UNLV Student: Maya Steinborn PSMT Name: Dr.

Chyllis Scott
Course & Grade: English 10 Lesson Topic: End-of-Course Exam
Date: N/A – Theoretical Estimated Time: 50 minutes

1. State Standard(s)
a. CCSS.ELA-LITERACY.SL.9-10.3 Evaluate a speaker's point of view, reasoning,
and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
b. CCSS.ELA-LITERACY.W.9-10.5 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.
2. Teaching Model(s)
a. Teacher will read through ACT prompt with students and explain the differences
between the ACT and EOC.
b. Emphasize the ACT is being used to show students how essays are scored by
professional graders.
3. Objective(s)
a. SWBAT understand how their EOC essays will be scored by official test graders
by participating in a group critique of sample essays from the ACT.
4. Materials and Resources
a. ACT Mentor Prompt
b. ACT Mentor Essays
c. Critique Sentence Frames
5. Instructional Procedures
a. Introduction
i. Warm Up: Turn and talk to a partner. What kind of feedback have you
gotten on your writing in the past? Do teachers usually tell you to work
more on argument, evidence, or mechanics?
ii. Students share out responses.
b. Activities or Learning Experiences
i. Students are placed in groups of four. Each group receives one sample
essay, either at the 1, 2, 3, 4, 5, or 6 score level. Each student receives
their own copy of the essay.
ii. Students take 10 minutes to read and mark up the writing sample
independently. During this time, students should not view the official
score explanation.
iii. Using the critique sentence frames, students discuss with their group the
score they would give the essay. Students must cite at least two specific
“glows” and two specific “grows” for the essay. Group critique should
take at least 15 minutes.
iv. Students average the scores they each gave the essay to agree upon one
score they believe the essay should receive.
c. Closure
i. Students read the official score explanation with their group. Each group
member records, on paper, one difference between the score received from
an official grader and the score agreed upon during group work.
 d. Extension and Contingency Plans
i. Groups that finish early will fill in an official SBAC rubric for the essay.
ii. If there are too few students present to separate into six groups, students
will be grouped so they are critiquing essays scored at the 1, 3, and 6
levels.
6. Accommodations and Modifications
a. Students with IEPs are provided with copies of the model essay that are already
partially annotated for grammar and spelling.
b. Groups with lower-achieving students will receive more attention and assistance
from the teacher and co-teacher.
7. Assessment and Evaluation of Learning
a. Students will receive credit for the annotations they make on their sample essay
sheet, as well as credit for all work produced by the group.
b. Teacher will circulate to give credit to students for participating.
8. Homework Assignment
a. Write a 5-sentence paragraph comparing and contrasting the score you gave the
essay and the score the essay received from an ACT grader.
9. Reflection
a. Share your homework assignment with a peer from a different group.