In this session, Ryan focused mainly on the algebraic method of determining zeros using the quadratic formula. We worked on several trinomial equations using both calculators to estimate the zeros and then used the quadratic formula to determine the exact irrational solutions.

In this activity, Ryan continued his work of determining zeros using both the graphing calculator app for zeros and also using the method of factoring. We finished the session learning a new algebraic method called quadratic formula. This completes his study of quadratic zeros using the graphing calculator and the key algebraic methods of factoring and quadratic formula.

Today, Ryan created a final draft of his paragraph (actually 2 paragraphs) literary analysis. Again, this was practice and not a full essay. We reviewed it together and I wrote on the board some tips for him. They included avoiding word and idea repetition, correct use of vocabulary, correct sentence structure, organization of ideas, and spelling. We created a list of ten words that Ryan spelled wrong in the response. I am passing on all of this to Danielle Kennedy and I am hoping that Ryan is given a quiz on those ten words. Ryan did a good job and I would like him to continue to work on his writing skills throughout the year.

Ryan revised his rough draft of a literary response to “The Lottery.” He also worked on capitalization and grammar exercises.

Ryan worked on developing supporting paragraphs in response to a literary analysis. He also completed rules of capitalization exercise.

This activity was divided into three parts. First Ryan graphed the equation by hand creating a table of ordered pairs and then identified the zeros and vertex. He then graphed the equation using the graphing calculator and then used the apps to locate the zeros and vertex. The last activity was to factor the quadratic and then determine the zeros.

In this session, Ryan would use the graphing calculator to graph the quadratic and then use the apps to determine the zeros and vertex of the quadratic. Then Ryan would use an algebraic technique called factoring to determine the zeros algebraically.

Ryan took his Vocabulary Quiz 3 today. I created a quiz in which he had to determine which words best fit into certain contexts. He received a 4 out of 10 his first round, with no notes. Then we tried again and, with definitions, he corrected the rest. I believe this is helping Ryan to understand words in context with subtle connotation instead of simply memorizing specific definitions. Then Ryan and I worked on his literary analysis. The purpose of this assignment is not to write a full essay, but to walk Ryan through the writing and thinking process in depth and in chunks. Ryan did not do his brainstorm homework, so we did it here today with some people around the school. Today, Ryan learned that a great strategy to use when you become stuck on ideas is to talk to different people and get their perspectives. This sparks ideas in our own heads. We spoke to Ms. Debbie, Ms. Elise, and Ryan's sister, Nicole. Ryan was able to add to his existing brainstorm and we now have two pages of ideas to begin our rough draft.

Today, Ryan practiced an exercise with his vocabulary words in context. With some guidance, he did well. He is learning to connect to the words personally so that he can remember them. He will have a quiz on these ten words next Tuesday. We then worked on the writing process and developed his literary analysis response a bit further. I asked him to work on this in conversation with his family at home this week to spark some ideas about how to connect the theme of "The Lottery" to real life, as this is the prompt he chose.

Today, Ryan and I did an in depth analysis of Shirley Jackson's short story "The Lottery." We focused on symbolism, irony, and the author's purpose of shedding light on humanity's tendency to cling to meaningless and sometimes potentially harmful traditions. Ryan received ten more vocabulary words embedded in "The Lottery." We reviewed them and I had Ryan learn them and give examples from his life of using each of the words in context. I then took away the definitions and gave Ryan a matching exercise for the words. He remembered them only with help from me. For homework, he will study them and we will do a practice exercise tomorrow. Then his vocabulary quiz will be next Wednesday. I gave Ryan a choice of one from six different writing prompts relating to the story. He chose, "How does fiction mirror real life? How do you think "The Lottery" mirrors real life? For instance, discuss why, according to the story, the lottery is carried on? Support your opinion with examples from the story. This is an exercise in the writing process. Ryan then started a brainstorm list of ideas and evidence from the story. I will have him write a well-written, organized 8-10 sentence paragraph with two quotes as evidence from the story. We will work on this tomorrow.