Bella read, analyzed, and discussed the next chapter of Where the Crawdads Sing. She then did a quick write making predictions using text to support her predictions. She then reviewed the SAT vocabulary being studied and took a quiz on the words and applying them correctly in text.
From the start of the Civil War, the Northerners main goal was to preserve the Union rather than to destroy slavery. Although Lincoln considered slavery immoral, he hesitated to move against slavery because of the border states. In 1862, Lincoln stated, "If I could save the Union without freeing any slave, I would do it; and if I could save it by freeing some and leaving others, I would also do that." That was his official position. His personal wish was "that all men everywhere should be free." As the war went on, attitudes about slavery began to change. More Northerners believed that slavery was helping the South during the war. After all, slaves were used to raise the crops to feed the Confederacy and they did the heavy work in the trenches of war camps. In the North's view, anything that weakened slavery struck a blow against the Confederacy. After the Battle of Antietam, the bloodiest day in U.S. history, Lincoln felt it was time to strike a blow against slavery. This would also make Britain and France less likely to aid the South. Lincoln felt is was his responsibility, not Congress's to end slavery.
Assignment
Study for Test on Fri., 1/28!
Session Minutes
60
Minutes Student Attended
40
Lesson Comments
Lesson moved and modified from Wed., 1/19. This first period class was remote today.
Bella continued reading, analyzing, and discussing Where the Crawdads Sing. She then completed a quick write analyzing how the setting is creating the character development of Kya. She then reviewed SAT vocabulary being studied and used the words in context.
Today we went to Miami with the Spanish students to practice the language in the real world. On this pleasant trip, the students had the opportunity to practice Spanish at different times such as: On the train, in the restaurant, in an art gallery, and even in the Uber. It was an experience in which they had contact with Spanish-speaking people and with Cuban and Latin American culture. We could evaluate, correct, and encourage them with the Spanish language.
Slope-Intercept Form – We reviewed how to find the slope, y-intercept, and write the slope-intercept form of a linear equation. Next we practiced plotting the graph from the equation to review for a test.
Assignment: For homework complete assigned problems.
