oldestDay 38/67 of GED in Five Months, learn like the wind, and Rise vs. Run

High School Education,

New version here… 

Adulting , especially nowadays, is about knowing how one learns most happily, and also about understanding systems, similes, and relationships  between differing and changing quantities.  Not unlike the price of a major staple, such as rice, and how the price of that rice, or wheat, or flour, may change in time over the course of hours, or days, or of weeks…

Middle of week 10/18
the Day 38, Week 10 of 67, Lesson plan set
Grammar covered this lesson set: using a simile
Math for this lesson plan set: Slope as ratio of Y:X
Day 38 Exit Ticket…
 

Action Items:

1.) What do you think is one possible scenario where rice can (or has…) cause riots?

2.) Why might it be important that citizens in a republic understand these possible scenarios?

 

 

 

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Shira Destinie Jones .

About ShiraDestProjectDoBetter

Shira Destinie Jones is founder of #ProjectDoBetter, a long term plan proposal for community building, and a published poet, academic author, and advocate for improving our #PublicDomainInfrastructure. Her other book, Stayed on Freedom's Call, on Black-Jewish Cooperation in DC, is freely available via the Internet Archive. She has organized community events such as film discussions, multi-ethnic song events, and cooperative presentations, and is a native of Washington, DC. She promotes peaceful planning, NVC and the Holocene Calendar, and is also a writer. More information at https://shiradest.wordpress.com/

9 thoughts on “oldestDay 38/67 of GED in Five Months, learn like the wind, and Rise vs. Run”

  1. Pingback: Day 37/67 of GED in Five Months, adaptations, and Adulting | The 4 Freedoms for ALL via Language & Adult Education, Writing, and PublicDomainInfrastructure
  2. Pingback: Day 39/67 of GED in Five Months, constructing metaphors, and, thinking like an Adult | The 4 Freedoms for ALL via Language & Adult Education, Writing, and PublicDomainInfrastructure

  4. I appreciate how interdisciplinary your lessons are. That seems like a powerful way to teach people in a way that they will actually connect with what they care about and remember later. So much of my frustration with my own education is how siloed each element was.

    Did you write the rice/riot question in response to the Capitol Hill storming, or had you already prepared the lesson plan before?

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    1. Thank you, Masha: I actually wrote the rice and riots post after creating a sample lesson plan (20 minutes only) for a job interview as a HS math teacher in DC. Later on, I thought that sample lesson plan could be a fun blog post, because I’d enjoyed planning it so much (though, unfortunately, the Principal I interviewed with did not seem to think it was simple enough for her students…). Then I folded it into one of my GED lessson plans at the SD Cont. Ed., and also into this blog post later.

      Funny how it remains relevant after about 5 years (or not so funny: that job I created the original lesson for was back in 2016…).

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