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Web-based Lesson Plan*

Topic: Why is it important to earn a GED?

Date: June, 1999

Teacher:
Gail Muhl, GED Teacher
Carroll County Public Schools Alternative Programs, Maryland
zmuhl@erols.com

Class/Level: GED

 

Objectives

Students, especially teens, think about their career possibilities with and without a GED. Hopefully, the learner will conclude that the GED is important and worth the work acquiring it requires.

 

Web sites used

Name of Web site: Career Planning

URL: www.careernet.state.md.us

Rationale for selecting this site: This is the site the computers at Pt. Detrick, Frederick, Md., display when they are turned on.

Name of Web site: Teenagers Guide to the Real World

URL: www.bygpub.com/books/tg2rw/resumes.htm

Rational for selecting this site: This site was mentioned in a booklet titled "All About ERIC," (Educational Resources Information Center, National Library of Education, Office of Education Research and Improvement, U.S. Department of Education).

 

Other Materials

Description of a fictitious student named Steve

 

Teacher Preparation

Talk to the students in the GED class about the importance of obtaining the GED. Talk to them about various students who have been in the class in the past and how the students who were able to pass the test did that (being sure that the people you talk about are given fictitious names, or no names at all).

Give each student the handout titled "Fictitious Student - Steve." Give the students chance to read this paper and then read it together. Talk about "Steve." Discuss what we know about Steve and how his behavior might effect his success as a student, and his success in passing the GED test.

Discuss using the Internet with students and direct them to the www.careernet.state.md.us location to begin the project.

 

Steps for Learners

Description of pre-computer/classroom activities (preparation):

    1. Present fictitious student profile. Discuss with students the purpose of the profile and the project that the class will be doing.
    2. Discuss finding site: Give URL and details for finding the "Inventory." Make sure all students have an understanding of how to use the Internet before proceeding.
    3. Have the students write a student profile describing themselves using the profile about Steve as an example. Tell the students that they will have an opportunity to use their own profile to fill out the "Inventory."

Description of computer/online activities

  1. Make sure that all students find the site: www.careernet.state.md.us. Have the students click on "Self-appraisal." In the body of the information appearing on the screen, click on the bold lettered "Employment Search Readiness Inventory." Have students complete inventory as "Steve" and then as themselves. Print each students' work.
  2. Allow students time to look at the other options provided by this site and become familiar with whatever else is of interest to each one of them at this site. When someone finds something of interest, interrupt the other students so that they can share information.

Description of follow-up activities

  1. Direct students to URL www.bygpub.com/books/tg2rw/resumes.htm (Teenagers Guide to the Real World.) Click on "Online Chapters" then "Chapter O: You Get to Design Your Life."
  2. Read this together and discuss. Allow time for students to explore the site and read whatever else they see of interest. Print whatever the students request.
  3. As practice for the writing part of the GED test, have students write about "Steve" based on what work was done on the Internet.
  4. Have students write what they thought about the site : "Teenagers Guide to the Real World," as another writing exercise.
  5. Discuss the information located on the Internet. Hopefully someone will mention the importance of obtaining a GED when writing a resume or looking for a career.

Fictitious Student - Steve

On the last night of class, the students are required to take a practice GED test. Steve objected to taking the test, and then took it without reading any of the questions and randomly penciling in answers on the answers form. He was angry when he left the class. The friendly relationship he had established with the class and the teacher was gone.

*Lesson plan designed using template included in Surfing for Substance by Emily Hacker with Mary Ann Capehart; (1999, LAC)

 

 

This page was published 7/6/99. Updated (design) 7/23/99.

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