I worked with Samantha to show her how multiplication and division by expressions under a radical can be simplified and how the denominator of a fraction should never contain a radical in the answer. I showed her how to remove the radical in the denominator and replace it with a rational number. We did a few examples of various operations. There was no assignment.

Samantha and I took a little bit of time to get acquainted. I looked at her book and the previous session summaries to gain a better idea of where to start with her. We defined polygons, and named several different types of polygons. We discussed the different types of quadrilaterals. Samantha made the statement "If you cut a rectangle in half, you will get 2 squares." I had her draw a 5" x 3" rectangle, and then draw a line to divide it into 2 even shapes. She measured and discovered that the 2 new shapes were in fact NOT squares. She conjectured that a rectangle with one side twice the length of the other side can be divided into 2 squares.
We also looked at triangles. I taught her the Triangle Congruency Theorem, including ASA, SSS, and SAS. She used them to decide if two triangles were congruent to each other. We talked about the angles in a triangle adding to 180 degrees, and the Exterior Angle Theorem, which states that the remote interior angles of a triangle add up to the measure of the exterior angle. We started using these theorems to find missing angles and variables.
Samantha has a good grasp on her basic Algebra skills, and was interested in the material. She appreciated that I wrote notes and examples on paper for her. We started a notebook for her to keep notes and assignments in order.

Sam is studying post Civil War Amendments and the Civil Rights Movement. I have distributed Martin Luther King's famed "Letter from Birmingham Jail " and the 2013 US Supreme Court case limiting the scope of the 1965 Voting Rights Act along with a study guide and questions on the material. We reviewed the court case yesterday ,and today we looked at Part I of King's letter detailing the unjust treatment of African -Americans and the purpose of the protests. Sam is completing the reading of King's letter and answering the questions on the study guide as a take home test due on Monday. Additionally, as there will be a quiz on the Bill of Rights and Civil War Amendments on Tuesday, we reviewed certain details in the Bill of Rights such as the purpose and function of the grand jury, and conflicting interpretations of the 2nd Amendment. We discussed how a grand jury protects citizens from overzealous prosecution. We also reviewed a few other amendments expanding voting rights. Homework-take home test due Monday and study for quiz on Tuesday .

Samantha and I worked on taking various roots of expressions and simplifying them. I showed her how to look for the simplest form of each root and leave the answer that way. There was no assignment.

Sam completed a chapter assessment test for homework which we reviewed in class. She answered the vast majority of the questions correctly and ,in discussion, demonstrated an understanding of the material. We then reviewed the provisions of the 1964 Civil Rights Act and the 1965 Voting Act and discussed the role of Dr. King in advancing these laws through Congress. In connection with this discussion, we watched a short 8 minute video on the Birmingham protests that included news clips capturing the evils of segregation and the unjustified violence perpetrated against peaceful protesters. During the second session,we reviewed the US Supreme Court case of Shelby vs Holder (2013) that had the effect of significantly weakening the 1965 Voting Rights Act. We also began to read Dr.King's famed essay entitled" Letter from a Birmingham Jail" written while Dr.King remained in jailed as a result of the protest. I prepared and distributed a study sheet with questions on all this material and Brown vs Board of Education. For homework, I assigned reading Part I of Dr. King's "letter" and answering questions 1-8 on the study guide.

Sam arrived ready to work today, and has shown a more positive attitude about keeping up with her academics. She focused this class on preparing for tomorrow's preschool reading activity. We practiced lines from the book, focusing on pronunciation and rhythm. She ended positively with an Adios!

Sam was absent today.

The plan was to work with Samantha to find all real roots of radical expressions using absolute values when the roots are even. I was also planning to work with her on simplifying radical expressions. If Samantha was able to follow the lesson, I planned to work with her on multiplying and dividing radical expressions, rationalizing the denominators whenever radical expressions appeared in the denominators of fractions. Since Samantha was not here today, I will present this lesson when I teach her again. There was no assignment.

Sam and I were talking about the following questions: How important is culture when learning a language? How important is it to learn the culture that goes with the language you’re studying? Is it even necessary? I explained to Sam the importance of learning about culture.
Culture and language are inseparable. They go hand-in-hand. The geography and landscape, the flavors of the kitchen, and descriptions of flora and fauna all bring a sense of place to every language.
And learning about a foreign culture is one of the more enjoyable aspects of language learning. It takes you out of your mental comfort zone and opens your mind to new ways of experiencing life.
I wanted to give Sam a real idea of the types of foods that Latin Americans eat, why they eat them, and how they prepare food.
First, I pre-taught the vocabulary for the main ingredients of Guacamole. (also, we watched a video) Once Sam felt comfortable recognizing vocabulary, I introduced the recipe. As I talked about each ingredient Sam was able to learn about it. The complete (recipe) ingredients were listed in Spanish so that Sam could work on continuing to recognize these new words. So, we had all the ingredients and prepared this delicious dip and learned from a culture and language concept. Sam really enjoyed making this delicious Guacamole.

Sam and I reviewed the verbs list (Verbos Regulares e Irregulares con notas gramaticales)for a quiz on 12/3/18 . After that, we practiced reading a book for Pre-K (12/5/18 at 11:15am)Sam is very excited about reading the book to P-K. She wrote her lines from the book in Spanish and English to practice with me. Our next activity was "Learning about Culture" Sam read aloud the Guacamole recipe and I explained about our new vocabulary and pronunciation. (Getting ready for making Guacamole on Friday 11/30/2018)