ACT Reading and Writing Workshop
ACT WORKSHOP
WEEK 1 – FOUNDATIONS OF ACT PREPARATION
DAY 1 – Understanding the ACT
PURPOSE
Students become familiar with the structure of the ACT and begin developing personalized testing strategies.
TEACHER PREP
• Print or project the blank ACT Test Structure Chart
• Prepare examples of pacing strategies
ACTIVITIES
1. Introduction Mini-Lesson
Explain to students:
• What sections are on the ACT
• What each section measures
• How scoring works
• The importance of pacing
This ensures students understand the logic behind all future activities.
2. Test Structure Chart (Student Worksheet)
Students fill in:
• Section names
• Length of each section
• Approx. number of questions
• General skills tested
Teachers may model the first example.
3. Strategy Map (Student Template)
Students create a personalized strategy page including:
• How they will manage time
• Techniques for when they are unsure
• When to skip and return
• What to do when they feel stuck
Students keep this in the front of the portfolio as a reference.
STUDENT OUTPUT
• Completed Test Structure Chart
• Personal Strategy Map
MATERIALS NEEDED
• Blank chart
• Strategy map template
• Portfolio binder (or digital folder)
DAY 2 – Diagnostic Mini-Test
PURPOSE
Establish a baseline for student strengths and weaknesses.
TEACHER PREP
• Create/print Diagnostic Mini Test
– 10 English questions
– 8 Math questions
– 1 Reading passage (5 questions)
• Print Score Tracker Sheets
ACTIVITIES
1. Timed Diagnostic Test (20 minutes)
Students complete all sections consecutively to simulate test pressure.
2. Scoring and Recording
Students use the answer key to score themselves and record results in:
• English
• Reading
• Math
on their Score Tracker Page.
3. Reflection Writing
Students answer:
• What was your strongest section?
• What was your most difficult section?
• Which strategy from Day 1 would help?
This reflection becomes the basis for personalized instruction.
STUDENT OUTPUT
• Completed diagnostic
• Recorded scores
• Written reflection
MATERIALS
• Diagnostic Test
• Answer key
• Tracker sheet
• Reflection sheet
DAY 3 – Core ACT Skills
PURPOSE
Give students exposure to the kinds of thinking required for the ACT across all subjects.
TEACHER PREP
Set up four stations:
• Grammar (English)
• Reading inference
• Algebraic reasoning
• Data interpretation
ACTIVITIES
Below is a complete, fully ready-to-use “FOUR STATIONS” package for your ACT Workshop.
Every station includes:
If you want these turned into PDFs or Google Docs, I can generate them instantly.
FOUR-STATION ACT SKILL LAB
Stations:
Total time: ~45 minutes
STATION 1 — GRAMMAR (ENGLISH)
TEACHER INSTRUCTIONS
Students review essential ACT grammar rules by correcting real ACT-style sentence errors.
No external text is required.
STUDENT INSTRUCTIONS (Print on Handout)
You will correct the sentences below by choosing the grammatically correct option.
Focus on:
• Commas
• Sentence structure
• Pronoun agreement
• Modifier placement
• Subject-verb agreement
Write your answer and then explain in 1 sentence why the wrong options are wrong.
GRAMMAR STATION HANDOUT
Skill Focus
Correct punctuation, sentence clarity, and agreement.
Questions
Students rewrite all five sentences completely to improve style and clarity.
STATION 2 — READING INFERENCE
TEACHER INSTRUCTIONS
Students read one short passage and answer inference-based questions.
STUDENT INSTRUCTIONS (Print on Handout)
Read the passage. Answer the questions by inferring meaning not directly stated.
Support each answer by referencing a specific line or idea.
READING INFERENCE PASSAGE (PUBLIC DOMAIN)
From “The Story of an Hour” by Kate Chopin
Full text: https://www.gutenberg.org/files/160/160-h/160-h.htm
Excerpt for Station Use
"She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air.
There were patches of blue sky showing here and there through the clouds that had met and piled above the other in the west."
QUESTIONS
ANSWER KEY (WITH EXPLANATIONS)
EXTENSION OPTION
Students write a 2–3 sentence inference explaining how setting reflects character emotion.
STATION 3 — ALGEBRAIC REASONING
TEACHER INSTRUCTIONS
Students solve algebra problems requiring manipulation, solving, or conceptual reasoning.
STUDENT INSTRUCTIONS (Print on Handout)
Solve each problem. Show all steps.
If you finish early, create your own algebra problem and swap with a partner.
ALGEBRA STATION HANDOUT
Skill Focus
Equation solving, function reasoning, and algebraic structure.
Questions
EXTENSION OPTION
Students graph the system of equations and label the intersection.
STATION 4 — DATA INTERPRETATION
TEACHER INSTRUCTIONS
Use real data from a public-source chart.
Recommended source: U.S. Geological Survey (earthquake data).
URL: https://earthquake.usgs.gov/earthquakes/browse/
You may print one table for students or project it.
STUDENT INSTRUCTIONS (Print on Handout)
Study the data table provided.
Answer the questions using numerical reasoning and pattern recognition.
Support answers with evidence from the table.
SAMPLE DATA TABLE (Provided to students)
Teacher may copy/paste a real USGS table, e.g.:
Magnitude
Number of Earthquakes (Past Week)
1.0–2.0
324
2.1–3.0
67
3.1–4.0
15
4.1–5.0
5
5.1+
1
QUESTIONS
Students rotate through four stations every 10–12 minutes.
At each station, students complete 4–6 short problems representing actual ACT task types.
2. Mixed Practice Drill
After stations, students complete a 20-question drill mixing all categories.
3. Reflection
Notebook prompt:
“What skills felt natural? Which required unfamiliar thinking? Why?”
STUDENT OUTPUT
• Completed station packets
• Mixed drill
• Notebook reflection
MATERIALS
• Station cards
• Mixed drill set
• Answer key
DAY 4 – AI Strategy Lab
PURPOSE
Teach students to understand patterns in ACT questions and answer choices.
TEACHER PREP
• Provide sample reading passage
• Provide 1–2 math word problems
• Provide a paragraph needing revision
ACTIVITIES
1. Reading Trap Analysis
Students input the provided passage into an AI tool and ask:
“Generate three incorrect ACT-style answers for this question.”
Students classify each trap:
• Opposite meaning
• True but irrelevant
• Extreme wording
• Out-of-scope
Here is a legally usable, public-domain reading passage with a complete URL that is ideal for the Reading Trap Analysis activity.
The passage is short, rich in inference, and works perfectly for generating ACT-style wrong answers.
You may use the excerpt below or the full text from the link.
READING TRAP ANALYSIS PASSAGE
Source (Public Domain Literature – FULL TEXT URL)
“The Yellow Wallpaper” by Charlotte Perkins Gilman
Full text:
https://www.gutenberg.org/files/1952/1952-h/1952-h.htm
This story is widely used for reading inference practice because it includes clear emotional tone and interpretive details—perfect for generating ACT-style distractors.
EXCERPT (Teacher May Use This for the Activity)
“The faint figure behind seemed to shake the pattern, just as if she wanted to get out.
I got up softly and went to feel and see if the paper did move, and when I came back John was awake.”
HOW TO USE THE PASSAGE FOR THE ACTIVITY
Student Task
Students enter the excerpt into an AI tool and ask:
“Generate three incorrect ACT-style answer choices for this question:
What is the narrator beginning to perceive about the figure in the wallpaper?”
Students then classify the traps:
• Opposite meaning
• True but irrelevant
• Extreme wording
• Out-of-scope
The emotional and symbolic complexity of this passage makes the wrong answer categories especially meaningful.
WHY THIS URL IS IDEAL FOR THE ACT WORKSHOP
• 100% public domain
• Freely accessible
• Short, high-inference text
• Supports answer-choice analysis
• Appropriate difficulty for ACT reading reasoning
2. Math Structure Analysis
Students ask AI:
“Rewrite this word problem in three different ways while keeping the math identical.”
Students compare structures to identify the underlying math concepts.
Below is a complete, fully ready-to-use “Math Structure Analysis” station, including:
• A full teacher guide
• Student instructions
• Multiple ACT-style word problems
• The underlying math concept for each
• Expected AI rewrites (sample outputs)
• Student comparison questions
• Answer keys
• Extension options
Everything needed to run the activity is included.
MATH STRUCTURE ANALYSIS STATION
Purpose
Students learn that ACT math problems often look different but are built from the same underlying structure.
By rewriting the same problem in multiple ways, students discover the core mathematical concept.
TEACHER INSTRUCTIONS
STUDENT INSTRUCTIONS (Print for Handout)
WORD PROBLEM SET (ACT-Style)
These are the official problems students will use.
PROBLEM 1 – Linear Equation / Slope
A phone plan charges a $25 monthly fee plus $0.10 for every text message sent. If Maya sends 140 text messages in a month, how much will she pay in total?
Underlying Structure:
Total cost = flat fee + (rate × quantity)
C = 25 + 0.10x
Correct Answer:
25 + (0.10 × 140) = 25 + 14 = $39
PROBLEM 2 – System of Equations
A school theater sold 280 tickets. Student tickets cost $5 each, and adult tickets cost $8 each. If total ticket revenue was $1,840, how many adult tickets were sold?
Underlying Structure:
x + y = 280
5x + 8y = 1840
Correct Answer:
y = 120 adult tickets
PROBLEM 3 – Percent Change
A jacket originally costs $80 and is marked down by 25%. What is the sale price?
Underlying Structure:
Sale = Original × (1 − percent)
Sale = 80 × (0.75)
Correct Answer:
$60
PROBLEM 4 – Quadratic / Area
A rectangular garden has a length that is 5 feet more than its width. If the area is 84 square feet, what is the width?
Underlying Structure:
x(x + 5) = 84
Correct Answer:
Width = 7 feet
PROBLEM 5 – Ratio Proportion
A recipe uses sugar and flour in a ratio of 3:5. If a baker uses 18 cups of flour, how much sugar is needed?
Underlying Structure:
3/5 = x/18
Correct Answer:
10.8 cups
PROBLEM 6 – Distance Rate Time
A cyclist travels at an average speed of 12 miles per hour. How far will the cyclist travel in 2.5 hours?
Underlying Structure:
Distance = Rate × Time
D = 12 × 2.5
Correct Answer:
30 miles
SAMPLE AI REWRITES
(These are examples showing the types of responses students may receive.)
Below are sample rewrites for Problem 1.
Original Problem
A phone plan charges a $25 monthly fee plus $0.10 per text message. Maya sends 140 texts. How much does she pay?
AI Rewrite 1
Maya selects a mobile plan that bills a $25 base rate each month and an additional ten cents for every text she sends. If she sends 140 texts, what is her total bill?
AI Rewrite 2
A wireless company charges customers $25 per month, with an extra charge of $0.10 for each text message. Calculate Maya’s total monthly cost if she sends 140 messages.
AI Rewrite 3
Maya’s phone service includes a fixed monthly charge of $25 and a texting fee of $0.10 per message. She sends 140 messages during the month. What is her total charge?
What Stays the Same Every Time
• Fixed cost = 25
• Rate per message = 0.10
• Number of messages = 140
• Structure: C = 25 + 0.10x
STRUCTURE COMPARISON SHEET
(Students complete this for each problem.)
1. What is the math structure of the original problem?
Example: linear, percent change, system of equations, quadratic…
2. What parts of the problem remained constant in all rewrites?
3. What details changed?
• Context?
• Characters?
• Order of information?
• Wording?
4. Why do these differences NOT change the math?
5. Solve the original problem here (show your steps):
6. Write your own alternative wording for the same problem:
(Students create a 4th version.)
FULL ANSWER KEY & EXPLANATIONS
PROBLEM 1 – Phone Plan
Answer: $39
Concept: Linear function
PROBLEM 2 – Ticket Sales
Answer: 120 adult tickets
Concept: System of equations
PROBLEM 3 – Jacket Discount
Answer: $60
Concept: Percent decrease
PROBLEM 4 – Garden Area
x(x + 5) = 84
x² + 5x – 84 = 0
x = 7
Answer: 7 ft
Concept: Quadratic equation
PROBLEM 5 – Ratio
3/5 = x/18
5x = 54
x = 10.8
Answer: 10.8 cups
Concept: Proportion
PROBLEM 6 – Distance
D = 12 × 2.5 = 30
Answer: 30 miles
Concept: Rate × Time
EXTENSION OPTIONS (Optional but Recommended)
Extension A: Create Your Own ACT Word Problem
Students write an original ACT-style problem that uses the exact same mathematical structure.
Extension B: Compare Two Problems with Different Stories but Same Math
Students demonstrate that different wording does not change mathematical thinking.
Extension C: Error Analysis
Students discuss how wording can mislead test takers even when the math is simple.
3. English Revision
Students ask AI:
“Improve this paragraph in three different ways.”
Students identify which revision strategies were used:
• Parallelism
• Conciseness
• Pronoun clarity
• Structural improvements
Below is the complete, ready-to-use English Revision Station, containing:
• Teacher instructions
• Student instructions (print-ready)
• Three practice paragraphs at different difficulty levels
• A revision-identification chart
• Expected AI-style improved versions (sample outputs)
• Explanation of revision strategies
• Answer key
• Extension tasks
This is everything required—no additional preparation needed.
If you want the materials as PDFs or a Weebly page, I can produce them instantly.
ENGLISH REVISION STATION
Skill Focus:
Revision strategies including
• Parallelism
• Conciseness
• Pronoun clarity
• Structural improvements
Students learn how ACT-style revision works by comparing weak writing to improved versions generated by AI.
TEACHER INSTRUCTIONS
STUDENT INSTRUCTIONS (PRINT THIS SECTION)
Directions
PARAGRAPH SET
(Students may revise one or several.)
PARAGRAPH 1 (Beginner Level)
The team wanted to win the competition, and they practiced every day, and they tried to improve their routine, but they still felt nervous when the big day finally arrived.
Problems intentionally included:
• Run-on structure
• Lack of conciseness
• Repetitive “and” coordination
• Weak transitions
PARAGRAPH 2 (Intermediate Level)
Maria liked working on science projects, she enjoyed being creative, and she also liked when her classmates were impressed by her ideas because it made her feel confident and proud of what she had made.
Problems intentionally included:
• Comma splice
• Redundancy
• Unclear pronoun reference (“it”)
• Structural clutter
PARAGRAPH 3 (Advanced Level)
Preparing for the debate was difficult because the group could not decide who should speak first, which evidence should be included, and the overall organization of the argument needed revising, which caused everyone to become frustrated.
Problems intentionally included:
• Faulty parallelism
• Mixed clause structures
• Weak cohesion
• Ambiguous reference (“which”)
SAMPLE AI-GENERATED REVISIONS
(Students will get similar but not identical results; these samples are for teacher reference and analysis.)
SAMPLE OUTPUT — PARAGRAPH 1
Version A (Conciseness + Structure)
The team practiced every day to improve their routine, but they still felt nervous when the competition arrived.
Version B (Structural Improvements)
Although the team practiced daily and worked hard to perfect their routine, they still felt nervous on the day of the competition.
Version C (Parallelism + Tone)
The team practiced, refined their routine, and prepared mentally, yet they still felt nervous when the big day arrived.
SAMPLE OUTPUT — PARAGRAPH 2
Version A (Pronoun Clarity)
Maria enjoyed creating science projects, and she felt proud when her classmates reacted positively to her ideas.
Version B (Conciseness)
Maria loved science projects and the creativity they allowed, and she felt confident when her classmates appreciated her work.
Version C (Structural Improvements)
Maria enjoyed science projects because they let her be creative and because her classmates’ reactions boosted her confidence.
SAMPLE OUTPUT — PARAGRAPH 3
Version A (Parallelism)
Preparing for the debate was difficult because the group could not decide who should speak first, what evidence to include, or how to organize the argument.
Version B (Structure and Clarity)
The debate preparation became challenging when the group disagreed about the speaking order, the evidence to use, and the overall organization of the argument.
Version C (Conciseness + Pronoun Clarity)
The group struggled to prepare for the debate because they couldn’t agree on a speaking order, supporting evidence, or the structure of their argument.
REVISION STRATEGY CHART
(Print for students)
Revision Strategy
Evidence from AI Rewrite (Quote or Summary)
Why This Improves the Paragraph
Parallelism
Conciseness
Pronoun Clarity
Structural Improvements
Students must provide a quote or explanation for each category they find in the AI rewrites.
EXPLANATION OF REVISION STRATEGIES
(Use for teaching or post-activity reflection.)
Parallelism
Ensures items in a list or series follow the same grammatical structure.
Example: “decide who should speak, what evidence to include, and how to organize.”
Conciseness
Removes unnecessary words, repetition, or overly long phrasing.
Pronoun Clarity
Ensures pronouns clearly refer to a specific noun.
Example: replacing “it” with “the project.”
Structural Improvements
Fixes sentence flow issues such as:
• Run-ons
• Comma splices
• Awkward clause order
• Weak transitions
ANSWER KEY — IDENTIFICATION GUIDE
Use this to guide grading or discussion.
PARAGRAPH 1
• Parallelism: Version C
• Conciseness: Version A
• Structure: Versions A, B
• Pronoun clarity: Not applicable
PARAGRAPH 2
• Parallelism: Version C (balanced clauses)
• Conciseness: Version B
• Pronoun clarity: Version A
• Structure: All three
PARAGRAPH 3
• Parallelism: Version A
• Conciseness: Version C
• Pronoun clarity: Version C
• Structure: Versions A, B
EXTENSION OPTIONS (Optional)
Extension A: Students write their own improved version
They must incorporate at least two revision strategies.
Extension B: Identify the “worst” sentence
Students rewrite it individually and compare solutions.
Extension C: Combine two AI rewrites
Students merge ideas from two AI versions into one stronger paragraph.
Extension D: ACT-Style Question Creation
Students write an ACT English question about the paragraph, choosing the best revision among four options.
STUDENT OUTPUT
• Completed trap analysis
• Math comparison chart
• English revision analysis
MATERIALS
• Provided reading, math, and English samples
• Classification sheets
DAY 5 – Portfolio Setup
PURPOSE
Organize a long-term storage system for all ACT work.
ACTIVITIES
1. Portfolio Assembly
Students create sections:
• English
• Reading
• Math
• Science
• Writing
• Tests
• Reflections
2. Insert Diagnostic Results
3. Goal Planning
Students complete the Goal-Setting page:
• Short-term goal (2 weeks)
• Mid-term goal (6 weeks)
• Long-term goal (test day)
STUDENT OUTPUT
• Organized portfolio
• Written goals
MATERIALS
• Divider labels
• Goal worksheet
WEEK 2 – ACT ENGLISH
DAY 1 – Grammar Essentials
PURPOSE
Build mastery of core ACT grammar rules.
ACTIVITIES
1. Mini Lesson
Teacher explains:
• Comma rules
• Semicolons
• Pronoun agreement
• Modifier placement
• Subject-verb agreement
Students take notes.
2. Practice Worksheet
10 questions focusing on these rules.
3. Error Analysis
Students explain why incorrect choices are wrong.
This step strengthens conceptual understanding.
STUDENT OUTPUT
• Completed worksheet
• Error analysis entries
MATERIALS
• Grammar reference sheet
• 10-item worksheet
• Answer key
DAY 2 – Rhetorical Skills
PURPOSE
Teach ACT students how to revise passages for clarity and effectiveness.
ACTIVITIES
1. Paragraph Revision
Students revise a poorly structured paragraph.
They must improve:
• Topic sentence clarity
• Logical order
• Transitions
• Relevance
2. Group Comparison
Groups share revisions.
Class identifies which version is most clear and why.
MATERIALS
• Poorly written paragraph
• Revision checklist
• Group rubric
DAY 3 – Conciseness and Precision
ACTIVITIES
1. Redundancy Removal
10 sentences to shorten and improve.
2. Clarity Rewrite
Students rewrite confusing sentences clearly.
3. Notebook Categorization
Students label errors:
• Redundant
• Ambiguous
• Wordy
• Lacking transition
MATERIALS
• Redundancy worksheet
• Clarity worksheet
• Answer key
DAY 4 – Timed English Drill
ACTIVITIES
• 15-minute English quiz
• Students record pacing/time
• Teacher reviews answers
MATERIALS
• 15-question drill
• Answer key
• Accuracy chart
DAY 5 – Portfolio Entry
ACTIVITIES
Students add:
• Grammar summary
• Rhetorical strategies
• Personal vocabulary list
• English reflection page
WEEK 3 – ACT READING
(All readings include full URLs.)
DAY 1 – Genres and Annotation
REQUIRED READINGS
Literary: Little Women, Chapter 1
https://www.gutenberg.org/files/514/514-h/514-h.htm
Social Science: Democracy in America
https://www.gutenberg.org/files/815/815-h/815-h.htm
Humanities: “How Should One Read a Book?”
https://www.gutenberg.org/files/56712/56712-h/56712-h.htm
Natural Science: On the Origin of Species Chapter 4
https://www.gutenberg.org/files/1228/1228-h/1228-h.htm
ACTIVITIES
1. Annotation Demonstration
Teacher models annotation:
• Bracket important lines
• Circle key words
• Identify purpose and tone
2. Student Annotation Practice
Students annotate short excerpts from each reading.
3. Structure Mapping
Students create diagrams showing:
• Introduction
• Development
• Turning point
• Conclusion
OUTPUT
• Four annotated excerpts
• Four structure maps
DAY 2 – Evidence and Distractors
REQUIRED READING
Frederick Douglass, Narrative, Chapter 1
https://www.gutenberg.org/files/23/23-h/23-h.htm
ACTIVITIES
1. Evidence Pairing
Students match questions with exact lines supporting answers.
2. Distractor Classification
Students classify wrong answers as:
• Opposite
• True but irrelevant
• Extreme
• Out of scope
3. AI Distractor Generation
Students ask AI for three wrong answers to a question and label them.
DAY 3 – Paired Passages
REQUIRED READINGS
Ruskin, “The Nature of Gothic”
https://www.gutenberg.org/files/20128/20128-h/20128-h.htm
Carnegie, “The Gospel of Wealth”
https://www.gutenberg.org/files/15645/15645-h/15645-h.htm
ACTIVITIES
1. Compare Viewpoints
Students fill in a chart comparing:
• Main idea
• Tone
• Evidence
• Logic
2. 10-Question Passage Set
Students answer comprehension questions.
3. Written Comparison
Students write one paragraph comparing the authors’ views.
DAY 4 – Timed Reading Test
REQUIRED READING
Kate Chopin, “The Story of an Hour”
https://www.gutenberg.org/files/160/160-h/160-h.htm
ACTIVITIES
• Students read and answer questions in 12 minutes
• Reflection on pacing
DAY 5 – Vocabulary and Precision
REQUIRED READING
Faraday, The Chemical History of a Candle, Lecture 1
https://www.gutenberg.org/files/14474/14474-h/14474-h.htm
ACTIVITIES
• Students infer word meanings
• Students choose precise replacements for vague words
• Notebook reflection
WEEK 4 – ACT MATH
(Fully elaborated activities)
DAY 1 – Overview & Self-Assessment
ACTIVITIES
• Students complete a topic inventory: algebra, geometry, trig, modeling
• Students attempt sample problems in each area
• Students categorize strengths and weaknesses
DAY 2 – Algebra & Functions
ACTIVITIES
• Students rewrite equations in different forms
• Students graph transformations
• Students use AI to rewrite functions in multiple ways
• Students summarize patterns
DAY 3 – Geometry & Trigonometry
ACTIVITIES
• Students solve problems involving angles, triangles, circles
• Diagram labeling
• Students complete a trig ratio exercise
DAY 4 – Word Problems & Modeling
ACTIVITIES
• Students rewrite real-world scenarios in algebraic form
• Students design their own word problem and exchange
• Students solve peer-created problems
DAY 5 – Timed Math Drill
Students complete a 20-minute mixed math test and record accuracy.
WEEK 5 – OPTIONAL ACT SCIENCE
(All sources included.)
DAY 1 – Data Interpretation
SOURCE
USGS Earthquake Data
https://earthquake.usgs.gov/earthquakes/browse/
ACTIVITIES
• Students read real charts
• Identify trends
• Make predictions
• Complete a data interpretation worksheet
DAY 2 – Experimental Design
SOURCE
NASA Plant Growth Experiment
https://www.nasa.gov/stem-ed-resources/plant-growth-in-space.html
ACTIVITIES
• Identify independent/dependent variables
• Identify controls
• Redesign flawed experiments
DAY 3 – Conflicting Viewpoints
SOURCES
NOAA Climate Evidence
https://www.climate.gov/news-features/understanding-climate/climate-change-global-temperature
NOAA Climate Causes
https://www.climate.gov/news-features/climate-qa/what-evidence-exists-earth-warming-and-humans-are-causing-it
ACTIVITIES
• Compare claims and reasoning
• Fill in viewpoint chart
• Write a short analysis
DAY 4 – Science Drill
SOURCE
CDC Nutrition Data
https://www.cdc.gov/nutrition/data-statistics/index.html
Students interpret data tables under timed conditions.
DAY 5 – Science Decision
Students decide whether to take the ACT science test using their performance data.
WEEK 6 – OPTIONAL WRITING
DAY 1 – Essay Structure
REQUIRED READING
Emerson, “Self-Reliance”
https://www.gutenberg.org/files/16643/16643-h/16643-h.htm
ACTIVITIES
• Students examine argument structure
• Students practice writing thesis statements
• Students outline using three perspectives
DAY 2 – Essay Workshop
REQUIRED READING
Thoreau, “Civil Disobedience”
https://www.gutenberg.org/files/71/71-h/71-h.htm
ACTIVITIES
• Write introductions and conclusions
• Peer review using rubric
DAY 3 – Timed Essay
Students write full essay.
DAY 4 – Full Practice ACT
All sections administered.
DAY 5 – Final Portfolio
Students complete:
• Strengths/weaknesses summary
• Growth reflection
• Study plan
WEEK 1 – FOUNDATIONS OF ACT PREPARATION
DAY 1 – Understanding the ACT
PURPOSE
Students become familiar with the structure of the ACT and begin developing personalized testing strategies.
TEACHER PREP
• Print or project the blank ACT Test Structure Chart
• Prepare examples of pacing strategies
ACTIVITIES
1. Introduction Mini-Lesson
Explain to students:
• What sections are on the ACT
• What each section measures
• How scoring works
• The importance of pacing
This ensures students understand the logic behind all future activities.
2. Test Structure Chart (Student Worksheet)
Students fill in:
• Section names
• Length of each section
• Approx. number of questions
• General skills tested
Teachers may model the first example.
3. Strategy Map (Student Template)
Students create a personalized strategy page including:
• How they will manage time
• Techniques for when they are unsure
• When to skip and return
• What to do when they feel stuck
Students keep this in the front of the portfolio as a reference.
STUDENT OUTPUT
• Completed Test Structure Chart
• Personal Strategy Map
MATERIALS NEEDED
• Blank chart
• Strategy map template
• Portfolio binder (or digital folder)
DAY 2 – Diagnostic Mini-Test
PURPOSE
Establish a baseline for student strengths and weaknesses.
TEACHER PREP
• Create/print Diagnostic Mini Test
– 10 English questions
– 8 Math questions
– 1 Reading passage (5 questions)
• Print Score Tracker Sheets
ACTIVITIES
1. Timed Diagnostic Test (20 minutes)
Students complete all sections consecutively to simulate test pressure.
2. Scoring and Recording
Students use the answer key to score themselves and record results in:
• English
• Reading
• Math
on their Score Tracker Page.
3. Reflection Writing
Students answer:
• What was your strongest section?
• What was your most difficult section?
• Which strategy from Day 1 would help?
This reflection becomes the basis for personalized instruction.
STUDENT OUTPUT
• Completed diagnostic
• Recorded scores
• Written reflection
MATERIALS
• Diagnostic Test
• Answer key
• Tracker sheet
• Reflection sheet
DAY 3 – Core ACT Skills
PURPOSE
Give students exposure to the kinds of thinking required for the ACT across all subjects.
TEACHER PREP
Set up four stations:
• Grammar (English)
• Reading inference
• Algebraic reasoning
• Data interpretation
ACTIVITIES
Below is a complete, fully ready-to-use “FOUR STATIONS” package for your ACT Workshop.
Every station includes:
- Teacher Instructions
- Student Instructions
- Station Handouts (printable text)
- Practice Questions WITH Answers
- Skill Targets
- Extension Option (if you want more rigor)
If you want these turned into PDFs or Google Docs, I can generate them instantly.
FOUR-STATION ACT SKILL LAB
Stations:
- Grammar (English)
- Reading Inference
- Algebraic Reasoning
- Data Interpretation
Total time: ~45 minutes
STATION 1 — GRAMMAR (ENGLISH)
TEACHER INSTRUCTIONS
Students review essential ACT grammar rules by correcting real ACT-style sentence errors.
No external text is required.
STUDENT INSTRUCTIONS (Print on Handout)
You will correct the sentences below by choosing the grammatically correct option.
Focus on:
• Commas
• Sentence structure
• Pronoun agreement
• Modifier placement
• Subject-verb agreement
Write your answer and then explain in 1 sentence why the wrong options are wrong.
GRAMMAR STATION HANDOUT
Skill Focus
Correct punctuation, sentence clarity, and agreement.
Questions
- The group of students was excited to begin the workshop.
A. was
B. were
C. have been
D. are - Running down the hallway, the backpack fell from Sarah’s shoulder.
A. fell from Sarah’s shoulder
B. was falling from her shoulder
C. Sarah dropped her backpack while she ran
D. the backpack had fallen - Each of the participants must bring his or her notebook.
A. his or her
B. their
C. his
D. her - The teacher explained the concept clearly, but some students still had questions.
A. but some students still had questions
B. but there were still questions that some students had
C. and some students still had questions, however
D. despite this, students still had questions - The results of the experiment indicate that the hypothesis was correct.
A. indicate
B. indicates
C. has indicated
D. is indicating
- A — “Group” is singular.
- A — Corrects misplaced modifier; the backpack was running in the original sentence.
- A — “Each” is singular.
- A — Clear and concise with correct conjunction.
- A — “Results” is plural.
Students rewrite all five sentences completely to improve style and clarity.
STATION 2 — READING INFERENCE
TEACHER INSTRUCTIONS
Students read one short passage and answer inference-based questions.
STUDENT INSTRUCTIONS (Print on Handout)
Read the passage. Answer the questions by inferring meaning not directly stated.
Support each answer by referencing a specific line or idea.
READING INFERENCE PASSAGE (PUBLIC DOMAIN)
From “The Story of an Hour” by Kate Chopin
Full text: https://www.gutenberg.org/files/160/160-h/160-h.htm
Excerpt for Station Use
"She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air.
There were patches of blue sky showing here and there through the clouds that had met and piled above the other in the west."
QUESTIONS
- What emotion is the character beginning to feel?
A. Fear
B. Renewal
C. Confusion
D. Resentment - Which detail best suggests a sense of possibility or hope?
A. “Clouds that had met and piled”
B. “The delicious breath of rain”
C. “Tops of trees all aquiver with life”
D. “The open square before her house” - What can be inferred about the character’s internal state based on the description of the setting?
- The phrase “new spring life” most likely symbolizes what?
ANSWER KEY (WITH EXPLANATIONS)
- B — The imagery suggests rebirth and renewal.
- C — Movement and new life strongly suggest hope.
- Answers should mention awakening, emotional shift, or opening of possibility.
- Renewal or transformation.
EXTENSION OPTION
Students write a 2–3 sentence inference explaining how setting reflects character emotion.
STATION 3 — ALGEBRAIC REASONING
TEACHER INSTRUCTIONS
Students solve algebra problems requiring manipulation, solving, or conceptual reasoning.
STUDENT INSTRUCTIONS (Print on Handout)
Solve each problem. Show all steps.
If you finish early, create your own algebra problem and swap with a partner.
ALGEBRA STATION HANDOUT
Skill Focus
Equation solving, function reasoning, and algebraic structure.
Questions
- Solve for x:
3x – 7 = 11 - If f(x) = 2x² – 5, what is f(3)?
- A student has $120 after spending $45. Write an equation representing the original amount (A) and the remaining amount (R).
- The expression 4(x + 3) – 2x simplifies to:
A. 2x + 6
B. 4x + 10
C. 2x + 12
D. 4x + 6 - Solve the system:
y = 2x + 1
y = –x + 7
- x = 6
Explanation: 3x = 18 → x = 6 - f(3) = 2(9) – 5 = 13
- A – 45 = 120
Explanation: Original amount minus spending = remaining. - A — 4x + 12 – 2x → 2x + 12
- Set equal: 2x + 1 = –x + 7 → 3x = 6 → x = 2; y = 5
EXTENSION OPTION
Students graph the system of equations and label the intersection.
STATION 4 — DATA INTERPRETATION
TEACHER INSTRUCTIONS
Use real data from a public-source chart.
Recommended source: U.S. Geological Survey (earthquake data).
URL: https://earthquake.usgs.gov/earthquakes/browse/
You may print one table for students or project it.
STUDENT INSTRUCTIONS (Print on Handout)
Study the data table provided.
Answer the questions using numerical reasoning and pattern recognition.
Support answers with evidence from the table.
SAMPLE DATA TABLE (Provided to students)
Teacher may copy/paste a real USGS table, e.g.:
Magnitude
Number of Earthquakes (Past Week)
1.0–2.0
324
2.1–3.0
67
3.1–4.0
15
4.1–5.0
5
5.1+
1
QUESTIONS
- What is the overall trend as magnitude increases?
- Which magnitude range has the greatest frequency?
- Infer why high-magnitude quakes occur less frequently.
- What percentage of all earthquakes were magnitude 3.1–4.0?
- If the number of 2.1–3.0 earthquakes doubled next week, how many would there be?
- Frequency decreases as magnitude increases.
- Magnitude 1.0–2.0 range.
- High-energy events are rarer due to tectonic mechanics.
- Total = 324 + 67 + 15 + 5 + 1 = 412
Percent = 15 ÷ 412 ≈ 3.6% - 67 × 2 = 134
Students rotate through four stations every 10–12 minutes.
At each station, students complete 4–6 short problems representing actual ACT task types.
2. Mixed Practice Drill
After stations, students complete a 20-question drill mixing all categories.
3. Reflection
Notebook prompt:
“What skills felt natural? Which required unfamiliar thinking? Why?”
STUDENT OUTPUT
• Completed station packets
• Mixed drill
• Notebook reflection
MATERIALS
• Station cards
• Mixed drill set
• Answer key
DAY 4 – AI Strategy Lab
PURPOSE
Teach students to understand patterns in ACT questions and answer choices.
TEACHER PREP
• Provide sample reading passage
• Provide 1–2 math word problems
• Provide a paragraph needing revision
ACTIVITIES
1. Reading Trap Analysis
Students input the provided passage into an AI tool and ask:
“Generate three incorrect ACT-style answers for this question.”
Students classify each trap:
• Opposite meaning
• True but irrelevant
• Extreme wording
• Out-of-scope
Here is a legally usable, public-domain reading passage with a complete URL that is ideal for the Reading Trap Analysis activity.
The passage is short, rich in inference, and works perfectly for generating ACT-style wrong answers.
You may use the excerpt below or the full text from the link.
READING TRAP ANALYSIS PASSAGE
Source (Public Domain Literature – FULL TEXT URL)
“The Yellow Wallpaper” by Charlotte Perkins Gilman
Full text:
https://www.gutenberg.org/files/1952/1952-h/1952-h.htm
This story is widely used for reading inference practice because it includes clear emotional tone and interpretive details—perfect for generating ACT-style distractors.
EXCERPT (Teacher May Use This for the Activity)
“The faint figure behind seemed to shake the pattern, just as if she wanted to get out.
I got up softly and went to feel and see if the paper did move, and when I came back John was awake.”
HOW TO USE THE PASSAGE FOR THE ACTIVITY
Student Task
Students enter the excerpt into an AI tool and ask:
“Generate three incorrect ACT-style answer choices for this question:
What is the narrator beginning to perceive about the figure in the wallpaper?”
Students then classify the traps:
• Opposite meaning
• True but irrelevant
• Extreme wording
• Out-of-scope
The emotional and symbolic complexity of this passage makes the wrong answer categories especially meaningful.
WHY THIS URL IS IDEAL FOR THE ACT WORKSHOP
• 100% public domain
• Freely accessible
• Short, high-inference text
• Supports answer-choice analysis
• Appropriate difficulty for ACT reading reasoning
2. Math Structure Analysis
Students ask AI:
“Rewrite this word problem in three different ways while keeping the math identical.”
Students compare structures to identify the underlying math concepts.
Below is a complete, fully ready-to-use “Math Structure Analysis” station, including:
• A full teacher guide
• Student instructions
• Multiple ACT-style word problems
• The underlying math concept for each
• Expected AI rewrites (sample outputs)
• Student comparison questions
• Answer keys
• Extension options
Everything needed to run the activity is included.
MATH STRUCTURE ANALYSIS STATION
Purpose
Students learn that ACT math problems often look different but are built from the same underlying structure.
By rewriting the same problem in multiple ways, students discover the core mathematical concept.
TEACHER INSTRUCTIONS
- Provide students with the word problems below.
- Have students choose one or two problems and input them into an AI tool with this prompt:
- Students must:
• Compare the original vs. rewritten problems
• Identify constant mathematical structure
• Label the concept (e.g., slope, system of equations, percent change)
• Solve the original problem to confirm equivalence - Students record their analysis on the Structure Comparison Sheet (included below).
STUDENT INSTRUCTIONS (Print for Handout)
- Select a word problem from the list.
- Copy and paste it into an AI tool.
- Use this exact prompt:
- Compare the four versions (original + 3 rewrites).
- Answer the analysis questions provided.
- Solve the original problem to confirm understanding.
WORD PROBLEM SET (ACT-Style)
These are the official problems students will use.
PROBLEM 1 – Linear Equation / Slope
A phone plan charges a $25 monthly fee plus $0.10 for every text message sent. If Maya sends 140 text messages in a month, how much will she pay in total?
Underlying Structure:
Total cost = flat fee + (rate × quantity)
C = 25 + 0.10x
Correct Answer:
25 + (0.10 × 140) = 25 + 14 = $39
PROBLEM 2 – System of Equations
A school theater sold 280 tickets. Student tickets cost $5 each, and adult tickets cost $8 each. If total ticket revenue was $1,840, how many adult tickets were sold?
Underlying Structure:
x + y = 280
5x + 8y = 1840
Correct Answer:
y = 120 adult tickets
PROBLEM 3 – Percent Change
A jacket originally costs $80 and is marked down by 25%. What is the sale price?
Underlying Structure:
Sale = Original × (1 − percent)
Sale = 80 × (0.75)
Correct Answer:
$60
PROBLEM 4 – Quadratic / Area
A rectangular garden has a length that is 5 feet more than its width. If the area is 84 square feet, what is the width?
Underlying Structure:
x(x + 5) = 84
Correct Answer:
Width = 7 feet
PROBLEM 5 – Ratio Proportion
A recipe uses sugar and flour in a ratio of 3:5. If a baker uses 18 cups of flour, how much sugar is needed?
Underlying Structure:
3/5 = x/18
Correct Answer:
10.8 cups
PROBLEM 6 – Distance Rate Time
A cyclist travels at an average speed of 12 miles per hour. How far will the cyclist travel in 2.5 hours?
Underlying Structure:
Distance = Rate × Time
D = 12 × 2.5
Correct Answer:
30 miles
SAMPLE AI REWRITES
(These are examples showing the types of responses students may receive.)
Below are sample rewrites for Problem 1.
Original Problem
A phone plan charges a $25 monthly fee plus $0.10 per text message. Maya sends 140 texts. How much does she pay?
AI Rewrite 1
Maya selects a mobile plan that bills a $25 base rate each month and an additional ten cents for every text she sends. If she sends 140 texts, what is her total bill?
AI Rewrite 2
A wireless company charges customers $25 per month, with an extra charge of $0.10 for each text message. Calculate Maya’s total monthly cost if she sends 140 messages.
AI Rewrite 3
Maya’s phone service includes a fixed monthly charge of $25 and a texting fee of $0.10 per message. She sends 140 messages during the month. What is her total charge?
What Stays the Same Every Time
• Fixed cost = 25
• Rate per message = 0.10
• Number of messages = 140
• Structure: C = 25 + 0.10x
STRUCTURE COMPARISON SHEET
(Students complete this for each problem.)
1. What is the math structure of the original problem?
Example: linear, percent change, system of equations, quadratic…
2. What parts of the problem remained constant in all rewrites?
3. What details changed?
• Context?
• Characters?
• Order of information?
• Wording?
4. Why do these differences NOT change the math?
5. Solve the original problem here (show your steps):
6. Write your own alternative wording for the same problem:
(Students create a 4th version.)
FULL ANSWER KEY & EXPLANATIONS
PROBLEM 1 – Phone Plan
Answer: $39
Concept: Linear function
PROBLEM 2 – Ticket Sales
Answer: 120 adult tickets
Concept: System of equations
PROBLEM 3 – Jacket Discount
Answer: $60
Concept: Percent decrease
PROBLEM 4 – Garden Area
x(x + 5) = 84
x² + 5x – 84 = 0
x = 7
Answer: 7 ft
Concept: Quadratic equation
PROBLEM 5 – Ratio
3/5 = x/18
5x = 54
x = 10.8
Answer: 10.8 cups
Concept: Proportion
PROBLEM 6 – Distance
D = 12 × 2.5 = 30
Answer: 30 miles
Concept: Rate × Time
EXTENSION OPTIONS (Optional but Recommended)
Extension A: Create Your Own ACT Word Problem
Students write an original ACT-style problem that uses the exact same mathematical structure.
Extension B: Compare Two Problems with Different Stories but Same Math
Students demonstrate that different wording does not change mathematical thinking.
Extension C: Error Analysis
Students discuss how wording can mislead test takers even when the math is simple.
3. English Revision
Students ask AI:
“Improve this paragraph in three different ways.”
Students identify which revision strategies were used:
• Parallelism
• Conciseness
• Pronoun clarity
• Structural improvements
Below is the complete, ready-to-use English Revision Station, containing:
• Teacher instructions
• Student instructions (print-ready)
• Three practice paragraphs at different difficulty levels
• A revision-identification chart
• Expected AI-style improved versions (sample outputs)
• Explanation of revision strategies
• Answer key
• Extension tasks
This is everything required—no additional preparation needed.
If you want the materials as PDFs or a Weebly page, I can produce them instantly.
ENGLISH REVISION STATION
Skill Focus:
Revision strategies including
• Parallelism
• Conciseness
• Pronoun clarity
• Structural improvements
Students learn how ACT-style revision works by comparing weak writing to improved versions generated by AI.
TEACHER INSTRUCTIONS
- Provide students with the English Revision Paragraphs below.
- Students choose one or more paragraphs.
- Students paste the paragraph into an AI tool with the prompt:
“Improve this paragraph in three different ways.” - Students compare the original and rewritten versions and identify:
• What changed
• Why the changes improve clarity - Students complete the Revision Strategy Chart (included below).
- Use the answer key to guide discussion.
STUDENT INSTRUCTIONS (PRINT THIS SECTION)
Directions
- Choose one of the paragraphs below.
- Paste it into an AI tool and type:
“Improve this paragraph in three different ways.” - Compare the original and each improved version.
- Identify which revision strategies were used:
• Parallelism
• Conciseness
• Pronoun clarity
• Structural improvements - Complete the Revision Strategy Chart.
- Be ready to share one revision and explain why it is stronger.
PARAGRAPH SET
(Students may revise one or several.)
PARAGRAPH 1 (Beginner Level)
The team wanted to win the competition, and they practiced every day, and they tried to improve their routine, but they still felt nervous when the big day finally arrived.
Problems intentionally included:
• Run-on structure
• Lack of conciseness
• Repetitive “and” coordination
• Weak transitions
PARAGRAPH 2 (Intermediate Level)
Maria liked working on science projects, she enjoyed being creative, and she also liked when her classmates were impressed by her ideas because it made her feel confident and proud of what she had made.
Problems intentionally included:
• Comma splice
• Redundancy
• Unclear pronoun reference (“it”)
• Structural clutter
PARAGRAPH 3 (Advanced Level)
Preparing for the debate was difficult because the group could not decide who should speak first, which evidence should be included, and the overall organization of the argument needed revising, which caused everyone to become frustrated.
Problems intentionally included:
• Faulty parallelism
• Mixed clause structures
• Weak cohesion
• Ambiguous reference (“which”)
SAMPLE AI-GENERATED REVISIONS
(Students will get similar but not identical results; these samples are for teacher reference and analysis.)
SAMPLE OUTPUT — PARAGRAPH 1
Version A (Conciseness + Structure)
The team practiced every day to improve their routine, but they still felt nervous when the competition arrived.
Version B (Structural Improvements)
Although the team practiced daily and worked hard to perfect their routine, they still felt nervous on the day of the competition.
Version C (Parallelism + Tone)
The team practiced, refined their routine, and prepared mentally, yet they still felt nervous when the big day arrived.
SAMPLE OUTPUT — PARAGRAPH 2
Version A (Pronoun Clarity)
Maria enjoyed creating science projects, and she felt proud when her classmates reacted positively to her ideas.
Version B (Conciseness)
Maria loved science projects and the creativity they allowed, and she felt confident when her classmates appreciated her work.
Version C (Structural Improvements)
Maria enjoyed science projects because they let her be creative and because her classmates’ reactions boosted her confidence.
SAMPLE OUTPUT — PARAGRAPH 3
Version A (Parallelism)
Preparing for the debate was difficult because the group could not decide who should speak first, what evidence to include, or how to organize the argument.
Version B (Structure and Clarity)
The debate preparation became challenging when the group disagreed about the speaking order, the evidence to use, and the overall organization of the argument.
Version C (Conciseness + Pronoun Clarity)
The group struggled to prepare for the debate because they couldn’t agree on a speaking order, supporting evidence, or the structure of their argument.
REVISION STRATEGY CHART
(Print for students)
Revision Strategy
Evidence from AI Rewrite (Quote or Summary)
Why This Improves the Paragraph
Parallelism
Conciseness
Pronoun Clarity
Structural Improvements
Students must provide a quote or explanation for each category they find in the AI rewrites.
EXPLANATION OF REVISION STRATEGIES
(Use for teaching or post-activity reflection.)
Parallelism
Ensures items in a list or series follow the same grammatical structure.
Example: “decide who should speak, what evidence to include, and how to organize.”
Conciseness
Removes unnecessary words, repetition, or overly long phrasing.
Pronoun Clarity
Ensures pronouns clearly refer to a specific noun.
Example: replacing “it” with “the project.”
Structural Improvements
Fixes sentence flow issues such as:
• Run-ons
• Comma splices
• Awkward clause order
• Weak transitions
ANSWER KEY — IDENTIFICATION GUIDE
Use this to guide grading or discussion.
PARAGRAPH 1
• Parallelism: Version C
• Conciseness: Version A
• Structure: Versions A, B
• Pronoun clarity: Not applicable
PARAGRAPH 2
• Parallelism: Version C (balanced clauses)
• Conciseness: Version B
• Pronoun clarity: Version A
• Structure: All three
PARAGRAPH 3
• Parallelism: Version A
• Conciseness: Version C
• Pronoun clarity: Version C
• Structure: Versions A, B
EXTENSION OPTIONS (Optional)
Extension A: Students write their own improved version
They must incorporate at least two revision strategies.
Extension B: Identify the “worst” sentence
Students rewrite it individually and compare solutions.
Extension C: Combine two AI rewrites
Students merge ideas from two AI versions into one stronger paragraph.
Extension D: ACT-Style Question Creation
Students write an ACT English question about the paragraph, choosing the best revision among four options.
STUDENT OUTPUT
• Completed trap analysis
• Math comparison chart
• English revision analysis
MATERIALS
• Provided reading, math, and English samples
• Classification sheets
DAY 5 – Portfolio Setup
PURPOSE
Organize a long-term storage system for all ACT work.
ACTIVITIES
1. Portfolio Assembly
Students create sections:
• English
• Reading
• Math
• Science
• Writing
• Tests
• Reflections
2. Insert Diagnostic Results
3. Goal Planning
Students complete the Goal-Setting page:
• Short-term goal (2 weeks)
• Mid-term goal (6 weeks)
• Long-term goal (test day)
STUDENT OUTPUT
• Organized portfolio
• Written goals
MATERIALS
• Divider labels
• Goal worksheet
WEEK 2 – ACT ENGLISH
DAY 1 – Grammar Essentials
PURPOSE
Build mastery of core ACT grammar rules.
ACTIVITIES
1. Mini Lesson
Teacher explains:
• Comma rules
• Semicolons
• Pronoun agreement
• Modifier placement
• Subject-verb agreement
Students take notes.
2. Practice Worksheet
10 questions focusing on these rules.
3. Error Analysis
Students explain why incorrect choices are wrong.
This step strengthens conceptual understanding.
STUDENT OUTPUT
• Completed worksheet
• Error analysis entries
MATERIALS
• Grammar reference sheet
• 10-item worksheet
• Answer key
DAY 2 – Rhetorical Skills
PURPOSE
Teach ACT students how to revise passages for clarity and effectiveness.
ACTIVITIES
1. Paragraph Revision
Students revise a poorly structured paragraph.
They must improve:
• Topic sentence clarity
• Logical order
• Transitions
• Relevance
2. Group Comparison
Groups share revisions.
Class identifies which version is most clear and why.
MATERIALS
• Poorly written paragraph
• Revision checklist
• Group rubric
DAY 3 – Conciseness and Precision
ACTIVITIES
1. Redundancy Removal
10 sentences to shorten and improve.
2. Clarity Rewrite
Students rewrite confusing sentences clearly.
3. Notebook Categorization
Students label errors:
• Redundant
• Ambiguous
• Wordy
• Lacking transition
MATERIALS
• Redundancy worksheet
• Clarity worksheet
• Answer key
DAY 4 – Timed English Drill
ACTIVITIES
• 15-minute English quiz
• Students record pacing/time
• Teacher reviews answers
MATERIALS
• 15-question drill
• Answer key
• Accuracy chart
DAY 5 – Portfolio Entry
ACTIVITIES
Students add:
• Grammar summary
• Rhetorical strategies
• Personal vocabulary list
• English reflection page
WEEK 3 – ACT READING
(All readings include full URLs.)
DAY 1 – Genres and Annotation
REQUIRED READINGS
Literary: Little Women, Chapter 1
https://www.gutenberg.org/files/514/514-h/514-h.htm
Social Science: Democracy in America
https://www.gutenberg.org/files/815/815-h/815-h.htm
Humanities: “How Should One Read a Book?”
https://www.gutenberg.org/files/56712/56712-h/56712-h.htm
Natural Science: On the Origin of Species Chapter 4
https://www.gutenberg.org/files/1228/1228-h/1228-h.htm
ACTIVITIES
1. Annotation Demonstration
Teacher models annotation:
• Bracket important lines
• Circle key words
• Identify purpose and tone
2. Student Annotation Practice
Students annotate short excerpts from each reading.
3. Structure Mapping
Students create diagrams showing:
• Introduction
• Development
• Turning point
• Conclusion
OUTPUT
• Four annotated excerpts
• Four structure maps
DAY 2 – Evidence and Distractors
REQUIRED READING
Frederick Douglass, Narrative, Chapter 1
https://www.gutenberg.org/files/23/23-h/23-h.htm
ACTIVITIES
1. Evidence Pairing
Students match questions with exact lines supporting answers.
2. Distractor Classification
Students classify wrong answers as:
• Opposite
• True but irrelevant
• Extreme
• Out of scope
3. AI Distractor Generation
Students ask AI for three wrong answers to a question and label them.
DAY 3 – Paired Passages
REQUIRED READINGS
Ruskin, “The Nature of Gothic”
https://www.gutenberg.org/files/20128/20128-h/20128-h.htm
Carnegie, “The Gospel of Wealth”
https://www.gutenberg.org/files/15645/15645-h/15645-h.htm
ACTIVITIES
1. Compare Viewpoints
Students fill in a chart comparing:
• Main idea
• Tone
• Evidence
• Logic
2. 10-Question Passage Set
Students answer comprehension questions.
3. Written Comparison
Students write one paragraph comparing the authors’ views.
DAY 4 – Timed Reading Test
REQUIRED READING
Kate Chopin, “The Story of an Hour”
https://www.gutenberg.org/files/160/160-h/160-h.htm
ACTIVITIES
• Students read and answer questions in 12 minutes
• Reflection on pacing
DAY 5 – Vocabulary and Precision
REQUIRED READING
Faraday, The Chemical History of a Candle, Lecture 1
https://www.gutenberg.org/files/14474/14474-h/14474-h.htm
ACTIVITIES
• Students infer word meanings
• Students choose precise replacements for vague words
• Notebook reflection
WEEK 4 – ACT MATH
(Fully elaborated activities)
DAY 1 – Overview & Self-Assessment
ACTIVITIES
• Students complete a topic inventory: algebra, geometry, trig, modeling
• Students attempt sample problems in each area
• Students categorize strengths and weaknesses
DAY 2 – Algebra & Functions
ACTIVITIES
• Students rewrite equations in different forms
• Students graph transformations
• Students use AI to rewrite functions in multiple ways
• Students summarize patterns
DAY 3 – Geometry & Trigonometry
ACTIVITIES
• Students solve problems involving angles, triangles, circles
• Diagram labeling
• Students complete a trig ratio exercise
DAY 4 – Word Problems & Modeling
ACTIVITIES
• Students rewrite real-world scenarios in algebraic form
• Students design their own word problem and exchange
• Students solve peer-created problems
DAY 5 – Timed Math Drill
Students complete a 20-minute mixed math test and record accuracy.
WEEK 5 – OPTIONAL ACT SCIENCE
(All sources included.)
DAY 1 – Data Interpretation
SOURCE
USGS Earthquake Data
https://earthquake.usgs.gov/earthquakes/browse/
ACTIVITIES
• Students read real charts
• Identify trends
• Make predictions
• Complete a data interpretation worksheet
DAY 2 – Experimental Design
SOURCE
NASA Plant Growth Experiment
https://www.nasa.gov/stem-ed-resources/plant-growth-in-space.html
ACTIVITIES
• Identify independent/dependent variables
• Identify controls
• Redesign flawed experiments
DAY 3 – Conflicting Viewpoints
SOURCES
NOAA Climate Evidence
https://www.climate.gov/news-features/understanding-climate/climate-change-global-temperature
NOAA Climate Causes
https://www.climate.gov/news-features/climate-qa/what-evidence-exists-earth-warming-and-humans-are-causing-it
ACTIVITIES
• Compare claims and reasoning
• Fill in viewpoint chart
• Write a short analysis
DAY 4 – Science Drill
SOURCE
CDC Nutrition Data
https://www.cdc.gov/nutrition/data-statistics/index.html
Students interpret data tables under timed conditions.
DAY 5 – Science Decision
Students decide whether to take the ACT science test using their performance data.
WEEK 6 – OPTIONAL WRITING
DAY 1 – Essay Structure
REQUIRED READING
Emerson, “Self-Reliance”
https://www.gutenberg.org/files/16643/16643-h/16643-h.htm
ACTIVITIES
• Students examine argument structure
• Students practice writing thesis statements
• Students outline using three perspectives
DAY 2 – Essay Workshop
REQUIRED READING
Thoreau, “Civil Disobedience”
https://www.gutenberg.org/files/71/71-h/71-h.htm
ACTIVITIES
• Write introductions and conclusions
• Peer review using rubric
DAY 3 – Timed Essay
Students write full essay.
DAY 4 – Full Practice ACT
All sections administered.
DAY 5 – Final Portfolio
Students complete:
• Strengths/weaknesses summary
• Growth reflection
• Study plan