Joshua continued watching 2.1 daily videos.

Define and describe the terms solution, homogenous, mixture, aqueous, solute, and solvent.
Outline how molecular compounds may dissolve in water. Describe and outline on the board how many will dissociate into ions.
Examine how ionic compounds will dissociate when dissolved.
Use examples to show that two aqueous solutions of ionic compounds may react with each other to form products, one of which must be a gas, water, or a precipitate.

I first reviewed the symbolic significance of the physical items the soldiers carry specifically the intangibles: loss , fear of death, and guilt. We discussed how the novel's epigraph provides the foundation for the many paradoxes of war such as how courage is a manifestation of cowardice , and how fiction becomes more real and truthful than memory or history. In this regard, we studied the text to examine passages wherein the author discusses how a story is created tying past and present, truth with fiction. We further discussed why returning veterans have such difficulty adjusting to civilian life, noting passage in the novel illustrating this theme.

German conversation about the weekend and then discussed the summary of the story die Bremer Stadtmusikanten assignment. Then discussed the brothers Grimm and Joshua began research on why they are famous, when they were famous, and for what works.

Based on an assignment to write chemical equations, determine the products formed from a variety of reactions. Review with examples how to properly name both ionic and covalent compounds, as well as the use of polyatomic ions.

During the first segment, we reviewed Joshua's final Macbeth essay. I provided instruction on forming a clear thesis and combining sentences by eliminating unnecessary words or ideas. Further , I drafted a model answer that we read and then reviewed noting how the model exhibits the clarity the test essay did not. We then turned our attention to our next novel, "The Things They Carried." I first discussed how to supplement the homework answer . I explained the use of paradox in the novel's epigraph and introduced the author's concept of the difference between historical truth and fictional truth especially when narrating war stories. We then studied the tone, syntax,and diction employed to describe the death of Ted Lavender. I distributed portions of Hemingway's "Farewell to Arms' -which we read- and explained tonight's homework to compare the tone, diction and syntax Hemingway employs to describe the death of soldiers with O'Brien's style.

Joshua got an 87% on his exam. He was disappointed, but I was happy for him. The test was quite rigorous. We went through the problems he got incorrect. Joshua understood where he made mistakes.
Today we moved on to the 2nd half of Unit 2. We discussed Logarithms. Joshua has a dislike for Logs, but I believe it is because he never truly understood them. Today he did well. We discussed how to go from exponential form to logarithmic form and vice versa. Then we used those techniques to solve logarithms. I showed Joshua how we can use the calculator to evaluate logs. We had some time at the end of class where we discussed the graphs of exponentials and logs.

Today we will put the final application on the Birdhouse and mount the Birdhouse on the fence post.

Today we will use the bands for Resistance Training for the whole body.

Joshua began working on 2.1 and we discussed the composition of the US Congress.