Lesson Plan Form

Name of Instructor: Amber Ginter Grade Level: 11 Subject: Honors English

III/English III

Unit Title: ACT Prep (Day 1): ACT Vocab, Pre-Test, and Grammar Around the Room
Time Length: 45 minutes
Date of Lesson:

1. Learning Goal/Objective – a. What will the pupil be able to do as a result of the lesson? State your objective from
the course of study or ODE Academic Content Standards; b. Prior knowledge/skills required by students? c. Connection –
how does the lesson objective connect with previous and future lessons/learning?
Standard: After completing the Transcendental unit of January, we now move to ACT prep for the month of February. In this
lesson, students will learn how to properly prepare for the English portion of the ACT. In this lesson specifically, students
will first learn how to take a pre-test to see their prior knowledge and then engage in learning activities that support the
beginning steps of this unit.

Objective: As a result of this lesson, students will be able to thoroughly explain, comprehend, and become familiarized with
their weekly ACT Vocab words, followed by a Pre-test that reveals what the ACT questions will look like, as well as a
Grammar Around the Room activity to start learning about the different types of grammar that may appear on their test. This
beginning activity will serve as an overview that gets students familiar with the different types of units within this larger unit,
before learning about each one specifically and individually and discuss those findings as a class. The student will also be
able to complete the ACT Vocab with their corresponding sentences and reflect this knowledge at the weekly end of the week
quiz.

Connection: This lesson is the first of the ACT Prep series and it will connect to the full unit of ACT English Prep for the
next ten days of lessons.

2. Assessment (Pre-& Post) - How and when will you evaluate the objective and student learning? Attach a copy of
the assessment/rubric instrument you will use.
Pre - Assessment: The students will be given ACT Vocab words to study for their weekly Friday quiz that serves as a pre-
assessment form, as well as an actual pre-assessment test, following by a Grammar Around the Room activity that engages
their prior knowledge before learning all the components of the English ACT.
Post Assessment: When the students arrive in class, they will hopefully show signs of growth through the pre-assessment
given in class. The post-assessment will thus be shown in their discussion as a class, their performance on the ACT vocab test
taken Friday, the growth of knowledge from their initial pre-assessment quiz, and engagement during their Grammar Around
the Room interaction.
3. Methods/Strategies – a. What teaching methods will you use (e.g. teacher presentation, demonstration, simulation,
role playing, peer teaching, laboratory activity, etc.); Type of learning: Inductive/inquiry questioning for student discovery or
deductive/direct modeling)? b. Accommodations – How will you accommodate for student differences? c. Learning
climate/environment – How might you establish a safe and an effective environment?
a. The methods used in this class period include teacher presentation and demonstration of materials and the Grammar
Around the Room interactive activity. This also includes peer teaching when the students complete this activity through
independent practice of studying their ACT Vocab words, writing the sentences, completing the pre-test, and going around
the stations for grammar participation. The type of learning is inductive/inquiry when we discuss as a class and will then
move to direct modeling as I show them the words and activities and they replicate.
b. Accommodations- For those with learning disabilities, extra time will be given, hand out notes can be provided, the teacher
will clarify and reiterate questions and points, and be available after class as well. Any additional or needed HW may be
assigned to complete in pairs or with an aid or less questions assigned for homework when applicable.
c. Learning Climate/Environment- I will establish a safe and effective environment by treating all students with respect,
speaking clearly, repeating points, asking questions, and helping students as they need it.

4. Grouping - Large/small group; cooperative groups (pairs, threes, etc.); Is this typical?
Students are in a large group for the class discussion/assignment of ACT vocab and then smaller groups for the Grammar
Around the Room interaction. This is typical as I like to incorporate various forms of grouping in every class.
5. Equipment and Material - What instructional equipment and materials are required to help students reach the
objectives (e.g. textbook, lab equipment, technology, activity sheet, CD-ROM, Web Site, etc.)?
-Pencils/Paper
-Pre-test assessment
-Pre-test assessment answer key
-Write discussion points for Daily Agenda (Smartboard or Chalkboard)
-Computer
-Smartboard
-Chalkboard
-Teacher Sheet on ACT Vocab with info
-PP slide with ACT Vocab
-PP slide with Grammar Around the Room instructions

6. Instructional Delivery
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic; Communicate
expectations, procedures required for the lesson.)
1. Ask: “How is everyone doing today?” “What do you guys know about the ACT and the English ACT in particular?”

b. Activity: What activities have you planned? What will you do? What will the students do? (e.g. small steps, examples,
clues, feedback/checking for understanding. etc.)
ACTIVITY TIME ALLOTTED
The Instructor will:
1. See Introduction (Ask?’s)
2. In class, put the ACT Vocab words on the board.
3. Explain the pre-assessment and administer the assessment.
4. Go over the pre-assessment.
5. Explain the Grammar Around the Room activity and administer.
6. Remind students that ACT Vocab test is Friday and each day we will explore a specific unit of the English
ACT.
The students will:
1. The student will discuss with the teacher in the introduction. 5 MINUTES
2. The student will copy the ACT Vocab words and can begin writing their weekly sentences (due Wednesday).
10 MINUTES
3. Students will participate by taking the ACT pre-assessment. 10 MINUTES
4. Students will gauge prior knowledge by going over the pre-assessment briefly. 5 MINUTES
5. Students will participate in the Grammar Around the Room activity stations. 15 MINUTES

c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson.

The teacher will go over the Whitman biography with the students and discuss as a class using bullet points to help lead the
discussion. After finishing the Flip chart, she will also conclude by reading and discussing Song of Myself 1 and assigning
the Song of Myself 10 and 33 readings with homework questions that will be due the next day. The Flip chart helps students
to demonstrate achievement by reiterating the Walt Whitman biographical information, while the exploration of Song of
Myself 1 helps explore these principles. It also helps lead into the connection of the future lessons that will explore
Whitman’s written other pieces of Transcendentalism. The homework of reading and answering questions for Song of Myself
10 and 33 will also lead to the upcoming lessons and solidify information learned so far.

d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; Corrections, re-teach if
necessary. Practice is assigned through the biographical reading and homework assigned the day before. In addition, guided
practice is given as the class discusses Whitman as a class using discussion points lead by the teacher. The teacher then
demonstrates the Flip Chart, which leads to independent practice of the students creating their own charts. Modeling and
discussion through Song of Myself 1 should help them with the Song of Myself 10 and 33 HW assigned. They are also
assigned these Song of Myself readings with discussion questions for further assessment practice.

7. Standards from ODE- Copied and pasted as requested per OCU Standards and curriculum.
Reading Standards for Literature
Key Ideas and Details:
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matter uncertain.

RL.11-12.2 Analyze literary text development.

a. Determine two or more themes of a text and analyze their development over the course of the text, including how they
interact and build on one another.
b. Produce a thorough analysis of the text.

Reading: Craft and Structure:

RL.11-12.4 Determine the connotative, denotative, and figurative meaning of words and phrases as they are used in the text;
analyze the impact of author’s diction, including multiple-meaning words or language that is particularly evocative to the
tone and mood of the text.

Reading: Integration of Knowledge and Ideas:

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)

RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early- twentieth-century foundational works of
American literature, including how two or more diverse texts from the same period treat similar themes and/or topics.

Reading: Range of Reading and Level of Text Complexity:

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–
CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, building background
knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen
understanding of complex text.

Writing Standards

Production and Distribution of Writing:

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 11–12.)

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.

Range of Writing:

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening Standards:

Comprehension and Collaboration:

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.

b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,
orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.

SL.11-12.3 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas:

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Language Standards:

Conventions of Standard English:

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.

a. Observe hyphenation conventions. b. Spell correctly.

Vocabulary Acquisition and Use:

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12
reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, part of speech, etymology, or standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary).

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
8.Teacher Reflection/Self-Evaluation - Answer the following questions on a separate paper: What pleased you?
What would you do differently next time? Re-teaching or Intervention required? Did the assessment instrument measure
intended student learning? If no, what are some alternatives?
Attachment (s):