Today, Christopher was tasked with making a map of his own design. He chose to make a fantasy map and included stores and facilities he wished were close to his residence. Chris drew 7 or 8 places on his map, including Giants Stadium, an airport, and a recording studio. We added a compass rose to the map and Christopher told me where places were located relative to his residence, which he called the SMC mansion, using cardinal directions. It was a fun, hands-on and interactive way to review and reinforce and consolidate recently acquired map skills and learning gains.

After first reviewing the emergency exit procedures to be followed in the event of fire, and learning the recommended means of egress, we got to work addressing the purpose of the preamble to the Constitution. We discussed the etymology of the word, including its prefix, which helped to identify its meaning. Ben and I interpreted various subject-specific phrases and relevant vocabulary (i.e., "We the people", Framers, Federalism). Ben demonstrated active listening skills and good comprehension when queried, interjecting occasional humorous anecdotal references/opinions which indicated good synthesis of the material.

We reinforced prior learning by creating a new tally involving colors. Matthew queried teachers, staff, and guests about their favorite choice of color from 4 colors. He was prompted how to request attention politely and how to phrase the survey. We introduced words such as hypothesis, and Matthew remembered the word when subsequently queried and understood how to use it correctly. He was happy that his hypothesis about which color would win proved correct. We then made a bar graph using the results of the information/data we collected and tallied up the numbers for each color. Red won. We then worked on map skills. I used a state map and map of the US to explain how to look at a map and use a compass rose for cardinal directions. Matthew enjoyed identifying areas on the map, such as Palm Beach and used his head to gesture when asked about the cardinal directions. We enjoyed our hour session together in a way that was both fun and educational.

Ben got a nice helping of popcorn as today was movie day and popcorn samples were given out for students to rate their favorite. Ben's was cheese. We then reviewed today's date in history. Ben remembered that Amelia Earhart disappeared when her plane ran out of fuel. In other news, the (dismantled) Statue of Liberty was also brought to New York Harbor on this date. Ben at first thought it was a gift from Italy but when queried, he correctly recalled that it was a gift from France. We spent the last few minutes outside and Ben caught a gecko, which he re-released after showing some classmates.

Today, there was a nature walk scheduled for interested students. Ben was excited to learn there was a snake outside, but it had disappeared prior to us arriving at the site. He opted not to continue on the walk so we returned to his classroom and engaged in an interesting discussion about movies that rose to fame after decades of not receiving any recognition. Ben shared his knowledge about the history and creators of movies, which was most impressive.

As today, June 14, was Flag Day, we read about the meaning and significance of the day from an article by the Department of Veteran Affairs. After learning it celebrates the anniversary of the adoption of the Stars and Stripes as the official flag in 1777, we read important things to remember when displaying the flag, reciting the pledge of allegiance, as well as things NOT to do. Both Ben and I were surprised to learn that the flag should not be embroidered on anything that is designed for temporary use and/or discarded, such as napkins. Ben was in good spirits and was engaged in conversation and reflection, despite starting the session by informing me that it was Monday and he was tired. He shared some insightful comments and respect for veterans and others who've served in the military and who've given their lives for our country.

In order to deliver instruction about the Jim Crow laws in a more creative and engaging way, I selected and read Ben an article about how Satchel Paige, a black baseball pitcher, laid the groundwork for Major League baseball to include black players like Jackie Robinson. Ben had knowledge that the Jim Crow laws enforced racial segregation in the Southern United States, but said he enjoyed the article and found it interesting. Ben interjected insightful comments as I read, but preferred that I read it even though I gave him a copy as well and suggested that we pinch-hit reading alternate paragraphs, if you will. A bout of hiccups distracted him after completing the article and Ben did not want to answer comprehension questions saying "I already took a test today," even though I told him it was not a test. He did demonstrate good listening skills and understood both the explicit and implicit main points of the text.

Ben was very cordial and engaging when I entered the classroom, exchanging pleasantries and commenting that I was a very good, nice, and kind teacher. For the beginning part of our session together, Ben enjoyed interacting with 3 2 month-old kittens that have made their appearance in the program on prior occasions. Ben shared some interesting facts he knew about cats, both domestic and wild. He even created a cat toy out of cotton and added a scent from the science room by which to attract them. He was very interested and engaged with a vet who had brought the kittens, and explained that he wanted to study and work with reptiles later in life. We then proceeded to the classroom where we continued a brief discussion about WWII posters, which encouraged citizens to participate in the war effort and to make personal sacrifices to win the war. Ben identified Rosie the Riveter in the "We can do it" poster and demonstrated good analytical skills interpreting it. He understood that the image was intended to showcase women's muscle, strength, and ability to participate fully in the work force and in production. We both enjoyed a mutually engaging and productive session.

I attempted to engage Ben by viewing some WWII posters from the National Museum of History. I had hoped to discuss what messages the images were attempting to relay; however, Ben complained of feeling very uncomfortable and asked to put his head down shortly into our session; he complained of pain and that he was hot and very tired. I allowed him to put his head down. I did speak to Mom after he called her midway through the session. She mentioned that he's been napping at this time of the day since sustaining his injury. His mom did approve giving him 2 Tylenol and 2 Advil, but when I returned to the classroom, Ben refused to take them, so I allowed him to continue to relax and watch some videos. His mood improved by the end of our time together. We will continue where we left off when he is feeling better at our next session.

Ben was absent today due to an injury he sustained to his wrist.