Writing an Essay

Program Area Adult Basic Ed. Adult Secondary Ed./GED

Name of the lesson: Writing an Organized Essay

Brief description:
This lesson is designed to introduce the 4 paragraph essay to students. They will learn the necessary techniques needed to formulate and write a good essay as needed for the GED. Students will also learn
 
Developed by: Pam Cannon

Number of sessions needed: 1
Time required for each lesson: 1.5 hours
Setting: Classroom Computer lab
Instructional level:  CASAS Level 3 through 6

OBJECTIVES :  Lesson goal based on student need
 
Review will be done on the basic overall design of each paragraph and how to appropriately develop each one. For those students need in more assistance they will be given the opportunity to review on MHC Interactive Writing.

The student will be able to:  Students will be able to create an effective essay with a minimum of four well written paragraphs. These essays will have an introduction, two body paragraphs and a conclusion.
 
CASAS Competencies: 0.1 Communicate in interpersonal interactions
0.2.3 Interpret or write a personal note, invitation, or letter
0.2.4 Converse about daily and leisure activities and personal
interests
7.1 Identify or practice effective organizational and time
management skills in accomplishing goals
7.1.1 Identify and prioritize personal, educational, and workplace
goals (see also 4.4.5)
7.1.2 Demonstrate an organized approach to achieving goals,
including identifying and prioritizing tasks and setting and
following an effective schedule
7.1.3 Demonstrate personal responsibility and motivation in
accomplishing goals
7.2 Demonstrate ability to use thinking skills
7.2.1 Identify and paraphrase pertinent information
7.2.2 Analyze a situation, statement, or process, identifying
component elements and causal and part/whole
relationships
7.2.3 Make comparisons, differentiating among, sorting, and
classifying items, information, or ideas
7.2.4 Identify or make inferences through inductive and
deductive reasoning to hypothesize, predict, conclude, and
synthesize; distinguish fact from opinion, and determine
what is mandatory and what is discretionary
7.2.5 Evaluate a situation, statement, or process, assembling
information and providing evidence, making judgements,
examining assumptions, and identifying contradictions
7.2.6 Generate ideas using divergent (brainstorming) and
convergent (focus) approaches, and also through creative
imagination
7.2.7 Identify factors involved in making decisions, including
considering goals, constraints, and consequences, and
weighing alternatives
7.3.4 Utilize problem solving strategies, such as breaking down
the problem into component parts and generating
alternative or creative solutions
7.4.1 Identify or utilize effective study strategies
7.4.2 Take notes or write a summary or an outline

RESOURCES LIST EACH ITEM DESCRIBE HOW EACH ITEM IS USED IN THE LESSON
 
Writing Packet Handout GED Scoring Matrix
Contemporarys GED Language Arts, Writing Text
 
Text pages: Chapter 4 & Chapter 8
 
Notes to the teacher:
 
LESSON PLAN STEPS
 
1. WARM-UP/REVIEW
 
Duration: 10 minutes
 
Activity: Explain that on the GED students will be given a prompt to write about. We have no way of knowing what the topic will be, but they must write about that topic they have now options.
 
2. INTRODUCTION
Duration: 10 minutes

Activities:
 
Hand out the writing packet. Start by reviewing what a four paragraph essay is and what is required. Next, explain the scoring matrix, explain how each of the five areas are scored from 1 to 4. With 4 being the best, but all five areas must be scored individually. Walk the students through a sample
scoring process in all five areas. Then explain that once all the areas are scored the numbers are added together and divided by 5 to get an
average score and that score combined with the score received on the writing essay will give them an over all score on the test.
 
3. PRESENTATION
 
Duration 45 minutes
 
Skill(s) that will be presented: Listening, Reading, Writing
 
Steps in the presentation: After the review of the process to score an essay the students are to be allowed to review the sample essays in their writing packet. Explain that they are to write like the essay that scored a 3. That is the score they need to try to get on their assignments and on the GED. Instruct students that after they have written their essay the should read it and compare it to the 3. Also, students should
score their own essay after they have written it. This will help them to evaluate their own essays and determine if they need additional work or not.
 
4. PRACTICE
 
Duration: n/a minutes
Grouping: Individual
Description of activity: Homework assignment to write an essay using the information obtained from the Goal Setting Activity. This essay will be due in 2 class periods.
 
5. EVALUATION
Duration n/a minutes
Objective (from Step 2)Students will be able to create an effective essay with a minimum of four well  written paragraphs. These essay will have and introduction, two body paragraphs and a conclusion.
 
Type of Assessment(s) Written Sample 
Demonstration Other, Description:   Students will turn in a written essay
 
Student Reflection Activity:  Students will evaluate their own essay and determine what errors have been made and what they could do to improve their paper in order to get a higher grade.  Students will then rewrite their essay with these corrections on them.

6. APPLICATION AND EXTENSION:  Students will continue to write essays on given topics, however they will expand their writing topics to other areas of writing styles

Outside classroom:  Students will continue to write essays as homework assignments
GED Writing Scring Rubric

Changing Face of Education

Adult learners have to be self directed and motivated to complete their education.  Because of their multiple responsibilities they have to more conscience of what responsibilities they have outside the classroom.  Because of their work responsibilities they have outside of the classroom they need to be self directed and self motivated to complete their class assignments.  http://www.studygs.net/adulted.htm

"Blogging: Pros and Cons for Adult Learners"

When it comes to blogging in the classroom it is important to realize that it can be a challenge for some students, and for others it might be a very rewarding journey.   Knowles (1970, 1980) asserted that adults have a deeply embedded need to be self-directed through learning that addresses real-life problems or situations encountered at home or on the job.  Using blogging to supplement what is being learned in the classroom, and relating it to real life experiences can give the learners the opportunity to apply new skills to real life experiences.  Through this expansion of knowledge and skills students can share with each other and make comments on other students posts. By doing activity all the students who participate in the blogging process expand experiences and knowledge.  Through blogging students can support and challenge each other, just as they do in the traditional classroom.  Students can use this somewhat anonymous activity to share knowledge, skills and experiences with each other.  Participants in a blogging activity can ask questions and make comments that will support fellow students, or further clarify knowledge gained from a class assignment. Because of the skill levels required in a online blogging assignments, students will have to have a higher skill in technology than in a traditions class.  Students who do not have this additional skill level may become frustrated and become less participatory in class.  Becoming frustrated these students will become less responsive and may even drop out.  Because of the frustration students may give up completely drop out of the class.  Without improving their skills they may avoid future classes with the same required skills. Though blogging responses to a posted question by the instructor, the instructor can judge rather student have read the assignments and understands what is the intended knowledge outcome has been achieved.  A students comprehension and learning outcome can be evaluated in their online responses to activities and posted questions.  

There is also a down side to this method of class participation and responses to posted questions, if a student does not have the required technology skills they may become frustrated with the process.  Without the appropriate knowledge and skills the student may become overwhelmed with the initial process and will not be able to respond in the appropriate way.  Students who are unfamiliar with this type of technology, the skills that are required to participate in blogging activities may require skills at a skill level the student can not adequately participate in class discussions and activities.  Students who participate in a class that is going to involve blogging, may need to be informed ahead of the actual skills involved so that they have the opportunity to decide, if they have the necessary skills to participate in the class.