Samantha did a great job today! We reviewed and practiced daily routine vocabulary. We also reviewed some regular and irregular verbs in the present tense. We did a lot of role play in class to practice the new vocabulary. We also practiced some cultural points about Spain. For homework, she will practice on duolingo and she will do some exercises.

Samantha was not in class today.

We discussed basic concepts of yoga and planned for the structure of future classes.

The plan was to do more review problems to reinforce Samantha's ability to factor quadratic expressions and equations. If she was sufficiently competent and confident, I was going to begin reviewing about solving quadratic equations and simplifying radical expressions. Samantha was absent today so we will have this lesson when I teach her next. There was no assignment.

Introduction to LINKS TO FORCEFUL WRITING. We would discuss and practice the use of co0ordinate conjunctions. We would move on to discuss THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN. We need to go over the study guide questions to check for comprehension; then move on to deeper journal and writing responses. Sam will turn in her completed Vignette for a grade.l

I reviewed several topics with Sam to determine the extent of her understanding so I could decide where she needs the most help. We checked through problems involving solving algebraic equations and inequalities, absolute values, linear graphing, linear systems, and quadratic equations. I worked with her on some solutions to linear systems using substitution and elimination. Sam said that she had had trouble with factoring quadratic equations previously so we concentrated most of our time on the various types of quadratic equations and their factors. There was no assignment.

For our initial class, I performed a very informal assessment. Sam explained that she had only very limited knowledge of and background in American government based on her first three years of high school. I distributed a set of flashcards with government terms and concepts and asked Sam to separate them into three columns: what she knew, what she had never heard of, and, in the middle , cards with terms she thought she may know or with terms she may recognize. With respect to the terms Sam knew(just one or two) and the ones she thought she perhaps recognized, I then asked Sam to define or explain the concept. We then flipped those cards over to review the accuracy of her understanding. Based on the flashcard exercise, I chose and distributed the government and economics textbook we will use. I also provided a notebook which Sam will use each class to take class notes. To get Sam started,however, for today I gave Sam a study guide for the early chapters of the textbook so that we can more quickly reach the substantive material. From the study guide, we discussed the purpose and functions of government .Sam was very cooperative and responsive.For homework, I assigned reading pages 13-15 of the study guide and answering questions 1 -8 of the study guide. We will move from the guide to the actual textbook on Wednesday .

Samantha did a great job in class! Today, we practiced a lot of conversation, grammar, and new vocabulary in Spanish! I am so proud of her because she did a great job on her homework! For homework, she will practice on duolingo and she will do some grammar exercises on her hand out!

An assessment was given to test understanding and knowledge of mathematics up to Algebra II material. Linear equations, solving systems of equations, quadratic functions, and solving quadratic equations through factoring were the main topics.

A brief assessment was given to test physics knowledge and background. We then went into an introduction to physics, basic definitions, the history of physics and description of important concepts. We discussed modern science and some interesting experimental findings.