Lesson Review 1 ASE
Morning May
2006
Spacer
Monday, May 01,
2006 6
Learners Present 3.25 hours
Complexity of managing and resolving conflict (Conflict &
Resolution)
Develop reading Vocabulary (Reading)
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
Develop writing vocabulary (Writing)
May Day - Today and in History
People were asked to write about May Day and what they knew about
it. One student knew
that it is sometimes called "Loyalty Day" here in the US. Others knew about May baskets.
Many knew very little about it.
We read a little about the history of International Workers Day which
began in the May Day
strikes and protests in Chicago in 1886. Students were reminded that we will be studying the
Chicago Haymarket Riots of 1886 and their connection to Labor Unions,
Immigration, and
Communism/Socialism. We also
discussed today's Immigrant Boycotts and read a brief article
about them in today's Recorder.
Students were asked to write on the following questions:
"Should immigrant workers get more rights, benefits, and
respect?" & "Would this
help or hurt
Americans who were born here?"
Student Comments
Male 18.00 --
24.99
[Word Bank words:] agitation, citizen
I work[ed] on History and read a newspaper about immigrants and about
Darfur.
Male 16.00 --
17.99
I think you should give people only one chance before kicking some one
out but be a little flexible.
Tuesday, May 02,
2006 5
Learners Present 3.25 hours
Forces affecting continuity and change (Continuity & Change)
Develop reading Vocabulary (Reading)
READING - Locate, understand & interpret written information in
prose and documents (manuals, graphs, and schedules)
Develop writing vocabulary (Writing)
Distinguish between fact & opinion (Critical Thinking)
Factories, Cities, and Immigrants
(and The Industrial Revolution)
We read and discussed an article about the May 1 (yesterday) "Day
without Immigrants". Then
we went over the events
surrounding the Chicago Haymarket Riots of 1886. During Individual
Learning Time most people continued to read about the Haymarket Riots
using text from
Weinstein's "Freedom and Crisis". They had about a dozen indviduals, several other elements,
and a chronology to identify from the narrative. One person started a new essay entitled
"Immigrants, Past and Future".
The Haymarket Riots is a true story about immigrants, labor struggles,
socialism and anarchism,
mechanization, political influence, the judicial system, and
justice. May Day as "International
Student Comments
Male 16.00 --
17.99
[Word Bank words:] uniform/same
[What helped you learn today?] I think it was the one chance before
getting booted.
Female 60.00 +
I started a new essay on immigrants from the past and [future].
Wednesday, May 03,
2006 7
Learners Present 3.25 hours
How individuals and groups interact with and impact systems (Systems)
Articulate and represent number and data relationships, using words,
tables, graphs, and rules (Patterns, Relationships &
INTERPRET & COMMUNICATE INFORMATION (Information (Acquiring and
Using))
European Immigration Patterns
during the late Industrial Revolution (1860-1920)
Graph Reading:
People had some graphs tracing changing Immigration patterns from
different regions of Europe
between 1860 and 1920). They
read the graphs and transcribed the numbers to a table. (They
also then corrected their work and scored themselves with a
percentage. An item was correct if
it was withing 100,000 of the actual number.)
Mapping: Students color coded
the following regions of Europe on a map: Northwest Europe,
Scandanavia, Central Europe, Southern Europe, and Eastern Europe.
Student Comments
Female 16.00 --
17.99
[I learned today because . . .] I concentrated
Male 16.00 --
17.99
Organized my notes and binder
Female 18.00 --
24.99
[Other Learning (or Work) Efforts:] Worked on Immigration by region,
1860-1920 and colored map
about the regions
Male 16.00 --
17.99
[What helped you learn today?] I got a lot of sleep and had something to
eat before class which
helped out a lot.
Male 16.00 --
17.99
[Other Learning (or Work) Efforts:] did some work on the Haymarket Riots
[What helped you learn today?] everybody working good
Thursday, May 04,
2006 8
Learners Present 3.25 hours
Immigration Graphs and Charts
Monday, May 08, 2006 7
Learners Present 3.25 hours
Forces affecting continuity and change (Continuity & Change)
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
Select writing topics independently (Writing)
Writing:
In a short, busy group time, we went over possible writing topics
related to the Industrial
Revolution. It was mostly a
review, but students also spontaneously brought up topics that we
had not even mentioned in class yet: The Pullman Strike, The Great
Railroad Strike etc. This
shows that they have been taking this theme seriously and doing good
research during their
Individual Learning Time.
(We also went over simple connecting words, advanced connecting words,
and transition words
& phrases with some students volunteering to make up sentences.)
During Individual Learning Time today lots of people started their May
writing project - many of
Student Comments
Male 16.00 --
17.99
I researched my project.
[I could have learned more if . . .] I ate breakfast
Female 16.00 --
17.99
[I learned something new that I will remember . . .] The police statue
in the Haymarket was moved.
I read through notes and highlighted stuff for my project/essay!
Female 16.00 --
17.99
[YOUR CURRENT WRITING PROJECT:] Nativism. I did some more research on it and I work[ed] on
my gramm[ar] in my GED book.
[Next Steps] To start reading the research
[Your Current Math Efforts:] changing percents into fractions
Male 16.00 --
17.99
I learned about Haymarket
Female 18.00 --
24.99
I researched about the New Deal - Pres. Franklin D. Roosevelt
[I learned today because . . .] I listened in Group Time. [I could have learned more if . . .] I
[paid]
attention more.
How about we stop with history/Indistrial Revolution for a few days.
Let]'s] talk about something else
that has nothing to do with the Industrial Revolution. It's just a suggestion.
Female 60.00 +
Worked on a couple of more sent[e]nces on my new essay on The Life of
Immigrants in America.
[Word Bank words:] punctilious
Tuesday, May 09,
2006 8
Learners Present 3.25 hours
Where and why there is conflict (Conflict & Resolution)
Strategic Reading (Reading)
READING - Locate, understand & interpret written information in
prose and documents (manuals, graphs, and schedules)
US History: Reading: The Industrial
Revolution: The Chicago Haymarket Riots of 1886
Only one person was finished with the identifications. The rest of the class took an hour and a
half to continue to read and do the identifications. It was clearly agreed that everyone would
finish reading and doing the identifications by next Tuesday.
This was a very quiet group time devoted to reading, and most everyone
seemed fairly pleased
with that. During Individual
Learning Time most people continued to do research on various
topics concerning the Industrial Revolution.
People were reminded that although a poster is fine for meeting the
monthly writing
requirement, the GED requires the ability to write an essay. People need to make GOOD
DECISIONS!
Student
Comments
Male 18.00 --
24.99
[Word Bank words:] enthusiastic, political, sympathetic
Male 16.00 --
17.99
[What helped you learn today?] quiet time
Wednesday, May 10,
2006 8
Learners Present 3.25 hours
How individuals and groups interact with and impact systems (Systems)
Articulate and represent number and data relationships, using words,
tables, graphs, and rules (Patterns, Relationships &
MATHEMATICS - Perform basic computations; approach practical problems by
choosing from a variety of math techniques
Math: Population, Immigration and
Percents
Percentages are like fractions when the denominator is 100. They are also like decimals. They
are proportions where one of the terms is 100.
Given some population and immigration statistics people were asked to
deal with percentages.
One of the activities was a pie graph with one value given. The rest could be derived (as long as
someone knew that 1/2 = 50% and
1/4 = 25%). When people focused on the
task (instead of
talking trash) they were able to come up with some ingenious ways to
estimate percents.
Many of the students were able to at least start dealing with percents
as proportions
Thursday, May 11,
2006 9
Learners Present 3.25 hours
How individuals and groups interact with and impact systems (Systems)
Develop reading Vocabulary (Reading)
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
Express thoughts in writing (Writing)
Evaluate evidence to critically analyze scientific information generated
by themselves and others ()
Recognize there is not always a "right" answer (Critical
Thinking)
Science and Human Nature:
We started with a writing prompt"
AGREE or DISAGREE: Science is a
self checking/correcting process to build understanding
and control over nature.
(How successful is this? . . . How promising is this? . . . Could this
or should this be extended to human nature)
At first the focus was on the word "Nature". Eventually people accepted that
"nature" could
mean "everything in the physical universe". There was also some discussion about the
word
"control". Humans
could not "control" the path and strength of year's hurricanes. But many
attempts were made to control the effects of hurricanes (including
levees . . . And knowledge of
the hurricane's path allowed
people with resources to escape it's path.)
We read about a study of human females' ability to detect a man's
feelings about children just
based on a photograph of the men's' faces. Some people raised good questions about the
scientific methods and assumptions used.
The class then decided to do vocabulary exercises instead of more
writing . . . Lots of people
used book or online dictionaries to look up lots of words like
"propagate", "paternal",
"prominent", "cue", "evolution",
"denote" "testosterone", and "neuroscience".
Student Comments
Female 18.00 --
24.99
Went on the computer and looked up vocab & printed them out
(copy-n-paste)
[Word Bank words:] nature / control / perhaps
[What helped you learn today?] it was rainy outside
Male 18.00 --
24.99
[What helped you learn today?] discussions [&] breakdown on reading paragraph by paragraph
Female 18.00 --
24.99
Read about women and how they can tell if a guy wants kids.
[Word Bank words:] paternal - propagating - prominent - cue
[What helped you learn today?] looking up vocab on computer
Male 16.00 --
17.99
[Word Bank words:] Check my Definitions (too many words to put down.)
Female 60.00 +
I worked a little on some math problems dealing with measurements with a
ruler.
I read from a paper in class about a study on women stud[y]ing men['s]
face[s] for paternal clues.
Monday, May 15,
2006 6
Learners Present 3.25 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)
Writing
Prepositions, Prepositional Phrases and Connecting Words.
Given a definition of a "preposition" students generated a
list of them and made up some
prepositional phrases.
(A preposition is a little word that denotes a simple relationship
between things/nouns)
They also listed connecting words and transitions. We distinguished
between simple connecting
words (coordinating conjunctions) and advanced connecting words.
They composed and compared sentences using at least one connecting word
and one
prepositional phrase.
During Individual Learning Time they worked on their own writing
projects (mostly concerning
the Industrial Revolution)
Student Comments
Male 16.00 --
17.99
The class was really good today and was quiet.
Female 16.00 --
17.99
I finished my poster, I worked on my paragraph 4 the poster.
Male 16.00 --
17.99
[Word Bank words:] hanged
Male 16.00 --
17.99
looked up research no the Haymarket Riots and 8 hour day.
[What helped you learn today?] qui[e]t time
Tuesday, May 16,
2006 8
Learners Present 3.25 hours
Where and why there is conflict (Conflict & Resolution)
R3.5a Take notes of key ideas while reading (Reading Strategies)
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
W1.4c Write a summary of an article or story (Writing Expression)
CT1.2c Summarize and prioritize information (Critical Thinking: Problem
Solving)
Social Studies: Review of the
Haymarket Riots.
First we wrote little summaries of these events in Chicago around
1886. Then we went over
every story item.
Most people had finished their Identifications based on the
reading. These identifications were
designed to help people see how they could take notes independently from
a reading.
(Significant people, Significant concepts, Significant Dates is only one
possible way of organizing
reading notes).
At first people didn't want to volunteer answers, but they eventually
figured out it was MUCH
less boring to participate than it was to just listen to one or two
people. Most people had
actually done an excellent job on their id's.