Take the writing done for the ice cream activity. Look at each sentence and decide how to improve on them by making them complex. Decide if the subject and the verb agree.

Chris reviewed the terms volcano, lava, magma and vent. He filled in the diagram of the volcano, defined the term pyroclastic, and completed the T/F brainstorming.

Religious Wars Project, The French Revolution: Development of content for Religious Wars Project: TaiPeng Rebellion in China as one of the highest war casualties in human history. Explanation of current issues with the Israel-Palestine War: Oct. 7 '24 attack by
Palestine/Hamas in Israel and the follow up escalation of conflict/warfare. Background issues causing the French Revolution: Abuse/corruption by French Monarchs from Louis XIV through Louis XVI and Marie Antoinette.

2/27/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. She was eating her lunch when the session began. Alexandra had some difficulty initially warming up and completing activities, but after transitioning from her room to the pre-k room, she was eager to work with the SLP and engaged throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first completed an expressive spatial concepts activity in which she was asked to identify the spatial concept provided given a visual/picture (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”). She completed the activity with 60% accuracy. Next, Alexandra was asked to follow directions given spatial concepts (e.g. put the candles “on” the cake). She completed the activity with 60% accuracy. Then, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 70% accuracy. After, Alexandra produced target sounds /sh/ when provided a model. She produced the the /sh/ sound across all positions with the following accuracy: /sh/ initial: 60% ; /sh/ medial: 60% ; /sh/ final: 0%. Lastly, Alexandra answered a variety of mixed “wh” questions about a story given immediate visual/verbal information and both a field of 2 and 3 answer choices. She completed the activity with 80% and 60% accuracy respectively. A: Alexandra displays some progress/stability on POC goals. She displays increased difficulty with /sh/ in the final position. P: Continue POC. Increase targeting of /sh/ in final position of words.

2/25/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. She was completing a puzzle when the session began and continued to work on puzzles with the SLP. Alexandra was eager to work with the SLP and very engaged throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first completed an expressive spatial concepts activity in which she was asked to identify the spatial concept provided given a visual/picture (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”). She completed the activity with 60% accuracy. Next, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 70% accuracy. Lastly, Alexandra produced target sounds /r/ and /sh/ when provided a model. She produced the the /r/ sound across all positions with 40% accuracy and the /sh/ sound in the initial position of words with 25%. A: Alexandra displays some progress/stability on POC goals. She was reprobed with /sh/ sound and displays increased stimulability in targeted production. P: Continue POC.

2/20/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. She was completing a puzzle when the session began. Alexandra was eager to work with the SLP throughout the session and very engaged with the SLP. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first completed an expressive spatial concepts activity in which she was asked to identify the spatial concept provided given a visual/picture (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”) and a field of 2 answer choices. She completed the activity with 60% accuracy. Next, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 40% accuracy. Lastly, Alexandra produced target sounds /r/ and /j/ when provided a model. She produced the the /r/ sound in the medial position with 58% accuracy and the /j/ sound in isolation and in the initial position of words with 40% accuracy and 20% accuracy respectively. A: Alexandra displays some progress on POC goals and is displaying increased stimulability for speech sounds. P: Continue POC and develop baselines.

The French Revolution: Causes and Effects. King Louis XVI and French nobles/clergy exploiting French middle class (bourgeoisie) citizens. Excessive taxes, suppression of citizens' rights, corruption/theft of money by Monarchy. French citizens formed a National Assembly (98% of the population) as the Monarchy and clergy/nobles had the majority of votes in the government. Nine year war 1790-1799 and inspired by the American Revolution.

The American Revolution: Causes and Outcomes/Results. American Colonies exploited and "abused" by the English Monarchy. High taxes on goods, soldiers forcibly quartering in citizens homes, suppression of citizens rights and farming/economic opportunities. Shay's Rebellion and Boston Tea Party revolt started the revolution: American colonies won the war with the British because it was land based an the english Navy was too powerful. Assistance from France was essential in securing the final defeat of the British. Articles of Confederation
was the "first US Government" prior to the Constitution.

Subbing for science

Math subbing