Atticus and I continued the fraction, decimal, and percent lesson. Together, we completed examples of using division to find decimals and equivalent rates to find percentages of given fractions. Atticus also practiced multiplying decimals by 100, dividing percentages by 100, moving the decimal accordingly, and writing the percent sign when needed. Finally, Atticus completed a correlating IXL lesson on converting between percentages, fractions, and decimals and was assigned the lesson practice and problem-solving questions for homework.
Atticus completed his lesson 4 thermal energy conductivity review quiz. We began lesson 1 water in the atmosphere. We began brainstorming about how we could be drinking the same water as dinosaurs. He illustrated how the water cycle demonstrates this concept. He completed an activity brainstorming how water in a puddle disappears and explained his reasoning. We discussed.
We completed the final essay on "Boy in the Striped Pajamas" during today's session. We began by looking over my editing suggestions focused on removing vague pronoun references, forming clearer sentences, and adding emphasis or connection words. After Atticus completed his rewrite ,he read the entire essay aloud and we agreed he produced a very good final essay . I then introduced our next book," A Long Walk to Water" set in Sudan during two time periods. We reviewed Atticus' homework on the geography and current political situation in Sudan and then looked at the opening chapters noting how there are two separate plot lines in each chapter ,each designated by a different print type and color . I pointed out how one of the plots takes place during the Sudan Civil War of 1985,the other 20 years later.
Atticus read and discussed the Ancient Parthenon, the Meteoras' Monks of Greece, and words that have Greek origins. He completed a crossword puzzle that reviewed the facts learned in this chapter.
This morning, Atticus completed the remaining practice and problem-solving questions from the understanding percents lesson. Then, he took the lessons quick quiz scoring 80%. Atticus was frustrated with himself for not taking his time which resulted with careless mistakes on a simple quiz. We began the next lesson on relating fractions, decimals, and percents. Together, we completed the examples on expressing percents and decimals as parts of a whole and how to interchange them. For homework, Atticus was assigned a decimal related fluency practice.
Atticus learned about three additional types of thermal energy conductivity: reflectivity/absorbancy, thickness, surface area. We discussed each. He observed a picture and identified which student in the image gains the most thermal energy from the environment based on their shirt color. He completed the collect evidence section.
We worked on editing and revising Atticus' draft essay on "The Boy in the Striped Pajamas." I first provided instruction on how to correct vague pronoun references and how to correct sentence fragments. We then identified these issues within the draft and discussed how to revise these sentences. We further noted cohesion issues. Atticus then began editing and redrafting the first paragraphs of the essay. Towards the end of the period , we reviewed Atticus' homework on the introduction to our next novel," A Long Walk to Water." I provided suggestions to improve his homework answers and demonstrated how to search for and locate relevant information on Google.
During today's session, Atticus completed his draft essay on "The Boy in the Striped Pajamas." We worked collaboratively on composing a third paragraph with textual support and on forming a conclusion paragraph . Atticus has been very cooperative and working diligently on this task throughout the week. After reading through the draft, we began addressing how to edit a draft.We first corrected a subject-verb agreement error and then worked on rephrasing and combing two sentences using the subordinate conjunction "although."
Atticus and I began the understanding percents lesson this morning. Together, we completed the lesson's examples on representing percents on decimal grids, number lines, and as equivalent fractions, examining percents as wholes, and using percents with mental math. Then, Atticus completed a correlating IXL lesson on converting fractions to percents using grid models. For homework, the lesson's practice and problem-solving questions were assigned.
