Ben and I caught up and discussed what we did over the summer. He indicated that he was able to purchase a 3-D printer and was able to print quite a few items for his office. Ben created a 3-D pencil holder, computer holder, lamp accessory, and a hook system by his door.
We discussed how sentences have a subject and a verb. I read the sentences to him as his accommodation because the font is hard for him to read.
Ben asked if he could complete the rest of his work at home over the weekend so he could work on his Art drawing. Since we only had 7 minutes left, I allowed him to work on the drawing.
As a prereading activity, we discussed gender roles in the 19th century. We also read about the author, Henrik Ibsen. Jackson and I then read part of the first act, with each of us taking a role in the play. Then we discussed symbolism as well as the initial actions and attitudes of the characters.
In Canvas, Student was given two topics in which he could choose to write an short argumentative essay, supporting either topic. Student chose a topic and began writing his rough draft.
Today I instituted the sub plans. Student was directed to complete an outline which he already completed. Student was then instructed to write a compare and contrast essay on the use of plastics, which was the topic of his outline.
Although Sam has worked in IXL, he has never taken the IXL diagnostic test, which is an adaptive assessment tool to allow us to know his grade-level for reading and for overall and specific knowledge in language arts. It takes about 50 minutes to an hour to complete.
Assignment
IXL Diagnostic Test
Session Minutes
45
Minutes Student Attended
0
Lesson Comments
This session would have consisted of having Sam, who has never taken the IXL diagnostic test, begin the test and complete it for homework. The IXL diagnostic assessment is an adaptive assessment tool to allow us to assess and know his grade-level for reading and for overall and specific knowledge in language arts. It takes about an hour to complete. It will be difficult for Sam to progress if attendance does not improve. Sam was absent.
Sam will share a song and analyze the lyrics. Allusion, synecdoche, stanza, repetition. and rhyme scheme, along with other figurative language, will be discussed. Unfamiliar vocabulary will be defined.
Future readings will be discussed.
Assignment
The student will think about future literature that he would like to read. He had a relative in the Salem witch trials and will ascertain the book his father would like him to read. He mentioned Giles Corey so I assumed it was The Crucible but Sam said that was not it.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Sam shared "Thank Me for That" by Tyler Braden and we discussed how poetry was meant to be heard and that song lyrics are lyrical poetry. He identified allusions and explained why they are important to universal communication. We discussed the theme of loyalty and paying the price, a precursor to studying John Knowles's novel "A Separate Peace." We discussed authors collaborating and how Tyler Braden did not pen the lyrics but that it was a collaboration of song writers. We discussed how he is learning the MLA format and how and what a works cited page is. We discussed how it is acceptable to respectfully disagree and discuss differences in theme in literature and how to formulate a literary claim or comment in a piece of writing and cite textual evidence to support it via quotations.
