ࡱ> %` tbjbjٕ 4lO>>>>>>>RQQQ8Q4&RRl`S^T">T>T>T>T>T>T_______$"ahcl`>W>T>TWW`>>>T>T&`XXXW.>>T>>T_XW_XX[>>[[>TS 0&ęQ"X.'[[l<`0l`/[,cPX.c[[c>[[$>T$UXULV>T>T>T``~X>T>T>Tl`WWWWRRR5V:dRRRV:RRR>>>>>>  GED Reading The curriculum for this course is based around the content of the GED Reading Test. The twelve week course is broken down into thematic genre units that incorporate critical thinking and test-taking skills. Several weeks will be devoted to each of the major test genres (Poetry, Fiction, Nonfiction, and Drama), and we will have one mock-GED test on the final week. At the end of each unit, learners will have timed mini-tests dealing with the genre. Each lesson will develop reading comprehension skills through large and small group discussions, graphic organizers, worksheets, and assessments. This format will work well as a template for continued courses, as many students stay well beyond one quarter. For each new quarter, adaptations will be made according to assessments and evaluations, and new stories and methods will be plugged into the course template. Because the course is different from previous GED Reading classes, as it hardly uses the Steck-Vaughn reading text, I have included a full lesson plan for Week Two that can be used as a model for teaching classes. I am always available, as well, for advice or help on working with the curriculum. Week One: Getting to Know the GED Reading Test This lesson will acquaint learners with the GED Reading Test and scoring methods as we get to know one another and our attitudes about tests. Objectives: Become familiar with the content of the test Share test stories and experiences Participate in discussion about a passage Discuss the benefits of reading for pleasure Practice filling out reading for pleasure data sheets Self-evaluate and discuss attitudes about reading Content SV 5-13, MRP 2-3, MRP Appendices 1-4 (251-254), Syllabus and Classroom Expectations Reading ComprehensionGroup discussion about the content of the test, group discussion about the benefits of reading for pleasure Test-Taking Skills/AttitudesSharing stories of test experiences and strategies, examining sample questions in the reading, self-evaluating attitudes about reading and discussing frustrations and successes  Notes: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Week Two: Introduction to Poetry This lesson will familiarize learners with the elements of poetry. The homework for this lesson week is to bring in a poem or song lyrics that are personally meaningful. These will be the basis of Week Three and Week Four activities. Objectives: Identify the speaker of a poem Decode figurative language Use poetry vocabulary in discussion Summarize the content of a poem Design reading comprehension questions ContentIntroduction to Poetry by Billy Collins, The Road Not Taken by Robert Frost, The Bat by Theodore Roethke, Thanks for Remembering Us by Dana Gioia, Poetry Vocabulary Worksheet, Poetry Graphic Organizer VocabularyFigurative Language, Metaphor, Speaker, Stanza, Line, Verse Reading ComprehensionLarge group discussion and breakdown of one poem, Small group discussion and development of reading comprehension questions for the remaining poems  Notes: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sample Lesson Plan for Week Two: Classroom Materials Introduction to Poetry by Billy Collins, The Road Not Taken by Robert Frost, The Bat by Theodore Roethke, Thanks for Remembering Us by Dana Gioia, Poetry Vocabulary Worksheet, Poetry Graphic Organizer, Dry Erase Board, Markers, Dictionaries Objectives Students will be able to Identify the speaker of a poem Decode figurative language Use poetry vocabulary in discussions Summarize the content of a poem Design reading comprehension questions My Assumptions (what is guiding my lesson choices) Once students understand poetic devices and poetry vocabulary, they will feel more comfortable analyzing a poem. They will also discover that they use and hear poetic devices in their daily lives. Anticipated Problems (predicting what may cause problems in class) Some students will have already had exposure to poetry vocabulary and will be ahead of the rest of the class. Other students will feel intimidated by poetry and have difficulty accessing it as a result. Warm-Up (5 Minutes) Begin by asking students, When I say the word poetry what comes to your mind? Generate a list of responses on the dry-erase board. If the responses are overwhelmingly negative, ask students if they enjoy song lyrics and ask, How are poetry and song lyrics similar? Are they the same? Generate more responses on the board. Pre-Reading (5-7 Minutes) Take a minute to think of a poem or the lyrics of a song that you really like. What is it about? Why do you like it? How does it make you feel when you read or hear it? Give students two minutes to jot some notes about this poem or song. Now, turn to someone next to you and talk about that poem or song. What is it? Why do you like it? Give students three to five minutes to discuss their personal choice. Reading Activity I (30 Minutes) Pass out the Billy Collins poem. This is one of my favorite poems. Trying to figure out the meaning of a poem can be frustrating, and this poem reminds me that sometimes, we can try too hard. As students read the poem (5 Minutes), write the following questions on the dry erase board: The speaker of a poem is the person or thing that is addressing us, the audience. It is the voice of the poem, or the person telling us a story. Who do you think the speaker of the poem is? How do you think he/she feels? What is causing the speaker to feel so distressed? According to the speaker, what do people do to poems? Is this good or bad? Why? Do you agree with the speaker? Why or why not? What is happening in this poem? What is the story the poem tells? Read the poem out loud, and have partners discuss the questions (7-10 Minutes). Then, open up a large group discussion about the questions. If students begin to say the poet feels explain the difference between the poet and the speaker, who can be a fictional character. Try to get creative answers about who the speaker could be by asking, What are some possible occupations or jobs the speaker might have? and generate a list of responses on the board. Engage the students to explore the imagery of the poem. What do you think the speaker means when he says? (10-15 Minutes) This discussion also serves as a comprehension check. Post-Reading/Vocabulary Activity I (20 Minutes) There are special types of language that poets often use when they write. By knowing these special types of language, or devices, it can be easier to understand a poem. But we can do this without torturing it. Write the poetry vocabulary on the board and generate discussion about the words. See if students know any of the definitions already, and write student contributions on the dry-erase board. (5 Minutes) Pass out the Poetry Vocabulary Worksheet. Invite students to work in pairs for ten minutes to generate examples and discuss the content of the worksheet. Ask them if they see any of these terms present in the Billy Collins poem. Float around the room to check comprehension of the objectives and answer questions the students may have. Then, go through several student generated examples of each vocabulary term and any of the terms they found in the Billy Collins poem (Metaphor, Personification, Alliteration in begin beating). Reading Activity II (30 Minutes) Divide students into three even groups, according to level of understanding, which has been gauged through discussions and floating in the pair activities. The Bat is the least challenging poem, and The Road Not Taken and Thanks For Remembering Us are more challenging, either in language or in concepts. Each group will receive a packet with the remaining poems, a dictionary for troubling vocabulary, the Poetry Graphic Organizer, markers for the dry-erase board, and large pieces of paper if they prefer using them over the board. Each group will be assigned to one of the poems, working to understand it, fill out the graphic organizer, and generate their own reading comprehension questions, using the previous questions, discussions, and the worksheet as a model and a framework. Groups have 30 minutes to prepare a 10 minute presentation/discussion. I will float to check comprehension and guide students if they need help accessing their poem, filling in the organizer, or generating discussion questions. Post-Reading Activity II (30 Minutes) Each group will deliver their presentation about the poem and lead the class in a discussion, using the reading comprehension questions they have developed. Follow-Up Ask students to bring in a poem or song that means something to them before the next lesson. These poems will be the basis for the remainder of the poetry unit. Week Three: Personal Poetry This lesson will improve the learners attitudes towards poetry by using their own poem/song lyric selections as the basis for discussion. Objectives: Relate poems to events in everyday life Use metaphors to describe daily experiences Use poetry vocabulary in discussions Write a poem using figurative language Design reading comprehension questions Participate in discussions about poems ContentStudent-selected poems and songs, JB Student 80, JB Writer 68-70,72-73 Reading ComprehensionPresentations and class discussion about personal poems and songs with learner-designed reading comprehension questions Critical Thinking SkillsApplying discussion material and vocabulary to write a poem following one of the JB templates or writing in Free Verse like Introduction to Poetry or Thanks for Remembering Us Notes: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Week Four: Personal Poetry Wrap-Up This lesson is a continuation of student-selected poems. Objectives: Relate poems to events in everyday life Use poetry vocabulary in discussions Develop strategies to cope with timed tests Practice test-taking in a comfortable environment ContentStudent selected poems, SV 202-203 (timed 10 Minutes) Reading ComprehensionPresentations and class discussion about personal poems and songs with learner-designed reading comprehension questions Test-Taking Skills/AttitudesDiscussion about the test questions, learner responses, and test strategies  Notes: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Week Five: Introduction to Fiction This lesson will acquaint learners with the elements of a fictional story. Next weeks story is longer, so assigning pages 1-5 (of nine) as homework is a good idea. Objectives: Determine the mood and tone of a story through key sentences Use context to determine the meaning of words in a story Describe the elements of a story (character, setting, and plot) Identify cause and effect relationships in a story Participate in discussion about a story Design reading comprehension questions ContentIndian Camp by Ernest Hemingway, SV 106-107, 118-119, RGO 11, 17  HYPERLINK "http://nbu.bg/webs/amb/american/4/hemingway/camp.htm" http://nbu.bg/webs/amb/american/4/hemingway/camp.htmVocabularyTone, Plot, Setting, Character, Message, MoralReading ComprehensionGroup discussion and graphic organizer for plot summary, Discuss possible messages, if any, of the storyCritical ThinkingGroup discussion and graphic organizer to identify cause and effect relationships within the story Notes: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Week Six: Fiction before 1920 This lesson introduces one of the eras of fiction that is tested on the GED along with valuable study strategies. Objectives: Use context and connotation to determine the meaning of words Use vocabulary, setting, and character clues to determine time period Analyze characters Make predictions about a story based on the actions of characters Identify themes and morals in a story Determine types of narration in stories Use a highlighter for the important concepts of a passage or vocabulary ContentThe Ransom of Red Chief by O. Henry, SV 100-101, 148-149, RGO 8,10  HYPERLINK "http://fiction.eserver.org/short/ransom_of_red_chief.html" http://fiction.eserver.org/short/ransom_of_red_chief.htmlVocabularyContext, Positive and Negative Connotation, NarratorsReading ComprehensionHaving read the first half of the story, write student-generated predictions on the board (ask students who read the entire story not to participate), Small group discussion activity about the plot, characters, and setting using a graphic organizer, Check in on reading for pleasure progress Critical ThinkingCritical-Thinking: Recording difficult vocabulary and surrounding context on a graphic organizerStudy SkillsUsing a highlighter on key plot-points and vocabulary for use in class discussion Notes: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Week Seven: Fiction after 1960 This lesson introduces several new critical thinking applications and ends with the mini-test on fiction. Next weeks class places heavy emphasis on skills and issuing the MLK speech as homework may be helpful. Objectives: Compare and contrast ideas in stories Recognize inferences in readings Apply inferences to new contexts Identify themes and morals in a story Analyze characters relationships in stories Practice taking tests in comfortable environments Content: Hey, Honey by Raymond Carver (Where Im Calling From 121-127), SV 142-143, 148-149, 164-165 (timed 10 minutes), RGO 12, 13, 26Reading ComprehensionGroup discussion and graphic organizers for comparing and contrasting the stories read in fiction, Discussion about messages and moral-if any-are in a storyCritical ThinkingUsing graphic organizer (five-part chart), write down implications of the story and evidence to support them for discussion, (Suggestion) At the beginning of class, walk in showing evidence of an obvious emotion or state without telling students what it is (maybe tired, angry, excited). When students start wondering whats wrong with you, act normal again and ask, What can you say about my behavior? Did it say something about me or the state I was in? Collect the student responses and explain how making inferences is like being a detective, looking for evidence and reading between the lines.Test-Taking SkillsTake the timed test and go over the results and student reactions Notes: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Week Eight: Introduction to Nonfiction and Persuasive Texts This week is the first of two in nonfiction, covering persuasive texts and articles. For the next week, ask students to find movie or book reviews in the newspaper or online to bring into class. Objectives: Identify the main idea of a passage Identify supporting details Identify tone and style of a passage Recognizing and inferring the authors viewpoint and values Use headlines to make predictions Use previous knowledge to make predictions ContentI Have a Dream by Martin Luther King, a batch of recent newspaper articles or short magazine stories, SV 34-39, 66-67, 84-85, RGO 7, 14, 25  HYPERLINK "http://www.usconstitution.net/dream.html" http://www.usconstitution.net/dream.htmlReading Comprehension SkillsGroup discussion and graphic organizer for making predictions (KWL charts) based on headlines and previous knowledge (for MLK), Practice identifying the main idea in passages in workbook pages and group activities with articles and graphic organizers, Discussion of tone and style in MLK speech, Graphic organizer and discussion of MLKs values and supporting text (column organizer)VocabularyNon-Fiction, types of non-fictionTest-Taking and Study SkillsPreviewing content and making predictions is a valuable study skill that can save time on tests Content Reading Comprehension Skills: Vocabulary: Study-Skills/Test-Taking: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Week Nine: Nonfiction: Reviews and Business Documents This week marks the end of nonfiction and another timed test. Study focuses on either types of nonfiction: workplace documents, advertisements, and reviews. Next weeks reading is 13 pages of drama, so at least half should be assigned as homework. Objectives: Scanning for specific content Skimming for general ideas Practice recognizing the authors viewpoint Use evidence to support a conclusion Practice taking timed tests ContentRecent reviews found by students (and a few for students who dont bring something in), MRP 25-29, 38-41, job descriptions based on student interests as handout for skimming and scanning practice, RGO 25, SV 92-93 (timed 10 minutes)Reading Comprehension SkillsGroup discussion and graphic organizer to explore contentCritical ThinkingSmall group discussion and graphic organizer to practice locating evidence to support a conclusion about the review (Does the author like the thing reviewed? What is the authors opinion and what supports it?)Study SkillsSkimming and scanning practice in workbook and in group activities/discussions, (Suggestion) Have partners each look over a different job description and write down five scanning questions then exchange. Each partner will first skim the job description (30 seconds to a minute), then be quizzed for specific detailsTest-Taking SkillsDiscussion of reactions to timed test ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Week Ten: Drama This Introduction to drama incorporates many important Reading Comprehension themes and skills. Objectives: Analyze characters in drama Analyze setting through stage direction and clues Determine motivation of dramatic characters Discern themes in dramatic works Participate in discussions using drama vocabulary ContentThe Boor by Anton Chekhov, SV 216-217, 222-223, 228-229, RGO 24  HYPERLINK "http://www.theatrehistory.com/plays/boor.html" http://www.theatrehistory.com/plays/boor.htmlReading ComprehensionDiscuss and use graphic organizer to describe the characters, discuss the characters motivations in small groups, Discuss the theme of the play in small groups and share in large group discussionCritical Thinking(Suggestion) Discover what students think the characters motivations are by generating a list on the board and taking a poll. Arrange groups (by opinion or number) and assign one of the viewpoints to each. Each group looks through the play for textual evidence to support their position and the groups have a polite debate/discussion.VocabularyCharacters, Protagonist, Antagonist, Stage Directions, Motivation ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Week Eleven: Drama This week student groups will be designing their own plays to perform, and they will complete the last mini-test before taking GED practice test. If time runs out before all plays are performed, they can be done before the test next week. Objectives: Identify plot pieces of a play Write plot pieces for a short play Apply information to a new context Practice taking a timed test ContentThe Boor by Anton Chekhov, SV 210-213, SV 238-239 (timed 10 minutes)Reading Comprehension: Practice assessing plot through workbook activities and discussion of the answers, Demonstrate understanding of plot through writing and performing a play as a groupCritical ThinkingApply The Boor to a new context and write a one act play that speculates what the play would be like in another situation (examples; characters 15 minutes later, a year later, If the play were set in the modern era, etc)Test-TakingDiscuss the results and reactions to the mini-test. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Week Twelve: Post-Testing and Student Evaluations of the Class Content: GED Practice Test, Student Evaluations ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Syllabus and Classroom Expectations Welcome to the GED Reading Class! You may be asked to read some of the stories, essays, and plays as homework. Please complete any assigned readings before class, but do not fill out workbook activities. These are activities for the class to complete after instruction. Week One: Getting to know the GED Reading Test Everything you need to know about the GED Reading Test Week Two: Introduction to Poetry An introduction to poetry and poetic language Week Three: Personal Poetry Please bring in poems or songs that you like for class discussion. Week Four: Personal Poetry Day II Finishing discussions of student poems Week Five: Introduction to Fiction Indian Camp by Ernest Hemingway Week Six: Fiction before 1920 The Ransom of Red Chief by O. Henry Week Seven: Fiction after 1960 Hey, Honey by Raymond Carver Week Eight: Introduction to Nonfiction I Have a Dream by Martin Luther King, Jr. and newspaper articles Week Nine: Nonfiction Please bring in a review of a book or movie from the internet or a newspaper Week Ten: Introduction to Drama The Boor by Anton Chekhov Week Eleven: Drama Making your own short plays and understanding plot Week Twelve: GED Practice Test Minnesota Literacy Council GED Reading Curriculum January 7th- March 20th 2008 Abbreviations for Materials SV- Steck-Vaughns GED Reading MRP- More Reading Power JB- Jumbo Book of Writing Exercises RGO- Reading Graphic Organizers Questions about the Curriculum? 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