Unit Lesson Plan Act Prep

Unit Lesson Plan 2
Subject: English Language Arts: ACT Prep

Dates: Tuesday, February 5th, 2019; Wednesday, February 6th, 2019; Thursday, February 7th,
2019; Friday, February 8th, 2019; Monday, February 11th, 2019; Tuesday, February 12th, 2019;
Thursday, February 14th, 2019; Friday, February 15th, 2019; Tuesday, February 19th, 2019;
Wednesday, February 20th, 2019
Standards:
*Lessons 1-5 Included a culmination of the following standards.
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.
Objectives/Standards Specified:
Lesson 1:
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.
Lesson 2:
English portion of the ACT. In this lesson specifically, students will take notes on part 1
(apostrophes, commas, and semicolons) and learn how to apply these on the actual ACT test.
Their prior knowledge will be utilized from the day before in which students participated in a
Grammar Around the Room interaction to familiarize them with similar concepts to be studied.
Such developments engage them in learning activities that support the beginning steps of this
unit.
and become familiarized with apostrophes, commas, and semicolons through note-taking,
teaching, and discussion. During class, students will answer and understand practice questions
following each section of notes. As a form of self-assessment, these notes and activities written
on a sheet of paper will help prepare them for the homework review located on Google
Classroom. This review analyzes apostrophes, commas, and semicolons. After completing the
homework, students will be able to answer questions like these on the ACT and feel prepared
to answer adequately.
Connection: This lesson is the second of the ACT Prep series and it will connect to the full unit
of ACT English Prep for the next ten days of lessons. The day before, students played various
warm-up grammar games to familiarize themselves with unit sections we will be exploring the
next few weeks.
Lesson 3:
(subject-verb agreement, verb tense,) and go over the homework on section 1: (apostrophes,
commas, and semicolons) learning how to apply these on the actual ACT test. Their prior
knowledge will be utilized from the day before in which students participated in section 1
(apostrophes, commas, semicolons) with questions, quiz, and self-assessment interaction to
familiarize them with similar concepts to be studied. Such developments engage them in
learning activities that support the beginning steps of this unit.
and become familiarized with subject-verb agreement, and verb tense as well as the unit 1
lesson of apostrophes, commas, and semicolons the day before through note-taking, teaching,
and discussion. During class, students will answer and understand practice questions following
each section of notes. As a form of self-assessment, these notes and activities written on a
sheet of paper will help prepare them for the homework review located on Google Classroom.
This review analyzes subject-verb agreement, verb tense, and pronoun-antecedent. After
completing the homework, students will be able to answer questions like these on the ACT and
feel prepared to answer adequately.
Connection: This lesson is the third of the ACT Prep series and it will connect to the full unit of
ACT English Prep for the next ten days of lessons. The day before, students engaged in the unit
1 lesson of apostrophes, commas, and semicolons to familiarize themselves with unit sections
we will be exploring the next few weeks and now combine with their newfound knowledge.
Lesson 4:
continued (pronoun-antecedent agreement, subject & object pronouns, and adjectives &
adverbs) and learn how to apply these on the actual ACT test. Their prior knowledge will be
utilized from the day before in which students participated in section 2 of the grammar notes to
familiarize them with similar concepts to be studied. Such developments engage them in
learning activities that support the beginning steps of this unit.
and become familiarized with pronoun-antecedent agreement, subject &object pronouns, and
adjectives & adverbs through note-taking, teaching, and discussion as well as a Quick Write
Review on the notes from yesterday. During class, students will answer and understand
practice questions following each section of notes. As a form of self-assessment, these notes
and activities written on a sheet of paper will help prepare them for the homework review
located on Google Classroom. This review analyzes pronoun-antecedent agreement, subject &
object pronouns, and adjectives & adverbs. After completing the homework, students will be
able to answer questions like these on the ACT and feel prepared to answer adequately.
Connection: This lesson is the fourth of the ACT Prep series and it will connect to the full unit of
ACT English Prep for the next ten days of lessons. The day before, students discussed the first
section of the grammar notes unit to familiarize themselves with the larger unit sections we will
be exploring the next few weeks.
Lesson 5:
English portion of the ACT. In this lesson specifically, students will review part 2 notes (subject-
verb agreement, verb tense, pronoun-antecedent agreement, subject & object pronouns, and
adjectives & adverbs) and learn how to apply these on the actual ACT test through a review
game. They will also take their weekly ACT Vocab test and go over these words prior to their
test. Their prior knowledge will be utilized from the day before in which students participated in
section 2 continued of the grammar notes to familiarize them with similar concepts to be
studied. Such developments engage them in learning activities that support the beginning steps
of this unit.
and become familiarized with subject-verb agreement, verb tense, pronoun-antecedent
agreement, subject &object pronouns, and adjectives & adverbs through the previous days
note-taking, teaching, and discussion analyzed through a review, and review game in class.
During class, students will answer and understand a for each section of notes using discussion,
and Kahoot. As a form of self-assessment, they will also talk about their ACT Vocab words prior
to their test if they have any questions and then complete this quiz form of assessment. The
review played in class analyzes subject-verb agreement, verb tense, pronoun-antecedent
agreement, subject & object pronouns, and adjectives & adverbs. After completing the review
and ACT vocab quiz in class, students will be able to answer questions like these on the ACT and
feel prepared to answer adequately.
Connection: This lesson is the fifth of the ACT Prep series and it will connect to the full unit of
ACT English Prep for the next ten days of lessons. The day before, students discussed the
second section of the grammar notes unit to familiarize themselves with the larger unit sections
we will be exploring the next few weeks.
Lesson 6:
(Sentence Structure Notes (Sentence Fragments, Run-On Sentences, Misplaced Modifiers)) and
learn how to apply these on the actual ACT test. Their prior knowledge will be utilized from the
day before in which students participated in a section 2 review to familiarize them with similar
concepts to be studied. Such developments engage them in learning activities that support the
beginning steps of this unit.
and become familiarized with Sentence Structure (Sentence Fragments, Run-On Sentences,
Misplaced Modifiers) through note-taking, teaching, and discussion. During class, students will
answer and understand practice questions following each section of notes. As a form of self-
assessment, these notes and activities written on a sheet of paper will help prepare them for
the homework review located on Google Classroom. This review analyzes Sentence Structure
(Sentence Fragments, Run-On Sentences, and Misplaced Modifiers). After completing the
homework, students will be able to answer questions like these on the ACT and feel prepared
Connection: This lesson is the sixth of the ACT Prep series and it will connect to the full unit of
ACT English Prep for the next ten days of lessons. The day before, students reviewed section 2
grammar components to familiarize themselves with the unit sections we will be exploring the
next few weeks.
Lesson 7:
English portion of the ACT. In this lesson specifically, students will take notes on part 4 (Style
and Rhetoric Notes (Adding, Revising & Deleting Information, Organization)) and go over the
homework on section 3: (Sentence Structure Notes (Sentence Fragments, Run-On Sentences,
Misplaced Modifiers)) learning how to apply these on the actual ACT test. Their prior
knowledge will be utilized from the day before in which students participated in various section
reviews with questions, quizzes, and self-assessment interactions to familiarize them with
similar concepts to be studied. Such developments engage them in learning activities that
support the beginning steps of this unit.
and become familiarized with Style and Rhetoric Notes (Adding, Revising & Deleting
Information, Organization) as well as the unit 3 lesson of Sentence Structure Notes (Sentence
Fragments, Run-On Sentences, Misplaced Modifiers) the day before through note-taking,
teaching, and discussion. During class, students will answer and understand practice questions
Classroom. This review analyzes Adding, Revising & Deleting Information and Organization.
After completing the homework, students will be able to answer questions like these on the
ACT and feel prepared to answer adequately.
Connection: This lesson is the seventh of the ACT Prep series and it will connect to the full unit
of ACT English Prep for the next ten days of lessons. The day before, students engaged in the
unit 1 lesson of apostrophes, commas, and semicolons to familiarize themselves with unit
sections we will be exploring the next few weeks and now combine with their newfound
knowledge.
Lesson 8:
continued (wordiness & redundancy, word choice & tone, and style, and wordiness &
redundancy) and learn how to apply these on the actual ACT test. Their prior knowledge will be
utilized from the day before in which students participated in part 1 of section 4 of the style
and rhetoric notes to familiarize them with similar concepts to be studied. Such developments
engage them in learning activities that support the beginning steps of this unit.
and become familiarized with Wordiness & Redundancy, Word Choice & Tone, and Style, and
Wordiness & Redundancy through note-taking, teaching, and discussion as well as a Review on
the notes from yesterday. During class, students will answer and understand practice questions
Classroom. This review analyzes Wordiness & Redundancy, Word Choice & Tone, and Style,
and Wordiness & Redundancy. After completing the homework, students will be able to
answer questions like these on the ACT and feel prepared to answer adequately.
Connection: This lesson is the eighth of the ACT Prep series and it will connect to the full unit of
fourth section of the style and rhetoric notes unit to familiarize themselves with the larger unit
sections we will be exploring the next few weeks.
Lesson 9:
English portion of the ACT. In this lesson specifically, students will review part 4 notes Style and
Rhetoric (Adding, Revising & Deleting Information, Organization, Wordiness & Redundancy,
Word Choice & Tone, and Style) and learn how to apply these on the actual ACT test through a
review game. They will also take their weekly ACT Vocab test and go over these words prior to
their test. Their prior knowledge will be utilized from the day before in which students
participated in section 4 continued of the style and rhetoric notes to familiarize them with
similar concepts to be studied. Such developments engage them in learning activities that
support the beginning steps of this unit.
and become familiarized with Style and Rhetoric (Adding, Revising & Deleting Information,
Organization, Wordiness & Redundancy, Word Choice & Tone, and Style) through the previous
days note-taking, teaching, and discussion analyzed through a review, and review game in class.
During class, students will answer and understand concepts for each section of notes using
discussion, and Kahoot. As a form of self-assessment, they will also talk about their ACT Vocab
words prior to their test if they have any questions and then complete this quiz form of
assessment. The review played in class analyzes Style and Rhetoric (Adding, Revising & Deleting
Information, Organization, Wordiness & Redundancy, Word Choice & Tone, and Style). After
completing the review and ACT vocab quiz in class, students will be able to answer questions
like these on the ACT and feel prepared to answer adequately.
Connection: This lesson is the ninth of the ACT Prep series and it will connect to the full unit of
second section of the grammar notes unit to familiarize themselves with the larger unit sections
we will be exploring the next few weeks.
Lesson 10:
English portion of the ACT. In this lesson specifically, students will summarize the past nine
lessons in an overall review game that has prepared them for the ACT test they will take the
next day in class. Their prior knowledge will be utilized from the nine days before in which
students participated in sections 1- 4 to familiarize them with similar concepts to be studied.
Such developments engage them in learning activities that support the beginning steps of this
unit.
and become familiarized with all of the ACT units we have discussed over the course of the past
few weeks (units 1-4) through the previous days note-taking, teaching, and discussion analyzed
through a review, and review games in class. During class, students will answer and understand
concepts for each section of notes using this Jenga Review game. As a form of self-assessment,
they will also talk about their results from playing this game prior to their actual ACT test
assessment tomorrow. The review played in class analyzes all four units of punctuation,
grammar, sentence structure, and style & rhetoric. After completing the review and ACT vocab
quiz in class, students will be able to answer questions like these on the ACT and feel prepared
Connection: This lesson is the tenth of the ACT Prep series and it will connect to the full unit of
ACT English Prep for this final day of lessons. The day before, students discussed the fourth
section of the style & rhetoric notes unit to familiarize themselves with this larger unit of
sections that will appear on their ACT test tomorrow.
Materials/Resources:
*Resource documents are enclosed at the back of each individual lesson plan.
Lesson 1:
-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
Lesson 2:
-Pencils/Paper
-Write discussion points for Daily Agenda (Smartboard or Chalkboard) (if needed)
-Computer
-Smartboard
-Chalkboard
-Teacher Sheet on Apostrophes, commas, and semicolons with info (pgs.46-59)
-PP slides from Google Docs of Unit 1: Apostrophes, commas, and semicolons with questions,
quiz, and self-assessment
-Google Classroom to show Review HW (if needed)
Lesson 3:
-Pencils/Paper
-Computer
-Smartboard
-Chalkboard
-Answer Key to Section 1 Review: Apostrophes, Commas, Semicolons Quiz on Google Classroom
(pg.60)
-Teacher Sheet on subject-verb agreement and verb tense with info (pgs.61-69)
-PP slides from Google Docs of Unit 2: Subject-Verb Agreement, and Verb Tense with questions,
quiz, and self-assessment
-ACT Vocab Sentences (from students, check and record in participation sheet)
Lesson 4:
-Pencils/Paper
-Computer
-Smartboard
-Chalkboard
-Teacher Sheet on Apostrophes, commas, and semicolons with info (pgs.46-59, lesson 3 if
needed for questions)
-Quick Write Review prompt
-PP slides from Google Docs of Unit 2: pronoun-antecedent agreement, subject & object
pronouns, and adjectives & adverbs with questions, quiz, and self-assessment (pgs. 70-83)
Lesson 5:
-Pencils/Paper
-Computer
-Smartboard
-Chalkboard
-Teacher Sheet Answer Key on Subject-Verb Agreement, Verb Tense, Pronoun-Antecedent
Agreement, Subject & Object Pronouns, and Adjectives & Adverbs with info (pg.84, lesson 4 if
-PP slides from Google Docs of Unit 2: subject-verb agreement, verb tense, pronoun-
antecedent agreement, subject & object pronouns, and adjectives & adverbs with questions,
quiz, and self-assessment (pgs. 70-84)
-ACT Vocab Test
-ACT Vocab Teacher notes (if needed)
Lesson 6:
-Pencils/Paper
-Computer
-Smartboard
-Chalkboard
-Teacher Sheet on Sentence Structure (Sentence Fragments, Run-On Sentences, Misplaced
Modifiers) with info (pgs.86-96)
-PP slides from Google Docs of Unit 3: Sentence Structure (Sentence Fragments, Run-On
Sentences, Misplaced Modifiers) with questions, quiz, and self-assessment
-Google Classroom to show Review HW (if needed pgs.97-99)
Lesson 7:
-Pencils/Paper
-Computer
-Smartboard
-Chalkboard
-Answer Key to Section 3 Review: Sentence Fragments, Run-On Sentences, and Misplaced
Modifiers Quiz on Google Classroom (pg.100)
-Teacher Sheet on Adding, Revising, & Deleting Information and Organization with info
(pgs.101-109)
-PP slides from Google Docs of Unit 4: Adding, Revising, & Deleting Information and
Organization with questions, quiz, and self-assessment
-ACT Vocab Sentences (from students, check and record in participation sheet)
Lesson 8:
-Pencils/Paper
-Computer
-Smartboard
-Chalkboard
-Teacher Sheet on Adding, Revising, & Deleting Information, and Organization with info
(pgs.100-110, lesson 4 if needed for questions)
-PP slides from Google Docs of Unit 4: wordiness & redundancy, word choice & tine, and style,
and wordiness & redundancy with questions, quiz, and self-assessment (pgs. 110-119)
Lesson 9:
-Pencils/Paper
-Computer
-Smartboard
-Chalkboard
-Teacher Sheet Answer Key on Style and Rhetoric (Adding, Revising & Deleting Information,
Organization, Wordiness & Redundancy, Word Choice & Tone, and Style) (pg.120, lesson 8 if
-PP slides from Google Docs of Unit 4: Style and Rhetoric (Adding, Revising & Deleting
Information, Organization, Wordiness & Redundancy, Word Choice & Tone, and Style) with
questions, quiz, and self-assessment (pgs. 110-120 if needed)
-ACT Vocab Test
-ACT Vocab Teacher notes (if needed)
Lesson 10:
-Pencils/Paper for notes
-Computer
-Smartboard
-Chalkboard
-Jenga Stick Sets
-Jena Instructions
-PP slides for Jenga Questions with Units 1-4 Questions
Outline
Lesson 1
Title: ACT Prep (Day 1): ACT Vocab, Pre-Test, and Grammar Around the Room
Time: 46 Minutes
Lesson 2
Title: ACT Prep (Day 2): Section 1- Notes (Apostrophes, Commas, Semicolons)
Time: 46 Minutes
Lesson 3
Title: ACT Prep (Day 3): Section 2- Grammar Notes (Subject-Verb Agreement, Verb Tense)
Review Day 2 Section 1 Punctuation Notes (Apostrophes, Commas, Semicolons)
Time: 46 Minutes
Lesson 4
Title: ACT Prep (Day 4): Section 2-Grammar Notes Continued (Pronoun-Antecedent Agreement,
Subject & Object Pronouns, and Adjectives & Adverbs)
Time: 46 Minutes
Lesson 5
Title: ACT Prep (Day 5): Section 2-Grammar Notes Review (Subject-Verb Agreement, Verb Tense,
Pronoun-Antecedent Agreement, Subject & Object Pronouns, and Adjectives & Adverbs), ACT
Vocab Test, Kahoot Review Game
Time: 46 Minutes
Lesson 6
Title: ACT Prep (Day 6): Section 3-Sentence Structure Notes (Sentence Fragments, Run-On
Sentences, Misplaced Modifiers)
Time: 46 minutes
Lesson 7
Title: ACT Prep (Day 7): Section 4- Style and Rhetoric Notes Part 1 (Adding, Revising & Deleting
Information, Organization, Wordiness & Redundancy, Word Choice & Tone, and Style) and
Review Day 6 Section 3 Sentence Structure Notes (Sentence Fragments, Run-On Sentences,
Misplaced Modifiers)
Time: 46 minutes
Lesson 8
Title: ACT Prep (Day 8): Section 4-Style and Rhetoric Notes Continued (Wordiness &
Redundancy, Word Choice & Tone, and Style, and Wordiness & Redundancy)
Time: 46 minutes
Lesson 9
Title: ACT Prep (Day 9): Section 4 Review-Style and Rhetoric (Adding, Revising & Deleting
Information, Organization, Wordiness & Redundancy, Word Choice & Tone, and Style), ACT
Vocab Test, Kahoot Review Game
Time: 46 minutes
Lesson 10
Title: ACT Prep (Day 10): Jenga Quiz Review Competition
Time: 46 minutes
Assignments and Activities:
Lesson 1:
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.
Lesson 2:
1. Ask: “How is everyone doing today?” “What did you guys think about the Grammar Around
the World activity from yesterday?”
ACTIVITY TIME
ALLOTTED
2. In class, put the Section 1-Punctuation Notes on the board.
3. Begin with Apostrophes, follow up with question, quiz, and self-assessment (give
notes and discuss)
4. Next, proceed to commas, follow up with question, quiz, and self-assessment (give
notes and discuss)
5. Conclude with semicolons, follow up with question, quiz, and self-assessment (give
notes and discuss)
6. Ask if there are any questions
7. Assign HW: review of Apostrophes, Commas, Semicolons (pgs.57-59) (*Put on Google
Classroom)
8. Remind them that ACT Vocab sentences are due tomorrow
The students will:
2. The student will copy the apostrophe notes, answer questions, quiz, and self-
assessment (Have them write on notebook paper for completion credit). 10 MINUTES
3. The student will copy the comma notes, answer questions, quiz, and self-assessment
(Have them write on notebook paper for completion credit). 10 MINUTES
4. The student will copy the semicolon notes, answer questions, quiz, and self-
5. Students will ask questions if needed. 5 MINUTES
6. Students will begin assigned HW on Google Classroom if time allows, or work on their
ACT vocab sentences due tomorrow (Have them write on notebook paper for
completion credit and turn in). 5 MINUTES
lesson.
The teacher will ask the introduction questions to see prior knowledge of the English ACT
information. The students will then copy the Apostrophe, Commas, and Semicolons notes
followed by a follow up question, quiz, and self-assessment for each section of the punctuation
unit. Once these pre-assessment methods have been analyzed, the students will be allowed to
ask questions and give input as we go along. In addition, their participation will be gauged
through the assigned HW on Google Classroom as a review of the first section. They will also be
reminded to finish their ACT vocab sentences that are due tomorrow if they haven’t already
and if time allows, they make work on these assignments in class. Though the questions are on
Google Classroom, they will need to write the assessment down on a sheet of paper and turn in
the next day. These forms of assessment and additional activities serve to analyze and
familiarize students with the ACT English concepts prior to teaching and full engagement. This
initial lesson will help explore the various topics that will be taught and analyzed in the next few
weeks of ACT preparation.
Corrections, re-teach if necessary. Practice is assigned through the pre-assessment of notes,
quiz questions, self-assessments, discussions, and in-class activities. In addition, guided
practice is given as the class discusses using discussion points lead by the teacher. The teacher
then demonstrates these activities through explanation and demonstration, which leads to
independent practice of their assigned homework review of apostrophes, commas, and
semicolons. Modeling and discussion should help them with the further assessment lessons.
Lesson 3:
1. Ask: “How is everyone doing today?” “What did you guys think about the HW last night?”
ACTIVITY TIME
ALLOTTED
1. See Introduction (Ask?’s) and ask as you check ACT Vocab Participation for sentences
2. In class, put the Section 1-Review HW on the board and go over.

3. Play Kahoot to Review Concepts
4. Put the Section 2-Grammar Notes on the board.
5. Begin with Subject-Verb Agreement, follow up with question, quiz, and self-
assessment (give notes and discuss)
6. Conclude Verb Tense, follow up with question, quiz, and self-assessment (give notes
and discuss)
8. Remind them that ACT Vocab test is Friday
The students will:
1. The student will discuss with the teacher in the introduction as she checks the ACT
Vocab sentences. 5 MINUTES
2. The student will participate in a discussion going over the previous night’s HW, turn in
5 MINUTES
3. The student will play Kahoot as a class 5-10 MINUTES
4. The student will copy the subject-verb agreement notes, answer questions, quiz, and
self-assessment (Have them write on notebook paper for completion credit). 10
MINUTES
5. The student will copy the verb tense notes, answer questions, quiz, and self-

lesson.
information as she checks their ACT vocab sentences for participation credit. The students will
then go over the previous night’s HW and play a Kahoot review game as a class for the topics
explored. The students will then copy the Subject-Verb Agreement, and Verb Tense notes
followed by a follow up question, quiz, and self-assessment for each section of the grammar
through the assigned HW on Google Classroom as a review of the first section the night before.
They will also be reminded of their ACT vocab test that is Friday. Though the questions are on
Google Classroom the night before, they will need to write the assessment down on a sheet of
paper and turn. These forms of assessment and additional activities serve to analyze and
Corrections, re-teach if necessary. Practice is assigned through the pre-assessment methods,
going over HW, self-assessment, questions, discussion points, copying notes, and in-class
activities. In addition, guided practice is given as the class discusses using discussion points lead
by the teacher. The teacher then demonstrates these activities through explanation and
demonstration, which leads to independent practice of the students answering their questions,
quiz questions, self-assessments, vocab check and Kahoot game played. Modeling and
discussion should help them with the further assessment lessons.
Lesson 4:
1. Ask: “How is everyone doing today?” “What did you guys think about the lesson from
yesterday?” Administer Quick Write: “Why is it important for subjects and verbs to agree in
sentences? What is it important to keep consistent verb tenses in your writing? What is one
way you will prepare for the English ACT using the skills learned so far?” (Write on a sheet of
paper and turn in).
ACTIVITY TIME
ALLOTTED
1. See Introduction (Ask?’s) and administer Quick Write
2. In class, put the Section 2-Grammar Notes on the board.

3. Begin with pronoun-antecedent agreement, follow up with question, quiz, and self-
4. Next, proceed to subject & object pronouns, follow up with question, quiz, and self-
5. Conclude with adjectives & adverbs, follow up with question, quiz, and self-
7. Assign HW: review of pronoun-antecedent agreement, subject & object pronouns, and
adjectives & adverbs (pgs.82-83) (*Put on Google Classroom)
8. Remind them that their ACT Vocab test is Friday.
The students will:
1. The student will discuss with the teacher in the introduction, complete Quick Write
and turn in. 8 MINUTES
2. The student will copy the pronoun-antecedent agreement notes, answer questions,
quiz, and self-assessment (Have them write on notebook paper for completion credit).
10 MINUTES
3. The student will copy the subject & object pronouns notes, answer questions, quiz,
and self-assessment (Have them write on notebook paper for completion credit). 10
MINUTES
4. The student will copy the adjectives & adverbs notes, answer questions, quiz, and self-
6. Students will begin assigned HW on Google Classroom if time allows, or study ACT
vocab words (Have them write on notebook paper for completion credit and turn in).
5 MINUTES

lesson.
information and have them complete the Quick Write. The students will then copy the
pronoun-antecedent agreement, subject & object pronouns, and adjectives & adverb notes
followed by a follow up question, quiz, and self-assessment for each section of the grammar
through the assigned HW on Google Classroom as a review of the second section. They will also
be reminded to study for their ACT vocab test that is on Friday if they haven’t already and if
time allows, they make work on these assignments in class. Though the questions are on
Google Classroom, they will need to write the assessment down on a sheet of paper and turn in
the next day. These forms of assessment and additional activities serve to analyze and
Corrections, re-teach if necessary. Practice is assigned through the pre-assessment of a quick
write, notes, quiz questions, self-assessments, discussions, and in-class activities. In addition,
guided practice is given as the class discusses using discussion points lead by the teacher. The
teacher then demonstrates these activities through explanation and demonstration, which
leads to independent practice of their assigned homework review of pronoun-antecedent
agreement, subject & object pronouns, and adjectives & adverbs. Modeling and discussion
should help them with the further assessment lessons.
Lesson 5:
yesterday?”
ACTIVITY TIME
ALLOTTED
2. In class, put the Section 2 Homework-Grammar on the board and go over, check for
participation credit (key pg.84).
3. Go over ACT Vocab words if they have any questions prior to the test.
4. Administer the ACT Vocab test
5. Assign new ACT Vocab list on board
6. Play Kahoot Review Game
The students will:
2. The student will go over the section 2 HW grammar on the board 5 MINUTES
3. The student will ask questions to prepare for the ACT vocab test 5 MINUTES
4. The student will complete the ACT Vocab test 10 MINUTES
5. The student will copy their new ACT Vocab list words 10 MINUTES
6. Students will play the Kahoot Review Game 5 MINUTES

lesson.
information and have them go over the section 2 homework from the night before. The
students will then ask questions about the ACT vocab words if they have any and complete the
quiz. Once these pre-assessment methods have been analyzed, the students will be allowed to
ask questions and give input as we go along such as prior to the test. In addition, their
participation will be gauged through the review game, self-analysis and assessment of
homework, ACT vocab test, new words, and Kahoot Review game. From the day before, the
questions gone over from Google Classroom will be checked for participation credit, and this is
why they will need to have written the assessment down on a sheet of paper to be checked.
These forms of assessment and additional activities serve to analyze and familiarize students
with the ACT English concepts prior to teaching and full engagement. This initial lesson will help
explore the various topics that will be taught and analyzed in the next few weeks of ACT
preparation.
Corrections, re-teach if necessary. Practice is assigned through the pre-assessment of a
discussion, questioning, homework, ACT vocab quiz, new words assigned, self-assessments,
discussions, and in-class activities. In addition, guided practice is given as the class discusses
using discussion points lead by the teacher. The teacher then demonstrates these activities
through explanation and demonstration, which leads to independent practice of their quiz, and
review in class of subject-verb agreement, verb tense, pronoun-antecedent agreement, subject
& object pronouns, and adjectives & adverbs. Modeling and discussion should help them with
the further assessment lessons.
Lesson 6:
1. Ask: “What did you guys do over the weekend?”
ACTIVITY TIME
ALLOTTED
2. In class, put the Section 3-Sentence Structure Notes on the board.
3. Begin with Sentence Fragments, follow up with question, quiz, and self-assessment
(give notes and discuss)
4. Next, proceed to Run-On Sentences, follow up with question, quiz, and self-
5. Conclude with Misplaced Modifiers, follow up with question, quiz, and self-
7. Assign HW: review of Sentence Structure (Sentence Fragments, Run-On Sentences,
Misplaced Modifiers) (pgs.97-99) (*Put on Google Classroom)
8. Remind them that ACT Vocab sentences are due tomorrow
The students will:
2. The student will copy the sentence fragments notes, answer questions, quiz, and self-
3. The student will copy the run-on sentences notes, answer questions, quiz, and self-
4. The student will copy the misplaced modifiers notes, answer questions, quiz, and self-
6. Students will begin assigned HW on Google Classroom if time allows, or work on their
ACT vocab sentences due tomorrow (Have them write on notebook paper for
completion credit and turn in). 5 MINUTES
lesson.
information. The students will then copy the Sentence Structure Notes (Sentence Fragments,
Run-On Sentences, Misplaced Modifiers) followed by a follow up question, quiz, and self-
assessment for each section of the sentence structure unit. Once these pre-assessment
methods have been analyzed, the students will be allowed to ask questions and give input as
we go along. In addition, their participation will be gauged through the assigned HW on Google
Classroom as a review of the third section. They will also be reminded to finish their ACT vocab
sentences that are due tomorrow if they haven’t already and if time allows, they make work on
these assignments in class. Though the questions are on Google Classroom, they will need to
write the assessment down on a sheet of paper and turn in the next day. These forms of
assessment and additional activities serve to analyze and familiarize students with the ACT
English concepts prior to teaching and full engagement. This initial lesson will help explore the
various topics that will be taught and analyzed in the next few weeks of ACT preparation.
Corrections, re-teach if necessary. Practice is assigned through the pre-assessment of notes,
quiz questions, self-assessments, discussions, and in-class activities. In addition, guided
practice is given as the class discusses using discussion points lead by the teacher. The teacher
then demonstrates these activities through explanation and demonstration, which leads to
independent practice of their assigned homework review of Sentence Structure (Sentence
Fragments, Run-On Sentences, Misplaced Modifiers). Modeling and discussion should help
them with the further assessment lessons.
Lesson 7:
1. Ask: “How is everyone doing today?” “What did you guys think about the HW last night?”
ACTIVITY TIME
ALLOTTED
1. See Introduction (Ask?’s) and ask as you check ACT Vocab Participation for sentences
2. In class, put the Section 3-Review HW on the board and go over.

3. Put the Section 4-Style and Rhetoric on the board.
4. Begin with Adding, Revising, & Deleting Information, follow up with question, quiz,
and self-assessment (give notes and discuss)
5. Conclude with Organization, follow up with question, quiz, and self-assessment (give
notes and discuss)
7. Play Jeopardy Review Game
8. Remind them that ACT Vocab test is Friday
The students will:
1. The student will discuss with the teacher in the introduction as she checks the ACT
Vocab sentences. 5 MINUTES
2. The student will participate in a discussion going over the previous night’s HW, turn in
5 MINUTES
3. The student will copy the Adding, Revising, & Deleting Information notes, answer
questions, quiz, and self-assessment (Have them write on notebook paper for
completion credit). 10 MINUTES
4. The student will copy the Organization notes, answer questions, quiz, and self-
6. The student will play Jeopardy as a class 5-10 MINUTES

lesson.
information as she checks their ACT vocab sentences for participation credit. The students will
then go over the previous night’s HW to gain assessment level. The students will then copy the
Adding, Revising, & Deleting Information, and Organization notes followed by a follow up
question, quiz, and self-assessment for each section of the grammar unit. Once these pre-
assessment methods have been analyzed, the students will be allowed to ask questions and
give input as we go along. They will then conclude the class by playing a Jeopardy review game
as a class for the topics explored. In addition, their participation will be gauged through the
assigned HW on Google Classroom as a review of the first section the night before (this HW is
turned into the tray). They will also be reminded of their ACT vocab test that is Friday. Though
the questions are on Google Classroom the night before, they will need to write the assessment
down on a sheet of paper and turn. These forms of assessment and additional activities serve
to analyze and familiarize students with the ACT English concepts prior to teaching and full
engagement. This initial lesson will help explore the various topics that will be taught and
analyzed in the next few weeks of ACT preparation.
Corrections, re-teach if necessary. Practice is assigned through the pre-assessment methods,
going over HW, self-assessment, questions, discussion points, copying notes, and in-class
activities. In addition, guided practice is given as the class discusses using discussion points lead
by the teacher. The teacher then demonstrates these activities through explanation and
demonstration, which leads to independent practice of the students answering their questions,
quiz questions, self-assessments, vocab check and Jeopardy game played. Modeling and
discussion should help them with the further assessment lessons.
Lesson 8:
1. Ask: “How is everyone doing today?” “What did you guys think about the HW from
yesterday?”
ACTIVITY TIME
ALLOTTED
2. In class, put the Section 4-Style & Rhetoric Notes on the board.
3. Begin with Wordiness & Redundancy, follow up with question, quiz, and self-
4. Next, proceed to Word Choice & Tone, follow up with question, quiz, and self-
6. Assign HW: review of adding, revising & deleting information, organization, wordiness
& redundancy, word choice & tine, and style (pgs.117-119) (*Put on Google
Classroom)
7. Remind them that their ACT Vocab test is Friday.
The students will:
2. The student will copy the wordiness & redundancy notes, answer questions, quiz, and
self-assessment (Have them write on notebook paper for completion credit). 10
MINUTES
3. The student will copy the word choice & tone notes, answer questions, quiz, and self-
5. Students will begin assigned HW on Google Classroom if time allows, or study ACT
vocab words (Have them write on notebook paper for completion credit and turn in).
5 MINUTES

lesson.
information and have them discuss. The students will then copy the wordiness & redundancy
and word choice & tone notes followed by a follow up question, quiz, and self-assessment for
each section of the grammar unit. Once these pre-assessment methods have been analyzed,
the students will be allowed to ask questions and give input as we go along. In addition, their
participation will be gauged through the assigned HW on Google Classroom as a review of the
entire fourth section. They will also be reminded to study for their ACT vocab test that is on
Friday if they haven’t already and if time allows, they make work on these assignments in class.
Though the questions are on Google Classroom, they will need to write the assessment down
on a sheet of paper and turn in the next day. These forms of assessment and additional
activities serve to analyze and familiarize students with the ACT English concepts prior to
teaching and full engagement. This initial lesson will help explore the various topics that will be
taught and analyzed in the next few weeks of ACT preparation.
discussion, notes, quiz questions, self-assessments, discussions, and in-class activities. In
addition, guided practice is given as the class discusses using discussion points lead by the
teacher. The teacher then demonstrates these activities through explanation and
demonstration, which leads to independent practice of their assigned homework review of
adding, revising & deleting information, organization, wordiness, & redundancy, word choice &
tone, and style. Modeling and discussion should help them with the further assessment
lessons.
Lesson 9:
yesterday?”
ACTIVITY TIME
ALLOTTED
2. In class, put the Section 4 Homework-Grammar on the board and go over, check for
participation credit (key pg.120).
3. Go over ACT Vocab words if they have any questions prior to the test.
4. Administer the ACT Vocab test
5. Play Kahoot Review Game
The students will:
2. The student will go over the section 4 HW grammar on the board 5 MINUTES
3. The student will ask questions to prepare for the ACT vocab test 5 MINUTES
4. The student will complete the ACT Vocab test 10 MINUTES
5. Students will play the Kahoot Review Game 20 MINUTES

lesson.
information and have them go over the section 4 homework from the night before. The
students will then ask questions about the ACT vocab words if they have any and complete the
quiz. Once these pre-assessment methods have been analyzed, the students will be allowed to
ask questions and give input as we go along such as prior to the test. In addition, their
participation will be gauged through the review game, self-analysis and assessment of
homework, ACT vocab test, new words, and Kahoot Review game. From the day before, the
questions gone over from Google Classroom will be checked for participation credit, and this is
why they will need to have written the assessment down on a sheet of paper to be checked.
These forms of assessment and additional activities serve to analyze and familiarize students
with the ACT English concepts prior to teaching and full engagement. This initial lesson will help
explore the various topics that will be taught and analyzed in the next few weeks of ACT
preparation.
discussion, questioning, homework, ACT vocab quiz, new words assigned, self-assessments,
discussions, and in-class activities. In addition, guided practice is given as the class discusses
using discussion points lead by the teacher. The teacher then demonstrates these activities
through explanation and demonstration, which leads to independent practice of their quiz, and
review in class of Style and Rhetoric (Adding, Revising & Deleting Information, Organization,
Wordiness & Redundancy, Word Choice & Tone, and Style). Modeling and discussion should
help them with the further assessment lessons.
Lesson 10:
1. Ask: “How is everyone doing today?” “Everyone ready for the ACT/How are you feeling?”
ACTIVITY TIME
ALLOTTED
2. In class, put the Jenga Quiz Competition Instructions/ Questions on the board
3. Facilitate Jenga Quiz Competition
The students will:
2. The student will go over the Jenga Quiz Competition Instructions/Questions on the
board 5 MINUTES
3. The student will answer/play Jenga Quiz Competition to prepare for the ACT test 30
MINUTES

lesson.
information and gauge how they are feeling about taking the test the next day. The students
will then ask questions about the test if they have any and complete Jenga Quiz Competition.
Once these pre-assessment methods have been analyzed, the students will be allowed to ask
questions and give input as we go along such as prior to the test. In addition, their participation
will be gauged through the review game, self-analysis and assessment. From the days before,
these forms of assessment and additional activities serve to analyze and familiarize students
with the ACT English concepts prior to teaching and full engagement. This final lesson will help
explore the various topics that will be analyzed on their ACT test tomorrow as given by the
state.
Corrections, re-teach if necessary. Practice is assigned through the pre-assessment of
discussion, questioning, self-assessment, Jenga Review Game, and in-class activities. In
addition, guided practice is given as the class discusses using discussion points lead by the
teacher. The teacher then demonstrates these activities through explanation and
demonstration, which leads to independent practice of their test tomorrow, and review in class
of all four units. Modeling and discussion should help them with the further assessment
lessons.
Evaluation/Notes/Reflections:
Lesson 1:
Date: Tuesday, February 5th, 2019
Periods: 2nd, 5th-8th
2nd period: Definitely a learning period. Learned how to work the smart board, enlarge the
screen, not put the answers on the board while talking to them and readjusted a lot of
materials. Because Kelly had me go over the added worksheet from the day before, I didn’t get
to go through all of the lesson materials as planned, but that was okay. We made it through
half and they were understanding the concepts well.
5th-8th: Overall, went really well. One of the best days with fifth period. They were quiet for
once, listening and attentive. Sixth period I called a student out that wasn’t paying attention
and Kelly said that was great. Seventh period was quiet like always but, I improvised and used
hand signals when they didn’t want to participate out loud. Eighth period was also very well-
behaved for once, listening, and interactive. I had a bit of trouble with the Smart Board and
using electronics, but overall, it was a good lesson. My voice is exhausted, but things went
pretty well.
Lesson 2:
Date: Wednesday, February 6th, 2019
2nd period: As always, was a learning period, but Mrs. Congrove gave me helpful tips such as
just having them copy the notes down in red, taking participation credit as they go along, and
not reading everything off of the slides or review questions since they already have it. Had a
mishap with some of the printed copies stapled together, but I readjusted and fixed them as
needed. I also corrected a student on her phone during this period and it worked.
5th-8th- Overall, I felt more comfortable as the day went on, but I am learning that my voice is
exhausted from talking all day. I am also very tired overall; however, the lesson went really
well, students payed attention, were focused, participating, doing as told, and receiving their
points. Some added adjustments were that I included funny grammar notes and pictures as we
went along, and really got acquainted with using the Smart Board and printer during lessons.
Lesson 3:
Date: Thursday, February 7th, 2019
2nd period: Second period felt really good today and I think the kids are finally starting to
respect me. I had to correct Landon who wouldn’t stop talking, as well as Jonathan, however,
they took the correction well and stopped talking. The only thing I did different for this lesson
was that I saved the Kahoot game until the end because I knew that we needed to get the notes
out of the way first and save the fun for later in the day. I am getting more familiar with using
the technology, making calls, and I pray that things will become routine and second nature to
me as the time goes along.
5th-8th period: Fifth period was getting really loud on me during the game, so I had to yell at
them to get their attention and bring it down. It was hard for me to do, but I survived. Sixth
went well as always, made it through everything, and their attention and executions are
expanding. Seventh period was quiet, had time to pass out papers, and easily made it through
all of the notes. They were a little bit louder than usual, however, they quieted down by the
end. Eighth was crazy and the students would not listen, so I had to raise my voice, correct
many, and use some authority. This is really hard for me and Kelly gave me some tips, but it is
very overwhelming and frustrating.
Lesson 4:
Date: Friday, February 8th, 2019
2nd period: When I was looking over my lesson plans, I decided to change some things because
I realized that pronoun-antecedent agreement and subject/object pronouns were kind of
confusing for me, so I didn’t want my students to be confused. In order to adapt to this, I took
out the Quick Write and instead replaced it with two YouTube videos that I felt adequately
explained the details better than I could. To still involve a writing component, I thus had them
take notes and write while the details were being presented. This was to ensure that while we
were talking about them, they already had the notes to comprehend. The actual teaching went
pretty well, and it was funny because Kelly stayed out of the classroom and thought they were
being angels, when really, they were pretty rough today. Randy cussed me out and Landon was
disrespectful, snarky, made comments like “this shows how much we care since we aren’t
paying attention”. I corrected both behaviors and Mrs. Congrove were proud of me saying I did
great. She thought it was hilarious since from the outside everything looked great, but I am
happy that I did things right.
5th-8th period: Fifth period was much better today and focused. Though there are some kids
that like to smart off like the peanut gallery, they are a good class overall. I kept them busy and
everything worked well. I just didn’t show the second video because they already understood
the concept very well, so it was unnecessary. Sixth period went well, and they were focused,
asking questions, and attentive to the work being done in class by asking lots of questions.
Seventh was good and quiet, actually got some participation. Eighth I had to correct a few
people again, but they were somewhat better. I do need to be careful of targeting students that
are known for being bad because sometimes it isn’t just them causing the problems.
Lesson 5:
Date: Monday, February 11th, 2019
2nd-8th: Today started off a bit strange because we had a two-hour delay. With this being the
case, I wasn’t given a break between the classes, so this made things a little bit stressful. In
both classes, I started with the originally planned ACT vocab, and participation check, followed
by a review of their homework on Friday. The only thing I had to take out of the lesson was the
Kahoot, which really wasn’t a problem because it was just something fun for them. Second
period went really well today, and we made it through everything. They were focused, listening,
pretty quiet and well-behaved for the most part. I am working on classroom management and
trying to be more confident so that things will go well, and I think it is working! Great news for
the day, Adam asked me if I am becoming a teacher and said “Well, I think you are going to be a
great one.” All of the classes were focused today, used positive reinforcement, complimented
students and it worked really well. I gave a lecture talk to eighth period and it worked, they
listened, and I am gaining more ground. Kelly said she was super proud of me today for rolling
with the punches and that I did a great job.
Lesson 6:
Date: Tuesday February 12th, 2019
Due to a Professional Development Meeting with Kelly, I left the sub a practice ACT test for the
students to complete. It took the entire class period, as it was to replicate the exact ACT test
with 75 questions in 45 minutes. Students were to complete the test on their own sheet of
paper (a scantron) and turn into the tray when they were finished.
Lesson 7-8:
Date: Thursday, February 14th, 2019- Friday, February 15th, 2019
2nd-8th: Due to a snow day on Wednesday, I simply combined my two lessons by removing the
game (Jeopardy), working effectively in class, and still assigning the same homework. I was also
able to eliminate things as we went along that they fully understood (such as fragments review)
and use that time to cover the more in-depth topics that needed attention. For second period,
this went really well, and though they were a bit hesitant at first and talking a bit, they quickly
listened and completed the work. I made it through everything except the game which was
fine, and they did okay. Seems that they need to work on fragments more, so hopefully the
game and further review will help this. In addition, I passed out their ACT scantron from the
day before and showed a comparison chart of conversion to help them know what to do. Fifth
period went well, and we covered a lot of information, but in sixth period, Kelly and I realized
that the scantron machine messed up, so all the kids started stressing out. Other than that,
though, we made It through a lot of information and stayed on task. Eighth period was even
well-behaved today, focused on getting things done, was participating, and somewhat focused
compared to the norm.
Continuing off of yesterday, the students took a weekly ACT Vocab test, followed by the
aligning notes, assessment, and questions they have completed in all other class periods.
Today is the last day of this method as next week they will engage in a Jenga Review Game that
will prepare them for the ACT to be taken on Wednesday in school. Mrs. Congrove and I will
actually be administering the ACT that day. Second period went really well, they were actually
well-behaved, listened, didn’t give me any trouble and made it through all the notes. Fifth
period was good today for the most part, we made it through everything, even the final review,
they engaged in conversations with me, were respectful and pretty quiet for them. Sixth period
was honestly so much fun today and the students were very interactive with me. They payed
attention, were very sassy and fun, and gave such respect. Seventh as always was great, but
eighth was so bad. I had to address the class with a warning and that worked for the majority,
however, Ray after asking to use the bathroom (and I said no because he used his passes), left
class, and left class again. He was very disrespectful, did take his notes at first, but doing that
stuff was not good.
Lesson 9-10:
Date: Tuesday, February 19th, 2019-Wedesday, February 20th, 2019
2nd-8th: Today is a pretty chill day for teaching as we are playing a Jenga Review game the day
before the ACT. Prior to playing, I gave a warning that bonus points are available, but only if
they behave, listen, and can control themselves during the game. 2nd period went really bad
and I feel so upset and overwhelmed. I didn’t do well explaining the instructions, Kelly said the
class was running my game, and I wasn’t having fun with them. I feel like a failure. Her tips
were to still have them in pairs but answer each question individually. I could have a time limit,
but don’t have to. I need to be enthusiastic with them, put desk in the middle of the room, have
an end game, and fully understand what is going on. I need to be more prepared and I feel
ashamed because I felt like I was prepared but I guess I wasn’t. I am really mad at myself right
now and honestly just want to cry. I also need to use a Power Point slide for the questions
instead of the online website that made things difficult. After my melt down (LOL) Kelly made a
PowerPoint during lunch and we were able to fix everything for the rest of the day. Fifth and
sixth period went much better and we fixed the lesson, so I felt good. Praise God for the lunch
period because the rest of the day went great. We fixed the lesson, even eighth period was
good, and all the students were participating and in their element. I no longer feel like I’m going
to cry which is good, and I am relieved I made it through this entire second unit, even with a
learning period. The students were to take the ACT on Wednesday, February 20th, but a two-
hour delay was given, so the test is rescheduled for Tuesday, March 12 th.

Unit Lesson Plan Act Prep

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Unit Lesson Plan Act Prep

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Unit Lesson Plan 2

Subject: English Language Arts: ACT Prep

RL.11-12.2 Analyze literary text development.

Reading: Craft and Structure:

Reading: Integration of Knowledge and Ideas:

Reading: Range of Reading and Level of Text Complexity:

Production and Distribution of Writing:

Speaking and Listening Standards:

Comprehension and Collaboration:

Conventions of Standard English:

a. Observe hyphenation conventions. b. Spell correctly.

Vocabulary Acquisition and Use:

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

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

2. In class, put the Section 1-Review HW on the board and go over.

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

2. In class, put the Section 2-Grammar Notes on the board.

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

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

2. In class, put the Section 3-Review HW on the board and go over.

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

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

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

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

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