Lesson Plan Form

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

Unit Title: ACT Prep (Day 4): Section 2-Grammar Notes Continued (Pronoun-Antecedent Agreement,
Subject & Object Pronouns, and Adjectives & Adverbs)
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 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.

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

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 section unit information of notes on apostrophes, commas, and semicolons prior
to answering a quick start question and reviewing. They will then be given the rest of the section 2 notes on pronoun-
antecedent agreement, subject & object pronouns, and adjectives & adverbs with questions, quiz check, and self-assessment.
These materials serve as a pre-assessment form, and following their completion, students will have a post-assessment review
homework 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 of a quick write, discussion, and self-assessment. The post-assessment will thus be shown in their discussion as
a class with their notes/pre-assessment questions as we go along, as well as their performance on the review homework for
each of the three questions learned in class (pronoun-antecedent agreement, subject & object pronouns, and adjectives &
adverbs). 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-write activity, 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 homework, and participating with active 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 notes and quiz
questions and they replicate in their assigned Google Classroom of homework.
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/notes/quiz on apostrophes, commas, and semicolons and then
individualized for the review homework 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
-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)
-Google Classroom to show Review HW (if needed)

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 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).

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 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-assessment (give notes and
discuss)
4. Next, proceed to subject & object pronouns, follow up with question, quiz, and self-assessment (give notes and
discuss)
5. Conclude with adjectives & adverbs, follow up with question, quiz, and self-assessment (give notes and
discuss)
6. Ask if there are any questions
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-assessment (Have them
write on notebook paper for completion credit). 10 MINUTES
5. Students will ask questions if needed. 5 MINUTES
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
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 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 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
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 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 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.

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):