Hunter and I continued working through grammar problems - the use of abbreviations, contractions, slang, starting a sentence with a conjunciton, ending with a preposition, and splitting an infinitive. Hunter read "Most Valuable Player," a poem by Arsdale, and answered dependent questions. He learned new vocabulary - repugnant, gratuitous. We read "The Book Thief" aloud together and identified figurative language and new words. We looked at four different types of essays and Hunter chose to write a descriptive essay next, about Costa Rica. His goal is to write with descriptive language that appeals to the senses and emotion. I assigned HOMEWORK. He is to choose adjectives and words to use in the Costa Rica essay.
Hunter worked with grammar problems today, identifying incorrect usage and re-writing sentences for clarity. He did a great job! We looked at rules for apostrophes and the use of This, It, and Which. Afterwards, he applied for a job at a new local restaurant, supplying information from the resume we created.
Hunter edited his analytical essay on "The Lottery" and worked on a finished product. We questioned word choice together and substituted more powerful words when needed.
Hunter and I looked at a graphic illustration of "The Book Thief's narrator, death, and related vocabulary - hiatus, ostracism, innocuous, ominous, genially, and trepidation. We also reviewed vocabulary from the book, specifically at the point where we have read to.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
I substituted for Marcus this morning. He was delayed due to traffic problems.
Hunter and I discussed Graphic Arts for next semester and U.S. Government. He continued writing his analytical essay in response to a prompt about "The Lottery" and why the ancestors of the villagers began the lottery.
