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Social Studies: DNA Testing and the 4th Amendment
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Cell Diagrams (Science) and Maps (Social Studies) - each table of students has a different type of map, and students read the key, determine the audience and purpose, etc.
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Breaking Down the Prompt for the GED Essay - working to understand how to interpret what GED test makers want from GED test takers
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Writing and Reading
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Scientific Method demonstration
Chromatography experiment with summer leaves
Introduction to Photosynthesis -
Students work with tribes and present to class to understand commonalities and diversity among tribes
Fragments and Runons -
Deconstructing Columbus Day
Declaration of Independence
Constitution - matching scenarios to Amendments -
Students read primary accounts of slavery in a circle, and discuss slavery/freedom/racism.
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Cause-effect relationships in biodiversity and sustainability
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Accept/except, affect/effect worksheets/instruction
Read, paraphrase, and reflect on Thoreau's Walden and Emerson's "Nature" and "Self-Reliance" -
Students study mitosis, meiosis, and fertilization
Students use a Punnett Square -
Students learn about plot arc
Students write a narrative -
Students engage with graphs
Students explore genetically modified foods and healthy eating, and create related graphs with data on the computer -
- Practice speaking/listening skills and report back to the class
- Identify effective/ineffective professional behavior (interviewing, cell phone use, etc.)
- Understand the benefits and challenges in entering the health care profession
- Ask questions if the health care field is right for them
- Create a better understanding of professionalism in general
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No School
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Point of View
Order of Events
GED Reading Practice Exam -
Social Studies Practice Exam
Writing Practice Exam
Writing Exercises - Subject-Verb Agreement -
Science Practice Exam
Reading or Social Studies Additional Work (needs based) -
Use of Youtube and Interactive media online to instruct about human body systems
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Writing introductions to 5-paragraph GED Essays, write THREE introductions, to three different prompts, selected randomly
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Students write body paragraphs to one of their introductions
Social studies - students craft questions and answers for Social Studies "exam" -
Essay - students write conclusion and begin revision process
Students read newspaper articles, summarize one article, and present sumarries and discussion questions to class in circle -
Students present essays around a "seminar table"
Students participate in a Google "Scavenger hunt" (early 20th century history) -
Timed Essay
Students Research Inventions in the early 20th century with guiding questions, write a narrative for the invention, and present it to the class -
Students learn about business letters, revise wordy business letters with poor grammar, as well as emails that should rather be marked by brevity
Students begin a business project in which they create a "Business idea" and slogan, and this day they created a flier and began a business letter -
Students encounter an array of accessible poetry (Angelou, Hughes, Kipling, cummings) and comment on them
Students encounter clips of autobiography
Students engage with creating their business letter for imagined business (announcing opening to local businesses) -
Students learn about proper punctuation
Students write memos/emails to "new employees" -
Read Neil Armstrong's work and discuss point of view
Catch-up (for students who remained - most went to sign up for GED) -
Travel Narratives - students engage with classic travel narrativess (Keruoac, Steinbeck) and map out their journeys, pose questions, look up confusing words, research on the Internet, etc.
Conjunctions - Coordinating and Subordinating
Business Documents GED practice -
History of the 20th century - landmark events, aerospace science, politics, wars, women, civil rights, art/music
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Egyptians, Copernicus, Galileo
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Discussion about education - including socio-economic factors, Professional world and gender
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Prompts included - gender and the professional world, ills of the educational system, and the value (or lack thereof) of funding outer space travel
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- 10 minute free write based on a simple “listing” prompt, for example: names of all the people I have known; places I have been, lived in, or traveled through; things I want for my house. Discuss the way we organize information when writing (by category, alphabetizing, chronologically, etc.)
- Read about and discuss writing with “vivid detail.”
- 20 minute free write, what is the best/worst customer service experience ever provided/received
- Select best sentence from work, write each stude
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- Identify the Middle East on a map
- Understand on a fundamental level the origins of ancient civilization
- Understand the importance of global awareness (via Nelson Mandela)
- Understand the role of oral tradition in ancient culture
- Encounter texts that relied on oral tradition at their origin
- Encounter concepts of matter and atoms (history of models, etc.)
- Engage with the periodic table
- Research specific elements
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- Draw atoms
- Identify pronouns
- Pronouns-antecedents
- Correctly use who/whom
- Identify why people write stories of their origins (whether on a large scale creation story or a small scale autobiography
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- Create models of atoms and molecules
- Review parts of speech, nouns, pronouns, verbs, and adverbs
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- Define matter
- Identify the charges of neutron, proton, and electron
- Identify smaller particles: quarks, mesons, gluons
- Identify elements and properties of elements on the periodic table
- Review drawing atoms
- Understand molecules
- Draw molecules
- Write molecular formulas
- Balance molecular formulas
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- Read a Tennessee Williams's The Glass Menagerie and identify main idea, analyze characters, etc
- Identify dialogue and monologue
- Answer GED questions on dramatic textx
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- Read/translate/paraphrase a Shakespeare sonnet
- Read other early modern poems, namely that of John Donne
- Read key 19th century poetry
- Read 20th century modern poetry
- Write a summary/paraphrase of any given poem, identify key parts of a poem to support their claim of the main idea, and write a personal reflection
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- Identify/explain various aspects of ancient and modern Asian history/culture
- Identify/explain various aspects of Asian languages
- Identify Asian countries on a map
- GED questions on the computer (Contemporary's GED)
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Isaac Newton's Laws of Motion, utilizing math skills
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Electronics Theory 101
Circuit board assembly
Compare/contrast zines and magazines
Identify central topics with prompt "What we wish to see change in the world, and why" -
Students begin a three-day project of conceptualizing, drafting/planning, writing, typing, and revising essays.
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Students continue a three-day project of conceptualizing, drafting/planning, writing, typing, and revising essays.
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Students complete a three-day project of conceptualizing, drafting/planning, writing, typing, and revising essays.
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Contemporary's GED program - Science subject focus with Tutor present for support
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- Review basic Life Science principles/vocabulary
- Set up a study program for internalizing vocabulary
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- Take a Life Science Vocab quiz that is evaluated
- Read about and identify important parts of an historical photograph
- Start work on Cells Study Guide to prepare for quiz (Monday)
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- Use the library
- Obtain a library card
- Understand how to reference materials in books and in the dictionary
- Understand plagiarism
- Learn how to Cite sources
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Using the topics from their essays for the zines, students research topics and:
1. Cite Sources
2. Summarize Sources
3. Create an annotated bibliography -
- Assess vocabulary retention on Cells (biology)
- Work through a practice test in a workbook
- Assess “what do I know?” and students research 1 or 2 things that come up that they don’t know
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- Complete packet on subject-verb agreement/irregular past tense verbs/dangling modifiers/etc.
- Work on second (different) social studies practice test
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- Complete Tuesday’s Practice exam (or start it if student wasn’t there)
- Research GED questions
- Prepare for Quiz on Thursday
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- Review and Quiz on Ecology
- Science practice test. Mark where you see words we’ve studied.
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Read The Tempest Act 1 Scene 2. Identify important events and place them on a timeline, utilize footnotes
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Students construct timeines of a century per table. Students become "experts" on their century and present to class
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Students think of as many events as they can and we put them all on a timeline on a program online.
Students read Lincoln's Second Inaugural Address -
Students play a jeopardy game with science vocabulary as their "exam" over all that we have studied
Students create sides for a debate, given prompts, they have time to formulate and present points.