Using diagrams from text, locate and discuss the anatomy of the frontal lobe.
from a list of effects if this area is damaged, determine what functions this area of the frontal lobe controls.
list the general functions of the motor and premotor area as well as the prefrontal area.
discuss prefrontal lobotomy and locate Brockas area for speech.
Assignment
research aphasia for report next week
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
the complexity and concentration of functions from this area could be appreciated by the number of effects damage would exhibit.
Also discussed cerebrovascular accidents, their causes, types and effects on the brain.
Using diagrams from text, locate and discuss the anatomy of the frontal lobe.
from a list of effects if this area is damaged, determine what functions this area of the frontal lobe controls.
list the general functions of the motor and premotor area as well as the prefrontal area.
discuss prefrontal lobotomy and locate Brockas area for speech.
Assignment
research aphasia for report next week
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
the complexity and concentration of functions from this area could be appreciated by the number of effects damage would exhibit.
Also discussed cerebrovascular accidents, their causes, types and effects on the brain.
Using diagrams from text, locate and discuss the anatomy of the frontal lobe.
from a list of effects if this area is damaged, determine what functions this area of the frontal lobe controls.
list the general functions of the motor and premotor area as well as the prefrontal area.
discuss prefrontal lobotomy and locate Brockas area for speech.
Assignment
research aphasia for report next week
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
the complexity and concentration of functions from this area could be appreciated by the number of effects damage would exhibit.
Also discussed cerebrovascular accidents, their causes, types and effects on the brain.
Review of Compare and Contrast Rhetorical Mode, Ulysses Grant vs. Robert E. Lee Essay
Lesson Outline
1)Review Compare and Contrast as a Rhetorical Mode: Block Format, vs. One-at-a-Time type.
2)Read Ulysses S. Grant vs. Robert E. Lee: A Study in Contrasts Essay.
3)S.O.A.P.S. Tone
4)How does author characterize two men? How are they different? How are they the same? Conduct a close reading of the two photographs of each here.
Assignment
Read Next Two Compare and Contrast Essays in The Norton Sampler
1)Administer Timed Essay Examination on the American vs. African American literary scholars views on whether or not Huck Finn should be read in schools. Use 3 of six sources to support your stance.
We reviewed what we learned about concavity yesterday and discussed the Second Derivative Test in that context. We worked another "beast" of a problem involving the Second Derivative of a rational function. We validated our "discovery" of yesterday about using the graphing calculator to overlay the graph of the second derivative over the graph of the original function to give us useful insights about concavity. Then we had a brief discussion about points of inflection and change of concavity.
Assignment
None.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Jess's attitude is great. She seems to be feeling better, UR-wise. She seems to be handling the material extremely well.
using diagrams and photos, outline and discuss the anatomy and physiology of the certebellum, concentrating on the integration of motor activites performed.
Begin discussion of the cerebrum, show its relative size to the rest of the brain and photos of comparative brain anatomhy to compare human to other animal cerebral sizes.
discuss some of the very visible aspects of the anatomy and briefly outline consequences of these parts.
Assignment
n/a
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Covered the material designated. Discussed the objectives I am looking for in presenting much of this material, Not to simply memorize but to appreciate the complexity of the human systems
We spent the entire session working what Jess called a "beast" of a problem in which we examined a function, its first and second derivative and used the latter to determine where the function was concave up and concave down. We also used the graphing calculator and explored whether our intuitive 'guestimates' matched up with our analytical results. They did!
Assignment
Nne
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
This was an excellent class. Jess soldiered on even though she was miserable with upper respiratory issues and together we made a discovery about using the calculator for finding a function's concavity by graphing the function's second derivative. Yay!
