Florida ged plus college Preparation Program Curriculum and Resource Guide
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- Objective 6 – Formats for College Writing
- Objective 7 – Basic Note-Taking
- Strategy - Double-Entry Diaries
Answer KeyActivity 1: Scrambling Sentences Sentence 1 Answer: After June 21st, the days begin to lengthen, the nights to shorten. Teaching Points: Capitalization of first word in a sentence. Commas after an introductory phrase.
Teaching Point: Comma after introductory adverb (subordinate) clause. Activity 2: Scrambled Sentence Kernels Sentence 1 Answer: Beneath the Arch of Triumph in Paris, the world’s largest triumphal arch erected to commemorate the victories of the armies of the French Revolution and Napoleon, now lies buried the body of an unknown soldier, the symbol of thousands of Frenchmen who gave their lives fighting Germany in World War I.
Sentence 2 Answer: The Britons, a primitive Celtic people who were the original inhabitants of England, spoke a rudimentary language that was somewhat like present-day Welsh.
Ramsey MacDonald once defined an educated person as one with certain subtle spiritual qualities: calm in adversity, happy when by himself, just in all his dealings, and rational and sane in all the affairs of life. Note that the above sentence deletes repetition and other examples of wordiness from the sentence kernels. Sentence 4 Answer: These days John X. Miller, publisher of the Detroit Free Press, is handling a multitude of responses about Mitch Albom’s column of Sunday April 3, which described two former Michigan State and current NBA basketball players attending the NCAA semifinal game the previous night between MSU and the University of North Carolina. Advanced Paragraph Activity Put the sentences on strips of paper and have students put them in the correct order. The deadlines that students encounter in the classroom may be different in content when compared to the deadlines of the workforce, but the importance of meeting those deadlines is the same. That contract requires that students complete the assignments and objectives set forth by the course's instructor in a specified time to receive a grade and credit for the course. For example, in the classroom, students form a contract with the teacher and the university when they enroll in a class. Learning how to turn in homework assignments on time is one of the invaluable skills that college students can take with them into the working world. Developing good habits of turning in assignments in class now, as current students, will aid your performance and position as future participants in the working world. Though the workforce may not assign homework to its workers in the traditional sense, many of the objectives and jobs that need to be completed require that employees work with deadlines. This often leaves the teacher with no other recourse than to fail the student and leaves the university with no other recourse than to terminate the student's credit for the course. Accordingly, just as a student risks termination in the classroom if he/she fails to meet the deadline for a homework assignment, so, too, does that student risk termination in the workforce. When a student fails to complete those assignments by the deadline, the student breaks her contract with the university and the teacher to complete the assignments and objectives of the course. In fact, failure to meet deadlines in both the classroom and the workforce can mean instant termination.
StyleAPA, CBE, Chicago, MLA, Turabian! Which style manual should a teacher use when working with the Florida GED PLUS College Preparation Program? Students need to be aware that college instructors may favor one style over another or even have their “own way of doing things.” The important thing is to find out the style manual most used by the collaborating colleges and teach students that format. It is also recommended that other style manuals be discussed so that students have the knowledge base needed to access this information when needed. To get you started, the following are the official websites of three commonly used style manuals: APA (American Psychological Association). http://www.apastyle.org/. MLA (Modern Language Association) www.mla.org/ The Chicago Manual of Style. http://www.chicagomanualofstyle.org/about.html. Chicago Manual of Style (Turabian) http://writing.colostate.edu/references/sources/chicago/. Turabian http://www.press.uchicago.edu/cgi-bin/hfs.cgi/00/12917.ctl Objective 7 – Basic Note-TakingUse basic note-taking procedures (outline lectures) Strategy – The Cornell SystemForty years ago, Walter Pauk developed what is known as the Cornell notetaking technique to help Cornell University students better organize their notes. Today, Pauk's notetaking technique is probably the most widely used system throughout the United States. The steps for this comprehension strategy are to:
First have students use a template like the one provided or have them use a large, loose-leaf notebook. If they are using notebook paper, have them draw a vertical line 2 ½ inches from the left side of the paper. This is called the recall column. Notes should be taken to the right of the margin. Students should record as many facts and general ideas as they can. During the lecture, students should record notes by capturing general ideas. After the lecture, students should read through their notes and make them more legible if necessary. Students should then identify basic ideas or key words which provide the general idea of the lecture. This reduction of the lesson is written in the right hand column. To better learn the materials, students should cover the notes and read each key word or question and recite things that are brought to mind. Because learning needs to be reviewed, students should review their notes periodically and finally summarize each main idea using complete sentences. Students may wish to summarize by:
Sample of Cornell Notes Subject: Cornell Notes Date: _______________________
Strategy - Double-Entry DiariesDouble-Entry Diaries are an excellent option for students when they are reading materials that cannot be marked, such as textbooks or class sets of books. Introduce Double-Entry Diaries by asking students to divide a sheet of paper into two vertical columns by folding it lengthwise in half. The left side of the paper is for specific information from a text, such as a short passage, factual information, or a summary. The right column provides students with space to provide written responses to the text material that they have selected on the left side. This technique provides students with both factual material and their own reactions to that material. An example would be that a teacher could record a passage or statement from the newspaper, such as the number of deaths from the war in Iraq. The teacher would then model what he/she thinks about this statement and how it connects to what he/she may know about past conflicts or the area that is described. This technique helps students to better understand what they have read and connect it to what they know. To better help students in describing this information in the right column, the teacher may wish to have students label the right hand column:
With practice, this strategy can help students who are struggling with challenging text or as a study technique to review for exams. Double Entry Diary Name ______________________________________________________________ Topic ______________________________________Date ____________________
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