Week 3: January 22 - 25

NO SCHOOL ON MONDAY: Martin Luther King, Jr. Holiday

TUESDAY:  We continued our study of Lesson 1 by finishing up the reading, working through some of the practice problems, and then beginning our Lesson 1 Outline.
Homework:  Students were required to complete the Lesson 1 Outline using the framework I wrote on the board.

Lesson 1: Recognizing a Problem

Purpose: To learn how to recognize a problem and decide its importance or severity

I.   Recognize a Problem
     A. A problem is a ....
     B.
          1.
          2.
II.
      A.
          1.
          2.
          3.
      B.
          1.
          2.
          3.

WEDNESDAY: Today I checked for completion of the outline (homework), and any student who had not completed the Lesson 1 outline lost 20 points on the daily class participation grade for "not coming to class prepared."  Next, we discussed the correct answers to the outline.  Afterwards, I passed out Lesson 2 (see below).  The students were required to copy down the following framework for the outline for Lesson 2:

The students were informed of their homework for tonight:
1. Read and annotate Lesson 2.
2. Complete the Lesson 2 outline.

THURSDAY:  Today we discussed the parts of Lesson 2 that should have been annotated, and then we discussed the answers to the Lesson 2 outline.  I collected the students' work for the Lesson 2 outline.

In an effort to help the students further understand how to define an actual problem (versus an "offshoot" of an actual problem), I dictated the following 3 questions to the students to copy down, think about, and answer for homework:

1. What problems do you see around you?
    a.
    b.
    c.
2. Are these the actual problems or offshoots of the actual problems?
    a.
    b.
    c.
3. If they are an offshoot, what do you think is the actual problem?
    a.
    b.
    c.

FRIDAY:  Today the students broke out into groups to discuss their answers to the homework questions.  After a group discussion, they decided on one person to act as the group's spokesperson to share their collective answer to one of the group's chosen problems.  The class collectively decided whether the group had successfully identified to "actual problem".  Next, I showed a short video clip (see below) that presented an argument that schools should start earlier in the morning.  The students individually answered 2 questions about the video in an effort to help them understand how one problem can lead to other problems and how important it is to successfully identify the actual, underlying problem that needs to be resolved.  Equipped with these answers, the class held a debate over whether we should start school earlier in the day.

VIDEO: Should Schools Start Later in the Day?

This week's Bell Ringers:

MONDAY:  NO SCHOOL

TUESDAY:  Correct the sentences.
1. chuck got the largest of the to apples, dont he
2. most of my friends Parents like to eat out, i believe

WEDNESDAY:  Correct the sentences.
1. carlos my best friend is traveling east on highway 10
2. my family however are spending it's vacation in the south

THURSDAY: Correct the sentences.
1. i and my sister stayed at the hanbury house hotel in st petersburg florida
2. victor opened the door and shouted lunch is ready

FRIDAY: Correct the sentences.
1. grandpa has took teresa and i to the art gallery many times
2. have you seen a copy of new world of science my favorite magazine