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English lesson plan · 12th grade (Year 13 in England) · 30 minutes

ACT-style editing: NO CHANGE or a better option?

Writing & Editing

CCSS L.11-12.1CCSS L.11-12.2CCSS L.11-12.3England: ACT EnglishEngland: SAT Standard English Conventions and Expression of Ideas

Objective and success criteria

Students will: ACT-style editing: NO CHANGE or a better option?.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Subject–verb agreement across long interruptions (SAT); Punctuating however, therefore and other conjunctive adverbs (SAT); Transitions in academic texts (SAT, advanced)

Leads to: the next skill in this area.

Materials: A model text, Planning frame, Checklists for editing, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Subject–verb agreement across long interruptions (SAT); Punctuating however, therefore and other conjunctive adverbs (SAT); Transitions in academic texts (SAT, advanced)). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is this sentence correct in formal written English (SAT/ACT style)? The ruins, together with the ancient road that once connected them to the coast, forms a UNESCO World Heritage Site. (correct / incorrect) → incorrectPrompt: Strip away everything between the subject and the gap: phrases, clauses, appositives.
  2. Is this sentence correct in formal written English (SAT/ACT style)? The bridge was old and unsafe therefore it was closed for repairs. (correct / incorrect) → incorrectPrompt: Is there a complete sentence on both sides of the transition word?
  3. Is the transition in this text logical? The author rarely uses dialogue. For example, her characters' thoughts are revealed through long, flowing descriptions. (correct / incorrect) → incorrectPrompt: Cover the choices. In your own words, how does the second sentence relate to the first?

Hook · 3 min

  • Show two openings to the same piece of writing and ask which makes them want to read on.
  • Share the objective: ACT-style editing: NO CHANGE or a better option?. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. The ancient road [was built] by the Romans.
  • Step 1: On the ACT, NO CHANGE is right when the original is grammatical, clear and concise; otherwise choose the clearest correct option.
  • Step 2: The original is correct.
  • Step 3: So the answer is: NO CHANGE
  • Answer: NO CHANGE
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. The ancient road [was built] by the Romans. (built / was builded / had been build / NO CHANGE) → NO CHANGEPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.
  2. Is the proposed edit for the part in brackets the best choice? Each of the paintings [are] signed by the artist. → NO CHANGE (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. Neither the players nor the coach [were] happy with the result. (was / have been / are / NO CHANGE) → wasPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.
  2. Is the proposed edit for the part in brackets the best choice? Each of the paintings [are] signed by the artist. → were (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.

Watch out for

  • Writing everything at once without planning.
  • Editing only spelling and not whether the writing makes sense.

Support and stretch

Support

  • Review first: Subject–verb agreement across long interruptions (SAT).
  • Use concrete materials: a model text.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-12.

Free lesson plan from eurekami.com/lesson-plan-builder

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ACT-style editing: NO CHANGE or a better option?

Name

Date

Score/ 6

  1. Question 1

    Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. [Running quickly,] the finish line came into view.

    • A. Running quickly
    • B. NO CHANGE
    • C. Quickly running,
    • D. As she ran quickly,

  2. Question 2

    Is the proposed edit for the part in brackets the best choice? The ancient road [was built] by the Romans. → NO CHANGE

    • A. yes, it is correct
    • B. no, it is not correct

  3. Question 3

    Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. Her argument was [more stronger] than his.

    • A. NO CHANGE
    • B. stronger
    • C. more strong
    • D. most strong

  4. Question 4

    Is the proposed edit for the part in brackets the best choice? The team of researchers [have published] its findings. → NO CHANGE

    • A. yes, it is correct
    • B. no, it is not correct

  5. Question 5

    Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. The novel [was written] in 1925 and is still widely read.

    • A. is written
    • B. was wrote
    • C. NO CHANGE
    • D. had been wrote

  6. Question 6

    Is the proposed edit for the part in brackets the best choice? She returned the book [back to the library again]. → NO CHANGE

    • A. yes, it is correct
    • B. no, it is not correct

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Answer key: ACT-style editing: NO CHANGE or a better option?

  1. 1. D. As she ran quickly,

  2. 2. A. yes, it is correct

  3. 3. B. stronger

  4. 4. B. no, it is not correct

  5. 5. C. NO CHANGE

  6. 6. B. no, it is not correct