We read about the two dynasties--going back nearly 4,000 years--from the text. We researched them further via the Internet. We discussed the various major ethnic groups in east Asia and that Japanese and Chinese are as different from one another as are American and Russian people--different food, different languages, etc. We explored the Han people of China and expired the 55 other ethnic minorities.
Assignment
None.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Hunter asked excellent questions and played an active role in the session.
The session began with a review of the short vowel sounds. The closed syllable concept was presented. Hunter practiced spelling and reading multisyllablic words. He used syllable cards to practice spelling several words. The instructor discussed the importance of writing legibly, and with the correct punctuation and capitalization. Hunter spelled 7/7 real words correctly. (He spelled each word one syllable at a time!!! :)) Three sentences were also dictated to Hunter. He had correct punctuation, capitalization and spelling (he used the spell checker to fix one word). Hunter did a great job today.
We read in the text of Emperor Asoka's conversion to Buddhism which resulted in his rule becoming more tolerant. We went on to examine the geography of Chine, particularly its border regions and its rivers and their effect on China's isolation. Finally, we went to the computer lab and researched "loess," the yellowish silt which gave the Yellow River its name.
Investigated the differences between Mars and Earth through in class exercise.Discussed and created data table listing physical/geological differences between Mars and Earth including volcanoes,surface terrain, moons and presence of water or life.
Investigated the differences between Mars and Earth through in class exercise.Discussed and created data table listing physical/geological differences between Mars and Earth including volcanoes,surface terrain, moons and presence of water or life.
Hunter began the session with a discussion of closed syllable words. He was asked to read real and nonsense words from step 3 (2 syllable words). He did a syllable matching activity. Hunter charted 13/15 real and nonsense words.
