Lesson Review 1 ASE
Morning July
2006
Spacer
Monday, July 03,
2006 7
Learners Present 3.5 hours
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
W2.4c
Compose well constructed complex sentences using a variety of subordinate
clauses (Writing: Structure and Mechanics)
Sentence Combining:
Reformers in Industrial America around the turn of the last century were
known as Progressives.
The class worked on combining
simple sentences into longer, more complex ones.
Student Comments
Female 18.00 --
24.99
[I learned today because . . .] [Joe's] Inside Voice
Male 18.00 --
24.99
(Current Writing Project:) second edit on hip-hop history
[Word Bank words:] progressive, proletariat
Male 16.00 --
17.99
I looked up information on the Industrial Revolution and found a lot of
it. It['] not on about war. It[']s
also about working.
Math is fun when you['re] working with money.
Female 60.00 +
I'm still working [on] what is a sentence and what is not a sentence
[Word Bank words:] irony
Wednesday, July 05, 2006 7
Learners Present 3.5 hours
Influence
of production, distribution, and consumption on individual decision making
(Production, Distribution, & Consumption)
R3.4a Identify and search for key words to make meaning (Reading Strategies)
W1.2d Compose a short message or note using a model (Writing Expression)
CT1.3b Make inferences, elicit info, & draw conclusions from speech,
text, or graphics (Critical Thinking: Problem Solving)
Interpreting Graphs:
Students could choose from 6 graphs about various topics and trends in
US Economic History
relating to the Industrial Revolution.
They had to write 3 things that could be learned from the
graph, three questions the graph raised, and 3 key vocabulary terms.
Student Comments
Male 18.00 --
24.99
[What helped you learn today?] 1 on 1 time with Joe helped a lot even
though my brain melted a little
: )
Male 18.00 --
24.99
[What helped you learn today?] reviewing the graph and writing
Female 60.00 +
I did very good in doing the multiplying mixed numbers until I came
across the set of three in
multiplying mixed numbers.
Thursday, July 06,
2006 8
Learners Present 3.5 hours
Effects of different approaches to conflict resolution (Conflict &
Resolution)
R3.4b Seek key phrases defining unfamiliar words elsewhere in the
text (Reading Strategies)
READING - Locate, understand & interpret written information in
prose and documents (manuals, graphs, and schedules)
CT2.1c Recognize when and when not attending to a task (Critical
Thinking: Cognition & Strategies)
This was an introduction to the Triangle Fire, an event (according to
Frances Perkins) that gave
birth to the New Deal. The Triangle
Fire was a shocking tragedy, but it was used by the
Progressive Movement as a justification to change many laws regarding
living and working
conditions. It is also an
interesting case study in the history of the struggle for an 8 hour day. It
is also interesting in what it says about attitudes towards immigrants
coming right before the
Student Comments
Male 16.00 --
17.99
I worked on my decimals project in class today.
Male 18.00 --
24.99
[Word Bank words:] conservatives + liberals
[What helped you learn today?] baked ziti
Monday, July 10,
2006 8
Learners Present 3.5 hours
Nature of continuity and change (Continuity & Change)
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
W2.5a Use correct sentence structure and (EAE) conventions in formal
writing (Writing: Structure and Mechanics)
CT1.2c Summarize and prioritize information (Critical Thinking: Problem
Solving)
The Progressives were mostly middle or upper class, but they worked to
"improve conditions"
for the poor and working class.
Reformers can be successful in getting their ideas turned into laws if
they can convince people
that peaceful changes can help prevent violence or revolution.
It takes a social movement to make reform ideas into laws. Reform movements tend to
generate "Reactions" from those who feel threatened or
disadvantaged by change.
After about an hour and a half of sentence combining, people had the
option to respond to a
writing prompt. "Describe
how you - or others - could have a negative "reaction" to reforms or
reformers even if the changes they won were just."
Student Comments
Female 60.00 +
I tried to improve [] my sentence connecting.
[I worked towards one of my goals in Individual Learning Time:] what is
or [is] not a sentence
I asked a lot of ques[t]ions on []reform or reaction and how it would be
connected to a war
Male 18.00 --
24.99
Finished hip-hop history [Next
Steps:] Minstr[e]l show research
Male 18.00 --
24.99
[Word Bank words:] sophomore
how to put everything into a sentence
Male 16.00 --
17.99
[Other Writing You Did Today:] wrote about 90's rap
[Other Learning (or Work) Efforts:] trying to do definitions on
[Triangle] fire.
Male 16.00 --
17.99
I worked on my free styles/poems
Male 18.00 --
24.99
[Word Bank words:] distributed, kerosene, inferno
Tuesday, July 11,
2006 7
Learners Present 3.5 hours
Where and why there is conflict (Conflict & Resolution)
R3.5a Take notes of key ideas while reading (Reading Strategies)
CT2.3a Employ clarification strategies after failing to understand (Critical Thinking: Cognition &
Strategies)
The Triangle Fire Tragedy (and Progressive
legislation for working and living conditions)
Most students got the reading (Freedom and Crisis, p 580-59) last week,
but the first hour and a
half was spent reading and/or filling out the ids. There was also a vocabulary exercise.
People were very quiet and serious during the reading time, but were
also very engaged and
active during the review.
An outline of the events:
Strike --> Fire ---> Commission --->
Legislation
(The reading also connects the
activists who passed the legislation in
New York (as a response
to the Triangle
tragedy) to the New Deal through Frances Perkins, Robert Wagner, Alfred E.
Smith, and FDR.)
The class had questions about (and discussed the following)
Tammany Hall - the major NYC democratic political machine from c 1796 - c 1964
Contractors - independent businessmen who hired workers to produce garments for the
factory
owners
Protocol of Peace - the agreement that ended the "Uprising of the
Twenty Thousand" strike
Samuel Gompers - leader and founder of the American Federation of Labor
Louis Brandeis - Jewish lawyer who helped settle the strike and later joined the
Supreme Court
Robert Wagner - Progressive Democratic politician from New York who is famous for the
National Labor Relations Act (Wagner Act) which he wrote as a
Senator.
People were able to spontaneously connect the current Minimum Wage
legislation with the
Student Comments
Male 16.00 --
17.99
Found more information about the Triangle Fire for my writing project.
[What helped you learn today?] Had fun seeing if I took good notes on
the Triangle Fire.
Male 18.00 --
24.99
[Word Bank words:] protocol Tammany Hall, Progressive, Democratic
Female 60.00 +
[What helped you learn today?] a time line on the [T]riangle fire in New
York City 1911. Strike - Fire -
Commission - legislature
Male 16.00 --
17.99
[Other Learning (or Work) Efforts:] the difference between a ghetto and
a slum
[What helped you learn today?] nobody goofing off
Wednesday, July 12,
2006 7
Learners Present 3.5 hours
Compute
with whole numbers, fractions, decimals & integers using appropriate
algorithms and a variety of techniques (Number
Relationships & Computation)
And a review of some basic fraction procedures:
To Multiply Fractions (multiply
across, then reduce OR cross cancel, then multiply across)
To Multiply Mixed Numbers (convert
to improper fractions first)
To Divide Fractions (Invert and
Multiply)
To Convert Mixed Numbers to
Improper Fractions (multiply the whole number by the
denominator and add the
numerator. Make THAT the new numerator
and keep the old
denominator)
To Convert Improper Fractions to
Mixed Numbers (divide the numerator by the denominator.
Use any remainder as the numerator
of the fraction and use the divisor as the denominator)
To Reduce Fractions (divide both
numerator and denominator by any common factors)
Student
Comments
Male 18.00 --
24.99
I read the intro of history of Minstrel show[s]
Math Work Today:] most of fraction practice section: division, multiply,
addition, subtraction [Next
Steps:] post test
[What helped you learn today?] focusing [What didn't help?] _____'s spitballs
Male 18.00 --
24.99
I did Math work. I believe that my skill is gradually getting better as
I keep working on the Math.
[What helped you learn today?] the checking my work over to see if I got
it right.
Male 18.00 --
24.99
Spent an hour and a half on Algebra
Male 16.00 --
17.99
[What didn't help?] 2 much math
Thursday, July 13,
2006 6
Learners Present 3.5 hours
W1.2c Write lists (Writing
Expression)
Demonstrate an understanding of technology as a set of human developed
solutions to human problems ()
A recent column in the Recorder was about the Faraday Flashlight. We had a similar model to
use as a prop while reading about generating electrical current through
induction.
The writing activity was to pick out three key words from the article
along with three
understandable facts or concepts.
They also generated three questions each based on the
Student Comments
Male 16.00 --
17.99
Worked on reducing some fraction to gain some math skills that I lost
over the years.
[Word Bank words:] electrolysis - never heard of it before
[What helped you learn today?] It was interesting finding out
information from an eye witness [to the
Triangle Fire]
Monday, July 17, 2006 6
Learners Present 3.5 hours
Factors affecting production, distribution and consumption (Production,
Distribution, & Consumption)
R3.3a Focus on chunks of meaning rather than individual words (Reading Strategies)
W3.4c Engage in peer editing with classmates (Writing: Strategies)
Sometimes one sentence can be too much when you try to say too many
things and convey too
much information too quickly.
We read some long compound complex sentences about the Garment Industry
in the US and
broke some of them down into simpler, more informative, sentences.
Student Comments
Male 16.00 --
17.99
I worked on adding and subtracting fractions and mixed numbers.
I want to see more stuff about sentence combining because I want to
learn more.
Female 60.00 +
I worked on a group of word[s] to make a more interesting sentence.
The verb is doing the action in the middle of the sentence.
Tuesday, July 18,
2006 5
Learners Present 3.5 hours
Factors affecting production, distribution and consumption (Production,
Distribution, & Consumption)
R3.5a Take notes of key ideas while reading (Reading Strategies)
READING - Locate, understand & interpret written information in
prose and documents (manuals, graphs, and schedules)
Reading: A Democracy of Clothing - An overview of the
development of the garment industry in the US
People spent well over an hour and a half reading and taking notes. Then we reviewed the most
important points.
1. The US garment industry is
based on the sewing machine, the steam press, and power cutter.
2. It wouldn't have been possible without previous developments in
textile manufacturing which
formed the start of the Industrial Revolution.
3. Ready-made clothing did not become a major industry until the demand
for uniforms in the
US Civil War.
4. The war and developments afterward showed that, using some common
measurements, a
limited number of sizes could supply the mass market.
Student
Comments
Male 18.00 --
24.99
[What helped you learn today?] highlighting the topics that were
important
Male 18.00 --
24.99
[What helped you learn today?] people more focused
Male 16.00 --
17.99
Math Work Today:] De[c]imals and word problem decimals
[Word Bank words:] Goose- a machine/press
[What helped you learn today?] everything was madd funn dogg
Wednesday, July 19, 2006 6
Learners Present 3.5 hours
Where and why there is conflict (Conflict & Resolution)
Compute
with whole numbers, fractions, decimals & integers using appropriate
algorithms and a variety of techniques (Number
Relationships & Computation)
Most of the class was individualized Math, but some people took time to
also work on their
writing projects.
We also had a brief overview of the current Israeli/Palestinian/Lebanese
aspect of the MidEast
situation.