Lesson Review 1 ASE
Morning June
2007
Spacer
Monday, June 04,
2007 5
Learners Present 3.5 hours
R3.5a Take notes of key ideas while reading (Reading Strategies)
W2.4d Use expanded vocabulary with increasing frequency and
precision (Writing: Structure and
Mechanics)
People looked through the History Book (World War II and Post War
era/Cold War) to choose
words, but other words from their reading and writing were also
considered.
We chose genocide, simultaneously, coalition, inflation, and
extraordinary.
During Individual Learning Time most people continued to work on their
Vocabulary/Sentence
Structure Activities and some finished and did extra.
Student Comments
Female 18.00 --
24.99
[Word Bank words:] genocide, simultaneously, coalition, inflation,
extraordinary
[What didn't help?] It was hot
Tuesday, June 05, 2007 3
Learners Present 3.5 hours
Forces affecting continuity and change (Continuity & Change)
R3.3a Focus on chunks of meaning rather than individual words (Reading Strategies)
W3.1a Copy models (of letters, words, phrases, numbers, language
experience stories) (Writing: Strategies)
CT2.2d Monitor understanding and recognize failures to comprehend
(Critical Thinking: Cognition & Strategies)
World War II - Before, During, and
After (especially
after)
After some discussion we read about the post war era:
Conversion of industries from wartime production to peacetime production
Truman's attempts to build upon the "New Deal" and the
conservative coalition that resisted it.
McCarthyism and the Cold War
The Communist government in China and the Korean War.
Wednesday, June 06,
2007 5
Learners Present 3.5 hours
N-3 Compute fluently and make
reasonable estimates (Number Sense)
SELF
MANAGEMENT - Accurately assess self, set personal goals, monitor progress &
exhibit self control (Personal Qualities)
Math - People worked on their own study
plans.
One person had to be assessed. Two others are nearly finished with their
units. One started a
Student Comments
Female 25.00 --
44.99
[Word Bank words:] trickle, wither, balk, mindful, enhance, capitalist,
resettlement.
Female 60.00 +
I did some word problems in decimals in adding and subtracting. I did
good.
Thursday, June 07, 2007 3
Learners Present 3.5 hours
Field Trip to the Worcester
Ecotarium
Monday, June 11,
2007 4
Learners Present 3.5 hours
W3.4b Practice all steps of the writing process: (Writing: Strategies)
Writing - Individual Writing
Projects.
Two people chose to use this month's suggested topic "A Healthy
Decision I Made" and two
others worked on topics of their own choosing.
Tuesday, June 12,
2007 6
Learners Present 3.5 hours
Dynamics among power, authority, and participation (Power, Authority,
& Participation)
R3.4c Underline or highlight key ideas or words while reading (Reading Strategies)
W3.1a Copy models (of letters, words, phrases, numbers, language
experience stories) (Writing: Strategies)
CT2.3b Create charts, graphs, graphic organizers, and outlines to
organize information (Critical Thinking: Cognition &
Dividing power between separate branches of government is usually called
"SEPARATION OF
POWERS". In reality the
branches of government cannot be kept completely separate. So the
powers of one branch to INTERFERE with the powers of another branch are
called "CHECKS
AND BALANCES".
But government powers can also be divided between the national and local
levels. In America
power is divided between the central (NATIONAL OR FEDERAL) government
and state
governments. This is called FEDERALISM.
We also tried to look at non governmental sources of power (centers of
wealth or influence
based on numbers or popularity).
People did reading, fill in the blanks, note taking, asking questions,
and then took a TEST to
review the important concepts.
Student Comments
Female 18.00 --
24.99
[Group Time:] Constitution Words
Talked about the different kinds of powers in the Constitution
[Word Bank words:] executive, legislate, judicial, v[e]to, federalism,
separation of powers
[What helped you learn today?]
the test. talking and
learning new words
Female 25.00 --
44.99
[Group Time:] Us Constitution - divide[d] sovereignty
[Word Bank words:] limited gov't, separation of powers, veto,
sovereignty, enforce
Female 16.00 --
17.99
[Other Learning (or Work) Efforts:] divided sovereignty separation of power & checks [and
balances]
Wednesday, June 13,
2007 5
Learners Present 3.5 hours
and Individual Learning Time
Student Comments
Female 25.00 --
44.99
I understood the meaning of decimals. I still need help locating
decimals in a [number] line.
Female 16.00 --
17.99
Math Work Today:] having trouble with dividing and multiplying decimals
get some Stephen King books I can read!
Thursday, June 14, 2007 4
Learners Present 3.5 hours
Complexity of managing and resolving conflict (Conflict &
Resolution)
R3.5a Take notes of key ideas while reading (Reading Strategies)
N-1 Represent and use numbers in
a variety of equivalent forms in contextual situations (Number Sense)
Three people finished Math Units (Meaning of Decimals or Decimal
Operations).
We also did a Reading Journal Activity based on a rather difficult
article about the ongoing
conflict between the Executive and Legislative Branch regarding the
firing of the Federal District
Attorneys. Today's Recorder had
an article about the two Congressional subpoenas of former
White House officials.
Monday, June 18,
2007 4
Learners Present 3.5 hours
SELF
MANAGEMENT - Accurately assess self, set personal goals, monitor progress &
exhibit self control (Personal Qualities)
One person finished a Math Unit and 2 others another are nearly
finished. One person spent the
entire class working on her
Writing Project.
A learner had brought in some information about the Supreme Court and
the current 9 justices.
Student Comments
Female 60.00 +
trying to rewrite some of the essay sentences before I show the teacher.
Female 18.00 --
24.99
[I learned today because . . .] I put my ef[f]ort into it.
Tuesday, June 19,
2007 4
Learners Present 3.5 hours
Allocation of power and authority (Power, Authority, &
Participation)
R3.5a Take notes of key ideas while reading (Reading Strategies)
Separation of Powers and the Powers
of Congress.
We reviewed "Separation of Powers" as a concept designed to
avoid tyranny and promote
stability in government.
Then we read through Article 1: Section 8 of the US Constitution to
group the powers of
Congress as:
1. Powers of the Purse (taxing, borrowing, and appropriations
2. Regulation (and Promotion) of Commerce
3. Control of the Military
4. Administration of Federal Properties (especially the Capital
District)
5. Power to pass legislation "necessary and proper" to the
above poers (Elastic Clause)
Students read silently, read aloud, took notes, asked questions, and
gained vocabulary.
Student
Comments
Female 18.00 --
24.99
[I worked toward one of my goals in Individual Learning Time] re[a]ding
Romeo & Juliet
Female 25.00 --
44.99
[What helped you learn today?] We work[ed] as a group
Wednesday, June 20, 2007 4
Learners Present 3.5 hours
N-3 Compute fluently and make
reasonable estimates (Number Sense)
Two people worked on multiplying and dividing decimals (and estimating
products and
quotients). One person worked on
adding and subtracting decimals (finishing her unit), and
another worked on whole number basics.
Student Comments
Female 60.00 +
I worked on the pretest on multiplying and dividing decimals. I got an 86%
[Other Writing You Did Today:] I worked tryring to come up with some
good vocabulary sentences.
Thursday, June 21,
2007 4
Learners Present 3.5 hours
Where and why there is conflict (Conflict & Resolution)
R3.5a Take notes of key ideas while reading (Reading Strategies)
W3.4a Use graphic organizers to generate and organize ideas (Writing: Strategies)
the rights of the individual to health care information and services
(Promotion and Advocacy)
The
important role of science & scientific thinking in political decision
making & lawmaking for mutual benefit (Using Science
and Technology)
CT2.1a Identify what’s known and what’s unknown about a topic (Critical
Thinking: Cognition & Strategies )
In Social Studies we have been looking at "Checks and
Balances" and "Separation of Powers".
Today we looked a little bit at the science of stem cell research which
partially involved listening
to an NPR report discussing the state of the research.
Students listed the pros and cons of federally funding stem cell
research, and were asked to
write out their opinion.
We also looked at three ways that Congress could respond to a
presidential veto:
1. Override the veto with a 2/3 vote (in both houses)
2. Attach the provision to another "must pass" bill
3. Use the next election campaign to elect more supporters.
Student Comments
Female 25.00 --
44.99
[I learned today because . . .] we work[ed] as a team asking questions
[I could have learned more if . . .] If I could understand more about
veto
Female 18.00 --
24.99
Human Stem Cell Research
How do[e]s a baby grow up with eyes - legs
Female 18.00 --
24.99
[Word Bank words:] derive, ban, bipartisan, veto
[What helped you learn today?] Talking about something new. I thought class was pretty good[.] I
understood more than usual
Female 60.00 +
[Other Writing You Did Today:] The embryonic*al* stem cell issues which
is [a] very controversial
issue for a lot of voters.
Monday, June 25, 2007 2
Learners Present 3.5 hours
W2.4d Use expanded vocabulary with increasing frequency and
precision (Writing: Structure and
Mechanics)
Vocabulary Review and Usage
Given 5 sets of pictures and the five Word Bank words for June
(coalition, extraordinary,
genocide, simultaneously, inflation) students were asked to link each
word to each picture set.
Then they wrote a paragraph using all five words.
Student Comments
Female 60.00 +
[Word Bank words:] halcyon
I asked Joe if he would come year.
He said he liked the idea and would think about it.
Tuesday, June 26,
2007 3
Learners Present 3.5 hours
W2.5c Revise an essay for clarity, organization, word usage, and
mechanics (Writing: Structure and Mechanics)
Two people worked hard revising their projects. One person was encouraged to get more of a
start on hers, but she was not feeling well and opted to split her time
between Math and Reading
(Romeo and Juliet)
Wednesday, June 27,
2007 4
Learners Present 3.5 hours
W3.4b Practice all steps of the writing process: (Writing: Strategies)
One person finished his Writing Project and another Math Unit that he
had been working on
throughout the month. Another
worked on major organizational revisions of her Writing
Project. One learner avoided
starting a Writing Project for another day, choosing to work on
Vocabulary, Math and Reading.
And the last learner (being new) got a start on his before
Student Comments
Male 25.00 --
44.99
I finish[ed] bar graphs and [am]
on my way to finish[ing] circle graphs.
[Word Bank words:] draconian, confiscation
Female 60.00 +
I cut some of the Thoreau essay.
Thursday, June 28, 2007 3
Learners Present 3.5 hours
W3.4b Practice all steps of the writing process: (Writing: Strategies)
Student Comments
Male 18.00 --
24.99
[What helped you learn today?] reading my essay over again and
correcting the mistakes
Female 60.00 +
Joe and I went over some simple and complex connecting words in sentence
structure. My essay is
almost done. It needs just a little more work.