14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRUCTIONS Long Term Planning Respond to at least two classmates’ postings. ROSEMARY’S POST: Of the eight instructional unit types introduced in this chapter, choose one, describe it, and tell why it is your preferred choice. I will be using a project/problem-based learning unit. With this instructional unit, the students will play detective and help them become engaged in learning. The instructional unit focuses on the students, and more specifically, students working together in smaller groups. Hansen, Buczynski, & Puckett (2015) states, “PBL typically group students into teams to respond to real-world questions, problems, or challenges through an extended inquiry process and then to construct a presentation to share their product or findings.” Using the formatting for a PBL unit plan provided in table 7.1 in your textbook, outline your own PBL unit. Name of Project: Identify the Thirteen Colonies Subject/Course/Grade Level: Social Studies/6-8th grade Unit Duration & Timeline: 3-4 weeks Teacher Team Members: Teachers, Librarians, Parents, etc. Goals & Objectives Necessary to Accomplish the Goals: The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America. Similarities and differences between colonial economies, politics, and ways of life. Physical and human characteristics of national colonial regions. Verbally identify 3 motives for exploring the colonial regions, e.g., religion, expansion, trade, and wealth, with 80% accuracy. Distinguish between New England, Middle, and Southern Colonies by coloring and identifying the colonial regions on a 100% map. Understand the emergence of significant regional differences in the colonies by completing a bulleted graphic organizer based on lecture notes with 90% accuracy. Given a graphic organizer, students will contrast the economies of the three major colonial regions: New England, Middle, and Southern with 80% accuracy. Given a graphic organizer, students will compare geography’s impact on the three major colonial regions’ economies. Understand how settlers’ backgrounds influenced their values, priorities, and daily lives. Create a historical fiction blog or infogram or digital (postcard) that identifies a colonial region’s unique traits and describes life in that region. Students projects will include: Three reasons why you moved to the colonial region. Two reasons why you did not settle in the other region. Writing that is free of spelling and grammatical errors. A colorful image depicting at least one of the colonial region’s best features. Standards/CCSS/21st Century Competencies: CCSS.ELA-LITERACY.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. Project Summary: Students will be working together in three or four groups to research the Thirteen Colonies and how they came to be. Each team or group will choose a colony from t.

1. 14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2
HAS ITS OWN INSTRUCTIONS
Long Term Planning
Respond to at least two classmates’ postings.
ROSEMARY’S POST:
Of the eight instructional unit types introduced in this chapter,
choose one, describe it, and tell why it is your preferred choice.
I will be using a project/problem-based learning unit. With this
instructional unit, the students will play detective and help them
become engaged in learning. The instructional unit focuses on
the students, and more specifically, students working together
in smaller groups. Hansen, Buczynski, & Puckett (2015) states,
“PBL typically group students into teams to respond to real-
world questions, problems, or challenges through an extended
inquiry process and then to construct a presentation to share
their product or findings.”
Using the formatting for a PBL unit plan provided in table 7.1
in your textbook, outline your own PBL unit.
Name of Project:
Identify the Thirteen Colonies
Subject/Course/Grade Level:
Social Studies/6-8th grade
Unit Duration & Timeline:

2. 3-4 weeks
Teacher Team Members:
Teachers, Librarians, Parents, etc.
Goals & Objectives Necessary to Accomplish the Goals:
The student will demonstrate knowledge of the colonies and the
factors that shaped colonial North America.
Similarities and differences between colonial economies,
politics, and ways of life.
Physical and human characteristics of national colonial regions.
Verbally identify 3 motives for exploring the colonial regions,
e.g., religion, expansion, trade, and wealth, with 80% accuracy.
Distinguish between New England, Middle, and Southern
Colonies by coloring and identifying the colonial regions on a
100% map.
Understand the emergence of significant regional differences in
the colonies by completing a bulleted graphic organizer based
on lecture notes with 90% accuracy.
Given a graphic organizer, students will contrast the economies
of the three major colonial regions: New England, Middle, and
Southern with 80% accuracy.
Given a graphic organizer, students will compare geography’s
impact on the three major colonial regions’ economies.
Understand how settlers’ backgrounds influenced their values,
priorities, and daily lives.
Create a historical fiction blog or infogram or digital (postcard)

3. that identifies a colonial region’s unique traits and describes
life in that region. Students projects will include:
Three reasons why you moved to the colonial region.
Two reasons why you did not settle in the other region.
Writing that is free of spelling and grammatical errors.
A colorful image depicting at least one of the colonial region’s
best features.
Standards/CCSS/21st Century Competencies:
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a
text.
Project Summary:
Students will be working together in three or four groups to
research the Thirteen Colonies and how they came to be. Each
team or group will choose a colony from the Thirteen Colonies
and write a background history about them and choose that
colony. Students will focus on why the Thirteen Colonies
shaped early-day America. Plus, they will be able to research
who settled these colonies and why.
Driving Question:
I will open the discussion by asking them what they know
about the thirteen colonies before starting. I would also ask
them how would they have settled the colonies? What was the
big thing that most people wanted when these new colonies
began? What were the New England Colonies? Middle or
Breadbasket Colonies? Southern Colonies?

4. Entry Event:
I would discuss how life was much different from how we live
now, and I would also discuss why they settled in these
colonies. I would also discuss who had founded them and
settled them.
Products that demonstrate outcome learning:
students can create many ways to show how much they
understand the information. For example, the students can use
visual content: posters, pictures, SMART boards, tactile, and
charts to show what they know about the information. The
students can also use audio (if they prefer it) using music
because they can make a song or have a rap song related to the
Thirteen Colonies. For writing and reading, they can share their
thoughts with the class about the Thirteen Colonies.
Individual: Specific content and competencies to be assessed:
Each student will have an important role for each group. Every
group will have three to five questions. Every student is
accountable for each question. At the end of the week, they will
get back together with their groups and review what they have
discovered for their responses. This means that the work has
been equally given. The students will be able to look at
everyone’s work, and as an educator, I can see how much they
are understanding, based on their knowledge, answers, and how
much they are involved with their groups. They can also write
in their journals about what they have learned during the week.
Team: Specific content and competencies to be assessed:
Every group can listen and learn from their group members’
answers. In the end, each group, as a class, will show the
contrast and compare them to the other groups’ projects. These
students may write down something that they have learned from
the other groups that they may not think of or think about doing.
Public Audience:

5. Faculty Members, Judges, Teachers, Staff, Parents
Resources needed:
Library, Parents, and Teachers.
Computers or Laptops with the Internet, SMARTboard, Visual
Aid Equipment
Art Supplies (Markers, Paper or Posterboards, Colored Pens,
etc.)
Printer (Ink)
Projector (Might Not Need)(Just in Case We Need It)
Reflection Methods (individual, team, and/or whole class):
Class review what they have learned about the Thirteen
Colonies and their classmates’ projects.
Final Product:
Every group will summarize the evidence that they found and
collected to the educator beforehand. Their summary will
support their project and investigation. Though the project
allows for various aptitudes, every group needs to give evidence
and analyze the questions they have answered following the
information they discovered. Each group member shall hand in
their part of the project.
Assessment Strategies:
All students will write a summary of the three to five questions
about the Thirteen Colonies. Each student will develop a
problem for a member of their group. Each group will have
another set of three to five questions that may be asked by their
classmates. This will give them a better understanding of the
Thirteen Colonies and deliver knowledge as an educator if they
understand the evidence presented.

6. References:
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015).
Curriculum and Instruction for the 21st Century. Bridgepoint
Education. Retrieved from
https://content.ashford.edu/ (Links to an external site.)
Word Press. (N.D.). Lesson plan: Thirteen Colonies: Retrieved
from
https://www.mtvt.org/lesson-plan-thirteen-colonies/
CIARA’S POST:
The Instructional Model that I choose is
·
Nested units
are those that target specific skills (social skills, thinking
skills, or performance skills) within a single subject area. I
choose Nested skill because my approach to teaching is like the
analogy used when tryin to get another to understand how to
accomplish big task it is said: " How does one eat an entire cake
to themselves, one bit at a time." I like to focus on one lesson at
a time, targeting specific skills for example," getting the
students to think and ask questions." This is much like Nested
units I the same sense that it also is specific to a skill that the
teacher is focused on teaching pithing the single subject.
Name of Project:
Atoms and Molecules
Subject/Course/Grade Level:
Physical Science/Module 1: The basics / 8th grade

7. Unit Duration & Timeline:
2 weeks
Teacher Team Members:
Teachers, Science lab teacher,
Goals & Objectives Necessary to Accomplish the Goals:
Attend lab class and complete lab
CCSS.ELA-LITERACY.RST.6-8.1 (Links to an external site.)
Cite specific textual evidence to support analysis of science
and technical texts
Project Summary:
Discover what atoms and molecules are made up of.
Distinguish between different kinds of atoms and different
kinds of molecules. Examine the substances they make up, as
well as how those substances change.
Driving Question
: Nearly everything around you is made up of tiny little units
called atoms. This questions will draw the students to now
wanting to discover more on how this can be a true statement.
This will encourage the students to observe and experiment to
understand what atom is and how can it create something like
a book.

8. Entry Event:
I will discuss how everything is made out of atoms, I will ask
the students what are some of their favorite things and also
point out that those things are also atoms. I will discuss how
the creation process has no end and then get into exploring the
things around us. I will illustrate as many concepts as possible
with experiments.
Products that demonstrate outcome learning:
Students will have knowledge of the 116 basic kinds of atoms
in creation, and understand how this number can increase. The
students will engage in hands-on experience that will help
bring those concepts to the point of comprehension by learning
how to search out for the facts and finds answers.
I
ndividual:
Specific content and competencies to be assessed
Student will be assessed on the properties of molecule and
atoms.
Students will also be assessed on conducting an experiment on
salt and being able to identify if it is made up of molecules or
atoms .
Team: Specific content and competencies to be assessed
Students will work together as a team in when examining the
substances of molecules and will be assessed on collaboration

9. and participation.
Public Audience: NONE
Resources Needed
Small, clear glass
A 9-volt battery
Scissors Tap water
Baking Soda
Two 9-inch pieces of insulated wire. Some Tape
Tap water
A spoon
Reflection Methods (individual, team,and/or whole class)
Journal/Learning Log
Etc.

10. Final Product :
Presentation of the lab assignment and Individual Journals
with observations, diagram and summary.
Assessment Strategies:
Students will complete the journal lab report and demonstrate
the ability to follow direction and perform the lab.
Daily Lesson Planning
Respond to at least two classmates’ postings.
SYDNEY’S POST:
The six common pitfalls of lesson planning include: unclear
learning objectives, lack of assessment, lack of enough
formative assessment, learning objective does not match
assessment, uninteresting hook, and passive learning (Hansen,
et. al., 2015). Learning objectives should be clear and concise.
Instructors can get too bogged down in teaching and forget to
ensure that students are grasping the steps of the lesson, and
that can only be done with more than one formative assessment.
Engagement does not equal understanding, so it can be easy to
miss the objectives of the plan; however, there is a balance
because students should be engaged from the start to avoid
further issues during the lesson (Hansen, et al. 2015). While
lectures and quiet learning is more manageable, students can
only grasp the lesson if they are more invested with their
education.
Valerie seems to be very invested with her lesson and seems to
have the types of instructional methods figured out, but she is

11. lacking in ensuring that her students are grasping the lesson
during the lesson. This is one of the pitfalls teachers make
because they focus on the lesson instead of the students (Hanse,
et. al., 2015). It can be very overwhelming if all the information
is thrown at once without mastering each step. I would ask her
if she can place herself among her students and think of a way,
assessment, or activity that she can use to demonstrate her
understanding of the standard. Almost reflect back at her time
as a student. She could also place students in groups based on
ability, so she can challenge her more advances and eager
students while providing more assistance for those who need the
extra help. Then once she can assess that each group has
grasped the lesson, she could mix up the groups so that they can
learn from each other. I think Valerie should utilize the 5E
lesson plan so she can engage her students and break down each
part of her lesson to better understand what she hopes to
achieve for the standard she is trying to teach.
References
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015).
Curriculum and Instruction for the 21st Century. Bridgepoint
Education
BRITMEY’S POST:
Hello, classmates and Instructor Patterson Congratulations on
making it to the final discussion.
Discuss the six most common pitfalls that research uncovered
that novice educators make when planning lessons.
Unclear learning objectives
- teachers focus on the lesson itself rather than what students
should know. To help with this pitfall, teachers can think of
students when planning and write an “I can” statement at the

12. end (Hansen et al., 2015).
Assessment of understanding not administered-
Teachers fall into this pit when they keep teaching without
checking to see if students understand. To change this, the
teacher can make sure they give students chances to express
what they have learned so far (Hansen et al., 2015).
Failure to collect multiple formative assessments during a
lesson-
Formative assessments often happen during a lesson. Teachers
can make the mistake of not collecting data to track student
progress. Teachers can change this by asking students to explain
or apply information learned (Hansen et al., 2015).
Assessment fails to match learning objective-
When the assessment doesn’t show if students fully understand
the standard, there has been a misstep in instruction and
product. Teachers can plan with a goal in mind first, then
assessment (Hansen et al., 2015).
Lesson plan lacks engaging start
- When this happens, students are often not engaged in the
lesson therefore unmotivated to continue listening. This can be
reversed if the students feel connected to what they are about to
learn by leading with a prior learned experience (Hansen et al.,
2015).
Students are passive recipients
- Passive learners occur when students listen to the teacher most
of the lesson. Instead, try and switch between
PowerPoint/lecture to a discussion, movement, and hands-on
instruction. (Hansen et al., 2015, 8.5)
Answer question number three: “Valerie claims to use three
different planning models: direct instruction, inquiry-based

13. (specifically, the 5E model), and social interaction, depending
on the day, the objective, and the activity. Critique her match of
models with the lesson purpose. Offer your own examples of
each of these models for a curricular area of your choice.”
(Hansen et al., 2015)
Valerie's found a way for planning lessons in an organized way
that works for her and her students. I think because she's new to
creating lesson plans sticking to a schedule is a good start. I
would suggest that Valerie switch up the models and extend the
same lesson a day or two for students to do more research,
collaboration, and self-discovery. For Valerie's Monday's lesson
that uses direct instruction to introduce key terms of the week,
she could have piqued students' interest a little bit by starting
with the inquiry-based model. Students would have to access
prior knowledge and have fun hypothesizing the new unit. I like
her lab and research lessons because students are actively
involved in the learning. I would do research first and then
build models because that could lead to her next day's activity
where students are in groups building models and preparing for
a presentation. That is where the bulk of students' time should
be is discussing ideas, putting together research findings, and
collaborating for social interactions. She's on the right track and
must keep in mind that planning with objectives and assessment
will ensure that her students learn what the standard is
expecting them to know.
Emotional Intelligence
respond to at least two other posts
SHEMAIAH’S POST:
Emotional intelligence refers to one’s ability to understand and
describe one’s emotions (EQI.com). More specifically,
emotional intelligence outlines the behaviors that are exhibited

14. in instances when describing, communicating, and managing
emotions that are experienced individually or within others
(EQI.com). This week I discovered that humans began to exhibit
emotional intelligence during the infancy stage. This fact was
unknown to me before now. I also learned that while emotional
intelligence is embedded within a human’s makeup, emotional
intelligence can be cultivated as well. This makes me consider
babies who are placed in foster care and infants who are abused,
because it correlates with one’s emotional intelligence. This
fact provides an explanation for children who are unable to
describe one’s emotional state or individuals who are unable to
understand the emotions of others. As a classroom teacher, I
often wonder why some students exhibit a higher level of
emotional understanding as it relates to one’s emotional
intelligence, however the reading this week has provided
clarity.
Moreover, when I consider my emotional intelligence, I am
hopeful that it will allow me to provide service to individuals
effectively. I also believe that my emotional intelligence will
serve as an asset to the groups I will belong to. I currently have
a high level of emotional intelligence. As a future human
service professional, I am planning to use this skill to
understand others and relate to their emotional barriers or
concerns. My emotional intelligence will allow me to tailor
services on an individualized basis so that services may be
rendered in the manner that is most appropriate for each client.
As my emotional intelligence relates to collaborating within the
group setting, I believe that my emotional intelligence will
allow me to address conflict and create cohesion within the
group setting. My high emotional intelligence will allow me to
help others who may not possess high intelligence and will help
to understand each group member. Additionally, it will allow
me to develop and nurture group relationships.
Finally, in order to continue to improve my emotional

15. intelligence I will continue to research ways to help others
develop emotional intelligence so that the groups I belong to
will be filled with individuals that possess high emotional
intelligence. In addition to this, I can continue to research ways
to express myself more effectively so that trusting relationships
may be formed.
EQI.com. (n.d.). Definition of emotional intelligence [Web
page]. Retrieved from
http://eqi.org/eidefs.htm#Innate
DAWN’S POST:
Emotional Intelligence
Emotional intelligence or emotional quotient is the ability to
control or managed your own emotions. This ability is a self-
awareness of how we deal with stress and overcome challenges,
or whether we can identify and sympathize with others. Our
emotions can ultimately change the course of any situation or
conflict. The way we manage our own emotions could determine
someone else behavior in response to the conflict. The author in
EQI.com (n.d) described is as, ‘emotional intelligence is the
innate potential to feel, use, communicate, recognize,
remember, describe, identify, learn from, manage, understand
and explain emotions” (EQI.com). Some of these emotions are
learned depending on a person’s lifestyle or trauma.
Did you discover something that you were not aware of before
in relation to your own emotional intelligence?
Over the years, I have learned that I many times lack empathy
for others. This is a characteristic that I have made much effort
to change. While I can identify with a situation or crisis, I don’t

16. always respond with emotion which cause people to believe I do
not care.
How does your emotional intelligence impact (a) your current or
future career in human services and (b) your performance in
groups?
I have continued to work on my own emotions and not always
allowing others to see what I am feeling. Although, I believe
it’s or to show emotion, I also believe that everyone does not
need to be directly affected by your emotions at the moment. In
my profession, I have learned to respond appropriately and not
always include emotions. This can be more effective when
dealing with others who may be in conflict. I have also learned
that every person that lashes out may be going through their
own turmoil at the time so responding with emotions could
further impact the situation. In groups, we must be careful with
our emotions and being defensive at others input, ideas, or
criticism. The way we respond could impact the groupthink,
group participation or cohesion, and success of the task.
What can you do to continue to improve in this area?
There are areas that can be improved in all of us. I believe that I
can improve in first, allowing someone to complete their
thought in its entirety and then not responding hastily. Then can
sometimes cause conflict or combativeness from the other party.
We must remember to not respond or make decisions based on
our feelings or emotions. This could change the outcome of the
conversation.
Reference
EQI.com. (n.d.). Definition of emotional intelligence [Web
page]. Retrieved from http://eqi.org/eidefs.htm#InnateHenman,
L. (n.d.). Groups as systems [PDF file].

17. http://www.henmanperformancegroup.com/articles/group-
systems.pdf
Discussion
- Reader Response
comment on the posts of two classmates
BRIDGET’S POST:
From the materials provided for this lesson, I've learned how to
write an analysis essay. There are two basic types of analysis
essays, process and casual. The process analysis essay explains
how to do something and is an instructional essay. The casual
essay is an essay that is defined as "cause and effect". In other
words, predicting the outcome based on a certain action.
Although I find the causal analysis to be a little less
complicated for me personally, I did my did a process analysis
for my essay assignment. I felt I needed to be challenged and
trying to break down a process step-by-step gave me a challenge
and forced me to think. I ended up enjoying the assignment,
because I had to dig deep to think about what I can do well
enough to research and explain.
ALYVIA’S POST:
After reading and watching the lectures from module three, I
have taken away many things. Causal Analysis essays are
simply a cause and effect essay whereas a process analysis is a
bit different. Process analysis is a step by step essay that
describes how to, how will, and how did things happen in order.
When writing a process essay, you should be teaching your
audience how to do something in order. There should be
multiple stages with different steps describing those stages.
Having introduction to the stages is important. This can be
written in first or third person. A causal analysis can be used

18. when writing other types of essays as well. It is much different
then the process analysis style but has pretty much the same
essay structure. I have taken away a pretty good understanding
of this module. I’ve written causal analysis essays in the past
for school but I don't recall ever writing a process analysis
essay. Although I don't recall writing a process analysis, I do
not think It will be hard. The most I will struggle with is
figuring out a topic for my essay. After reviewing all
information on module three, the process analysis catches my
attention more than a casual essay. If you had to write on either
causal analysis or process analysis, which style would you
choose?
Discussion
- The Perfect Sandwich
comment on the posts of two classmates
ALYVIA’S POST:
A sandwich is one of the easiest foods to make at any time of
the day. I can say eating sandwiches for lunch is one of my
favorite things to do. The ingredients are most likely found
around your house without having to go out and buy anything
for it. Making sandwiches does not require much thought or
hard work. There are all sorts of sandwiches as in peanut butter
sandwiches, turkey sandwiches, tuna sandwiches, and the list
goes on. But let's get this straight; what really makes a
sandwich a sandwich? There are so many opinions on what a
sandwich really is. Is a sandwich determined by its size? maybe
the type of meat that goes on it? Or could it be defined by a
certain bread that is used to make it? Personally growing up, I
was taught my parents definition of what a sandwich was and
what it was not. Poboys were always considered a sandwich to
me but a hot dog was not. A burger was not considered a
sandwich but a italian meatball sub was. In all reality I believe

19. a sandwich can be anything that consists of two slices of bread
but many people can differ.
I consider a good ole turkey and ham to be a perfect sandwich.
Who could ever go wrong with that? Before I start making my
sandwich I normally toast my bunny bread. While the bread is
toasting I take out the turkey and ham as well as the mayo,
lettuce and cheese. I always pass the tomatoes because I hate
them!. Once the toaster pops, I pull the toasted bread out and
onto a plate. I always start with spreading out my mayo on both
slices of bread. I then take two slices of turkey and two slices of
ham and place all four pieces of meat on one slice of bread.
After that I grab the lettuce and chop off one piece to add to the
same slice of bread the meat is on. I then spread my cheddar
cheese on my bread. Lastly, I fold my sandwich together. I find
it easier to eat my sandwich when it is cut so I usually cut it in
half. Also knowing how much the bread dries my throat, I grab
a water out of the fridge and head off to eat my meal. You could
never go wrong with a homemade sandwich! The process of my
sandwich making is so easy and simple it makes a perfect
accomplishment. Try it next time you get hungry for a
sandwich!
BRIDGET’S POST:
What is a sandwich? Is it some meat shoved between two
pieces of bread? Does a sandwich even need two pieces of
bread? Better yet, does a sandwich need bread at all? I'm going
take the traditional approach. A sandwich must meet certain
criteria. A sandwich can still be a sandwich with a variety of
fillers. You can have a ham sandwich, turkey sandwich, tuna
sandwich or even a grilled cheese sandwich. What you cannot
have is a hotdog sandwich or a taco sandwich. I'd argue that
you cannot even have a hamburger sandwich. Why? Because
it's all in the bread. A sandwich absolutely must consist of two
separate pieces of sliced bread. That bread can be hand-sliced,

20. toasted, grilled or straight out of a packet, but there has to be
two slices. Buns of any type do not count. Other forms of
bread do not count. Sorry burgers, dogs and tacos. I love you,
but you're not a sandwich.
My optimal sandwich is a club sandwich. Which making this
delicacy, start with two quality slices of bread. Of course some
type of homemade bread is best, but I am just as partial to two
fresh slices of off-the-shelf white loaf bread. The key is lightly
toasting the bread. The bread should be toasted just enough to
add some texture without changing the color or making the
bread crunchy. Next, gently add your mayo. Always choose a
mayo that has some zest and real flavor. Not all mayonnaise is
created equal. When I apply mayo, I do it with a loving touch.
Gently dip the knife into the jar and apply the mayo to the
bottom slice of bread in a circular motion. I never go side-to-
side and never do both slices of bread. Some rules should never
be broken. On top of the bottom slice of mayo-caressed, I
lovingly add the meat. With a club sandwich, the meat is the
key. I like freshly sliced meats from the deli, not packets of
mystery meat you buy off the rack. The key to any worthy club
sandwich is consistency in the meats. The slices should be of
equal proportions. I like to add a bottom layer of ham, a slice
of American cheese, another layer of turkey,, another layer of
good American cheese, then the most important ingredient,
several slices of good, freshly cooked crispy bacon. I like my
bacon just crispy enough to have some crunch, but not so well
done as to curl up and not fit well on the sandwich. On top of
the bacon, while it is still sizzling hot, add some cold shredded
lettuce, and some tart dill pickle slices. No tomatoes, please!
However, I will indulge you if you prefer tomatoes, just keep
them away from my sandwich. The last step to creating the
perfect club sandwich is the cut. A good club sandwich can't be
properly enjoyed unless it's cut into quarters. I like to start at
the top right corner and slice diagonally to the bottom left, then
repeat the process in reverse, slicing up from the bottom right to

21. the top left. This is how my favorite drive in does it, and I am
absolutely convinced that this critical step makes the club
sandwich superior to all other sandwiches. I believe if you
follow these steps, with love and affection, you too will
discover the wonders of the perfect sandwich, loaded with all
kinds of goodness.
Discussion
- For Want of a Nail
comment on the posts of two classmates
DILLON’S POST:
Three years ago, a couple of buddies and I had planned at trip to
Colorado to go snow skiing. We were gonna drive to Dallas and
catch a plane to Denver, where we could then take a rental car
to the slopes. As we were on our way to Dallas, we got into a
bad wreck that totaled my brand new truck, broke my nose, and
gave me a few more bumps and bruises. We managed to get an
Uber to the airport in time to still catch our plane. When we
arrived in Denver, we were waiting to pickup my luggage but it
never came. After two hours of waiting we finally located it.
Just when I thought the trip couldn't get any worse, we were
unable to rent a car because we were all under twenty-five years
of age. It had turned into a domino effect of terrible events and
I was over it. Needless to say, it was the worst trip of my life.
KYLEIGH’S POST:
When I was 16 years old, I started my first ever savings
account. I was thrilled, because it was my first "big girl" move,
and I just knew I would succeed in the adult world. Needless to
say, Dave Ramsey was my homeboy, and I was determined to
make smart financial decisions. The following summer, I
worked many jobs. These jobs included being a daycare worker,

22. a nanny, and the occasional swimming lessons teacher. After
each paycheck, I put a certain amount of money away, like the
responsible adult!
Finally, when I turned 18, I decided to get my first-ever debit
card. I had officially made it. I begin to make purchases left and
right, I moved across the world, and swiped that card anywhere
I could! Now before I continue, it is important to know that I
was aware of my spending, however, I was not aware of the
phrase- "transfer your savings into your checking." Why was I
not aware of this phrase? Because the banker never told me!
My goal was to be financially smart, but instead, I had forgotten
one little step, along with lacking a little bit of knowledge. The
cause of me not being aware of the transfer of money led to
years of 3 dollar charges on my account. Needless to say, these
simple mistakes have caused me to reconsider my choices. If
you have not learned anything from this unfortunate domino
effect, learn this. You must transfer money from your savings
into your checking for it to be 100% beneficial to you.
Discussion
- Optional Process Playlist
comment on the posts of two classmates
KYLEIGH’S POST: (ATTACHED)
BRIDGET’S POST:
https://www.youtube.com/watch?v=aZglqkCRNt8&list=PLbyux
Xm9Vu4sG5kQez8l7KiWNUt4P7787