Jonathan reviewed two-digit addition by listening to a regrouping song. Jonathan was given twodigit numbers in shapes. He had to add specific numbers together based on the questions of the shapes. Jonathan represented these numbers by drawing out place value blocks on the virtual whiteboard. Jonathan was introduced to telling time. He listened to the telling time song, by Jack Hartman. Jonathan was provided with multiple different clocks on the hour and half past. He verbally told me the times on the clocks. Jonathan was introduced to the name of the coins. He listened to the coin song by Jack Hartman. Jonathan was given virtual manipulative coins and he identified the correct coins.

Jonathan and I started our lesson by brainstorming where we use maps. Jonathan was presented with a brain pop video on reading maps. This video discussed vocabulary on a map and how to read direction. Jonathan took the quiz at the end on the brain pop video. Jonathan observed two maps and solved questions based on direction. Jonathan drew a map of his house in New Jersey on the virtual whiteboard. Jonathan ended the session, by listening to a read aloud online, Me on a Map.

Jonathan and I reviewed two-digit addition by watching a brain pop video. Jonathan took a brain pop video quiz after the video lesson. Jonathan and I reviewed solving two-digit addition. Jonathan walked me through the steps, starting at the ones place, carrying to the tens place. Jonathan represented two-digit numbers by manipulating place value blocks on the virtual whiteboard.

Jonathan worked on identifying place value with two digits. Jonathan identified which number was in the tens and ones place. Jonathan represented two-digit numbers using place value blocks. Jonathan identified the number after being shown place value blocks. Jonathan wrote two two-digit numbers after observing place value blocks. I walked Jonathan through how to add two digit numbers together. Jonathan worked on starting in the ones place and carrying numbers to the ten place. Jonathan solved multiple problems and fixed the problems I completed incorrectly.

Jonathan started his lesson today seeing an animaltion video about viruses and immune cells. Jonathan wrote a short essay explaining that viruses are nonliving. He wrote that the virus needs a host in order to have all the processes of life. The virus invades a cell and replicates itself. Jonathan was fascinated by the shapes of the immune cells in the body. He made excellent drawings of T-Cells, and Neutrophiles. Jonathan wrote about the immune system and finished his drawings of immune cells. He did a Brain Pop on Corona virus. This video and the one before it explained that the corona virus is surrounded by a lipid layer or fatty layer. It clearly shows how the soap can emulsify the fatty layer causing it to break up and go down the drain with soap and water. Jonathan has taken a keen interest in microbiology through this lesson.

Religion: Today we reviewed the unit 1 vocabulary digital flash cards. We discussed any that Jonathan did not recall. Language Arts: It is Word Work Wednesday! We used the word “resume” to focus on today. We found the definition and part of speech in a dictionary packet, the guide words on the top of the dictionary page, identified a synonym and antonym, and used the word in a sentence. We reviewed guide words and discussed how the first guide word is the first word on the page and the last guide word is the last definition on the page. Next, we continued our discussion of deforestation and protection of the rainforest. We completed an activity in which we sorted statements as to whether they are harmful or not harmful to the rainforest. We worked together to complete this higher-level, critical thinking activity. We read about how they tap trees to get latex. For writing, we continued working on our animals of the rainforest non-fiction piece. Jonathan finished writing about the ocelot by discussing how it camouflages in the rainforest. He also wrote about what it eats as well as how and when it hunts. He added his interesting fact as a question at the end of his page. We worked together to read our notes and develop informative sentences with varied sentence structure and transitions. For literature, we answered questions for comprehension critical thinking for our reading of chapter 6 yesterday. We then read chapter 7 of our novel, Sunset of the Sabertooth and discussed how the characters were feeling as they were being rescued out of the deep hole in which they had fallen. We then went through our recall and comprehension questions to assess Jonathan’s understanding of the text.

Jonathan and I continued on our perspective project but focused on an image of his choosing. Jonathan decided on doing a birthday cake because it was his birthday. We each did our own version of a birthday cake and presented it to each other. To complete Jonathan's class, he chose his favorite Pokemon, we each drew our own version, and presented it.

Religion: Today Jonathan chose a poem from his prayer booklet in the back of his We Believe textbook. He read the Sign of the Cross prayer. As a review, we went through the vocabulary from unit 1 which includes Sign of the Cross, commandments, prayer, Holy Family, Blessed Trinity, and creation. We used digital flash cards to review and discuss the words. Language Arts: After our daily language review, we moved into our study of the rainforest. On readworks.org, we read an article entitled, Can the Amazon Be Saved. This 4th grade level article explained the importance of the rainforest and the problems associated with deforestation. Jonathan did a great job on the follow-up questions related to comprehension as well as cause and effect. We looked at pictures of maps to help us see some of the details provided in the article. We discussed the key word of “harmful” in our vocabulary discussion. For writing today, Jonathan illustrated and colored a picture of the ocelot to add to his animals of the rainforest project. Using our research notes, we discussed ways to generate sentences for an informative writing piece. We worked on indenting and using different transitions at the start of each paragraph. He wrote two paragraphs today about the ocelot’s appearance and where it resides in the
rainforest. Finally, we read chapter 6 in our novel, Sunset of the Sabertooth. We had to end our session with Jack and Annie falling into a deep hole in the ground! How will they get out?

Jonathan started his lesson by seeing a short animation clip for children about the Corona virus. We discussed how the word Corona means "crown" in Latin and that this term was derived because the virus has a round shape with spikes all over it something like a Medieval crown. Jonathan started a report about the Corona virus. He watched a video that showed how cells are in the human body. The cells have a nucleus. In the nucleus is the DNA. This is the particle that tells the cells what to do. The RNA is also in the nucleus and carries out the instructions of the DNA. Jonathan learned that the Corona virus has RNA that cannot exist outside of a host cell. He learned that the virus is circular and is coated with a fatty layer. Jonathan did an experiment in the kitchen to understand how oil will float in water. When soap is added and the water is stirred, the oil emulsifies or mixes up into very tiny particles. He learned from a cartoon video for children, that soap can disrupt the outer layer of the virus and cause it to fall apart. The water rises off the soap and all of the virual material goes down the drain. This was a very clearly observable way to understand why the CDC is constantly putting out the message to "wash our hands." The video also made a special point of explaining why the washing must take place for 20 seconds. It showed that the virus is not completely removed until this amount of washing is completed. Jonathan researched on a website about Corona virus that the virus originated in Wuhan, China. It was orgially something that a bat contracted. The bat bit the pangolin. Jonathan saw a picture of a pangolin and we read about how the pangolin has been considered a delicacy in the food industry in China. Jonathan made his own drawing of the Corona virus and saw other children's drawings on a children's web site.

Jonathan planned this card, before the class even started.