Lesson Review 1 ASE
Morning September
2006
Spacer
Tuesday, September
05, 2006 6
Learners Present 3.25 hours
Differences between fact, opinion, and interpretation (Perspective &
Interpretation)
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
W1.2d Compose a short message or note using a model (Writing Expression)
CT2.2a
Recognize learning strengths & weaknesses and use appropriate
strategies (Critical Thinking:
Cognition & Strategies)
Went over the new monthly Math
Trackers and did some Group Writing on what makes this
class most productive. Then people worked on Writing.
People decided that the two most important things for the class were:
1. Being surrounded
by serious and busy people
2. Getting good feedback
(The balance between Group Time and Individual Time was definitely
judged a secondary
consideration even if there could be consensus.)
Student Comments
Male 16.00 --
17.99
helped someone with [their] math
Male 18.00 --
24.99
I don't think I that I could [have] done better then what I did today
because I worked hard. Today I
wrote about my son.
Wednesday,
September 06, 2006 6
Learners Present 3.25 hours
R2.3d Use dictionary to learn meaning of unfamiliar words (Reading
Skills & Vocabulary)
OC1.1c Use new vocabulary with appropriate pronunciation (Oral
Communication: Speaking)
CT1.3g Recognize logical fallacies & faulty reasoning (Critical
Thinking: Problem Solving)
The Student Handbook (and
Vocabulary)
There was a long list of adjectives (of differing levels of
difficulty). People were asked to read
the entire handbook and pick 5 words to apply to different parts of the
handbook.
We also grouped words together has having similar meanings (prudent,
sensible, reasonable) and
grouped other words with
opposite meanings (clear v. obscure).
Learners also had an optional crossword puzzle to help them get more
familiar with some of the
more difficult words.
Student Comments
Male 16.00 --
17.99
[Word Bank words:] inane, poignant
[What helped you learn today?] discussion after work[ing] on it alone
Male 18.00 --
24.99
Took notes[.] Ryan helped me out on the crossword puzzle
Male 16.00 --
17.99
Learned some new words and their meanings: Inane: silly, pointless Prudent - cautious
[Word Bank words:] equitable, obscure
[What helped you learn today?] coffee/crossword puzzle
Male 18.00 --
24.99
(Current Writing Project:) No I didn't work on anything today because I
was caught up in the class
assignment about voc. in the handbook and how it relates and a
crossword.
[Word Bank words:] prudent - cautious
Female 60.00 +
[Word Bank words:] obscure, inane, incongruity, prudent
A word that I asked about is patina which means a thin film of greenish
blue color on old wood and
Thursday, September
07, 2006 4
Learners Present 3.25 hours
W3.5a Observe how other writers express themselves and practice their
techniques (Writing: Strategies)
How everything is made up of a small number of building blocks
(Similarity and Diversity)
CT1.2a Group and classify information (Critical Thinking: Problem
Solving)
We struggled to use examples and discussions to figure out exactly how
Elements, Compounds,
and Mixtures are different from each other.
First we had to realize that being either an Element, Compound or
Mixture has NOTHING to do
with being a Solid, a Liquid, or
a Gas. We also had to make sure we were
not talking about
living things (which have much more complicated structures.)
It took a lot of examples and a lot of comparing to get to definitions
of the terms Element,
Compound, and Mixture. It also
helped to write thoughts down to identify "circular" thinking.
It turns out that the way different substances are bonded together is
what is important in
distinguishing between elements, compounds and mixtures.
Elements have atoms as their smallest particles. The particles inside atoms are bonded
together
by strong nuclear forces.
Compounds have molecules as their smallest particles. Molecules are atoms bonded together
with chemical bonds.
Mixtures may have no bonds at all - or just physical bonds.
Student Comments
Male 18.00 --
24.99
[What helped you learn today?] note taking and talking about the group
topic
Male 16.00 --
17.99
Class was fun because I learned stuff about atoms that I didn't know
before.
Male 16.00 --
17.99
I learned that when you are trying to describe something you write it
down
[What helped you learn today?] everythin[g] except the fact that I hate
writing
Female 60.00 +
It is better to call dirt soil because dirt refer[s] to cleaning. Also soil refer[s] to minerals and organic
material matters (humus) -> living cells that become rot.
I know some of elements and mixtures buy not to[o] much on compounds
[Word Bank words:] humus atmospheric
Monday, September
11, 2006 8
Learners Present 3.25 hours
R3.4b Seek key phrases defining unfamiliar words elsewhere in the
text (Reading Strategies)
CT2.2d Monitor understanding and recognize failures to comprehend
(Critical Thinking: Cognition & Strategies)
The Second Coming by William Butler
Yeats
This is one of the most anthologized poems in the English language with
many memorable (and
quotable) lines. It was written
in the aftermath of the horrors of World War I.
Tomorrow, as part of the Industrial Revolution Unit, we will start
reading about the Bonus
Marchers who were World War I veterans.
Today we read the poem for vocabulary and tone. (Ominous)
Student Comments
Male 18.00 --
24.99
[Word Bank words:] poignant
Male 18.00 --
24.99
[Word Bank words:] ironic, poignant, ominous, revelation
Male 16.00 --
17.99
Finished my first draft and looked it over.
[Other Learning (or Work) Efforts:] I learned that I really hate poems
and they confuse me.
Female 18.00 --
24.99
I read a poem and wrote down and
explained the sentences that I could understand and what they
meant to me.
Female 60.00 +
I wrote a few lines concerning Yeat[']s poem and I find it rather dark
even in his time just like Edgar
Allan Poe.
Tuesday, September
12, 2006 9
Learners Present 3.25 hours
Complexity of managing and resolving conflict (Conflict &
Resolution)
R3.5a Take notes of key ideas while reading (Reading Strategies)
W3.3a Record thoughts, experiences, and reminders in a journal (Writing:
Strategies)
CT1.1b Connect what’s read or heard with what’s known about the world
(Critical Thinking: Problem Solving)
The Defeat of the Bonus Marchers
(World War I and The Great Depression)
Started the class by writing down ideas and thoughts about the Great
Depression of the 1930's.
We also listened to "Brother Can You Spare a Dime" sung by
Bing Crosby.
The Defeat of the Bonus Marchers is a true story about World War I
veterans dealing with the
Great Depression and their Government.
Students had the entire class to read the whole chapter (17 pages) and
turn in a sheet with 3
words, 3 facts, and 3 questions.
For support they also had our generic "Reading Notes"
template along with a handout of questions, ids, vocabulary, and a
crossword based on the
vocabulary.
Near the end of class we spent about 40 minutes discussing the events in
the chapter along with
their questions.
Student
Comments
Male 16.00 --
17.99
I did the [w]hole packet
[Words] comrade scuffle
democracy [Facts] entered World
War 1 in 1917[,] 1929 Stock Market
Crashed[,] July 29, 1932 the battle ended [Questions] Why did we join WW1?
Why did the stock
market crash? Why were so many
people disappointed?
Male 16.00 --
17.99
Learned on how the government sucked after World War I and during the
Great Depression
[What helped you learn today?] I ac[t]ually wanted to read.
[What didn't help?] Hungry ! ! !
Female 18.00 --
24.99
Bonus Marchers were train hoppers. [T]hey didn't like being told to
leave. [T]hey would soap the
rails[. Their] real name was the Bonus Expeditionary Force[.] Bonus
Marchers is the name people
Female 60.00 +
[Other Writing You Did Today:] filling out a paper on facts about the
bonus marchers 3 key words
and questions to understand the reading better.
[I learned today because . . .] one of my questions was answer[ed. It] was about hooverville[s] any
shanty anywhere in the US.
Male 18.00 --
24.99
[Word Bank words:] munitions, radicals, depression
[What helped you learn today?] reading [a] couple of times and know[ing]
the spelling and know[ing]
the meaning of the words
[What didn't help?] I like to read in a group [but we read silently]
Wednesday,
September 13, 2006 7
Learners Present 3.25 hours
S-3 Describe data using
numerical descriptions, statistics, and trend terminology (Statistics and
Probability)
Times Tables (and Measures of
Central Tendency)
People timed the instructor on the Nines tables 3 times and then took an
average of his time to
recite them. Then they timed
each other 3 times for each table and calculated averages.
Student Comments
Male 16.00 --
17.99
[What didn't help?] Working with my partners
Male 18.00 --
24.99
We all did partner up and do multiplication table[s] and I did word
problem[s] and got some right and
some wrong. But I'll get
better[. N]ext time around I will read
slower and understand what I am
Female 18.00 --
24.99
[What helped you learn today?] Working with others in the class (in a
group0 I like doing the group
thing.
Thursday, September 14, 2006 6
Learners Present 3.25 hours
How everything is made up of a small number of building blocks
(Similarity and Diversity)
CT2.3a Employ clarification strategies after failing to understand (Critical Thinking: Cognition &
Strategies)
Science (Review of Elements and
Compounds).
This time we looked at these in
the context of the framework of
subatomic particles < atoms <
small molecules < large molecules < organelles . . . .
<<<
An element is a substance composed on only one kind of atom
An atom is a nucleus of protons (and neutrons) surrounded by an electron
cloud. Atoms are the
smallest particle of any known
substance
A compound is a substance composed of only one kind of molecule
A molecule is a group of atoms chemically bonded together.
The question was asked: "Is the universe just a vast mathematical
problem waiting to be
solved?" We discussed how a
possible contradiction in the definition of an atom might be
relevant to part of that question."
Student Comments
Male 18.00 --
24.99
[Word Bank words:] elements, compounds, organic
Male 16.00 --
17.99
[Other Writing You Did Today:] chatting on Geosense
[What didn't help?] Joe was in a very bad mood [because he was chatting
on Geosense]
Female 60.00 +
[Word Bank words:] hemoglobin, mitochondria
Monday, September
18, 2006 6
Learners Present 3.25 hours
R3.4c Underline or highlight key ideas or words while reading (Reading Strategies)
W3.3a Record thoughts, experiences, and reminders in a journal (Writing:
Strategies)
CT1.3g Recognize logical fallacies & faulty reasoning (Critical
Thinking: Problem Solving)
Learners had a long list of logical fallacies that were first identified
in Classical Greece. There
job was to read this over and answer some questions about the types of
faulty thinking that lead
to more confusion and poor decision making. They were also asked to come up with their own
example of a Logical Fallacy.
Student Comments
Female 18.00 --
24.99
Today class was good[.] I did ok and didn[']t have any problems with
anything we did today[.]
Male 18.00 --
24.99
[Word Bank words:] ambiguity, anachronism, dilemma, bifurcation, clarity
Tuesday, September 19, 2006 5
Learners Present 3.25 hours
How individuals and groups interact with and impact systems (Systems)
R3.5a Take notes of key ideas while reading (Reading Strategies)
W3.4b Practice all steps of the writing process: (Writing: Strategies)
CT1.3g Recognize logical fallacies & faulty reasoning (Critical
Thinking: Problem Solving)
Analyzing the candidates for
Governor.
Students received a sample ballot for the democratic primary, and a
packet including Boston
Globe profiles of all three major contenders for the Democratic
nomination for governor and
sheets to list the pro's and cons for each candidate.
We went over the difference between a primary election and a general
election. Then students
read interrupted only when someone asked a question about vocabulary
(definitions were written
on the board).
After discussing some pros and
cons for each candidate, students each wrote a paragraph
explaining which candidate was the best. Then we tried to find vocabulary words that "went
together".
(Reilly got the most votes in this class.)
Student
Comments
Male 18.00 --
24.99
I read through the packets and learned the accomplishment that all the
[D]emocrat[s] did.
Male 18.00 --
24.99
Math Work Today:] no don't have a Math Book