Exciting Strategies for 2014 GED Test Prep: Up In Arms
1. Exciting Instructional Strategies
for the 2014 GED® Test
Up in Arms Over the Second Amendment
October 16, 2013
Achieving Credentials for Success Conference
Appleton, WI
3. Agenda
1. Facilitating engaging lessons: “Up in Arms
Over the Second Amendment.”
2. Create your own interdisciplinary lesson
plan.
3. Questions & Answers.
4. Rules for the Road
• Stay with the group! Don’t get distracted
by your mobile device or side
conversations.
• Questions? Yes, please! Just raise your
hand and tell me your name & location.
5. Content from Real Life Scenarios
Reasoning
through
Language Arts
Science
Social Studies
Mathematical
Reasoning
6. My Two Cents on Teaching Adults
•
•
•
GED® test prep programs
are like marathon training
programs at a gym.
Single-subject instruction is
like running alone on the
treadmill, day after day.
Interdisciplinary group
instruction is like working
out with a team.
11. How Do We Want to Act as a Group?
•
•
•
•
One person talks at a time.
We do not have to agree.
Everyone can share their thoughts and feelings.
Respond to the topic, not to others’ comments.
Are there rules you want to change, delete, or add?
12. Activity
• Read and analyze the Second Amendment of
the U.S. Constitution and two different
viewpoints on what it means from two active
U.S. citizens’ groups.
• Choose a position to support, and select
evidence to support that position.
13. Before We Read
• What is the U.S. Constitution?
• What is the Bill of Rights?
• What is an amendment?
14. The Second Amendment
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.
15. Two Groups, Two Meanings
We will now read about two different citizens’
groups that interpret this amendment in two
different ways.
16. National Rifle Association (NRA)
The NRA believes the Second Amendment
means that most U.S. citizens have the right to
personal gun ownership and use.
Why? They believe “a well regulated militia”
means all citizens have the right to defend
themselves with guns.
17. Brady Campaign to Prevent Gun
Violence
The Brady Campaign believes that the Second
Amendment means that we should enact
stronger regulation to protect citizens from gun
violence.
Why? They believe that “A well regulated
militia” means just people in regulated
categories are authorized to own and use guns.
18. Why Do They Think Differently?
The NRA looks at evidence that handgun bans increase murder rates.
19. Why Do They Think Differently?
The Brady Campaign
looks at evidence that
there are too many
victims of gun
violence.
20. The Second Amendment
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.
21. What Do You Think?
• What does “a well regulated militia” mean?
• If you had to choose between the Brady
Campaign and the NRA, which would you
support? Why?
• What evidence supports your choice?
22. Summarize Your Thoughts
Write a few sentences explaining whether you
would support either the Brady Campaign or the
NRA. Why? Use at least one quote or statistic we
looked at today.
24. Your Turn! Create Your
Interdisciplinary Lesson Plan
• Each person should have a blank lesson plan
template and a completed example.
• Get in groups of four to six people.
• Designate one person as the recorder to write
down the lesson.
26. Take It Home
• The PowerPoint and handout are available for
view or download at my website:
farrellink.com
• You have permission to use these workshop
materials in your program as long as you
attribute Meagen Farrell and New Readers
Press.
27. Thank You!
GED® is a registered trademark of the American Council on Education and
may not be used without permission. The GED® and GED Testing Service®
brands are administered by GED Testing Service LLC under license.
Editor's Notes
Why did New Readers Press ask me to write this book? They want an instructional perspective.
We did not field test every lesson in the book, but several of them. This was my favorite. Meet: Shannon, Geri, Antonio, & Tiffany. My other learners didn’t want their pictures taken!
We did not field test every lesson in the book, but several of them. This was my favorite. Meet: Shannon, Geri, Antonio, & Tiffany. My other learners didn’t want their pictures taken!
This is scaffolding to help learners understand the instructional purpose of group discussion. Key points: You have to explain yourself more. You will hear different perspectives.
Gently enforce these rules! Provide the behavioral expectations to create a safe space for group construction of knowledge through discussion.
Check or review pre-requisite knowledge. What is the U.S. Constitution? The document that explains how the government works. What is the Bill of Rights? The first set of Amendments to the U.S. Constitution that explains the rights of citizens. Amend means to add. An Amendment is something added, in this case to the Constitution.
Let’s read this twice: two different readers. After we’ve read it: Any words to define? (Regulated, Militia, Arms, infringed) What do you think this means?
Let’s read this twice: two different readers.After we’ve read it: Any words to define? What does this mean?
Let’s read this twice: two different readers.After we’ve read it: Any words to define? What does this mean?
What do you see here? What does this mean?
What do you see here? What does this mean?
Let’s read this again. Do you understand it more now? Ask again for the definitions of vocabulary: regulated, Militia, Arms, infringed.
Give each learner a chance to answer. This requires them to synthesize and evaluate the information from previous slides in order to make a decision. After each person answers, they can discuss and clarify positions in conversation. Because of the topic, many students will automatically connect it to previous knowledge or experiences. Facilitator positively points out when students use vocabulary words, and if necessary asks follow up questions to ask learners to support their argument with information from slides.
Formative writing assessment. This requires students to summarize their main point from the discussion in writing. The focus should be on the ideas, not on spelling & grammar at this point. These summaries could be used later for a follow up writing activity, however.