FLVS on-line exercise. We drafted a letter from a fictitious British immigrant to America in 1988 to his mother in England. The letter contained accounts of his travel from New York to Chicago and then south to Florida via Plant and Flagler railroads and stagecoach. Our second submission was a draft flyer regarding the abolition of "Demon Rum" in the USA.
Assignment
Plug along on completing assignments!
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Jackson worked hard and steadily on the assignments and was attentive to suggestions. But he has a lot of assignments remaining and not much time.
* Speaking.
* Review # 1 for Final Exam.
* Vocabulary: Hospital.
Assignment
Vocabulary: Hospital - Exercise # 3.
Session Minutes
75
Minutes Student Attended
75
Lesson Comments
I was happy with Jackson's ability to speak in French today. As always he started slowly, with difficulty, but then he surprised me (and himself?) with a series of good sentences, with the right tenses. He was telling me in French what happened to one of his friends.
Today I administered the Chapter 18 quiz to Jackson. Thereafter we began consideration of Chapter 19, addressing public sector employment, which is more extensive than many people realize. Discussion was as good as ever.
continue from the first hour with mass energy equivalence and binding enegy
Assignment
n/a
Session Minutes
30
Minutes Student Attended
30
Lesson Comments
worked through as to why their is a mass defect and applied it to Einsteins C=mcsquared.
Prepare for discussion on nuclear fission and its consequences on Tuesday
Research Paper; Oral Presentattion; Chapter 18 (cont.)
Lesson Outline
Today consisted of two sessions combined (75 min. + 45 min.), during which Jackson orally presented and defended his research paper, upon questioning by me. Jackson did an excellent job on his paper and an even better job on his oral presentation and defense. Thereafter we completed consideration of Chapter 18, dealing with county and city governments.
Assignment
Prepare for Chapter 18 Quiz
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
The two sessions combined above are 10:45-12:00 pm plus 12:30-1:15 pm, at Connie's instance. Both sessions are combined in one session summary, consistent with my various communications with Judie, Johanna, and Elise, throughout which I sought to avoid double payment for 12:30-1:15 pm, which I had understood would result from following JBP's inconsistent signals to me--Johanna's (enter a session summary for Ayden, who is absent), and, on the contrary, Connie's (act as a sub for Jackson during the session that normally is Ayden's, meaning enter a session summary for Jackson). Had I adhered to JBP's inconsistent signals, the result would have been session summaries for two different students for the same 45 minutes--hence double payment to me, which Judie could not have intended, as I believe I mentioned on a prior, similar occasion. Since I always try to comport myself honorably and conscientiously, I brought this issue to the attention of Judie, Johanna, and Connie. The JBP employee handbook fails to address this issue.
We used some watched a video and worked through an interactive lesson online to get a feel for what a limit is, and then we practice some examples. I gave Jackson a worksheet to work on as homework.
I expanded on the topic of Ellipses and Hyperbolas. We reviewed how to complete the square in order to extract characteristics of the shapes such as center, major axis, minor axis, and foci. We discussed the fact that the equation of a circle in center radius form is a special case of the equation of an elipse. Jackson did not turn in his homework worksheet on limits.
