Hunter and I reviewed new vocabulary. He used each in a sentence. He wrote an alternate ending to "The Book Thief" as part of a culminating activity. He also identified themes. We analyzed his written response from "Short Takes" from yesterday's class. Hunter rewrote a sentence and realized he was much better with sentence structure and spelling when he takes the time to consider it. He referenced the book in order to begin his written alternate ending. He did a great job at writing like the narrator, death! I was impressed.
Hunter is writing his own bill addressing gun control. It should be a bill that he would want to become a law. We've had great discussions on this topic.
Hunter started reading "Of Mice and Men" by John Steinbeck with Mr. Andy. We continued today. Hunter seems interested. We discussed the setting and the time in history. We also discussed the themes in the book. Hunter learned the word "misogyny." Hunter read aloud.
Hunter simplified 8 questions that involved taking fractional roots of numbers. He then simplified 2 more that had coefficients and numbers. He has this concept down!
Hunter learned new vocabulary words today - allude, smitten, encroach, entropy, captivated, complacent. We read in "Short Takes: Model Essays for Composition" by Elizabeth Penfield, specifically "Sweatin' for Nothin'" by Michael Barlow. We read about the author in advance and some pre-reading strategies. The reading expressed the difficulty in writing an introduction and a conclusion, a problem Hunter encountered in his last essay. Hunter answered questions after the reading, wrote in response to prompts, and then began writing a problem-solution essay. He identified the problem with school shootings today. He will write about several solutions he is aware of because of his considerations in writing legislation on this subject.
