We quickly reviewed the vocabulary over hobbies/leisure time activities. Then we spent the rest of the class reading the next chapter in our Alejandro reader, Capitulo 4: Don Quijote. The students took turns reading and then completed the designated end of chapter activities.
Assignment
No homework
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Good day. Students are really working hard to understand what they are reading. It takes Devin a little longer, but he is working on it and proving that he can do it.
Reviewed vocabulario 1 by having the students complete a listening activity from workbook pg. 85 act. a. Introduced vocabulario 2 from text pg. 178-179, chapter 5. Students worked on workbook pgs. 87-88 - matching the clues to the new vocabulary words and matching the pictures to the corresponding new vocabulary. They were to underline the new vocabulary words and keep as a vocabulary study sheet. In journal, had the stdents cop the past participle of "poder" (to be able to, can).
Assignment
No homework
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Devin is really starting to improve his reading comprehension when reading in spanish. He is looking for clues and thinking about the words he is reading in order to decipher thier meanings.
We went to the white board, sketched and labelled kite. trapezoids and isosceles trapezoids. We brainstormed about their diagonals and worked through informal proofs about their behavior.
Assignment
None.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Students' attitudes are fine. Both seem to grasp the material.
I am going to turn today's writing into a long essay. they don't know it yet (nya ha ha!). Today I had them answer: How does Poe scare/attempt to scare the reader in the Fall of the House of Usher. Cite 2 examples and explain what makes them scary.
I told students not to worry about grammar or punctuation but to worry about ideas and critical thinking instead.
Students wrote for 50 minutes and each got feedback from me during the period.
Finishing the changing bass drum patterns and steady four on the snare exercises; Two Bar Breaks.
Lesson Outline
Play through Changing Bass Drum and Steady Four on the Snare 16 bar exercises. Began work on the Syncopation review exercise. Began working on the Two Bar Breaks section of the book.
Assignment
Practice the Syncopation Review and the Two Bar Breaks exercises.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Devin played very well today. He finished his Changing Bass Drum and Steady Four on the Snare exercises and moved onto the Syncopation Review exercise. He began the unit on Two Bar Breaks which uses syncopated patterns as a fill or musical turnaround for two bars after two bars of a regular straight forward drum groove. He played the first couple so well that we checked them off and moved ahead to some that were a little more challenging for him.
- complete viewing of "the Wizard of Oz"
- Ask students to begin identifying possible symbolic representations of the actual historic period to the video
Assignment
continue study guides (chaps. 17 & 18)
Session Minutes
75
Minutes Student Attended
75
Lesson Comments
Good lesson. We completed the video. We will begin with student analysis on Thursday.
Clarify a few more difficult passages in The Fall of the House of Usher.
Rework short papers that the students wrote for Anne's class for the school newspaper.
Assignment
Read environmental article
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
They are starting to gain confidence with difficult pieces of writing.
Discussed and sketched various features of rhombuses and reactangles. Used those features and algebra to solve problems involving rhombuses and reactangles.
Assignment
None.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Students' attitudes are fine. They both seemed to understand the material.
Reviewed the vocabulary from chapter 5 by placing the spanish phrases on the board and calling out one at a time with its english meaning. Students had to find the corresponding spanish word and the initial of the student that got it correct was placed on the board next to the phrase. Then the students played Rags to riches on www.quia.com to review the words from this chapter better.
Assignment
None
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Devin had a great day. His brain was working and he looked for the clues to find the answers throughout class. Ashley was a bit tired today.
