Students who did not have enough information were instructed to "catch up quickly" and find more sources and read and take more notes about their subject before completing today's assignment.** December 7 - **checked note cards, Students began organizing ideas by choosing 3 major adjectives that they believed fit the personality of their topic. Then they listed examples under each adjective that would illustrate, show, or support that adjective.** December 4- **researched in library, gathered notes about topic on Note cards. Approximately 35-40 note cards are to be due on Monday.** December 3- **researched in library.** December 2- **Ms. Burke gave presentation on library databases and search techniques. Note taking procedure was discussed, and students were told to start working on reading and taking notes for project. ALL Note cards are due NEXT MONDAY, Dec 7.** December 1- **Students began looking at resources for Holocaust project. They were instructed to have at least 35-40 note cards of information by Next Monday. Students were encouraged to check out local libraries and internet sources for homework.** November 30- **Students discussed, selected names for Holocaust project, reflected on progress, and could start researching topic for homework. Students will meet in the Library reading room tomorrow.** November 25 **- Students took objective test on the book __Night__. Happy Thanksgiving no homework.** November 24 **- In class, students took the "Pressure Write" on the book __Night__. Objective test on book is tomorrow.** November 23 **- In class, students finished the ICE paragraph, and then reviewed the last sections of NIght, and prepared for their test on Tuesday and Wednesday. Tuesday will be a "Pressure Write" activity completed in class on the heroism of the prisoners or characters in the book. Wednesday will be an objective test on the content of the book.** November 19 **- In class, students wrote about a passage from __Night__ using the ICE technique. Students must have the story completely finished on Monday. and all the questions as well. I will collect all the answers to the questions on Monday. (please click on these questions. to see them.)** November 18 **- In class, students learned about the ICE technique.This technique is used when students are analyzing a piece of literature. They can download the samples by clicking on the PDF. Students know that they are to be finished with the book Night by Monday and also hand in all their answers for all the reading questions as well.** November 17 **- In class, students took quiz on sections 1-5 and were assigned to read section 6 and do the questions.** November 16 **- In class, students discussed the fourth section in __Night__. The students should continue to read section 5 and do the questions and write notes in their notebook or make post-it notes in the book. THERE WILL BE A QUIZ TOMORROW on the novel.** November 13 **- In class, students discussed the second and third sections in __Night__. Then students wrote a complete paragraph that supported the topic sentence; "In Night, Wiesel becomes intimidated by the infernal conditions in the concentration camps." It was done in class. Students were assigned to read the fourth section of __Night__ and answer these questions. (please click on "these questions" to see them.)** November 12 **- Students were assigned to read the second and third sections of __Night__ and answer these questions. (please click on "these questions" to see them.)** November 11 **- Students were assigned to read the first section of __Night__ and answer these questions. (please click on "these questions" to see them.)** November 10**- Students in periods 3,5,8: Discussed their performances with the pressure writing activities, and did a reading comprehension exercise. Students in period one: did a reading comprehension exercise and talked about a reading strategy.** November 9**- Students in period one: Discussed their performances with the pressure writing activities, and did a reading comprehension exercise. Students in periods 3,6,8: did the pressure write activity-"Are cocurricular programs important for the students in high schools? Justify your answer with reasons, examples, and clear explanations."** Assignments: Students are to Frame their story, add details to it if it is too short (target time is 2-4 minutes) and bring note cards for tomorrow. Click here to see more specific details about framing the story and adding details.
 * January 12:** We reviewed for the final exam today. (See powerpoint for information) [[file:2010 semONEreview.ppt]]Students should review for their final test. The blue English book is full of information on parts of speech that should be reread. Areas to review: irregular verb forms pp175-183, Verbs p77, Nouns p73, pronouns p75, Adjectives p81, Adverbs p83, handouts on prepositions, infinitives, helping verbs, verb phrases.
 * January 5-11:** Students presented their powerpoint presentations.
 * January 4:** Students were to prepare for their presentations starting tomorrow and must have their Powerpoints "shared with Mr. Kocon ( See instructions for Dec 16-18)
 * December 16-18** Students created powerpoint presentations in class. ANY STUDENT WHO DID NOT TURN IN HIS/HER HOLOCAUST PAPER needs to do so right away since that loss of points has severely affected your current grade status.
 * Reminder to students who will be using an outline for the holocaust presentation- YOU must have 2 copies of your TYPED OUTLINE ready the day of the presentation.**
 * Any students who performed poorly in the last grammar quiz (on adjectives-adverbs, good vs. well, verbs) may retake the quiz in the library this week.**
 * November 5**- Students in period one: pressure write activity-"Are cocurricular programs important for the students in high schools? Justify your answer with reasons, examples, and clear explanations." Students in periods 3,6,8: finished reviewing speeches and then reviewed grammar concepts. All classes got their speech scoresheets back.
 * November 3**-4 Students reflected on their speech performances and wrote a paragraph about what they did well and would improve for their next speech.
 * November 2**- Students reflected on their first quarter efforts and study routines for class.
 * October 30 - ** Students took quiz on adverbs and adjectives (good vs. well), viewed and critiqued speeches. NO homework.
 * October 29**- Students corrected homework, and finished Pressure Writing Exercise. Test tomorrow.
 * October 28**- Students took pretest home for homework, reviewed the good vs. well, adverbs and adjectives, and practiced the "pressure writing" strategy.
 * October 27**- Students reviewed good vs. well, adverbs and adjectives, and discussed the article "The Way It Should Be Played."
 * October 19**-**21** Students were giving their speeches in class.
 * October 15**- Students reviewed their notecards and practiced giving their speeches. The speeches will start on Monday, October 19.
 * October 14**- Students reviewed adjective rule, hand out the speech rubric and gave instructions as to how to make note cards, saw demonstration of speech and then were assigned to reread story 4-5 times, create note cards following the guidelines presented in class and then start practicing speech. Speeches will begin on Monday, October 19. Download the notes about note cards if you like. [[file:note cards - notes.pdf]] Click here if you need another speech rubric[[file:Snapshot of life Speech Rubric.pdf]]
 * October 13**- Students reviewed adjective rule, read and timed our story and then discussed how to frame out story for the speech.

GRAB BAG: put three items in a brown bag that represent and / or tell something about you as a person. Bring the bag and Items tomorrow to school and talk about their significance to your peers.
 * October 12**- Students discussed adjectives and rules for when to use commas with two or more adjectives. The 350 word story about an "unforgettable moments" in our lives is to be typed out by Tuesday, October 13. Students may download notes about adjectives. [[file:ADJnotespdf.pdf]]
 * October 9**- Students discussed "unforgettable moments" in our lives and were assigned to type out a story by Tuesday, October 13. (The story should involve the student and be about 350 words in length.)
 * October 8**- Students took test on apostrophes and verb forms. Assigned to read pages 81-84. Do exercise 8 p.82, and exercise 10 p 83.
 * October 7**- Students reviewed rules of apostrophes, corrected homework, and prepared for tomorrow's test. Study for test.
 * October 6**- Students reviewed rules of apostrophes, corrected homework, discussed irregular and regular verb forms, and were assigned Exercise 3, p176, and exercises 4,5 pp177,178. Download the notes if you wish to look at some of things we discussed today.[[file:Notes-Irreg-verbs 175-78.doc]]
 * October 5**- Students reviewed rules of apostrophes ( page 285) and were assigned page 286, exercise 15, and 16 for homework. [[file:APOSTROPHES……….doc]]
 * October 2**- Students reviewed homework and took test on verbs.
 * October 1**- No class.
 * September 30 -** Students reviewed notes about the verb, verb phrases, most commonly used linking verbs, gerunds, infinitives, check the homework. To download notes on verbs click on the document. Test on verbs, infinitives, gerunds on Friday.[[file:VERB Notes.doc]]
 * September 29 -** Students discussed verbs- action, linking, (the verb "be") verb phrases, assigned handout p 111, 112 for homework. Test on verbs this Friday.
 * September 28 -** Students reviewed prepositions, infinitives, read an article and answered comprehension questions. CLICK HERE TO SEE THOSE QUESTIONS. Students wishing to retake Friday's quiz on prepositions and infinitives must go to the library and complete the retake test by WEDNESDAY, SEPTEMBER 30.
 * September 25 -** Students took preposition / infinitive quiz, and were assigned a writing assignment about their "hero". Write about 300 words about a person (real or fictitious) that they view as a hero and explain why or how they are considered heroic. Please type the paper and hand it in by Tuesday, September 29.
 * September 24 -** Students reviewed prepositions and prepositional phrases, infinitive phrases, and the rule: the part of speech of any word will be determined by the way it is used in a sentence. Grammar test tomorrow.
 * September 23 -** Students performed speeches in class, reviewed notes about prepostions, assigned page 137 for homework. Students will have a grammar test on prepositions on Friday.
 * September 22 -** Students performed speeches in class. Students should be studying their prepositions for a grammar quiz at the end of the week. Those students who did not perform their speech today will go tomorrow.
 * September 21 -** Students reviewed important points about the speech tomorrow, took notes about prepositions/ prepositional phrases, and received handouts. Click here to download the notes from the powerpoint on prepositions.
 * September 18 -** Students talked about grding of first speech, discussed 3 styles of speaking: manuscript, notes, free form. Ad speech will be performed on Tuesday, Sept 22.
 * September 17 -** Students continued to discuss vocal qualities with speeches, collected "embarrassing moment" assignments, wrote about what they will do to improve next time.
 * September 16 -** Students will write a 300-word composition about an embarrassing moment in their life. Double-space if you are typing, and write neatly if you are not. Students continued to discuss vocal qualities with speeches.
 * September 15 -** Students we recorded and rated their performances. NO homework.
 * September 14 -** Students handed in revised copy of Advertisement, tape recorded their voices.
 * September 11 -** Students looked at ads to distinguish good "word choice" by advertisers. Assignment was supposed to be revised and students ere to change any words that they felt were poor and enhance them with more active verbs, more precise and striking words to make their ad come alive. Any changes made to their draft which will be handed in on Monday, Sept 14. should be in **bold print.** Mr. Kocon will collect the students' first copy (which students brought today) and their revised copy (the one students should have changed over the wekend).
 * September 10 -** Students talked about the importance of words in advertising. Advertisement assignment is due tomorrow.
 * September 9 -** Students took on-line quiz called "grammar pretest #1" on the quiz star program. Then they worked on created an advertisement for their first speech. Click here for further instructions and a sample to view.
 * September 8 -** Students registered for their English class in the "quizstar" program; they also reviewed common tips for printing, shutting down, logging off and on to the computers at TG. Assignment: Students should go on line and take the "Price Practice Quiz English (1)" tonight. For complete instructions too get to " quizstar" quiz click here.
 * September 4 -** Took "learning styles" inventory and discussed them. In class students wrote paragraphs about their personal learning styles.
 * September 3** - Grab bag speeches were given. Welcome letters were passed back.
 * September 2** - Classes reviewed general rules, seating charts, and policies. Grab bag speeches will be delivered tomorrow.
 * September 1** - Played 4 corners, discussed using 3-ring binder and general items like our wikispace. Assignments: print out welcome letter from our wikispace, bring in items for grab bag speech.