We used the entire session on one problem--finding the sl;ope of the tangent line to the graph of a complicated expression at a point. The problem was a veritable "feast" of finding and using a derivative, involving the general power rule, the product and constant multiplier rules and implicit differentiation.
Assignment
None
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Although this was a problem of challenging complexity, Jess stayed with me every step of the way and maintained her sense of humor. When we finished, she agreed that the problem was a "beast." But she did well.
complete overview of the axial and appendicular skeleton
discuss bone in general- the terms involved with bone description and cells which comprise the bone
Assignment
research osteoporosis and take chapter 5 test faxed
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
graded chapter 2 test- Jess did very well
completed names of major bones in the upper and lower extremities, as well as the pectoral and pelvic girdle
discussed bone in general and introduced a number of terms
Introduction to Classification and "Mother Tongue"
Lesson Outline
Jessica and I read and discussed The Norton Sampler's definition of classification. We then read Amy Tan's short piece "Mother Tongue" and identified the ways that Tan classifies language into different groups based on family, public/private situations.
Assignment
Assertion Journal # 3
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Jessica seemed a bit unfocused in class today. It was a bit difficult to initiate a discussion of our text because Jessica's answers to discussion questions were a continuous "I don't know." I believe that she was overtired.
discuss the functions of the human skeleton and their importance to life
briefly, using diagram, show the 2 major groups of bones in the body- axial and appendicular
define each and point the area out on the diagram
Assignment
n/a
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
completed the outlined material- discussed the functions as each part was presented.
We began with a discussion of a high-payoff strategy for taking the SAT Math Test--concentrating on early, easier problems and attacking the later, harder problems only if time permits, avoiding random guessing, but embracing "educated" guessing and the way to approach the gridded-in response problems. Then we worked a number of problems from a sample test, pointing out SAT peculiarities. We also examined the given formulas.
Assignment
None
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Jessica's attitude is great. We worked on ten of twenty problems in a sample test and she was on top of eight of them. We'll start watching the clock as we progress.
