By parsing the text today we were able to extrapolate from Bruno's intentional "blindness" to what is transpiring around him in Auschwitz, the function of the novel as a fable. After noting how Bruno equates Schmuel's situation in a concentration camp with his own experiences , Atticus first suggested that Bruno represents portions of German society. From there, however, we expanded our view and explored how the novel condemns willful ignorance of atrocities and injustice everywhere during all historical periods ,including the present. We also included some vocabulary words in our discussion -deja vu/secular . Last, we worked on spelling exercises focused on when to convert the letter "y" into "I' or "ie" when adding a suffix other than "ing" . Atticus did very well with this exercise.

I introducing Atticus the concept of perspective and how it relates to drawing. We worked together create two objects to reiterate the concept.

Atticus began with an online review of integers and graphing them on horizontal and vertical number lines. Then, we quickly reviewed ratios, rates, and unit rates before Atticus began the lesson's quick quiz on solving unit rate problems. He fully understood the concepts but 10 points were deducted for 2 careless mistakes and he scored a 90%. For homework, Atticus was assigned the unit's skills review on understanding ratios and generating equivalent ratios.

comparison between two items-

Atticus completed a map skills activity. He reviewed for his Chapter test tomorrow.

Atticus demonstrated impressive initiative by listening to the audio version of the rest of the novel during Spring Break. He raised a number of questions about some inconclusive aspects of the novel and, in that regard ,I reminded him that the novel is a fable ,not a historical depiction or even a moral condemnation exclusively of Nazi Germany. After we reviewed the universal aspects of a fable, we addressed literary terms: simile, metaphor, dramatic irony, and conflict- both external and internal. Using our study guide , Atticus then identified in writing aspects of dramatic irony in the novel, and the external conflicts between some of the characters and Nazi society. ( Man vs Society)We also identified the interpersonal conflicts between Rolf, the Commandant, and Rolf's mother.( Man vs Man) Last, we explored the internal conflict of Bruno who wants to befriend Schmuel but faces parental disapproval if he does so.(Man vs self)

Jumping jacks, squats and burpees-

Continue warm up with rolls and breakfalls.

Self Defense- against throws-

Importance of strikes in self Defense.

Finish class with a noodle battle.

I worked with Atticus to sketch out a bass and used a series of red tones to create volume throughout the body of the animal.

Atticus and I reviewed the story for his manga. Based on what he mentioned on the opening we found an image that he used as a reference to complete a draw over.

I worked with Atticus to create and refine a story for his manga (fourth quarter project).