MONDAY: Today I collected last week's Bell Ringers assignment, and I returned the Vocabulary Exercises assignment. After completing today's bell ringer assignment, I distributed Lesson 10: The Numbers Game (see below). The students and I read and discussed the first few pages of this lesson, and then I assigned a homework assignment (see below). We also added 2 more words to our vocabulary list: negligence and incompetence.
Today's homework: Finish reading and annotating Lesson 10, and then decide how to create an outline of this lesson. Be prepared to discuss how you should outline this lesson.
TUESDAY: Today the students worked independently to complete the Lesson 10 outline and answer the practice questions for Lesson 10.
WEDNESDAY: Today, we began our study of Lesson 11: Checking Your Emotions. I guided the students through most of this lesson as we read together and discussed the practice problems. I also supplied the students with the structure for the graphic organizer that they will be making for this lesson (see below). The homework for today is as follows:
1. Complete the bell ringer (listed below for Wednesday).
2. Finish reading and annotating Lesson 11.
3. Fill in the graphic organizer for Lesson 11.
THURSDAY: Today I collected the graphic organizers for Lesson 11. Next, we discussed what the students' graphic organizer "should have" looked like by going through each section of the web diagram with an explanation. After that discussion, I handed out a worksheet (see below) for Lesson 11 that had been created to help the students apply the information that they learned from the lesson to real-life situations. I allowed the students time in class to complete this worksheet. On the back of the worksheet, all students were asked to write and complete the following statement:
To minimize the stress in my life, I can . . .
1.
2.
3.
Homework: Complete the worksheet as well as the statement you wrote on the back of the worksheet.
FRIDAY: Today we briefly discussed the Lesson 11 worksheet, and then I collected this worksheet from the students. To further build upon the concept of stereotypes, we next discussed the topic of homelessness. To introduce this topic, the students watched a short video clip and then read an article in the New York Times' Upfront Magazine entitled, "No Place to Call Home" (see below). After reading this short article, the students were required to complete the "Making Connections" worksheet on cause and effect (see below). If the students were not able to complete the worksheet during class, they are required to complete it for homework.
BELL RINGERS this week:
Monday: Correct the grammar.
1. its time to lie the tools in the shed
2. they would of went to whitewater rapids state part if it hadn't been so late
Tuesday: Correct the grammar.
1. i read my little sister the following books the secret garden the wind in the willows and charlottes web
2. yesterday i shaked the can of paint just as naomi learned me to do
Wednesday: Correct the grammar.
dear sir or madam
please send me your most recent stamp catalog
enclosed is one dollar and seventy five cents
sincerely
ramiro jiminez
Thursday: Correct the grammar.
1. would words like freedom a poem be all right to read at our memorial day celebration
2. can you learn me and megan to speak like dr marino asked susan
Friday: Correct the grammar.
1. it'd be nice to stroll through the park see a movie and get home early
2. which drink do you think has froze fastest, the milkshake or the apple juice
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