DO NOW:

• daily check-in
• Retrieval Practice 
• When you finish, start making a list of all the sources where you do, you could, and (maybe) you should  get information from (e.g. news articles, teachers, etc.)
  
  

LEARNING GOALS

• Source evaluation criteria
  
  

AGENDA

• Learning quiz retakes will be Thursday. 
• As a class: Discuss sources of information
• Self-paced Digital literacy unit
  • Individually - 201 Notes
  • With a partner or group - 201 Practice, 201B Question
  • Individually - Source Evaluation Mastery Check

COURSEWORK (most likely posted and completed in Google Classroom)

• On pace for today: Finish 201 and 201B

Met with counselors today to register for classes.  

Dry your eyes children, we'll have English class again on Monday.

DO NOW:

• Friday Paragraphs - See Week 2 in Google Classroom
• daily check-in
• REMEMBER! Class signups are tomorrow. We'll meet here then head down to the library. 

LEARNING GOALS

• Use criteria to evaluate strengths and weaknesses of online sources
  
  

AGENDA

• Review Quiz score. Make a plan to retake if wanted or needed (if you scored less than 14/20 I will have you retake this after studying again)
• Begin 2.1 Digital Literacy self-paced unit

COURSEWORK (most likely posted and completed in Google Classroom)

• On Pace today: complete #200 - Telling fake news from real

DO NOW:

• daily check-in
• 106 - Learning Quiz in Google Classroom (take this one without notes)
  
  

LEARNING GOALS

• Reflect on learning ​about learning
• Discuss self-paced unit
  
  

AGENDA

• Metacognitive Reflection Time #1
• Begin self-paced unit 2.1: Digital Literacy
  • ​Pacing (self-paced, but you do have goals)
  • Grading (score for assignments and # lessons completed)
  • Tracking (Google Classroom + stickers)
  • Revision and Redos (must get a C or better on each lesson/assignment)
  • Google Classroom Walkthrough

COURSEWORK (most likely posted and completed in Google Classroom)

• None today! Thanks for checking.

DO NOW​

• Daily Check-in
• Cold Recall
  
  

Learning Objectives

• I can identify and use an effective study practice for myself.

Agenda

• Learn about study techniques: (Slides, Mr. Restad's bonified study tips and strategies)
• Complete any missing assignments in Google Classroom 
• Study! - short quiz tomorrow over Academic Concepts (and don't worry, we're not going to have many quizzes in this class)
  • Neuroplasticity
  • Mindsets
  • Metacognition
  • Memory (Encoding, Storage, Retrieval)
    ​

Independent Learning
Complete the assignments posted in Google Classroom.

• Do something active to study! Make a one-pager is my suggestion.

DO NOW​

• Daily Check-in
• Retrieval Practice
  
  

Learning Objectives

• I can identify self-management and metacognitive strategies to help me learn.

Agenda

• Finish notes from Friday. Show Mr. Restad when you're done.
• Set some goals: self-management (#103) and Metacognition (#104) strategy identification
• If time allows, start practicing for a quiz on Wednesday (Top 10 tips on how to study, Mr. Restad's study techniques)

Independent Learning
Complete the assignments posted in Google Classroom.

• Complete assignment #103 and #104 in Google Classroom

DO NOW:

• daily check-in
• Retrieval Practice 

​
LEARNING GOALS

• Learn what fixed and growth mindset are and how they shapes our understanding
• Identify how metacognition assists learning and development

​
AGENDA

• Note Slides from today's lecture
• Fixed vs. Growth Mindset (SCIENCE!)
  • Growth vs Fixed Mindsets
• Metacognition

COURSEWORK (most likely posted and completed in Google Classroom)

• Complete assignment #101 - Mindset Email

DO NOW:

• Retrieval Practice
• on the sticky note, write one thing you’d like to see changed about our education system that would help improve student learning. Put it up on the board and be prepared to explain why at the end of class.
  
  

AGENDA

• Complete the Personal Survey
• Get logged in to Google Classroom
  • Period 2 - z7fpgus
  • Period 3 - qpybgoh
  • Period 5 - onazadm
• ​Review Class Policies (Assignment #100 in Google Classroom/Classwork tab)
• Explore the following pages on mrrestad.com (Classroom Blog, ENG III Course Overview, and ENG III - Spring Units) and answer the following questions
• Done? Read this article or this article that starts to explain why I have the cell phone/music policy I do.
  
  

COURSEWORK (most likely posted and completed in Google Classroom)

• No official coursework today!

LEARNING GOALS

• Understand neuroplasticity and how it connects to learning
• Identify learning strategies

​
AGENDA

• Neuroplasticity and  Learning Strategies (SCIENCE!)
  • What is neuroplasticity?
• Small Group Discussion:
  • What is learning?
  • How does learning work?
  • What does it take to learn a new skill? A new concept or idea?
    
    
• ANNOTATE the article "The Key to Learning: Knowing how Learning Works" (passed out in class)
  • 1.Summarize paragraphs or passages (just go with the main ideas, don’t try to break down every sentence)
  • 2.Comment on words you don’t know with the definitions 
  • 3.Underline or highlight important passages.
  • 4.Write questions, observations or connections in the margins.

Reflection Questions – Write down responses to these in your notebook/paper and be prepared to share them with your group. 

• 1.What does the line “It’s not just what you know. It’s what you know about what you know” mean to you?
• 2.What is “metacognition”? How might it help you learn and succeed in school?
• 3.Of the learning strategies listed on the 2nd page, how many do you use now? Which ones do you think would be most helpful? Why?
  
  

COURSEWORK (most likely posted and completed in Google Classroom)

• No official coursework today!

in class write again... hooray!

DO NOW​

• ​Daily Check-in
• Recall pieces and parts of the following essay sections (E.g. what goes in an intro/what do you need to remember about an intro, a conclusion, a body paragraph, so on.
  • Introductions 
  • Body paragraphs
  • Counter Claims
  • Conclusions
• Any questions about ACT writing prompt, evaluations, or specific things you want to improve in your own writing?

LEARNING GOALS

1. Understand essay task entirely
2. Plan an approach to improving our writing
3. Practice crafting a short outline

AGENDA

• Breakdown ACT style prompt, task, tips and strategies.
• Plan approach to in class write just to do better than last time
• Practice a 5 minute plan using this ACT style prompt below:
  • Thesis
  • Supports and Evidence (x 2 at least)
  • Counter/Refutation

Public Health and Individual Freedom
Most people want to be healthy, and most people want as much freedom as possible to do the things they want. Unfortunately, these two desires sometimes conflict. For example, smoking is prohibited from most public places, which restricts the freedom of some individuals for the sake of the health of others. Likewise, car emissions are regulated in many areas in order to reduce pollution and its health risks to others, which in turn restricts some people's freedom to drive the vehicles they want. In a society that values both health and freedom, how do we best balance the two? How should we think about conflicts between public health and individual freedom?
​
Read and carefully consider these perspectives. Each suggests a particular way of thinking about the conflict between public health and individual freedom.
Perspective One: Our society should strive to achieve the greatest good for the greatest number of people. When the freedom of the individual interferes with that principle, freedom must be restricted.
Perspective Two: Nothing in society is more valuable than freedom. Perhaps physical health is sometimes improved by restricting freedom, but the cost to the health of our free society is far too great to justify it.
Perspective Three: The right to avoid health risks is a freedom, too. When we allow individual behavior to endanger others, we've damaged both freedom and health.

In class write... hooray!