ACADEMIC
PREPARATION
WEEK SIX DAY
ONE
Lesson
Title:
Writing the GED Essay: Brainstorming and Outlining
Subject Matter / Life Skill Area: Writing
Learning
Level / Prerequisite Skills: 9th grade reading and math levels
Lesson
Length: One
hour
Instruction
Type: Class
discussion, individual practice and application
Overview
/ Rationale:
The purpose of this lesson is to help students
understand how to write an effective GED essay. The GED essay is required on the
GED test and students will need to be able to plan and write an essay in order
to pass Test One.
Learning
Objectives / Skills:
At the end of this lesson, students will be able to
brainstorm and outline an effective GED essay.
Skills:
Knowing how to learn, reasoning, monitors and corrects performance, creative
thinking, writing, and reading
Materials
/ Equipment Needed:
Paper
and pencils
Chalkboard
and chalk
How
to Prepare:
The instructor should be familiar with brainstorming and outlining a GED essay. The topic for this essay will be communication skills that you use at home versus communication skills that are used in the workplace. Be prepared to facilitate ideas related to the topic.
Introduction
/ Warm Up / Review:
Review previous instruction on writing a GED essay.
Ask students to recall the basic structure of the five-paragraph GED essay. Ask
students to explain what is covered in each paragraph. Outline the five
paragraphs on the board:
1.
Introduction
2.
Body One
3.
Body Two
4.
Body Three
5.
Conclusion
Presentation
of Lesson:
Facilitate a discussion of how communication is
different at home versus communication in the workplace. Write ideas on the
board under two headings: HOME and WORKPLACE. Include any other ideas that can
be incorporated into the topic, such as formal/informal language, home related
topics/work related topics, personal/non-personal, etc.
Practice
/ Activity:
Have students begin to outline their paragraph, beginning with an introduction sentence and supporting sentences for the essay. Allow thirty minutes for students to brainstorm and outline their essay. Students should work individually.
Application /
Transfer:
Allow some class-time, about
twenty minutes, for students to report back to class. Students can share their
outlines with the class. Encourage feedback from students in support of the
outlines that students have formulated.
Let students know that they will be writing a GED essay during tomorrow's class and they will need to write within the forty-five minute time limit.
Reflection
by Teacher:
Students will need to be able to write a GED essay on the GED test. Were students able to adequately express ideas in writing? Were the essays outlined in the typical GED essay format?
Planning
for Next Lesson:
Encourage students follow-up with GED software in
Technology. Review the brainstorming outlining skills tomorrow.
Lesson
Title:
Signed Numbers: Addition and Subtraction
Subject Matter / Life Skill Area: Math
Learning
Level / Prerequisite Skills: 9th grade reading and math levels
Lesson
Length: One
hour
Instruction
Type: Class
discussion, individual practice and application
Overview
/ Rationale:
The purpose of this lesson is to help students
understand how to solve problems using signed numbers.
Learning
Objectives / Skills:
At the end of this lesson, students will be able to
identify and solve addition and subtraction problems that have signed numbers in
the problem.
Skills:
Math, problem solving, knowing how to learn, reasoning, monitors and corrects
performance
Materials
/ Equipment Needed:
GED
book with signed number problem exercises.
Paper
and pencils
Chalkboard
and chalk
How
to Prepare:
The instructor should be familiar with solving problems that contain signed numbers.
Introduction
/ Warm Up / Review:
Review geometry formulas with students. Have students
turn to the geometry formulas page and review the formulas listed. Ask
appropriate questions pertaining to geometry formulas, such as the difference
between area and perimeter, etc.
Ask students to think about the words 'positive' and
'negative'. Facilitate a discussion on number words that would fall into a
positive category and do the same for negative. Examples would be rich/bankrupt,
won money/lost money, add/subtract, go up/go down, deposit/withdrawal, gain
weight/lose weight, etc.
Presentation
of Lesson:
Draw a number line on the board making sure to have zero in the middle. Ask students to help you fill in numbers 1-20.
Practice
/ Activity:
Write the following on the board:
1. All positive numbers are to the right of zero
2. All negative numbers are to the left of zero
3. Zero is neither positive or negative
4. Positive numbers are not written with the + sign
5. Negative numbers are always written with the - sign
6. To move to the right is to increase
7. To move to the left is to decrease
8. If two numbers have the same sign, find the sum of that sign
9. If two numbers have different signs, find the difference and give the answer the sign of the larger number.
Review the list with students and answer any questions they have.
Turn to a GED text page that has examples of signed
numbers. Have students work through an example problem with a partner. Have each
pair team-teach their problem to each other.
After students have finished working together with
their partner, bring the class back together to solve the example problems as a
group. If pairs are comfortable, give them the opportunity to team-teach their
problem to the class. Use the blackboard for instruction and walk through each
problem, why you plugged in numbers and where, how to solve signed number
problems.
Application
/ Transfer:
Have students work individually on signed number
problems that require addition and subtraction. Lend assistance when necessary.
When students have finished the problems, review as a class and go over any
areas where students had difficulty.
Students should review this and other assignments for
homework.
Reflection
by Teacher:
Students will need to be able to use signed numbers in word problems and understand the difference between a positive or negative number. Signed numbers may also be part of the algebra equation.
Planning
for Next Lesson:
Encourage students follow-up with GED software in
Technology. Review the signed number applications that have been learned so far
at the beginning of the next lesson. Go over the steps necessary when
multiplying and dividing a signed number problem.
ACADEMIC
PREPARATION
WEEK SIX DAY
TWO
Lesson
Title:
Writing the GED Essay: Practicing for the GED Test
Subject Matter / Life Skill Area: Writing
Learning
Level / Prerequisite Skills: 9th grade reading and math levels
Lesson
Length: One
hour
Instruction
Type: Class
discussion, individual practice and application
Overview
/ Rationale:
The purpose of this lesson is to help students
understand how to write an effective GED essay. The GED essay is required on the
GED test and students will need to be able to plan and write an essay in order
to pass Test One.
Learning
Objectives / Skills:
At the end of this lesson, students will be able to
develop and write an effective GED essay within the forty-five minute time
limit.
Skills:
Knowing how to learn, reasoning, monitors and corrects performance, creative
thinking, writing, and reading
Materials
/ Equipment Needed:
Paper
and pencils
Chalkboard
and chalk
How
to Prepare:
The instructor should be
familiar with the GED essay test requirements. Students will use their outlines
that were developed during yesterday's instruction. The topic for this essay
will be communication skills that you use at home versus communication skills
that are used in the workplace.
Introduction
/ Warm Up / Review:
Review previous instruction on writing a GED essay.
Ask students to recall the basic structure of the five-paragraph GED essay. Ask
students to explain what is covered in each paragraph. Outline the five
paragraphs on the board:
6.
Introduction
7.
Body One
8.
Body Two
9.
Body Three
10.
Conclusion
Presentation
of Lesson:
Have students take out their GED essay outlines that
were drafted yesterday. Ask students to share their outline with a partner. The
partner will facilitate critical reflection of the outline. Each partner should
receive a critique in this process.
Practice
/ Activity:
Let students know that the brainstorming and outlining of a GED essay is included in the forty-five minutes. Today, they will have more than enough time to write the essay.
Application /
Transfer:
Begin the essay. Allow 45 minutes. After the time allowed, allow some class-time, about ten minutes, for students to report back to class on their strategies for writing the essay.
Reflection
by Teacher:
Students will need to be able to write a GED essay on the GED test. Were students able to adequately express ideas in writing?
Planning
for Next Lesson:
Encourage students follow-up with GED software in
Technology. Students will critique essays with their partners during the next
GED class.
Lesson
Title:
Signed Numbers: Multiplication and Division
Subject Matter / Life Skill Area: Math
Learning
Level / Prerequisite Skills: 9th grade reading and math levels
Lesson
Length: One
hour
Instruction
Type: Class
discussion, individual practice and application
Overview
/ Rationale:
The purpose of this lesson is to help students
understand how to solve problems using signed numbers.
Learning
Objectives / Skills:
At the end of this lesson, students will be able to
identify and solve problems that have signed numbers in the problem. Students
will learn how to solve multiplication and division problems that have signed
numbers.
Skills:
Math, problem solving, knowing how to learn, reasoning, monitors and corrects
performance
Materials
/ Equipment Needed:
GED
book with signed number problem exercises.
Paper
and pencils
Chalkboard
and chalk
How
to Prepare:
The instructor should be
familiar with solving problems that contain signed numbers.
Introduction
/ Warm Up / Review:
Review signed numbers/ addition and subtraction with
students. Review yesterday's lesson on positive and negative numbers. Facilitate
a discussion on number words that would fall into a positive category and do the
same for negative. Examples would be rich/bankrupt, won money/lost money,
add/subtract, go up/go down, deposit/withdrawal, gain weight/lose weight, etc.
Presentation
of Lesson:
Before writing the following on the board, ask students to recall the signed numbers rules and write them on the board. Review the list with students and answer any questions they have.
1. All positive numbers are to the right of zero
2. All negative numbers are to the left of zero
3. Zero is neither positive or negative
4. Positive numbers are not written with the + sign
5. Negative numbers are always written with the - sign
6. To move to the right is to increase
7. To move to the left is to decrease
8. If two numbers have the same sign, find the sum of that sign
9. If two numbers have different signs, find the difference and give the answer the sign of the larger number.
Practice
/ Activity:
Write the following rules on the board:
MULTIPLICATION
1. Multiply the two numbers.
2. If the signs of the two numbers are alike, make the product positive.
3. If the signs of the two numbers are different, make the product negative.
4. Remember to multiply if there is no sign between the parentheses.
5. For more than two signed numbers: Multiply all numbers together. If the problem has an even number of negative signs, the final product is positive. If the problem has an odd number of negative signs, the final product is negative.
DIVISION
1.
Divide or
reduce the numbers.
2.
If the
signs are alike, make the quotient positive.
3.
If the
signs are different, make the quotient negative.
Turn to a GED text page that has examples of signed
numbers that include multiplication and division. Have students work through an
example problem with a partner. Have each pair team-teach their problem to each
other.
After students have finished working together with
their partner, bring the class back together to solve the example problems as a
group. If pairs are comfortable, give them the opportunity to team-teach their
problem to the class. Use the blackboard for instruction and walk through each
problem, why you plugged in numbers and where, how to solve signed number
problems.
Application
/ Transfer:
Have students work individually on signed number
problems that require multiplication and division. Lend assistance when
necessary. When students have finished the problems, review as a class and go
over any areas where students had difficulty.
Students should review this and other assignments for
homework.
Reflection
by Teacher:
Students will need to be able to use signed numbers in
word problems and understand the difference between a positive or negative
number. Signed numbers may also be part of the algebra equation.
Planning
for Next Lesson:
Encourage students follow-up with GED software in
Technology. Review the signed number applications that have been learned so far
at the beginning of the next lesson. Go over the steps necessary when
multiplying and dividing a signed number problem.
WEEK SIX DAY
THREE
Lesson
Title:
Critiquing the GED Essay: Practicing for the GED Test
Subject Matter / Life Skill Area: Writing
Learning
Level / Prerequisite Skills: 9th grade reading and math levels
Lesson
Length: One
hour
Instruction
Type: Class
discussion, individual practice and application
Overview
/ Rationale:
The purpose of this lesson is to help students
understand how to write an effective GED essay. The GED essay is required on the
GED test and students will need to be able to plan and write an essay in order
to pass Test One.
Learning
Objectives / Skills:
At the end of this lesson, students will be able to
critique a GED essay for effectiveness, punctuation, and grammar. Students will
become aware of the scoring system used on the GED essay.
Skills:
Knowing how to learn, reasoning, monitors and corrects performance, creative
thinking, writing, and reading
Materials
/ Equipment Needed:
Paper
and pencils
Chalkboard
and chalk
GED
book with an essay evaluation checklist
Flipchart
paper and pens
How
to Prepare:
The instructor should be
familiar with the GED essay test requirements. Students will use their essays
that were developed during yesterday's instruction. Have available the standards
for scoring a GED essay.
Introduction
/ Warm Up / Review:
Review previous instruction on writing a GED essay.
Ask students to recall the basic structure of the five-paragraph GED essay.
Write feedback on board.
Presentation
of Lesson:
Facilitate
a discussion on the criteria necessary for an effective essay. Write feedback on
board. Students can refer to a checklist for an essay evaluation in their GED
books, if available.
Have students take out their GED essays that were
written yesterday. Ask students to share their essay with a partner. The partner
will facilitate critical reflection of the essay. Each partner should receive a
critique in this process.
Practice
/ Activity:
Go over the essays in class.
Each student can read their essay if comfortable and the class can provide
feedback in two categories: Glows and Grows
Application /
Transfer:
After essays have been read
and critiqued, divide the students into two groups. One group will be the Glow
group, the other the Grow group. Each group should make a list of ideas and
critiques that fall into their group. For instance, the Glow group will make
positive constructive comments and the Glow will make negative constructive
comments.
Each group should take about
ten minutes to formulate their lists and then each group should present back to
the class. Post the ideas on the wall for visual reinforcement.
Collect the essays for grading
and feedback. Return tomorrow before the Practice GED test.
Reflection
by Teacher:
Students should be open to critical feedback on their
essays.
Planning
for Next Lesson:
Be
prepared to administer the Practice GED during the next two days of GED
Instruction.
Lesson
Title:
English in Algebra
Subject Matter / Life Skill Area: Math
Learning
Level / Prerequisite Skills: 9th grade reading and math levels
Lesson
Length: One
hour
Instruction
Type: Class
discussion, individual practice and application
Overview
/ Rationale:
The purpose of this lesson is to help students
understand how to solve algebra problems by translating the English written
language into numbers and equations used for solving word problems.
Learning
Objectives / Skills:
At the end of this lesson, students will be able to
identify and solve algebra word problems.
Skills:
Math, problem solving, knowing how to learn, reasoning, monitors and corrects
performance
Materials
/ Equipment Needed:
GED
book with algebra word problem exercises
Paper
and pencils
Chalkboard
and chalk
How
to Prepare:
The instructor should be
familiar with solving problems that contain algebra.
Introduction
/ Warm Up / Review:
Review signed numbers with students. Facilitate a
discussion of signed numbers by asking for the signed numbers rules that were
covered in previous instruction. Write the rules on the board.
Presentation
of Lesson:
Ask students to tell you what mathematical action would be taken based on the following written expressions:
1. A number increased by 1 (add) x + 1
2. 1 more than a number (add) 1 + x
3. 1 less than a number (subtract) x - 1
4. 1 decreased by a number (subtract) x - 1
5. four times a number (multiply) 4x
6. The product of 5 and a number (multiply 5x
7. A number divided by 5 (divide) x/5
8. 5 divided by a number (divide) 5/x
9. 1/2 of a number (fraction) 1/2x
10. The quotient of a number divided by 5 (divide) x/5
Next, ask students to help you write the problems in a mathematical format. See third column above. Use the equations to solve as examples for solving a problem. In each example, give x a different value.
Practice
/ Activity:
Have students work in pairs to solve some basic algebra problems. The problems should incorporate word problems so that students can begin to use their understanding of how the written word can be translated to a mathematical equation.
Allow pairs twenty minutes to solve up to five problems.
Application /
Transfer:
Turn to a GED text page that has examples of algebra
word problems. Have students work through an example problem with a partner.
Have each pair team-teach their problem to each other.
After students have finished working together with
their partner, bring the class back together to solve the example problems as a
group. If pairs are comfortable, give them the opportunity to team-teach their
problem to the class. Use the blackboard for instruction and walk through each
problem, why you plugged in numbers and where, how to solve algebra word
problems.
Have students work individually on problems that
require translation from written English. Lend assistance when necessary. When
students have finished the problems, review as a class and go over any areas
where students had difficulty.
Students should review this and other assignments for
homework.
Reflection
by Teacher:
Students will need to be able to use algebra expressions in word problems and understand the difference between expressions.
Planning
for Next Lesson:
Encourage students follow-up with GED software in
Technology. Review the signed number applications that have been learned so far
at the beginning of the next lesson. Go over the steps necessary for solving
algebraic expressions.
NOTE:
The
Practice GED test is scheduled for Week Six Day Four and Five. In addition, the
teacher should cover test-taking strategies relevant to the GED Test.
An
evaluation from the curriculum user's program should be conducted at the end of
Week Six. Another style of evaluation is available in week six of Job Readiness
and Technology.