8/8 Monday: EQ: What guidelines and procedures make class time more
effective and efficient?
1. Welcome, class guidelines & procedures, calendar
HW: Read Oedipus Rex, Perrine; Senior Project Manual
8/9 Tuesday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. How do the levels of questions
affect interpretation?
Assessment Prompts: What are examples of questions at levels 1, 2, or 3?
1.Vocab 1Terms & Definitions RL5;RC3
2. Students read “The Chaser” and answer leveled questions about the text.
Teacher will clarify differences between levels 1, 2, and 3 questions. RL1-3;
RC1, 2, 4; LSV 1
HW: Continue reading Oedipus Rex and Senior Manual. Create three different
level 1, 2, and 3 questions from manual-due Friday. Begin defining *Literary
Terms Handout, #1-40.
8/10 Wednesday: EQ: 1. What techniques do we use to interpret/analyze
diction, detail, imagery, syntax, and tone?
Assessment Prompts: What is diction? What qualities constitute an effective
senior project topic & product?
1. Voice Lesson #1 RL1-2; LSV 1
2. Senior Project Topic/Product Discussion LSV 1
8/11Thursday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are the Aristotelian concepts of
tragedy? How does Oedipus conform to this image? 3. What is the function of
the chorus in Greek Tragedy? 4. How does Oedipus conform to the image of the
tragic hero?
Assessment Prompts: What does Aristotle believe about tragedy? How is Oedipus
a tragic hero?
1. Vocab 1:ex 1&2 RL5;RC3
2. Oedipus Rex –Aristotle’s concept of tragedy, tragic hero, archetype of the
hero, function of the chorus RL1-3; RC1,2,4
8/12Friday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are the requirements for Senior
Project Letters of Intent and Signs of Commitment?
Assessment Prompts: How does diction affect interpretation? What do students
need to include in their Letters of Intent and Signs of Commitment?
1 Voice Lesson #2 RL1-2; LSV 1
2. Oedipus Rex analysis
3. Turn in questions from Tuesday’s lesson. RL1-3; RC1,2,4
4. Requirements for Letter of Intent/Sign of Commitment LSV 1; C1-2; W1-4
HW: Senior Project Topics & Product Ideas Due 8/15
8/15 Monday: EQ: What are the requirements for Senior Project Letters of
Intent and Signs of Commitment?
1. Media Center for senior project research & Letter of Intent W1-4; C1-2
HW: Read Oedipus Rex, Perrine; Senior Project Manual
8/16Tuesday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are the Aristotelian concepts
of tragedy? How does Oedipus conform to this image? 3. What is the function
of the chorus in Greek Tragedy? 4. How does Oedipus conform to the image of
the tragic hero?
Assessment Prompts: How is Oedipus a tragic hero?
1.Vocab 1:3&4 RL5;RC3
2. Oedipus Rex analysis RL1-3; RC1,2,4
HW: Continue reading Oedipus Rex and Senior Manual.
8/17Wednesday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are the Aristotelian concepts of
tragedy? How does Oedipus conform to this image? 3. What is the function of
the chorus in Greek Tragedy? 4. How does Oedipus conform to the image of the
tragic hero?
Assessment Prompts: What is diction?
1. Voice Lesson #3 RL1-2; LSV 1
2. Oedipus Rex reading quiz RL1-3; RC1,2,4
3. Oedipus Rex Analysis RL1-3; RC1,2,4
8/18Thursday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are the Aristotelian concepts of
tragedy? How does Oedipus conform to this image? 3. What is the function of
the chorus in Greek Tragedy? 4. How does Oedipus conform to the image of the
tragic hero?
Assessment Prompts: In what ways is this play considered a true tragedy?
1. Vocab 1:ex 1&2 RL5;RC3
2. Oedipus Rex –Group analysis questions RL1-3; RC1,2,4
8/19Friday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are the elements of Toulmin’s
Analysis of Argumentation? How does using claim, data, warrant make writing
more effective?
Assessment Prompts: How does diction affect interpretation? What
constitutes ‘data’ in writing?
1 Voice Lesson #2 RL1-2; LSV 1
2. Composition Instruction-Claim, Data, Warrant W1-2; C1
8/22 Monday: EQ: 1.What are the Aristotelian concepts of tragedy? How does
Oedipus conform to this image? 2.What is the function of the chorus in Greek
Tragedy? 3.How does Oedipus conform to the image of the tragic hero?4. What
techniques do we use to interpret/analyze diction, detail, imagery, syntax,
and tone?
Voice Lesson RL1-2; LSV 1
Finish Oedipus Analysis/Nature of the Tragic Flaw RL1-3; RC1,2,4
HW: Finish Oedipus Rex essay; study vocabulary
8/23Tuesday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are the Aristotelian concepts
of tragedy? 3. How does Macbeth conform to Aristotle’s image of a tragic
hero? 4. Why does Macbeth, who knows his actions are evil and will be
punished, continue to choose evil? 5. How do Shakespearean figurative
language, imagery, and other dramatic cues reveal Macbeth’s response to fear?
Assessment Prompts: How is Macbeth a tragic hero?
1.Vocab Quiz #1 RL5;RC3
2. Macbeth Objective Questions RL1-3; RC1,2,4
HW: Finish reading Macbeth & Kite Runner; complete Letter of Intent
8/24Wednesday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are the Aristotelian concepts of
tragedy? 3. How does Macbeth conform to Aristotle’s image of a tragic hero?
Assessment Prompts: What is diction?
1. Voice Lesson RL1-2; LSV 1
2. Elizabethan tragedy & Macbeth Intro RL1-3; RC1,2,4
HW: Finish reading Macbeth & Kite Runner; complete Letter of Intent
8/25Thursday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are the Aristotelian concepts of
tragedy? 3. How does Macbeth conform to Aristotle’s image of a tragic hero?
Assessment Prompts: In what ways is this play considered a true tragedy?
1. Vocab 2: Terms & Definitions & ex 1&2 RL5;RC3
2. 32-Second Macbeth RL1-3; RC1,2,4;LSV1
HW: Finish reading Macbeth & Kite Runner; complete Letter of Intent
8/26Friday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are the Aristotelian concepts of
tragedy? 3. How does Macbeth conform to Aristotle’s image of a tragic hero?
4. Why does Macbeth, who knows his actions are evil and will be punished,
continue to choose evil? 5. How do Shakespearean figurative language,
imagery, and other dramatic cues reveal Macbeth’s response to fear?
Assessment Prompts: How does diction affect interpretation? How does text
support each film interpretation?
1.Voice Lesson RL1-2; LSV 1
2.Review Macbeth Obj Questions RL1-3; RC1,2,4;LSV1
3.Act I analysis through text & film clips RL1-3; RC1,2,4;LSV1
HW: Finish reading Macbeth & Kite Runner; complete Letter of Intent
*Oedipus Essays will be returned Monday, 8/29, for revision.
8/29Monday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are the Aristotelian concepts of
tragedy? 3. How does Macbeth conform to Aristotle’s image of a tragic hero?
4. Why does Macbeth, who knows his actions are evil and will be punished,
continue to choose evil? 5. How do Shakespearean figurative language,
imagery, and other dramatic cues reveal Macbeth’s response to fear?
Assessment Prompts: How does the text support each film interpretation?
Voice Lesson RL1-2; LSV 1
Macbeth analysis of Act I, scenes 1&2 through text and film clips. RL1-3;
RC1,2,4
HW: Macbeth objective questions. Due Thurs.
8/30Tuesday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are the Aristotelian concepts
of tragedy? 3. How does Macbeth conform to Aristotle’s image of a tragic
hero? 4. Why does Macbeth, who knows his actions are evil and will be
punished, continue to choose evil? 5. How do Shakespearean figurative
language, imagery, and other dramatic cues reveal Macbeth’s response to fear?
Assessment Prompts: How is Macbeth a tragic hero?
1.Vocab 2:3&4RL5;RC3
2. Guidance Day
HW: Macbeth objective questions. Due Thurs.
8/31Wednesday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are the Aristotelian concepts of
tragedy? 3. How does Macbeth conform to Aristotle’s image of a tragic hero?
4. Why does Macbeth, who knows his actions are evil and will be punished,
continue to choose evil? 5. How do Shakespearean figurative language,
imagery, and other dramatic cues reveal Macbeth’s response to fear?
Assessment Prompts: What is diction?
1. Voice Lesson RL1-2; LSV 1
2. Analyze Macbeth’s response to fear in Act II, scene 4 RL1-3; RC1,2,4
HW: Macbeth objective questions. Due Thurs
9/1Thursday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are the Aristotelian concepts of
tragedy? 3. How does Macbeth conform to Aristotle’s image of a tragic hero?
4. Why does Macbeth, who knows his actions are evil and will be punished,
continue to choose evil? 5. How do Shakespearean figurative language,
imagery, and other dramatic cues reveal Macbeth’s response to fear?
Assessment Prompts: How does Shakespeare show Macbeth’s emotions through
dialogue?
1. Vocab 2: 5&6 RL5;RC3
2. Group discussions analyzing textual evidence of Macbeth’s inner turmoil in
Act III, scene 4. RL1-3; RC1,2,4;LSV1
9/2Friday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are the Aristotelian concepts of
tragedy? 3. How does Macbeth conform to Aristotle’s image of a tragic hero?
4. Why does Macbeth, who knows his actions are evil and will be punished,
continue to choose evil? 5. How do Shakespearean figurative language,
imagery, and other dramatic cues reveal Macbeth’s response to fear?
Assessment Prompts: How does diction affect interpretation? How does text
support each film interpretation?
1.Voice Lesson RL1-2; LSV 1
2.Literary Term 1-40* Test RL5;RC3
Act III, scene 4 analysis through text & film clips RL1-4; RC1,2,4;W1-2; LSV1
HW: Write a 1-page analysis reflection of the clip which most accurately
demonstrates Shakespeare’s characterization of Macbeth.
9/5 Monday: Labor Day Holiday
9/6 Tuesday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are the Aristotelian concepts of
tragedy? 3. How do Oedipus/Macbeth conform to Aristotle’s image of a tragic
hero? 4. Why does Macbeth, who knows his actions are evil and will be
punished, continue to choose evil? 5. How do Shakespearean figurative
language, imagery, and other dramatic cues reveal Macbeth’s response to fear?
6. What is the function of the chorus in Greek Tragedy?
1.Voice Lesson RL1-2; LSV 1
2. Tragedy Review
HW: Study for vocab quiz & tragedy test.
Wednesday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are themes found in the novel
Kite Runner? How do readers determine theme?
1. Voice Lesson RL1-2; LSV 1
2. Kite Runner – discuss structure, style, symbolism, historical/social
values, and themes seen in work. RL1-3; RC1,2,4
Thursday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are the Aristotelian concepts of
tragedy? 3. How do Oedipus/Macbeth conform to Aristotle’s image of a tragic
hero? 4. Why does Macbeth, who knows his actions are evil and will be
punished, continue to choose evil? 5. How do Shakespearean figurative
language, imagery, and other dramatic cues reveal Macbeth’s response to fear?
6. What is the function of the chorus in Greek Tragedy?
1. Vocab Quiz #2 RL5;RC3
2. Tragedy Test A. RL1-3; RC1-4
Friday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are themes found in the novel
Kite Runner? How do readers determine theme?
Voice Lesson RL1-2; LSV 1
Kite Runner – discuss structure, style, symbolism, historical/social values,
and themes seen in work. RL1-3; RC1,2,4
9/12 Monday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are the components of an
annotated bibliography?
1.Voice Lesson RL1-2; LSV 1
2.Media Center for research & work on annotated bibliography. W1-4; C1-2
9/13 Tuesday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What is the author’s purpose of using
flashback and first person limited narrator in the novel?
1. Vocab Unit 3 terms & defs, ex. 1&2 RL5;RC3
2. Kite Runner analysis – focus on structure of the flashback and the use of
the first person narrator. RL1-5; RC1-4; LSV 1
9/14Wednesday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are themes found in the novel
Kite Runner? How does the author develop theme? 3. How do author interviews
affect reader interpretation of a work?
1. Voice Lesson RL1-2; LSV 1
2. Kite Runner – NPR & BBC interview with Hosseini. RL1-5; RC1-4; LSV 1
HW: Reflection page from interviews. “How do interviews affect your
interpretation of the novel?”
9/15Thursday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are themes found in the novel
Kite Runner? How does the author develop theme? 3. How does the author use
metaphor and irony to set tone and mood?
1. Vocab 3:3&4 RL5;RC3
2. Kite Runner analysis –Focus on theme, metaphor, irony, and symbolism. RL1-
3; RC1-4
9/16 Friday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are themes found in the novel
Kite Runner, and how does the author develop them? 3. How does the author use
metaphor and irony to set tone and mood? 4. What is passive voice, and why
should writers avoid it?
Voice Lesson RL1-2; LSV 1
Active/Passive Voice lesson C1
Kite Runner – Objective questions based on theme, metaphor, irony, tone, and
mood RL1-3; RC1,2,4
9/19 Monday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. How do author interviews affect reader
interpretation of a work?
1.Voice Lesson RL1-2; LSV 1
2. Kite Runner – NPR & BBC interview with Hosseini. RL1-5; RC1-4; LSV 1
HW: Reflection page from interviews. “How do interviews affect your
interpretation of the novel?” **Avoid passive voice!!
9/20 Tuesday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are themes found in the novel
Kite Runner? How does the author develop theme? 3. What strategies are
helpful in analyzing ap-style objective questions? 4. How does the author use
metaphor and irony to set tone and mood?
1. Vocab Unit 3 terms & defs, ex. 1&2 RL5;RC3
2. Kite Runner – Objective questions based on theme, metaphor, irony, tone,
and mood RL1-3; RC1,2,4
9/21Wednesday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. How do the major critical-interpretive
perspectives affect how readers interpret literature?
1.Voice Lesson RL1-2; LSV 1
2. Critical approaches to literature project RL1-5; RC1-4; W1-4;C1-2;LSV1-2
9/22Thursday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. How do the major critical-
interpretive perspectives affect how readers interpret literature?
1. Vocab 3 Quiz RL5;RC3
2. Critical approaches to literature project RL1-5; RC1-4; W1-4;C1-2;LSV1-2
9/23 Friday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are themes found in the novel
Kite Runner, and how does the author develop them? 3. How does the author use
metaphor and irony to set tone and mood? 4. What is passive voice, and why
should writers avoid it?
1.Voice Lesson RL1-2; LSV 1
2.Active/Passive quick review
3.Kite Runner in-class, timed essay
9/26 Monday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. How do we know what we know? How do we
express uncertainty about what we know through language?
1.Voice Lesson RL1-2; LSV 1
2. Hamlet –Act I, scene i, determining theme from textual analysis BLRL1,2;
BLRC1,2,4
HW: Determine key word from Act I, scene i, that helps determine the scene’s
theme.
9/27 Tuesday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. How do authors develop theme? 3. What
is a motif and how are motifs used to develop theme?
1. Vocab Unit4 terms & defs, ex. 1&2 RL5;RC3
2. Trace the motif of corruption, sickness, and decay through Act I. BLRL1,2;
BLRC1,2,4
HW: Trace the motif of madness through Act II. Due Thursday.
9/28Wednesday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. How do the major critical-interpretive
perspectives affect how readers interpret literature?
1. Voice Lesson RL1-2; LSV 1
2. Critical approaches to literature project RL1-5; RC1-4; W1-4;C1-2;LSV1-2
9/29Thursday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What is a motif and how are motifs
used to develop theme?
1. Vocab 4: 3&4 RL5;RC3
2. Analyze motifs in Act II & Hamlet’s soliloquies in II and III. BLRL1,2;
BLRC1,2,4
9/30 Friday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What is a motif and how are motifs
used to develop theme?
1.Voice Lesson RL1-2; LSV 1
2.Analyze Hamlet’s soliloquies in II and III. BLRL1,2; BLRC1,2,4
3.****HAMLET READING QUIZ Acts 1-5!!!!!
10/3 Monday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are effective ways to understand
Shakespeare’s use of characterization?
1.Voice Lesson RL1-2; LSV 1
2. Hamlet –Act I, scene ii, determining characterization from textual
analysis BLRL1,2; BLRC1,2,4
HW: Hamlet’s Character worksheet
10/4 Tuesday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are effective ways to understand
Shakespeare’s use of characterization?
1. Vocab Unit4 ex. 5&6 RL5;RC3
2. Act III, scene ii – the Mousetrap Scene. Determining characterization from
textual analysis. BLRL1,2; BLRC1,2,4
HW: Hamlet’s Character worksheet
10/5 Wednesday: EQ: 1. What techniques do we use to interpret/analyze
diction, detail, imagery, syntax, and tone? 2. How do the major critical-
interpretive perspectives affect how readers interpret literature?
1. Voice Lesson RL1-2; LSV 1
2. Critical approaches to literature project RL1-5; RC1-4; W1-4;C1-2;LSV1-2
10/6Thursday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. How do Shakespearean tragedies
compare with classic tragedies? 3. How does Hamlet conform to Aristotle’s
image of a tragic hero? 4. Where is the turning point, or climax, of the play
Hamlet?
1. Vocab 4 Quiz RL5;RC3
2. Analyze Act III, scene iii, for turning point & Hamlet’s role as a tragic
hero. BLRL1,2; BLRC1,2,4
10/7 Friday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. How do Shakespearean tragedies compare
with classic tragedies? 3. How does Hamlet conform to Aristotle’s image of a
tragic hero? 4. Where is the turning point, or climax, of the play Hamlet?
1.Voice Lesson RL1-2; LSV 1
2.Analyze Act III, scene iii, for turning point & Hamlet’s role as a tragic
hero. BLRL1,2; BLRC1,2,4
10/11 Tuesday: EQ: 1. How does the study of Greek/Latin root words aid in
the understanding of complex vocabulary? 2. What are effective ways to
understand Shakespeare’s text?
1. Vocab Unit 5: terms, definitions, exercises 1&2 RL5;RC3
2. Act IV, scene iii. Analyze scene with AP style objective questions.
BLRL1,2; BLRC1,2,4
HW: Hamlet Act IV analysis worksheet
10/12 Wednesday: EQ: 1. What techniques do we use to interpret/analyze
diction, detail, imagery, syntax, and tone? 2. How do the major critical-
interpretive perspectives affect how readers interpret literature?
1. Voice Lesson RL1-2; LSV 1
2. Continue Tuesday analysis. BLRL1,2; BLRC1,2,4
3. Critical approaches to literature project RL1-5; RC1-4; W1-4;C1-2;LSV1-2
10/13Thursday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. What are effective ways to understand
Shakespeare’s text?
1. Vocab 5, ex 3&4 RL5;RC3
2. Hamlet/ Death of a Salesman reading day. ***Club Day Photos! BLRL1,2;
BLRC1,2,4
10/14 Friday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are effective ways to understand
Shakespeare’s text?
1.Voice Lesson RL1-2; LSV 1
2.In-Class timed, analysis essay on Hamlet BLRL1,2; BLRC1,2,4
10/17 Monday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. What are the correct ways to use MLA
or APA format to write and document research?
1. Voice Lesson RL1-2; LSV 1
2. Writing the Senior Project research paper. Using MLA & APA format
correctly. W1-4; C1-2
10/18 Tuesday: EQ: 1. How does the study of Greek/Latin root words aid in
the understanding of complex vocabulary? 2. What are the correct ways to use
MLA or APA format to write and document research?
1. Vocab Unit 5: 5&6 RL5;RC3
2. Writing the Senior Project research paper. Using MLA & APA format
correctly.W1-4; C1-2
10/19 Wednesday: EQ: 1. What techniques do we use to interpret/analyze
diction, detail, imagery, syntax, and tone? 2. How do the major critical-
interpretive perspectives affect how readers interpret literature?
1. Voice Lesson RL1-2; LSV 1
2. Death of a Salesman Critical Theory Presentations RL1-5; RC1-4; W1-4;C1-
2;LSV1-2
10/20Thursday: EQ: 1. How does the study of Greek/Latin root words aid in the
understanding of complex vocabulary? 2. How do the major critical-
interpretive perspectives affect how readers interpret literature?
1. Vocab 5, practice RL5;RC3
2. Death of a Salesman Critical Theory Presentations RL1-5; RC1-4; W1-4;C1-
2;LSV1-2
10/21 Friday: EQ: 1. What techniques do we use to interpret/analyze diction,
detail, imagery, syntax, and tone? 2. How do the major critical-interpretive
perspectives affect how readers interpret literature?
1.Voice Lesson RL1-2; LSV 1
2. Death of a Salesman Critical Theory Presentations RL1-5; RC1-4; W1-4;C1-
2;LSV1-2
3. Vocab Quiz 5 RL5;RC3