Lesson Review 1 ASE
Morning May
2007
Spacer
Tuesday, May 01,
2007 3
Learners Present 3.5 hours
G-4 Understand measurement
units, systems, & processes - and measurable properties of objects. Use
appropriate
measuement te (Geometry and Measurement)
(Using tree diagrams to break units of measure down in steps.).
People also worked on Writing Projects and Vocabulary (finishing up
April Work)
Student Comments
Female 16.00 --
17.99
(Current Writing Project:) The Ramones
[What helped you learn today?] Reading the examples in the Math book
helped me figure it out
Wednesday, May 02, 2007 3
Learners Present 3.5 hours
G-4 Understand measurement
units, systems, & processes - and measurable properties of objects. Use
appropriate
measurements (Geometry and Measurement)
Measurements (Working step by
step).
People also worked on their Writing and Individualized Math programs.
Student Comments
Female 16.00 --
17.99
Math Work Today:] reducing fractions
Male 25.00 --
44.99
I wanted to say I am sorry for
coming late. I will be on time from now
on
Thursday, May 03, 2007 3
Learners Present 3.5 hours
R1.4b Identify and interpret common figurative language (Reading Comprehension)
Vocabulary and Word Usage
Exercises.
Also a brief review of onomatopoeia (words that sound like what they represent)
The rain fell pitter patter on the
window sill. ("pitter
patter" is a way to represent the real sound
of rain falling)
Our dreams ended with a final swish of the bat as The Mighty
Casey struck out to conclude the
final inning. ("swish" is the sound you might hear if
the bat misses the ball.)
Student Comments
Female 16.00 --
17.99
Math Work Today:] reducing fractions
Female 60.00 +
Joanna and I discussed the poetry and ideas of T.S. Eliot.
Male 25.00 --
44.99
[Word Bank words:] onomatopoeia, irreverent, decorum, pilloried, vexing,
instinctively
Monday, May 07,
2007 2
Learners Present 3.5 hours
SELF
MANAGEMENT - Accurately assess self, set personal goals, monitor progress &
exhibit self control (Personal Qualities)
One student worked on vocabulary exercises (lots of dictionary work)
while the other started a
writing project (about Anne Frank).
Student Comments
Male 25.00 --
44.99
[Word Bank words:] contiguous, malicious, exorbitant, surety
Female 60.00 +
[Word Bank words:] contrivance and cannibalism
[I learned today because . . .] I made up my own vocabulary words. Out of 11, I found definitions for
7 words on my own.
I found a word that sounds better than contraption. The word is
contrivance. It means [an] ingenious
invention or plan.
Tuesday, May 08, 2007 3
Learners Present 3.5 hours
SELF
MANAGEMENT - Accurately assess self, set personal goals, monitor progress &
exhibit self control (Personal Qualities)
One person worked on outlining her ideas about T. S. Eliot. Another finished a writing project
about The Ramones. And one
learner did vocabulary exercises, Reading Journal Entries, and
word problems involving measurement conversions.
Student Comments
Male 25.00 --
44.99
[Word Bank words:] infinitesimally, asphyxia, analogue, criterion
The more I read [the] more I will learn
Female 16.00 --
17.99
Math Work Today:] Reduced Fractions
Wednesday, May 09, 2007 3
Learners Present 3.5 hours
SELF
MANAGEMENT - Accurately assess self, set personal goals, monitor progress &
exhibit self control (Personal Qualities)
One student worked on decimals. Another did Reading and practiced
reducing fractions. The
third worked on graphs and measurements.
Thursday, May 10,
2007 3
Learners Present 3.5 hours
W3.4b Practice all steps of the writing process: (Writing: Strategies)
One person is working on a piece about the band, "Slayer". One is writing about the poetry of
T.S. Eliot. The third person
here today did not show me what he was writing about, but he was
definitely writing.
Monday, May 14,
2007 4
Learners Present 3.5 hours
SELF
MANAGEMENT - Accurately assess self, set personal goals, monitor progress &
exhibit self control (Personal Qualities)
We integrated a new learner into the class. She got started with some Reading Journal entries
and a Math Placement.
Two others worked on their Vocabulary/Sentence Structure Activities, and
another worked on
Math (Graphs and Measures)
Student Comments
Male 25.00 --
44.99
I want to learn more and come on time.
Female 60.00 +
[Other Writing You Did Today:] also I worked on my vocabulary words. The
meaning of the words are
done, but I still have to finish the sentences.
Female 18.00 --
24.99
Math Work Today:] I got my Book! And took my placement test [Next
Steps:] start on unit 3
[Word Bank words:] irreverent
[What helped you learn today?] The people wren very inviting - nice
working enviro[n]ment
[What didn't help?] nothing to complain about yet
Tuesday, May 15, 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)
W3.4b Practice all steps of the writing process: (Writing: Strategies)
Thesis: The Great Depression represented a crisis for Capitalism. The New Deal was a partial
response that faced heavy opposition.
After some major reforms in the mid 1930s (Social
Security, Government supported Collective Bargaining by Unions, and Wage
& Hour legislation
institutionalizing the 40 hour work week) the New Deal was stalled by
conservative opposition.
The start of World War II was a response to the dangers of NAZISM,
FASCISM, and Japanese
imperialism in China and the Far
East. It was also the start of what GOP
President Eisenhower
called "The Military
Industrial Complex" where our economy became more dependent on
war/defense spending.
(Today some of our leaders are trying to make future growth of our
economy based on
managing the environment and world climate).
After this discussion people took about an hour and a half to read about
the Japanese attack on
Pearl Harbor. Each learner was
asked to write out three questions which we briefly reviewed
and discussed until the end of class.
Student
Comments
Male 25.00 --
44.99
[Word Bank words:] jubilantly
Female 60.00 +
[Other Writing You Did Today:] I read all of my reading about [P]earl
[H]arbor in one hour and [a] half.
[T]h[e]n wrote my 6 questions
on the reading.
Wednesday, May 16,
2007 3
Learners Present 3.5 hours
Math Work (Mostly individualized)
Thursday, May 17,
2007 5
Learners Present 3.5 hours
SPEAKING - Organize ideas &
communicate orally (Basic Skills)
MAPT Testing and GED pretesting.
Others did Individual Learning Time working on Math, Writing Projects or
Vocabulary
Student Comments
Female 60.00 +
not much learned today
Male 25.00 --
44.99
I didn't work on my paper today because all the computer[s were] all
use[d] up,
We need Book 5.
I am here to learn not to party.
Party is for the weeken[d].
Male 16.00 --
17.99
[Writing Project Work Today:] started rephrasing
Monday, May 21, 2007 3
Learners Present 3.5 hours
R3.5a Take notes of key ideas while reading (Reading Strategies)
Extended Reading:
Reading Journals on "Classics"
Students chose from a Steck-Vaughn series of condensed classics to read,
take notes and do
Reading Journal entries on.
These books are really well done and do a very fair job of
preserving much of the tone and style of the original works.
One student chose "Frankenstein". The other two chose anthologies of stories about Conan
Doyle or Edgar Allen Poe.
Student Comments
Female 16.00 --
17.99
[Other Learning (or Work) Efforts:] Reading Frankenstein
We should read more stories!
Female 18.00 --
24.99
Read Tales of Edgar Allen Poe and took notes on all 5 stories and then
reflected on all 5 tales as a
whole
[Word Bank words:] mason- a person who builds with stone, brick or
cement (Also can mean a
Tuesday, May 22,
2007 4
Learners Present 3.5 hours
R3.4e Use a graphic organizer to organize info, ideas, words (Reading
Strategies)
CT2.1a Identify what’s known and what’s unknown about a topic (Critical
Thinking: Cognition & Strategies )
Pearl Harbor and World War II
Students reviewed last week's reading on the Pearl Harbor attack by
identifying several people
and things from the reading.
Contemporary's American History 2 is much easier reading, but before
they read a unit in that
book, we went over what people already knew about World War II
(including events and trends
that came before and after).
Student Comments
Female 60.00 +
There w[ere] a lot of notes taken on the reading of World War II
[Other Writing You Did Today:] A chard was made by the teacher to f[in]d
out how much we could
remember about World War II.
Female 18.00 --
24.99
Found definitions of names and things in the reading *Attack on Pearl
Harbor*. Wrote what I knew
about WWII[.] Read and took
notes from a book
[Word Bank words:] isolationists / internationalists
[What helped you learn today?] class discussion. Stre[t]ching your mind to what you know
before
you learn it
Wednesday, May 23, 2007 4
Learners Present 3.5 hours
W3.5a Observe how other writers express themselves and practice their
techniques (Writing: Strategies)
CT2.3a Employ clarification strategies after failing to understand (Critical Thinking: Cognition &
Strategies)
Only one person wanted to do Math
today . . .
An essay is a prose piece conveying an individual point of view. (Prose is writing organized into
sentences and paragraphs.)
Auschwitz
People asked to watch a movie, and they ultimately chose to watch a BBC
documentary about
the infamous death camp.
The longest part of the ensuing discussion was about the term
"Communism" which was
mentioned several times in the documentary as an ideology hated by the
NAZIs.
Student Comments
Female 18.00 --
24.99
watch movie & discussion
[What helped you learn today?] I love documentaries!
Female 60.00 +
always use the *and* after the whole number meaning the decimal [point]
is very important to the
right. The whole number is
always to the left of the decimal [point].
Thursday, May 24,
2007 2
Learners Present 3.5 hours
SELF
MANAGEMENT - Accurately assess self, set personal goals, monitor progress &
exhibit self control (Personal Qualities)
One person completed a Math Unit (in Decimals) by mastering place values
and then worked on
an essay.
Another wrote (and rewrote) an essay before doing some GED drill.
Student Comments
Female 60.00 +
I did a math test on decimals having to do with *ths*, one by Joe and
then by me on my own to see if I
had learned this from the whole numbers
tenths, hundredths, thousandths, ten thousandths, hundred thousandths,
as well as millionths.
Tuesday, May 29, 2007 3
Learners Present 3.5 hours
R3.4b Seek key phrases defining unfamiliar words elsewhere in the
text (Reading Strategies)
W2.4d Use expanded vocabulary with increasing frequency and
precision (Writing: Structure and
Mechanics)
CT1.3b Make inferences, elicit info, & draw conclusions from speech,
text, or graphics (Critical Thinking: Problem Solving)
Rereading and crossword puzzle.
The crossword puzzle had no word bank, but the clues had page number
references.
Student Comments
Female 25.00 --
44.99
I learn[ed] today about subjects and verbs.
Female 60.00 +
[Writing Project Work Today:] I focus[ed] on the transitions in my
essay.
Wednesday, May 30, 2007 3
Learners Present 3.5 hours
Student Comments
Female 60.00 +
It was a Math Day, but I did some writing instead.
Thursday, May 31, 2007 4
Learners Present 3.5 hours