We read part of a Pablo Neruda poem and then practiced past tense. I had Charlotte buy a $15 book that is a good grammar and vocabulary, so we worked from that.
Assignment
Finish reading the poem and work on the subjunctive from the poem.
Session Minutes
75
Minutes Student Attended
55
Lesson Comments
Charlotte was late for class. She had more trouble with the poem than I expected, but was pleasant and attentive.
Review circular flow model. Discuss exchanges between consumers, governments, and business. Discuss dollar voting as it effects what, how, and who of production.
Review economic values in the US.
Assignment
Read chapter 3: Supply, Demand
Session Minutes
75
Minutes Student Attended
75
Lesson Comments
Good session. Charlotte was involved and on task. We had a great discussion.
Charlotte will be able to graph absolute value equations.
Assignment
Section 2.5
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Charlotte turned in her homework but did not complete all of the problems. She received information from her new school today and will try to find out from the teacher where they are in the material so that we can try to prepare next week.
Introduction to velocity and acceleration. What is the difference between speed and velocity? How does a change in direction but constant speed indicate acceleration?
1. Review homework
2. Complete essay introduction/conclusion
3. Read and discuss Shirley Jackson's "The Lottery"
Assignment
Respond to questions on "The Lottery" in paragraph form. See e-mail.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Charlotte can breeze through writing essays, which is impressive. She has a firm grasp on organizing her thoughts. She does, however, need to improve on minor grammatical issues. Additionally, her confidence in writing can sometimes be aggressive in that she thinks she already knows how to write without any instruction.
When analyzing and discussing "The Lottery," Charlotte struggled in being able to explicitly express her thoughts/opinions. She tends to be vague in her statements without being able to provide specific examples, details, or reasoning. As a result, I prepared some questions for her to consider for homework that require writing specifically about abstract ideas.
For example, I asked Charlotte in class about her thoughts on whether or not killing someone is every justifiable (whether it be a result of personal, religious, or ethical motives). Her opinion is that murder is never justifiable. When I asked her why, she was unable to come up with reasoning beyond the fact that it isn't moral. I asked her why she thinks it isn't moral--to give me specific details on how she developed her ethos. She responded simply, because it isn't. As a result, I assigned this topic as one of the short answer questions for her homework. I'm curious to see if a lack of time pressure or a difference in medium will affect her ability to express her thoughts.
Charlotte will be able to: 1) write an equation of a line given one point and the slope or given two points; 2) graph an equation of a line; 3) write an equation of a line parallel or perpendicular to a given line through a given point.
Assignment
Section 2.2
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
We moved really quickly last class period, but I decided to slow down today. Charlotte really needs to know linear equations, but did not truly learn them in algebra 1. I feel like this is one of the more important things that we have covered.
Charlotte will be able to: 1) identify and evaluate functions; 2) find slope and graph equations; 3) solve absolute value equations
Assignment
section 1.5, 2.1 and 2.2
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Because Charlotte is planning to begin in a school in a few weeks, I am trying to push through the review chapters quickly so that she doesn't have major gaps. However, I am not sure how far along the algebra 2 courses are in the school that she will be attending (in Maryland).
