Lesson Review 1 ASE Morning October 2005

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Monday, October 03, 2005 9 Learners Present 3.25 hours

WRITING - Communicate thoughts, ideas & information in writing; Create documents (letters, directions, reports, graphs) (Basic

Learn strategies for organization (Writing)

Writing and Discussion on the structure of a five-paragraph essay.

The five paragraph essay has three major ideas that support it's thesis. These supporting ideas

are previewed in the introduction. Each of these three ideas get their own paragraph in the

body.

Writing prompt: How do people achieve positions of responisibility, authority, and leadership in

Tuesday, October 04, 2005 10 Learners Present 3.25 hours

Complexity of managing and resolving conflict (Conflict & Resolution)

KNOW HOW TO LEARN - Use efficient learning techniques to acquire & apply new knowledge & skills (Thinking Skills)

The Civil War.

We looked at a framework for organizing facts about the Civil War. This framework had 5

headers

1. Causes 2. Events Leading to 3. Events During 4. People 5. Events following.

We listed events and people under the appropriate headers, but we really need two other headers

instead of "Causes". They should be "Slavery and Abolitionism" and "States Rights v. Federal

Authority"

Then we read a short chapter from Roger's "Scudders History of the United States" It was

Student Comments

Male 18.00 -- 24.99

[I learned today because . . .] I paid attention and took notes.

Female 25.00 -- 44.99

[What helped you learn today?] Some things that I wasn't clear about. Got some more notes.

[Word Bank words:] secede abolitionism

Wednesday, October 05, 2005 9 Learners Present 3.25 hours

Represent and use numbers in a variety of equivalent forms and in order relations (Number Relationships & Computation)

KNOW HOW TO LEARN - Use efficient learning techniques to acquire & apply new knowledge & skills (Thinking Skills)

QUIZ - Converting Decimals to Fractions:

The teacher needed to see if people knew . . .

1. What a numerator is

2. What a denominator is

3. How to count decimal places (and what to do with certain zeros)

4. How to set up a raw fraction from a decimal with the correct numerator and denominator

5. How to reduce a fraction

6. How to know when a fraction is in lowest terms.

About half the class did extremely well. The rest needed more explanation and practice - which

they got ( . . . and did). One person kept taking different quizzes until she scored 80%.

Student Comments

Male 25.00 -- 44.99

I got this score because I didn't remember.

The most important thing I need to understand is the lowest terms.

I really need to practice all pertaining to this form of math

Taking this quiz made me feel lost.

Male 18.00 -- 24.99

I got this score on my test because I caught on quickly and understood it.

The most important thing I need to understand is where you put the numerator and denominator.

I really need to practice nothing on what we just did. [scored 100%]

Taking this quiz mad[e] me feel good about myself.

The teacher should keep doing what he is doing.

Female 25.00 -- 44.99

I got this score because I practice a lot.

The most important thing I need to understand is decimal[s] , denominator , and lowest terms

I really need to practice more converting decimals to fractions

Taking this quiz made me feel like I wan to do even more practice in math.

The teacher should give us more quize[s].

Male 45.00 -- 59.99

I got this score because I forget to how to do fractions.

The most important thing I need to understand is to keep practicing the steps Joe taught me.

I really need to practice my math because it is important.

Taking this Quiz made me feel unsure because I had forgotten how to make fraction s to lowest terms

The teacher should teach us so we can pass the GED.

I'm writing my story. I'm getting into it. I put it on the computer to save.

Female 45.00 -- 59.99

I got this score because I have done converting decimals to fractions before.

The most important think I need to understand is that I should be looking it over again carefully so I

could score some higher points.

I really need to practice a little more than what I do.

Taking the is quiz made me feel much better abut myself cause I didn't need any Help. I found it

interesting.

Female 45.00 -- 59.99

I got this score because I didn't do the place value.

The most important thin I need to understand is to count to the right even when there is a 0.

I really need to practice more.

Taking this quiz made me feel scared and not sure what I was doing.

The teacher should give us more [quizzes?] so we can do it at command.

I reviewed how to do place values and how to do 0's

Female 18.00 -- 24.99

I got this score because I checked things over too quickly.

The most important thing I need to understand is to look things over more carefully.

I really need to practice converting decimals to fractions.

The teacher should give us JUST ONE more sheet of converting decimals to fractions to practice.

Taking this quiz made me feel like I need to practice more math.

Thursday, October 06, 2005 9 Learners Present 3.25 hours

Interpret Charts & Graphs (Reading)

How order and organization are based on similarities and differences (Order and Organization)

Linnaean Classification System

People each listed five different types of living organisms and we tried to organize them

according to the Linnaean Classification System.

We also had to practice finding information in tables in a longer reading about the 7 levels of this

classification system. Most people worked on the crossword puzzle about the 5 Kingdoms and

the 7 levels of classification during Individual Learning Time.

Some scientists think the Linnaean classification system should be replaced with a system totally

based on evolution.

Student Comments

Female 45.00 -- 59.99

[What did you REALLY learn today?] What the difference is between Linnaean and Darwin is.

Female 45.00 -- 59.99

[I learned today because . . .] I asked questions & took notes. Plus listened, let other students help

Tuesday, October 11, 2005 8 Learners Present 3.25 hours

Complexity of managing and resolving conflict (Conflict & Resolution)

KNOW HOW TO LEARN - Use efficient learning techniques to acquire & apply new knowledge & skills (Thinking Skills)

Identify cause and effect relationships and explain your reasoning based on factual information (Predictablity)

Civil War Frameworks Quiz.

The first hour was spent reviewing events that had to do with slavery: especially the Missouri

Compromise and the Compromise of 1850. We also talked a little bit about the Kansas

Nebraska Act.

After the quiz we talked a little bit more about states rights but mostly kept up the review of

events concerning slavery - especially the Dred Scott decision.

The quiz and the discussions were attempts to help people learn to remember things by

organizing them into categories. Right now there are many ways to look at the Civil War:

Events preceding the Civil War. Events During the Civil War. Events following the Civil War.

Personalities of the Civil War. Events concerning slavery and civil rights. And events

concerning States Rights.

Wednesday, October 12, 2005 7 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

Math

Converting Decimals to Fractions and Reducing to Lowest Terms.

Thursday, October 13, 2005 8 Learners Present 3.25 hours

How order and organization are based on similarities and differences (Order and Organization)

Science: The Linnaean Classification System and the Five Kingdoms of Life.

GED exercises about the Linnaean system which is basically a system of grouping based on

similarities and differences.

Student Comments

Female 45.00 -- 59.99

We should go over a review on the bacteria again. This will be a great help in the area of earth

science.

Female 25.00 -- 44.99

My reading is very good and my math is coming along good[.] I am also doing well on my writing but

still working on it.

Monday, October 17, 2005 8 Learners Present 3.25 hours

WRITING - Communicate thoughts, ideas & information in writing; Create documents (letters, directions, reports, graphs) (Basic

Awareness of rules for grammar and mechanics (Writing)

Phrases, Sentences and Paragraphs:

A phrase is a meaningful group of words WIHOUT a subect and verb that be used in various

parts of a sentence.

"the power of wind and water"

We spent some time comparing this phrase to others and to sentences to come up with a

definition of a phrase. Then people were asked to use this phrase in different parts (beginning,

middle, and end) of different sentences.

Most people went on to write paragraphs using that phrase as a topic.

Student Comments

Female 45.00 -- 59.99

I did four tests on Moodle.

Tuesday, October 18, 2005 6 Learners Present 3.25 hours

Development of comprehension strategies (Reading)

KNOW HOW TO LEARN - Use efficient learning techniques to acquire & apply new knowledge & skills (Thinking Skills)

Review of Events Leading to the Civil War.

We spent time on the Nullification Crisis of 1832 Dred Scott Decision of 1857.

We also did all the GED exercises in the big blue book.

Wednesday, October 19, 2005 6 Learners Present 3.25 hours

MATHEMATICS - Perform basic computations; approach practical problems by choosing from a variety of math techniques

Math:

Some people continued to practice converting decimals to fractions and reducing fractions.

Others wanted to move into proproportions. A few reviewed other decimal or fraction

operations and a new learner needed to start at the beginning of whole number operations (place

value and order of operations)

Student Comments

Male 16.00 -- 17.99

In group we leaned about noun clauses. I didn't learn much because the discussion was not very

[thorough].

In individual time I did Math. I worked on place value which caught on really quick, comparing an

Female 45.00 -- 59.99

I wrote about what was the hardest, easyest, what was useful or what math word problems was not

useful to me.

Thursday, October 20, 2005 6 Learners Present 3.25 hours

Development of comprehension strategies (Reading)

READING - Locate, understand & interpret written information in prose and documents (manuals, graphs, and schedules)

Order and organize objects and events using similarities and difference and explain reasoning for doing so (Order and

Linnaean Classification System

We went over the names of the levels of classification: Kingdom, Phylum, Class, Order, Family,

Genus, Species.

We also looked at the system as if it were a "Tree of Life" by looking at the 5 classes of the

subphylum Vertebrates.

Then we did GED exercises: The Protista Kingdom and the Fungi Kingdom.

Monday, October 24, 2005 7 Learners Present 3.25 hours

WRITING - Communicate thoughts, ideas & information in writing; Create documents (letters, directions, reports, graphs) (Basic

Awareness of rules for grammar and mechanics (Writing)

Writing:

At the request of a learner (Mark) we went over nouns and verbs a little bit. Everybody wrote

at least 3 sentences. (Some people wrote whole paragraphs or whole stories in a short amount

of time.) Then we read and repeated sentences until we had isolated all the nouns, pronouns

and verbs.

(We separated the nouns and pronouns and classified them as either "Subjects" or "Objects"

Nouns Pronouns Verbs Nouns Pronouns

Subj Obj Subj Obj Subj Obj Subj Obj

Then everybody got to work finishing (or starting - as the case may be) their October Writing

Student Comments

Male 45.00 -- 59.99

[Questions, Concerns, PLANS . . . ] I need help with the computer.

Tuesday, October 25, 2005 6 Learners Present 3.25 hours

Complexity of managing and resolving conflict (Conflict & Resolution)

KNOW HOW TO LEARN - Use efficient learning techniques to acquire & apply new knowledge & skills (Thinking Skills)

Civil War Review

It was a quiz format and most people wanted some study time first. During that first half hour

they helped each other go over important events that occurred before and after the Civil War.

After the quiz we went over the Missouri Compromise of 1820, The Compromise of 1850 and

the Dred Scott Decision.

It seemed to help people when they could link the Fugitive Slave Law (a part of the

Compromise of 1850) to the Underground Railroad.

It may also have helped that the 3 Reconstruction Amendments (13th, 14th, and 15th) can be

seen as killing, burying and driving a stake through the heart of the Dred Scott Decision.

(A Supreme Court Decision is the law of the land until it is overturned by legislation, a

Constitutional Amendment, or another Supreme Court decision.)

Monday, October 31, 2005 4 Learners Present 3.25 hours

WRITING - Communicate thoughts, ideas & information in writing; Create documents (letters, directions, reports, graphs) (Basic

Finishing up Writing Projects for the month.

Student Comments

Female 45.00 -- 59.99

My essay is done. (The World of the Germ) It is on the computer network

Female 18.00 -- 24.99

[I learned today because . . .] I retyped up my Civil War timeline.