Lesson Review 1 ASE
Morning January
2006
Spacer
Monday, January 09,
2006 5
Learners Present 3.25 hours
John started off our new year with some work on sentence structure and
sentence combining.
Using the following connecting words:
not only . . . but also
because
in which
which
that
we came up with and changed around sentences like:
"Not only does Tom work two jobs and go to school, but he also goes
out with a different
gorgeous girl every night because that's the kind of dog he is."
Tuesday, January
10, 2006 9
Learners Present 3.25 hours
Complexity of managing and resolving conflict (Conflict &
Resolution)
Develop reading Vocabulary (Reading)
UNDERSTANDS SYSTEMS - Social,
organizational & technical systems - and operating effectively with them
(Systems
(Understanding Complex Relationships)
The Civil War developed out of a series of sectional crises over
slavery. It was also a war to
preserve the Union . . . Many northern leaders (especially Abraham
Lincoln) did not believe that
we could maintain self rule if a
minority could choose to leave the Union.
Minority - less than half the members of a group
Majority - more than half the members of a group.
Discussion Questions:
The leadership of any group is usually a minority (ex. Slaveholders in
the pre-Civil War South)
Leaderships do not always represent the entire group (or lead in their
best interests either.)
How does the leadership of the United States represent the whole nation?
We also did some silent reading and note taking - and some vocabulary work (tyranny, compel,
exploitation, coercion, domination, oppression)
Student Comments
Male 18.00 --
24.99
I wrote about the sectional crisis and the Compromise of 1850 and how
people were mad at Zachary
Taylor.
Female 16.00 --
17.99
[I learned today because . . .] that’s what I'm here to do.
[I could have learned more if . . .] he could have taught more
Female 18.00 --
24.99
[Word Bank words:] tyranny, exploitation
[I could have learned more if . . .] I stayed focused.
Female 16.00 --
17.99
[I could have learned more if . . .] it was actually interesting.
[Word Bank words:] tyranny
Wednesday, January
11, 2006 8
Learners Present 3.25 hours
Analyze and explain computation procedures and how operations are
related (esp. reversibility of operations) (Number
Relationships & Computation)
MATHEMATICS - Perform basic computations; approach practical problems by
choosing from a variety of math techniques
Majority Algebra.
Majority - more than half of the members of a group
Minority - less than half of the members of a group
Let N represent the number of members of a group
Let M represent a simple majority of Group N
M=(N / 2) + 1 (for even numbers
. . . . For odd number Round(N / 2))
We calculated M when N was given.
We also calculated N when M was given (N = 2M+1)
Student Comments
Female 16.00 --
17.99
[What helped you learn today?] the explaining on the board.
[What didn't help?] a lot of off topic convos going on.
Female 16.00 --
17.99
I participated. I paid attention.
I learned about minority and majority and algebra stuff.
Female 18.00 --
24.99
[I learned today because . . .] I wanted to learn the formula.
[I could have learned more if . . .] If it was quieter I could have don
ether practice test and learned
how much I've improved since I've been here.
Female 16.00 --
17.99
[Next Steps] to keep a positive and open mind about thing[s] that seem
hard & confusing.
Thursday, January
12, 2006 5
Learners Present 3.25 hours
How everything is made up of a small number of building blocks
(Similarity and Diversity)
Science:
Structure:
After talking about the structure of the class for a while, . . .
we talked about the definition of the word "structure" and
whether such a definition should
include the word "parts"
Structure - the way the parts of a whole are arranged or work together
Basic structure - having no subparts
We reviewed the Building Blocks of Matter
subatomic particles<atoms<small molecules<large
molecules<ORGANELLES<CELLS<TISSUES<ORGANS<BODY
SYSTEMS<ORGANISMS
Student Comments
Female 45.00 --
59.99
I always stay busy.
Female 16.00 --
17.99
[I could have learned more if . . .] Someone didn't freak out at me for
no reason.
Tuesday, January
17, 2006 13
Learners Present 3.25 hours
Means and varieties of civic participation (Power, Authority, &
Participation)
Develop reading Vocabulary (Reading)
Develop writing vocabulary (Writing)
Vocabulary:
Instead of spending a lot of time on the Civil War Vocabulary from last
week, we spent most of
group time discussing and defining . . .
Democracy (from the ancient Greek meaning
“rule of the people) - a system where citizens
CAN control their government using legal structures that prevent any one
person or group from
using government powers to abuse or exploit the majority or a minority.
Republic (from the ancient Latin meaning
“the people’s thing”) - a system of
that tries to
balance the different interests of society through representative
government
Tyranny - unrestrained government
We also started a crossword with vocabulary from last week and from the
Chapter on "Sectional
Divisions over Slavery".
Student Comments
Female 25.00 --
44.99
[Word Bank words:] tyranny - rule unrestrained.
[I learned today because . . .] I always have fun with school.
Wednesday, January
18, 2006 11
Learners Present 3.25 hours
Analyze and explain computation procedures and how operations are
related (esp. reversibility of operations) (Number
Relationships & Computation)
MATHEMATICS - Perform basic computations; approach practical problems by
choosing from a variety of math techniques
Student Comments
Female 16.00 --
17.99
Individual Learning Time worksheet and the explaining and the arguments
[I could have learned more if . . .] people didn't argue so much 'bout
so little details.
Thursday, January
19, 2006 10
Learners Present 3.25 hours
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
How everything is made up of a small number of building blocks
(Similarity and Diversity)
This was mostly a writing class today.
Prompt: In "our" world everything has parts and everything is part of
something else. Pick one
of the following and . . . 1)
describe how it is part of something bigger , and 2) describe its most
important parts.
A) a object B) a substance C) a machine D) an organism E) the
universe F) a story G) a
situation H) a relationship I) a tradition J) an institution or organization or K) X.
After sharing their initial writing most people wanted more time to write.
Tuesday, January
24, 2006 9
Learners Present 3.25 hours
Complexity of managing and resolving conflict (Conflict &
Resolution)
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
Learn strategies for organization (Writing)
The Sectional Crisis over Slavery:
Short group time: we reviewed vocabulary (minority, majority, sectional,
abolition) and added
some new words (agitator, territorial stage).
People then worked on their writing projects.
Student Comments
Male 16.00 --
17.99
I did good[.] I learned about sentence structure[,]word use[, and] mechanics
Female 16.00 --
17.99
I read about sectional crises and wrote about parts of the universe.
Male 18.00 --
24.99
I took notes/listened/understood
Male 16.00 --
17.99
I learned from Joe's mistakes.
[I could have learned more if . . .]
got here on time
Female 45.00 --
59.99
[I learned today because . . .] one copy of Lincoln's letter to Horace
Greeley
paramount means top priority
Female 18.00 --
24.99
[I could have learned more if . . .] - I came here sooner - if my life
didn't get so troublesome after I got
back [here]
Wednesday, January
25, 2006 11
Learners Present 3.25 hours
Compute
with whole numbers, fractions, decimals & integers using appropriate
algorithms and a variety of techniques (Number
Relationships & Computation)
Individual Math - making sure
people were using the tracking system.
Thursday, January
26, 2006 11
Learners Present 3.25 hours
UNDERSTANDS SYSTEMS - Social,
organizational & technical systems - and operating effectively with them
(Systems
(Understanding Complex Relationships)
Identify factors that cause changes & predict implications of a
particular change to a system (Patterns of Change)
System: Inputs, Outputs, and
Feedback
After a loooooong harangue from Joe about 1. Filling out the class
evaluations in a meaningful
way - especially when it comes to math, and 2) Making sure that people
take the monthly
writing REQUIREMENT seriously . . .
We looked at a model of a system and described some of the inputs and
outputs that make this
class worthwhile. We also talked
about good feedback methods that allow us to make changes
to get better results.
Student Comments
Female 45.00 --
59.99
[We] students had a short group time[. M]ostly Joe did the talking to us
about more writing and math.
I finally got my essay done for the month. It is call[ed] "A Very Costly Cake".
Male 16.00 --
17.99
I did some good writing.
Male 16.00 --
17.99
I participated by saying ["]monkey["]
Female 16.00 --
17.99
Typed up my essay & gave it to Joe.
I also helped Marguerite with her last paragraph on her essay.
Female 18.00 --
24.99
In group time today we mostly discussed how the class ran. I did pay
attention. It was mostly Joe
talking and no student participation.
I finished all my word problems in my Math workbook. They were on
multiplying, dividing, adding and
subtracting decimals. I got an
88% on Meaning of Fractions. That section is really easy. In Unit 6 -
Mixed numbers I got an 89% on the pretest. Fractions are really easy for
me so I should fly through
the next 4 units. I'm not good with word problems though.
[Next Steps] Next Monday I need to edit my writing project [and] do the
word problems for Unit 6.
[What helped you learn today?] The class was really quiet today so it was easier for me to
Male 18.00 --
24.99
I put a lot of effort on my [essay] today[.] I could [have] put more but
I did pretty dam[n] well[.]
Female 16.00 --
17.99
I did decimals, and it really made me upset. I'm not sure at the moment what['s] worth remembering.
Female 25.00 --
44.99
[What didn't help?] It could be better if the group work[ed] together
[for] the first [two] hours because
we all learn together (most valuable thing!) Also less talking from Joe!
Monday, January 30,
2006 10
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)
John lead them through different exercises to show how many ideas can be
combined into one
sentence. When there are many
ideas in one sentence, it is usually best to combine them in a
way that one idea gets the most emphasis. Ordering the ideas and choosing the right kind of
connecting word can make some ideas seem more important than others
(Stress)
Baby connecting words: and, or, but, so
Advanced connecting words:
therefore, because, when, who, which, that, as, after, before, etc.
Tuesday, January
31, 2006 8
Learners Present 3.25 hours
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
Increased knowledge of grammar rules (Writing)
Writing:
Commas join ideas (sentences) together.
Periods separate sentences (ideas).
Student Comments
Male 16.00 --
17.99
[What didn't help?] your loud mouth Joe!!!
Female 16.00 --
17.99
[Writing Project This Month:] I'm working on it [,] get[ing] it done and
I hate English.
Math Work Today:] I'm ding long division on fractions and I hate it [passionately].
[Other Learning (or Work) Efforts:] The Story of Philosophy. I really like the book even though I'm