Yanuell and I completed one of the activities using the new lesson words in the vocabulary book.We then continued our study of the novel. We first answered the comprehension questions from the section of the book from yesterday. Yanuell does quite well with answering the questions. We then continued reading the novel stopping to discuss theme and characterization.

Wednesday, May 13, 2020
1:30 -2:30 60 min. -
Science:
TEAMS: Pedigree.
Combining what we discussed on Monday, and our unit on maps, I showed Yanuell how traits are mapped through generations in a pedigree. We examined a pedigree showing the illness Hemophilia. Yanuell was able to identify the carriers of the disease and the relationship between them. We then examined another pedigree showing Huntington’s disease, and determined it was not hereditary. We then examined a pedigree for ‘hitchhikers’ thumb’, and Yanuell was challenged to identify the genotype for several members of the family tree.

13-3 Ways to Solve Proportions Day 1 - We learned that a proportion is an equation stating that two ratios are equivalent. Then we learned that variables can be terms in a proportion. Assignment: Homework Page 13-3

As Yanuell read the novel "Crash" in Language Arts, we are writing a compare/contrast essay based on two very different characters in the novel, a bully and a pacifist. Today, Yannuel composed a rough draft of the paragraph describing the bully , Crash Coogan. We worked on forming a topic sentence with a clear descriptive adjective ,and then we discussed specific examples from the novel illustrating Crash's violent disposition. We then began a rough draft using these specific examples to support the topic sentence stating that Crash Coogan was unkind and violent. Yanuell did a good job looking through the novel to locate concrete evidence for his topic sentence and worked on incorporating these examples into the draft.We then worked on transition phrases to introduce the contrasting character ,such as, "Unlike Crash.... or In contrast to Crash " after which Yanuell drafted his next topic sentence. We will continue working on a rough draft on Thursday to be followed by rewrites and revisions.

Yanuell and I discussed some possible titles for summer reading. We would begin reading the book in class, and then he would finish it over the summer. He liked the idea. He is going to think about the titles. We worked with synonyms and antonyms for the lesson words in the vocabulary book. We continued our study of the novel. We completed some brief comprehension activities.

In today's session, Yanuell continued reading and discussing, King George: What Was His Problem? The Whole Hilarious Story of the American Revolution by Steve Sheinkin. He was able to read the second chapter, entitled, A Sleepless Night Before the Revolution. This chapter covered the final steps leading to the Battles of Lexington and Concord. We learned a great deal more about Samuel Adams, John Hancock, Paul Revere, and Billy Dawes (known as "that other guy" because he did the same job as Paul Revere, but received little recognition in textbooks.) Yanuell laughed when learning that Revere really didn't ride through town calling, "The British are coming," but instead, "The regulars are out!" Yanuell repeated it over and over, laughing and saying that the British are coming sounds much better. Sheinkin includes detailed maps that are easy to read to help readers create a mind picture of the action. Yanuell approved of these maps and liked that they were basic, but extremely informative. He is looking forward to reading the third chapter tomorrow, entitled: Who Fired the Shot Heard 'Round the World?

Yanuell was thrilled to begin our session together because the new book that we ordered had arrived in the mail over the weekend. We both ordered a copy of King George: What Was His Problem? The Whole Hilarious Story of the American Revolution by Steve Sheinkin. As a former textbook writer, Sheinkin is now making amends by writing history books that kids and teens actually want to read. He chooses to write the story in such a captivating and funny way, that it seems impossible for students not to enjoy. Yanuell was captivated by the description when we ordered it and even more so when he read some of the chapter titles, like: How to Start a Revolution, Declare Independence, Already!, and Showdown at Saratoga. Yanuell was able to read and discuss the first chapter which covered the Road to the Revolution beginning with the French and Indian War and ending with The First Continental Congress. Yanuell was particularly amused with some of the personal stories included. We laughed out loud when Samuel Adams was described as "an embarrassingly sloppy dresser," as well as chuckling with some of the 'trash talk" that went on between the colonists and British soldiers. Yanuell is really looking forward to the rest of the book.

13-2 Using Unit Rates
We learned that a unit rate is a special ratio in which comparison is to one unit. Then we learned that common unit rates are miles per hour, miles per gallon, and revolutions per minute. Next we learned that you can find unit rates by writing a proportion.
Assignment: Homework Practice Page 13-2

Yanuell began today's session by answering comprehension questions about yesterday's reading. As always, he did an excellent job and showed amazing retention of material. Before beginning the reading and discussion portion of his session, Yanuell worked on vocabulary.com, looking at Harry Potter and the Goblet of Fire specific vocabulary words. The website has the words broken up into groups of chapters from the book. Yanuell is currently in the chapters 1-9 section. Just a sampling of words that he analyzed today are, undulate, travesty, glower, diatribe, and pompous. What makes this site a great vocabulary resource, is that they offer the sentence from the book where the word is used, as well as the pronunciation, part of speech, and definition. After completing the vocabulary work, Yanuell read and discussed the next two chapters in the book.

Yanuell went to his webpage and I gave him the mission to collect height, weight, wingspan, and strengths of all the monsters featured on the page. I recorded the information and placed it onto the page.