Chase will create an original "crime" story using all her existing vocabulary and augmenting with new vocabulary as the story evolves. Chase will implement all the grammar rules reviewed thus far.
Assignment
Review vocabulary words used in today's lesson
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Chase created an original "crime" story using her existing vocabulary and adding new vocabulary as the story evolved. All the grammar we have reviewed so far was put into play. I gave Chase the cues needed to create the story. She used: dates, times, weather, estar verbs with prepositions of location, ser verbs with adjectives of physical description, regular "ar, er and Ir" verbs conjugated in the present tense. We added other verbs as they became necessary to develop the story. She created and translated in Spanish over 90% of the sentences. Her story was original and well developed. When she was done, we spent the last 40 minutes practicing some of the grammar which had not been written into the story. We practiced with clothing, colors, adjectives, all the idiomatic phrases of tener (in all it's conjugated forms). Chase's writing and grammar are improving. Her Spanish reading is good. Her homework is to review the vocabulary we used today - especially the new vocabulary words added to enhance the story.
Monday, February 5, 2018
02:30 - 04:15; 105 min. -
AP Environmental Science:
Renew a bean lab -
Chase was quizzed on the units of measure of energy. We reviewed how energy moves through a system, and followed the stored energy in oil, and how it is converted into electricity, and the manner by which energy is lost during the process. We discussed the same process for natural gas. Chase was tasked with reading a passage that explains what natural gas is, and how it is mined and transported. We reviewed the cost associated with transporting coal, natural gas, and oil, and how each is refined. Chase then conducted the renewable / non-renewable resource lab, and recorded her observations in her notebook. Homework: Chapter 13, module 37.
Thursday, February 1, 2018
02:00 - 04:00; 120 min. -
AP Environmental Science:
Energy usage -
Chase and I tracked how energy moves through a system. We discussed how fossil fuels are used for different purposes. We explored how coal is collected and what happens after it is mined. Using the cogeneration of energy from coal, it became obvious that the kilowatts generated by a power plant need to be tempered by the energy expended in the collection process. Chase was tasked with calculating the amount of energy (megawatts) the average power plant produces, when working at capacity. She also determined the number of households that could be serviced by the plant, (households using 900 kilowatt hours per month). We worked together to figure out how many plants would be needed to supply Palm Beach County households (not including businesses, industry or recreational buildings). Chase determined how many power plants would be needed to provide energy for households in Miami. We repeated the process, for households that run air conditioners around the clock, and have a higher average of energy use. Chase was asked to consider what 'working at capacity' means in this case, and if the energy we used to in our considerations, was realistic. Homework: Chapter 12, module 36.
75 minutes: To improve Spanish reading comprehension Chase read "los Vampiros". At the end of this short story are questions: multiple choice and open ended.
45 minutes: Vocabulary practice; grammar review and question/ answer construction. Using the city map which she designed, along with a list of question words and a list of verbs, Chase created question/answer sentences.
Assignment
Look over vocabulary
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
The first part of this session - 75 minutes was devoted to reading comprehension, increasing vocabulary and sentence construction. Chase read the short story "los Vampiros" in Spanish. She then translated it and identified new vocabulary words and grammar. Her Spanish reading has improved a lot. She did well with the translation. We made a list of new vocabulary words. I explained the grammar as we went along. Chase then answered all the questions: multiple choice and open ended.
The second half of the session - 45 minutes - was used to Speak Spanish - Conversation format. Chase has a city which she sketched herself. Using the list of question words and verbs from the Spanish 2 curriculum, she formed questions and answers. All the words are on flash cards; many of the verbs are in their conjugated form. She matched up a question word with a verb and a noun (from her city map) to create a question. She then answered her questions by adding in prepositions of location. She did very well. Her Spanish conversation is improving.
We started with a review of writing the nth term of an arithmetic and geometric sequence. Then, used the formula to find term numbers. Lastly, we started to look at the formulas for arithmetic and geometric series.
Today Chase completed her final project. She added revisions and final scenes to ensure that chapter one of her upcoming novel could stand on its own as a publishable excerpt.
Construction of questions and answers - format changes; We began with simple sentences and moved to compound sentences.
Lesson Outline
Vocabulary review and addition of new words; the proper construction of questions and answers. The format of questions and answers change when prepositions are in a sentence. To teach this lesson I used an entire interactive approach. Chase had flash cards and was able to choose the next word in each sentence. She then had to translate the sentence she created and could move the words into different positions as needed. The noun flash cards contained the article and the verb flash cards contained all their conjugated forms. Our beginning sentences were 3 words: subject/ or question word; verb; object. We then moved to compound sentences: we especially added time of day.
Assignment
Memorize question words
Session Minutes
120
Minutes Student Attended
100
Lesson Comments
Chase adapted to this lesson very well. She was given 15 minutes to sketch a city with whatever buildings she liked. While she was sketching, we reviewed vocabulary words - question words, verbs, nouns of buildings. As she sketched a building, she choose a question word from a pile of flash cards turned upside down. She then chose a verb from a pile of flash cards facing her. She placed the cards in order to form a question sentence and and an answer. Some of her sentences were: Where are you eating? I am eating in the restaurant. Why are you going to Starbucks? I am going to buy a coffee. The sentences then became more complex with the addition of prepositions. Chase learned that the prepositions had to be placed first in a question. We then reviewed time and added that to our sentences. Example: When are you visiting your grandmother? I am visiting at 6:00. As she added buildings, pools, beach, we created more questions and answers. Chase moved the flash cards as she constructed each question and answer. At first her sentence construction was awkward. However, after about 4-5 sentences an improvement was noticed. She continued to add buildings as she thought of the places she frequents. This activity kept her focused, interested and learning for the entire session. Her Spanish vocabulary improved and her question and answer format improved greatly. By the end of the session she was asking me questions without using the flash cards. She did very well today.
Reading comprehension; construction of sentences; increasing vocabulary
Lesson Outline
This was a 2 hour lesson so I had 3 activities planned. The first was 25 minutes. Chase drew up a Bingo board placing categories in each of what she believed the upcoming Super Bowl commercials would sell. Each category was written in Spanish. She did very well using words like "manzana" - apple for ipod or computer commercials from Apple. Each of her other categories was just as original. On Super Bowl day, she will check off her "boxes" to see if she made "bingo".
Next we spent 55 minutes completing our Spanish reading/comprehension
story "el Robot". After reading in Spanish, translating in English, receiving grammar and vocabulary review along the way, she answered the questions. Each set of questions was constructed differently. Some are multiple choice, some open ended and some fill in the blanks. She did very well with this story. At this point she took a 5 minute bathroom break.
Our final activity, lasted approximately 30-35 minutes was discussing food in Spanish. First Chase wrote up tonight's dinner menu she would be preparing for herself and her grandmother. We then discussed salads and what she feels is the perfect ingredients (all in Spanish) for a salad for her. Then she wrote down the perfect soup with all the ingredients she likes. For the last 5 minutes, I gave Chase a list of 40 foods - written in Spanish with English translations. Her mission was to read in Spanish all the foods on this list that she likes. There had to be a minimum of 10 - she found more. Her pronunciation was quite good.
Assignment
Review all vocabulary of food.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Chase did very well today. She seemed to like the change in activity and vocabulary during the 120 minute lesson. I will continue to construct her 2 hour lessons in the same manner for the future. She was able to focus, and showed interest in each of the activities. We definitely expanded on her Spanish vocabulary and improved her sentence construction and pronunciation.
