I did a brief introduction to the Gothic novel as an introduction to our next novel REBECCA. We watched an informational and interesting video on the characteristics of the Gothic novel. I also presented an introduction to REBECCA. We then discussed the ending of PRIDE AND PREJUDICE. Alexa also shared her most meaningful quotes from the novel. I also shared a site from the internet that illustrated how to create Jane Austen bookmarks based on quotes from this novel. Alexa liked it since she is into art. I ordered the next book. As soon as she receives it, she will begin reading.

Alexa and I discussed the pages that she had read for homework. She has about 50 pages left to read to finish the novel. She will finish reading it for homework. We continued working on her literary analysis. We discussed writing strategies to improve her draft. Alexa has done a good job on her paper. She will complete the book and decide whether she wishes to add any more information.

Previously, back in early April, I sent Katya an "interest list" and an "activities list" for Katya to fill out so we could design a course of study that would be based on her initerets. Today, with Nicole's help, Katya submitted the two lists as an attachment to her non-video chat with me. Also, after great logistical problems, Katya apparently recently got my opening art project.

We were to continue our study of the novel and our writing of the paper.

Picked up where we left off. Did futher online research to add to the discussion of what scientists have discovered re the origin of COVID-19, what genetically motivates it, what characteristics does COVID-19 have as an "offspring" in the "family" called "coronavirus," how evolution has played a part, what happens when soap comes in contact with the fatty outer layer of COVID-19, how does COVID-19 enter human cells, is a virus alive? We also went online to Purdue OWL and discussed the wealth of information on "styles" and guideline Purdue OWL provides describing the format for research papers and lab reports. We even went to Embry Riddle's own website and found the College of Engineering published its own 250-page style manual for student engineers. That book was published in 2011, so I recommended, once he get on campus, that Vlad check with his professors about the most up to date style guide he should use.

Alexa continues to read the novel for homework. Each class we discuss what new material she has read. Today we worked on the first and second body paragraphs of her literary analysis of the novel. Alexa is doing well. She has found effective textual evidence in the novel to support her thesis. She is doing a good job writing the paper and uses my instruction to improve. We constantly discuss relevant writing strategies such as complete analysis of one's textual evidence.

For our concluding lesson on the novel, "Huck Finn" , Olivia identified the significance of the numerous identities and personas of the character, Huck Finn, and tied those observations to Huck Finn's moral and character development as a result of the experiences depicted in the novel. We then listed character traits of Huck Finn, practical ,loyal, and empathetic , and the textual support from the novel evidencing each trait. The take -home exam on the novel was distributed last week, and is due Friday. Olivia indicated she had no questions or concerns with respect to the test. Then , by way of introduction to our next novel, "Their Eyes Were Watching God" by Zora Thurston, we studied two famous poems by Langston Hughes, "Dreams" and "Harlem", and I discussed the Harlem Renaissance of of the 1920's and 30's. as well as Hughe's influence on Thurston. After reading the poems, Olivia identified figurative language and structure in both poems, and the significance of these poems to the African -American community then and today. For homework, I assigned reading the first chapter of the novel.

Picked up where we left off. Vlad had the two block quotes set up properly from our last session. Today, we researched more "scientfic" sources, still focuses on the question: What is the origin of the Coronavirus COVID019. We already had the metaphor of Coronavirus as a "family" of virus (e.g. Mers and SARS) which we expanded to a family with "offspring." We turned next to research being conducted at Scripps Research by Kristian Anderson who is researching the DNA and RNA COVID-19 to give him insights into the genetic code that regulates the virus, keeps it alive, and motives it. Next, we researched Science Daily and got two more images: the two attributes of a spike-protein, which is what COVID-19 is, that explain how the virus spikes into the outside of a healthy human cell. Note that viruses have existed for 1.5 billion years. That led to another article which discussed how viruses "evolve" - which led to a whole new discussion of Darwin, evolution, natural selection, and survival of the fittest. Kept adding new Works Cited entries.

We were to continue writing our literary essay.

Congratulated Katya on being accepted to the New School in Manhattan. Asked Katya to complete "Things That Interest You" sheet. Went through my second handout, a checklist listing topics like great works of art, exploring careers, in five years, contemporary politics, social issues, poetry, plays, novels, writing, biographies. Katya and I talk about the topics she checked off. Discussed how we might use those topics as our curriculum for the remainder of the term. Next, discussed my art contest -- which hopefully was delivered to her. Katya to judge the ten paintings, pick the 1st, 2nd, and 3rd place winners, and then write an essay descripting the strenghts of the 2nd place winner and the 1st place winner. I texted Katya earier this week and gave her an assignment: write an essay discussing the "hype" surrounding the naval hospital ship "Comfort" and the reality.Today, we looked at her essay. Planned on adding a "prompt" due in two weeks: write an essay that begins with the statement "Art is the highest form of hope."