Lauren Hill
EDUC 2332
Prof. Cousett Ruelas
24 October 2013
SAT Prep Game
Standards: Chapter 110, Subchapter C (English Language Arts and Reading) The student are
expected to generate ideas, practice team work within groups, and understands the concepts of
reading comprehension, vocabulary words, writing processes, information texts, and word
phrases.
Topic: SAT Reading & Language Arts
Grade Level: 10 – 11th Grade
Subject Area(s): English Language Art, Reading, and College Readiness
Time Required to Present Lesson: 30-45 minutes
Game Answering Time Frame: 30 seconds
Materials/Resources:
For the students:
Buzzer
Groups or Teams (4-5 people)
Notecards with Questions & Choice Answers
Dictionary or Thesaurus for references
For the teacher:
Lesson Plan
Notes
Tablet with SSAT app
Random Student app
Timer
Projector
Objectives (Shown on the board):
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Reading Comprehension
Vocabulary
Writing
Punctuation
Spelling
Language Arts
Hill 1
Lauren Hill
EDUC 2332
Prof. Cousett Ruelas
24 October 2013
Behavioral Objectives:
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Give and follow instructions of the SAT Prep Game.
The students are expected to work in a group and answer each question as a team.
Preparing the students for SAT test.
Giving practice to the students
Think critically towards the questions or word phrases
After the lesson, the students are capable to understand and think critically on the reading
and language art sections of the SAT test.
TEKS Behavioral Objectives/Applications: TEKS 110.31(b) Reading/Vocabulary
Development. Students understand new vocabulary and use it when reading and writing.
Students are expected to:
(A) Determine the meaning of grade-level technical academic English words in multiple
content area (e.g., science, mathematics, social studies, the arts) derived from Latin,
Greek, or linguistic roots and affixes;
(B) Analyze textual context within a sentence and in larger sections of text) to distinguish
between the denotative and connotative meanings of words;
(C) Produce analogies that describe a function of an object or its description;
(D) Describe the origins and meanings of foreign words or phrase used frequently in English
(e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetite, quid pro quo);
and
(E) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm
the meanings of words and phrases, including their connotations and denotations, and
their etymology.
TEKS 110.32(2) Reading/Comprehension of Literary Text/Theme and Genre. Students
analyze, make inferences and draw conclusions about theme and genre in different cultural,
historical, and contemporary contexts, and provide evidence form the text to support their
understanding. Students are expected to:
(A) Compare and contrast difference in similar themes expressed in different time periods;
(B) Analyze archetypes (e.g., journey of a hero, tragic flaw/ in mythic, traditional, and
classical literature; and
(C) Relate the figurative language of a literary work to its historical and cultural settings.
Hill 2
Lauren Hill
EDUC 2332
Prof. Cousett Ruelas
24 October 2013
TEKS 110.32(11) Reading/Comprehension of Informational Text/Procedural Texts.
Students understand how to glean and use information in procedural texts and documents.
Students are expected to:
(A) Evaluate text for the clarity of its graphics and its visual appeal; and
(B) Synthesize information from multiple graphical sources to draw conclusions about the
ideas presented (e.g., maps, charts, schematics).
TEKS 110.32(19) Oral and Written Conventions/Spelling. Students spell correctly. Students
are expected to spell correctly, including using various resources to determine and check correct
spellings.
TEKS 110.33(17) Oral and Written Conventions/Conventions. Students understand the
function of and use the conventions of academic language when speaking and writing. Students
will continue to apply earlier standards with greater complexity. Students are expected to:
(A) Use and understand the function of different types of clauses and phrases (e.g., adjectival,
noun, adverbial clauses, and phrases); and
(B) Use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex).
TEKS 110.48(b)(2) Knowledge and Skills. The student builds an extensive vocabulary through
reading systematic word study. The student is expected to:
(A) Expand vocabulary through wide reading, viewing, listening, and discussion;
(B) Apply knowledge of affixes and roots to comprehend;
(C) Investigate word origins to understand meanings, derivations, and spellings;
(D) Distinguish between the connotative and denotative meanings and interpret the
connotative power of words;
(E) Use reference material to determine precise meaning and usage such as glossary,
dictionary, thesaurus, and available technology; and
(F) Use context to determine meanings of words and phrases such as figurative language,
idiomatic expressions, homonyms, and technical vocabulary.
TEKS 110.48(b)(3) Knowledge and Skills. The student comprehends texts using a variety of
strategies. The students are expected to:
Hill 3
Lauren Hill
EDUC 2332
Prof. Cousett Ruelas
24 October 2013
(A) Use self-monitoring reading strategies to make modifications when understanding breaks
down;
(B) Activate and draw upon prior knowledge and experience;
(C) Establish purposes for reading such as to discover, to understand to interpret, to enjoy,
and to solve problems;
(D) Construct images based on text descriptions; and create graphic organizers to represent
textual information.
Instructional Strategies Used: teamwork, guided practice, test preparation, task operation
responsibilities, and creative test strategies
Procedures/Activities:
Introduction/Anticipatory Set/Engagement & Exploration: ( less than 5 minutes)
 Quiz at the end of the week (determined by the class date)
 Practice Questions Worksheet due next week
 Practice Questions are the study guide for the quiz
 Instructions:
o You are in groups of 4 or 5 people
o Each groups has a pack of notecards with questions and answer choices within
different colors
o You need a leader, spokesperson, reader/time keeper, and answer seeker
 Leader: keep the group on task and letting everyone in the group make an
educated guess for the question
 Spokesperson: speaks and calls the answer for the group after pressing the
buzzer first
 Reader/Time Keeper: keeps up with time for the group; and reads the
questions and answer choices
 Answer Seeker: seeks to find word or words within the dictionary or
thesaurus
o You must answer the questions as quickly as they can (30 second time frame)
o Whoever pressed the buzzer first, the group will answer the question.
Model:
 Question: What is the definition of suffuse? (On the notecard)
 Answer Choices: (On the notecard)
o A. To liquefy
o B. To drink
o C. To apply
o D. To overspread
Hill 4
Lauren Hill
EDUC 2332
Prof. Cousett Ruelas
24 October 2013
 Answer: Suffuse – to overspread or to wash in (Given by the teacher)
Guided Practice/Exploration:
 Vocabulary
 Word & Phrases
 Comprehension
 Spelling
 Punctuation
 Complete the Sentence
 Mock Test
Check for Understanding/Explanation:
 Using the Dictionary or Thesaurus for reference in seeking answers.
Independent Practice/Elaboration:
 Understanding and observing the vocabulary, phrases, and reading composition for SAT
practice
Closure/Evaluation: (less than 5 minutes)
 Students will receive a worksheet with all of the questions from the game as a study
guide for the quiz.
 Any students completed the study guide and have it with them will receive an extra 10
points to the quiz.
Intended Content Outcomes: By the end of the lesson and game, the students will be able to
identify vocabulary words and definitions, word phrases, and grammatical errors within
sentences. The students will be able to answer the questions thoroughly with their team members
within their team. The students will be able to
Planned Modifications & Differentiations: During the lesson and game, the students will have
dictionaries or thesauruses as references to seek clarity for questions and answer choices. The
students will be placed into groups by random selections through the technology apps called,
Random Student or Student Groups for different selections in their groups.
Assessment of Student Learning: The students will have the capabilities, study strategies, and
observant comprehension of learning SAT words, phrases, and language arts with the SAT test
and college readiness.
Hill 5