Homework: Response Paragraph

"Indulge in the phone?", April Frawley Birdwell introduced several symptoms indicative of mobile poisoning. If these symptoms are true, I have a similar symptom so I am also a mobile phone. "For example, if a phone or message does not come back soon, people who are already worried about others thinking about them can easily get excited" (Birdwell, 2007 , P. 195, ll. 27 - 28). I often check my phone when I meet my friend with my friend. Indeed, I have been thinking about my symptoms before reading this article. But I do not mind because I think it is not a phone addiction. Meanwhile, I will not do anything else. Even if I hang up, I am not a serious addict because I am not feeling anxious or depressed. Some experts say that there is no evidence to prove the habit of mobile addicts, but I need to recognize the symptoms of my heart and acquire a bad habit.

Birdwell, A. (January 18, 2007) Are you addicted to the phone? University of Florida News: health, research, technology. Acquired from October 10, 2012, from http: // news.ufl.edu/2007/01/18/cell-addition/

(From lesson 16 classroom assignments and homework) • Accordion graphic organizer for writing paragraphs (from lesson 16) • Paragraph of example in Chapter 3 (Copy to diagram paper) • Section 2 Task card (repeat from lesson 16 Student's blank sheet) • Chart paper of anchor map: Compare and contrast paper success criteria • Review as necessary according to the example of graphic organizer and the fire related paragraph of Chapter 3. Direct students learn the second details and explain the fire to your graphic organizer. Have the students find the sentences in the sample paragraph corresponding to these parts of the graphic organizer. Emphasize the body of a word with learning goals

Instruct the students to answer the homework of the previous lesson. (Choose the vocabulary that you think is important for expressing important ideas in text from today's course, paragraphs on how to interpret the selected words and how they relate to the important ideas of the text ). Guided learning generates written responses to written responses to homework. After the students talk and add them to their central thinking tracking tool, the group is instructed to participate in the discussion of the links between the texts. During the discussion, tell students to refer to intensive thinking tracking tools. We post or predict the following questions in a group discussion, but remind the students that they can answer other questions during the discussion.