This afternoon, Atticus and I engaged in a myriad of different activities. We first played chess, and Atticus explained how to set up the board, how all the pieces move, and his strategy. We then went outside and Atticus introduced me to a game, in which we sparred using lightweight noodles, which he named Thunderbolt. We improvised different ways in which it could be played. During today's session, we also used badminton racquets, using a tennis ball instead of the traditional shuttlecock with which to volley. When we moved back indoors, Atticus entertained me by performing bebop using a microphone; was quite creative and versatile in the sounds he produced. We enjoyed a fun and engaging session.

informal way to talk -

Atticus read an article, discussed important facts about the article, and wrote about King Solomon. Then he drew a portrait of King Solomon.

Atticus completed the lesson 1: particles in motion quiz. We moved onto lesson 2: states of matter. He read about 5 friends' opinions about the differences between solids, liquids and gases. He circled who he agreed with. He explained why.

Atticus began with the rates and unit rates quick quiz from Friday, correcting 2 questions for half credit and scoring 85%. Then, we expanded upon our recent lessons to include comparing unit rates. Atticus found unit rates and unit prices of given rates before comparing to find the greater or lesser unit rate. Atticus and I completed real-world unit rate comparisons and he was assigned the lesson's practice and problem solving questions for homework.

We addressed characterization, both direct and indirect and the function of the fable. After reviewing the types of characterization , Atticus in writing identified character traits of Bruno's grandmother, the type of characterization employed by the author( indirect) and textual evidence to support his claim of indirect characterization. We then repeated the exercise by characterizing Bruno's father. Next, we discussed how a fable is a story that illustrates a moral typically with one dimensional characters. We then examined what segment of society Bruno's grandmother represents, and what Bruno's naivety represents in the context of the fable.

Atticus worked on his artist report that will accompany his master painting remake. He worked on reading an article about Vincent Van Gogh and picking out three interesting facts, as well as a picture/portrait of him to go with the report.

Today's lesson focused on characterization , both direct and indirect. I defined both terms on the board and provided examples. Atticus then reviewed the text and based on the text, in writing ,characterized Bruno's mother (kind sympathetic), the type of characterization employed by the author(indirect), and cited the support for his conclusion . We then discussed how to proceed with this analysis in the following chapter that focuses on Bruno's grandmother. We studied the chapter title and predicted whether Bruno's grandmother( a singer) would likely be a supporter or detractor of the Nazi regime and discussed the regime's denigration of any artist who was not Aryan. We then began reading Chaper 8 in class. HW- finish chapter 8 and write a characterization of Bruno's grandmother identifying the type of characterization employed by the author.

informal conversation -
past negative -

Atticus completed his project in preparation for tonight's art show. He obtained all the necessary materials and focused attentively on his project, an anime character. Atticus paid attention to detail as he blended colors, using the reference to guide his color palette.