Embedded Files
Knowledge of Language | D = 10% | Estimated Time 5 hrs
Mini-Lesson Targeted Skill:
Mini-Lesson Targeted Skill:
Engage learners in a targeted content-driven presentation based on a specific lesson, skill of study. Provide a brief explanation of the skill relevance through modeling and demonstrations. Be prepared to remediate and or reteach when necessary.
(15-20 minutes).
The learner will be able to formulate a specific topic statement that can be effectively supported through investigation and evaluative evidence of support.
The learner will be able to formulate a specific topic statement that can be effectively supported through investigation and evaluative evidence of support.
Instructional Materials
Instructional Materials
Student HyperDoc
Click image above to Download here and upload into Google classroom to assign activities for absent students
Video 1:
Video 1:
When watching videos, students will use the Cornell Note Taking System to take notes and use during activity(ies). Click HERE to see how.
Writing Activity 1:
Writing Activity 1:
Argumentative Writing Prompt:
Argumentative Writing Prompt:
Do you believe that technological devices cause unnecessary quarreling in personal relationships? Why or why not?
Materials:
Materials:
Compositions Books
Scissors
Markers
Key Vocabulary:
Key Vocabulary:
Independent Practice
Independent Practice
Facilitate learning groups to engage in problem-based learning to reinforce mini lesson. Students self-explore.
(20-25 minutes)
Learner groups will practice targeted skill understanding by participating in the essay writing activity following the sequence outlined in the mini-lesson. Learners will be grouped to do the following:
Discuss their position or claim for the assigned topic.
Collect data or evidence to support their position for writing.
Write a multi-paragraph essay supporting their position.
(This writing exercise should be completed without immediate assistance from the instructor).
Guided Practice
Guided Practice
Engage with small groups to guide lines of thinking.
(20-25 minutes)
The instructor will have learners choose a partner for peer editing (As the instructor, this is an opportunity to discuss key points to effective revision, proofreading and publishing an essay).
Lesson Flip /Pull-Outs
Lesson Flip /Pull-Outs
Work with the learner to demonstrate mastery utilizing instructor-selected tools through presentation and/or pull-outs.
(20-25 minutes)
The learners will demonstrate mastery by sharing their multi-paragraph essay with the class.
Personal Skill Development
Personal Skill Development
Provide an opportunity for students to utilize online learning tools to facilitate individualized instruction.
(20-30 minutes)
Education Essentials: GOALS or GED Academy
Kaplan GED Test Prep 2018: Writing about text Lessons 2 -4 Pages 1- 153
Career and Soft Skill Development:
Probe | Learner Reflection
Probe | Learner Reflection
Provide an opportunity for students to review, ask additional questions, reflect on changes to their thinking, and identify new skills they have developed.
(15-20 minutes)
Activity Reflection:
Activity Reflection:
Students will draw an emoji that reflect how they felt during the activity and share why the card they picked is significant to them.
Instructor Reflection
Instructor Reflection
(How effective was the instruction today?)
Review the learner artifacts and exit tickets from each group. Develop a plan of remediation, reteach and or review.
Page updated
Report abuse