Rory completed the movie Stand and Deliver. He shared his personal experience with feeling defeated in school and having a teacher who presented him with the idea of "tener ganas", having the desire.
Rory and I began our study of the actual text of the book. We compared it with the last book that we read. We discovered a big change in time periods. We talked about the progression of rap music from Jay-Z's time to Gucci Mane's. We also discussed Jay-Z's use of poetic terms i.e. couplet, lyrical when describing his music. Rory selected a meaningful quote from the pages that we had read. He cited it correctly and wrote his reaction.
Rory and I began our study of the new book. We will focus on poetic devices. We discussed the definitions of simile, metaphor, alliteration, assonance etc. Rory said that he understands what they mean; he has difficulty with the application/use of them in writing. I will model how to discover the use of the poetic devices used within the song lyrics published in the book.Then Rory and I will do it together. Then he will be able to practice this independently. Rory will also write double journal entries to show his reactions to the text.
To help Rory become more comfortable with 3-point perspective I had him open a file in Photoshop. I went over all of the components of the file. The file was setup with a horizon line, three vanishing points, and points to indicate the first two blocks of the design. He connected the points to the respective vanishing points using the line tool. We used intersecting points to create the tops of the cubes. He created a folder, labeled the folder Colors, and created three layers with three different colors. I had him use the polygon tool to make a selection, select his first color layer and click the masking tool to define the area of color for the top of the cube. Rory repeated the process for the left and right sides of the cube. He created a folder on the computer and saved his work.
THE AUTOBIOGRAPHY OF GUCCI MANE/Cumulative project
Lesson Outline
Rory and I discussed the writing process: brainstorm, draft, revise then edit. We have brainstormed; we drafted. We are in the final stages of his cumulative PowerPoint on the book. We discussed the proper way to cite using MLA format. His PowerPoint contains meaningful textual citations. He needs to complete the revision and editing stages. He also began to add illustrations(pictures) to further illustrate his in-text citations and his explanations. We also discussed the correct way to do a Works Cited page which he will add at the end of his PowerPoint.
Rory was given his clay sculpture so that he could add the final line work to the face, hands and shoes.
Rory was presented with the his first image that he would use for his drawing test, an image of a Nikon camera. Rory was not timed but was told that he needed to take his time and draw what he saw. Rory's first attempt was rushed because we did not want to do the test. I helped him through his frustration by asking him what shapes did he see in the image. I told him to draw those shapes first and place the details last. His second effort was much better. He repeated the same process with an image of Mickey Mouse.
We finished up our class with me showing him simple construction creating a Spiderman head.
Monday, September 23, 2019
11:00 - 12:00 and 12:30 - 1:30; 120 min. -
Biology:
Chasing Coral-
Rory was quizzed on the class : cnidarians (including corals) . We then watched the movie ‘Chasing Coral’; an epic adventure to capture important changes in our oceans. This important film follows several scientists as they document the phenomena of coral bleaching. Coral bleaching happens when the ocean water temperature rises just two degrees, and the coral loses it’s symbiotic relationship with the colorful microalgae, that feed the coral. These phenomena killed 50 percent of the Great Barrier Reef between 2016 and 2017. The trend continues across the globe and will lead to the loss of the coral ecosystem in the next decade, due to climate change. This film is designed to educate people on the crisis and encourage conservation efforts.
