1. Instructional Plan and Presentation
GED PREP
SYLVIA LONG, INSTRUCTIONAL DESIGNER
DECEMBER 7, 2015
PROFESSOR JOANNE BECKNER

2. Language Arts
Reading
Writing
Science
Social Studies
Math

3. GED PREP COURSES Language Arts Reading Language Arts Writing
Objective: Students will be able to identify the main idea in order to understand the main point the writer is making.
Language Arts Writing
Objective: Students will be able to understand and gather ideas for a writing assignment in order to decide what information is needed in their essay.
PHASE 1

4. Science GED PREP COURSES Social Studies
Objective: Students will be able to identify the main idea in order to interpret scientific passages
Social Studies
Objective: Students will be able to identify the main idea in order to interpret social studies passages.

5. GED PREP COURSE
MATH Objective: Students will be able to practice basic math skill in order to calculate whole numbers, fractions, and decimals.

6. GED PREP PROGRAM DESCRIPTION
GED Prep Program provide individualized support
small group instruction
assigned a CC Prep Staff Mentor
maintain an 80% average daily attendance
PHASE 1
GED Prep Program will provide individualized support based on a student’s GED Ready Prescription. In addition, small group instruction will take place on common topics of recommended study pulled from all the participants’ prescriptions. Content will be aligned with the 2014 GED Official Exam. Students will also be assigned a CC Prep Staff Mentor. Although, we are a year ‘round program, students are expected to maintain an 80% average daily attendance.

7. Community College Preparatory Academy
Designed to provide education and skills development
Our educational plan is to provide academic and experiential learning opportunities for students
Register DC residents who are aged 18 or older
Focus on minority female heads of household living at/or below poverty
Young adults who have been unsuccessful in completing educational goals
The Community College Preparatory Academy Public Charter School has been designed to provide the education and skills development that will empower and prepare under-credited adults for post-secondary education success, viable employment and lifelong learning. While many of the students’ will have as their primary goal to earn a GED, our educational plan is to provide academic and experiential learning opportunities for students.
We officially register DC residents who are aged 18 or older. We actively recruit those adults who wish to improve their chances of success in post-secondary education. Our targeted groups for recruitment include DC residents who reside “east of the river” with a focus on minority female heads of household living at/or below poverty; young adults who have been unsuccessful in completing out of state post-secondary programs; working adult students interested in learning “how to learn” online and young adults aging out of the foster care system who require either job readiness or college readiness skills or both in order to make an effective transition to independent adulthood.

8. Language Arts Reading Language Arts Writing Science Social Studies
Math
Defined Goals
Students will locate and Find the Main Idea and Supporting Details.
Students will create an essay on any subject, using personal observations, experience, and knowledge to support your view.
Students will identify faulty logic by applying scientific ideas
Students will summarize and recognize unstated assumptions.
In the GED Prep program, students will receive content structure that aligns with Official GED Exam
Objectives
Students will be able to identify the main idea in order to understand the main point the writer is making.
Students will be able to understand and gather ideas for a writing assignment in order to decide what information is needed in their essay.
Students will be able to identify faulty logic in order to understand scientific passages.
Students will be able to summarize and recognize unstated assumptions in order to interpret social studies passages.
Students will be able to calculate and solve mathematics using critical and analytical thinking skills.
Project-based learning, collaborative learning, or critical thinking skills. Why
Applying real life problems, such as budgeting or grocery shopping to help students understand and use critical thinking in calculating fractions.
Students will learn to brainstorm and gather ideas using a chart or Venn diagram to help format and plan writing assignment.
Students will read and understand scientific passages learning how to brainstorm and break down words for clearer understanding
Students will review graphs and cartoons to identify implications from historical events.
Students will apply instructional use hands-on assignments during instructional and guidance.
Description of instructional strategies and activities
Activity
Lesson 1 – Finding the Main Idea and Supporting Details. Read and complete worksheet.
Complete Lesson 1 – Understanding the Writing Assignment as well as Lesson 2 – Gathering Your Ideas: Making a List.
Complete reading for Lesson 5:The Nervous System and Behavior and complete the worksheet identifying faulty logic
Read Lesson on U.S. Government and The Citizens and complete worksheet on identify interpretation from cartoon illustrations.
Mathematical Reasoning: Read and complete assignments for understanding word problems. Student will determine what information is needed and what is not needed in order to calculate the question asked.
Description of instructional technologies
Students will search the Internet for several reading materials for instance, eBook.
The Smartboard will give the students a visual for examples of different styles of essay
Students will use the Internet and YouTube to look at visual clips on the Nervous System and It’s Function
Students will use the Internet and other sites for social studies cartoons to help students to further understand and interpret the illustration.
Students will complete hands-on worksheets and after gaining knowledge, they will work online on Khan Academy and GED Academy.
Phase II
GED PREP
Language Arts Reading
Language Arts Writing
Science
Social Studies
Math
Defined Goals
Students will locate and Find the Main Idea and Supporting Details.
Students will create an essay on any subject, using personal observations, experience, and knowledge to support your view.
Students will identify faulty logic by applying scientific ideas.
Students will summarize and recognize unstated assumptions.
In the GED Prep program, students will receive content structure that aligns with Official GED Exam
Objectives
Students will be able to identify the main idea in order to understand the main point the writer is making.
Students will be able to understand and gather ideas for a writing assignment in order to decide what information is needed in their essay.
Students will be able to identify faulty logic in order to understand scientific passages.
Students will be able to summarize and recognize unstated assumptions in order to interpret social studies passages.
Students will be able to calculate and solve mathematics using critical and analytical thinking skills.
Project-based learning, collaborative learning, or critical thinking skills. Why
Applying real life problems, such as budgeting or grocery shopping to help students understand and use critical thinking in calculating fractions. For example, a parent has 5 children and received $300 to spend on them. A parent that fears fraction would be shocked how simple it is, when they discovered they spent 1/5 on each child.
Students will learn to brainstorm and gather ideas using a chart or Venn diagram to help format and plan writing assignment. This is will help students learn to use critical thinking in organizing their thoughts and ideas.
Students will read and understand scientific passages learning how to brainstorm and break down words for clearer understanding. Students will also experiment to get a visual understanding of what the passage is addressing. The reading and experiment will enhance students’ critical and analytical skills as well as collaboration and communication with peers.
Students will review graphs and cartoons to identify implications from historical events. This will enhance the analytical skills and critical thinking.
Students will apply instructional use hands-on assignments during instructional and guidance. They will work in small groups enhancing and learning from each other.
Description of instructional strategies and activities
Activity
Lesson 1 – Finding the Main Idea and Supporting Details. Read and complete worksheet. This assignment will help to ensure the student understands the concept for finding the main idea.
Complete Lesson 1 – Understanding the Writing Assignment as well as Lesson 2 – Gathering Your Ideas: Making a List. These worksheets will help the student to use strategic planning in organizing
Complete reading for Lesson 5:The Nervous System and Behavior and complete the worksheet identifying faulty logic
Read Lesson on U.S. Government and The Citizens and complete worksheet on identify interpretation from cartoon illustrations.
Mathematical Reasoning: Read and complete assignments for understanding word problems. Student will determine what information is needed and what is not needed in order to calculate the question asked.
Description of instructional technologies
Students will search the Internet for several reading materials for instance, eBook. They will enhance their skills for online reading.
The Smartboard will give the students a visual for examples of different styles of essay
Students will use the Internet and YouTube to look at visual clips on the Nervous System and It’s Function
Students will use the Internet and other sites for social studies cartoons to help students to further understand and interpret the illustration.
Students will complete hands-on worksheets and after gaining knowledge, they will work online on Khan Academy and GED Academy.

10. The timeline implementation of instructional plan
The 12 week plan, will start January 5, 2016
GED students are maintaining 80% attendance
The resources that will support the plan
Online websites, such as GED Academy, Pearson My Foundation, Achieve 3000, and Khan Academy
Resources: GED Science, Social Studies, and Writing, Math, and Reading books as well as written materials
The timeline for implementation of instruction and delivery is 12 weeks. The 12 week plan, will start January 5, The GED students will begin the program to enhance their skills to successfully pass the Official GED Exam. The individuals involved in the implementation process is everyone in Community College Preparatory Academy. Although, they are all staff and learners, the responsibility will vary. For example, as the administrator, their job duty is keeping track of attendance to make sure GED students are maintaining 80% attendance, which is a requirement. The instructor must follow the curriculum to make sure students are receiving the information and lessons to ensure success on the GED Exam. The learners’ responsibility is completing required lessons, mini test, and whatever assignments are part of the lesson, again to ensure success.
The resources that will support the plan are online websites, such as GED Academy, Pearson My Foundation, Achieve 3000, and Khan Academy. These resources along with written materials from the GED Science, Social Studies, and Writing, Math, and Reading books along with the worksheets in the books will also help the success of the students.

11. Details of how the plan will be implemented
Flyers distributed about the GED Prep Program
The DC Board of Education will post on website
Announcements by phone as well as by mouth from previous students
During orientation students will sign contracts committing to rules and standards
Anyone living in the DC residential area can apply
In order for the implementation of the plan, flyers will be distributed about the GED Program. Also, the DC Board of Education will post on website and finally announcements will go out by phone as well as by mouth from previous students throughout the area. These forms of communication will build interest in individuals in the area. Once the student is in the program, during the orientation period students will sign contracts committing to their success by following the protocol set in place. Anyone living in the DC residential area can apply to the school and the participants are selected if they meet the requirements, which is living in DC.

12. Formative assessments
Completing lessons for Reading, Science, Social Studies, Math, and Writing Mini Test follows
The first three lessons determines the need for some adjustments to the curriculum
As the students are progressing and completing lessons for Reading, Science, Social Studies, Math, and Writing following the lessons, the students will complete a mini test as a formative evaluation to ensure the success of the students. If the formative evaluation from the first three lessons has a poor rating, then it is determined the need for some adjustments to the lessons and curriculum. It is good doing an assessment after each lesson to catch any glimpse before the students get lost in other lessons.

13. Identify Criteria for Determination
Contingent upon the success of the students
Student overall outcome
Passing of the Official GED Exam
Phase IV
The success for the instructional plan is contingent about the success of the students and the high ratings or scores from the formative evaluation. The student overall outcome for success is determined on the passing of the Official GED Exam for the designated subjects. The goal is reached as the students completes the individual lessons for the designated subjects and complete the mini test at the end of each lesson.

14. Evaluation Instruments
Formative Evaluation -Mini Test after each lesson
Summative Evaluation – Official GED Exam
Teacher Evaluation – Summative Evaluation
Student Evaluation – Summative Evaluation
School/Administration Evaluation – Summative Evaluation
The success for the instructional plan is contingent about the success of the students and the high ratings or scores from the formative evaluation. The student overall outcome for success is determined on the passing of the Official GED Exam for the designated subjects. The goal is reached as the students completes the individual lessons for the designated subjects and complete the mini test at the end of each lesson.
The mini test is used as the formative evaluation to ensure goals are reached at the end of each lesson. The Official GED Exam is used as the summative evaluation. Because after the completion the students take the Official GED Exam. If the student successfully passes, this ensures successful outcomes.
If the goals and outcomes are reached, these evaluations format could continue to be used for future decisions regarding additional GED courses. If the training does not reflect GED, then another formative and summative evaluation is needed. But since the focus for this Instructional plan is GED Prep, then the evaluations fits the situation. For example:
• Mini Test after each lesson – Formative Evaluation
• Passing the Official GED Exam – Summative Evaluation
• Teacher Evaluation – Summative Evaluation
• Student Evaluation – Summative Evaluation
• School/Administration Evaluation – Summative Evaluation
Finally, the completion of these evaluations after every 12 week program, will give the school, teacher, and student the feedback needed for continued success.