Atticus reviewed his vocabulary words for the unit on Mesopotamia. He answered questions about the chapter and has a good understanding of the people and events. We watched a video about Mesopotamia.
As Atticus is having some conceptual problems identifying significant portions of the text to cite as journal entries, we today first reviewed the function of the journal entries as well as the appropriate responses to the selected textual material. Based on our review, we then addressed last night's homework and worked on how to improve or to make more meaningful journal entries . In this regard, we read the text and discussed ,for example, the significance of the characters' cold and almost gruesome reaction to Scrooge's predicted demise. Atticus did well in recognizing the importance of these reactions to furthering Scrooge's redemption and made additions to his journal entries. I further addressed Atticus' questions about life in Victorian England.
Today, Atticus read about organ systems and organs. He underlined the definitions in his workbook and wrote the term, definition, and drew a picture of each in his science notebook. He read a passage about organ donation, and we discussed the passage for comprehension. He completed his end-of-lesson review quiz on levels of organization.
Atticus worked on centering and coning today. We talked about prep and making sure that the table is dry before trying to stick the clay to it. We also went over what texture the clay should have before sticking it to the wheel. He then practiced centering his clay on the wheel and turning the wheel to over 165 speed. Afterwards, we practiced coning. This process takes practice and is dependent on the centering of the clay in the beginning. We worked on not adding too much water and applying the right amount of pressure and speed.
Atticus and I reviewed and completed a few missed questions from last night's. Then, we reviewed how to use properties of operations to write equivalent expressions, use properties to identify equivalent expressions, and use substitution to justify equivalent expressions before Atticus took the lesson's quiz, scoring 80%. Finally, we began the last lesson of the unit on simplifying algebraic expressions and reviewed tonight's homework on generating equivalent expressions.
We had an in depth discussion about King Hammurabi, his code of laws, and the influence these laws had on modern civilization. We delved into what kind of ruler he was, and how the Sumerian society was affected by his leadership. We discussed the purpose of the ziggurat, and how the building was positioned at the center of the city-state.
Atticus began class with a jump rope warmup. His goal was to complete 30 consecutive jumps. Atticus surpassed his goal by completing 32 jumps. Next, he participated in a competitive, high-energy game of badminton. Atticus' is committed to improving his skills by playing outside of class during recess. The period concluded with a review of the class.
