Haylie McCracken

English 8
9/23/15
ACCE Review Lesson
Common Core Standard
1. CC.1.2.8.A
a. Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text.
2. CC.1.2.8.B
a. Cite the textual evidence that most stronglyy supports an
analysis of what the text says explicity, as well as
inferences, conclusions, and/or generalizations drawn from
the text.
3. CC.1.2.8.J
a. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
4. CC.1.3.8.B
a. Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly, as well as
inferences, conclusions, and/or generalizations drawn from
the text.
Objectives:
1. Students will identify each part of the ACCE method.
2. Students will apply the ACCE method to analyze text.
Assessment:
1. The students will complete the introduction ACCE matching
activity in small groups. I will monitor each group while
completing the activity, before starting the next activity.
2. The students will complete the ACCE competition activity. I will
monitor each group while completing the activity. The group
must complete each step correctly, before moving onto the next
step. Once the group believes to have the answer correct, I will
check the answer. They will be given feedback if the answer is
incorrect and they must fix the mistake. If correct, the group
may move on to the next step in the ACCE method.
3. By the end of the activity, the students will have c completed a
type 2 response according to the ACCE method.
Procedure:

1. Good Morning! Today we are going to review the ACCE method

weve been discussing in class. We learned each step in the
ACCE method and how to apply it in our type 2 writings. It is
important to have an understanding of the ACCE method,
because we will be writing type 2 responses for the rest of the
year. Also, they are your body paragraphs in a TDA. Todays
activity will allow you to apply your knowledge of each step in
the method. We are going to begin with a matching activity.
Walk quietly around the four tables in the classroom. Find your
name on an index card and that is your group.
2. Students will sit in their assigned groups.
3. There is a stack of sentence strips on your table. Unclip the
stack. Make sure to have eight sentence strips. Lay out all of
the sentence strips onto the table.
4. Students will take apart sentence strip stack.
5. Within your group I want you to work together to match the
description of the step to the appropriate step. For example, I
have a sentence strip that says, Restate the question and
another strip that says, ANSWER. I would pair the two
together, because restating the question is a component in
answering the question. Any questions?
a. Two groups will have the same stack of sentence strips,
while the other two groups will have the same stack of
sentence strips.
6. Students will ask questions.
7. I am going to play a song. Once the song is over, time is up.
Notice that you have a note card that is labeled with ACCE. If
you finish the activity before the song is over, discuss in your
group any additional information to include for each step.
8. The song will begin. The song is Fight Song, by Rachel Platten. I
will walk around the classroom to ensure every student is on
task. I will check the students answers.
9. Time is up. Lets review.
10.
I will ask each group to give me a particular step and its
corresponding description. I will provide feedback to each group.
I will ask the students to give any additional information and I will
write the responses on the board.
11.
We now have reminders as to what each step in the ACCE
method involves. You may keep your sentence strips on your
table and refer to them at anytime throughout the activity. Any
questions?
12.
I will answer any questions.
Development:
1. The students will be given specific jobs within their groups. The
jobs are written next to their names on the index card that is
placed on their table.

2. I will review each job and its responsibility.

a. Reader (s): Responsible for reading all material to the
group.
b. Writer (s): Responsible for writing the response onto the
paper.
c. Supervisor: Responsible for making sure the group is
following directions. Responsible for making sure the group
is working together. The supervisor will hold up the letter
cards.
d. I will tell the students that it is important to all work
together, and that your job doesnt mean that is all you do
within your group.
3. I will give the directions to the activity. At this point, the students
will not have the materials.
4. I will model the activity.
a. I will have a blank piece of paper, and four cards with a
letter on each (A, C, C, E).
b. I will inform the students that they are going to be given a
specific question. They must give a response to the
question following the ACCE method.
c. For example, if I am given a question, I first need to
answer the question. Within my group, I will discuss how to
answer my question. I will write down the answer. (Model
writing down the answer on the poster paper. In the
story). As soon as I complete the answer, the supervisor
in my group will quietly hold up the letter A card. Once I
see your card, I will come around to check your answer. If
your group is correct, you may move on to context.
d. Lets try context together. I will walk through the same
process with the students.
e. You will repeat the same steps until you complete the E
(explain). The first team to finish will be given four bonus
points. The second team will be given three bonus points.
The third team to finish will be given two, and the fourth
place team will be given one. Make sure to refer back to
the sentence strips if you need help remembering what to
include in your response. Also, you may refer to the posters
on the wall that explain each step. Does anyone have any
questions?
5. I will answer any questions.
6. I will ask the students to read the question on the white board.
a. Analyze the main idea in the song, Fight Song, by Rachel
Platten. Provide at least one citation from the lyrics to
support your answer.
b. Are there any words in the question we want to change, in
order to understand the question better?

c. The students will respond.

d. I will circle any words that the students are confused with.
e. The students will substitute simpler words into the
questions.
f. We will read the new question together (What is the main
idea in Fight Song?).
g. This is the question you will be answering within your
groups. Notice that we are using poetry as our source for
this activity. We havent used this type of source. The
important thing to remember is, there is no right answer,
and however what answer you chose you must be able to
provide evidence that supports that answer.
7. I am going to pass out the materials. Do not begin reading or
writing until I instruct you to begin. I provided you with a
highlighter if you want to highlight your citation in the passage.
8. I will pass out all materials
a. Fight Song lyrics
b. Highlighter
c. Four letter cards (A, C, C, E)
d. A sheet of poster paper
e. A sharpie
9. I will instruct the students to begin
10.
The students will complete the activity.
11.
I will walk around and monitor the students. I will check for
correct answers. I will answer any questions the students have
throughout the activity.
12.
As the students complete the activity, they will display
their posters around the room. While the students wait for other
groups to finish, I will give a short questionnaire to the students.
a. The questionnaire will have two questions. (See attached)
1. What do you find most difficult about the
ACCE method? Why?
2. What do you find the easiest about the ACCE
method? Why?
b. Students will be instructed to use complete sentences.
13.
Once each group completes the activity, I will ensure each
group has displayed the poster.
14.
I will discuss the next part of the activity with the students.
a. Now that you have written your type two responses, you
and your group are going to do a gallery walk. A gallery
walk is when you walk around the room and review other
student work. I am going to give each group a post-it pad.
One student will write on the post-it and you will only use
one post-it per poster. When I tell you to, you and your
group walk quietly to your poster. Once at your poster, I
want you to reread your response. Talk within your group,

and decide on one thing you could improve. You will have
about one minute. Once you hear the song play, that
signals you to move to the next poster (show students
what direction to move). Once at the next groups poster,
read the response and discuss some of the good things
that group did. I want you to write one compliment on a
post-it and stick it to the poster. Once again, only one postit from your group per poster. Once you hear the song you
will quietly rotate to the next poster. You will continue the
rotation until you end up back at your group poster. Any
questions?
b. I will answer any questions.
15.
The students will move to their poster. I will allow about
one minute at each poster. The students will complete the
rotation.
16.
Now that you are back at your poster, I am going to play
the rest of the song. Read the comments from your classmates
and discuss within your group. Once the song is over, I want you
to walk your poster to the desks under the white board. Pile the
posters in a neat pile, and then go back to your original seats.
Closure:
1. I hope this activity helped you better understand the ACCE
method. If you were given the questionnaire about the ACCE
while you were waiting for others to finish, you can finish it
now. If you did not receive the paper, I will give you one now.
Please take a few minutes to answer the questions. (See
attached)
2. I will read the questions to students.
3. The students will complete the closing activity.
4. Does anybody want to share their thoughts with the class?
5. I will take any volunteers to read their answers.
6. Great job today! During our next period, we are going to
move on to a new unit. The unit is Authors Purpose.
Instructional Modifications/Differentiation
1. I am going to model each step of the activity to the class.
a. I provide an example for the matching activity.
b. I provide an example for the ACCE competition activity.
c. I model the gallery walk rotation.
2. I will provide extra time to read and write during the gallery
walk.
3. If the students dont understand the steps in the ACCE
method, I will refer back to the Active Inspire presentation to
review the areas of struggle.

4. The students are already placed in groups and given specific

jobs.
5. The students are not given all material at the beginning of
class. They will receive the materials as the lesson
progresses.
6. The students are given specific jobs within the group to
ensure all students are actively engaged.
7. There will be small group instruction as I walk around to
observe the groups as they complete the activity.
8. If a student is misbehaving, I have prepared separate packets
for the student to complete outside of the group setting.
9. The students are given sentence strips to have a visual
reference to all steps in the ACCE method.
Materials:
1. Large poster paper (1 per group)
2. Highlighter (1 per group)
3. Letter cards (4 cards per group)
a. 1 A card
b. 1 C card
c. 1 C card
d. 1 E card
4. Sharpie (1 per group)
5. A copy of Fight Song, by Rachel Platten, lyrics (2 per group)
6. A stack of post-its
7. Sentence strips (1 stack per group, 8 cards within a stack)
a. Answer strip with corresponding description strip
b. Context strip with corresponding description strip
c. Context strip with corresponding description strip
d. Explanation strip with corresponding description strip
8. Active Inspire Presentation
9. White Board
10.
White Board marker
11.
Computer
12.
Promethium board
13.
Index card
a. Group names
b. Job assignments
i. Reader
ii. Writer
iii. Supervisor
14.
Pencil
15.
Fight Song Audio
16.
Questionnaire (See attached)