Lesson
Review 1 ASE
Morning February
2005
Monday, February
28, 2005 14
Learners present. 3.25
hours
--
Recognize and use appropriate formats and genres (Writing) WRITING - Communicate thoughts, ideas
& information in writing; Create
documents (letters, directions, reports, graphs) (Basic Skills)
Nina made a presentation where people were offered the opportunity to
think about "voice" (tone,
style, and especially "word usage") when it came to writing a
professional cover letter. Many
learners
took the opportunity to craft letters and then type them up with
feedback and assistance from
instructors and volunteers.
(We also looked at an article printed about The Literacy Project in the
Springfield Republican. It had
pictures taken in this class.
AND, today was Maryann's 20th anniversary of being in the United
States. She brought donuts for the entire class which was really
appreciated.)
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Thursday, February
24, 2005 9 Learners present. 3.25
hours
--
Development of comprehension strategies (Reading) Explore scientific or technology content
areas
using methods of inquiry & information
technology () READING - Locate, understand & interpret written
information in prose and documents
(manuals, graphs, and schedules) (Basic Skills)
Tried to review what we already knew about different forms of energy and
electrical energy in a kind
of a brainstorm.
One form of energy can be converted into another form of energy.
Electricity is related to magnetism.
It has to do with moving
electrons. It can be created through
friction or through spinning a magnet
around a wire.
Then we started a Cloze Reading exercise about electricity from the
Sierra Pacific Power Company.
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Wednesday, February
23, 2005 11 Learners
present. 3.25
hours
--
Represent and use numbers in a variety of equivalent forms and in order
relations (Number Relationships
& Computation) WORK
WITH DIVERSITY- Work well with others from diverse backgrounds (Interpersonal
Skills (Working with Others))
Did a lot of examples before agreeing that the rules for converting
percents to decimals are to
1) Move the decimal point TWO places to the RIGHT
2) Add Zeros IF necessary.
Some people also converted the percents to fractions by always using 100
as the denominator. Some
of those people knew how to reduce a fraction to lowest terms.
We also had a long discussion about how to make sure the class is
working for everyone, young and
old. Some people thought this
discussion was not necessary, but it was very important. One person
had the courage to make a strong but sensitive appeal to think about
what is important in a working
classroom -and what is distracting.
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Tuesday, February
22, 2005 6
Learners present. 3.25
hours
--Forces affecting continuity and change
(Continuity & Change) Development
of comprehension strategies
(Reading) READING - Locate, understand & interpret written
information in prose and documents
(manuals, graphs, and schedules) (Basic
Skills)
. . . By popular demand!
The quiz was a series of readings and multiple choice in the GED style
although many of the items
were based on the class discussions and activities as much as on the
readings.
After people had a chance to do their best on their own, we went over
the whole thing as a group
paying especial attention to using the process of elimination when
applicable.
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Thursday, February
17, 2005 11 Learners
present. 3.25
hours
--How individuals and groups interact with
and impact systems (Systems) Awareness
of rules for grammar
and mechanics (Writing) How everything is made up of a small
number of building blocks (Similarity and
Diversity) Participate as a TEAM MEMBER -
Contribute to group effort (Interpersonal Skills (Working with
We reviewed the material by analyzing and comparing the sentences
written by the class in last week's
sentence combining exercise. All
the sentences were about atoms and subatomic parts.
Then we reviewed the "Building Blocks" Framework giving
examples of subatomic parts, elements,
small compounds, large compounds, organelles, and cells.
Marguerite made a nice presentation about team work which apparently was
not well understood by
some because there were some complaints about some teens' behaviors
while Joe was busy at the
computer.
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Wednesday, February
16, 2005 8 Learners present. 3.25
hours
--Means and varieties of civic participation
(Power, Authority, & Participation)
WRITING - Communicate
thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic Skills)
Most people wrote letter out longhand and then read them to a teacher
who typed them out. Then we
looked them over for changes or corrections.
When not working on letters, people did TABES or Individual Math.
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Tuesday, February
15, 2005 11
Learners present. 3.25
hours
--Dynamics among power, authority, and
participation (Power, Authority, & Participation) Awareness of
rules for grammar and mechanics (Writing)
Strategic Reading (Reading)
UNDERSTANDS SYSTEMS -
Social, organizational & technical
systems - and operating effectively with them (Systems (Understanding
Complex Relationships)
We reviewed some of the combined sentences that learners wrote about the
Alien & Sedition acts and
compared them on criteria like
brevity, information, logic and clarity.
Some people really had to work
hard to explain why one sentence was more effective than another.
We talked about how to move on to the next section of our Freedom of
Speech Unit: the Civil War.
Most people wanted a quiz - and they did not want an open book quiz.
We also reviewed some of the priorities in the budget the president
submitted to Congress. We will
have to be writing letters soon.
Amber presented a Profit/Loss statement for the Fresh Flower Fundraiser
yesterday. We made
almost $500 profit! Many of the
participants earned certificates, but only those who have completed
resumes received them. The others will receive their certificates once
they have finished their resume.
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Monday, February
14, 2005 8
Learners present. 3.25
hours
--
Express thoughts in writing (Writing) WRITING - Communicate thoughts, ideas & information in
writing; Create documents (letters,
directions, reports, graphs) (Basic Skills)
The writing prompt was "Nature and Culture". People wrote
about "complexity", "deception", "work",
"religion", "family" and "pressures".
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Thursday, February
10, 2005 9 Learners present. 3.25
hours
--Means and varieties of civic participation
(Power, Authority, & Participation)
Awareness of rules for
grammar and mechanics (Writing) Recognize formal & informal systems
(Critical Thinking)
UNDERSTANDS SYSTEMS - Social, organizational & technical
systems - and operating effectively with them
(Systems (Understanding Complex
Relationships)
Making a difference. . . AND "What you don't know CAN hurt
you."
The budget the president proposed to Congress endangers a lot of our
basic programming. We will
have to try to do something about this in upcoming weeks. The first hour of class was a very
wide-open discussion about what possibilities, if any, are there for us
to influence political decisions. A
good question that came up was
"How can poverty be combated?"
Sentence Combining:
People also put a lot of thought into combining sentences written about
Atoms and subatomic particles.
Some people like the idea of
semicolons (;) but others like using smooth connecting words like
"which" and "whose" etc.
Ambers STEP (Supporting Transitions to Education and Professions)
program needed personal
statements. People quickly
drafted statements and either typed them out themselves or had someone
else type them out (making some agreed upon changes) before signing
them.
Bad weather today but lots of people showed up anyway - including people
from far away places like
Monroe Bridge!
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Wednesday, February
09, 2005 10 Learners
present. 3.25
hours
--
Represent and use numbers in a variety of equivalent forms and in order
relations (Number Relationships
& Computation)
MATHEMATICS - Perform basic computations; approach practical problems by
choosing
from a variety of math techniques (Basic Skills)
Converting decimals to fractions.
The numbers after the decimal point are the numerator.
The largest place value is the denominator (10ths, 100ths, 1,000ths,
10,000ths etc).
Several people decided to take their learning plans home for parents (or
others) to look at.
We needed to have a discussion because the stairs were very dirty and
somebody had spit in the
elevator. (DISGUSTING!!!!!!
!!!!! !!!!! !!!!! !) Lots of people volunteered to help
keep the place
clean. Mika swept the stairway and
Tim helped mop the stairs. Katie
brought pizza for the group.Spacer
Tuesday, February
08, 2005 14
Learners present. 3.25
hours
--
Awareness of rules for grammar and mechanics (Writing) Develop reading
Vocabulary (Reading)
WRITING - Communicate thoughts, ideas
& information in writing; Create documents (letters, directions,
reports, graphs) (Basic Skills)
http://www.literacyproject.org/Charboneau/tunits/FreeSpeech/Alien%26SeditionSentenceCombining.ht
m
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Monday, February
07, 2005 14
Learners present. 3.25
hours
--
Express thoughts in writing (Writing) WRITING - Communicate thoughts, ideas & information in
writing; Create documents (letters,
directions, reports, graphs) (Basic Skills)
Writing:
Close to 40 minutes of silent writing with prompts about how the class
is working and individual goals.
During Individual Learning Time most people continued various writing
projects and some people
worked on TABEs.
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Thursday, February
03, 2005 12 Learners
present. 3.25
hours
--
Develop writing vocabulary (Writing) Develop reading Vocabulary
(Reading) How models assist or
hinder us in problem solving (Measurement,
Magnitude, and Models) ORGANIZE AND MAINTAIN
INFORMATION (Information (Acquiring and
Using))
First we used our notes and memories to list the attributes of protons,
neutrons, and electrons. Then
we used a more detailed list to continue filling in the table.
Amber also presented some STEpS (Supporting Transitions to Educational
and Professional Success)
opportunities and activities to the group.
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Wednesday, February
02, 2005 10 Learners
present. 3.25
hours
--
Represent and use numbers in a variety of equivalent forms and in order
relations (Number Relationships
& Computation)
MATHEMATICS - Perform basic computations; approach practical problems by
choosing
from a variety of math techniques (Basic
Skills)
Converting Fractions to decimals. Writing out the steps
and practicing. This involved lots of
practice
with long division (along with placing decimal points and zero
placeholders)
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Tuesday, February
01, 2005 11
Learners present. 3.25
hours
--Where and why there is conflict (Conflict
& Resolution) Express thoughts in
complete sentences (Writing)
Development of comprehension strategies
(Reading) LISTENING - Receive,
attend to interpret & respond to
verbal messages and other cues (Basic
Skills)
http://www.literacyproject.org/Charboneau/tunits/FreeSpeech/FirstTwoParties.htm
These laws were passed 2 years before the presidential election of 1800
when power peacefully
changed hands from the Federalists to the Jeffersonians. The Federalists wanted the US to grow into
a trading and manufacturing giant.
The Jeffersonians did not want to pay for this.
We looked at Hamilton's plans for managing the debt, creating a national
bank, and charging a
protective tariff.
We also compared the Federalists and Jeffersonians on many different
points.
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