English lesson plan · 12th grade (Year 13 in England) · 60 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 · 6 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.
- Is this sentence correct in formal written English (SAT/ACT style)? The findings reported in the journal, along with the raw data that the researchers released online, suggest that the drug is safe. (correct / incorrect) → correctPrompt: Strip away everything between the subject and the gap: phrases, clauses, appositives.
- Is this sentence correct in formal written English (SAT/ACT style)? The data were incomplete. Still the scientists published a preliminary report. (correct / incorrect) → incorrectPrompt: Is there a complete sentence on both sides of the transition word?
- Is the transition in this text logical? The study found that sleep improves memory. Instead, students who slept eight hours remembered 20% more words. (correct / incorrect) → incorrectPrompt: Cover the choices. In your own words, how does the second sentence relate to the first?
Hook · 6 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 · 12 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 · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. The team of researchers [have published] its findings. (have publish / has published / publishing / NO CHANGE) → has publishedPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.
- Is the proposed edit for the part in brackets the best choice? The two companies agreed to [cooperate together] on the project. → cooperate (yes, it is correct / no, it is not correct) → yes, it is correctPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.
You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Is the proposed edit for the part in brackets the best choice? The bridge was [closed, however] it reopened a week later. → closed; however, (yes, it is correct / no, it is not correct) → yes, it is correctPrompt: First decide whether the bracketed part has an error: agreement, punctuation, word choice, modifier, or wordiness.
- Which choice is best for the part in brackets? Choose NO CHANGE if the original is best. Her argument was [more stronger] than his. (NO CHANGE / most strong / stronger / more strong) → strongerPrompt: 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