Guilford Technical Community College Basic Skills Plus ... · • Students will be able to correctly apply the rules of subject-verb agreement with words that come between the subject

Guilford Technical Community College

Basic Skills Plus (CNA Career Pathway Curriculum)

Basic Skills Plus—Program Overview

What is the Basic Skills Plus Program?

The Basic Skills Plus program provides accelerated job training for people seeking a high school

diploma or its equivalent. The program was developed to provide employability skills, job-

specific occupational and technical skills, and developmental education instruction to students

concurrently enrolled in a community college course leading to a high school diploma or

equivalent certificate.

What are the program requirements to qualify?

Students who are seeking a high school diploma or equivalent and are currently enrolled in a

Basic Skills course are eligible for Basic Skills Plus. Students must be pre-tested using one of

the Basic Skills state-approved standardized assessments (i.e. TABE, CASAS, GAIN, OR

WorkKeys) and must be post-tested in compliance with the state assessment policy. Basic Skills

students who receive a GED or Adult High School diploma prior to completing the Basic Skills

Plus occupational, developmental or HRD course may complete the course, but will not be

eligible for future courses as part of Basic Skills Plus.

Are there any other components to the Basic Skills Plus Program?

One of the main components of the Basic Skills Plus program is the employability skills

component. This includes the Human Resource Development (HRD) program and the Career

Readiness Certification. The focus of the course content may include, but is not limited to, the

following topics: career exploration, skill assessment, study skills, job seeking skills, job

retention strategies, and computer literacy training. Other components include job-specific

occupational or technical skills component as well as developmental education instruction.

What is the format of the Basic Skills Plus program at GTCC?

The Basic Skills Plus program at GTCC currently operates as follows:

For the first seven weeks of the program, students will receive direct instruction in all four GED

content areas: reading and language arts, social studies, science, and mathematics. Upon

completion of each content area, students will take the corresponding official GED test;

however, it is vital that students do not complete all four official GED tests prior to entering into

the CNA portion of the program, in which they will enter at the end of the seven weeks.

Students will continue to receive GED instruction on designated days and times after they enter

into the CNA portion of the program.

What is the total cost of the program?

Colleges may waive tuition and registration fees for Basic Skills Plus courses for students who

qualify for the Basic Skills Plus program. However, there are associated costs for the CNA

student manual, the skills demonstration dvd, the TB skin test, the flu vaccine, the all-white

scrub and shoes, a pocket notebook, and no. 2 pencils.

What else do I need for the course?

In addition to the required supplies, students must register with NC Works (preferably) prior to

the first day of class. This must be done as soon as possible. Also, students should be able to

submit a non-expired, government-issued photo ID and social security card.

Information contained in this tab was retrieved from the Basic Skills Plus Policies and Procedures as adopted by the

Basic Skills Plus Advisory Board on 11/26/2012

CONTENT STANDARDS

The full content standards for the Adult Basic Skills program can be retrieved from the

Appalachian State University website at: https://abspd.appstate.edu/teaching-resources. The

content standards are provided for all four content areas of reading and language arts, social

studies, science, and mathematics. These standards are also broken down by performance level.

The content standards that are provided below are listed for grades levels 9.0 and above.

Reading/Language Arts

ASE LA 01: Explanatory and Narrative Writing

ASE LA 02: Argument Based Writing

ASE LA 03: Understanding/Analyzing Literature

ASE LA 04: Understanding/Analyzing Informational Texts

Social Studies

ASE SS 01: U.S. History (Colonial Period to 1877)

ASE SS 02: Modern U.S. History (1877 to Present)

ASE SS 03: Civics and Economics

ASE SS 04: World History and Geography

Science

ASE SC 01: Living Organisms and Ecosystems

ASE SC 02: Genetics, Molecular Biology and Evolution

ASE SC 03: Physical Science

ASE SC 04: Environmental, Earth, and Space Science

Math

ASE MA 01: Algebraic Concepts and Expressions

ASE MA 02: Algebraic Equations and Inequalities

ASE MA 03: Algebraic Functions & Modeling

ASE MA 04: Geometry, Probability, and Statistics

https://abspd.appstate.edu/teaching-resources

Week One

Curriculum Outline for

Reading & Language

Arts

(This section contains a day-by-day outline

of the lessons to be covered for week one)

Basic Skills Plus (GED/CNA)

Instructional Curriculum Outline

Content Area: Reading & Language Arts

Week One Agenda

Week One (Day 1)

--Connection Point—Getting to Know You—Icebreaker Activities (Instructor’s choice)

--Unit 4 (Editing)—Sentence Structure—Simple Sentences, Compound Sentences, Complex

Sentences, and Fragments.

Week One (Day 2)—Unit 4

--Review previous day’s material

--Continue with sentence structure—including sentence combining and fragment correction.

--Run-ons and Comma Splice (identifying and corrections)

--Subject-Verb Agreement



--Complete any and all material from the previous day

--Comma Usage—series, introductory and transitional words/phrases, interrupters, and

restrictive and nonrestrictive clauses.

--Nouns, Pronouns, Basic Verb Tenses, Apostrophes, Frequently Confused Words, and

Capitalization

--Contextualized exercise/worksheets



--Complete any and all material from the previous day

--Comprehensive Quiz—concepts will cover language concepts learned (go over answers upon

completion)

--Unit 4 Wrap-up (Game Review)—Instructor’s choice

WEEK ONE

LESSON PLANS (Reading & Language Arts)

(This section contains all of the accompanying lesson

plans for each day for week one)


Instructional Lesson Plan(s)


Week One (Day 1)—Lesson Plan

Open with ice breaker activities and classroom expectations.

Lessons Covered: Sentence Structure: Simple Sentences, Compound Sentences, Complex

Sentences, and Fragments.

CONTENT STANDARD: ASE LA1: Production and Distribution of Writing

LA.1.6: Demonstrate command of conventions of standard English—including grammar,

capitalization, punctuation, and spelling when writing. (CCR Language Anchors 1 and 2)

Learning Goal(s): Students will understand the standard structure of various sentence types and

be able to identify the different types of sentences—along with sentence combining techniques

and fragment corrections.

Objectives:

• Students will understand the components of a sentence.

• Students will understand how to do sentence combining with the purpose of forming

compound and complex sentences

• Students will be able to recognize fragments and apply the proper rules to correct them

Content Material:

a. Identify the meaning of a sentence and the parts that make up a sentence while defining

each part.

b. Identify fragments and apply the various rules of correcting them.

c. Identify compound sentence structure and use the various ways to form compound

sentences.

d. Identify and form complex sentences, using both subordinating conjunctions and relative

pronouns with correct punctuation.

e. Use a variety of techniques to combine several short sentences into a more fluid sentence.

Materials/Supplies Needed:

• Dry Erase markers (w/eraser) • White board • Comprehensive grammar study packet (provided to students by the instructor)

• List of frequently used transitional words/phrases and subordinating conjunctions (see

resource section for this list)

• Steck-Vaughn Student Book, Reasoning through Language Arts

• Student Binders (this is a binder where students will keep all resources and materials

provided for all four content areas as well as for taking and keeping notes)

Format of Instruction:

First--Instructor will introduce, one at a time, the three sentence types: simple, compound, and

complex. As the instructor introduces each concept, he or she will define, explain, and provide

examples of each sentence type. This should include the meaning of each type of sentence,

explaining the composition of each sentence type—how to form each with corresponding

examples.

Next-- The instructor will also explain what causes fragments and how to correct them. Upon

completion of the different sentence types and fragments, the instructor will show students how

to combine several short sentences into more fluid simple, compound, and/or complex sentences,

using the skills previously learned from sentence structure.

Finally--Upon completion, instructor will provide students with the study packet to

independently read and do the exercises for sentence structure and types only. At this point,

students are to stop and wait for the instructor. Instructor will go over the covered concepts with

the students while providing any needed explanations.

Exercise/Practice: For additional practice needed on these concepts, students can do Unit 4,

Lesson 10, on pages 140 – 141 and Lesson 12, on pages 144 – 145 in the Steck-Vaughn

Reasoning through Language Arts Student Book.

Assessment Measures: Instructor will conduct formative assessment measures by asking

questions to check for student understanding during the learning process. Instructor will also ask

reflective questions upon completion of the lesson to identify students’ strengths & weaknesses.

Instructor may also check for student understanding by having students do interactive online

quizzes and/or instructor-created assessment(s).





Lessons Covered: Run-ons & Comma Splices, Subject Verb Agreement, and Comma Usage

CONTENT STANDARD: ASE LA1: Production and Distribution of Writing

LA.1.6: Demonstrate command of the conventions of standard English—including grammar,


Learning Goal(s):

1. Students will identify and correct run-on sentences and comma splices.

2. Students will understand and apply the rules of subject-verb agreement.

3. Students will use commas correctly.

Objectives:

• Students will be able understand the difference between a run-on and a comma splice.

• Students will apply the appropriate rules to correct run-ons and comma splices.

• Students will be able to connect the appropriate verb with its subject according to number

(singular or plural).

• Students will be able to appropriately connect subjects for the irregular verbs be, have,

and do.

• Students will be able to avoid agreement problems with compound subjects.

• Students will be able to correctly apply the rules of subject-verb agreement with words

that come between the subject and verb.

• Students will avoid agreement problems with collective and noun subjects.

• Students will avoid agreement problems with indefinite pronoun subjects.

• Students will understand the different uses of the comma.

• Students will understand incorrect uses of the comma.

Content Material

a. Match the correct verb with its subject according to number (singular or plural).

b. Identify the correct verb for compound subjects joined by “and” or “or.”

c. Identify the correct verbs for the three irregular verb-forms: be, have, and do.

d. Identify the correct verb when there is a prepositional phrase between the subject and the

verb.

e. Use the correct verb for collective noun subjects and indefinite pronoun subjects.

f. Apply the different usages of commas in a sentence or passage.

g. Identify the incorrect usages of the comma.


• Dry Erase markers w/eraser,

• White board

• Comprehensive grammar study packet

• Contextualized worksheets w/answer keys (see resource section)


• Students will need binders and pen/pencil for note taking


First--Instructor will open the lesson with a review of the previous day’s material and complete

any and all unfinished concepts from the previous day’s agenda.

Secondly—Instructor will provide students with the Sentence Identification worksheet to work

on independently. Upon completion, students and instructor will go over the answers as

explanations are provided as needed by the instructor.

Next—Instructor will define, explain, and provide examples of run-ons and comma splices.

Instructor will also provide students with the rules of correcting run-ons/comma splices.

Afterwards, instructor will direct students to do the section that pertains to run-ons and comma

splices in the study packet. Students will complete this section only and go over the answers

upon completion—providing explanations as needed. Students and instructor will do, as a class,

the run-ons and comma splice exercise in Unit 4, Lesson 13 (pp. 146 – 147) in the Steck-Vaughn

Student Book—Reasoning through Language Arts.

Then—Instructor will introduce subject-verb agreement. Instructor will define, explain, and

provide examples of various subject verb agreement to include: the subject-verb agreement rule

of singular and plural subjects with singular and plural verbs, compound subjects joined by

“and” or “or,” the three irregular verb forms of subject-verb agreement, prepositional phrases

that come between the subject and the verb, collective noun subjects, and indefinite pronoun

subjects.

Finally—Instructor will introduce the different uses of the comma—explaining and providing

examples. Instructor will provide students with a chart that explains the incorrect uses of the

comma.

Other Exercise/Practice: Unit 4, Lesson 7, pages 134 – 135 with Lesson 16, pages 152 – 153,

and Lesson 11, pages 142 - 143. Also, other materials include content-related grammar exercises

on run-ons & comma splices and subject-verb agreement. If time permits, students will do this

upon completion of the subject-verb agreement lesson; otherwise, this is to be done on day

3 following the opening review of material.










Lessons Covered: Nouns, Pronouns, Basic Verb Tenses, Apostrophes, Frequently Confused

Words, and Capitalization

CONTENT STANDARD: ASE LA 1: Production and Distribution of Writing



Learning Goal(s):

1. Students will identify various parts of speech within sentences

2. Students will use basic verb tenses correctly.

3. Students will use the apostrophe correctly.

4. Students will use homonyms and frequently confused words correctly.

5. Students will be able to use capitalization correctly.

Objectives

• Students will be able to use nouns correctly in sentences.

• Students will be able to apply specific rules to change singular nouns to plural nouns.

• Students will be able to distinguish the difference between common nouns and proper

nouns.

• Students will be able to replace nouns with its proper pronoun.

• Students will understand pronoun antecedent agreement.

• Students will understand when and how to use various helping verbs.

• Students will understand how verbs appear in different basic tenses (past, present, and

future)

• Students will understand how to form the plural of third-person singular verbs.

• Students will understand when and how to use the apostrophe to show possession.

• Students will understand how to use the apostrophe to combine two words to form a

contraction.

• Students will understand how to form possessive plurals using the apostrophe.

• Students will be able to use the context of a sentence to determine the correct

homonym/frequently confused word to use.

• Students will be able to recognize the incorrect use of a homonym with in a sentence or

passage.

• Students will learn the rules of capitalization for various parts of speech.

• Students will understand the difference between proper and common nouns.

Content Material

a. Identify various parts of speech within in a sentence or passage.

b. Convert singular nouns to plural nouns of words with various endings.

c. Read a passage and make grammatical corrections for the incorrect use of nouns.

d. Replace nouns with its proper pronouns, also ensuring pronoun antecedent agreement.

e. Identify regular and irregular verbs in sentences.

f. Use the correct participle form correctly with its main verb.

g. Form the proper tense of a verb within a sentence and/or passage.

h. Compare the usage of basic verb tense for regular and irregular verbs.

i. Identify the correct use of the apostrophe in a sentence or a passage.

j. Apply the rules of forming possessives in plurals.

k. Compare common homonyms and frequently confused words to determine the correct

use of the words.

l. Identify and correct the incorrect use of a homonym in a sentence or a passage.

m. Determine the difference between proper and common nouns.

n. Use the rules of capitalization in a sentence or passage for editing.


• Dry Erase markers w/eraser

• White board

• Instructor’s comprehensive grammar study packet


• Student binders with pen/pencil for note-taking


First—Instructor will review and complete any and all material from the previous day and wrap

up all remaining material in the comprehensive grammar study packet.

Next—Upon completion of the study packet, students are to independently do Unit 4, Lessons

1,2,3,5,6,and 9. Once students complete these exercises, instructor will go over answers with

students—providing explanations as needed.

Other Exercise/Practice: As time permits, instructor will provide students with contextualized

exercise worksheets for students to complete. If time does not permit, this assignment is to be

carried over to day four upon completion of the opening review.










Lessons Covered: (Continued from day three)—Basic Verb Tense, Apostrophes, Frequently

Confused Words, and Capitalization.




Learning Goal(s):

1. Students will use basic verb tenses correctly.

2. Students will use the apostrophe correctly.

3. Students will use homonyms and frequently confused words correctly.

4. Students will be able to use capitalization correctly.

Objectives

• Students will understand how verbs appear in different basic tenses (past, present, and

future)

• Students will understand how to form the plural of third-person singular verbs.

• Students will understand when and how to use the apostrophe to show possession.

• Students will understand how to use the apostrophe to combine two words to form a

contraction.

• Students will understand how to form possessive plurals using the apostrophe.

• Students will be able to use the context of a sentence to determine the correct

homonym/frequently confused word to use.

• Students will be able to recognize the incorrect use of a homonym with in a sentence or

passage.

• Students will learn the rules of capitalization for various parts of speech.

• Students will understand the difference between proper and common nouns.

Content Material

a. Form the proper tense of a verb within a sentence and/or passage.

b. Compare the usage of basic verb tense for regular and irregular verbs.

c. Identify the correct use of the apostrophe in a sentence or a passage.

d. Apply the rules of forming possessives in plurals.

e. Compare common homonyms and frequently confused words to determine the correct

use of the words.

f. Identify and correct the incorrect use of a homonym in a sentence or a passage.

g. Determine the difference between proper and common nouns.

h. Use the rules of capitalization in a sentence or passage for editing.


• Dry Erase markers w/eraser

• White board

• Instructor’s comprehensive grammar study packet


• Student binders

• Content-related worksheets (see resource section)


First--Instructor will review the previous day’s material. Afterwards, the instructor will proceed

to instruct students to complete the assigned textbook exercises from the previous day’s

material—with instructor providing explanations as needed.

Next—Instructor will allot time for students to ask questions about any and all concepts covered

from the beginning of the unit up to the present with the intent of explaining and clarifying any

information that is not clear to the students. Students will then be given a specified time by the

instructor to study all of their notes along with the information contained in the comprehensive

study packet. As directed by the instructor, students will then be instructed to prepare for a

comprehensive quiz that will be checked and returned to the students for further class review and

discussion.

Finally—Students will prepare for the unit review. This will take place in the form of a game of

the instructor’s choice. This will be a comprehensive review of all language concepts covered

from day one to day four as students will be ready to delve into reading comprehension and

writing on the next week.

Other Exercise: None to be given.

Assessment Measures: Students’ comprehension of the material will be assessed by the game

review as the instructor will be able to ask the students questions pertaining to the material. The

instructor will also be able to assess the students’ understanding of the material by the

comprehensive quiz provided.

Resources & Contextualized

Activities/Worksheets for

Week One

(This section contains resources and activities to

accompany the lesson plans for week one)

List of Commonly Used Transitional Words & Phrases

after all in addition on the contrary

also in comparison otherwise

as a result in contrast still

at the same time in fact subsequently

besides in other words then

consequently instead therefore

eventually later thus

finally meanwhile

for example moreover

for instance nevertheless

furthermore now however of course

Frequently Used Subordinating Conjunctions

After even though since whenever

Although if so that where

As if only than whereas

As if in order that that wherever

As though now that though whether

Because once unless while

Before provided that until

Even if rather than when Relationship between Clauses Subordinating Conjunction Example Time After, before, since, until, when,

whenever, while When the bell rang, the students

knew that it was time to leave. Reason or Cause As, because Classes were canceled because

of the bad weather. Result or Effect In order that, so that Joshua studied for two extra

hours per day so that he will

pass the test. Condition Even if, if, unless The picnic will be held on

Saturday if it does not rain. Contrast (difference) Although, even though, though Although Tyler Perry has a

GED, he is still a multi-

millionaire. Location Where, wherever Wherever we decide to meet, the

location must be convenient.

Retrieved from Writing First, Fourth Edition, by Kirszner and Mandel

Sentence Identification Worksheet

Directions: Identify each phrase as a simple sentence (S), compound sentence (CPD), complex

sentence (CPX), or fragment (F). For each fragment, make the proper correction(s). For each

complex sentence, underline the independent clause once and the dependent clause twice. For

each compound sentence, underline each complete sentence and circle the connector.

1. _______ The patient in the bed.

2. _______ When providing personal care, it is important to help residents be as

independent as possible.

3. _______ Nurse Aides interact with a variety of people on a daily basis.

4. _______ A good work ethic is an important quality for a nurse aide to have.

5. _______ A nurse aide must be patient and understanding, and he or she must be honest

and trustworthy.

6. _______ When a problem arises in a health care setting.

7. _______ A team is a group of people with a common purpose, assigned tasks, and

coordinated effort to get a job done.

8. _______ An infectious agent is a harmful germ that causes an infection, and these can

include bacteria, a virus, a fungus, or a parasite.

9. _______ Although fever and chills are symptoms of a respiratory infection, they are also

symptoms of a bladder infection.

10. _______ Chain of infection is a way to explain how infection is passed around from one

host to another; furthermore, it is the foundation for spreading and prevention of

spreading infection.

11. _______ Examples of portal of exit are the nose and mouth, the gastrointestinal tract, and

the skin.

12. _______ Needle sticks with blood on the needle.

(Reference: These sentences were retrieved from the student manual for the State-Approved Curriculum NA 1 Training Program)

ANSWER KEY (Answer corrections may vary)

Sentence Identification Worksheet

Directions: Identify each phrase as a simple sentence (S), compound sentence (CPD), complex

sentence (CPX), or fragment (F). For each fragment, make the proper correction(s). For each

complex sentence, underline the independent clause once. For each compound sentence,

underline each complete sentence and circle the connector.

1. ___F___ The patient in the bed. Correction: The patient in the bed was quite ill.

2. ___CPX_ When providing personal care, it is important to help residents be as

independent as possible.

3. ___S____ Nurse aides interact with a variety of people on a daily basis.

4. ___S____ A good work ethic is an important quality for a nurse aide to have.

5. ___CPD_ A nurse aide must be patient and understanding, and he or she must be honest

and trustworthy.

6. ____F___ When a problem arises in a health care setting. Correction: When a problem

arises in a health care setting, everyone must work as a team to resolve the issue.

7. ___S____ A team is a group of people with a common purpose, assigned tasks, and

coordinated effort to get a job done.

8. __CPD__ An infectious agent is a harmful germ and causes infection; these can include

bacteria, a virus, a fungus, or a parasite.

9. _CPX___ Although fever and chills are symptoms of a respiratory infection, they are also

symptoms of a bladder infection.

10. _CPD___ Chain of infection is a way to explain how infection is passed around from one

host to another; furthermore, it is the foundation for spreading and prevention of

spreading infection.

11. __S_____ Examples of portal of exit are the nose and mouth, the gastrointestinal tract,

and the skin.

12. __F_____ Needle sticks with blood on the needle. Correction: Needle sticks with blood

on the needle should be properly disposed. (Reference: These sentences were retrieved from the student manual for the State-Approved Curriculum NA 1 Training Program)

Run-ons & Comma Splices

Directions: Identify each sentence as a fused (F) run-on, comma splice (CS), or as a correct (C)

sentence. For each run-on and comma splice, make the necessary corrections using the

correction methods discussed in class. Please do not use the same method for each sentence.

1. Anaerobic organisms thrive in an environment without air or oxygen, aerobic bacteria

need oxygen to survive. _______

2. Healthcare Associated Infections (HAI) are infections that are acquired at the facility

there are standard precautions that can be taken to prevent and control infections.

_______

3. Nurse Aides can share client information with members of the healthcare team; those

members include nurses, CNA’s, doctors, social workers, and patients. _______

4. The NC Board of Nursing defines the NA scope of practice while OBRA (Omnibus

Budget Reconciliation Act) defines requirements for nurse aide training and competency

evaluation. _______

5. The most important step to prevent the spread of disease is hand-washing the most

important step to hand-washing is friction. _______

6. Some barriers to communication include lack of eye contact, attitude, and noise, steps to

enhance communication are good listening skills, eye contact, and asking appropriate

questions. _______

7. You must wear gloves while performing care tasks such as changing beds and diapers

contaminated work surfaces should be cleaned after each use with Clorox germicidal

wipes. _______


ANSWER KEY (Answer corrections may vary)

Run-Ons & Comma Splices Worksheet

1. Anaerobic organisms thrive in an environment without air or oxygen; on the other hand,

aerobic bacteria need oxygen to survive. __CS__

2. Healthcare Associated Infections (HAI) are infections that are acquired at the facility, and

there are standard precautions that can be taken to prevent and control these infections.

__F__

3. Nurse Aides can share client information with members of the healthcare team; those

members include nurses, CNA’s, doctors, social workers, and patients. __C__

4. The NC Board of Nursing defines the NA scope of practice while OBRA (Omnibus

Budget Reconciliation Act) defines requirements for nurse aide training and competency

evaluation. __C__

5. While the most important step to prevent the spread of disease is hand-washing, the most

important step to hand-washing is friction. __F__

6. Some barriers to communication include lack of eye contact, attitude, and noise, but steps

to enhance communication are good listening skills, eye contact, and asking appropriate

questions. __CS__

7. You must wear gloves while performing care tasks such as changing beds and diapers;

also, contaminated work surfaces should be cleaned after each use with Clorox

germicidal wipes. __F__


Subject-Verb Agreement Worksheet

Directions: The paragraph below pertains to various aspects of being a Nurse’s Aide. There are eight

subject-verb agreement errors in the paragraphs below. Cross out each error and make the necessary

correction above the error.

Basic nursing skills is skills required of a nurse aide to deliver competent care to residents in

health care settings. Some examples includes monitoring, documenting, and reporting of vital signs.

Performance of basic nursing skills are important to a nurse aide. Also, following a resident’s plan of

care, following directives from supervisors, and reporting important findings is all critical for the well-

being of the residents.

Personal care skills are tasks that deal with a person’s body, appearance, and hygiene. When

providing personal care skills, privacy is important. Morning care include toileting, assisting with face

and hand washing, and mouth care before and after breakfast. On the other hand, evening care includes

toileting, assisting with face and hand washing, providing a snack, mouth care, and back rub. When

providing personal care, it is important to help residents be as independent as possible as they may feel

embarrassed at having to be helped with personal care needs, so nurse aides should be professional and

provides privacy during care.

Interpersonal skills are important attributes for a nurse aide to have—mainly because nurse aides

interacts with a variety of people while on duty, and it is important to understand how their own actions

and attitudes impacts those around them including residents, family members, and co-workers. Having

interpersonal skills for a nurse aide means that he or she should empathize, anticipate needs, treat

residents as unique individuals, display patience and tolerance while attempting to understand behavior,

and be sensitive to the resident’s moods.


ANSWER KEY

Subject-Verb Agreement

Basic nursing skills is (are) skills required of a nurse aide to deliver competent care to residents in

health care settings. Some examples includes (include) monitoring, documenting, and reporting of vital

signs. Performance of basic nursing skills are (is) important to a nurse aide. Also, following a resident’s

plan of care, following directives from supervisors, and reporting important findings is (are) all critical for

the well-being of the residents.

Personal care skills are tasks that deal with a person’s body, appearance, and hygiene. When

providing personal care skills, privacy is important. Morning care include (includes) toileting, assisting

with face and hand washing, and mouth care before and after breakfast. On the other hand, evening care

includes toileting, assisting with face and hand washing, providing a snack, mouth care, and a back rub.

When providing personal care, it is important to help residents be as independent as possible as they may

feel embarrassed at having to be helped with personal care needs, so nurse aides should be professional

and provides (provide) privacy during care.

Interpersonal skills are important attributes for a nurse aide to have—mainly because nurse aides

interacts (interact) with a variety of people while on duty, and it is important to understand how their own

actions and attitudes impacts (impact) those around them including residents, family members, and co-

workers. Having interpersonal skills require that a nurse aide to empathize, anticipate needs, treat

residents as unique individuals, display patience and tolerance while attempting to understand behavior,

and be sensitive to the resident’s moods.


Name: _____________________________________________ Date: ________

Parts of Speech (WS-1)

(Nouns, Pronouns, & Verbs with Helping Verbs)

1. A good nurse aide uses appropriate interpersonal skills.

Which word(s) in the above sentence is the verb?

a. appropriate c. uses

b. skills d. interpersonal

Which word(s) in the above sentence is the noun?

a. good c. nurse aide

b. appropriate d. uses

2. A nurse aide must ask questions before accepting a delegated task.

Which word(s) in the above sentence is the helping verb?

a. ask c. delegated

b. accepting d. must

What are the main verbs in the sentence?

a. ask and accepting c. delegated and task

b. ask and questions d. before and task

3. Monitoring, documenting, and reporting vital signs are examples of essential skills for

nurses.


a. for c. and

b. are d. of

Which word(s) in the above sentence are the nouns?

a. signs c. examples e. all of the above

b. skills d. nurses

Which word(s) in the above sentence are regular verbs?

a. reporting c. monitoring e. a, b, and c only

b. documenting d. vital (Reference: These sentences were retrieved from the student manual for the State-Approved Curriculum NA 1 Training Program)

ANSWER KEY (WS-1)

Parts of Speech (Nouns, Pronouns, & Verbs with Helping Verbs)

1. A good nurse aide uses appropriate interpersonal skills.

Which word(s) in the above sentence is the verb?

a. appropriate c. uses

b. skills d. interpersonal

Which word(s) in the above sentence is the noun?

a. good c. nurse aide

b. appropriate d. uses

2. A nurse aide must ask questions before accepting a delegated task.


a. ask c. delegated

b. accepting d. must

What are the main verbs in the sentence?

a. ask and accepting c. delegated and task

b. ask and questions d. before and task

3. Monitoring, documenting, and reporting vital signs are examples of essential skills for

nurses.


a. for c. and

b. are d. of

Which word(s) in the above sentence are the nouns?

a. signs c. examples e. all of the above

b. skills d. nurses

Which word(s) in the above sentence are regular verbs?

a. reporting c. monitoring e. a, b, and c only

b. documenting d. vital


Parts of Speech (WS-2)

Nouns, Pronouns, Verbs with Helping Verbs

1. It is important to help residents be as independent as possible and encourage residents to

do as much of care for self as possible.

Which part of speech are the underlined words?

a. Nouns b. Pronouns c. Verbs d. Adjective e. None

2. Nurse aides interact with a variety of people while on duty, and it is important to

understand how their own actions and attitudes impact those around them including

residents, family members, and co-workers.


a. Verbs b. Nouns c. Pronouns d. Preposition e. None

3. As an employee, a nurse aide understands the requirements of being a nurse aide in

North Carolina and maintains current listing on Nurse Aide I Registry.


a. Nouns b. Verbs c. Adverbs d. Pronouns e. Adjectives

4. Team members coordinate work activities and share responsibilities.


a. Verbs b. Nouns c. Prepositions d. Adverbs e.

None

5. The North Carolina Board of Nursing Administrative Code defines range of function for

nurse aides in North Carolina.


a. Pronouns b. Prepositions c. Verbs d. Adjective e.

Noun

6. Each individual has his or her own preferences.


a. Nouns Pronouns c. Verbs d. Adverbs e. Preposition


ANSWER KEY (WS-2)

Parts of Speech (Nouns, Pronouns, Verbs with Helping Verbs,)

1. It is important to help residents be as independent as possible and encourage residents to

do as much of care for self as possible.


A. Nouns b. Pronouns c. Verbs d. Adjective e. None

2. Nurse aides interact with a variety of people while on duty, and it is important to

understand how their own actions and attitudes impact those around them including

residents, family members, and co-workers.


A. Verbs b. Nouns c. Pronouns d. Preposition e. None

3. As an employee, a nurse aide understands the requirements of being a nurse aide in North

Carolina and maintains current listing on Nurse Aide I Registry.


A. Nouns b. Verbs c. Adverbs d. Pronouns e. Adjectives

4. Team members coordinate work activities and share responsibilities.


A. Verbs b. Nouns c. Prepositions d. Adverbs e.

None

5. The North Carolina Board of Nursing Administrative Code defines range of function for

nurse aides in North Carolina.


A. Pronouns b. Prepositions c. Verbs d. Adjective e. Noun

6. Each individual has his or her own preferences.


A. Nouns Pronouns c. Verbs d. Adverbs e. Preposition (Reference: These sentences were retrieved from the student manual for the State-Approved Curriculum NA 1 Training Program)

Resources

The following links below provide student with online practice in the different parts of speech. As these

exercises are done online, the site scores the exercises upon completion of the lessons. Instructor can

either provide students with a copy of this page or email the links to the students to practice at home.

For more practice on nouns, visit the following site(s):

http://englishgrammar101.com/module-1/nouns/lesson-1/what-is-a-noun

http://englishgrammar101.com/module-1/nouns/lesson-2/common-and-proper-nouns

http://englishgrammar101.com/module-1/nouns/lesson-7/collective-nouns

For more practice on verbs with helping verbs, visit the following site(s):

http://englishgrammar101.com/module-3/verbs/lesson-1/action-verbs

http://englishgrammar101.com/module-3/verbs/lesson-2/helping-verbs

For more practice on pronouns, visit the following site(s):

http://englishgrammar101.com/module-2/pronouns/lesson-1/personal-pronouns

http://englishgrammar101.com/module-2/pronouns/lesson-9/pronoun-agreement

http://englishgrammar101.com/module-2/pronouns/lesson-8/indefinite-pronouns

For more practice on adjectives and adverbs, visit the following site(s):

http://englishgrammar101.com/module-5/modifiers-adjectives-and-adverbs/lesson-1/adjectives

http://englishgrammar101.com/module-5/modifiers-adjectives-and-adverbs/review/identifying-

adjectives

For more practice on verb tenses, visit the following site(s):

http://englishgrammar101.com/module-3/verbs/lesson-8/tenses-of-verbs

http://englishgrammar101.com/module-1/nouns/lesson-1/what-is-a-noun

http://englishgrammar101.com/module-1/nouns/lesson-2/common-and-proper-nouns

http://englishgrammar101.com/module-1/nouns/lesson-7/collective-nouns

http://englishgrammar101.com/module-3/verbs/lesson-1/action-verbs

http://englishgrammar101.com/module-3/verbs/lesson-2/helping-verbs

http://englishgrammar101.com/module-2/pronouns/lesson-1/personal-pronouns

http://englishgrammar101.com/module-2/pronouns/lesson-9/pronoun-agreement

http://englishgrammar101.com/module-2/pronouns/lesson-8/indefinite-pronouns

http://englishgrammar101.com/module-5/modifiers-adjectives-and-adverbs/lesson-1/adjectives

http://englishgrammar101.com/module-5/modifiers-adjectives-and-adverbs/review/identifying-adjectives

http://englishgrammar101.com/module-5/modifiers-adjectives-and-adverbs/review/identifying-adjectives

http://englishgrammar101.com/module-3/verbs/lesson-8/tenses-of-verbs

Name: ________________________________________ Date: ____________

COMPREHENSIVE QUIZ

PART I. Matching

Directions: Match each of the following concepts with its correct meaning.

1. _____ A phrase that does not express a. Simple Sentence

A complete thought.

2. _____ Two sentences joined together b. Fragment

With no punctuation.

3. _____ A group of words that express a c. Complex Sentence

Complete thought.

4. ____Two sentences joined together to d. Compound Sentence

Form one sentence.

5. ____ A subject must agree with its verb in e. Comma Splice

Number.

6. ____ This is formed by joining an independent f. Fused Run-on

Clause with a dependent clause.

7. ____Two sentences joined together with only a g. Subj./Verb Agreement

Comma.

PART II: True/False

8. An independent clause can NOT stand alone as a complete sentence: True or False

9. When the independent clause comes before a dependent clause, you do NOT use a

comma between the two phrases: True or False

10. A prepositional phrase that comes between the subject and the verb does not affect the

subject verb agreement: True or False

11. A compound subject joined by “and” takes a singular verb: True or False

12. Collective noun subjects take a plural verb: True or False

13. Commas are sometimes used with restrictive clauses: True or False

PART III

14. List the SEVEN coordinating conjunctions

15. List the five ways to correct run-ons.

16. List two of the four ways in which commas are used.

17. List the three irregular verb forms of subject-verb agreement.

18. List the three relative pronouns. (Hint: We talked about these when going over

commas).

Week Two

Lesson Outline for

Reading & Language

Arts

(This section contains a day-by-day outline of the lessons

to be covered for week two for reading and language

arts)




Week Two Agenda

Unit(s) 1, 2, & 3: Reading Comprehension, Argument Analysis & Text Comparison, and

Extended Response

Week Two (Day 1)—Unit 1

--Lesson 1: Main Idea & Supporting Details

--Lesson 2: Summarize

--Lesson 3: Determine Sequence

--Lesson 4: Categorize

--Lesson 5: Cause & Effect

--Lesson 6: Compare & Contrast

Week Two (Day 2)—Unit 1

--Wrap up/review the material from the previous day’s lesson(s)

--Lesson 8: Make Inferences

--Lesson 9: Style & Tone

--Lesson 13: Use Context Clues

--Lesson 16: Analyze Plot Elements

--Lesson 17: Analyze Character

--Lesson 18: Analyze Setting

Week Two (Day 3)—Units 1&2

--Wrap up/review the material from the previous day’s lesson

--Unit 1: Lesson 19: Interpret Figurative Language

--Unit 1: Lesson 20: Determine Narrative Point of View

--Unit 1: Lesson 22: Identify Theme

--Unit 2: Lesson 2: Analyze Elements of Persuasion

--Unit 2: Lesson 3: Identify Evidence

--Unit 2: Lesson 4: Analyze Visuals and Data

Week Two (Day 4)—Units 2 & 3

--Unit 2, Lesson 6: Classify Valid & Invalid Evidence

--Unit 2, Lesson 7: Analyze the Structure of Arguments

--Unit 2, Lesson 9: Compare and Contrast Texts

--Unit 3, (All Lessons Integrated): Extended Response

Week Two

Lesson Plans

(Reading & Language

Arts)

(This section contains all of the accompanying lesson

plans for week two for reading and language arts)




Week Two (Day 1)—Lesson Plan

Lessons Covered: Main Idea (Lesson1), Summarizing (Lesson 2), Determine Sequence (Lesson 3),

Categorize (Lesson 4), Identify Cause & Effect (Lesson 5), and Compare and Contrast (Lesson 6)

CONTENT STANDARD: ASE LA 4: Understanding and Analyzing Informational Texts

LA.4.2: Determine central ideas or themes of a text and analyze their development; summarize the key

supporting details and ideas. (CCR Anchor 1)

LA.4.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a

text. (CCR Anchor 3)

Learning Goal(s):

1. Students will identify the main idea in a passage.

2. Students will read a passage and apply appropriate strategies to summarize.

3. Students will place events from a passage in chronological sequence.

4. Students will organize information from a passage into groups.

5. Students will identify cause and effect relationships.

6. Students will identify compare and contrast relationships

Objectives:

• Students will be able to recognize and form a main idea/topic sentence for a paragraph.

• Students will be able to identify key words to recognize major and minor supporting

details in paragraphs.

• Students will understand the purpose of a summary.

• Students will be able to identify sequence words to follow the order or sequence of

events.

• Students will be able to use sequencing to understand the relationships between events.

• Students will be able to use signal words to determine order sequence.

• Students will be able to sort through elements into groups according to similarities and

differences.

• Students will be able to use clues within a passage to indicate the correct category.

• Students will understand the relationship differences between cause and effect.

• Students will be able to recognize signal words to help identify cause and effect

relationships.

• Students will be able to understand the difference between comparison and contrast in

both nonfiction and fiction.

• Students will be able to understand Venn diagrams as it relates to comparisons and

contrasts.

• Students will use comparing and contrasting to help analyze information in a text

Content Material

a. Read passages and identify the main idea and supporting details.

b. Read passages and summarize the main points of the passage.

c. Read a passage and place a number of events in chronological order according to the

passage.

d. Group specific information in a particular category.

e. Read a passage and analyze why specific information is categorized in a particular

passage.

f. Match a specific concept within its corresponding passage.

g. Learn how an author categorizes a concept within a category.

h. Read a passage with multiple paragraphs and find the connection between ideas among

different paragraphs.

i. Read a passage and answer multiple questions to identify the cause/effect of events that

occur.

j. Read a passage and determine how two things are similar and/or different.

k. Read a passage and answer questions to determine the relationship of cause and effect to

specific concepts


• Reading & Language Arts PowerPoint

• Projector/Screen with computer access

• Steck-Vaughn Reasoning through Language Arts Student Book,

• Student binders and pens/pencil to take notes.

• Graphic organizers (see language arts resource section for week 2)

• Contextualized activities/worksheets


Instruction: Instructor will access the Language Arts PowerPoint (PPT) that will include all of

the lessons to be covered in the content area. Instructor will present the information for the

lessons individually, but in the order given in the curriculum outline.

Main Idea & Supporting Details (Instruction): Instructor will provide students with a list of

terms to include: main idea/topic sentence, supporting details (major details and minor details),

& signal words. The instructor will, then, provide students with the meaning of these terms

(from the PPT) while providing explanations and examples of each. This information will be

included on the Language Arts PowerPoint. Modeling Practice: The instructor will provide a

sample reading piece to the students. Instructor will model to the students how to determine the

main idea by demonstrating a think-a-loud. Instructor will then provide students with a

paragraph/text to do. Students will use graphic organizers (see resource section) to assist them

in locating the main idea and supporting details. Independent Practice: Students will do Lesson

1, pages 2 – 3, in the Steck-Vaugh Reasoning through Language Arts Student Book. Upon

completion, instructor will go over answers with students—providing explanations as needed.

Summarizing (Instruction): Instructor will define summarizing and provide students with tips

on summarizing (from the PowerPoint). Modeling Practice: Instructor will present a sample

text and do a summarization of the text without student input. Instructor will, then, provide

students with a practice text to do as a class (both of these texts are in the PowerPoint).

Independent Practice: Students will do Lesson 2, pages 4 – 5 in the Steck-Vaughn Reasoning

through Language Student Book. Upon completion, instructor will go over answers with

students—providing explanations as needed.

Determine Sequence (Instruction): Instructor will present the concept of determining

sequence by asking the students how to do a specific task (i.e. how to make a peanut butter and

jelly sandwich) in order to aid the student in understanding why understanding sequence is

important. Instructor will then provide students with the meaning of sequence and explain why it

is important for understanding the relationship between events. Modeling Practice: Instructor

will provide students with a written and visual demonstration on a step-by-step process on how

to properly wash hands (refer to the PowerPoint). The instructor will point out key words and

exemplify strategies to help determine sequence. Independent Practice: Lesson 3, pages 6 – 7,

in the Steck-Vaughn Reasoning through Language Arts Student Book. Upon completion,

instructor will go over answers with students—providing explanations as needed.

Categorizing (Instruction and Practice): Instructor will define/explain and provide examples

of categorizing (PowerPoint). Students will independently do Lesson 4, pages 8 – 9. Upon


Cause and Effect (Instruction): Instructor will define and explain the difference between cause

and effect. Instructor will then present a cause and effect chart of content-related (medical)

material to help further demonstrate the differences between cause and effect. This chart can be

found in the Language Arts PowerPoint. Modeling Practice: Instructor will read a short

passage that illustrates the cause and effect relationship and point out signal words and key terms

that indicate cause and effect. Independent Practice: Lesson 5, pages 10 – 11. Upon


Compare and Contrast (Instruction): Instructor will define and explain the difference

between compare and contrast. Instructor will then provide students with a Venn diagram for

them to compare and contrast the roles of a nurse to a doctor to help further understand cause and

effect. The Venn diagram can be found in the resource section. Modeling Practice: Instructor

will read a short passage that illustrates the compare and contrast while pointing out signal words

and key terms that indicates compare and contrast. Independent Practice: Lesson 6, pages 12 –

13. Upon completion, instructor will go over answers with students—providing explanations as

needed.








Lessons Covered: Lesson 8 (Inferences), Lesson 9 (Define Style & Tone), Lesson 13 (Context

Clues), Lesson 16 (Analyze Plot Elements—Integrated with Lesson 17: Analyze Character and

Lesson 18: Analyze Setting)

CONTENT STANDARD: ASE LA 3: Understanding and Analyzing Literature

ASE.3.1: Read closely to determine what the text says explicitly and to make logical inferences

from it; cite specific textual evidence when writing or speaking to support conclusions drawn

from the text. (CCR Anchor 1)

ASE.3.3: Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or

tone. (CCR Anchor 4)

Learning Goals:

1. Students will make accurate inferences based on information in a passage.

2. Students will determine the style and tone of the passage.

3. Students will use context clues to determine the meaning of an unknown word.

4. Students will analyze the elements of plot development.

5. Students will analyze characters of a story and/or film.

6. Students will analyze the setting of a story and/or film.

Objectives:

• Students will be able to draw logical conclusions based on facts from a passage.

• Students will be able to use background information and experiences to make inferences.

• Students will be able to analyze all facts in order to consider the alternatives in making

inferences.

• Students will use and understand different types of context clues and apply them to

determine the meaning of unknown word(s) within a passage.

• Students will be able to combine prior knowledge with other clues to determine the

meaning of a word.

• Students will be able to identify by definition the various elements of plot development.

• Students will be able to examine specified plot elements to relate the events in a

particular order.

Content Material:

a. Read passages and choose the most logical inference(s).

b. Read a table or graph and choose the most accurate inferences based on the information

provided.

c. Determine the meaning of an unknown word by using the information in the sentence or

passage.

d. Use and understand how connotations impact the passage.

e. Read a passage and identify specific actions that take place in a particular plot element.

f. Match specific sentences with its plot element.

g. Use a plot diagram to present the analysis of plot structure.


• Language Arts PowerPoint


• Medical film—(Instructor’s choice)

• Contextualized activity/worksheet (see resource section)

• Steck-Vaughn Reasoning through Language Arts Student Book,

• Student binders and pens/pencil to take notes.

Format of Instruction: First, Instructor will wrap up the previous day’s material. Upon

completion of the wrap-up, instructor will provide instruction on the following lessons:

Inferences, Style & Tone, Context Clues, Analyze Plot Elements, and Analyze Character and

Setting (refer to the PowerPoint) Next, instructor will explain to the students that they will be

watching a film that centers around the medical field, which they will have a follow-up

assignment to do that correlates to the film. Finally, the instructor and students will go over the

answers to the contextualized activity once students have completed the assignment.

Other Exercises: None to be given

Assessment Measures: Instructor will check for student understanding of the assignments

through asking reflective questions.





Lessons Covered: Author’s Point of View, Determine the Author’s Purpose, Analyze

Elements of Persuasion, Identify Evidence, Analyze Visuals and Data, Analyze the Structure

of Arguments, and Compare Opposing Arguments

CONTENT STANDARD: ASE LA 4: Understanding and Analyzing Informational Texts

LA.4.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger

portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole (CCR

Anchor 5)

LA.4.6: Assess how point of view or purpose shapes the content and style of a text. (CCR Anchor 6)

Learning Goals:

1. Students will read a passage and determine the perspective from which an author writes.

2. Students will identify the author’s purpose for writing.

3. Students will identify the similarities and differences between two arguments.

4. Students will read a passage and understand the perspective and perspective from which

an author writes.

5. Students will identify and analyze various elements of persuasion.

6. Students will identify evidence in persuasive writings to support claims.

Objectives:

• Students will understand the effect/correlation that connotation has on determining the

author’s point of view.

• Students will be able to recognize and use clues from a written selection to determine the

author’s likes and/or dislikes as it relates to point-of-view.

• Students will be able to use the author’s purpose for writing to determine the author’s

point-of-view.

• Students will be able to distinguish between varieties of purposes from which an author

writes.

• Students will be able to identify the audience for which a work is written.

• Students will understand and identify the different components of an argument.

• Students will be able to analyze and evaluate the effectiveness of the author’s use of

persuasive devices in influencing an audience.

• Students will be able to read a passage and determine the author’s view on a particular

subject matter.

• Students will be able to prove facts to be true or untrue.

• Students will be able to determine the type of appeal that an author uses for evidence.

• Students will be able to read two passages and analyze each author’s argument to

determine which argument is better supported.

Content Material:

a. Read a passage and determine which sentence best reflects the author’s point-of-view.

b. Read a passage and use specific clues to determine the author’s overall point-of-view.

c. Read a passage and draw logical conclusions about the author’s point-of-view.

d. Read a passage and determine the author’s purpose for writing.

e. Identify multiple purposes for which a passage is written.

f. Use the purpose of a passage to help determine the author’s view in a passage.

g. Use details within a passage to determine the author’s purpose

h. Define each author’s purpose, main point, and supporting claims.

i. Analyze arguments by examining evidence, strategies, and counterarguments between two

passages.


• Steck-Vaughn Reasoning through Language Arts Student Book

• PowerPoint of lecture notes w/practice

• Medical news articles

• Dry Erase markers


• Note: Students will need notebook paper and pens/pencil to take notes.


First, Instructor will introduce (individually) each concept for the lessons to be covered. For

each lesson, instructor will provide notes via PowerPoint. Each lesson in the PowerPoint will

contain lecture notes as well as practice exercise(s) for each topic. After each lesson, students

will do the accompanying textbook (Steck-Vaughn Reasoning through Language Arts) exercise

for the corresponding lesson.

Next, instructor will define and explain how to compare opposing arguments. As an example,

instructor will model to students on how to compare opposing arguments using the argument in

Unit 3, Lesson 1 in the Steck-Vaughn Reasoning through Language Arts Student Book on page

96. Instructor and students will discuss the argument as instructor provides explanations as

needed. Students will, then, independently do the exercise in Unit 3, Lesson 1, on page 97.

Instructor will go over the answers and explain as needed.

Finally, instructor will present the students with a variety of medical news articles to read as a

class. Upon completion of reading each article, students will be required to answer questions

pertaining to the article while applying skills learned from previous lessons covered.

Other Exercises/Practice: None to be given










Lessons Covered: Extended Response (all lessons within this unit will be integrated and taught

with the steps of The Writing Process)


LA.1.1: Write informative/explanatory texts to examine and convey complex ideas and information

clearly and accurately through the effective selection, organization, and analysis of content. (CCR

Anchor 2

CONTENT STANDARD: ASE LA 2: Using Research in Writing Endeavors

LA.2.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. (CCR Anchor 1)

LA.2.2: Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation. (CCR Anchor 7)

Learning Goals:

1. Students will identify and use the steps of the writing process to write a finished work.

2. Students will compose an extended response that analyzes each text.

Objectives:

• Students will be able to identify and define the steps of the writing process in

chronological order while applying each step to their writings.

• Students will be able to apply the steps of the writing process in order to write an

effective extended response that compares opposing arguments.

Content Material:

a. Use a variety of techniques to generate ideas and organize information for the purpose of

writing a paragraph or essay.

b. Write a draft of a paragraph or an essay from a specified topic.

c. Properly revise and edit paragraphs for effectiveness and cohesion.

d. Produce a polished, finished written work.


• Dry Erase markers and white board

• Steck-Vaughn Reasoning through Language Arts Student Book

• Reading & Language Arts PowerPoint

• Student binders for note-taking

• Outline templates

• Computer/Internet access

• Video(s) for topic of discussion for research and writing—instructor’s choice


Instructor will wrap up and review the previous day’s concepts. Upon completion, instructor

will provide instruction on the steps of The Writing Process while integrating the lessons from

Unit 3, Extended Response Unit.

Students will compare opposing arguments and write a finished work.

During this lesson, students will also be given a video to watch as a class. Upon completion of

watching this video, the instructor will facilitate an in-depth discussion of the film. Instructor

and students will, then, fill in the accompanying outline template for the film, which includes a

writing prompt and questions for students to answer in order to begin the writing prompt.

Afterwards, instructor will guide the students through the steps of the Writing Process (using the

information in the template) by demonstrating the steps.

Upon completion of the first guided writing exercise, students will be given a second video to

watch and will do research on the selected topic from the film. Also, students will independently

do the accompanying outline template for this particular film. Upon completion, students will

create a polished, finished argument-based written work using the steps of the Writing Process.

Other Exercises: None to be given

Assessment Measures: Instructor will use student writing samples to assess students’ ability to

compose a written extended response. Instructor will provide feedback to students—identifying

areas of strengths and weaknesses. Instructor will provide students with an opportunity to

rewrite extended responses based on instructor’s feedback.

Resources & Contextualized

Activities/ Worksheets for

Week Two

(Reading & Language Arts)

(This section contains resources and activities to

accompany the lesson plans for week two for reading

and language arts)

Main Idea

• Sample Main Idea: There are a number of things that a person can do to improve his or her

health.

Note: The author wants the reader to know that there are things that can be done to improve health.

Supporting Details

• Sample Major Supporting Detail (1): One thing that a person can do to improve his or her

health is incorporating a healthy, well-balanced diet.

Note: This explains to the reader, specifically, what can be done to improve health as the minor

detail will elaborate on how eating a well-balanced diet contributes to good health. See the minor

supporting detail below.

• Sample Minor Supporting Detail (1): Eating a nutrient-rich diet can reduce one’s risk of

certain diseases such as heart disease and certain types of cancers

Supporting Details

• Sample Major Supporting Detail (2): Another thing that a person can do to improve his or

her health is by exercising regularly.

• Sample Minor Supporting Detail (2): Implementing a consistent exercise regimen helps to

maintain a healthy weight, which also reduces the risk of developing certain health problems

such as hypertension.

Supporting Details

• Sample Major Supporting Detail (3): Finally, utilizing effective coping mechanism

strategies to manage stress levels can contribute to improving one’s health.

• Sample Minor Supporting Detail (3): For example, meditating, yoga, and deep-breathing

exercises can reduce stress hormone levels and anxiety.

Main Idea & Supporting Detail (Graphic Organizer Template)

Main Idea

Main Idea (here):

Supporting Details

Major Supporting Detail (1)—here:

Minor Supporting Detail (1)—here:

Supporting Details

Major Supporting Detail (2)—here:

Minor Supporting Detail (2)—here:

Conclusion:

Key Words for Main Idea & Supporting Details

Examples of List Words (these words often announce a main idea)

Several kinds (or ways) of several causes of some factors in

Three advantages of five steps among the results

Various reasons for a number of effects a series of

Examples of Addition Words (these words often introduce supporting details)

One to begin with also further

First (of all) for one thing in addition furthermore

Second(ly) other next last (of all)

Third(ly) another moreover final(ly)

Taken from Ten Steps to Advancing College Reading Skills, 5th ed., Langan

Contextualized Learning

Exercises

(Reading & Language Arts)

Literary Response/Article Discussions

Skill Focus: In addition to emphasizing writing skills, this assignment

focuses on critical thinking skills, inferences, and cause and effect. This

assignment directly correlates with Modules C, The Resident’s

Environment: Safety & Emergency, and Module E, Laws & Ethics.

Directions: Read each of the following nursing articles. Choose two

articles, and do a written literary response for each article chosen. Upon

completion of the written responses, the students and instructor will

discuss the various responses to the articles.

Article Topic: Nurse Charged with Murder in Romanian Hospital Fire

By: The CNN Wire Staff

Article #1: (CNN) -- A nurse at a Romanian hospital has been charged with

murder in the deaths of five newborns killed in a fire in an intensive care unit,

prosecutors said Monday. Florentina Daniela Cirstea will remain in police custody

for 24 hours and appear before a judge Tuesday, said Marius Iacob, chief

prosecutor in charge of the investigation. Prosecutors will ask the judge to place

her under arrest so she can be held for the next 29 days. Cirstea is accused of

failing to fulfill duties of her job by not constantly supervising the newborns in the

ICU unit of the Giulesti Maternity Hospital in Bucharest. Five babies -- two boys

and three girls -- died after suffering severe burns in the fire August 16. Six other

newborns were injured, authorities have said. They remained in critical but stable

condition Monday, according to staffers at Grigore Alexandru Children's Hospital,

where they are being treated. Cirstea is also charged in connection with the injured

infants. She left the unit unattended for 12 minutes, Iacob said, and then was

unable to evacuate and rescue the newborns after the fire broke out. Cirstea also

left the intensive care unit several other times during that day, according to

surveillance video, he said. Iacob said last week that medical staff at the hospital

were in another room, apparently having a celebration, when the blaze broke out.

The fire started in an electrical cable attached to the air-conditioning unit of the

intensive care room, according to prosecutors' preliminary conclusions. It quickly

swept through the room, burning incubators and melting medical equipment.

Another member of the medical staff, not Cirstea, was the one who called for help

when the blaze was discovered, Iacob said. Surveillance camera footage released

by the government last week showed medical staff and parents frantically trying to

enter the burning intensive care unit, using a chair to break down automatic doors.

The doors could only be opened with an access card, which no one had at the time.

Seconds later, the hallway filled with smoke. Iacob said last week that only one

person had an access card to open the door -- the nurse in charge, who was not

present. The temperature inside the ICU reached more than 200 degrees Celsius

(400 degrees Fahrenheit), Iacob said last week. It was too soon to evaluate the

survival chances of the six injured babies, hospital staffers said on Monday.

However, minor burns suffered by some of the infants have healed, officials said.

Article 1: Response/Discussion Questions

1. Constant Supervision of patients is a key factor in the many roles of a

CNA. What are some things that can contribute to the distraction of a

CNA from performing this role, and how can these things be prevented?

2. Based on the information in the article, can you draw any logical

inferences as to what else could have possibly contributed to this

tragedy?

3. Do you think that the nurse is completely at fault for this tragedy? Why

or why not? Please provide adequate and relevant support for your

answer.

4. Based on the procedures to follow in the event of a fire from the CNA

manual, what prevented the staff from being able to completely follow

the facility’s policy?

Article Topic: Nurses Fired Over Cell Phone Photos of Patient: Case Referred

To FBI for Possible HIPAA Violations

(This article was featured at wisn.com)

Article #2: The investigation started with an anonymous call from an employee at

Mercy Walworth Medical Center in Lake Geneva, with the allegation that a nurse

took pictures of a patient with her cell phone and posted them on her Facebook

page. Last week, the nurse told 12 News she never posted the pictures on the

Internet. Investigators have since interviewed the nurse and said she offered more

details. "There were two nurses that independently took a picture each of an X-ray

of a patient," Walworth County Undersheriff Kurt Picknell said. The patient was

admitted to the emergency room with an object lodged in his rectum. Police said

the nurse explained she and a co-worker snapped photos when they learned it was

a sex device. Police said discussion about the incident was posted on her Facebook

page, but they haven't found anyone who actually saw the pictures. The nurse

removed her Facebook page from the Internet last week. Without more, Picknell

said this conduct does not appear to violate any state laws. He has referred the case

to the FBI. "We've notified federal authorities of this allegation to see if there are

federal violations, most notably HIPAA violations, patient rights," he said. The

hospital did not return a call seeking comment.


1. Patient privacy is vital to the CNA field. What are some common mistakes

that employees can make with regard to social media and cell phones, and

how can they be avoided?

2. Based on confidentiality and privacy as outlined in the CNA manual, how

were confidentiality and privacy violated in this situation?

Article Topic: Nurse to Stand Trial for Reporting Doctor

(Featured in The New York Times)

Article #3: Along more innocent lines, in February of 2010, an administrative nurse,

Anne Mitchell, was taken to court for reporting a doctor on her staff of medical

malpractice at Winkler County Memorial Hospital in Texas. Mitchell, along with the

nursing community, was shocked at being indicted and threatened with 10 years or prison

for “misuse of official information.” She believed she was just doing her job for reporting

Dr. Rolando G. Arafiles Jr. to the Texas Medical Board in April 2009. Mitchell said she

noticed a series of questionable medical practices by Dr. Arafiles, including a bad skin

graft and an unconventional surgery in which the doctor sutured a rubber tip to a patient’s

finger (the Texas Department of State Health Services eventually declared the latter

procedure inappropriate). So she wrote an anonymous letter with the help of another

nurse, Vickilyn Galle. In order to convict Mitchell, the prosecution had to prove that she

intended to harm Dr. Arafiles’ reputation and used her status at the hospital to distribute

classified information for a “nongovernmental purpose.” Legal experts argued that Texas

whistle-blower laws should protect Mitchell. Mitchell got her victory: In February, she

was quickly acquitted in trial. Additionally, in August, Mitchell and Galle won a

$750,000 settlement from Winkler County, Texas after filing a lawsuit for being fired and

criminally prosecuted. Furthermore, in April, the Department of State Health Services

fined the hospital $15,850 for failing to supervise Dr. Arafiles appropriately and for firing

Mitchell and Galle. Dr. Arafiles continues to work at the hospital, and awaits a hearing

for a number of charges by the Texas Medical Board. He could have his license restricted

or revoked.

http://nursinglink.monster.com/news/articles/9565-texas-nurse-acquitted-of-felony-charge-for-reporting-doctor


1. In your profession as a CNA, you may encounter situations where you

may have to report someone for not using what is called “best practices.”

How would this make you feel if you were in such a situation, and what

would you do and why?

Cause and Effect: Contextualized Activity

Directions: Match the effect with its corresponding cause. A list of effects is found below the

chart in the “effect bank.”

When this happens…..

(cause)

The result will be…..

(effect)

The pancreas doesn’t produce enough insulin

in the endocrine system to absorb glucose from

the blood

Being at an estrogen-dominant state

Smoking, overweight, too much salt in the diet,

and high stress levels

The sperm meets and fertilizes an egg

The adrenal glands release too little of the

hormone, cortisol, and sometimes aldosterone

Drugs are mixed with alcohol

Certain antibiotics are taken with birth-control

pills

Intaking large amounts of foods rich in vitamin

K

Drinking alcohol with medications

Effect Bank: a. fatigue, upset stomach, dehydration and skin changes (Addison’s disease)

b. diabetes c. possible unwanted pregnancy d. breast cancer e. nausea, vomiting,

headaches, drowsiness, fainting, loss of coordination, risk of internal bleeding, heart problems,

and difficulty breathing

f. decreases the effect of blood thinners g. hypertension

h. human reproduction

Cause and Effect: Contextualized Activity—ANSWER KEY

Directions: Match the effect with its corresponding cause. A list of effects is found below the

chart in the “effect bank.”

When this happens…..

(cause)

The result will be…..

(effect)

The pancreas doesn’t produce enough insulin

in the endocrine system to absorb glucose from

the blood

b. diabetes

Being at an estrogen-dominant state d. breast cancer

Smoking, overweight, too much salt in the diet,

and high stress levels

g. hypertension

The sperm meets and fertilizes an egg h. human reproduction

The adrenal glands release too little of the

hormone, cortisol, and sometimes aldosterone

a. Addison’s disease

Drinking alcohol with medications e. nausea, vomiting, headaches, drowsiness,

fainting, loss of coordination, risk of internal

bleeding, heart problems, difficulty breathing

Certain antibiotics are taken with birth-control

pills

c. possible unwanted pregnancy

Intaking large amounts of foods rich in vitamin

K

f. decreasing effect of blood thinners

Compare & Contrast Key Words

Comparison Words:

(just) as both in like fashion in a similar fashion

(just) like equal(ly) in like manner in a similar manner

Alike resemble similar(ly) (in) the same manner

Same likewise similarity (in) common

Contrast Words:

But instead(of) even though difference

Yet in contrast as opposed to different(ly)

However on the other hand in spite of differ (from)

Although on the contrary despite unlike

Nevertheless conversely rather than while

Still opposite

Retrieved from Ten Steps to Advancing College Reading Skills, 5th ed., Langan

Outline Template (Used during the Prewrite Stage of the Writing Process)

Topic Sentence (Main Idea):

____________________________________________________________________________________

I. (Major Detail) ______________________________________________________________________

a. (minor detail) ______________________________________________________________________

b. (minor detail) _______________________________________________________________________

II. (Major Detail) ______________________________________________________________________

a. (minor detail) _______________________________________________________________________

b. (minor detail) _______________________________________________________________________

III. (Major Detail) _____________________________________________________________________

a. (minor detail) _______________________________________________________________________

b. (minor detail) _______________________________________________________________________

IV. Conclusion (do not introduce any new information here; simply tie in your main idea and major

supporting points.

Extended Response Preparation Outline

Thesis: a key statement or claim that answers the question posed by the extended response

prompt.

Note: To begin an extended response, read the prompt (preferably before and after reading the

passage), and identify the task. This will not only give you a purpose for reading but provide

guidance for taking notes or marking the passages as you read.

Watch the documentary, “Food Inc.”

Sample Prompt: Corn is one of the commodity crops discussed in the documentary, “Food

Inc.” Corn has been both used to feed livestock and modified in different ways to produce

certain foods. Do you agree with the practice of “engineering” corn to produce these foods as

well as giving it to livestock for feed? Why or why not? Please be specific in your responses as

you use examples from the documentary.

Answer the first question in a complete sentence as this will represent your thesis. Note,

you can either lead in with this statement when doing your extended response, or you can start

your response with an introduction/hook just before including the thesis.

Question 1: Do you agree with the practice of “engineering” corn to produce the foods that we

eat as well as giving it to livestock for feed?

Answer:

Provide one reason as to why you agree or disagree as this will represent your first major

supporting detail.

Reason 1:

Give one or two examples from the film that support your reason as these will represent your

minor supporting details for your first major supporting detail.

Example 1:

Example 2:

Provide a second reason as to why you agree or disagree as this will represent your second major

supporting detail.

Reason 1:


minor supporting details for your second major supporting detail.

Example 1:

Example 2:

Provide a third reason as to why you agree or disagree as this will represent your third major

supporting detail.

Reason 1:


minor supporting details for your third major supporting detail.

Example 1:

Example 2:

Conclusion:

Directions: This page contains information regarding GMOs. Examine the information below;

afterwards, you will be given a video pertaining to GMOs to watch. Upon completion, you will

do your own research on GMOs and will be given a writing prompt from the Writing for the

GED Test booklet on pages 6 and 7 while referencing pages 20 – 21. Write a well-developed

extended response to the sample RLA prompt.

A Closer Look at GMOs

https://gmoanswers.com/ask/reasons-scientists-created-gmos

Definition: A GMO (genetically modified organism) is the result of a laboratory process where

genes from the DNA of one species are extracted and artificially forced in to the genes of an

unrelated plant or animal. The foreign genes may come from bacteria, viruses, insects, animals

or even humans.

The Objectives of GMOs

First, genetically modified (GM) plants are used as a quick way to prove that a gene that is

supposed to provide a new characteristic to a plant is actually doing the job.

Let’s say a scientist thinks a gene located on a chromosome in a plant is potentially providing

resistance to a fungus. To be sure that the gene is really responsible for the resistance, the

scientist will introduce this gene in a variety that is susceptible to the fungus. If the variety

becomes resistant, then he/she knows that the gene is a resistance gene, and he/she can use it

further to improve resistance of a crop to this fungus in the field. Thus, GMOs are useful to

better generate knowledge, i.e. understand how plants work and survive in their environments.

Second, genetic modification offers the possibility to accelerate the introduction of a gene to

provide a better characteristic (better resistance to a disease, better yield, better tolerance

to drought, etc.) into a crop compared to classical breeding.

While it takes 15 years to introduce a new gene into a variety and combine it with other desired

characteristics through classical breeding, it technically takes less than seven years to do the

same using a GM approach (that is without counting the time for deregulations).

Third, genetic modification enables crops to acquire completely new functions that are

otherwise brought by the use of natural or synthetic chemicals.

For example, many crops do not have genes that naturally protect them against insects eating

their leaves or roots. In contrast, there are a lot of soil bacteria or fungi that carry this type of

genes naturally. Thus, if a scientist discovers such a gene in a bacteria, and introduces it into a

plant, thereby creating a GMO, the plant can now produce its own insecticide. By doing this,

fewer chemicals are required to be sprayed in the fields to kill the insects.

https://gmoanswers.com/glossary#Gene

https://gmoanswers.com/glossary#Variety

Finally, GMOs can be produced to protect a crop against an herbicide that is used to

control weeds.

By introducing a new gene or modifying the function of an existing gene into a crop, GM

technologies provide herbicide tolerance to crops. Therefore, it becomes possible to control

weeds in the fields without affecting the crop yield.

Week Three Instructional

Outline and Lesson Plan

Format

(Social Studies)

(This section contains both the day-by-day outline and

the lesson plan format for social studies)—The

lecture/lesson PowerPoint has been created for this but

is separate from the curriculum.



Content Area: Social Studies (completing Reading & Language Arts)

Week Three (Day 1)

--Wrap-up and Review in preparation for the Reading & Language Arts GED test

Week Three (Day 2)

--Geography (Unit 1, all lessons)

--Natural Rights Philosophy and (Unit 3, Lesson 1)

--Popular Sovereignty and Consent of the Governed

--Constitutionalism and (Unit 3, Lesson 2)

--The Revolutionary War

--The War of 1812 and (Unit 2, Lesson 5)

--Unit 2: (Lessons 2, 4, 6, and 7)

Week Three (Day 3)

--Checks and Balances with Separation of Powers (Show video)

--Rule of Law

--Federalism (Unit 2, Lesson 4)

--Articles of Federation

--Unit 3: Lessons 1 and 7)

--Political Parties (Show 2 videos—with one explaining political parties while the other outlines

the differences between the major political parties in the United States)

--Additional Accompanying Exercises

Week Three (Day 4)

--The Civil War, Sectionalism, Slavery, and Reconstruction Policies with (Unit 3, Lesson 4)

--Jim Crow Laws, Women’s Suffrage, Civil Rights Movement, Plessy vs. Ferguson, and Brown

vs. Board of Education and (Unit 3: Lessons 5-6)

--World War I

--The Great Depression

--Unit 4: (Lessons 1, 2, 3, and 5) w/Inflation and Deflation



Content Area: Social Studies

Week Three (Days 2 through 4)--Lesson Plan(s)

The Social Studies Test will also focus on four major content domains:

1. Civics and Government

2. United States History

3. Economics

4. Geography and the World

CONTENT STANDARDS:

ASE SS1: U.S. History to 1877

SS.1.1: Apply the four interconnected dimensions of historical thinking to the United States History

Essential Standards in order to understand the creation and development of the United States over time.

AH1.H1

ASE SS2: Modern U.S. History

SS.2.1: Apply the four interconnected dimensions of historical thinking to the American History

Essential Standards in order to understand the creation and development of the U.S. over time.

Concept(s): USH2.H.1

ASE SS3: Civics and Economics

SS.3.1: Analyze the foundations and development of American government in terms of principles and

values.

SS.3.2: Analyze government systems within the United States in terms of their structure, function, and

relationships. CE.C&G.2

SS.3.3: Analyze the legal system within the United States in terms of development, execution and

protection of citizenship rights at all levels of government.

SS.3.8: Understand economies, markets, and the role economic factors play in making economic

decisions. CE.E.1

ASE SS4: World History & Geography

SS.4.1: Apply the four interconnected dimensions of historical thinking to the United States History

Essential Standards in order to understand the creation and development of the United States over time.

WH.H.1

SS.4.2: Analyze ancient civilizations and empires in terms of their development, growth, and lasting

impact. WH.H.2

SS.4.7: Understand how national, regional, and ethnic interest have contributed to conflict among groups

and nations in the modern era. WH.H.7

SS.4.8: Analyze global interdependence and shifts in power in terms of political, economic, social, and

environmental changes and conflicts since the last half of the twentieth century. WH.H.8

The format of instruction for the social studies unit will be executed as

follows:

• Instructor will access the social studies PowerPoint that has been created for the lessons.

• This PowerPoint contains information regarding geography along with integrated lessons

for Civics & Government, United States History, and Economics as indicated in the

curriculum outline.

• Students will be given a graphic organizer for note-taking for the social studies content as

the instructor provides instruction.

• In addition to the lecture with the PowerPoint, students will be given supplemental

exercises to do in correlation to the lessons given. Also, the instructor will highlight

specified lessons in the Steck Vaughn Social Studies Student Book to do with the

students. This will be indicated in the PowerPoint

Materials/Supplies Needed

• Social Studies PowerPoint

• Supplemental Exercises

• Dry Erase Markers w/whiteboard

• Computer Access

• Student Binders for note-taking w/graphic organizers

Assessment Measures: Students will be assessed throughout the lesson by way of reflective

questions and supplemental exercises.

Resources for Week

Three for Social Studies

(This section contains resources to accompany the

lessons for week three for social studies)

Social Studies (Graphic Organizer)—for Note-Taking

Unit 1: Geography

Geography (definition)—

Globe—

Map—

Equator (definition)—

The equator runs through the following countries: ____________________________________

Components of a Map

Scales (definition)

Lines of Longitude (definition)

Lines of Latitude (definition)

Symbols (definition)

Map Key (definition)

Units 2, 3, and 4 (Integrated): U.S. History, Civics & Government, & Economics

I. Natural Rights Philosophy

a. Attributed to:—

b. Definition:

________________________________________________________

c. Locke believed in:

II. Popular Sovereignty and the Consent of the Governed

Explanation:

III. The U.S. Constitution consists of the following:

• __________________________________

• ___________________________________

• ____________________________________

The Preamble (purpose)

The Articles

How many articles? ___________

The purpose of the Articles

The Amendments

How many amendments total? __________

The first ten amendments are called

_______________________________________________________

IV. The Revolutionary War: Also known as:

_________________________________________

The war was fought from _______________ to _________________

The war was fought between:

Why was this war fought?

What ended the Revolutionary War?

V. The War of 1812 was a _______________ war.

The war was caused by:

What was the goal of the war?

What ended the war?

VI. Checks and Balances with Separation of Powers (Use this section to take notes

from the video presentation)

Terms to Know

Federalism (definition)—

Articles of Federation(definition)—

VII. Political Parties (use this section to take notes from the video presentation)

VIII. The Civil War, Sectionalism, Slavery, and Reconstruction Policies

The Civil War:

Sectionalism:

Slavery:

Reconstruction Policies for the Freed Slaves

• The Freedmen’s Bureau:

• The Civil rights Act of 1866:

• President Grant (did what?):

IX. Jim Crow Laws, Women’s Suffrage, Civil Rights Movement

Jim Crow Laws:

Women’s Suffrage:

Civil Rights Movement

X. Plessy vs. Ferguson and Brown vs. Board of Education

Plessy vs. Ferguson

Brown vs. Board of Education

XI. World War I, also known as ________________________________

Fact 1:

Fact 2:

Fact 3:

Fact 4:

XII. The Great Depression:

Lasted from ______________ to _______________

Events that led up to The Great Depression:

a.

b.

c.

d.

e.

What caused The Great Depression?

The Economic Impact of The Great Depression

a.

b.

c.

d.

XIII. World War II

Fact 1:

Fact 2:

Fact 3:

Fact 4:

XIV. Communism, Capitalism, and Socialism

Communism:

Capitalism:

Socialism:

The Preamble

“We the People of the United States, in Order to form a more perfect Union, establish Justice,

insure domestic Tranquility, provide for the common defence, promote the general Welfare, and

secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this

Constitution for the United States of America.”

The Preamble (explained)

In order to form a more perfect union: The previous government was based on the Articles of

Confederation, which were very limited. When the Framers wrote this, they felt that they were

making new government that would be a better way to govern the country.

Establish justice: The reasons why there was Revolution against England were still important to

the American citizens, so they wanted to make sure that they would have justice under the

Constitution.

Insure domestic tranquility: One of the main reasons why the Constitutional Convention was

held was because of Shays’ Rebellion. This was an uprising of farmers in Massachusetts against

the state for having to repay war debts. Citizens were worried with the keeping peace within the

country’s borders.

Provide for the common defense: There was still a change of being attacked by other countries.

No individual state had the power to defend itself against attacks. Because of this, the Framers

knew that it was important for the states to defend the nation together.

Promote the general welfare: This phrase meant that the well-being of the citizens would be

taken care of as well as possible by the Federal government.

Secure the blessings of liberty to ourselves and our posterity: The point of this phrase in the

Preamble, and the constitution as a whole was to help protect the country’s hard-earned rights for

liberty, unjust laws, and freedom from a tyrannical government.

Ordain and establish this Constitution for the United States of America: This last phrase of

the Preamble is a powerful statement saying that the people made this document, and the people

give the country its power.

Retrieved from the following source: http://kids.laws.com/preamble-of-the-constitution

The Articles of the U.S. Constitution

Article I – The Legislative Branch. The principal mission of the legislative body is to make

laws. It is split into two different chambers – the House of Representatives and the Senate.

Congress is a legislative body that holds the power to draft and pass legislation, borrow money

for the nation, declare war and raise a military. It also has the power to check and balance the

other two federal branches.

Article II – The Executive Branch. This branch of the government manages the day-to-day

operations of government through various federal departments and agencies, such as the

Department of Treasury. At the head of this branch is the nationally elected President of the

United States. The president swears an oath to ‘faithfully execute’ the responsibilities as

president and to ‘preserve, protect and defend the Constitution of the United States’. Its powers

include making treaties with other nations, appointing federal judges, department heads and

Ambassadors, and determining how to best run the country and run military operations.

Article III – The Judicial Branch. Article III outlines the powers of the federal court system.

Determines that the court of last resort is the US Supreme Court and that the US Congress has

the power to determine the size and scope of those courts below it. All judges are appointed for

life unless they resign due to bad behaviour. Those facing charges are to be tried and judged by a

jury of their peers.

Article IV – The States. This article defines the relationship between the states and the federal

government. The federal government guarantees a republican form of government in each state,

protects the nation and the people from foreign or domestic violence, and determines how new

states can join the Union. It also suggests that all the states are equal to each other and should

respect each other’s laws and the judicial decisions made by other state court systems.

Article V – Amendment. Future generations can amend the Constitution if the society so

requires it. Both the states and Congress have the power to initiate the amendment process.

Article VI – Debts, Supremacy, Oaths. Article VI determines that the US Constitution, and all

laws made from it are the ‘supreme Law of the Land’, and all officials, whether members of the

state legislatures, Congress, judiciary or the Executive have to swear an oath to the Constitution.

Article VII – Ratification. This article details all those people who signed the Constitution,

representing the original 13 states.

Retrieved from the following website: http://www.dummies.com/education/politics-government/the-7-articles-of-the-us-

constitution/

The Bill of Rights

Amendment I

Congress shall make no law respecting an establishment of religion, or prohibiting the free

exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people

peaceably to assemble, and to petition the government for a redress of grievances.

Summary: Freedom of religion, speech, press, assembly, and petition

Amendment II

A well regulated militia, being necessary to the security of a free state, the right of the people to

keep and bear arms, shall not be infringed.

Summary: Right to keep and bear arms in order to maintain a well regulated militia.

Amendment III

No soldier shall, in time of peace be quartered in any house, without the consent of the owner,

nor in time of war, but in a manner to be prescribed by law.

Summary: No quartering of soldiers.

Amendment IV

The right of the people to be secure in their persons, houses, papers, and effects, against

unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon

probable cause, supported by oath or affirmation, and particularly describing the place to be

searched, and the persons or things to be seized.

Summary: Freedom from unreasonable searches and seizures.

Amendment V

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a

presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or

in the militia, when in actual service in time of war or public danger; nor shall any person be

subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in

any criminal case to be a witness against himself, nor be deprived of life, liberty, or property,

without due process of law; nor shall private property be taken for public use, without just

compensation.

Summary: Right to due process of law, freedom from self-incrimination, double jeopardy.

Amendment VI

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an

impartial jury of the state and district wherein the crime shall have been committed, which

district shall have been previously ascertained by law, and to be informed of the nature and cause

of the accusation; to be confronted with the witnesses against him; to have compulsory process

for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.

Summary: Rights of accused persons, e.g., right to a speedy and public trial.

Amendment VII

In suits at common law, where the value in controversy shall exceed twenty dollars, the right of

trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any

court of the United States, than according to the rules of the common law.

Summary: Right of trial by jury in civil cases.

Amendment VIII

Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual

punishments inflicted.

Summary: Freedom from excessive bail, cruel and unusual punishment

Amendment IX

The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage

others retained by the people.

Summary: Other rights of the people.

Amendment X

The powers not delegated to the United States by the Constitution, nor prohibited by it to the

states, are reserved to the states respectively, or to the people.

Summary: Powers reserved to the states.

Retrieved from the following website: https://www.billofrightsinstitute.org/founding-documents/bill-of-rights/

Week Four Curriculum

Outline & Lesson Plan

Format

(Science)

(This section contains both the day-by-day outline and

the lesson plan format for science)—The lecture/lesson

PowerPoint has been created for this but is separate

from the curriculum.


Instructional Curriculum Overview of Topics

Content Area: Science

The GED science test covers the following concepts:

Life Science Physical Science Earth Science

--Mitosis --Atoms & Molecules --Structure of the Earth

--Meiosis --Chemical Compounds --Plate Tectonics

--Cell Structure & Processes --States of Matter --Geological Cycles/Processes

--Organization of Ecosystems --Chemical Reactions --Solar System

--Genetics & DNA –Balancing Chemical Equations --The Universe

--Random Sampling --Energy & Work --Renewable & Nonrenewable Resources

--Evolution & Natural Selection --Motions & Forces

--The Periodic Table

Other concepts include: Scientific study comprehension—interpreting passages from a reading

and/or graphs with specific information.

The Scientific Method: be able to recognize and identify the steps involved, evaluate conclusions from

the evidence, and apply concepts and formulas when necessary.

Unit Percentages for the GED Science Test

Life Science 40%

Physical Science 40%

Earth Science 20%

Note: The information contained in the science portion of this curriculum has been placed into a

PowerPoint presentation for the purpose of lecturing and conducting the lessons. The textbook lessons,

video lessons, etc. have been aligned with the information provided in the curriculum




Week Four (Day 1)—This day will be used to complete the social studies unit

--World War II w/video: Elie Wiesel: Auschwitz Movie

--Communism, Capitalism, and Socialism

--The Cold War

--Wrap-up and review in preparation for the social studies GED test!!!

Week Four (Day 2)—Life Science

--Mitosis & Meiosis

--Cell Structure & Processes

--Organization of Ecosystems

--Genetics & DNA

--Understanding Scientific Evidence

--Evolution & Natural Selection

Week Four (Day 3)--Physical Science

--The Structure AND States of Matter

--Chemical Bonding

--Chemical Reactions & Balancing Chemical Equations

Week Four (Day 4)--Physical Science (cont’d)

--Distance & Speed

--Motions & Forces

--Newton’s Laws of Motion

–Work, Forces, and Machines

--Energy--Forms & Transformations

--The Periodic Table

--Earth Science Unit—Lessons 1 through 4




CONTENT STANDARDS

ASE SC1: Living Organisms and Ecosystems

SC.1.1 Structures and Functions of Living Organisms: Understand the relationship between the

structures and functions of cells and their organelles.

SC.1.2 Structures and Functions of Living Organisms: Analyze the cell as a living system.

SC.1.3 Ecosystems: Analyze the interdependence of living organisms within their environment.

ASE SC2: Evolution, Genetics, and Molecular Biology

SC.2.1 Evolution and Genetics: Explain how traits are determined by the structure and function

of DNA.

SC.2.2 Evolution and Genetics: Understand how the environment, and/or the interaction of

alleles, influences the expression of genetic traits.

SC.2.4 Evolution and Genetics: Explain the theory of evolution by natural selection as a

mechanism for how species change over time.

SC.2.6 Molecular Biology: Understand how biological molecules are essential to the survival of

living organisms.

ASE SC 3: Physical Science

SC.3.1 Forces and Motion: Understand motion in terms of speed, velocity, acceleration, and

momentum.

ASE SC 4: Environmental, Earth and Space Science

SC.4.1 Earth in the Universe: Explain the Earth’s role as a body in space.

Format of Instruction: The format of instruction for the science unit will be

executed as follows:

• Instructor will access the science PowerPoint that has been created for the

lessons.

• This PowerPoint contains information regarding life science, physical

science, and earth science.

• Students will be given a graphic organizer for note-taking for the science

content

• To accompany the PowerPoint lecture, students will be given supplemental

exercises that directly correlate to the lessons given. Also, the instructor will

highlight specified lessons in the Steck-Vaughn Science Student Book to do

with the students. This will be indicated in the PowerPoint


• Science PowerPoint

• Student binders

• Supplemental Exercises (as provided by the instructor)

• Dry Erase Markers w/Whiteboard

• Computer Access

• Graphic Organizers for note-taking

Assessment Measures: Students will be assessed through the supplemental exercises.

Instructor will also check for understanding throughout the lectures by asking reflective

questions.

Life Science—Study Notes

I. Mitosis

Why is mitosis important?

a.

b.

Mitosis (defined)—

The four basic stages of mitosis:

1.

2.

3.

4.

Mitosis—other terms to remember:

1. Cytokinesis—

2. Sister chromatids—

3. Centromere—

Meiosis—Study Notes

II. Meiosis

Why is meiosis important?

a.

b.

c.

d.

What is meiosis?

Example of gametes—

Zygote—

III. Cell Structure & Processes

a. Cell—

b.

c.

Cell Structure & Processes (cont’d)

The basic organelles in an animal cell are as follows:

Mitochondria—

Lysosomes—

Golgi Complex—

Nucleus—

IV. Organization of Ecosystems

Ecosystem (defined):

Components of an Ecosystem:

Examples of Ecosystems:

Levels of Organization in the ecosystem are as follows:

a.

b.

c.

d.

V. Genetics & DNA—Introduction

a.

b.

c.

d.

There are four different bases for nucleotides:

1.

2.

3.

4.

These bases form pairs as follows:

VI. Genetics & DNA—Genes

a. Genes (defined)

b. The function of genes:

Physical Science—Study Notes

VII. The Structure of Matter—Atoms & Molecules

What is Matter?

Definition:

a.

b.

c.

What are molecules?

Definition:

Compound—

Example:

Chemical Reaction—

Example:

VIII. The States of Matter

There are three basic states of matter:

1.

2.

3.

Chemical Bonding—

Two types of chemical bonding:

1.

2.

IX. Distance & Speed—Calculating to Interpret Outcomes

Distance—

Speed—

The formula for calculating speed is:

Displacement—

Velocity—

Acceleration—

Formula for calculating acceleration is:

X. Motions & Forces

Force—

Newton’s First Law of Motion:

Newton’s Second Law of Motion:

Newton’s Third Law of Motion:

XI. Energy—Forms & Transformations

Energy—

Forms of Energy (examples)

The Law of Conservation of Energy

Energy Transformation—

Examples of Energy Transformation—

XII. The Periodic Table—

XIII. Earth & Space Science

The Big Bang Theory

Plate Tectonic Theory

Instructional

Curriculum Outline,

Weeks Five

(Mathematics)

(This section contains a day-by-day outline of the lessons

to be covered for weeks five for mathematics)



Content Area: Mathematics

Week Five (Day 1)

--Operations (Unit 1, Lesson 2)

--Integers (Unit 1, Lesson 3)

--Fractions (Unit 1, Lesson 4)

--Ratios and Proportions (Unit 1, Lesson 5)

Week Five (Day 2)


--Warm-up practice

--Percent (Unit 1, Lesson 7)

--Contextualized Lesson Activities

--Unit 1 Review (choose selected problems for students)

--Algebraic Expressions & Variables

Week Five (Day 3)

--Complete any material from the previous day’s lessons

--Equations (Unit 3, Lesson 2)

--Squaring, Cubing, & Taking Roots (Unit 3, Lesson 3)

--Exponents & Scientific Notation (Unit 3, Lesson 4)

--One-Variable Linear Equations

Week Five (Day 4)

--Two-Variable Linear Equations

--Factoring

--Solving & Graphing Inequalities

--Recap, Review, and Practice

Instructional Lesson

Plans, Week Five

(Mathematics)

(This section contains the accompanying lesson plans for

week five for mathematics)




Week Five (Day 1)

Unit(s) Covered: Unit 1

Lessons Covered: Lesson 2: Operations, Lesson 3: Integers, Lesson 4: Fractions, and Lesson 5: Ratios

& Proportions

Learning Goals:

1. Students will be able to successfully solve problems using the four basic math operations:

Addition, Subtraction, Multiplication, Subtraction, and Division.

2. Students will be able to understand and apply the rules for adding, subtracting, dividing, and

multiplying integers.

3. Students will be able to perform the various math operations on proper fractions, improper

fractions, and mixed number fractions.

4. Students will use proportions to solve problems involving equal ratios.

Objectives:

• Students will be able to define arithmetic operations

• Students will be able to evaluate arithmetic expressions by applying the proper math rules

• Students will be able to determine the correct operation to perform and the proper order

in which to perform them in word problems

• Students will be able to apply the basic math operations for real-world problems as a

Nurse’s Aide.

• Students will be able to define integers.

• Students will be able to evaluate examples in which integers are included in math

problems.

• Students will be able to understand and determine a number’s absolute value.

• Students will be able to add and subtract fractions with like and unlike denominators.

• Students will be able to change a mixed fraction in to an improper fraction.

• Students will be able to simplify fractions to the lowest terms.

• Students will be able to multiply and divide fractions.

• Students will be able to apply the use of fractions for real-world problems as a Nurse’s

Aide.

• Students will be able to find an unknown number in a proportion.

• Students will be able to write ratios as fractions.

• Students will write rates as fractions and find unit rates

• Students will be able to apply the use of ratios and proportions for real-world problems as

a Nurse’s Aide.

Content Material:

a. Properly add numbers in each corresponding column in proper order from right to left,

regrouping as needed.

b. Align digits in subtraction by place value, working from right to left; regroup as needed.

c. Use long division to solve math problems

d. Multiply numbers with multiple place values

e. Determine factors of whole numbers

f. Identify which operation to perform when there are integers that do not have like signs

for addition and subtraction.

g. Identify which sign to give a product and quotient when the signs are the same as well as

different.

h. Use a number line to determine the absolute value and the difference of the absolute

value between two points.

i. Identify the parts of a fraction.

j. Differentiate between a proper and improper fraction.

k. Identify how to find the lowest common denominator of fractions when adding and

subtracting fractions with unlike denominators.

l. Identify how to find the reciprocal of a fraction when dividing two fractions.

m. Identify how to change an improper fraction to a mixed fraction

n. Determine fractional values on a number line.

o. Identify fractional values from greatest to least and least to greatest.

p. Use cross multiplication to solve proportions.

q. Set up the terms of both ratios in the proper order

Material/Supplies Needed:

• Steck-Vaughn Mathematical Reasoning Student Book & Workbook

• Dry Erase markers and graphic organizers

• Calculators

• Student Binders for note-taking

Format of Instruction: Instructor will introduce (individually) each concept for the lessons to

be covered. For each lesson, instructor will provide notes that provide definitions, explanations,

as well as examples for the concepts covered. Where applicable, instructor will provide graphic

organizers for students to take notes. After each lesson, students will do the accompanying

textbook (Steck-Vaughn Mathematical Reasoning, Student Book) exercise for each

corresponding lesson.









Week Five (Day 2)

Unit(s) Covered: Unit 1 & Unit 3

Lessons Covered: Lesson 7: Percent (Unit 1), Lesson 1 Review, Contextualized Lesson

Practice—LINCS (Units 1, and some lessons of Unit 2), Begin Unit 3: Algebraic Expressions &

Variables

CONTENT STANDARD: ASE MA 1: Algebraic Concepts & Expressions

MA.1.1.3 Choose a level of accuracy appropriate to limitations on measurements when reporting

quantities.

MA.1.2.2 Use the structure of an expression to identify ways to rewrite it. Rewrite algebraic

expressions in different equivalent forms.

Learning Goals:

1. Students will be able to apply the rules of percentage to solve percent problems that includes

percent change, taxes, and simple interest.

2. Students will use variables and simplify and evaluate algebraic expressions.

Objectives

• Students will be able to understand the relationship between ratios, fractions, decimals,

and percent.

• Students will be able to compute simple interest equations.

• Students will apply percent to real-world problems as a Nurse’s Aide.

• Students will be able to solve formulas for a given variable.

• Students will be able to examine examples in which phrases are translated into algebraic

expressions.

• Students will be able to translate phrases into algebraic expressions.

Content Material

a. Convert a fraction to a decimal

b. Convert a decimal to fraction

c. Calculating percent

d. Use a formula to find percent of change (for increase and decrease)

e. Use the interest formula to determine simple interest

f. Identify the parts of percentage in a word problem.

g. Determine order and its importance for the various operations in an equation.

h. Simplify expressions by the grouping of like terms.

i. Understand and use the distributive property to simplify expressions.


• Steck-Vaughn Mathematical Reasoning Student Book & Workbook

• Dry Erase markers

• LINCS PowerPoint for contextualized math instruction for Certified Nursing Assistants.

• Contextualized Activity (Calculating Dosages)

• Student binders for note-taking


First, instructor will review previous day’s material and continue with Unit 1, Lesson 7, which

will complete this unit. Upon completion of Unit 1, instructor will facilitate a contextualized

lesson review using the LINCS PowerPoint (Instructor will need to enable editing in the

PowerPoint and clear out all answers prior to going doing activity with students).

Next, instructor will introduce lessons 1 and 2 of Unit 3, on pages 50 – 53. Instructor will

define, explain, and provide examples of each concept. Instructor and students will do the first

four problems in each section as a class. Students will, then, independently do the remaining

problems.

Finally, instructor and students will go over answers as instructor provides explanations as

needed.

Other Practice/Exercise(s): None to be given

Assessment Measures

Instructor will conduct formative assessment measures by asking questions to check for student

understanding during the learning process. Instructor will also ask reflective questions upon

completion of the lesson to identify students’ strengths & weaknesses. Instructor may also check

for student understanding by having students do additional practice via worksheets.




Week Five (Day 3)

Unit(s) Covered: Unit 3: Algebra, Functions, & Patterns

Lessons Covered: Lesson 2 (Equations), Lesson 3 (Squaring, Cubing, and Taking Roots),

Lesson 4 (Exponents & Scientific Notation), and Lesson 6 (One-Variable Linear Equations)

CONTENT STANDARD: ASE MA 1: Algebraic Concepts & Expressions

MA.1.1.1 Rewrite expressions involving radicals and rational exponents using the properties of

exponents.

MA.1.2.1 Interpret expressions that represent a quantity in terms of its context. Interpret parts of

an expression, such as terms, factors, and coefficients.

Learning Goal(s):

1. Students will be able to solve formulas for a given variable.

2. Students will calculate the square root of a number, estimate square roots, and perform

operations with radicals.

3. Students will evaluate expressions containing exponents including scientific notation.

4. Students will solve formulas for a given variable.

Objectives:

• Students will be able to define and solve algebraic equations using inverse operations and

simplifying.

• Students will be able to substitute the solution for the variable into equations to check all

answers

• Students will be able to define the various concepts pertaining to exponents.

• Students will be able to evaluate exponents.

• Students will be able to evaluate and solve word problems.

• Students will be able to analyze the meaning and value of positive and negative

exponents.

• Students will be able to convert numbers from standard form to scientific notation and

vice versa.

• Students will be able to apply the laws of exponents to simplify expressions.

• Students will be able to use inverse operations to solve equations.

• Students will be able to analyze and select effective strategies to solve equations.

Content Material

a. Perform inverse operations to isolate the variable in order to solve for that variable.

b. Simplify equations by combining like terms prior to solving.

c. Evaluate word problems and translate them into an algebraic equation to solve for the

unknown variable

d. Find the square of both negative and positive numbers.

e. Understand why square roots of negative numbers are undefined.

f. Determine how to derive at cubes and cube roots.

g. Understand how to find square roots.

h. Convert large numbers into scientific notation.

i. Perform operations on numbers that are written in scientific notation.

j. Find the value of a variable in expressions written in scientific notation.

k. Group all variable terms to one side of the equal sign of an equation that has a variable

term on both sides.

l. Perform inverse operations to isolate the variable in order to solve.

Materials/Supplies Needed: Steck-Vaughn Mathematical Reasoning Student Book &

Workbook, Dry Erase markers. Note: Students will need notebook paper and pencils and

calculators to work out problems.


First, instructor and students will review previous day’s material and open with some practice

warm-up problems on the prior day’s lesson. Upon completion of the practice problems,

instructor and students will go over answers as instructor provides explanations as needed.

Instructor will then define, explain, and provide examples of an equation and demonstrate how to

solve them. Instructor and students will work out the first three math problems of the math

exercise on pages 52 – 53 of textbook, with instructor modeling how problems should be worked

out. Students will work out the remaining problems independently. Upon student’s completion

of the math problems, instructor will go over problems and answers with students, providing

explanations of each as needed. Instructor will, then, introduce the various components of

squares and roots while explaining and providing examples of each. Instructor will then explain,

define, and provide examples of cube and cube roots. Instructor will do the first three problems

on pages 54 – 55 of the Steck-Vaughn Mathematical Reasoning Student Book. Students will

independently do problems 4 through 10. Instructor will go over answers with students,

providing explanations as needed.

Next, instructor will go on to introduce and explain exponents and scientific notation. Instructor

will direct students to the examples chart of scientific notation on page 56 of the Steck-Vaughn

Mathematical Reasoning Student Book and further explain and provide examples of each

concept. Instructor and students will do lesson 4 of unit 3, on pages 56 – 57 as a class, with

instructor providing explanations as needed.

Finally, instructor will introduce one-variable linear equations to students—providing examples

and outlining the steps of how to solve. Instructor and students will do problems 1 through 3 on

pages 60 – 61 in the Steck-Vaughn Mathematical Reasoning Student Book. Students will

independently do the remaining problems independently. As students complete the exercise,

instructor will go over answers—providing explanations as needed.

Other Practice/Exercise(s): Instructor will provide practice worksheets that accompany unit 3,

lessons 3, 4, and 6.

Assessment Measures:








Week Five (Day 4)

Units Covered: Unit 3: Algebra, Functions, and Patterns

Lessons Covered: Lesson 7 (Two-Variable Linear Equations), Lesson 8 (Factoring), and

Lesson 9 (Solving & Graphing Inequalities)

CONTENT STANDARDS:

ASE MA1: Algebraic Concepts & Expressions

MA.1.1.2: Use units as a way to understand problems and to guide the solution of multi-step

problems; choose and interpret units consistently in formulas; choose and interpret the scale and

the origin in graphs and data displays.

MA.1.2.3: Choose and produce and equivalent form of an expression to reveal and explain

properties of the quantity represented by the expression

ASE MA2: Equations & Inequalities

MA.2.1.1: Create equations and inequalities in one variable.

Learning Goals:

1. Students will solve a system of equations for a set of two-variable equations.

2. Students will factor quadratic expressions and solve quadratic equations.

3. Students will solve equations, including those with variables on both sides, using

properties of equality.

Objectives:

• Students will be able to use the substitution method to solve two-variable linear

equations.

• Students will be able to use the linear combination method to solve a system of equations

with two variables.

• Students will be able to determine the ordered pair solution for the system of linear

equations.

• Students will be able to place quadratic equations into standard form.

• Students will be able to solve quadratic equations by factoring.

• Students will be able to recognize the standard form of a quadratic equation.

• Students will solve quadratic equations using the quadratic formula.

• Students will be able to apply the rules of solving equations solve inequalities.

• Students will be able to use and read a number line.

Content Material

a. Find the ordered pair solution for a system of linear equations by using the substitution

method or the linear combination method.

b. Find the factors of a quadratic expression.

c. Substitute values in the quadratic formula to find the value of an unknown variable.

d. Evaluate word problems in order to use the quadratic formula to solve.

e. Evaluate word problems and translate them into inequalities.

f. Find solutions to inequalities.

g. Analyze a number line to determine the corresponding inequality.





Instructor will review the previous day’s material and open with warm-up practice problems that

pertain to the concepts from the prior day’s lesson. Upon completion, instructor will go over

answers with students as instructor provides explanations as needed. Instructor will then

introduce (individually) two-variable linear equations, factoring, and solving & graphing

inequalities. Instructor will define, explain, and provide examples of each concept as students

work out problems within the lessons on pages 62 – 65 and pages 68 – 69. Once students have

completed each lesson, the instructor will go over answers with students—providing

explanations as needed.

Other Practice/Exercise: None to be given




Instructor may also check for student understanding by having students do additional practice via

worksheets.

Instructional Lesson

Plans for Week 6

(Mathematics)

(This section contains the accompanying lesson plans for

week six for mathematics)




Week Six (Day 1)

Unit(s) Covered: Unit 3: Algebra, Functions, & Patterns

Lessons Covered: Lesson 11 (The Coordinate Grid), Lesson 12 (Graphing Linear Equations),

and Lesson 13 (Slope)

CONTENT STANDARD:

ASE MA 3: Algebraic functions and Modeling

M.3.3: Construct and compare linear, quadratic, and exponential functions models and solve

problems. Interpret expressions for functions in the terms for the situation they model.

Learning Goals:

1. Students will locate and plot points on a coordinate grid.

2. Students will solve and graph linear equations.

3. Students will calculate the slope of a linear function and determine where the line crosses

the x and y axis.

Objectives

• Students will be able to recognize x and y values in an ordered pair.

• Students will be able to determine the location of the x and y axis.

• Students will be able to recognize the origin on the coordinate grid.

• Students will be able to translate point location.

• Students will be able to find the values of variables to determine the ordered pair.

• Students will be able to graph points on a coordinate grid.

• Students will be able to find the ordered pair solution to an equation.

• Students will be able to find the distance between two points using the distance formula.

• Students will be able to interpret the slope of a linear equation.

• Students will be able to identify and use formulas for y-intercept, point-slope, and slope.

Content Material

a. Plot the given points on a coordinate grid.

b. Plot points on the coordinate grid whose y-coordinate is an expression.

c. Determine the coordinates of a given point.

d. Find the ordered pair solution for a point on the line of an equation.

e. Substitute values in an equation to find the ordered pair for a solution.

f. Find the length of a segment by using the distance formula.

g. Use the distance formula to determine the distance between two points.

h. Use the slope formula to determine the slope of a line.

i. Find the slope of a line that passes through two points.

j. Identify equations that are written in point-slope form.

k. Find the point-slope of a line that passes through two points








introduce (individually) the coordinate grid, graphing linear equations, and slope. Instructor will

define, explain, and provide examples of each concept as students work out problems within the

lessons on pages 70 – 75. Once students have completed each lesson, the instructor will go over

answers with students—providing explanations as needed.

Other Practice/Exercise: Instructor will provide worksheet practice for students









Week Six (Day 2)

Unit(s) Covered: Unit 3 (Algebra, Patterns, & Functions) and Unit 4: Geometry

Lessons Covered: Lesson 14 (Using Slope to Solve Geometric Problems), Unit 4, Lesson 1

(Triangles & Quadrilaterals), Lesson 2 (Pythagorean Theorem), and Lesson 3 (Polygons)

CONTENT STANDARD: ASE MA 4: Geometry, Probability, and Statistics

MA.4.1: Understand Congruency and Similarity

MA.4.2: Geometric Measure & Dimension: Explain formulas and use them to solve problems

and apply geometric concepts in modeling situations.

Learning Goals:

1. Students will use slope to solve geometric problems.

2. Students will compute the area and perimeter of triangles and quadrilaterals.

3. Students will prove the Pythagorean Theorem.

4. Students will compute the area and perimeter of various types of polygons

Objectives:

• Students will be able to identify parallel lines in an equation.

• Students will be able to identify perpendicular lines in an equation.

• Students will be able to identify the coordinates of points.

• Students will be able to identify the interior angles of a triangle.

• Students will be able to classify triangles by their angles and sides.

• Students will be able to use various formulas to determine area and perimeter.

• Students will be able to find the missing side of a triangle by applying the Pythagorean

Theorem.

• Students will be able to find the distance between two points on a coordinate plane.

• Students will be able to differentiate between regular and irregular polygons.

• Students will be able to apply the appropriate formulas to determine both the area and

perimeter of regular and irregular polygons.

Content Material

a. Identify the slope of a line that is parallel to a given equation.

b. Identify the slope of a line that is perpendicular to a given equation.

c. Identify corresponding equations to perpendicular lines.

d. Identify the coordinates of specific points.

e. Find the perimeter of triangles and quadrilaterals.

f. Determine the area of a rectangle using the proper formula.

g. Use the formula to find the area of a triangle.

h. Solve for the missing length of a right triangle by using the Pythagorean Theorem.

i. Use the Pythagorean Theorem to find the distance between two points.

j. Find the perimeter of a regular and irregular polygon.

k. Use a side length of a polygon to determine the perimeter.

l. Find the missing side length of an irregular polygon for a given perimeter.


Workbook, Dry Erase markers, and formula sheets. Note: Students will need notebook paper

and pencils and calculators to work out problems.





introduce (individually) the following concepts: using slope to solve geometric problems,

triangles and quadrilaterals, Pythagorean Theorem, and polygons. Instructor will define, explain,

and provide examples of each concept as students work out problems within the lessons on pages

76 – 77 and pages 94 – 99. Once students have completed each lesson, the instructor will go

over answers with students—providing explanations as needed.

Other Practice/Exercise: Students will do reinforcement practice using online component

connectEd.




Instructor may also check for student understanding by having students do additional practice via

worksheets.




Week Six (Day 3)

Units Covered: Unit 4 & Unit 2

Lessons Covered: Lesson 4 (Circles), Lesson 6 (Scale Drawings); For Unit 2: Lesson 1 and

Lesson 7 (in combination with lesson 3—mean, median, and mode).

CONTENT STANDARD: ASE MA 4: Geometry, Probability, and Statistics

MA.4.1: Understand Congruency and Similarity

MA.4.2: Geometric Measure & Dimension: Explain formulas and use them to solve problems

and apply geometric concepts in modeling situations.

Learning Goals:

1. Students will find the circumference and area of a circle.

2. Student will understand and know how to use scale drawings.

3. Students will be able to use measurement systems and convert among units of measure

within each system.

4. Students will be able to represent, display, and interpret data using dot plots, histograms,

and box plots.

Objectives:

• Students will be able to identify different parts of a circle.

• Students will employ specific formulas to find the radius, diameter, and circumference.

• Students will be able to identify congruent figures.

• Students will be able to identify similar figures.

• Students will be able to use ratios to determine the scale factor of a drawing.

• Students will be able to use proportions to determine an unknown dimension in a scale

drawing when given the scale factor and the corresponding dimension.

• Identify units of measure in the U.S. customary system.

• Employ the elapsed time system.

• Convert units of measure from greater to lesser units and vice versa.

• Students will apply measurements to real-world problems as a Nurse’s Aide.

• Students will understand and be able to find the mean, median, mode, and range in a

group of numbers.

• Students will be able to read, understand and analyze different types of data to determine

median, mode, and range using the visual representation.

Content Material:

a. Find the circumference of a circle.

b. Find the area of circle within a circle.

c. Find the diameter of a circle with a given diameter.

d. Find the radius of a circle with the given area.

e. Find the length of a side of a triangle using its corresponding figure.

f. Find the perimeter of a triangle using similar figures.

g. Use a scale factor to determine distance.

h. Determine the perimeter of a triangle using a congruent figure.

i. Identify the units of measure for length in both the U.S. customary system and the metric

system.

j. Identify the units of measure for liquid capacity in both the U.S. customary system and

the metric system.

k. Identify the units of measure for weight in both the U.S. customary system and the metric

system.

l. Read the number line of a dot plot and how to determine the frequency of each value in a

data set.

m. Compare sets of numerical data in a box plot.

n. Understand the characteristics of each data set, which are the median value, the lower and

upper quartile values, and the maximum and minimum values.


Steck-Vaughn Mathematical Reasoning Student Book & Workbook, Dry Erase markers. Note:

Students will need notebook paper and pencils to work out problems.


First, instructor will review the previous day’s material. Then, instructor will define, explain,

and provide an example of a circle and its different parts. Instructor will also explain the specific

formulas that show students how to find the radius, diameter, and circumference of a circle.

Instructor and students will work out the first three math problems of the math exercise on pages

100 – 101 of the textbook, with instructor modeling how problems should be worked out.

Students will work out the remaining problems independently. Upon student’s completion of the

math problems, instructor will go over problems and answers with students, providing

explanations of each as needed.

Next, instructor will define, explain, and provide an example of congruent figures and similar

figures as they relate to scale drawings. Instructor will also define and explain scale factor.

Instructor and students will work out the first two math problems of the math exercise on pages

104 – 105 of the textbook, with instructor modeling how problems should be worked out.

Students will work out the remaining problems independently. Upon student’s completion of the

math problems, instructor will go over problems and answers with students, providing

explanations of each as needed.

Then, instructor will define, explain, and provide examples of the units of measurement in both

the U.S. customary system and the metric system. Instructor will also explain elapsed time and

the distance formula to determine elapsed time. Instructor and students will work out the first

three math problems of the math exercise on pages 26 – 27 of textbook, with instructor modeling

how problems should be worked out. Students will work out the remaining problems

independently. Upon student’s completion of the math problems, instructor will go over

problems and answers with students, providing explanations of each as needed.

Finally, Instructor will define, explain, and provide examples of mean, median, mode, and range.

Instructor will define and explain dot plots, histograms, and box plots and how to interpret data

using dot plots, histograms, and box plots. Instructor and students will work out the first three

math problems of the math exercise on pages 38 – 39 of textbook, with instructor modeling how

problems should be worked out. Students will work out the remaining problems independently.

Upon student’s completion of the math problems, instructor will go over problems and answers

with students, providing explanations of each as needed.









Week Six (Day 4)

Wrap-up and Review Day!!!

Instructor will utilize a variety of study materials to review all covered content with students in

preparation for the mathematics practice GED test. Students will have the opportunity to ask any

questions about any topic covered as the instructor will provide explanations and clarification as

needed.

Note: The time line for the mathematics curriculum outline is a projected estimate. The length of

time taken will be predicated on students’ ability to grasp the material. All material not covered

during weeks 6 and 7 will be saved for the designated GED days that have been factored into the

calendar once the students have transitioned to the CNA portion of the program. These days will

also be used for additional instruction for students who may not have a GED test that they have

not passed.

Materials Used:

SCOREBOOST

Pretest for the Steck-Vaughn Test Preparation for the 2014 GED Test, Houghton Mifflin

Harcourt

Week Seven

Preparation & Practice Week

Students will use this week to continue to work on

additional mathematics problems for practice and

reinforcement. A variety of materials may be used

by the instructor to do this

Documents

Guilford Technical Community College Basic Skills Plus ... · • Students will be able to correctly apply the rules of subject-verb agreement with words that come between the subject