Amira was excited to cook today. The menu was ground chicken enchiladas with a refried bean dip. I was impressed with Amira. She followed the recipe well. We will be working on her knife and cutting skills to sharpen them up. Her execution was perfect. I gave her a demonstration once and she did an amazing job constructing the enchiladas. Excited to see what else she can do...

Walking...
Yoga...
Stretching...
Mindful Breathing...

Amira worked on Punnett Square Problems. She was given the genotype of the male and the female and was able to complete the Punnett Square. After completeing the square she worked on figuring out probable genotypes and phenotypes of the offspring.

There are are other famous disasters at sea from the 20th century...too many to discuss in one class. Today we looked at two other famous disasters:the loss of the Lusitania in 1915 (sank in 1915 after being targeted by German u-boat torpedo), the loss of the USS Arizona, (sank after the Japanese bombed Pearl Harbor in 1941). We discussed natural disasters that can cause large ships to sink or capsize such as earthquakes that can lead to devastating tidal waves or tsunamis and even strong storms/hurricanes.

Student continued analyzing classic fiction and drew connections on how historical fiction contains modern, universal themes of today. Afterward, student drew conclusions on this topic and wrote a response on how the fictional folktale addresses topics in modern culture. Student wrote a claim, supported it with text evidence, and elaborated her response to convey deeper meanings.

Student imagined and explored stage solutions in her performance space for a drama/theatre work (i.e. her monologue).
Student developed a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in an improvisational scene. Student learned and attempted to apply various character objectives and tactics in a monologue to overcome a character's obstacle (acting).

-The student read a fictional story, then analyzed it, determining the meaning of words and phrases as they were used in the text, including figurative and connotative meanings; analyzed the impact of specific word choices on meaning and tone.
-Student juxtaposed the old folktale, Snow White, to the modern tale and explained the differences and how modern writing adapts historical text - notating the key differences.
-Afterward, student wrote a claim about the text, then supported with relevant text evidence, explaining how the evidence, with logical reasoning, supported her claim.

What can we learn about history from learning about the passengers on the Titanic? Molly Brown (a.k.a.) the "Unsinkable Molly Brown, who survived because she made it onto lifeboat #6. (The ship only carried 20 out of a required 64 lifeboats which sadly, still met the legal limit.) She ran for Senate 6 years before women were even allowed to vote in the U.S. After she died in 1932, her life story became a movie starring Debbie Reynolds. Ida and Isadore Strauss who started the department store Abraham and Strauss. Mrs. Strauss could have been saved as she was offered a spot on a lifeboat with other women and children. Instead, she chose to remain with her husband and they perished together. John Jacob Astor IV (then considered the wealthiest man in the world) and his young,pregnant wife, Madeline. Their fortune came from success in generations of success in the fur trade. Frank Prestiss, ship shopkeeper and one of the last people off the Titanic. Chief ship baker, Charles Joughin who survived swimming in the waters until dawn when he was picked up by a lifeboat. Third class passenger, Rhoda "Rosa" Abbott the only woman to fall into the Atlantic from the Titanic who survived. Harold Wide - Marconi Wireless Company - the only radio communicator to survive. Charles Lightoller, 2nd the only surviving high ranking crew member who later testified in a Congressional hearing about the disaster.

Applied basic research to construct ideas about the visual composition of a drama/theatre work. Researched a variety of acting genres and monologues for character development.

-Student read closely to determine what the text says explicitly and made logical inferences from it; wrote interpretations and then cited specific textual evidence to support conclusions drawn from the text.
-Determined central ideas or themes of a text and analyzed their development; summarized the key supporting details and ideas.
-Analyzed word choice and how it creates mood and tone.