Wednesday, May 14

Take the End-of-Year Survey HERE.

Learning Tasks for Tuesday, May 13

Essential Question:  How can I use test-taking strategies to become a successful test-taker?

Objectives: I can...

-identify test-taking strategies that work for me.

-reflect on my experiences as a freshman at LEC.
-design and create a guide to social life at LEC.

1.  Test-Taking Skills

Using the Tic-Tac-Toe sheet, select an activity to work on.  Remember that you must have seven total:  four across/down/diagonal and another three that intersect.  Select the activities that will benefit you most for exams!

3.  Incoming Freshman Handbook

We’re quickly approaching the end of freshman year, and you can now reflect on what it takes to “survive and thrive” at LEC.  All the challenges you have faced this year have made you experts!  So, how can you use this accumulation of knowledge?  Of course you will use it to your benefit in upcoming years, but why not share your knowledge with incoming LEC freshman?  As a class, we will compile your experiences and advice into a survival guide for next year’s freshman.  The final product will include a variety of pictures, rankings, lists, and rules that will help future Cobras navigate their first year at LEC.

You should NEATLY write them down on a piece of paper.  

Today, you will explain social life here at LEC.  You may discuss food, clubs, friends, or any else non-academic You will create:

• A mini-poster/advertisement for a club of your choice.
• A list of ten things freshmen need to know about non-academic life at LEC.

Learning Tasks for Monday, May 12

Essential Question: How can a positive mindset make unicorn rides more AWESOME???

Objectives: I can...-read an article online and annotate on paper.-list the 7 steps to positivity.-practice ways to be positive during unicorn rides.

1) Warm Up: Blockslide Puzzle

http://www.mathsisfun.com/puzzles/blockslide.html

1. Read the problem: How can you slide the numbered blocks around so that the numbers are listed from 1-3 top to bottom?
2. Write two things you are thinking.
3. List the steps you would take to solve the problem.

2) Positivity!

1. Before you read: 

1. How often are the things you think while you take a test positive? Predict how positive thinking can help you succeed.
2. Read the questions you'll have to answer after you read the article.
2. As you read: Make as many annotations as you can on your paper. Do these relate to the questions that you'll have to answer?  Article can be found here:  http://www.pickthebrain.com/blog/7-steps-to-positive-self-talk/
3. After you read:
1. Describe what positive self-talk sounds and feels like.
2. How can you stop negative chatter in your brain?
3. List the 7 Steps to Postive Self Talk.
4. What do you think about your prediction now?
5. Write and illustrate a positive affirmation you can tell yourself on your book mark.
4. Mindfulness and Yoga Activity:
1. Meditation on an affirmation.
2. Chair yoga to relax and let go. 
3. Visualize a moment of joy. What are you grateful for? Thank yourself for taking the time to relax.

Learning Tasks for Thursday, May 8

Essential Question:  How can I use test-taking strategies to become a successful test-taker?

Objectives: I can...

-identify test-taking strategies that work for me.

-reflect on my experiences as a freshman at LEC.
-design and create a guide to study skills used at LEC.

1.  Test-Taking Skills

Using the Tic-Tac-Toe sheet, select an activity to work on.  Remember that you must have seven total:  four across/down/diagonal and another three that intersect.  Select the activities that will benefit you most for exams!

3.  Incoming Freshman Handbook

We’re quickly approaching the end of freshman year, and you can now reflect on what it takes to “survive and thrive” at LEC.  All the challenges you have faced this year have made you experts!  So, how can you use this accumulation of knowledge?  Of course you will use it to your benefit in upcoming years, but why not share your knowledge with incoming LEC freshman?  As a class, we will compile your experiences and advice into a survival guide for next year’s freshman.  The final product will include a variety of pictures, rankings, lists, and rules that will help future Cobras navigate their first year at LEC.

You should NEATLY write them down on a piece of paper.  

Today, you will explain the major study skills you've learned here at LEC: Cornell notes and TPEQEA format.  Remember, new students have not yet learned these strategies, so you will have to explain them thoroughly! You will create:

• A set of Cornell notes on a topic of your choice (e.g. favorite food, history of a sport, etc.).  Be sure to label each part of the Cornell notes with step-by-step instructions!
• A mini-poster that explains what each letter of TPEQEA means.

Learning Tasks for Tuesday, May 6

Essential Question:  How can I use test-taking strategies to become a successful test-taker?

Objectives: I can...

-identify test-taking strategies that work for me.

-reflect on my experiences as a freshman at LEC.
-design and create a guide to teaching strategies used at LEC.

1.  Test-Taking Skills

Using the Tic-Tac-Toe sheet, select an activity to work on.  Remember that you must have seven total:  four across/down/diagonal and another three that intersect.  Select the activities that will benefit you most for exams!

3.  Incoming Freshman Handbook

We’re quickly approaching the end of freshman year, and you can now reflect on what it takes to “survive and thrive” at LEC.  All the challenges you have faced this year have made you experts!  So, how can you use this accumulation of knowledge?  Of course you will use it to your benefit in upcoming years, but why not share your knowledge with incoming LEC freshman?  As a class, we will compile your experiences and advice into a survival guide for next year’s freshman.  The final product will include a variety of pictures, rankings, lists, and rules that will help future Cobras navigate their first year at LEC.

You may type them in a Google doc (and share with me) or NEATLY write them.  

Today you will explain motivation.  Remember, new students are unsure how to adapt to the coursework here at LEC - you have to explain motivation techniques to them. Soooo, what advice do you have for staying motivated? You will create:

• A checklist with 3-5 do's and 3-5 don'ts of motivatation
• A list of time management strategies
• A comic strip showing at least two potential roadblocks to being motivated and how you can overcome them.

Learning Tasks for Monday, May 5

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Learning Tasks for Monday, May 5

Essential Question:  How can I use test-taking strategies to become a successful test-taker?

Objectives: I can...

-identify test-taking strategies that work for me.

-reflect on my experiences as a freshman at LEC.
-design and create a guide to teaching strategies used at LEC.

Happy Cinco de Mayo!

1. Writing into the Day

2.  Test-Taking Skills

Using the Tic-Tac-Toe sheet, select a row of four activities to work on.  Select the activities that will benefit you most for exams!

3.  Incoming Freshman Handbook

We’re quickly approaching the end of freshman year, and you can now reflect on what it takes to “survive and thrive” at LEC.  All the challenges you have faced this year have made you experts!  So, how can you use this accumulation of knowledge?  Of course you will use it to your benefit in upcoming years, but why not share your knowledge with incoming LEC freshman?  As a class, we will compile your experiences and advice into a survival guide for next year’s freshman.  The final product will include a variety of pictures, rankings, lists, and rules that will help future Cobras navigate their first year at LEC.

You may type them in a Google doc (and share with me) or NEATLY write them.  

Today you will explain the CIF strategies.  Remember, they’ve probably never heard of them before - you have to show them:

- The six strategies with a brief explanation of what each is

- A few sentences with how you see the CIF strategies being used at LEC

- An illustration of your favorite CIF strategy in use

Learning Tasks for Monday, April 28

Essential Question:  How can visiting a college campus help students decide whether a college is right for them?

Objectives:  I can...
-create a photo collage of my trip to UNC-G.
-compare LEC, CCCC, and UNC-G's mission statements.

1.  Warm Up

What was the most interesting or eye-opening part of our trip to UNC-G?

2.  ACA/AVID Survey

Please spend 5-10 minutes taking the AVID/ACA Survey.

3.  Venn Diagrams

Using LEC, CCCC, and UNC-G's mission statements, compare and contrast each school's mission and values using a Venn diagram.

Lee Early College:  
Lee Early College graduates will be collaborative and critical thinkers, effective communicators, lifelong learners with an enthusiasm for curiosity, responsible citizens through positive contributions to the community, scholars, technologically proficient, and workforce ready.

CCCC:
Central Carolina Community College serves as a catalyst for personal, community, and economic development by empowering people through education and training.

UNC-G:

UNCG is ...

• A learner-centered, accessible, and inclusive community fostering intellectual inquiry to prepare students for meaningful lives and engaged citizenship;
• An institution offering classes on campus, off campus, and online for degree-seeking students and life-long learners;
• A research university where collaborative scholarship and creative activity enhance quality of life across the life-span;
• A source of innovation and leadership meeting social, economic, and environmental challenges in the Piedmont Triad, North Carolina, and beyond; and
• A global university integrating intercultural and international experiences and perspectives into learning, discovery, and service.

4.  Photo Log

With a partner or individually you will write an entry in a photo-journal.

• This should be done in Google doc, Word, or another approved format.
• Your entry should include:

• What your day as a UNCG student is like
• At least 5 pictures (ideally ones that you took at UNCG, if not you use some from the web.)
• How your day addresses four out of the five components of the UNCG mission statement. Put the corresponding number next to where you address it in your journal.

For example, I will first talk about how UNCG is “A research university where collaborative scholarship and creative activity enhance quality of life across the life-span.”

My entry may start out like this:

 “I woke up early this morning, brewed a quick cup of full caf coffee, and trekked across campus to the math building. I am so close to being with my thesis, just a few more early mornings and I can submit it for review! So from 8-10 I used the computer lab to enter my data on various proofs of the Pythagorean Thoerem (3).”

UNC-G is...

1. A learner-centered, accessible, and inclusive community fostering intellectual inquiry to prepare students for meaningful lives and engaged citizenship;

2. An institution offering classes on campus, off campus, and online for degree-seeking students and life-long learners;

3. A research university where collaborative scholarship and creative activity enhance quality of life across the life-span;

4. A source of innovation and leadership meeting social, economic, and environmental challenges in the Piedmont Triad, North Carolina, and beyond; and

5. A global university integrating intercultural and international experiences and perspectives into learning, discovery, and service.

Learning Tasks for Thursday, April 24

Essential Question:  How can visiting a college campus help students decide whether a college is right for them?

Objectives:  I can...
-identify a point of interest on UNC-G's campus.
-research interesting facts and history of UNC-G.

1.  Warm Up

After watching the video above, complete the following personal statements:

1. The "big thing" I want to do is...
2. A challenge I will face is...
3. I want to be exposed to...
4. My teachers should know...about me.
5. My passion that will develop is...
6. I will express myself, which might take lots of guts, by...

2.   Point of Interest Profiles

Using UNC-G's website, find a place on campus that answers one of the following: 

• Where will you spend most of your time in class? 
• Where will you socialize? 
• Where will you live? 
• Where will you exercise? 
• Where will you take part in extra-curricular activities? 
• Where will you work?

Locate the building using THIS INTERACTIVE MAP.

After you've found a point-of-interest, create an index card with the following information:

• The name of your place.
• The history of the name of your place.
• One person who works there.
• The events or classes that could take place in that location.

3.  UNC-G Mission Statement

The University of North Carolina at Greensboro will redefine the public research university for the 21st century as an inclusive, collaborative, and responsive institution making a difference in the lives of students and the communities it serves.

In your group, discuss your assigned part of the above mission statement.  What would it look like in action?  Sketch out a picture of the mission statement in action on campus.

4. Mapping a History

Read this article on UNC-G's history.

Create a timeline showing how UNC-G has changed since it was founded.  Include 7 labeled dates and events spread across its whole timespan. Illustrate 5 of the events.

5. Super Important Announcements

Things You Need To Bring Tomorrow:

1. Comfortable shoes for walking
2. Water bottle
3. Snack(s)
4. Notebook
5. Phone with a camera
6. Rain jacket or umbrella
7. Backpack or bag to keep everything in
8. Cards, Frisbee, ball, etc. (optional)
9. Book (optional)
10. Index card from today's class
11. Copy of UNC-G's Mission Statement (found here)

REMINDER:  IF YOU HAVE NOT TURNED IN YOUR PERMISSION SLIP AND $10, YOU ABSOLUTELY MUST DO SO FIRST THING TOMORROW MORNING!!!!!!!!!!!!!!!!!

Don't be this kid... :(

Learning Tasks for Tuesday, April 22

Essential Question: How can students be active agents of change in their communities?

Objectives: I can...
-reflect on what I have learned during the PBL unit.
-collaborate with my peers to reach a common goal.


1.  Writing into the Day

2. Finishing up PBL (30 minutes)

• With your group, make a list of the tasks you will need to accomplish to finalize your project.
• Assign tasks to group members.
• Get final approval from Ms. Jones once you are done.

3.  Implement those Projects!
With Ms. Jones' approval, get out and implement your group's project.

4.  PBL Reflection
Fill out the Self-Reflection sheet that Ms. Jones has provided you.  Put thought into what you have accomplished or wish you had accomplished during our PBL unit.

Learning Tasks for Monday, April 14 and Tuesday, April 15

Essential Question: How can students be active agents of change in their communities?

Objectives: I can...
-set specific objectives for my PBL project.
-collaborate with my peers to reach a common goal.

1.  Warm Up

Monday-  Today's Warm Up is brought to you by Janelle and Austin ("I am Ms. Jones, and I approve this message"):

To This Day

Tuesday-  What effect do you think shows like "Teen Mom" and "16 and Pregnant" have on teenagers' perceptions of pregnancy?

2. SMART Goal and Objectives (5 Minutes)

With your partner, set a SMART goal that defines what you will accomplish by the end of class today. Also, determine two objectives ("I can" statements) that describe what you will do today. *HINT* Refer to Process Skills poster to get your brains turning!

3. PBL, Woohoo!
Keeping your daily objectives and goals and mind, keep working on those awesome projects!!! :)

4. Exit Ticket
Reflect on what you've accomplished today. Did you reach your SMART goal? Rate your progress from 1 (not-so-great) to 5 (super awesome). What can you do to either maintain or boost your productivity?

Learning Tasks for Thursday, April 10

Essential Question: How can students be active agents of change in their communities?

Objectives: I can...
-set specific objectives for my PBL project.

-collaborate with my peers to reach a common goal.

1.  Warm Up

Do you think young people can make a difference?  Why or why not?

2. PBL Plan
Use THIS TEMPLATE to create a plan for your PBL project.  Make sure that each partner has clearly defined tasks to complete by specific dates.

3. SMART Goal and Objectives (5 Minutes)
With your partner, set a SMART goal that defines what you will accomplish by the end of class today.  Also, determine two objectives ("I can" statements) that describe what you will do today. *HINT* Refer to Process Skills poster to get your brains turning!

5. PBL, Woohoo!
Keeping your daily objectives and goals and mind, keep working on those awesome projects!!! :)

5.  Exit Ticket
Reflect on what you've accomplished today.  Did you reach your SMART goal? Rate your progress from 1 (not-so-great) to 5 (super awesome).  What can you do to either maintain or boost your productivity?

Learning Tasks for Tuesday, April 8

Essential Question: How can students be active agents of change in their communities?

Objectives: I can...
-research organizations that address a specific social issue.
-create a plan to address a problem in society.

-identify the resources that I need in order to reach my goals.
1. Warm Up

Do you agree or disagree?  Explain and offer examples.


2.  Brainstorming:  Wrapping up
MAKE SURE YOU FINISH THE FOLLOWING BEFORE 2:15!
With your group, find three organizations that address the issue you have selected.  Try to locate at least one that works locally (that is, in North Carolina) and at least one that works globally.  In your Google Doc, identify the following information for each organization:

• the organization's SPECIFIC mission (quoting or paraphrasing from the website would be a good idea)
• list ways people can get involved with the organization
• who specifically benefits from the organization's work

After mulling over your findings, identify ways that you could get involved with one of the organizations.

1. Make a brainstorming list in your Google Doc to get all your ideas out.
2. Highlight the ideas that you think are the most feasible or interesting.
3. Narrow your ideas down to one; this is the project you will be working on during our PBL unit!
4. Write and label your winning idea below your brainstorming list.
5. Phrase your project idea as an Essential Question.  Example:  how can we raise awareness of human trafficking in North Carolina?

Once you have selected a project, be sure to get Ms. Jones' approval.  Once she gives you the OK, share your Google Doc with her to receive credit for your work.

3.  PBL FTW!
Next, in your Google Doc:

1. Write any resources that you will need to complete your project.
2. Create a timeline of all the steps you will take to complete your project.  You will need to finish by the end of next week.
3. Get feedback from Ms. Jones.

Now, get to work and do awesome things! :)

Learning Tasks for Monday, April 7

Essential Question:  How can students be active agents of change in their communities?

Objectives:  I can...
-research organizations that address a specific social issue.
-identify a cause that I am interesting in exploring.
-explain how societal issues are interrelated.

1.  Vote!
On a note card, indicate your first and second choice of an issue to address with our PBL projects.  You will be working on this project for about two weeks, so be sure to put thought into it!  Based on your responses, I will organize you into peer groups.

2.  Warm Up
Let's create a social web!  Each of you will be assigned a social issue for this game.  The first person with the yarn will toss the ball to someone (make sure you hold the end of the string when you throw!!!!) who he/she thinks his/her social issue is related.  Person #2 must describe how his/her issue is related to Person #1's.  The process will continue until we have created an awesome social web!

3.  Sharing Career Issues
Each person will share with the class the following information:

• Your intended career
• The three issues that someone in your profession would be interested in addressing
• Which of those three issues you are most interested in and how you would like to address that problem in your career

3.  PBL Time!
Ms. Jones will place everyone in groups based on their note card responses.

With your group, find three organizations that address the issue you have selected.  Try to locate at least one that works locally (that is, in North Carolina) and at least one that works globally.  In your Google Doc, identify the following information for each organization:

• the organization's SPECIFIC mission (quoting or paraphrasing from the website would be a good idea)
• list ways people can get involved with the organization
• who specifically benefits from the organization's work

After mulling over your findings, identify ways that you could get involved with one of the organizations.

1. Make a brainstorming list in your Google Doc to get all your ideas out.
2. Highlight the ideas that you think are the most feasible or interesting.
3. Narrow your ideas down to one; this is the project you will be working on during our PBL unit!
4. Write and label your winning idea below your brainstorming list.
5. Phrase your project idea as an Essential Question.  Example:  how can we raise awareness of human trafficking in North Carolina?

Create a plan that either raises community awareness of the issue or addresses the issue directly.  How you go about this is completely up to your group, pending Ms. Jones' approval.

Please keep this rubric in mind as you discuss your project.

4. Exit Ticket

Who needs your project and why?  What are their needs and interests?

Learning Tasks for Thursday, April 3

Essential Question:  How does Project-Based Learning teach 21st Century skills?

Objectives:  I can...
-make connections between local, national, and global issues.
-identify issues that I may address in my future career.

1.  Writing into the Day
Very few students read newspapers or keep up with current news.  Why do you think this is?  What are the effects of not knowing what is going on in the world?

2.  Review

What is project-based learning?  What makes it unique from traditional education?

3.  Connecting Isuues

1. Select 4-5 issues from our Issues Charts that are most intriguing to you.
2. Using the LucidChart app in Google Docs, create a cluster chart demonstrating how these issues are connected.  Consider the people they affect, the locations in which they occur, the nature of the issue (e.g. environmental, social, political,...) etc.
3. Share with the class!

3.  Career-Focus
Select three of the issues on the walls that a person in your intended career field might be interested in.  Select one of these issues and write a TPEQEA paragraph explaining how someone in your career field would address that problem.  Be sure to cite the source of your quote!

4. Vote!

On a notecard, indicate your first and second choice of an issue to address with our PBL projects.  You will be working on this project for about two weeks, so be sure to put thought into it!  Based on your responses, I will organize you into peer groups.  Groups will be announced during class Friday.

5.  Exit Ticket

Look back at the Career-Focus issues you selected.  How interested would you be in working with those issues? Rate your interest from 1 (Not at All Interested) to 10 (Super Interested!).

Learning Tasks for Tuesday, April 1

Essential Question:  How does Project-Based Learning teach 21st Century skills?

Objectives:  I can...
-research current issues affecting society.
-define Project-Based Learning.

1.  Writing into the Day

2. Introduction to Project-Based Learning

PBL:  Real-world projects for applied, collaborative learning... not for an individual product!

• Create a Google Doc and title it "Unit 3 PBL - [Your Name]"
• Using credible web sources, write a definition of project-based learning.
• List at least five characteristics of PBL.
• Have you ever participated in PBL in any of your classes (past or present)?  Explain.  If not, does PBL sound like an effective way for you to learn?  Why or why not?

3.  Brainstorming Current Issues

1. Spend five minutes researching and listing current issues affecting society.  List as many as you can in your Google Doc... think both big and small!!! 
2. Using classroom charts, categorize each issue from your list under the level(s) of society that it affects: local, national, and/or global.  Some issues might be listed under more than one level.  For instance, global warming obviously occurs at a global level, but doesn't it also have local consequences?  Hmmm... Think about it!
3. Look around- what patterns do you notice? Which issues appear on all three charts? On only one chart?
4. Using the LucidChart app in Google Docs, create a cluster chart demonstrating how these issues are connected.  Consider the people they affect, the locations in which they occur, the nature of the issue (e.g. environmental, social, political,...) etc.

3.  Career-Focus
Select three of the issues on the walls that a person in your intended career field might be interested in.  Select one of these issues and write a TPEQEA paragraph explaining how someone in your career field would address that problem.

4. Vote!

On a notecard, indicate your first and second choice of an issue to address with our PBL projects.  You will be working on this project for about two weeks, so be sure to put thought into it!  Based on your responses, I will organize you into peer groups.  Groups will be announced during class Thursday.

5.  Exit Ticket

Look back at the Career-Focus issues you selected.  How interested would you be in working with those issues? Rate your interest from 1 (Not at All Interested) to 10 (Super Interested!).

Learning Tasks for Monday, March 31

Essential Question:  What are the best ways to persuade an audience?

Objectives:  I can...
-persuade my peers to approve my policy.
-receive and apply feedback to my policy.

1.  Warm Up

Read this article on Food Deserts in NC and add the information to your Current Events Chart.

2. Preparing Presentations

1. Before you present your policies to the class, you will have ten minutes to plan.  What main selling points will you use to convince your fellow citizens of Dome-Sanford to approve your policy?  How much will your policy cost?
2. Get pre-presentation feedback from one other group.  What suggestions do you have for each other?  Identify one plus and one delta.
3. Take ten minutes to make suggested changes to your presentation.

3. Policy Presentations
Let's get some policies passed!!!  Remember to fill out your evaluation sheet for each group.

4.  Evaluation and FINAL VOTE

• Be sure to offer at least two pluses and two deltas for each group.  What did they do well?  What could they improve?

• Which policies will make it into Dome-Sanford's Social Contract?  We we vote on each policy- majority wins!

5.  Exit Ticket
How is the process we used to create and vote on policies similar to the US government?  Dissimilar?

Week of March 24-28

Learning Tasks for Monday, March 24

Essential Question: How do leaders solve societal problems?

Objectives: I can...

...evaluate the impact of a current event.

...write a policy brief based on research and what I know about Sanford.

...plan my product and presentation.

1. Writing into the Day

What qualities make a good leader? A poor leader? Explain.

2.  Selecting Fearless Leaders

Who should fill our leadership roles in Dome-Sanford?  Create a list of nominations on the white board, then write a brief speech (one paragraph) endorsing either yourself or a classmate for a leadership position.  Once you have finished, share your speeches with the class.  We will then hold a vote in accordance with the Dome-Sanford Social Contract.  Did you decide to hold votes by ballot, rock-paper-scissors, etc.?

3) Task Force!

The Sanford government has $50 million for all projects. Budgets and policies will be voted on.

Decide on the biggest problems Sanford would face under the dome.

With others in your society roles (i.e. farmers, medical, etc.), determine how to address that problem.

Project components:

Write a policy brief. (ex: Who will farm? What will be grown?)

Write a budget proposal. (ex: corn seeds)

Consider WHO and WHAT will be needed to make the policy work. How much will resources cost?

Create a product. (ex: Create a model farm.)

Present your policy brief. 

Learning Tasks for Tuesday, March 25

Essential Question:  How do leaders solve societal problems?

Objectives: I can...

-evaluate the impact of a current event.

-write a policy brief based on research and what I know about Sanford.

-plan my product and presentation.

WE ARE STILL TRAPPED IN DOME-SANFORD!!!!! :O

1) Warm Up: What current issue do you wish you could solve? Why hasn't this problem been solved yet? How do you think it can be solved?

2) Current Event Table

1. Read and annotate the article here.
2. Fill in the second row of the table you started last week!
3. Complete the project planning sheet. 
4. Write your policy paragraph on the back.
5. Plan your presentation.
6. Set goals for what you need to accomplish tomorrow.

3) TASK FORCE: Project Planning Time!

Goal for today: Finish the sheet, the policy paragraph, and have your product planned.

Goal for Thursday: Create your product.
We will present on Monday!

Reminders: Sanford has $50 million dollars total. Tell us how much your policy will cost!

4) Study Hall!

5) Exit Ticket: Why are government roles important?

Learning Tasks for Thursday, March 27

Essential Question: How can I promote my policy for Sanford under the dome?

Objectives: I can...
-write a convincing policy brief.
-create a product that promotes my policy.
-evaluate my work.


1. Warm Up: Current Event Share Out
-Get with your Task Force group!
-Find an article related to your topic. Suggestion: Go to npr.org and type in your issue.
-Fill in the third row of your table using the article you chose.
-Read the class what you put in your table.
-Help each other relate each issue to concepts in other classes.

2. Task Force Planning Time
-Create a specific list for what you need to get done today. Write this on your sheet in the SMART goals box on the bottom right front corner.
-Make sure you have written your policy. Use the tips below to help.
-Create your product. Ideas: Pamphlet about group meetings, menu for a food shelter, list of jobs people could apply for, interview tips for people looking for jobs, build a model car, draw a map of where farms will be, sketch a garden, create a map showing bike paths to promote biking instead of driving. 
-Ask one other group for feedback on your project.

***Tips for writing a TPEQEA Policy Brief***

Topic: What is the problem your policy will address?
Point: Summarize your policy.
Example: Tell a detail about your policy.
Quote: Use a quote from one of the sites you used when you were doing research.
Elaboration: Why does the quote you chose support that your policy is the best policy?
Analysis: Why should the Town Council fund YOUR policy?


3. Exit Ticket
Give yourself one of the following emoticons to evaluate your success in finishing your list of tasks for today.

:-)                          :-/                     :-[                     :-(                    :*-( 

Learning Tasks for Friday, March 28

FAMILY FUN DAYYYY!!!

1.  Study Hall (15 minutes)

2.  Apples to Apples:  AVID Edition
Write ten adjectives on the rainbow cards.
Write twenty nouns on the white cards.

3.  TED Talk:  Txting is killing language.  JK!!!

Discuss:  How is texting affecting language?
Watch Here

4.  Exit Ticket

Predict how Americans will speak in the year 2050.  What language and language patterns do you think they will use? Why?