Harford GED Reading, Writing, Social Studies, Science



Harford Community College Adult Literacy Program GED? Language Arts, Science, Social Studies Lesson PlanWeek 1: “Eek, A Mouse!” Welcome, introduction, give out folders Syllabus: Give out info and contact info to fill inAttendance: Explain how students sign in each week (See “Setting up a Routine in box on page 2)Targeted Skills:Reading: Newsela or NPR articleGrammar: FragmentsWriting: Quick ResponsesSocial Studies: Early American History DocumentsScience: NoneGED Response Type: Drag and DropBooks and Materials Used:KaplanVarious HandoutsTests: NoneSuggested Activities:Listening Activity: (Choose from the Listening Activities handout from Carol Heller) (IR: Are You Listening?)Go over student handbook and student agreement:Students will need supplies: binder, paper, writing utensilsStudents will need a flash drive by week 5 Highlighters and post-its provided by instructor and placed on table/desk at the front of the room Set up Text Messaging Alert system with studentsDiscuss new GED?? test 2014:This is just an overview. Passing scores and each section will be discussed in greater detail as we move through the weeks. Cover the following (Include pgs. x; xi-xiii in Kaplan Book):It is taken on a computer (HCC site is now available)There are four sections (Reasoning through Language Arts, Science, Social Studies, and Mathematics). We will cover all but Math in this class(OV G1-1) Go over item response types (see attached) Put up on white board Talk about difference between previous extended response task and GED? 2014 extended response Leave discussion of traits for scoring for laterComputer Skill Survey:(HO G1-1) Hand out for students to complete. Be sure they put their name on paper and collect when they are done. It has been found that students tend to over-estimate their computer skills. As they moved through the weeks working on the computer, a number of them required assistance with tasks they had indicated on the survey that they knew how to do.Post log-in and password for the computer lab:This week’s practice response type: Drag and Drop Go to website – States.htmDemonstrate how to drag and drop to play the game and to place each state where it belongs. Allow sufficient time for each student to go through the sequence of states. Close out of this site.(OV G-1-2) Do a quick response: (using overhead)Why are you here? What will having your GED? mean to you? Give students a few minutes to complete.(OV G-1-3) What are Critical Thinking Skills? Gather ideas from students and write on boardShow overhead of Critical Thinking Skills for students to see examplesTalk about that this is a new test that requires their ability to apply these skills(HO: G-1-2 & OV G-1-4, HO G-1 -3 & OV G-1-5) Show Depth of Knowledge wheel:Discuss the four levels, and that they will be working with Levels Two and Three The vocabulary on this wheel requires critical thinking skill. Also, look at the types of activities in the list at the bottom Show the Depth of Knowledge Question Stems for a quick review These will be incorporated into future lessons There is a line drawn through DOK 4: these skills are intended for students in year-long classroom instruction, not for a class (GED?) that is modified in length(HO: G-1-4 & OV G-1-6) Hand out blank U.S. Map: Put up on Smart Board and hand out copiesHave students fill in the states that they do know; it may be many of them that they know or perhaps only a few (they will continue to work with this map in future classes)(IR: State Clues – used weekly. See Miscellaneous on Thumb Drive, Resources on Weebly, or Week 1 in book)Warm-up (Basic Skills): (Setting up a Weekly Routine)Students will sign in. Each week there will be a warm-up of basic skills - those skills that you should be able to assume that these students already have. A weekly warm-up with them will give a little extra practice and quick review. What follows gives some ideas; however, the instructor may also be creative. (An established routine is vital)Use an article from NPR () (you can sign up for weekly emails that contain several stories). Or you can use another preferred source. For example, you can use . You will need to sign up for an account, but it is free. The nice thing about this site is that you can adjust the reading level and quizzes are providedThis will be an article that students read from their computer. Discuss that it is important to practice reading on a computer and that it differs greatly from reading a printed page. From the article that you choose you can develop a list of questions for comprehension or discussion or provide a graphic organizer for them to completeStudents read the assigned articles and work independently You will also find that there is an article that you can connect and extend to a science or social studies lesson When there is a graph included in an article, have the students write three statements and one question based on what is presented in the graph There will always be an article that you can use for drawing conclusions, making inference, sequence of events, cause/effect, or compare/contrast Writing/GrammarFragmentsIs it a sentence or a fragment? Begin this activity by stating a fragment, and wait to hopefully see confused looks on students’ faces because you didn’t have a complete thought or sufficient information. Then discuss the need for a subject, as well as a verb. Have a quick discussion with examples of a predicate. (Pg. 116 in Kaplan)Set out an apple: Ask students to write four descriptive words for the apple; discuss the words they wroteWhat defines you? Have students write four adjectives to describe themselvesResponse to Quote (OV G1-7): “Do not dwell on the past; do not dream of the future, concentrate on the present moment.” - Buddha Ask students: What does it mean to you? – write a one paragraph responseSocial StudiesEarly American History & DocumentsShow video - History of the World in 2 Minutes by Juan Vidal – (OV G1-8) Put up quote from President Bush: Have a brief conversation. (OV G1-9) Show the National History Day vote: You can access all 100 milestone documents from (OV G1-10) Show students this link to see and discuss the list. You can view an actual document, as well as a printer-friendly version. There is a great deal of information on this website. (OV G1-11)Put up the Magna Carta: Discuss briefly. (OV G1-12) Put up The Mayflower Compact (17th century – 1620). Visualization exercise - Would you have liked to travel on a small ship with more than 100 other people, all of their belongings, and some farm animals – for 60 days? Imagine that you made that trip on the Mayflower back in 1620. This is the beginning of our American history.************Homework: (HK G1-1): Can You Fix These Fragments(HK G1-2): Practice with FragmentsKaplan Book: pg. 117 ................
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