We began the lesson with the 3 questions Chase prepared for homework. She read the question and then I answered them. I then asked her the same questions and she answered them.
Next, using worksheets I prepared for Chase, I sent her files and we reviewed "feelings" with the verb "tener". There are a set of 12 idiomatic phrases used to express feelings such as "hunger, thirst, fear, sleepy, etc. I asked Chase questions and she answered then I gave her some sentences to translate . She did well with the expressions. We moved onto time. I sent a file for this as well and we went over the rules to tell time in Spanish. This was a good review in the grammatical construction of time as well as a review of numbers. Chase did well today. She had a few small mistakes, but corrected them herself as I began to lead her into a different answer. This session was short as Chase had an appointment and had to leave after 35 minutes.

Today was used as an oral review of Spanish. Questions and answers were asked in an interactive format. Vocabulary regarding: greetings, salutations, numbers and family members were reviewed. There was a review of the format used in forming a question; how to create negative sentences; use of possessive adjectives and the proper verb forms to use for each pronoun.

Monday, January 22, 2018
02:30 - 04:15; 105 min. -
AP Environmental Science:
Energy -
Chase and I reviewed the terrestrial biomes, and she was tasked with describing the aquatic biomes to me. We compared some significant factors that establish the distinct characteristics of a biome, including temperature, precipitation, and salinity (in aquatic biomes). We examined how currents and tides differ. We discussed how changes in currents (air and sea) cause the condition known as El Niño. We then started a unit on energy, by examining how energy is a vital part of an ecosystem. We talked about the history of fossil fuels and the pros and cons associated to coal and oil energy sources. Homework: Complete a biome comparison activity.

Applications of linear equations of two and three variables using multiple methods (D =rt problems, and investment problems).

Chase is continuing to work on the first draft of her final long form short story project.

We went through solving systems of linear equations with two and three variables using row transformations to get to reduced row echelon form. We did systems of two variables by hand and using the calculator and focused on using the calculator to convert into reduced row echelon form for the systems with three variables.

Thursday, January 18, 2018
02:00 - 04:00; 120 min. -
AP Environmental Science:
Land Use Management -
Chase was tested on the international and national classification of land use. She was asked to define vocabulary, and identify the management criteria and restrictions, associated with each class. We discussed changes in designation of some national monuments land and the current controversy over the issue. Chase was asked to compare land use by different sections of a community, including land use in contention, and the tragedy of the commons. Once the test was done, Chase and I discussed the differences between each of the 8 different terrestrial biomes. We listed the descriptions of each and the living characteristics of each. We then compared the two distinguishing factors between biomes; temperature and precipitation. Homework: Chapter 4; complete modules 12 and 13 section questions.

We went over the homework from the last session, and continued to solve systems of equations using inverse matrices. But, we went through two applications of systems of linear equations dealing with interest.

Chase continued to revise and draft her short story.

Today we continued to discuss scene and plot development as Chase prepares for and plans out her new short story.
Chase made quick thumbnail sketches of her characters to help craft them as people so that she would be better able to imagine their dialogue and actions within the plot.