Master Course Outline
GED 025
GED ® Preparation

Credits: 1- 10
Clock Hours per Quarter: 111

Lecture Hours:89    Lab Hours:22

The focus of instruction in this course is to strengthen reading, writing, mathematics, problem solving, employment, and computational skills to successfully complete the official GED ® examinations. This class will provide lecture, group work, individual work, and hands-on learning with practical application to GED ®, and individual career and academic goals. All students under 19 years of age must have a signed release from the last school they attended. Students 16-17 years of age must first be admitted to the College following the Alternative Education Program (AEP) Eligibility or Underage Admission Policy, which is available in the High School Programs office. Prerequisite: Students have credits placing them at 11th or 12th grade, and/or score of 236 or above on a CASAS assessment.

Intended Learning Outcomes
  • Program Outcomes

    Upon successful completion of the course, the student will be able to:

    • Successfully complete the four official GED® examinations in English Language Arts, Mathematics, Social Studies, and Science, with a minimum passing score or better.
    • Recognize themselves as learners and citizens capable of integrating and applying knowledge from multiple points of view.
    • Articulate how to accomplish academic and professional goals and contribute to the larger community.
    • Engage in campus activities, utilize campus resources, and demonstrate the ability to transition to and navigate academic and professional environments.
    • Demonstrate an increase in computer literacy and proficiency in using technology for academic and professional purposes.
    • Use interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.
    • Analyze the learning process, apply the learning process effectively in academic study, and utilize campus resources for additional educational support.
  • Course Outcomes

    Reading: students will perform the following tasks at a Level D based on the Career and College Readiness Standard Anchors:

    • Read closely to determine what the text says and to make logical inferences form it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCRS R1.
    • Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas. CCRS R2.
    • Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCRS R3.
    • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCRS R4.
    • Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole. CCRS R5.
    • Assess how point of view or purpose shapes the content and style of a text. CCRS A6.
    • Integrate and evaluate content presented in diverse media and formats. CCRS A7.
    • Delineate and evaluate the argument and specific claim in a text, including the validity of the reasoning as well as relevance and sufficiency of the evidence. CCRS A8.
    • Analyze how two or more texts address similar themes or topics in order to build knowledge or compare the approaches the authors take. CCRS A9.

    Writing: students will perform the following tasks at a Level D based on the Career and College Readiness Standard Anchors:

    • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCRS W1.
    • Write informative and explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCRS W2.
    • Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. CCRS W3.
    • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCRS W4.
    • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCRS W5.
    • Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. CCRS W6.
    • Conduct short as well as more sustained research projects based on focused questions, demonstrating an understanding of the subject matter. CCRS W7.
    • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCRS W8.
    • Draw evidence from literary or informational texts to support analysis, reflection, and research. CCRS W9.

    Language: students will perform the following tasks at a Level D based on the Career and College Readiness Standard Anchors:

    • Demonstrate command of the conventions of standard English grammar and usage, including capitalization, punctuation, and spelling. CCRS L1 & L2.
    • 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. CCRS L3.
    • Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCRS L4.
    • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCRS L5.
    • Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression. CCRS L6.

    Mathematics: students will perform the following tasks at a Level D based on the Career and College Readiness Standard Anchors:

    • Make sense of problems and persevere in solving them. CCRS MP1.
    • Reason abstractly and quantitatively. CCRS MP2.
    • Construct viable arguments and critique the reasoning of others. CCRS MP3.
    • Model with mathematics. CCRS MP4.
    • Use appropriate tools strategically. CCRS MP5.
    • Attend to precision. CCRS MP6.
    • Look for and make use of structure. CCRS MP7.
    • Look for and express regularity in repeated reasoning. CCRS MP8.

  • Course Topics
  • Science:

    • Science practices
      • Reason quantitatively and interpret data in scientific contexts
    • Earth and space science
    • Physical science
  • Social Studies:

    • Social Studies practices
      • Reason quantitatively and interpret data in social studies contexts
    • U.S. History
    • Civics and government
    • Economics
    • Geography
  • Language Arts:

    • Analyzing nonfiction and informational texts
    • Interpreting fiction
    • Evidence based writing
    • Grammar and mechanics basics
    • Effective editing
    • Effective writing techniques including the writing process
  • Mathematics:

    • Quantitative reasoning
      • Positive and negative numbers
      • Decimals
      • Fractions
      • Ratios
      • Proportions
      • Percent/li>
      • Data and statistics
      • Geometric measurement
    • Algebraic reasoning
      • Expressions
      • Polynomials
      • Equations
      • Inequalities
      • Linear equations
      • Quadratic equations
      • Patterns and functions
      • Evaluating, solving, and graphing skills

  • Syllabi Listing See ALL Quarters
    Year Quarter
    GED 025
    Winter 2018
    Sandra Evans
    GED 025
    Winter 2018
    Sandra Evans
    GED 025
    Winter 2018
    Jennifer Vaughn
    GED 025
    Winter 2018
    Kara Caicedo
    GED 025
    Fall 2017
    Beverly Miller-Jantz

    Two Year Projected Schedule

    Year One* Year Two**

    *If fall quarter starts on an odd year (2003, 2005, etc.), it's Year One.
    If fall quarter starts on an even year (2002, 2004, etc.), it's Year Two.