Embedded Files
Text Types and Purpose | D = 23% A = 25% | 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 focus on the similarities and differences between two objects and ideas in a written composition.
The learner will focus on the similarities and differences between two objects and ideas in a written composition.
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:
Video 2:
Video 2:
Video 3:
Video 3:
When watching videos, Student’s will use the Cornell Notetaking method to take notes and use during activity(ies). Click HERE to see how.
Activity Handout(s):
Activity Handout(s):
Vocabulary:
Vocabulary:
Independent Practice
Independent Practice
Facilitate learning groups to engage in problem-based learning to reinforce mini lesson. Students self-explore.
(20-25 minutes)
Working in independently the learners will analyze and practice skill understanding by completing the following:
Choosing from a 3 topic list brainstorming and planning ideas for writing a Compare and Contrast multi-paragraph essay.
Next learners will draft a 2-3 paragraph essay using the Writing Process handout as their guide.
(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 begin to engage the learner groups in dialogue when during the editing (proofreading) and rewriting phase; asking open ended questions. The learners will also share their drafts with a partner that they choose to discuss challenges found in the initial drafting phase (Instructors please provide all learners a copy of the writing rubric hand-out to provide objective feedback).
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)
At this stage the learner becomes the instructor by explaining the completed activity and the steps taken towards completion. This lesson flip provides the instructor with another opportunity to listen for skill mastery and or guide learner thinking toward sound understanding. publishing/presenting their multi-paragraph essays.
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: TABE or GED Academy
Kaplan GED Test Prep 2018: Interpreting Nonfiction & Informational Text Lesson 5 Pages 68- 69
Scoreboost: Thinking Skills - Critical Thinking For Reading, Science, and Social Studies Strategy 9: Compare & Contrast Ideas Pages 28-29
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:
3-2-1 (Exit Ticket)
Students will write:
Three facts they learned about the topic;
Two questions they still have about the topic that might not have been covered in class;
One opinion they have about the material.
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.
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