Carson was absent.

We are working on crafting a second argumentative essay based on two essays in the Lit book. Today, Carson completed an essay outline by first drafting a specific claim, and then identifying the reasons supporting the claim as well as the sources or evidence he will rely upon. We further addressed the need to address opposing claims. I assisted Carson in locating the opposing claims in one of the essays we read and helped him distinguish the conclusion of the opposing claim ,all of which he placed in his outline. Last, we discussed techniques to use in the first paragraph in order to introduce the claim. Carson elected to use a rhetorical question which he also drafted. As we have now completed an outline, during our next class Carson will begin writing his essay based on the outline.

Today he continued working on the difference between the preterite and the imperfect tense in Spanish. He completed the assignment: Cuadro comparativo de los verbos en pasado. He did well today.

Today Carson and I met on teams. We discussed the concept of Greatest Common Factor with numbers first. I gave Carson the example of 24 and 36. We discussed how these numbers have common factors 2, 3, and 4, however these are not the GREATEST. Carson considered other factors and we agreed that 12 was the GCF. Then I asked Carson what if we considered 24x and 36x, in that case what would the GCF be? We determined 12x is the GCF. We applied this concept to other terms with higher powers of x. Then instead of factoring just 2 terms, we practiced factoring 3 terms. Carson did a great job. He had difficulty when I introduced negatives and he had to consider flipping the sign.

Carson completed the 3-Dimensional Thinking. He read a passage on the following key terms: electrically charged, electrically neutral, induction, electric insulator, electric conductor, electric discharge on page 211. He watched the animation "Transferring Electric Charge" and I asked him comprehension questions.

Using the Lit book, we today studied how to construct an argumentative essay. Carson first studied a prompt and identified the topic or subject of the essay. We then discussed how an essay can serve different purposes : to convince, to encourage, or to challenge a commonly held opinion. Based on two essays on automation studied in class, Carson chose a claim or topic, and then a purpose-to challenge commonly held ideas on the benefits of automation. Last, I discussed the importance of crafting an argument based on the known audience. I noted that for our purposes , we can assume an academic audience whereas for an informative essay we might have an audience of experts or novices on the subject.

Today Carson was on Teams. We had some tecnical difficulties at first, because Carson was not able to open the video (we realized he had youth permissions set from home). Then I shared the video, but he couldn't hear it (we realized that I had to not only share my screen but share my sound as well). We worked through it. The video was about the Cold War. He already watched the first half, so we watched about 20 more minutes. Then it was time for recess so Carson elected to take a break.

I met Carson on Teams today. Today we discussed word problems involving real world scenarios. Carson was asked questions like, "If Jimmy drove for 3 hours and was 740 miles from home. Then after 6 hours of driving was 461 miles from home, then how long will it take Jimmy to get home?" Carson had to work to find the rate of change by using the slope formula. Then he used that to find the initial value, he was 1019 miles from home to start. Next he was able to use the equation he found, substitute in 0 for the y value and found that he was 10.96 hours from home (or 10 hours 58 minutes). These are usually challenging problems, but Carson is getting much better at them.

Carson read about electric field strength and completed Collect Evidence B. He completed the Investigation "Field Rings" which explored the magnitude and direction of negative and positive electric forces around protons and neutrons.

Today he read from studyspanish.com the difference between the preterite and the imperfect tense. After that, he started to work on the basic quiz. He is doing a good job with the endings for the AR verbs.