Lesson Review 1 ASE
Morning October
2006
Spacer
Monday, October 02,
2006 5
Learners Present 3.5 hours
W3.4b Practice all steps of the writing process: (Writing: Strategies)
Writing:
The topic was: "The Complexities of Modern Life"
There was some discussion about the "Mobility of Capital" and
how factory jobs have moved
south (including south of the border)
Student Comments
Male 16.00 --
17.99
[What helped you learn today?] I learned that I SUCK at Math and learned
[] how to add and subtract
Male 18.00 --
24.99
[Word Bank words:] panic, anxiety, agoraphobia, anticipatory,
symposi[um], partitioning
[What helped you learn today?] look up the words in the dictionary and
the meaning of the words
Female 25.00 --
44.99
Need more help in long division & fractions
Tuesday, October
03, 2006 6
Learners Present 3.5 hours
Influence
of production, distribution, and consumption on individual decision making
(Production, Distribution, & Consumption)
R3.5a Take notes of key ideas while reading (Reading Strategies)
W3.4b Practice all steps of the writing process: (Writing: Strategies)
CT1.2c Summarize and prioritize information (Critical Thinking: Problem
Solving)
The Business Cycle (Abstract and
Concrete)
We did a review of the business cycle (abstractly) by applying labels to
a schematic diagram of
an "ideal" business cycle.
(When is there high inflation?
When are there low inventories?
When are businesses hiring or laying off workers etc.).
Then we read a short booklet describing a Pittsburg area family's
(Concrete) experience with the
Great Depression and the start
of New Deal. People also wrote brief
summaries of this book
(part of an oral history series edited by Alex Haley). Some people had the time and the
motivation to type their up their summaries.
Our final discussion centered on how Democrats and Republicans see
different roles for
government in the Business Cycle and
our culture.
Student Comments
Male 18.00 --
24.99
[Next Steps:] work harder and show up more
Male 16.00 --
17.99
[What helped you learn today?] how the [G]reat [D]epression [a]ffected
people.
Male 16.00 --
17.99
Wrote 2 paragraphs on the Great Depression.
Learned on how the business cycle worked and how it can change at random
times.
Did not have time today for any math but I am bringing my book home to
study on adding fractions. I
want to learn more about adding & subtracting fractions.
[What didn't help?] was not feeling great[.] I was in a really bad mood today but tried to come back in
Female 60.00 +
I wrote one paragraph on the Great Depression[. W]orkers felt shame,
hopeless, jobless, homeless
and they fear[ed] the future [].
Male 18.00 --
24.99
[Word Bank words:] pomposity, stipend
Wednesday, October 04, 2006 7
Learners Present 3.5 hours
N-3 Compute fluently and make
reasonable estimates (Number Sense)
Student Comments
Male 18.00 --
24.99
I worked on a summary and almost finished it.
[What helped you learn today?] alone time
Male 16.00 --
17.99
[What helped you learn today?] Class being quiet. [What didn't help?] Joe being loud
Female 18.00 --
24.99
[I learned today because . . .] It was quiet and I had something to do.
[Word Bank words:] assassins
I forgot how to do fractions!
I really need to work on Science because I have passed everything else
on my GED test.
Male 18.00 --
24.99
[Word Bank words:] impurity, iniquity
[What helped you learn today?] Joe said not to write math problem[s] in
pen but in pencil or he will
send me back to Vietnam
Thursday, October
05, 2006 5
Learners Present 3.5 hours
W1.2c Write lists (Writing
Expression)
CT1.2a Group and classify information (Critical Thinking: Problem
Solving)
A lot of US politics is (and has always been) about the role of
government in the business cycle
and culture. Today people were
asked to list how government gets involved in health and
science.
This included:
o
Protecting the environment from industrial pollutants
o
Health and Safety regulations for workers and consumers (which lead to a
discussion about
o
nanotechnology, a new product class)
o
Investment in Health and Science Education
o
Investment in Productive Technology (which lead to a discussion about
the role of the military
o
and defense spending: The Springfield Armory to NASA)
There was also a discussion about the wording of some of these
items. Is "investment in
productive technology" a meaningful phrase? Should people use big words like that? Where?
When? Do such words help build
understanding or lead to more confusion?
Where? When?
Tuesday, October
10, 2006 6
Learners Present 3.5 hours
W1.4b Compose a personal opinion of at least three paragraphs (Writing
Expression)
Identify factors that cause changes & predict implications of a
particular change to a system (Patterns of Change)
CT2.1a Identify what’s known and what’s unknown about a topic (Critical
Thinking: Cognition & Strategies )
Writing and Thinking:
Students were given a difficult (and somewhat misleading) prompt:
"'Why hasn't the sun ever fallen to earth?' Is this a foolish
question? Why or why not?"
People were asked not to talk at first but to just try to write it
out. At various times they were
also prompted to be honest and thoughtful in their writing. They were also told that the question
was somewhat "tricky".
A few said "because it doesn't" and one said, "because it
would kill everyone on earth"
Many people did admit in their writing that they did not really know (or
remember). Many also
tried to write about gravity and
orbits. We then talked a lot about the
relative motion (and
speed/velocity) of planets, stars, and galaxies.
We also talked a bit about Newton (and later Einstein's) ideas about
gravity - and how they did
(and DID NOT) relate to the question - even if it were changed to
"Why has not the earth fallen
into the sun?"
Student Comments
Female 60.00 +
I don't know how the sun stay[s] in the sky.
Male 18.00 --
24.99
[Word Bank words:] gravity
Male 16.00 --
17.99
I'm working on my writing essay which is about how education ben[e]fits
me.
[What helped you learn today?] Pudding!
Wednesday, October
11, 2006 6
Learners Present 3.5 hours
N-3 Compute fluently and make
reasonable estimates (Number Sense)
Review of the news of the week
before getting into Math.
We talked about the situation with North Korea and then started looking
at maps. We also
discussed the election and the way the two parties look at taxation.
Then most people worked on their Math programs.
Student Comments
Male 16.00 --
17.99
[Writing Project Work Today:] Basically I wrote about how to create an
online multiplayer video game.
Math Work Today:] worked on Unit 9 pretest on Scrap paper. Still need to
work on some of the
answers
[Other Learning (or Work) Efforts:] Worked on my map skills of the
United states along with all the
Male 18.00 --
24.99
[Word Bank words:] progressive, neutral, regressive, melancholy,
frolicking, politeness
Male 18.00 --
24.99
I worked on long division
[Other Learning (or Work) Efforts:]
local taxes Progressive neutral
Regressive
rich pay more
--> <-- Poor pay more
Thursday, October
12, 2006 5
Learners Present 3.5 hours
R3.5a Take notes of key ideas while reading (Reading Strategies)
How
the scientific method and the process of inquiry can be used to solve problems
across the whole spectrum of life (Using
Science and Technology)
We read an article from HowStuffWorks.com about nanotechnology
and discussed implications
and vocabulary.
o
All matter consists of atoms
o
Cells are nature's nanomachines
o
a nano (nanometer) is 1 billionth (1/1,000,000,000) of a meter.
Nanotechnology involves manipulating individual molecules and atoms to
create microscopic
machines and replicators. Eventually this technology could be used to
manufacture things like
fibers, diamonds, or even food.
Student Comments
Female 18.00 --
24.99
I started a new story because the one I started on was complicated.
[Your Current Math Efforts:] checking my work* Started on the post test [and] finished Unit 1.
[H]opefuly by next week I'll be on Unit 2.
[Word Bank words:] nanotechnology, lauded = praise, cells atoms,
machines
[What helped you learn today?] I thought that today was good. I liked having to open discussion.
[What didn't help?] I didn't find anything wrong. I got a[]lot of work
done.
Female 60.00 +
I asked a few questions on nanotechnology dealing with atoms and
molecules.
[Word Bank words:] lauded means praise and bytes means bits
Monday, October 16,
2006 5
Learners Present 3.5 hours
R3.3a Focus on chunks of meaning rather than individual words (Reading Strategies)
W1.4c Write a summary of an article or story (Writing Expression)
CT2.2d Monitor understanding and recognize failures to comprehend
(Critical Thinking: Cognition & Strategies)
Paraphrasing a Passage:
The passage was from Plato:
"When a man has committed an injustice, does not his courage refuse
to stir? . . . But when a
man is a victim of an injustice, does not his vigor flare up?
And will he not persist in that
elevated state enduring hunger and cold or any hardship until he has
conquered his aim or has
perished?"
Many words (such as "man" ,"committed",
"injustice" "courage", "stir" ,
"endure", "hardship",
"elevated", "state" "aim",
"perish") were underlined and could not be used in the paraphrase.
Everybody did their best and (with more or less help) were able to
acquit themselves sensibly
and honorably.
Student
Comments
Male 16.00 --
17.99
[Other Learning (or Work) Efforts:] word replacement
worked on writing a paragraph in my own words. Had to change [a lot] of words that I didn't know
about.
[What helped you learn today?] learned something I didn't know much
about. I was not good at
switching words around in
paragraphs.
Female 18.00 --
24.99
[Word Bank words:] vigor, stirred, endure, hardships, just, exalted,
courage, flare, wrath, injustice,
persisting,
[What helped you learn today?] coming up with our own words in a writing
p[ie]ce was helpful. I could
Male 18.00 --
24.99
[Word Bank words:] persistence, wraith, perished, exalted, endure,
Female 60.00 +
I like[d] today['s] English lesson[. [I]t was on one of Plato's writing
diolog[s]].
Tuesday, October
17, 2006 5
Learners Present 3.5 hours
Forces affecting continuity and change (Continuity & Change)
R3.4c Underline or highlight key ideas or words while reading (Reading Strategies)
As part of the Unit on The Industrial Revolution we read about the Bonus
Marchers last month.
Today we read the background
text that accompanied the story of the Bonus Marchers in the
original textbook. People had
some instruments to help guide them, but they could choose their
own strategies. (Most chose to
read it through first with a highlighter or pencil).
We spent the last 45 minutes going over some key terms relating to the
1920s, a period of
prosperity and reaction.
Student Comments
Male 16.00 --
17.99
[Word Bank words:] Red Scare - fear of com[m]unism.
[What helped you learn today?] the fill in the Blank Sheet
Male 16.00 --
17.99
The Great War - WWI
The Jazz Age - The Roaring Twenties
Conservatism - Resistance to change/modernity
Fundamentalism - Religious movement against modernity
[What didn't help?] was confused the first 10 minutes of class but still
tried.
Male 18.00 --
24.99
[Word Bank words:] hysterical, communism, prestigious
I need to read more and understand more.
Female 18.00 --
24.99
[Word Bank words:] reaction, red scare, prohibition, Ku Klux Klan, The
Great War, fundamentalism
[What helped you learn today?] The sheet that we had to do fill in the
blanks. When I was in school I
remember reading [aloud] was one of the best ways to understand a
textbook
[What didn't help?] not reading [aloud]
I was kinda struggling cuz I'm a little sick.
Wednesday, October 18, 2006 4 Learners Present