Today we explored how this work of non-fiction does not contain traditional literary themes but does espouse philosophical ideas or principles about Man's role and societal ethics. Based on the first chapter, we discussed how the author argues that Man can only truly be human or ethical if he understands and respects Nature. We noted how Rawlings- back in the 1930s- sounds like a modern environmentalist. We further explored the other philosophical tenets that appear early in the book: the value of simplicity and the creation of a non-transactional moral code . Additionally, we worked on the advanced vocabulary in the reading: affinity, gregarious , vicissitudes. I had Aiden place these words in a meaningful sentence.

Aiden completed the assignment his teacher left for him to do.

Point-Slope Formula: Determining Equations and Graphing Lines. Converting Point-Slope Equations Form to Slope-Intercept Form

Use of the Point-Slope Formula. Equations and Graphs. Determining equations of straight lines from a set of data points, and from a given slope through a known point on a line. Numerous practice exercises using the P-S formula.

Rise of Hitler and the Nazi Party in Germany. Post World War 1 hardship and depression in Germany. Nazi Party
gains popularity in the German Weimar Republic in the early 1930's. Hitler builds up German military, becomes Dictator in 1934. Germany/Nazis persecute and execute Jews and opposition parties due to Hitler's claim that they stole money from post-World War 1 Germany.

Today ,we began our non-fiction unit. We are studying Cross Creek, the memoir of Pulitzer prize winning author Marjorie Rawlings. We began by defining the non-fiction genre. I emphasized that even books that fall within the genre have a pronounced and definitive slant or point of view. We discussed how to read critically to detect how the author's perspective shapes the "true" narrative. I further provide biographical information about the author's life and noted how her background shapes the narrative.

The student read Chapter 24, pages 692–698. He compiled a list of vocabulary words in his notebook. Then, the student completed an assessment on page 697.

The student read a new passage, pausing after each paragraph while the teacher asked oral comprehension questions. The student responded appropriately. He then completed comprehension questions in his book. Afterward, the student began the first step of creating an animated poster about an event involving his classmate.

Point-Slope Formula: Writing Equations of Straight Line Functions given a data chart. Using Slope of a graphed line and a given point to determine the Equation of the line.

Propaganda: Definition, examples, and importance during World War 1. Bias in Propaganda, Use of Propaganda to influence new recruiting of soldiers and support for the War. Propaganda "by omission". Filtering out/concealing information from the general public to advance a nation's specific agenda.
Video on wartime Propaganda.