Beashua Spearman ASE/GED Lesson PlanAdapted from "Learning Activity Organizer," from Dean, G. J. (2002) Designing instruction for adult learners (2nd. ed.) Malabar, FL: Krieger.

Title Time Needed Subject Area Educational Functioning Level(s) Addressed Content Standards to be Addressed (Include state and specific standard.)

Making Exponents & Exponential Expressions Easy! 2 class periods GED (ASE) Mathematics Low-Intermediate Basic Education 5.0-5.9 Oklahoma (5B1): Interpret and apply a wide variety of patterns, functions and relationships, a. Recognize, describe, and extend patterns and develop Formulas b. Demonstrate that patterns and relationships (including reallife situations) can be represented with a formula, a table, or a graph See Prezi Presentation 1. Step One: (10 minutes) Begin the class with a brief review of the previous lesson and assignments. Introduce the current lesson: Making Exponents & Exponential Expressions Easy! {Show PowerPoint slide 1} State the lesson objectives Begin the lesson See the example below: Good morning/ afternoon/ evening, today/ tonight we are learning how to solve exponents, exponential notations, and exponential expressions. The lesson objectives for this lesson will include writing repeated factors when creating an exponential notation. Step Two: How to Vote Part I: Lecture (15 minutes) - What is an election? {Show PowerPoint slides 2-7} A. Lecture (Begin Lesson) 1. Question: Ask the class: What is voting? 2. Explain the U.S. Presidential election and the purpose 3. Define and explain the key term Voting 4. Explain the purpose of voting 5. Define and explain the key term Election 6. List and explain the 4 voting requirements 7. Define and explain the key term Candidate 8. Define and explain the key term U.S. Constitution 9. Explain the purpose of the U.S. Constitution 10.Lesson example below: The Presidential Election in the United States is a national event that is held every four years. Its

Description of Learning Activity (Include order and methods to be used to introduce content.)

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purpose is to allow the American people to choose their presidential leader by voting at an election-polling place. Voting allows the American people to declare whom they want to serve as the U.S. President. It allows them to declare whom they want to serve in the U.S. congress as well as municipal, county, and state governments. V. Step Five: Group Assessment (10 minutes): How to Vote Part I: Worksheet {Show PowerPoint slide 11} A. Instructions for the teacher: 1. Assign students the How to Vote Part I worksheet. This worksheet contains vocabulary and comprehension skill exercises, which allow the instructor to assess the students strength and skills in vocabulary and comprehension skills. Step Six: Reflection & Closure (15 minutes): Review & Close the Lesson A. {Show PowerPoint slide 12-14} 1. Reflection: Today, we learned how to vote, we learned the key term vote is a positive or negative action or choice made by an individual or a body of individuals. We learned the purpose of an election is to allow voters to cast their vote for their preferred candidate. We learned the 4 voting requirements {Ask students: Can anyone list the 4 voting requirements please? - Allow 2 minutes for students to, think and 2 minutes to volunteer answer to the question.} We learned the key term candidate is a person who works hard to become an elected official to represent our views and concerns in a government position. We discussed the 6 important items we need when voting, why it is important to have the correct documents, and some of the accepted documents we may identify ourselves with when voting. 2. Questions: Does anyone have any questions about todays lesson or assignments? Now is the time to ask questions about todays lesson or assignments! J 3. Closure: Next week we shall continue our lesson with How to Vote part II. {Encourage students and Compliment them on a great job.} I appreciate your attentiveness and your willingness to learn today/tonight! You all did a great job and I am very proud of each of you! See you all next week!

Evaluation or Assessment Procedure(s)

Reflection and Closure (Describe methods to link this activity to previous knowledge.)

Technology,

Open Computer lab with Laptop or desktop computers and open space,

Equipment, Materials and Facilitates Needed Adaptations or Accommodations for Students with Learning Disabilities or Differences

Microsoft PowerPoint Application Software, High Speed Internet, Projector, Projector Screen, Basic College Mathematics Textbook, IXL.com website, Teacher Tube.com website, and copying machine ( for worksheets).

1. Students with ADHD, ADD, Dyscalculia, and Dyslexia will receive an alternate classroom setting created for private learning, testing, and is clear of any interruptions and distractions of other students. 2. Classroom behavior rules and guidelines are enforced but the instructor will reward positive behavior. Students with Dyslexia and Dyscalculia will receive additional help: for example, he or she may receive additional help from a strong reading student during group assessments. In addition, additional time given to the student is to ensure he or she completes the assignment. 3. Students with Dyslexia, Dysgraphia, Dyscalculia, and other learning disabilities will receive additional time to complete their evaluation/assessment, and assignments. The instructor should pair these students with students who are strong in reading, math, and writing to encourage a positive learning atmosphere. 4. Assistive Technology such as audio books, (mathematic) drill and practice instructional software, word prediction, electronic dictionaries, or spell check is encouraged for student use. 5. Students who are visually impaired will receive assistive technology such as a large print text, screen reader, tape recorder (to record the lesson), or a Braille text reader; students who are verbally impaired will receive extra time and the instructor will repeat instructions that are not clear to the student. If a student is hearing impaired, he or she will receive a note taker and a sign language interpreter. In addition, the instructor will locate or create a mathematics video with close captioning.

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Notes and Comments

References Brady, M. & Lampert, A. (2007). A Handbook for Teachers of Adult Learners (2nd ed.) (pp 63-75). Old Orchard Beach, ME: New Teacher Concepts. Literacy & Learning Disabilities (2006). Adaptations, Accommodations, and Technology. Retrieved June 26, 2012 from http://ldlink.coe.utk.edu/adaptations.htm#what Martin-Gay, E.K. (2003). Basic College Mathematics (2nd ed.) (pp.81). Upper Saddle River, NJ: Prentice-Hall Company. Resources Bullcleo1. (2010, December 02). Exponential Notations [Video File]. Retrieved June 26, 2012 from Teacher Tube Video: Exponential Notation Video IXL.com (2012). Evaluate Exponential Expressions [website]. Retrieved June 26, 2012 from IXL.com: http://www.ixl.com/math/grade-5/evaluateexponent-expressions

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