Subordinate clause introduction, Existential Literature
Lesson Outline
Today we began by reviewing subordinate clauses. I gave Chase a selection of sentences and asked her to identify the main and subordinate clause, as well as the type of subordinate clause. We continued to read Kafka, and discussed his writing style especially as it relates to his use of syntax. Kafka writes with clause after clause, and we are meant to trudge through this literary inertia in order to truly understand the frustration and desperation of the main character. Furthermore, I introduced the different pillars of creating realism within a story: the physical, organizational, and psychological elements. I also introduced the concepts of juxtaposition and relativism, and asked Chase to consider how applying these techniques would improve her writing.
Review -Ar Verbs, Ser, Telling Time, Gustar, Vocabulary
Lesson Outline
Today, we had oral and written exercises to practice Subject pronouns, -Ar Verbs, Ser, Telling Time, Gustar, and Vocabulary. I asked Chase to please practice with the Quizlet self quizzing app for vocabulary on her phone. We are proceeding slowly because this foundational material must become second nature.
Assignment
Practice with Quizlet -Ar Verbs
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Chase was very distracted today and somewhat uncooperative. She does not do the requested practice outside of class time. I made it clear to her that in order to receive Spanish 2 credit, she must work harder at mastery. We are behind even the FLVS Spanish 1 classes. I shall continue to emphasize the importance of Spanish 2 for college admissions, since colleges can even rescind an admission letter if she doesn't meet their requirements.
Today we reviewed subordinate clauses. Next, we continued to read "The Metamorphosis." We discussed existentialist literature and Kafka's use of realism in setting, and the way the character deals with an absurd situation out of his control. Lastly, I asked Chase to rewrite her creative short story while using Kafka's writing and penchant for exposition as inspiration.
Today Chase practiced conjugating ser, to be, as well as using the subject pronouns. I then introduced the verb gustar, to be pleasing to, and how to conjugate it. There are two primary forms for gustar: singular and plural, as the subject is that which does the pleasing. Naturally, this required learning the pronouns me, te, le, nos, os, les. Chase will practice gustar for homework.
Monday, September 4, 17
08:30 - 10:30; 120 min. -
Environmental Science:
Field Trip: Sea nursery ecosystem by kayak -
Chase met me at the Jupiter Outdoor Center, where we joined the guided tour of the baby green turtle nursery and the surrounding mangrove marshes along the Indian /Loxahatchee Rivers. During the tour we examined the process by which red mangroves remove toxins from the water, create new coastline for the islands, and provide sanctuary for baby sea creatures of all sorts. We examined the leaves, propagules, and root systems of red and white mangrove plants. We observed baby green sea turtles that swim over the sea grass beds. We also examined how the mangroves and sea grass work together to populate the nearby coral reefs and also protect the coastline from erosion, and how Casuarina trees have decimated the coastline around the Jupiter Lighthouse. We used the time after the kayak tour, to discuss how this ecosystem is enhanced by the river system and ocean, and how it is hindered.
Thursday, August 31, 17
02:30 - 04:00; 120 min. -
Environmental Science:
Geological timeline and Extinction events -
After a quick review of the taxonomic classification of living things, Chase worked on an extinction lab. She was given a roll of adding machine paper and a short description of extinction events. We used the paper to create a geological timeline, starting with ‘today’ and the millimeter width line signifying human existence. We then rolled out 5 meters of paper along the counter. Using the scale of one meter = 1 billion years, one centimeter = ten million years, and one millimeter = one million years, Chase marked off the geological eras. She then determined where to mark off significant times in the Earth’s history; the first appearance of bacteria, plants, animals, etc. Once the timeline was completed, I gave her the dates of the five (or seven) extinction events we know have happened for her to mark on the timeline. Once the project was complete we discussed the significance, causes, and result of each event and answered several questions I had prepared for her to answer. We made plans to meet on Monday for a field trip to see the sea turtles.
We started with an example from the last topics we covered, then we moved into exponential functions, starting with properties of exponents and a few SAT problems.
Today, we reviewed and discussed Chase's character vignette's inspired by "The Specialist's Hat." Next, we started reading "The Metamorphosis" by Franz Kafka. To finish, I gave a brief introduction and lesson on subordinate clauses (adjective and adverb).
