This afternoon, Mercer was tasked with identifying the author's purpose after reading passages and underlying clues that suggested the author's purpose. He then recorded the author's purpose on the answer line, and Mercer was able to identify persuasive and informative essays after determining if the author was attempting to convince the reader of something or trying to impart information, teach a topic, or provide facts. Mercer demonstrated a good ability to integrate and apply information.
Session Minutes
30
Minutes Student Attended
30
Lesson Comments
I was asked to take Mercer for 1/2 hour today, from 2:00 - 2:30, and just take Matthew from 1:30 - 2:00 even though I usually have Matthew for a full hour for SS. Mercer is exhibiting symptoms of a cold and does not practice good hygiene in class. He needed to be continually reminded to use tissues, cough into the crook of his arm, and to wash his hands. I taught part of the class outdoors.
This morning, we applied spelling rules in an exercise to piggy-back on yesterday's lesson. We discussed unusually spelled words, such as asthma (sneaky "th"), colonel (even though we pronounce it "kernel'), conscience (even though we pronounce it "con-chense") and handkerchief, (even though we pronounce it 'hankerchief'). Mercer did well, considering the difficulty level of these 'outlaw' words. His queries about the choices indicated he was aware of spelling rules as he attempted to apply them. We went over the few errors he made and then reviewed other rules of Standard conventional English, primarily to refresh his memory. When we finished the lesson, Mercer asked if he could look up geodes and artifacts on the computer, and his comments to me as we watched the clip suggested Mercer has an excellent wealth of information about topics in geology and Earth science.
Today's lesson focused on the Parthenon. Mercer reviewed material that detailed a magnificent rebuilding program directed by the Athenian statesman Pericles, following the sack of the Acropolis during the Greco-Persian Wars (492–449 BCE). The project was to include, among other things, the Propylaea, the gateway to the sacred precinct; the Erechtheum, a shrine to the agricultural deities, especially Erichthonius; and the Temple of Athena Nike, an architectural symbol of the harmony with which the Dorian and Ionian peoples lived under the government of Athens.
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Today's lesson focused on the Parthenon. Mercer reviewed material that detailed a magnificent rebuilding program directed by the Athenian statesman Pericles, following the sack of the Acropolis during the Greco-Persian Wars (492–449 BCE). The project was to include, among other things, the Propylaea, the gateway to the sacred precinct; the Erechtheum, a shrine to the agricultural deities, especially Erichthonius; and the Temple of Athena Nike, an architectural symbol of the harmony with which the Dorian and Ionian peoples lived under the government of Athens. Mercer had trouble focusing on the material.
Mercer enjoyed celebrating the birthday of one of his peers and he enjoyed a slice of ice-cream cake after lunch. When we returned to the room, we reviewed spelling rules. Mercer was given a word list that supported and offered examples for each of the rules, and he was given a spelling activity tasking him with applying the rules.Mercer began coughing considerably in the class, so we went outdoors where he spent the latter part after being invited to participate in an activity with a peer.
