Embedded Files
Interpreting Nonfiction and Informational Text | 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 effectively summarize and construct restatements in their own words that support the central idea of a text.
The learner will be able to effectively summarize and construct restatements in their own words that support the central idea of a text.
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:
When watching videos, Student’s will use the Cornell Notetaking method to take notes and use during activity(ies). Click HERE to see how.
Materials:
Materials:
Magazines;1 Article;1 Poem;
1 Soliloquy
Key Vocabulary:
Key Vocabulary:
Summary/Restatement Vocabulary
Independent Practice
Independent Practice
Facilitate learning groups to engage in problem-based learning to reinforce mini lesson. Students self-explore.
(20-25 minutes)
The students (skill leveled groups) will read, annotate and make text connections relative of their own experiences through the turn and talk strategy; Then learner groups will be required to write a statement of position for their text choice. For the Restating and Summarizing critical thinking activity.
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 about the text connections made, and how they contributed to their statement of position for the text chosen. Ask open ended questions that promote the Bloom’s Taxonomy model of learner mastery; while informally assessing learners with the goal of closing academic gaps immediately.
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)
Then learner groups will be required to write a statement of position and summary for their text choice and present it to the class.
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.
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: GED Academy
New Readers Press Kaplan GED Review Complete Lesson 2: Application of Ideas pgs.64-65
Career and Soft Skill Development: My Career Shines
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)
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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