Today JPaul and I began a new lesson on Trigonometric Ratios. This is a topic JPaul and I previously discussed in Algebra 2 this past summer, so he had a decent understanding already. We discussed all 6 trig functions. We used the acronym SOHCAHTOA to help us set up the sides. When all 3 side lengths weren't given, we used the Pythagorean Theorem to find the third side. We reviewed the skills needed to simplify correctly, like rationalizing.
JPaul had a few questions about the quiz that he was supposed to take on Friday. I reminded him on how to use the formula for arc length with a different example. Then I gave him his quiz back. He got a 100% on it. Way to go JPaul!! We had recess during our class and Matthew decided to come in for a game of cards. Good kids -they are!
Based on Alexie Sherman's short story, we focused on writing full sentence responses to AP analysis questions that are not in the multiple choice format . These more open ended questions are challenging as they require the student to incorporate AP Language concepts and terms into a sentence rather than just recognizing a correct answer. Consequently, I provided model sentences that incorporated AP terms such as diction, hyperbole, and irony and directed JP to rewrite his homework responses by incorporating specific examples of diction, identifying the use of diction as hyperbole/irony and then explaining how the writer's choice of diction advances the writer's purpose. We then began an analysis of our next passage, a speech delivered by the Prime Minister of New Zealand. JP discussed and identified the speaker's rhetorical situation and some of the rhetorical choices employed such as ethos, and phrase repetition.
JPaul arrived late to the first session of AP Environmental Science, thus, for the second session, he continued working on pages 147-149, multiple choice questions #'s 1-20 and a free response question #1 - A,B,C,D on page 149. Work was collected and given to the front office.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
I was a substitute from 11:21am-12:06pm. Sub. plans were provided.
We reviewed and edited JP's homework answers addressing stylistic and rhetorical choices made by Sherman Alexie in his story,"Indian Education ." As JP had some difficulty with the assignment ,I provided instruction on the underlying cultural theme of the story-a Native American's alienation from both Indian and White society . From there we discussed and addressed the significance of the writer's segmented story as a line of reasoning mirroring his erratic and disjointed education and home life. I suggested JP employ AP terminology such as line of reasoning , syntax, and diction in his discussion . In this regard ,I assisted JP in crafting sentences explaining the writer's use of comparison and contrast as a line of reasoning or development, and helped JP locate contrasts and the syntax(repetition of phrases) highlighting these comparisons.
