After reviewing the text, we examined conditions in the refugee camps of Kenya and role of US relief societies in facilitating Salva Dut's immigration to America. As Salva awaits a decision on his immigration status, we discussed the meaning of his comment that he is "torn in two by the hoping and not hoping." Atticus further elaborated on why the Sudanese refugees are referred to as "the Lost Boys". Last, Atticus worked on answering study guide questions. I provided comments to address sentence fragments and to offer suggestions on combining sentences.

Atticus reviewed land and sea breezes and how different air densities cause wind. He wrote a claim about what causes wind to blow.

Atticus and I worked on making gradients using Micron pens. We worked using the ruler to create four gradient boxes. He then used different techniques such as hatching, cross-hatching, stippling and circles to create gradients.

Atticus continued our study on Ancient China, as we delved into the various factors and influences that helped determine and shape Ancient China. He researched and discussed his new vocabulary words for our study of Ancient China. He wrote these words and their definitions into his interactive notebook. We then had a lengthy discussion about modern day China and its desire and future plans to become the dominant player in global affairs.

This afternoon, Atticus was given the choice of selecting Read Works articles and answering content questions. Atticus requested successive challenges after first reading a science article at a 9th and tenth grade reading level. He then moved onto 11th and twelfth grade reading material with more challenging, higher Lexile levels, which measures both reading ability and text complexity. Atticus met the challenge as demonstrated when he was queried about the content and vocabulary used in the article. He was able to demonstrate a good ability to synthesize and integrate the material and explain it in his own words.

We played basic rudiments on the drum pad, and then played some different fill patterns on the drum set. We read quarter note and eighth note rhythms from the Alfred's book.

We played some double strokes and buzz strokes on the drum pad. We played some rhythms and fills on the drum set. We also read some quarter note and eighth note rhythms from the Alfred's drum method book.

Atticus and I finished working on a figure drawing lesson and started a lesson in value.

Atticus' group session today focused on map skills pertaining to China and the importance of China's geographic features.

Atticus summarized two chapters from ‘The Book Thief’ that he read independently before continuing Part Three, ‘ The Way Home’ and ‘The Mayor’s Library.’ With the introduction of Ilsa Hermann, Atticus had many questions about her future role in Leisel’s life. There were also questions about Han’s plan for the book Mein Kamph.