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Bessie Johnson
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ACP Program
Instructor: Dr.Hilton LaSalle



Table of Contents

S​ yllabus Snapshot
​Student Preparation Strategy

BOPPPS Lesson Plan
Test Questions

Rubric

Showcase Presentation

Reflective Essay

Syllabus SnapShot
GED Full Review

Course Description: This class is designed 
to develop skills in preparation for the GED test in English. 
Instruction in the content areas of the GED Test: Reasoning 
Through Language Arts, Mathematics, Social Studies and 
Science. A person must be 17 years of age to take this class. The 
GED test must be registered for separately. 
Course Number/Title: GED FULL REVIEW-DEVSC 3900506 
 
INSTRUCTOR: Bessie Johnson   
CONTACT INFORMATION: B​ [email protected] 
Digital Tech  BLDG. Rm.102 North Harris Campus M/W 9-12 
 
LEARNING OUTCOMES: Given emphasis in the acquisition of 
specifics to successfully complete the GED TEST. 
1.Understand the GED Test objectives. 
2.Learn to comprehend and retain information. 
3.Learn to become aware of the subtleness of questions. 
4.Advance skills to help solve problems in all subjects. 
5.Focus on the topics with high probability to be present on the 
GED test. 
Textbooks:  Steck -Vaughn  Bundle 
Syllabus is posted in D2L and a hard copy provided in class. 

 

  

Participatory Strategy

COURSE: GED Full Review
Lesson Title:
Course Student Learning Outcome:The student will be able to understand GED test objectives.

Learning Objectives (these should be the ones you wrote in Module 1)​: By the end of this lesson, students will be able to make inferences about
plot/sequence of events,characters/people setting,or ideas in texts. Objective #2 By the end of this lesson the student will be able to analyze the roles that
details play in text.

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities

10 min. The instructor will verbally share various topic of The students will listen to topics presented and view them as whiteboard,markers
10min. interest with students.Ex:citizenship and the right to written on the board.
40 min. vote,affordable care act,death penalty Markers,large sheets of
re-examined,open carry law,bathroom ordinance etc.. The students will assemble with their group members and chart paper
50 min. while writing the topics on the whiteboard. select a group scribe, time keeper ,presenter and Markers,chart
The instructor will assign groups by number count off. facilitator. paper,student cell
All ones are a group etc.. The instructor will provide The group facilitator will provide the group with the topic phones,teacher provided
each group with a marker and chart paper. selected and monitor the group’s work process.The students topic strips in a bowl.
The instructor will provide topics on paper strips and will work in groups to research topics chosen by googling on
direct the group facilitator to pull a topic strip from their cell phones the topic details. They will create a chart Tape,Web Charts, student
the container.At the end of the forty minute work web for the topic assigned using the chart paper and cell phones instructor’s
period the instructor will require the groups to stop. markers. The students will work for forty minutes and the classroom projector and
group time keeper will monitor groups use of time. The computer.
The instructor will direct the group facilitator to take scribe will write the details on the chart paper in a web
their web chart and tape it on a wall around the design using the marker provided.
classroom. The instructor will call on each group‘s Each group presenter will present the Web Chart. The
presenter to quickly present the Web Chart details students will individually vote on the topics at ​www.poll
verbally.The instructor will display the voting on the everywhere.com. The response is a simple for or against the
classroom projector having located the voting site at topic. The students will be allowed a brief opportunity to
www.poll​ everywhere.com. discuss voluntarily the election outcome and topics if they
choose to share.

See Attached PPT

BOPPPS LESSON PLAN

COURSE: GED Full Review
Lesson Title: Reading On the Go for Maximum Time Management

Bridge: T​ he student is presented with the question of how well do you read,comprehend,recall and interpret written text? Do you think you would read more
and become better at these skills given the opportunity to have high interest reading material and practice activities more readily available. Reading on the go
can be a reality blast that can enhance your test taking performance.

Estimated time:This would be a five minute discussion with the entire class.
Course Student Learning Outcome:The student will be able to understand GED test objectives.

Learning Objectives:​ 1. By the end of this lesson the students will be able to make inferences about plot,sequence of events,characters,people setting or ideas
in texts.2. By the end of this lesson the students will be able to analyze,interpret and comprehend text and understand the role details play in text.
Bloom’s Levels:

1. Comprehension
2. Application
3. Analysis
4. Synthesis
5. Evaluation

Pre-Assessment: The students​ w​ill be asked to take a few minutes to brainstorm examples of how often ex;(when and where,how long) they spend
surfing the web,shopping online, gaming or just using social media .The instructor will write each student’s response on the whiteboard.
Participatory Learning: The student will use the mobile technology device of their choice to register ,login in and use the www.ReadingVine.com website
and read the selection requested by the instructor. The student will respond to the following questions in writing on notebook paper and provide the final
results to the instructor in class along with completed hard copy of all charts. They will complete a One Minute Write for lesson feedback.
HIGHLIGHT AND LABEL THE FOLLOWING:

● Questions /Bloom’s Level 1. What opinion do you have about the author’s viewpoint in the reading selection?( Evaluation)
● 2.Use the attached chart to help you compose an outline of the story elements and significant events.(Analysis) Using this information how would you

rewrite the outcome? (Synthesis)
● 3.What is the theme of the reading selection? (Analysis)
● 4.What other story elements would you change and explain how? (Application)
● 5.How would you use a T chart to compare and contrast the antagonist and protagonist characters? Draft the chart. (Comprehension)
● 6.Answer all questions at the end of reading selection as provided at ReadingVine.com for extra credit points.(10pts). (Comprehension/Knowledge)
● The students are using the ebooks provided at the ReadingVine.com website. The students are to use mobile devices to read selections. New

instructional technology
● The (CAT)assessment techniques: Story Element Chart and Protagonist and Antagonist T Chart. White Board Focused List Brainstorming. One Minute

Reflective Write.

Time Instructor Activities Learner Activities Lesson Materials

5min. Bridge Activity: The instructor discuss the many The students will verbally supply ideas about the many Whiteboard and marker
60min. readily available opportunities and benefits of being opportunities and benefits. Ex. Reading on cell phone while
30min able to access and use reading material and activities waiting when to see the dentist. Instructor’s classroom
to improve skills on the go. The instructor will use a computer and
marker to write the responses on the classroom The students will complete the registration for the ebook projector.Student’s cell
Whiteboard as students respond. website w​ ww.ReadingVine.com​ and locate the selection phone.
The instructor will direct students to go to assigned.The student will be asked to scroll to the end of
www.ReadingVine​ .com and register,login and locate the selection to see the accompanying questions.The Classroom
a particular selection from the ebooks. The login students will be given thirty minutes to read the practice Whiteboard,marker,Chart
process will be completed in class with student’s cell selection in class and respond orally to the three questions Handouts,student’s paper
phone and the instructor will provide a guide in class orally. and pen
example on the classroom computer and projector. The students will copy the assignment information from
the Whiteboard on their own notebook paper or tablet. The
The instructor will assign an additional reading students will complete the assignment as directed and
selection and questions as included along with the bring it to class the next class meeting.
questions highlighted above in the participatory
activity. The instructor will write this information on
the classroom Whiteboard. The instructor will
instruct the students to use whatever technology
device they choose to complete the reading
assignment.The instructor will inform the students to
complete the questions on notebook paper and plan
to bring them to the next class meeting. The
instructor will give students hard copies of the forms
with charts needed to complete the assignment.

Post-assessment: The student will have successfully registered and use the ebook reading site in class and in the next class meeting the student will turn in
the written assignment, discuss the completed assignment and complete a One Minute Write . The One Minute Write will ask for a brief reflection on the
lesson. Did you like the lesson? Why or why not?

Summary:The instructor will summarize the lesson activity by restating what was completed in class and the homework assignment while emphasizing
and encouraging the students to be strategic in managing their time while using technology devices of their choice. (10 min.)
Estimated time: approximately 1hr.45min. in class time

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Test Questions:

Lesson Objectives:Objective- 1.By the end of this lesson the student will be able to make inferences
about plot sequence of events,characters,people,setting or ideas in text. Objective:-2 By the end of this
lesson the student will be able to analyze the roles that details play in text.

Lesson Activity:The students were required to research and read text on the various topics and create
web charts with topic details.

Assessment Questions:

Multiple Choice:1. Now that you have read detailed text on the Affordable Care Act. What is the
Affordable Care Act? -(Knowledge)

A. A law that allows uninsured individuals go uninsured for as long as they choose.

B.A law that provides no health care coverage choices for the general population.

C.A law that allows the general population to purchase health insurance at a more affordable rate.

D. A law that allows only the elderly age 55 and above to purchase health insurance at a more affordable
rate.

2.What can you definetly state about the bathroom ordiance after reviewing the details? (Analysis)

A. It is a clear choice for all people.

B. It will impact only a small segment of the population.

C. It will have no impact on the future of society.

D.It will have a major impact on the future of society and impact everyone.

3. What is your position on the death penalty ? Explain why and give supporting details in your short
answer response.(Analysis/Synthesis)

4.Is the Open Carry Law a Constitutional Amendment Issue in your opinion? Tell why you feel it is or is
not.Provide details to support your position.(Analysis/Synthesis/Evaluation)

Good Questions Activity

Learning Outcomes: The student will be able to understand GED test objectives.
1.Objective: By the end of this lesson the student will be able to make inferences about plot/sequenceof
events,characters/people,setting or ideas in texts.
2.Objective: By the end of this lesson the student will be able to analyze the roles details play in text.
Activity: After reading the selections in Steck and Vaughan Reasoning Through Langauge Arts pg.132 on
the Arts answer the following questions.
Questions:
1.Compare and contrast Riley and Spacey's perspectives regarding the Arts in a short writtn essay. Take
5-7 minutes to discuss your essay with your assigned table partner.(Analysis and Comprehension)
2. Discuss with your assigned table partner alternative solutions and additional arguments to persuade
the authorities to maintain the Arts School Program.With your partner collectively compose an essay with
your results and prepare to present it to the class.(Synthesis and Evaluation)
3.After reading the articles on pg.132 develop a T chart noting the pros and cons of maintaing the Arts
School. Be certain to identify all noted in the selection and add as many as possible that you can
generate of your own.(Synthesis and Analysis)
4.Select an article from your local newspaper,magazine or other reading resources on a controversial
topic.Read the article and analyze the story details for pros and cons of the situation.Construct a T chart
visual to bring to class the next class meeting along with your chosen article.The articles and T charts will
be collected by the instructor and redistributed one per group of two or more students to revisit the topics
in discussion adding more pros and cons to the topic given. This activity will be repeated several times to
allow the class to view and discuss n

CATS-Classroom Assessment Techniques

Course:GED Full Review . Instructor:Bessie Johnson

Learning Outcomes: The student will be able to understand GED test objectives.

Objective 1: By the end of this lesson the student will be able to make inferences about
plot,sequence of events,characters,people,setting or ideas in texts.

Objective 2: By the end of this lesson the student will be able to analyze the roles that details
play in texts.

Pros and Cons Grid: This CAT’S is designed to focus on analysis.

The student will use chart paper and a colored marker to create a one page visual displaying a
Grid that list the pros and cons of the lesson activity divided into five component areas. The
student will verbally share Pros and Cons Grid with class.The student will respond to each of
the following points on the Grid stating both pros and cons. Ex: Helpfulness of the tasks. How
was it helpful or not? What would you add to the task to improve it ? How were the group
members roles and level of participation effective or not? How was the knowledge gained from
the research was beneficial or not? What were the benefits or not of creating a web on the
topics assigned? How was it useful or not to verbally present the webbed topics? Why or Why
not did you like the voting activity?

GRID AREAS:
1.Research Opportunity
2.Discussion Groups
3.Web Topic Creation
4.Web Topic Presentation
5. Voting Activity

Learning Information Provided: The students were provided an opportunity to use analysis
skills to analyze the lesson activities and reflect on the benefits for them. They will be allowed to
provide feedback on the overall lesson and individual activities in a participatory manner.The
students will have a visual analysis of the lesson. The feedback will provide the instructor with
knowledge of how the student’s learning needs were met and the activity usefulness.

Rubric Made Using:
RubiStar​ ( http://rubistar.4teachers.org )

>> To save this document onto your computer, please choose F​ ile​ :: S​ ave As
from your Browser Menu.

● Persuasive Essay : Persuasive Essay:Point of View

● Teacher Name: M​ s. Johnson
●
●
Student Name: ________________________________________

CATEGO 4 - Above 3 - Meets 2 - Approaching 1 - Below Score
RY Standards Standards Standards Standards

Attention The The The author has an The 25poi
Grabber introductory introductory interesting introductory nts
paragraph has paragraph has introductory paragraph is
a strong hook a hook or paragraph but the not interesting
or attention attention connection to the AND is not
grabber that is grabber, but it topic is not clear. relevant to the
appropriate for is weak, topic.
the audience. rambling or
This could be a inappropriate
strong for the
statement, a audience.
relevant
quotation,
statistic, or
question
addressed to

the reader.

Support Includes 3 or Includes 3 or Includes 2 pieces of Includes 1 or 25poi
for more pieces of more pieces of evidence (facts, fewer pieces of nts
Position evidence evidence statistics, evidence
(facts, (facts, examples, real-life (facts,
statistics, statistics, experiences) that statistics,
examples, examples, support the position examples,
real-life real-life statement. real-life
experiences) experiences) experiences).
that support the that support
position the position
statement. The statement.
writer
anticipates the
reader\'s
concerns,
biases or
arguments and
has provided at
least 1
counter-argum
ent.

Evidence All of the Most of the At least one of the Evidence and 25poi
and evidence and evidence and pieces of evidence examples are nts
Examples examples are examples are and examples is NOT relevant
specific, specific, relevant and has an AND/OR are
relevant and relevant and explanation that not explained.
explanations explanations shows how that
are given that are given that piece of evidence
show how each show how supports the
piece of each piece of author\'s position.
evidence evidence
supports the supports the
author\'s author\'s
position. position.

Closing The conclusion The conclusion The author\'s There is no 25poi
paragrap is strong and is position is restated conclusion - nts
h leaves the recognizable. within the closing the paper just
reader solidly The author\'s paragraph, but not ends.
understanding position is near the beginning.
the writer\'s restated within
position. the first two
Effective sentences of
restatement of the closing
the position paragraph.
statement
begins the
closing
paragraph.

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