Today we had an informal assessment to see how much Chase has retained of what we have covered so far. She needs to practice with the Quizlet for vocabulary, practice with numbers 1-20 and by tens up to 100. She has a grasp of how to tell time.

Today we practiced numbers, telling time, subject pronouns, and conjugations of regular -ar verbs. Usually, we practice orally, but today was primarily written practice for reinforcement. I created and shared a Quizlet for Chase to practice the verb vocabulary on virtual flash cards on her phone. https://quizlet.com/220150435/ar-regular-present-tense-verbs-espanol-flash-cards/

Chase wrote three vignettes for each of three characters, the babysitter, the dad, and one of the twins, in the short horror story "The Specialist's Hat." She then continued with her work on Kafka's masterpiece, "The Metamorphosis."

Today we discussed the short story that Chase wrote last night. We discussed adding imagery to make vivid scenes. Next, we read "The Specialist's Hat," we discussed the plot's timeline, scenery, characterization, and more. Then we went over examples of metaphor, personification, and simile to preview tomorrow's lesson.

Today we reviewed subject pronouns and regular -ar verbs in the present, but we dedicated the session to telling time. Telling time in Spanish can be a bit complex because three different systems are utilized: the numerical time, that is four-oh-five; idiomatic time, four and a quarter; and subtractive, four minus ten (3:50). We shall work more with this in the future.

Monday, August 28, 17
02:00 - 04:15; 135 min. -
Environmental Science:
Mod 2 and 3; Vocabulary and Scientific Method -
Chase and I started the class by reviewing what she had learned about fracking from her reading assignment. We watched a TED ed. video about fracking that was more informative. We then worked on the new vocabulary for the new unit. We discussed the scientific method; accuracy vs precision, inductive and deductive reasoning, dependent and independent variable. We then discussed the difference between need and want, and the truths about sustainable living; cannot exceed the capacity of an environment to re-nourish, cannot exceed the speed an environment can recuperate, and use non-renewable resources at the barest of minimum. We talked about how our own society has moved beyond sustainable living and what that will mean for future generations. Chase completed a lab using an environmental footprint calculator to determine that it would take four and a half Earths to sustain her lifestyle. Homework: compete reading the first chapter and complete the AP practice test on pages 28 and 29.

Today we discussed the alternative ending that Chase wrote to "The Lottery." Next, we read "Girl" by Jamaica Kincaid, and "Snow" by Julia Alvarez. We discussed descriptive imagery, stylistic effect, and how the authors approached their topics. Next, we brainstormed a short story concept that Chase could write. We then outlined the plot development and went over active verbs she could integrate into her narration. Chase should write the first draft for homework tonight.

Today, we started with the Descubre textbook and worked on oral and written exercises to practice subject pronouns as well as making nouns singular and plural. There is some basic vocabulary to be mastered over the course of the coming weeks.

We did some review practice problems from yesterday's topics and then continued to learn about transformations of basic functions with multiple examples.

Thursday, August 24, 17
02:00 - 04:00; 120 min. -
Environmental Science:
Mod 1; Introduction to Environmental Science -
Chase and I started with a review of the organization of living things from the atom to the biosphere. This class concentrates on the part of this hierarchy from individuals, populations, and communities, to ecosystem and biomes. We discussed some of the examples of ecosystems and biomes. I gave Chase the new textbook and we reviewed the definition of environmental science, and the vocabulary in mod 1. We explored the manner by which energy moves through an ecosystem, how species have a niche in which they alone have an edge over competitors. I gave Chase examples of what happens when two species compete, and how every behavior in nature is directly related to some increase in reproductive success. I introduced the periodic table of elements and explained how every living thing is composed of five elements (PONCHO; phosphorus, oxygen, nitrogen, carbon, hydrogen and other trace elements). To complete the class we discussed the core truth of environmental science; the human population has affected every part of this planet. This discussion included some insights into human population and resource management, fracking, and the sea level rise.
Homework: read mod 1 in the text and answer the AP ES questions on page 6.