Lesson Plan Form

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

III/English III

Unit 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 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 take notes on part 2 (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.

Objective: As a result of this lesson, students will be able to thoroughly explain, comprehend, 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.

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: At the start of class, the teacher will check the ACT vocab sentences for participation completion credit.
The students will then go over the review homework from yesterday on apostrophes, commas, and semicolons turning it in
for homework. They will also play a Kahoot game to review these same material lessons from the day before. They will then
be given section unit information of notes on subject-verb agreement, and verb tense usage prior to answering a quick start
question and reviewing their self-assessment on the board. These materials serve as a pre-assessment form, and following
their completion, students will have a post-assessment review of each section in class to put these pre-assessment skills into
test. These activities seek to engage students in 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 check of completed ACT vocab sentences, Kahoot review
game, and previous night’s homework discussion. These discussions as a class with their notes/pre-assessment questions as
we go along, as well as their performance on the review questions in class for each of the sections learned in class (subject-
verb agreement, and verb tense). The growth of this knowledge from their initial pre-assessment questions as we go along
should grow throughout the next few weeks of learning.
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 notes including, but
not limited to the quick quiz question interactive activity and self-assessment at the end of each section. This also includes
peer teaching when the students complete this activity through independent practice of discussion with self and others,
completing their review questions, and participating with active participation in Kahoot/ACT Vocab sentence check. 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
notes and quiz questions and they replicate in their self-assessment during class.
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/Kahoot/notes/quiz on apostrophes, commas, and semicolons from
yesterday and subject-verb agreement, and verb tense today and then individualized for the review and self-assessment. 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
-Write discussion points for Daily Agenda (Smartboard or Chalkboard) (if needed)
-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
-Google Classroom to show Review HW (if needed)
-ACT Vocab Sentences (from students, check and record in participation sheet)
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 did you guys think about the HW last night?”

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) 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)
7. Ask if there are any questions
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-assessment (Have them write on
notebook paper for completion credit). 10 MINUTES
6. Students will ask questions if needed. 5 MINUTES

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

The teacher will ask the introduction questions to see prior knowledge of the English ACT 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 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 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 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.

d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; 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.

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.

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.

RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to
begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.

Reading Standards for Informational Text: Key Ideals and Details:

RI.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 matters uncertain

Reading Standards for Informational Text: Integration of Knowledge and Ideas:

RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.

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: Text Types and Purpose:

W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
a. Establish a clear and thorough thesis to present and explain information.

b. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which
precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia to aid
comprehension, if needed.

c. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

d. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.

e. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.

f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing. g. Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).

Writing: 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.

L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.

b. Apply an understanding of syntax to the study of complex texts when reading.

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):