Lesson 13

Notes

1. Quill test: I try to place students at the level each actually belongs, by passing them through the “pre-baseline” diagnostics. You’ll have to find a good system to keep track of all the different results. Once each student has been placed (or has tested out of Quill and is reading to start the Advanced Grammar Course), students in Quill should be assigned the relevant learning packets the system has determined based on the diagnostic. I usually give them a week to work through the packets (I tell them to go as far as understanding in each packet, or it becomes repetitive and tedious), and then I have a short time in class for them to complete the post-test. 

Remember to go over the post-tests in Quill, because often Quill will mark something wrong because of a misplaced period or misspelling. 

2. Finish up workshop on sentence analysis; class discussion on any lingering issues. I will often find examples from great writers of the different types of basic sentences (simple, compound, complex), and have them figure out which is which, and perhaps imitate the great sentences. 

3. Summer reading discussion II: This is just time in case your class needs more on this.  Otherwise, use the time for Quill or for more sentence review.