Lesson Review 3 ASE
Evening May
2005
Tuesday,
May 03, 2005 7
Learners present. 2 hours Spacer
Wednesday, May 04,
2005 8
Learners present. 2 hours Spacer
Some people worked individually on Math. One person worked with a volunteer on
sentence structure concepts.
Student
Male 16.00 --
17.99
I thought the comments made in my
progress report made to[o] big of a deal of my writing.
Male 18.00 --
24.99
Finished my TABE testing and worked
on my division skills review in my math book.
I got a lot done
Female 16.00 --
17.99
I learned about all the angles like
acute, obtuse, right etc.
Female 25.00 --
44.99
I must keep reading and doing work
at home.
I'm getting better[.] No Slacking
allowed[.]
Male 45.00 --
59.99
I like the test to find out what
areas I need help.
Female 25.00 --
44.99
I can't do my reading when people
are talking.
Thursday, May 05,
2005 7
Learners present. 2 hours
--
Use figurative language (Writing) Refinement of Comprehension Strategies
(Reading) Spacer
TABE testing, pilot assessment testing, some writing around common idioms
and proverbs,
some math, lots of energy and activity.
Student
Male 25.00 --
44.99
Did some idioms in class. Picked 3
idioms and defined their meaning in sentence.
[What helped you learn today?] self
willingness
Tuesday, May 10,
2005 7
Learners present. 2 hours
--Nature of continuity and change
(Continuity & Change) Use
appropriate tools for gathering Spacer
information (Critical Thinking) ORGANIZE AND MAINTAIN INFORMATION
(Information (Acquiring and
Discussion: "Define the word
'modern'. How does it relate to art, culture,
economics and
politics? Is it a 'relative'
term or an 'absolute' term? In your opinion,
when did 'modern
times' begin?"
We went through certain pivotal
dates (ranging from 1453 to 1990) as possible "start dates"
for "modern times"
and identified certain elements of modernism such as "constant
change", "advancing
technology including weapons", "organization",
"money" "literacy" and "information"
explosion. We also listed
"religion".
People were asked to write, but most people ended up doing "Google
Searches" on topics
Student
Male 16.00 --
17.99
Good class discussions.
Male 18.00 --
24.99
I think we (me) got carried away
with the discussion.
I had a very good learning class.
Male 45.00 --
59.99
I wrote 2 pages mostly timelines but
I began to write about my opinion about what I believe began the
modern era.
Group time is cool.
Female 25.00 --
44.99
I was looking for info about Charles
I about his beheading.
[What didn't help?] people talking
to[o] loud.
Male 25.00 --
44.99
Pictures [drawn by the teacher]
helped me learn about the [Gutenberg] printing press.
Wednesday, May 11,
2005 7
Learners present. 2 hours
--
Represent and use numbers in a variety of equivalent forms and in order
relations (Number Spacer
Relationships & Computation)
Did the math crossword puzzles.
Good review of basics and some fractions and how to find
averages.
Independent work after group activity.
Thursday, May 12,
2005 7
Learners present. 2 hours
--What culture is (Cultures &
Identities) Development of
comprehension strategies (Reading)
Recognize Spacer
there is not always a "right"
answer (Critical Thinking) READING -
Locate, understand & interpret
written information in prose and documents
We spent a lot of time trying to figure out the setting (place and time)
for this monologue by
reading it for cultural elements.
One guiding question was to look for elements that related to
traditions that were similar or
different from ones we are more familiar with.
We also
looked for "modernistic" elements and found a few (mostly in
how the "story" lacked a plot
and in the way it was punctuated).
We finished the class by writing based on a choice from a long set of
prompts.
Student
Male 25.00 --
44.99
Why would a mother tell her daughter
she seems determined to become a "slut"?
A mother might tell her daughter
this possibly so that this word (slut) would frighten her to be good
and grow up to be a woman.
Or because she sees something in her
daughter. The way she acts or the way
she dresses and she
don't want her daughter to continue
to form in loose ways.
Male 16.00 --
17.99
I think slut is the most interesting
word because it is the most powerful word.
In this story [Girl by
Jamaica Kincaid) it's mer[e]ly used
as power of suggestion.
Male 18.00 --
24.99
We read out loud a very interesting
story and discussed it, then wrote a response.
I think a little more writing would
have been better.
Male 45.00 --
59.99
I think she [the mother] may be a
little old fashioned in her method of teaching her daughter but the
story is her harping on the daughter
and it seems that she cares enough to be th[orough] in content.
It sounds like she covers a lot of areas and sometimes she gets a
little nasty about her directions. To
me she is teaching her daughter to be the person that she really
wants to be.
Female 25.00 --
44.99
I feel that boys and girls should be
raised the same to some extent. As for me I have a young
daughter and I think that I have to
be a little more strict with her. Just because sh['s] a girl. Girl[s] are
more frag[ile] and boys in my eyes
are more rough. And girl[s have more to
lose th[a]n boys.
Tuesday, May 17,
2005 5
Learners present. 2 hours
--
Write at greater length in response to a topic or question (Writing)
Development of comprehension Spacer
strategies (Reading) READING - Locate, understand &
interpret written information in prose and
documents (manuals, graphs, and schedules)
People had a chance to read the story silently and start writing before
we read it together out
loud.
The guiding question was "What elements of this story are
traditional and what elements are
modern?" People were also
asked to pick out various details in the story to support their
Student
Male 18.00 --
24.99
Discussed story, but not too long.
Female 18.00 --
24.99
[What helped you learn today?] it's
a little eas[ier] to write on the computer then it is on paper.
Male 25.00 --
44.99
Yes the class is worthw[h]ile.
Wednesday, May 18,
2005 6
Learners present. 2 hours Spacer
Thursday, May 19,
2005 6
Learners present. 2 hours
--Learners' "PLACE" in
relationship to the rest of the world (Environments & Interdependence) Express Spacer
thoughts in complete sentences
(Writing)
Individual math and writing. Did the citizenship
test. Most knew some 0f the more basic
questions but were clearly not well acquainted with the workings of our
government. Asked
each student to start a piece of writing addressing the question
"What Do you Think Makes
This Country Good or Not So Good."
Tuesday,
May 24, 2005 8
Learners present. 2 hours
--How cultures affect identity and
perspective (Cultures & Identities)
Express thoughts in writing Spacer
(Writing) Development of comprehension
strategies (Reading) WRITING -
Communicate thoughts, ideas
& information in writing; Create documents
(letters
Students were asked to compare the way two different young adolescents
were being raised
in two separate short stories: "Girl" by Jamaica Kincaid and
"Powder" by Tobias Wolff.
Most people had read at least one of the two stories already so we read
them both through
quickly first.
Everybody wrote at least a few paragraphs and a few people say they are
willing to work on
Student
Male 18.00 --
24.99
[Group Time] Read and discussed tow
stories.
[Individual Learning Time] wrote on
the topic of the two stories.
Good class, wrote a lot.
Male 45.00 --
59.99
Wrote 3 pages - rough draft -
[What helped you learn today?]
writing time
Wednesday, May 25,
2005 8
Learners present. 2 hours
--
Represent and use numbers in a variety of equivalent forms and in order
relations (Number Spacer
Relationships & Computation)
Worked on some math division,
multiplication, addition, subtraction, percentages, averages
and fractions problems using crossword puzzles.
Thursday, May 26,
2005 8
Learners present. 2 hours
--
SELF MANAGEMENT - Accurately assess self, set personal goals, monitor
progress & exhibit self Spacer
control (Personal Qualities)
Writing:
Most people worked on independent writing projects: GED essays, interpretive essays based
on past reading assignments,
mini research reports, and one humorous short story. Three
people chose to work on Math: two worked on finishing a basic operations
crossword puzzle
and one did exponent and scientific notation exercises using the GED
calculator.
Student
Male 16.00 --
17.99
Today was productive.
Female 25.00 --
44.99
I worked on exponents and negative
exponents and also lear[ned] how to use the calculator.
Tuesday, May 31,
2005 8
Learners present. 2 hours
--
SELF MANAGEMENT - Accurately assess self, set personal goals, monitor
progress & exhibit self Spacer
control (Personal Qualities)
DOE Surveys and End of Month
Charboneau Surveys.
Because of all the surveys, people mostly worked independently. One little group formed to
review Math (exponents and order of operations). Another little group formed to look at
how the GED essay is scored and ways of organizing it. Others worked writing, research, or
GED item practice.
Student
Female 16.00 --
17.99
I plan to do more math work at home.
[What helped you learn today?] Mike,
Math book examples
[What didn't help?] me, I get
stressed to[o] easily
Male 16.00 --
17.99
I plan to do more of the math book
at home but I am concerned about the answers in the back of the
book because one of them was wrong.
I don't think this class could have
been better.
Male 18.00 --
24.99
In Group time we went over writing
essays. I learned how to approach the
essay before I write, and
how to impress the GED grader.
Male 18.00 --
24.99
Researched an took notes on My King
Arthur report. Did survey on line.
Female 18.00 --
24.99
I worked on Science and then I went
on the computer to look up jobs in Greenfield.
I had an ok class.
Male 25.00 --
44.99
[What helped you learn today?] doing
stuff on the board, talking about stuff.