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Lesson Blueprints |
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| Title of Project: | When Should Statistical Texts and Graphics Be Used? |
| School District: | New Hartford Central School |
| School: | New Hartford High School |
| Standard: | English Language Arts |
| Class: | English 11 | |
| Teacher: | Jennifer Clive | |
| Library Media Specialist: | Kelley Wilson | |
| Project Length: | 40-minute classes | |
| I. Issues for the Teacher | ||||
| A. What NYS Standard are you working towards in this project? | ||||
| Standard | English Language Arts #1: Students will read, write, listen and speak for information and understanding. | |||
| Key Idea | Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources. | |||
| B. What skill (C-DOS/Information Literacy, etc.) do you want your students to develop as they work on this project? | |||
| C-DOS Standard 2: Integrated Learning: Students will understand and demonstrate how academic content is applied in real world and workplace settings. | |||
| C. Describe in some detail what you want your students to do and/or produce in this project that will demonstrate that they are moving toward the standard and developing their skill. | |||
| Students will analyze the cases in which statistical texts and graphics need to be used, and will create a research question that can be answered with them. | |||
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| II. Issues for the Library Media Specialist | |||
| A. What instructional strategies will you use to move students toward the standard(s) and skill(s) above? | |||
| Modeling -- The teacher and I will show them an example of what they are looking for in terms of sources. We will then role-play a brainstorming session to come up with our real-life context. This will motivate the students to try it on their own, as they will have a clear understanding of what they are supposed to do. | |||
| B. What material/technical support will you provide for the project? | |||
| Students should be familiar with searching SIRS pamphlets and our magazine database. If they are not comfortable with their skills, I will provide additional instruction in these areas. I will also collect at least 10 sources on at least 5 topics for those students who have difficulty finding sources. The teacher and I would like the students to practice searching, but if they are not successful there, we want to move them along to the next part of the project. | |||
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| III. Issues for the Teacher and Library Media Specialist | |||||||||||||||||||||||||||
| A. What is the question driving the project? | |||||||||||||||||||||||||||
| What real-life situations require research and analysis of statistical texts and graphics? | |||||||||||||||||||||||||||
| B. The Challenge for Students (What product do you want students to create that will provide evidence they're learning the standard and skill?) | |||||||||||||||||||||||||||
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Write a proposal stating a real-life context in which research of texts and graphics is necessary for completing a task or solving a problem. Working in groups of 2 or 3, gather at least 2 sources on your issue, at least 1 of which MUST include a graph, a table or a chart. Then, work with your group to come up with an individual who might need this information and think about why. Fill out the worksheet. You are now ready to write your proposal. With your group, explain the context and phrase a question that could be answered with information from your sources. NOTE: In a later class period, each student will write a response (individually) to his/her group's proposal. |
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| C. Product Criteria (What criteria for a product of "good" quality?) | |||||||||||||||||||||||||||
| 2 sources. 1 source includes chart, table, graph. Real-life application would reasonably require research and analysis. Question can be used to construct written response. Proposal reflects an understanding of issue explored in sources. | |||||||||||||||||||||||||||
| D. Standards Criteria (What evidence is needed to determine that the desired standard is being achieved?) | |||||||||||||||||||||||||||
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ELA -- Students are able to select an issue and locate sources after they are shown example. The context the students choose reflects that they have understood the information presented in their sources. C-DOS -- Can students work together to identify a real-life situation without teacher help? |
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