RLA Units

Lesson Purpose

Students will determine the meaning of different transitional words or phrases in order to incorporate them correctly in their writing on the GED extended response. The use of transitions has been identified by the GED as a high impact indicator—a skill that students could improve to boost their scores on the GED.

Related Documents

Lesson Objectives

At the end of this lesson, students will be able to read a sample text and choose an appropriate transitional word or phrase to demonstrate the relationships among ideas.

Student Target

I can read a text and choose the correct transition to show the relationships among ideas.

CCR Standards

Reading

• Reading Anchor 3

  Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

Language

• Language Anchor 3

  Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  

Lead CCR Level Specific Standards

Reading Anchor 3: Level D

• RI.8.3

  Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 

Language Anchor 3: Level D

• L.6.3 and 7.3 merge

  Use knowledge of language and its conventions when writing, speaking, reading, or listening. 

   a. Vary sentence patterns for meaning, reader/listener interest, and style.

  b. Maintain consistency in style and tone.

  c. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Supporting CCR Level Specific Standards

KYAE Employability Standards