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GED READING/WRITING(Language Arts, Social Studies and Science)COURSE SYLLABUSGeneral InformationDates: Times: Class Location: Instructor: In the event you are unable to attend class, please notify me by calling Barbara Handy at Harford Community College (HCC) at 443-412-2269.You may call the number listed above or contact Jodi Lovell at Jlovell@harford.edu (443-412-2616) if you have questions or concerns about the class.You can reach me by email at ___________________________ or by cell/text at __________Materials for ClassThree ring binder/folderLoose leaf paperDividersBlack/Blue Pens/PencilsFlash drive (by Week 5) – 4 GB is sufficientKaplan GED TextbookWriting for the GED Test, #3 (Extended Response and Short Answers) WorkbookClass GuidelinesRESPECT ONE ANOTHER AT ALL TIMESSign attendance form upon arrivalPick up reviewed work and Reflection Sheet (Learning Plan) from folder upon arrivalPlace completed homework in folder upon arrival and completed classwork in folder at end of classComplete Student Reflection Sheet (Learning Plan) and place in folder at end of classPlease clean up your area and place seat under desk before leavingCourse Prerequisite(s): Satisfactory completion of the Pre-GED course OR a score of 236 and above on the CASAS reading assessment. Students are expected to already know the basic Parts of Speech, Punctuation, and Sentence, Paragraph and Essay Structure. As such, the student should have the ability to construct a coherent paragraph with a clearly defined topic and relevant supporting details.Course Description/Objectives: The GED course is an advanced language arts course designed to prepare students for successful completion of the 2014 GED (General Educational Development/High School Equivalency) test. The course consists of fifteen three-hour sessions, meeting once a week. Emphasis is placed on writing and reading comprehensive. The course addresses the sections of the GED test for Reasoning through Language Arts, Social Studies, and Science. It is expected that the adult learner in this course will be prepared to analyze and interpret data, engage in logical reasoning for quality and critical thinking and to read strategically. The student will need to respond to text to organize ideas and to identify test structure for active processing of test. The student will appropriately use technology for analysis and communication.Course/Student Expectations: The GED course relies heavily on homework assignments; students must complete all homework assignments prior to class. Students cannot have more than 2 unexcused absences. Work missed when late or absent must be learned through GED Textbooks, Aztec software and outside sources such as “Khan Academy”, etc. It is the student’s responsibility to get copies of any handouts, etc. from the instructor. The catch-up process must be completed on an individual basis outside of class time. You may use the tutoring center at Harford Community College:To get more attention, call before you go to find out less busy timesBring the materials for which you need helpTutoring@harford.edu; 443-412-2429/443-412-2427Check out the tutoring center on HCCs website for more informationSuccessful completion is defined as: Student has demonstrated good attendance (with a maximum of 2 unexcused absences), has demonstrated proficiency in the course objectives, and has passed required assessments.Post Completion: Following successful completion of this fifteen-week course, students are prepared to take the three RLA modules of the 2014 GED test. The test will be completed on the computer. Maryland subsidizes the cost of GED testing. Tests cost $11.25 per module, $45.00 for the entire battery of tests (including Mathematics). The computer-based test is given in Edgewood Hall on the Campus of HCC – 401 Thomas Run Rd, Bel Air, MD 21015.Lesson Plan by Session:Session 1:Welcome/Introductions; Course Overview; 2014 GED Test; Computer: Keyboarding Skills; Critical thinking Skills; Writing: Quick-write; Reading: Complete Sentences/Fragments; Depth of Knowledge Wheel; United States Practice with Drag and Drop; Early American HistorySession 2:Writing: Quick-write, Identifying Main Idea; Word Choice; Capitalization; Two-paragraph response; Drop and Drag; Getting the Gist; Capitalization; Thomas Paine; Thomas Jefferson, The Intolerable Acts; Identifying states, continents, and oceans; U.S. History pre-Constitution; Scrambled SentencesSession 3:Getting the Gist; Before/after reading strategies; Reading for Literal/inferential information; Inferring main idea and drawing conclusions; Constructing a three-paragraph response; Ecosystems; Sentence CombiningSession 4:Paragraphs; Response Practice; U.S. History pre-Constitution; Articles of Confederation, Treaty of Paris; Paragraph Structure; Main Idea; Supporting Details; Use of adjectives and word choice; Four-paragraph response; Life Science, Scrambled SentencesSession 5:Coordinating and Subordinating Conjunctions; Cells; Revolutions; U.S. Constitution; Bill of Rights; Amendments to the Constitution; Colonialism and the American Revolution; (Six Big Ideas, Founding Principles); Coordinating and Subordinating Conjunctions; Compound/Complex Sentences; Sentence Structure; Life Science/CellsSession 6:Articles of Confederation; Constructing a Response to Compare/Contrast One Document to Another; Sequence of Events; Logical Order and Relevant Ideas; Subordinate Ideas; Compare and Contrast; Using a Venn Diagram to Construct a Written Response; Body Systems, Health Issues, PunctuationSession 7:Civics and Government; Us Supreme Court and Landmark Decisions; Cause and Effect; Organizing Paragraphs; Signal/Transition Words; Word Choice; Heredity and Reproduction; Modern Genetics; Punnett Squares; Misplaced Modifiers Session 8:Electoral College; Persuasive Writing; Pros/Cons Chart; Persuasion Map; Steps of an Argument; False Reasoning; Propaganda; Physical Science; Periodic Table; ContractionsSession 9:Civics and Government; Role of the Citizen; Extended Response; Unpacking the Prompt; Paragraph Unity; States of Matter; ChemistrySession 10:Emancipation Proclamation; 13th Amendment; Civil War; Text with Opposing Arguments; Thesis Statement; Supporting Details; Identifying Claims and Evidence; Essay to Compare/Contrast; Energy, Motion, and ForcesSession 11:Economics; Possessives; Contractions; Text with Related Graphics; Constructing an Argumentative Response; Electricity; Magnetism; CASAS TestSession 12:1900s -?The Economic, Geographical, and Ecological Impact of the Dust Bowl; Elements of Fictional Text; Setting; Plot Elements; Character Traits; Theme; Language Arts Extended Response; Earth Science; Earth's Structure; Earth's Resources; GED Practice Test Session 13:Industrial Revolution; Ancient Civilizations; Elements of Fictional Text; Style; Figurative Language; Summarizing a Science Passage; Experimental Design/Scientific Method; Short Answer Response; Weather; Climate; Solar System; GED Practice TestSession 14:World War I; World War II; Experimental Design/Scientific Method; Short Answer Response; GED practice test; Subject-Verb Agreement; About the Test; Scheduling the GED TestSession 15:Homophones; 20th Century; Types of Governments; Labor and Consumer Issues; Charts and Graphs; Homonym Practice; Make-up tests ................
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