1. Exploring Careers 3/28/16 3/28 Financial 401 article and questions 3/29Banking TB p. 389-394 3/30 Banking TB p. 389-394 3/31 Midterm Exam Review 4/1Non Attendance for Students 4/4Midterm Exam 8 th 4/5 Midterm Exam 7 th - Last day to turn in late work

2. Date: 3/29 Objective: I can understand how banks work Bell Ringer: If you plan to buy a $15,000 car and you saved $200 a month and put it in to a savings account where it earned 3% interest. How long would it take you to save what you need to buy the car?

3. Date: 3/29 Objective: I can understand how banks work Bell Ringer: If you plan to buy a $15,000 car and you saved $200 a month and put it in to a savings account where it earned 3% interest. How long would it take you to save what you need to buy the car? $200 x 12 = $2,400 $2,400 x 3% (.03) = $72 After year one = $2,472

4. Date: 3/29 Objective: I can understand how banks work Grab a textbook Open to page 389 Read “Write Now”

5. Date: 3/29 Objective: I can understand how banks work Call read TB p. 388 Career Portfolio

6. Date: 3/29 Objective: I can understand how banks work Independently read TB p. 389-394 and take Cornell Notes in your Notebook 15 min

7. Date: 3/29 Objective: I can understand how banks work Grab a textbook

8. Date: 3/29 Objective: I can understand financial credit With your group: Complete you presentation Discuss and practice the order of the presentation 10 min

9. Date:9/29 Objective: I can investigate the basic components of a PC Bell Ringer: Reflect on the project. Discuss how you think you did on the project. Explain your performance. Ex: I believe I did _______ on the project last week, because I _______________and _______________. I think an area that was difficult was_____________, because____________________. I can do better in the future if I ______________________________.

10. Date:9/29 Objective: I can investigate the basic components of a PC Write your name on the outside of your notebook

11. Date:9/29 Objective: I can investigate the basic components of a PC Place completed work in your binder. Place items in order of completion 1.Syllabus 2.World is flat article 3.World is flat Question 4.The Right Stuff Quiz

12. Date:9/29 Objective: I can investigate the basic components of a PC Independently complete the following 1.Go to website: http://www.thrall.org/computerbasics/index.htm http://www.thrall.org/computerbasics/index.htm 2.Click begin here 3.Read through the information on each page 4.Take note on important information

13. Date:9/29 Objective: I can investigate the basic components of a PC Independently complete the following 1.Go to website: http://www.thrall.org/computerbasics/index.htm http://www.thrall.org/computerbasics/index.htm 2.Click begin here 3.Read through the information on each page 4.Take note on important information 5.Complete the quiz at the end 6.Show your quiz results to Mr. Stoll

14. Date:9/30 Objective: I can investigate the basic components of a PC Bell Ringer: Compare and contrast PC hardware and software

15. Date:9/30 Objective: I can investigate the basic components of a PC Bell Ringer: Compare and contrast PC hardware and software Contrast-differences Software allows people to do different things. A computer needs software to be of use to people. Hardware is everything physically present in a computer Compare- similarities Both software and hardware are need to make a computer operate

16. Date:9/30 Objective: I can investigate the basic components of a PC Complete PC Basics worksheet with your partner

17. Date:10/1 Objective: I can investigate the basic components of a PC Bell ringer: What are 2 strategies you can use to study for the test tomorrow?

18. Date:10/1 Objective: I can investigate the basic components of a PC Bell ringer: What are 2 strategies you can use to study fir the test tomorrow? Write this down Study for test: Take home your notebook, but bring it back tomorrow Review notes on “The Flat World” Review skills necessary in a flat world Review PC Basics worksheet Review “Essential intro to computers.pdf” on our class web site Have someone at home quiz you

19. Date:10/2 Objective: Test Test: Take home your notebook, but bring it back tomorrow Review notes on “The Flat World” Review skills necessary in a flat world Review PC Basics worksheet Review “Essential intro to computers.pdf” on our class web site Have someone at home quiz you

20. Date:10/2 Objective: I can investigate the basic components of a PC Group review of PC basic terms 1.Take your worksheet 2.Walk around the room 3.Raise your had when the teacher says “Hand Up” 4.Pair up with the closest person, when the teacher says “pair up” 5.One person reads a definition, and the other person guess the answer. 6.If they are not correct, give them Clues, but not the answer. 7.The other partner reads the definition

21. Activity Date:10/2Test Grab a qwizdom remote Hold the on button for 3 seconds Enter the Session ID 207898 Enter your ID Number If denied press menu and enter user ID Question number is at the top Scroll up and down to highlight the correct answer Press send to enter your answer Press right arrow to go to the next question You can go back and change answers and skip and go back At the end press yes to finished to get your score

22. Activity When you finish Do Not Talk Make sure your name is on the test Place your test on the front table Put your Qwizdom remote back Finish the PC Basics Worksheet – you my use a computer Place your completed PC Basics worksheet in your Notebook and place it in the file cabinet

23. Date:9/21 Objective: I can develop annotation skills and analyze the meaning of “ The World is Flat” Quiz: Annotation- Read and annotate the whole passage Answer questions Show some work and complete Follow others who will help and lead those that are lost Strong vs Weak

24. Date:9/21 Objective: I can develop annotation skills and analyze the meaning of “ The World is Flat” Go to Our class web page Open the document HS Freshman mistakes Independently read the article Independently answer the questions in your notebook

25. Date:9/22 Objective: I can work with a group to solve a problem using skills to compete in a flat world Bell Ringer: Why do you think Friedman (author) argues that curiosity is as important as technological knowledge in a flat world?

26. Date:9/22 Objective: I can work with a group to solve a problem using skills to compete in a flat world Read Project directions

27. Date:9/22 Objective: I can work with a group to solve a problem using skills to compete in a flat world Independently write down three problems you may encounter in daily life. 6 minutes Ex: How can we limit food waste in the school cafeteria? How to improve comfort on buses? How to improve food choices at local convenience stores? How could we improve access to healthy food in our community? How could we track and protect local plant or animal species? How could we improve school attendance? How might we limit cold and flu transmission among students? Is there a better way to manage school traffic during passing periods

28. Date:9/22 Objective: I can work with a group to solve a problem using skills to compete in a flat world Group brainstorm 1.Each member of the group shares their problems 2.As a group, decide on one problem Write your problem on the Problem to solve space 3. As a group brainstorm ideas to solve the problem 10 min

29. Date:9/23 Objective: I can work with a group to solve a problem using skills to compete in a flat world Bell Ringer: What are 3 strategies you can use while developing your project to make it successful? Ex: Help other members when they are confused or uncertain what to do next.

30. Date:9/23 Objective: I can work with a group to solve a problem using skills to compete in a flat world Email address

31. Date:9/23 Objective: I can work with a group to solve a problem using skills to compete in a flat world Identify your skills As a group complete the chart for each skill to solve your problem: Learn how to learn Passion and curiosity Play well wit others Using the right brain Every member must write down information in the chart. You will be graded or completion of the chart and collaboration

32. Date:9/23 Objective: I can work with a group to solve a problem using skills to compete in a flat world Identify your skills As a group complete the chart for each skill to solve your problem: Every member must write down information in the chart. You will be graded or completion of the chart and collaboration Skill : Learn how to learn Task: Group shows strong evidence of both: a. Teaching a new way of doing an old thing b. Teaching an old way of doing new things Evidence: Describe in clear and complete sentences how specific examples and evidence are use in association with the skills above

33. Date:9/23 Objective: I can work with a group to solve a problem using skills to compete in a flat world Identify your skills As a group complete the chart for each skill to solve your problem: Every member must write down information in the chart. You will be graded or completion of the chart and collaboration Skill : Passion and Curiosity Task: Group shows strong evidence of self evidence and self motivation Evidence: Describe in clear and complete sentences how specific examples and evidence are use in association with the skills above

34. Date:9/24 Objective: I can work with a group to solve a problem using skills to compete in a flat world Bell Ringer: 1.Name two activities in this class where students can converse. About what? With whom? For how long? 1.Name two activities in this class where students can not converse. Why not?

35. Date:9/24 Objective: I can work with a group to solve a problem using skills to compete in a flat world

36. Teacher Instruction: Identify your skills As a group complete the chart for each skill to solve your problem: Every member must write down information in the chart. You will be graded or completion of the chart and collaboration Skill : Play well with others Task: Group shows strong evidence of managing and interacting with other people, in high touch and interactive situations Evidence: Describe in clear and complete sentences how specific examples and evidence are use in association with the skills above

37. Date:9/24 Objective: I can work with a group to solve a problem using skills to compete in a flat world Identify your skills As a group complete the chart for each skill to solve your problem: Every member must write down information in the chart. You will be graded or completion of the chart and collaboration Skill : Play well with others Task: Group shows strong evidence of managing and interacting with other people, in high touch and interactive situations Evidence: Describe in clear and complete sentences how specific examples and evidence are use in association with the skills above

38. Date:9/24 Objective: I can work with a group to solve a problem using skills to compete in a flat world Bathroom Teacher Instruction: Identify your skills As a group complete the chart for each skill to solve your problem: Every member must write down information in the chart. You will be graded or completion of the chart and collaboration Skill : Using the right brain Task: Group shows strong evidence of using the right brain skills, such as context, emotional expression, and synthesis. Evidence: Describe in clear and complete sentences how specific examples and evidence are use in association with the skills above

39. Date:9/24 Objective: I can work with a group to solve a problem using skills to compete in a flat world Identify your skills As a group complete the chart for each skill to solve your problem: Every member must write down information in the chart. You will be graded or completion of the chart and collaboration Skill : Using the right brain Task: Group shows strong evidence of using the right brain skills, such as context, emotional expression, and synthesis. Evidence: Describe in clear and complete sentences how specific examples and evidence are use in association with the skills above

40. Date:9/24 Objective: I can work with a group to solve a problem using skills to compete in a flat world Teacher Instruction: 1.Each member picks one skill to create a slide 2.One group member opens power point, create the power point and shares the power point with each member 3.Each member opens that power point presentation and creates a power point slide that describes their skill 4.Use the power point template on our class web page file Problem Solving Skills.ppt

41. Date:9/24 Objective: I can work with a group to solve a problem using skills to compete in a flat world Group and Individual work 1.Each member picks one skill to create a slide 2.One group member opens power point, create the power point and shares the power point with each member 3.Each member opens that power point presentation and creates a power point slide that describes their skill 4.Use the power point template on our class web page file Problem Solving Skills.ppt and

42. Date:9/24 Objective: I can work with a group to solve a problem using skills to compete in a flat world Group and Individual work 1.Each member picks one skill to create a slide 2.One group member opens power point, create the power point and shares the power point with each member 3.Each member opens that power point presentation and creates a power point slide that describes their skill 4.Use the power point template on our class web page file Problem Solving Skills.ppt and

43. Date:9/25 Objective: I can work with a group to solve a problem using skills to compete in a flat world Bell Ringer: What are 2 of the skills needed to compete in a flat world?

44. Date:9/25 Objective: I can work with a group to solve a problem using skills to compete in a flat world Teacher Instruction: 1. Complete the presentation 2. Check your work against the rubric

45. Date:9/25 Objective: I can work with a group to solve a problem using skills to compete in a flat world Group and Individual work 1.Each member picks one skill to create a slide 2.One group member opens power point, create the power point and shares the power point with each member 3.Each member opens that power point presentation and creates a power point slide that describes their skill 4.Use the power point template on our class web page file Problem Solving Skills.ppt and

46. Date:9/14 Objective: I can develop annotation skills and analyze the meaning of “ The World is Flat” Notebook Learner profile- online survey World is Flat annotation- not just high lighting Signed syllabus Use both pages on notebook

47. Date:9/14 Objective: I can develop annotation skills and analyze the meaning of “ The World is Flat” Independently read and annotate “The world is Flat” p. 7-9. Identify important information. Focus on: 1.What is meant by “The world is flat” 2.Key vocabulary words 3.Concepts that reoccur Annotation: Circle headings Box vocabulary words Triangle difficult words Underline main ideas or important information Write question mark next to confusing information

48. Date:9/14 Objective: I can develop annotation skills and analyze the meaning of “ The World is Flat” Homework : read the world is flat p 10-13 Turn in notebook

49. Date:9/15 Objective: I can analyze the meaning of “ The World is Flat” Bell Ringer: Based on the reading from yesterday and last night, what is the meaning of “The World is Flat”?

50. Date:9/15 Objective: I can analyze the meaning of “ The World is Flat” With your group complete the following question about “The World is Flat”. Each member of the group answers one of the questions. Then each member shares their answer with the group. If the group agrees on the answer everyone writes down the answer If the group does not agrees on the answer, then the group work together to agree on a correct everyone writes down the answer

51. Date:9/16 Objective: I can analyze the meaning of “ The World is Flat” Bell Ringer: Based on your discussions yesterday and the reading of “The World is Flat”, describe outsourcing and explain 2 reasons why technology is outsourced.

52. Date:9/16 Objective: I can analyze the meaning of “ The World is Flat” With your group complete the following question about “The World is Flat”. Each member of the group answers one of the questions. Then each member shares their answer with the group. If the group agrees on the answer everyone writes down the answer If the group does not agrees on the answer, then the group work together to agree on a correct everyone writes down the answer

53. Date:9/16 Objective: I can develop annotation skills and analyze the meaning of “ The World is Flat” Terms on pages 5-9 Globalization- p. 6 2 nd paragraph middle 8 top individuals have to think globally to thrive Outsourcing-to obtain goods and services from an outside source “The world is Flat -The playing field is being leveled-countries like India are now able to compete for global knowledge work - Flattened p. 7 middle paragraph. P.8 top of 2 nd paragraph

54. Date:9/16 Objective: I can develop annotation skills and analyze the meaning of “ The World is Flat” Globalization 1.0- p. 9 1 st paragraph. Opening old and new Worlds from 1492- 1800. It centered on countries and muscle. Shrank world from large to medium size. Questions: where does my country fit in to the global competition and opportunities. How can I go global and collaborate with others Globalization 2.0- p. 9 2 nd paragraph. From 1800-2000 Multinational companies drive global integration. Shrank world from medium to small. Questions: Where does my company fit in global economy and take advantage of opportunities? How do I go global and collaborate with others? Globalization 3.0- p. 10 2 nd From 2000-present the world shrinks to tiny as a dynamic force is new found power for individuals to collaborate and complete globally. Flat-World platform – increase of personal computers and work flow software. Questions: Where do I fit into the global market? How can I collaborate?

55. Date:9/17 Objective: I can debate the advantage and disadvantage of globalization. Bell Ringer: In your own words, describe globalization Globalization-countries around the world working together in politics, economics and culture

56. Date:9/17 Objective: I can debate the advantage and disadvantage of globalization. 1. Log onto a computer 2. Independently read the article on the web site: http://geography.about.com/od/globalproblemsandissues/a/globalizati on.htm 3. In your notebook, independently list 2 advantages and 2 disadvantages of globalization based on the article.

57. Date:9/17 Objective: I can debate the advantage and disadvantage of globalization. 1.Come back together with your group. 1.Compare your list with your group members 1.As a group, take a position on globalization. Decide whether globalization in a good or bad change for the world. 1.Each member writes their groups position in their notebook 1.Be prepared to debate your position

58. Date:9/16 Objective: I can develop annotation skills and analyze the meaning of “ The World is Flat” Globalization 1.0- p. 9 1 st paragraph. Opening old and new Worlds from 1492- 1800. It centered on countries and muscle. Shrank world from large to medium size. Questions: where does my country fit in to the global competition and opportunities. How can I go global and collaborate with others Globalization 2.0- p. 9 2 nd paragraph. From 1800-2000 Multinational companies drive global integration. Shrank world from medium to small. Questions: Where does my company fit in global economy and take advantage of opportunities? How do I go global and collaborate with others? Globalization 3.0- p. 10 2 nd From 2000-present the world shrinks to tiny as a dynamic force is new found power for individuals to collaborate and complete globally. Flat-World platform – increase of personal computers and work flow software. Questions: Where do I fit into the global market? How can I collaborate?

59. Date:9/11 Objective: I can develop annotation skills and analyze the meaning of “ The World is Flat” Write in your notebook Annotation: Circle headings Box vocabulary words Triangle difficult words Underline main ideas or important information Write question mark next to confusing information Independently read and annotate “The world is Flat” p. 7-9. Identify important information. What is meant by “The world is flat” Class discuss

60. Date:9/10 Objective: I can investigate the College and Career Foundations Course Cornell Notes

61. Quiet Signal 1.Mr. Stoll’s Hand goes up 2.All students complete attention is directed to Mr. Stoll 3.Students raise their hands 4.Students signal other students that are not quiet

62. Cooperative Learning Group

63. Cooperative Learning Groups RallyRobin (mastery, thinking, communication) In pairs, students alternate generating oral responses.1.Teacher poses a problem to which there are multiple possible responses or solutions.2.In pairs, students take turns stating responses or solutions orally. Rally Table ( mastery, thinking skills, communication) In pairs, students alternate generating written responses or solving problems.1.Teacher poses a problem or provides a task to which there are multiple possible answers, steps, or procedures.2.In pairs, students take turns passing the paper and pencil, each writing an answer or making a contribution. RoundTable (teambuilding, mastery, thinking, communication, information sharing) In teams, students take turns generating written responses, solving problems, or making a contribution to the team project.1.Students sit in teams of four.72.Each student takes a turn drawing, pasting, or writing one answer to a query, as a paper and pencil (or paste) are passed around the group.**Works well for assessing prior knowledge, practicing skills, ecalling information, and creating cooperative art.*Rotating recorder: Students take turns recording each student’s response.

64. Cooperative Learning Groups Stand Up, Hand Up, Pair Up (classbuilding) A classbuilding activity that can be used to motivate, activate prior knowledge, close a lesson or group of lessons, review previously learned material, and to have fun.1. All students stand up and put their hands up. 2. Students mingle, mix, practiced meeting and greeting, and find a partner. 3. Students sit and put their hands down. 4. Teacher assigns and defines the task. 5. Students are given “think time.” 6. Pairs of students complete the task.A. Timed Pair ShareB. Rally Robin Responses 7. Teacher randomly calls on groups to report. 8. Students thank their partners and depart. 9. Repeat as many times as needed.

65. Grading: All grades will be based on points earned from a combination of participation points, daily work, group projects, current events, quizzes, and tests throughout the semester Participation Points – These will come from ACTIVE participation in class discussions, presentations and from the daily journal (see below) Daily Work – will be scored solely on completion unless otherwise specified. This means simply complete it and turn it in for FULL points. Projects – There will be a variety of individual and group projects assigned throughout the semester that will be scored based on a rubric provided with the assignment. Quizzes & Tests – There will be quizzes throughout a unit and a test at the end of each unit. Daily Journal – (Due Quarterly) Each day when you arrive there will be a mini- activity that must be completed in your journal (spiral notebook). These will be an assortment of activities, but organization, neatness, and consistency are a must. Please follow the proper formatting guidelines below: Date goes in the left hand margin before the red line Indicate dates absent to explain why journal entries would be missing!!! Answers to journal activity Great place to take notes on in-class lecture or note materials and worksheets along with due dates