Katya's research paper is on the causes and effects of divorce. We started with both of us going on Google Search and finding charts and graphs citing the causes of divorce. We noted how effective these visuals are at grabbing our attention. We discussed where in Katya's paper one or two of these graphs and charts would be most effective. We agreed in the introductory paragraph or toward the beginning of the core of the paper. That way the graph or chart can be used to start the discussion. We agreed that having two, differing charts or graphs might work for the debate/controversy they would provide. Discussed the importance of "authorities" in the field, and what "peer-reviewed" means. Discussed phrases like "digging deeper," "obvious causes" vs. "hidden causes," "root causes," "tipping point." Went over the value of having an on-going Works Cited page, so everytime Katya finds a good quote, she enters that documentation as a new "entry" on her growing Works Cited page.
Discussed staying away from paraphrasing. Discussed the three parts of "The Sandwich" which I am requiring with each block quote. Told Katya to read over my edited version of her class notes from Thursday.

We started by agreeing that our project would be a research paper on the subject of the causes and effects of divorce. We spent time discussing what a "thesis statement" is, and the option for the thesis statement to be a question. In the first instance, the thesis is a claim which the rest of the paper defends and proves true. In the second instance, the thesis is a question which the rest of the paper sets out to answer. Next, we went over how the introductory paragraph should resemble an upside-down pyramid, starting with a broad statement about the subject and getting narrower in its progression to end with the thesis statement. We came up with a hypothetical introductory paragraph for Katya's paper. We then talked in detail about quotation marks and block quoting, and how a block quote is set up. We followed that with a full discussion of The Sandwich: identifying the source of the quote (with credentials); citing the block quote; and ending with a full commentary on the block quote. We taked about samples of what the commentary might do, including pulling out and discussing a key concept found in the quote, labeling and clarifying in what ways the quote is outdated; pointing out the biases imbedded in the quote. Next, we discussed when to start building the Works Cited page and how the Works Cited page works in conjunction with the citations in the paper. We ended by agreeing we will chat tomorrow, Friday, May 1st, at 11.

Absent.

In this activity, Katya was going to work on solving systems by substitution.

Katya was not available.

In this activity, Katya used both techniques to solve linear equations. Graphing was not one of the methods but substitution and elimination were used.

Absent.

Katya completed her Imperialism assignment for FLVL and asked me to review it with her. I was happy to do so. It was very insufficient. Each response was a few brief, very unclear sentences that show she didn't grasp the material or what the FLVL instructor outlined in the assignment. Katya told me she turned the assignment in - even though we planned to work on it together when I saw her last Thursday. Katya said she may be able to revise it. We reviewed the concepts and Katya revised the assignment to make it stronger for re submission.

Absent. I called and texted Katya for class through Teams. No response.

In this activity, Katya solved the system with the last and most important method called substitution. Its the most important method because it is so versatile.