CARROLL HIGH SCHOOL LESSON PLANS

Teacher: D. Stevens

Subject: Monday Tuesday Wednesday Thursday Friday

ACT Reading 2-1 2-2 2-3 2-4 2-5

ACCRS: Conduct short SL 11-12.1c RL 11-12.4 W 11-12.9 W 11-12.7 research to Propel Determine the meaning Draw evidence from literary or Conduct short as well as answer a question conversations by of words and phrases. informational texts to support more sustained research or solve a posing and projects to answer a RL 11-12.2 analysis, reflection, and problem; narrow responding to research. questions or solve a or broaden the questions that Determine two or more problem; narrow or inquiry when probe reasoning themes or central ideas broaden the inquiry appropriate; and evidence; of a text and analyze when appropriate; synthesize ensure a hearing for their development over synthesize multiple multiple sources a full range of sources on the subject, the course of the on the subject, positions on a topic demonstrating demonstrating or issue; clarify, text,including how they understanding of the understanding of verify, or challenge interact and build on one subject under the subject under ideas and another to produce a investigation. investigation conclusions; and complex account; provide promote divergent an objective summary of and creative the text. perspectives.

Before: Review this Administer the vocabulary week’s vocabulary exam. words.

During: Research game for Complete a “Test Provide a retired Ask students to free write and Discuss the concept of a “College Anxiety” survey and humanities passage and complete a self-evaluation for study guide with the Terminology.” discuss/review the answer questions five minutes concerning this students. Share ideas Each group will results. Share individually. Pair share question: What are colleges from good study guides research college insight from the to discuss answers. looking for in an applicant? students have terms and use indicators listed and Share our results from our free experience with from them in a determine reasons write. Distribute the handout their teachers. competitive for “yes” or “no” that discusses “What colleges Each group will create a setting against responses to some are looking for in an applicant.” study guide for taking other groups in indicators and not Focus on the questions posed the ACT. Research ideas class. Focus on others. Discuss our to applicants from college from print and digital terms that are overall anxiety applications. Compare the resources to include in important to score and how we academic environment in high the study guide. Make incoming can reduce anxiety school to what students expect sure sources are valid. freshman. for the ACT. in college. Share a sample Create handouts for the college application and have class. the students respond in writing. After: Review answers as a Share our responses and note large group and discuss the strengths and weaknesses the reasons for the in what we wrote. Read a correct answers as well strong response to give as why we might have students an idea of what the incorrectly chosen other competition looks like answers. Desired Outcome: I want the I want the students I want the students to I want the students to honestly The students need to students to have to give honest become familiar with critique themselves, so they see the vast amount of clear knowledge answers to the this type of passage and can work to improve in areas information available of a broad range anxiety test to get to understand why their where they are weak. I want concerning preparing for of terms so they an accurate score. I is a “best” answer even them to know which particular the ACT. They need to won’t be “lost” hope they will when other answers areas colleges review as they learn to sift through the when preparing to share and listen appear correct. decide to grant scholarships. I information to discern apply/enter during our want the students to see a what is helpful to them college. discussion period in good response in order to see and what is fluff. They order to learn how how high the bar is set. need practice organizing to better prepare information so it is easy psychologically to to understand and take the ACT. helpful for their classmates. Formative/Summative Formative Formative Formative during pre- Formative during our free write Formative assessment assessment during assessment during reading and review and sharing session. Formative during the research for the research for survey. session when we discuss when we write a formal the study guide. the game. answers. response to an application Summative question. assessment during the game. Higher Order Which terms hold Do we honestly Formative during pre- Do you know enough about When we compare all Questions: special meaning assess ourselves? reading and review your academic standing to the groups’ information, for freshmen? What factors session when we discuss complete the self-assessment? what common ideas do Will your contribute to bias answers. How do you find out this we find? Whose study ignorance of the when we self- information? How do you guide presents language of assess? Do you compare to your peers? To information you find secondary trust others’ other juniors in Alabama? particularly useful or education hinder assessment of you? What is one area colleges look intriguing? Why? What your success? What can we do to at that you were not aware of? is one tip you think you What is the most reduce test What is one area where you will absolutely use? successful way to anxiety? know you need to improve? find answers to What is one step you are willing terms you don’t to take to improve your know? academics so colleges will want you? Would you be willing to share your self-assessment with your family?