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ESL: Using Data to Advocate for Change Language of Math, Grades 6–8—English Language Proficiency

Levels 2 and 3For more information on the design process for the ESL MCUs, please see the Next Generation ESL Project: Curriculum Resource Guide.

This unit is intended to deliver systematic, explicit, and sustained English language development in the context of the Massachusetts Curriculum Frameworks. Its purpose is to help English learners (ELs) develop the language necessary for academic success in the content area of mathematics. Students will also develop language that will be used recurrently in and across various academic and social contexts.

The embedded language development of this unit centers on the following Key Uses of Academic Language:

EXPLAIN by comparing and contrasting data in order to communicate research findings. RECOUNT by summarizing statistical data. ARGUE by stating an opinion or claim and supporting it with reasoning and evidence.

These unit-level Focus Language Goals were created through an analysis of the driving language demands of an existing Model Curriculum Unit for grade 6: “Statistics: Representing, Analyzing and Interpreting Data.” However, this ESL unit is not the same as a sheltered mathematics unit. It is intended to be taught by an ESL teacher, and collaboration with the content teacher is essential. It is also important to keep in mind that in addition to the dedicated, language-focused instruction outlined in this unit, English Learners (ELs) must also have access to all core academic content instruction.

This unit offers students contextualized, extended practice with discourse, sentence, and word/phrase dimensions of academic language targeted in the unit. The unit weaves together topics such as presenting research findings and advocating for social change to explicitly teach and support academic language and skills associated with the unit’s mathematics content connection. Students will be introduced to the U.S. Census as a tool to collect data about a community and identify areas in need of change. They will practice writing and asking questions to learn about their school or classroom community, analyzing data to identify key findings, and then use evidence from findings to advocate for change they see as necessary in their school community.

This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/(V. 12/12/16) August 2016 of 224

https://www.wida.us/standards/CAN_DOs/#keyuses

http://www.doe.mass.edu/ell/curriculum/ResourceGuide.pdf

This document was prepared by the Massachusetts Department of Elementary and Secondary Education, Mitchell D. Chester, Ed.D., Commissioner.

The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age color, disability, national origin, race, religion, sex, or sexual orientation.

© 2016 under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Additionally, the unit may also contain other third party material used with permission of the copyright holder. Please see Image and Text Credits for specific information regarding third copyrights.

Every effort has been made to acknowledge copyright. Any omissions brought to our attention will be corrected in subsequent editions.

Image and Text Credits are located at the end of the unit.

The contents of this Model Curriculum Unit were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

Massachusetts Department of Elementary and Secondary Education, 75 Pleasant St, Malden, MA 02148-4906. Phone 781-338-3300, TTY: N.E.T. Relay 800-439-2370, www.doe.mass.edu

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Table of ContentsUnit Plan............................................................................................................................................................................................................. 4Lesson 1........................................................................................................................................................................................................... 12Lesson 2........................................................................................................................................................................................................... 27Lesson 3........................................................................................................................................................................................................... 45Lesson 4........................................................................................................................................................................................................... 64Lesson 5........................................................................................................................................................................................................... 74Lesson 6........................................................................................................................................................................................................... 81Lesson 7........................................................................................................................................................................................................... 88Lesson 8........................................................................................................................................................................................................ 102Lesson 9........................................................................................................................................................................................................ 113Lesson 10..................................................................................................................................................................................................... 123Lesson 11..................................................................................................................................................................................................... 137Lesson 12..................................................................................................................................................................................................... 143Lesson 13..................................................................................................................................................................................................... 155Lesson 14..................................................................................................................................................................................................... 161Lesson 15..................................................................................................................................................................................................... 181Lesson 16..................................................................................................................................................................................................... 189Lesson 17..................................................................................................................................................................................................... 197Lesson 18..................................................................................................................................................................................................... 205Lesson 19..................................................................................................................................................................................................... 213

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Unit PlanStage 1—Desired Results

ESTABLISHED FOCUS GOALS G

Focus Language Goals/Standards

G.1 EXPLAIN by comparing and contrasting data in order to communicate research findings.

G.2 RECOUNT by summarizing statistical data.

G.3 ARGUE by stating an opinion or claim and supporting it with reasoning and evidence.

Content Connections

The student is building toward…CCSS.MATH.6.SP.1—Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.

CCSS.MATH.6.SP.2—Understand that a set of data collected to answer a statistical question has a distribution, which can be described

TransferStudents will be able to independently use their learning to…T.1 Communicate for social and instructional purposes within the school setting.

T.2 Communicate information, ideas, and concepts necessary for academic success in the content area of mathematics.

T.3 Communicate information, ideas, and concepts necessary for academic success in the content area of English language arts.

MeaningUNDERSTANDINGS UStudents will understand that…U.1 Adjectives and conjunctions are useful for

analyzing information and showing relationships between ideas or data (for example, comparing and contrasting information).

U.2 Questions can be used to learn more about a topic or problem.

U.3 Information or data can be summarized in different ways (e.g., graphs, tables, maps).

U.4 We summarize data by looking for patterns.

U.5 Supporting claims with evidence makes them more effective.

ESSENTIAL QUESTIONS QQ.1 How do we ask questions to collect

information?

Q.2 How do we synthesize information from multiple sources of data to summarize key findings?

Q.3 How do we describe patterns to summarize data?

Q.4 How can we make powerful (or effective) claims that help others understand our perspective or argument?

Language Acquisition in the Four DomainsKNOWLEDGE KStudents will know…K.1 Comparative and superlative adjectives

(e.g., more than, less than, most).

K.2 The structure of evidenced-based claims.

K.3 Question structure (in the present and past

SKILLS SStudents will be skilled at…S.1 Using compare and contrast language

to analyze and synthesize data from multiple sources.

S.2 Formulating evidence-based claims

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by its center, spread, and overall shape.

CCSS.MATH.6.SP.5A— Summarize numerical data sets in relation to their context, such as by reporting the number of observations.

CCSS.MATH.6.SP.5B—Summarize numerical data sets in relation to their context, such as describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

CCSS.MATH.6.SP.4—Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

CCSS.ELA-LITERACY.SL.6.4—Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

tense) and wh- words (who, what, where, when, why, how, how often, how many).

K.4 Transitional words to sequence (e.g., first, next) specific content-area terms, cognates, and expressions.

K.5 Modals used to propose solutions or ways to address challenges (e.g., should, could, might).

K.6 Modifiers, such as common subordinating conjunctions and prepositional phrases (e.g., because).

K.7 Contractions used to refute and/or confirm a challenge (e.g., didn’t, wasn’t).

based on research findings using adjectives and adverbs.

S.3 Summarizing research findings using present and past tense verbs.

S.4 Formulating, asking, and answering survey questions to gather research data.

S.5 Refuting and/or confirming a challenge in one’s claim.

S.6 Communicating research findings in a presentation using appropriate presentation skills (e.g., eye contact, appropriate volume and pace).

S.7 Responsive listening (e.g., listening actively, giving courteous feedback, looking at the speaker).

Stage 2—EvidenceEVALUATIVE CRITERIA ASSESSMENT EVIDENCE: Language Development Appropriate use of question structure

and words to write, ask, and answer survey questions.

Effective use of compare and contrast language (comparatives and superlatives) to analyze and synthesize

CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (Performance Tasks) PT

Title: Advocating for Change at My School

Format: Oral presentation with visual support (such as a poster board, chart paper, or presentation created with PowerPoint or similar software).

Audience: Classmates, teachers, school administrators

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data.

Effective use of content-specific vocabulary (e.g., mean, median, mode, range, spread).

Accurate use of present and past tense verbs to summarize research findings.

Effective use of topic sentences and key supporting details.

Effective use of modals and conjunctions (because, so) to formulate evidence-based claims.

Confirm or refute a challenge (e.g., by using negative contractions).

Skilled application of presentation skills (e.g., eye contact, voice volume, pacing) and responsive listening skills (e.g., looking at the speaker, providing courteous feedback, making comments/asking questions related to information presented).

Group task: Select a challenge or problem you have identified in your school or classroom community as a small group. Create survey questions to collect data related to that problem, then display information from specific questions in separate graphs. Group members will present their topic and related questions one after the other, with each group member presenting at least one survey question and related data.

Individual task: Each group member will be responsible for presenting at least one survey question related to the group’s topic. Individual presentations must include:

o The question being presented.o A graph representing data gathered about this question.o A paragraph explaining the data using compare and contrast language.o A paragraph summarizing research findings.o An evidence-based claim arguing for future action based on research findings.

OTHER EVIDENCE OEFormative assessments: quick writes (e.g., summarizing learned language, describing data, making comparative and superlative statements, describing how data could be used), anticipation guides, exit tickets (e.g., summarizing learned language, making comparative statements, analyzing and describing data), sorting and matching activities (e.g., sorting questions based on types of information generated by each), think-pair-share, turn-and-talk, response boards, homework, total physical response (TPR), sentence frames, graphic organizers (e.g., statement, proof, analysis, conclusion [SPAC]; main idea and details), journals, using learned language to read tables, graphs, dot plots, role-play interview (e.g., taking on the role of census taker), etc.

Stage 3—Learning Plan

SOCIOCULTURAL IMPLICATIONS:

Register:

Some students may need explicit instruction about how to transition between academic and social language in unit tasks.

Genre/text type: This may be a student’s first time presenting in front of others in a classroom setting. Some students may be uncomfortable with the

process of preparing and presenting ideas in front of an audience. Some students may feel uncomfortable asking questions to strangers and/or other students.

Topic:

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Students may be unfamiliar with the concept of census data collection and the ways the data may be used. Students from countries more racially, ethnically, or linguistically homogeneous than the United States may not be familiar with

how census information can be divided into various subgroups. Some students may struggle with mathematical concepts on which this unit touches upon.

Task/situation: Some students may be unfamiliar with the norms and expectations for independent work, including time management, setting goals

and deadlines, and organizing materials. Some students may be unfamiliar with the norms and expectations for group work, including communicating and interacting

respectfully, providing constructive feedback, taking turns, behaving as a good audience, and performing designated group roles. Some students may have never used a calculator before and may need additional instruction to use one effectively.

Participant identities and social roles: Students may have limited understanding of expected roles and responsibilities of students and teachers in an American classroom

environment. Some students may be unfamiliar with classroom expectations, such as how to enter and leave the classroom (including greetings), how to refer to their teachers and classmates (by name), and how to communicate using appropriate body language.

Some students may come from cultures where young adults may not be encouraged to practice self-advocacy. Some students may be unfamiliar and uncomfortable with serving as advocates for their community and how to apply self-advocacy skills in a sensitive way (considering how their questions and actions might be perceived by different people in their school community, such as other students, teachers, administrators, and school staff).

SUMMARY OF KEY LEARNING EVENTS AND INSTRUCTION

Lesson 1: Day 1—A Snapshot of Who We Are (Listening for Key Information and Summarizing) Language objective: Students will be able to explain what the U.S. Census is and its purpose using topic-related vocabulary

introduced in the lesson (census, snapshot, relatives, gathered). Brief overview of lesson: Students will learn about the U.S. Census and other key vocabulary and concepts related to it (e.g.,

relatives, gathered, snapshot). Students will also watch a video about the census and complete a cloze version of the video’s transcript to practice listening skills. They will also use thinking notes to identify key ideas and remaining questions about the topic. The lesson will conclude with a discussion of what the census is and its purpose.

Lesson 2: Day 2—Asking Questions to Gather Information Language objective: Students will be able to formulate and answer questions using wh- question words, to be, and do. Brief overview of lesson: Students will identify and classify sample census questions, and discuss ways in which information

collected by those questions could be helpful to communities. They will practice creating and answering census-style questions

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using wh- question words, to be, and do. These experiences will help students begin to understand how the U.S. Census is used to collect useful data about communities across the country.

Lesson 3: Day 3—Interpreting Census Data from Basic Tables and Graphs Language objective: Students will be able to interpret information presented in tables and graphs using comparative and

superlative adjectives (e.g., more than, less than, most). Brief overview of lesson: Students will analyze census data presented in tables and bar graphs, and they will identify key

information presented. They will practice explaining these data by making descriptive statements such as “Some people speak only English” and comparative statements such as “More people speak other languages at home than Spanish.”

Lesson 4: Day 4—Analyzing Information from Summaries Language objective: Students will be able to summarize census information using sentence frames that incorporate comparative

language (e.g., more than, less than). Brief overview of lesson: Students will learn about summaries. They will then analyze paragraphs that summarize census data and

identify their main idea and supporting details. They will use this information to write summaries about these paragraphs using comparative language introduced in earlier lessons.

Lesson 5: Day 5—Describing Previous Challenges Language objective: Students will be able to state previous challenges they faced when they were new to the United States or their

current school using the past tense. Brief overview of lesson: Students will learn about the past tense and use learned language to brainstorm challenges they faced

when they were new to the United States or their school. They will also share ways in which they overcame these challenges.

Lesson 6: Day 6—Summarizing Challenges (Language Checkpoint) Language objective: Students will be able to summarize challenges faced when they were new to the United States or their current

school using the past tense. Brief overview of lesson: Students will use their Lesson 5 notes and exit ticket to write complete sentences describing their top

three personal challenges. Then, in small groups, they will summarize the most common challenges shared by the members of their group and report them to the class. This lesson will serve as the language checkpoint.

Lesson 7: Day 7—Identifying Current Challenges Language objective: Students will be able to state current challenges faced by other students in their school community using the

simple present tense and negative contractions. Brief overview of lesson: Students will bridge from challenges they faced when they first arrived to current challenges they and

their peers face in school today. They will compile a list of challenges and write affirmative and negative statements in present tense stating these challenges and what can be done to address them (e.g., “We don’t have enough time to eat lunch. We need more time

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for lunch each day”).

Lesson 8: Day 8—Writing Survey Questions Language objective: Students will be able to formulate questions to collect information about challenges using the present and

past tenses and wh- question words. Brief overview of lesson: Students will learn how to create survey-style questions to collect quantifiable data related to some of

the challenges and problems they identified in Lessons 5–8. They will learn about considering specific audiences when drafting questions, and two different question formats (multiple choice and yes/no questions). Students will apply this knowledge to draft sample survey questions for the CEPA with a small group.

Lesson 9: Day 9—Conducting a Classroom Census Language objective: Students will be able to ask and answer class-generated questions. Brief overview of lesson: Students will conduct a classroom census by asking each other previously written questions and

recording responses. Each student will be responsible for reading one question aloud to the class and compiling responses in a data table.

Lesson 10: Day 10—Representing and Analyzing Data Language objective: Students will be able to describe and compare data using content-related vocabulary (e.g., spreads from… to…,

range) and comparative and superlative adjectives (more than, less than, most, least). Brief overview of lesson: Students will learn about dot plots and practice constructing and analyzing them. They will use content

vocabulary (e.g., range, spread) and comparative and superlative adjectives (most, more than, least, less than) to describe and compare dot plot data.

Lesson 11: Day 11—Creating Dot Plots Language objective: Students will be able to describe and compare data using content-related vocabulary (e.g., spreads from… to…,

range) and comparative and superlative adjectives (more than, less than, most, least). Brief overview of lesson: Students will begin working on their CEPA. They will create dot plots to display information gathered

from the classroom census. Students will work in small groups to plot the data related to the section of the survey for which they developed questions. They will also write statements describing the data using content-related vocabulary and comparative language.

Lesson 12: Day 12—Measuring the Center: Mean, Median, and Mode Language objectives:

o Students will be able to discuss measures of center using mean, median, and mode.o Students will be able to make comparative statements about measures of center (e.g., mean, median, and mode).

Brief overview of lesson: Students will learn about the meaning of mean, median, and mode as a way to analyze classroom survey

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data in order to propose solutions to challenges faced by students in their CEPAs. They will watch a video defining these measures of center; practice identifying the mean, median, and mode of plotted data; and discuss differences, similarities, and the usefulness of each measure of center.

Lesson 13: Day 13—Describing Survey Data with Mean, Median, and Mode Language objective: Students will be able to state a claim (proposed solutions to challenges) and support these claims with

evidence using the past and present tenses, content-area vocabulary (range, mean, average, median, mode, this shows that, data) and comparative language (e.g., more than, most).

Brief overview of lesson: Students will continue analyzing data tables and dot plots created in previous lessons. They will calculate the mean, median, and mode of data they collected in the classroom survey. They will then create descriptive and comparative statements to interpret the data. Finally, students will use these data to make evidence-based claims about proposed solutions to challenges students face in their school. Students will incorporate this information into PowerPoint presentations for their CEPAs.

Lesson 14: Day 14—Creating Bar Graphs to Represent Data Language objectives:

o Students will be able to create a bar graph in PowerPoint following oral, written, and visual instructions provided by the teacher.

o Students will be able to describe the bar graph created using sentence frames (e.g., “The graph shows…”; “The graph illustrates…”).

Brief overview of lesson: Students will create bar graphs for dot plots generated in previous lessons using PowerPoint. They will follow oral, written, and modeled instructions from the teachers, and they will reflect on different ways in which data can be displayed (tables, dot plots, written statements, bar graphs).

Lesson 15: Day 15—Creating an Evidence-Based Claim Language objective: Students will be able to create an evidence-based claim about their research findings using previously

introduced language and sentence frames (e.g., “This shows…”; “This suggests…”). Brief overview of lesson: Students will create arguments confirming or refuting challenges previously identified in the unit. They

will add these to their written summaries of survey data. Each group member or partnership will write an evidence-based claim about their research findings for one survey question related to the group’s topic (e.g., after-school activities), which will be included in the final CEPA presentation. Final CEPA presentations will include compare/contrast vocabulary reinforced from Lessons 3, 4, and 11 (some, both, more… than, less… than, as… as), descriptive statements with key math terms reinforced from Lessons 10–13 (from… to… range/spread, mean, median, mode) supported by evidence (“This shows…”; “This proves…”).

Lesson 16: Day 16—Proposing Solutions (Part 1 of 2) Language objective: Students will be able to propose solutions or ways to address challenges previously identified using modals

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should, could, and might. Brief overview of lesson: Students learn about modals should, could, and might and practice using these verbs to propose solutions

for everyday challenging situations. They then apply this language to propose solutions or make recommendations to address challenges faced by their peers. In this way, students begin practicing how to advocate for change in their school community.

Lesson 17: Day 17—Proposing Solutions (Part 2 of 2) Language objective: Students will be able to propose solutions or ways to address challenges previously identified using modals

should, could, and might. Brief overview of lesson: Students will continue working on their CEPA PowerPoint presentation, including brainstorming

potential solutions to identified challenges.

Lesson 18: Day 18—Practicing Oral Presentations Language objective: Students will be able to deliver practice oral presentations using language previously introduced in the unit

(comparative adjectives, question words, negative contractions, past tense, modals, content and topic-related vocabulary, argument language, etc.).

Brief overview of lesson: Students will learn about oral presentations. They will analyze model presentations delivered by the teacher and identify presentation “dos and don’ts.” They will use this knowledge and their PowerPoint presentations compiled so far to practice giving their CEPA presentations to their small group members. Students will also practice giving each other feedback on presentation content and delivery.

Lesson 19: Days 19 and 20—CEPA: Advocating for Change at My School PowerPoint Presentations Language objective: Students will be able to orally present research findings, make an evidence-based claim about current

challenges, and propose solutions using language previously introduced in the unit (comparative adjectives, question words, negative contractions, past tense, modals, content and topic-related vocabulary, argument language, etc.).

Brief overview of lesson: Students will deliver their culminating PowerPoint presentations. They will summarize research findings, make an evidence-based claim about a community challenge they identified, and propose possible solutions or ways to address this challenge. Students will also practice active listening, and give each other feedback on presentation content and delivery.

Adapted from Understanding by Design®. © 2012 Grant Wiggins and Jay McTighe. Used with permission.

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Lesson 1Day 1

A Snapshot of Who We Are (Listening for Key Information and Summarizing)

Estimated Time: 50 minutes

Brief overview of lesson: Students will learn about the U.S. Census and other key vocabulary and concepts related to it (e.g., relatives, gathered, snapshot). Students will also watch a video about the census and complete a cloze version of the video’s transcript to practice listening skills. They will also use thinking notes to identify key ideas and remaining questions about the topic. The lesson will conclude with a discussion of what the census is and its purpose.

What students should know and be able to do to engage in this lesson:

Familiarity with simple present, simple sentences, subject verb agreement, yes/no questions, using there is/are, and singular and plural nouns.

Basic understanding of how the United States is composed of many different groups of people. Familiarity with classroom behavior norms. Basic reading and writing skills, including punctuation.

LESSON FOUNDATIONUnit-Level Focus Language Goals to Be Addressed in This Lesson

Unit-Level Salient Content Connections to Be Addressed in This Lesson

G.2 Recount by summarizing statistical data. CCSS.MATH.6.SP.2—Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center, spread, and overall shape.

Language Objective Essential Questions Addressed in This LessonStudents will be able to explain what the U.S. Census is and its purpose using topic-related vocabulary introduced in the lesson (census, snapshot, relatives, gathered).

Q.1 How do we ask questions to collect information?


Assessment Formative assessment: Assess student use of learned language to orally discuss the U.S. Census. Self-assessment: Students will use their thinking notes to monitor their understanding of key lesson concepts. Students will also

self-monitor their learning in relation to the language objective. Formative assessment: Use the exit ticket (“What is the census? Why is it taken?”) to assess student use of learned language to

explain what the census is and describe its purpose.

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Thinking Space: What Academic Language Will Be Practiced in This Lesson?Discourse Dimension Sentence Dimension Word Dimension

Social instructional language; listening to and reading brief sequence of events in order and/or introduction of a topic with supporting details; expressing ideas with supporting details.

Simple and some compound sentences with a variety of verb tenses; wh- questions (e.g., who, what, where, when, why, how, how often, how many).

Topic-related vocabulary (census, relatives, gathered, snapshot); question words (e.g., who, what, where, when, why, how, how often, how many).

Instructional Tips/Strategies/Suggestions for Teacher Use formative assessments to assess student progress toward lesson objective(s) and unit goals. Make changes to instruction on

following lessons/days, as needed, based on assessment results. Consider starting a word wall for key vocabulary learned in this unit.

STUDENT CONSIDERATIONSSociocultural ImplicationsStudents from other countries may not have experience living in a society with the cultural, racial, and linguistic diversity found in the United States. They may struggle to interpret census data, which is broken down by subgroups and categories representing this diversity.Anticipated Student Pre-Conceptions/MisconceptionsSome students might be reluctant to share personal or family information because of their immigration/citizenship status. Reassure students that the census and/or classroom surveys are only used to collect “big picture” data to form a snapshot of a community and are not linked to any specific person or family.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to explain what the U.S. Census is and its purpose using

topic-related vocabulary introduced in the lesson (census, snapshot, relatives, gathered).” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Activate background knowledge about the census.a. Ask students to share what they know about the U.S. Census, asking questions such as: “Do you know what a census is? Why is

there a census in the United States? What kind of information do census questions ask for? Why is it important to participate in a census? Is there a census in your country? If so, how does it work? Have you or anybody from your family ever participated in a census?” Consider having students discuss these questions in small groups or with a partner first, and then as a whole class. This will give them time to build and practice sharing their own ideas with smaller groups before doing so with the whole class,

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where not all students are as comfortable sharing their ideas. b. Create a census anchor chart and record student responses on it.

3. Teach the word census. a. Use the seven-step vocabulary teaching method or a similar vocabulary teaching strategy. Teacher tip: Verbal discussion is not

the only option you could use to explore vocabulary. Using word walls, images, and native language translations can help students build their own contextual examples of the vocabulary.

b. To build additional background information, show videos about the census, such as: “Census ‘Living Mural’ DK,” “Census ‘Community’—Director's Cut” public service announcement (and Spanish version ), and “2010 Census Partner Testimonials: Door to Door.”

c. Show a sample census form. For sample census forms, see the 2010 census form, 2010 census questions and rationale, and the 2000 census long form.

d. After reviewing the census with students, explain how the census is conducted by the government. Ask students to think about what data collected through the census can be used for. Allow students to think quietly about it first, share with a partner or small group next, and then discuss as a whole class. Record student responses on the anchor chart.

e. To extend student thinking, draw an analogy between planning a meal and conducting a census. For example, say: “When planning a meal, you need to know how many people you will be serving so you can buy and prepare the right amount of food. The census counts all the people in the country so that the government can figure out what programs and services—such as schools, hospitals, and ESL centers—are needed and where.”

Provide options for perception, such as projecting the analogy or giving students printed versions of the analogy.

During the Lesson1. Teach key vocabulary terms, such as snapshot, relatives, and gathered.

a. Ask students to turn and talk with a partner and share what they know about these words.b. Use the seven-step vocabulary teaching method or a similar vocabulary teaching strategy to teach each word. Before

introducing each term, have students turn and talk to discuss what they already know about these words.

2. Introduce the skill of careful listening with a video about the census. a. Explain to students how they will be learning more about the census through a video, and that they will have to listen attentively

to find specific information in the video. b. Show the “What Is a Census?” video three times, giving students different tasks to complete each time they watch it. Teacher tip:

consider offering a viewing station where students can watch the video independently, using translate captions and pausing it to ask questions as needed. Students can also use this station to watch additional census videos to develop a deeper understanding of the concept.

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https://www.youtube.com/watch?v=NGR2ikS0XYc

http://www.udlcenter.org/aboutudl/udlguidelines/principle1

https://www.census.gov/dmd/www/pdf/d-61b.pdf

http://www.census.gov/2010census/text/text-form.php

https://www.census.gov/schools/pdf/2010form_info.pdf

http://www.census.gov/2010census/mediacenter/door-to-door/testimonials-door.php


https://vimeo.com/8923710




o The first time students watch the video, give them an incomplete version of the video transcript and ask them to fill in the blanks. Use one of the cloze transcripts provided in the Lesson 1 Resources.

Provide options for perception, such as using a computer to view and complete the transcript.

o The second time students watch the video, ask them to correct any mistakes they made filling out the transcript. After the video, have them read their transcripts with a partner.

o The third time students watch the video, ask them to use thinking notes to monitor their understanding of the material on their completed transcript using highlighters, Post-Its, and/or computers. Model how to use this strategy before asking students to do it on their own.

Lesson Closing1. Have students complete an exit ticket answering two questions: “What is the census? Why do we have a census?” Encourage

students to use vocabulary introduced in the lesson (census, snapshot, relatives, gathered). Sample student responses may include: “A census is a snapshot”; “A census is a count”; “A census is a list of questions to learn about a community”; “A census collects information”; “A census tells about people in the community.” Afterwards, ask them to share their responses with a partner or small group. Consider asking a couple volunteers to share with the whole class.

Provide options for physical action, such as using a computer, responding orally, or writing answers in a notebook.

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Lesson 1 Resources Videos about the census, such as:

o “Census ‘Living Mural’ DK” o “Census ‘Community’—Director's Cut” public service announcement (and Spanish version ) o “2010 Census Partner Testimonials: Door to Door”

Seven-step vocabulary teaching method for key vocabulary : o Census o Snapshot o Relatives o Gathered

“What Is a Census?” video transcripts: o Full transcript o With word bank o With blanks

Thinking notes handout Exit ticket Websites with background information about the U.S. Census:

o Census.gov o FacFinderCensus.gov (finds census data related to a specific zip code)

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http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml

http://www.census.gov/





Seven-Step Vocabulary Teaching Method for Key Vocabulary

1. Census

Steps Example1. Teacher says the word.

Student repeats.Census, census, census

2. Teacher states the word in context from the mentor text.

A census is how a country answers questions about who its citizens are in a given point and time. A census is like a snapshot of who we were and how we lived at the time it was taken.

3. Teacher provides the dictionary definition(s).

A census is “the official process of counting the number of people in a country, city, or town and collecting information about them” (Source: Merriam-Webster Dictionary).

4. Teacher explains the meaning with student-friendly definitions.

A census happens when the government counts how many people are in a country, city, or town (Source: adapted from Merriam-Webster Dictionary).

5. Teacher highlights features of the word: polysemous, cognate, tense, prefixes, etc.

The word census is a noun, or the name for a thing, process, or idea.

6. Teacher engages students in activities to develop word/concept knowledge.

We count many things, just like the census does. For example, we count the number of students in a class, the number of students in a school, the number of people coming to a party, etc.

Practice using the word census with the following sentence frame: “My family conducted a census when…” Share your ideas with a partner and listen to them share, ping-pong style (taking turns using the word), for five to six rounds.

7. Teacher reminds and explains to students how new words will be used.

Today, we are going to be learning about a census. A census is a count of the population. Later on, you will be creating a classroom census.

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http://www.merriam-webster.com/dictionary/census

http://www.merriam-webster.com/dictionary/census

2. Snapshot


Student repeats.Snapshot, snapshot, snapshot


A census is like a snapshot of who we were and how we lived at the time it was taken.


A snapshot is a photograph that is taken quickly.


A snapshot is a quick view or a small amount of information that tells you a little bit about what someone or something is like.


The word snapshot is a noun, or the name for a thing or idea.


We take snapshots of important moments in our lives. For example, people take snapshots of vacations, a baby’s first birthday party, weddings, etc. Practice using the word snapshot with the following sentence frame: “My family took a snapshot when…” Share your ideas with a partner and listen to them share, ping-pong style (taking turns using the word), for five to six rounds.


Today, we are going to be learning about a census, which is a snapshot of a population. Later on, you will be creating your own census snapshots.

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3. Relatives

Steps Examples1. Teacher says the word.

Student repeats.Relatives, relatives, relatives


Grandma Edith spent her childhood with relatives in Oregon instead of with her parents in Illinois.


A relative is a person connected by blood or marriage.


A relative is a member of your family, such as your aunt, uncle, grandmother, etc.


The word relative is a noun, or the name for people.


Relatives are people who are related to you either by blood (e.g., cousins, grandparents, parents, siblings) or by law (e.g., sister-in-law, father-in-law, or mother-in-law).Practice using the word relatives with the following sentence frame: “My favorite relatives are…” Share your ideas with a partner, and listen to them share, ping-pong style (taking turns using the word), for five to six rounds.


Today, we are going to understand why a census is required and how we can learn information about our relatives through the census. Later on, you will create census questions that you might end up asking your relatives.

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4. Gathered

Steps Example1. Teacher says the word. Student

repeats.Gathered, gathered, gathered


In modern times, census information is typically gathered in two ways: via survey forms in the mail or by census workers who go door to door.


To gather is to come together, assemble or accumulate.


To gather is to collect or bring things together. Gathered is the past tense form of the word gather.


The word gather is a verb, or a word for an action.


We often gather things for a job. For example, last week I gathered sugar, milk, and eggs to make a cake. Yesterday, I gathered headphones, an iPad, and a pillow to watch a movie. What are some things you gathered recently? Practice using the word gathered with the following sentence frame: “I gathered… to …” Share your ideas with a partner and listen to them share, ping-pong style (taking turns using the word), for five to six rounds.


Today, we are going to talk about how the census gathers information by asking questions. Later on, you will gather information to complete our class census.

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“What Is a Census?” Full Video Transcript

Name: __________________________________________________ Date: _________________

“What Is a Census?”

You’ve probably heard the word census before. Especially with all the recent talk about the release of the 1940 U.S. Census. Censuses were taken in ancient Greece, Rome, China, and Egypt. They were even mentioned in the Bible. And in the United States, the Constitution requires that a census takes place every 10 years. But, have you ever wondered what a census actually is? Or better yet, why it matters to you? Simply stated, a census is how a country answers questions about who its citizens are in a given point and time. Questions like:1. How many of them are there?2. Where do they live?3. What is their race and gender?4. How many children do they have?5. What do they do for a living?

And so on…

In modern times, this information is typically gathered in two ways: via survey forms in the mail or by census workers who go door to door. And the information is valuable for many reasons. For example, in the United States, the government uses census data to determine how many seats each state has in the House of Representatives and to decide how federal funds are distributed to local communities.

In summary, a census is like a snapshot of who we were and how we lived at the time it was taken. On a more personal level, it enables us to get a glimpse into the lives of actual people we know. For example, you can learn things like: Your uncle Jim once worked as a fireman, or Grandma Edith spent her childhood with relatives in Oregon instead of with her parents in Illinois.

Who will you find? Connect with your family today by searching census and other records at familysearch.org.

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“What Is a Census?” Video Transcript with Word Bank

Name: __________________________________________________ Date: _________________


You’ve probably heard the word census before. Especially with all the recent talk about the release of the 1940 U.S. Census. Censuses were taken in ancient Greece, Rome, China, and Egypt. They were even mentioned in the Bible. And in the United States, the Constitution requires that a census takes place every 10 years. But, have you ever wondered what a __________ actually is? Or better yet, why it matters to you? Simply stated, a census is how a country answers questions about who its citizens are in a given point and time. Questions like:1. __________ of them are there?2. __________ do they live?3. What is their race and gender?4. How many children do they have?5. __________ do they do for a living?

And so on…

In modern times, this information is typically __________ in two ways: via survey forms in the mail or by census workers who go door to door. And the information is valuable for many reasons. For example, in the United States, the government uses census __________ to determine how many seats each state has in the House of Representatives and to decide how federal funds are distributed to local communities.

__________, a census is like a __________ of who we were and how we lived at the time it was taken. On a more personal level, it enables us to get a glimpse into the lives of actual people we know. For example, you can learn things like: Your uncle Jim once worked as a fireman, or Grandma Edith spent her childhood with __________ in Oregon instead of with her parents in Illinois.

__________ will you find? Connect with your family today by searching census and other records at familysearch.org.

Word Bank relatives – snapshot – census – in summary – how many – where – what – who – data – gathered

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“What Is a Census?” Video Transcript with Blanks

Name: __________________________________________________ Date: _________________


You’ve probably heard the word census before. Especially with all the recent talk about the release of the 1940 U.S. Census. Censuses were taken in ancient Greece, Rome, China, and Egypt. They were even mentioned in the Bible. And in the United States, the Constitution requires that a census takes place every 10 years. But, have you ever wondered what a __________ actually is? Or better yet, why it matters to you? Simply stated, a census is how a country answers questions about who its citizens are in a given point and time. Questions like:1. __________ of them are there?2. __________ do they live?3. What is their race and gender?4. How many children do they have?5. __________ do they do for a living?

And so on…

In modern times, this information is typically __________ in two ways: via survey forms in the mail or by census workers who go door to door. And the information is valuable for many reasons. For example, in the United States, the government uses census __________ to determine how many seats each state has in the House of Representatives and to decide how federal funds are distributed to local communities.

__________, a census is like a __________ of who we were and how we lived at the time it was taken. On a more personal level, it enables us to get a glimpse into the lives of actual people we know. For example, you can learn things like: Your uncle Jim once worked as a fireman, or Grandma Edith spent her childhood with __________ in Oregon instead of with her parents in Illinois.

__________ will you find? Connect with your family today by searching census and other records at familysearch.org.

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Thinking Notes Handout

“Note taking is a method of mastering information—not just recording facts.” AVID Press 2004

Thinking Notes

Directions: Review the video transcript. Use the following code to mark your notes.

* Main idea—central to the author’s purpose! I love this part! Great writing or idea? Raises a question—possible discussion point for class?? Something is unclear or confusing to me

While you read, use thinking notes and question words (e.g., what, who, where, why, when, how, how often, and how many), to guide you.

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Exit Ticket

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What is the census?

The census is ________________

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Why do we have a census?

Lesson 2Day 2

Asking Questions to Gather Information Estimated Time: 50 minutes

Brief overview of lesson: Students will identify and classify sample census questions, and discuss ways in which information collected by those questions could be helpful to communities. They will practice creating and answering census-style questions using wh- question words, to be, and do. These experiences will help students begin to understand how the U.S. Census is used to collect useful data about communities across the country.


Basic understanding of what the census is and what it is used for (from Lesson 1). Familiarity with the present progressive tense (to be + verb-ing; e.g., “We are studying”). Familiarity with wh- question words.




CCSS.MATH.6.SP.2—Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center, spread, and overall shape.

Language Objective Essential Questions Addressed in This LessonStudents will be able to formulate and answer questions using wh- question words, to be, and do.



Assessment Formative assessment: Assess student analysis and use of language to discuss the types of information generated by question types. Formative assessment: Assess student analysis and sorting of census questions. Formative assessment: Assess student application of learned language to formulate and answer questions using the question

worksheet. Formative assessment: Assess student transfer of learned language to create questions in the question formation exit ticket.


Social instructional language; reading, asking, and answering questions; expressing ideas with supporting details.

Questions with wh- question words (who, what, where, when, why, how, how often, how many), to be and do; positive and negative declarative statements answering questions.

Topic-related vocabulary (census, sort, category); question words (e.g., who, what, where, when, why, how, how often, how many).

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Instructional Tips/Strategies/Suggestions for Teacher Consider pre-assessing student familiarity with and ability to use the present progressive. Feel free to substitute the image in the lesson opening for another image that is more familiar and appropriate for your students. Use formative assessments to assess student progress toward lesson objective(s) and unit goals. Make changes to instruction on

following lessons/days, as needed, based on assessment results.

STUDENT CONSIDERATIONSSociocultural Implications Students from other countries may not have experienced living in a society with the amount of cultural, racial, and linguistic

diversity present in the United States. This diversity is represented in U.S. Census data in many ways. Some students might be reluctant to share personal or family information because of their immigration/citizenship status. Reassure

students that the census is used only to collect “big picture” data to form a snapshot of a community and is not linked to any specific person or family.

Anticipated Student Pre-Conceptions/Misconceptions Forming informational questions involves using additional auxiliary question words such as do/does and/or is/are. Some students

may need additional practice with these. Some students may mistakenly apply rules for question formation from their native language to English. Consider spending time

asking students to think about how questions are formed in their native language and comparing it to how they are formed in English.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to formulate and answer questions using wh- question

words, to be, and do.” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Introduce or review question words. a. Post question words on the board or anchor chart. Sample images for each question are provide in the Lesson 2 Resources

section below.

Provide options for perception, such as giving students a printed version of the question words or having students view them on a computer.

b. Show an image of a local neighborhood or of a well-known neighborhood from a popular cartoon or television show. Ask sample questions while pointing to key question words posted on the board or anchor chart. For example, ask: “Who lives in this house? Who lives here? What do you see? Where are these houses? When is the door open? When is the door closed? How

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many houses do you see? How many people live in each house?”

Provide options for perception, such as using a shared file so that students may view the image on a computer.

c. Prompt students to identify what type of information is generated by each question type. For example, say: “What am I asking for when I ask who?” Have students discuss these in small groups or with a partner first, and then invite the whole class to the discussion. Record responses on the question anchor chart.

d. Ask students to think about the type of information or data gathered by these questions. Ask: “What could the answers to these questions teach you about the neighborhood?” Have students share their answers with the whole class.

During the Lesson1. Teach the words sort and category/categories.

a. Ask students to turn and talk and share what they already know about these words. b. Consider using the seven-step vocabulary teaching method, modeling with gestures, providing an oral definition, asking

students to write down their own definition and to provide an example of things they sort, or using a similar vocabulary teaching strategy to teach the words. Teacher tip: Verbal discussion is not the only option you could use to explore vocabulary. Using word walls, images, and native language translations can help students build their own contextual examples of the vocabulary.

2. Analyze census questions.a. Distribute sample census questions to small groups and give students time to read the questions individually.b. Explain how census questions gather information or data, and that this information is analyzed to better understand the people

that live in a particular country, city, or town.c. As a whole class, brainstorm potential categories for sorting census questions and the types of information or data they gather.

For example, students could sort by question topic (number of people living in a house, race/ethnicity questions, etc.) or by question word (who, what, where, etc.).

d. Ask small groups to sort census questions, then report back to the whole class. Prompt students to elaborate on their sorting process, asking questions such as: “How did you sort the questions? What questions did you place in each category and why?”

e. Ask students to think about the type of information gathered in these sample census questions, asking: “What could the answers to these questions teach you about a neighborhood?” Have students think about the question individually and write down their answers first, then turn and talk with a partner, and finally discuss as a whole class. As a whole group, discuss ways that the information collected by census questions could be helpful to communities. For example, it can be helpful for a community to know the age and grade levels of its residents so it can plan to have enough classrooms and teachers for students coming up in future years.

f. Optional activity: Have students review a video and/or read about how the census is currently used to inform decisions. Sample resources include the following:

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o Census data tools : This resource shows the different ways that census information is categorized. Students can search using the different data tools, and they are given short scenarios of when these tools could be used.

o Collection of Census videos : This collection of videos shows how census information has been used.

3. Review how to formulate and answer questions using the question worksheet. a. Go over information on the worksheet.

Provide options for perception, such as viewing it on the computer.

b. Model how to formulate additional questions on the board. Then, co-create additional examples of questions and their answers with students.

c. Give students additional time to practice formulating and answering questions, if needed. Give them cut-up questions and their answers and have students practice reordering them. This activity provides a formative assessment of students’ ability to formulate questions and answers. Depending upon student familiarity with the past tense, you may wish to have them practice formulating questions in the past tense.

d. Optional activity: Have students practice asking and answering questions with a partner. Begin by asking students to formulate questions independently, then orally ask them to their partner. Have students record partners’ responses and report out to the class afterwards. This activity provides a formative assessment of students’ ability to ask and answer questions, and provides baseline data of students’ ability to report out findings.

Lesson Closing 1. Ask students to complete an exit ticket answering the following prompt: “Imagine a new student arrived to our classroom. What are

three questions you would ask to get to know that student better?”

2. Optional activity: Have students record their thoughts about the types of questions that are included in a census and what census information can be used for in a reflection journal. For example, give students the following prompt: “If you were going to conduct a census in our school or community, what question(s) would you include and what could the answer(s) to the question(s) teach us/be used for?” This can prompt students to begin to think about their community and what types of data they possibly would want to collect.

Provide options for physical action, such as using a computer.

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http://www.census.gov/library/video.html

http://www.census.gov/acs/www/guidance/which-data-tool/

Lesson 2 Resources Question words and images Seven-step vocabulary teaching method for key vocabulary :

o Sort o Category

Sample census questions for sorting Question worksheet Resources relate to census data: FactFinderCensus.gov (provides data related to other topics or for a specific zip code. Note: Some

census data are presented in percent or decimal form, and may not be as easily accessible or understood by all students).

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Question Words and Images

WHO?

Source: http://comps.canstockphoto.com/can-stock-photo_csp13947014.jpg

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http://comps.canstockphoto.com/can-stock-photo_csp13947014.jpg

WHAT?

Source: http://www.english-study-cafe.ru/images/school_things_voc.jpg

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http://www.english-study-cafe.ru/images/school_things_voc.jpg

WHERE?

Source: http://www.eslprintables.com.es/previewprintables/2008/nov/thumb811201951592428.jpg

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http://www.eslprintables.com.es/previewprintables/2008/nov/thumb811201951592428.jpg

WHEN?

Source: http://images.clipartpanda.com/classroom-schedule-clipart-RidKkX8pT.jpeg

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http://images.clipartpanda.com/classroom-schedule-clipart-RidKkX8pT.jpeg

HOW MANY?

Source: http://www.cliparthut.com/clip-arts/708/more-than-and-less-symbols-708544.png

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http://www.cliparthut.com/clip-arts/708/more-than-and-less-symbols-708544.png

HOW MUCH?

Source: Photograph, Pitcher of Lemonade

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1. Sort


Student repeats. Sort, sort, sort


Sort the questions into categories by question word (e.g., who, what, where) or categories (e.g., food, pets, country of origin).


To sort is to place or arrange according to class, kind, or size; classify.


To sort or group is to separate things in a special way, such as by color, size, or alphabetically (e.g., blue, red, black; 4, 8, 16; a, b, c).


The word sort is a verb. It shows an action.


I can sort fruit by color, size, juice/not juice, etc. Provide an example of things to sort in the classroom and share it with students in a sentence using the word sort.

Practice using the word sort with the following sentence frame: “I can sort … by …” (e.g., “I can sort students by gender”; “I can sort boys by height”; “I can sort girls by hair length”; “I can sort students by country of origin”). Share your ideas with a partner and listen to them share, ping-pong style (taking turns), for five to six rounds.


Today, we are going to be learning about sorting things into different categories. Later on, you will be doing activities where you will be sorting census questions into different topics.

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2. Category

Steps Example1. Teacher says the word. Student

repeats. Category, category, category


You can sort census questions into categories.


The dictionary defines a category as “a group of people or things that are similar in some way” (Source: Merriam-Webster Learner’s Dictionary).


A category is a small group of things that are similar. We can organize lists of things into different categories. For example, categories of animals include mammals, reptiles, fish, and birds. Categories of cars include four-door cars, two-door cars, convertibles, etc.


The word category is a noun. It tells you the name of a thing—a small group of similar things. Categories is the plural form of this noun, and we use it when there is more than one category. Notice that the spelling of category changes when we make it plural: instead of ending in -y, it ends in -ies.


Almost anything can be organized or sorted into categories. For example, American coins can be sorted into several small groups or categories: pennies, nickels, dimes, and quarters. Vehicles can be sorted into cars, trucks, trains, and bicycles.

Practice using the word category or categories with the following sentence frame: “… can be sorted into …, …, and …” Share your ideas with a partner and listen to them share, ping-pong style (taking turns), for five to six rounds.

7. Teacher reminds and explains to students of how new words will be used. There is NO writing by students at this time.

Your group will sort a list of census questions into categories. You can choose the categories. For example, you can sort questions into categories by question word (what, how many, etc.) or by topic (education, language, etc.).

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http://learnersdictionary.com/definition/categories

Sample Census Questions to Sort

Teacher instructions: Print or write each sentence on a separate slip of paper or sentence strip prior to sorting.

What is your birthplace?

What is your country of origin?

What is your continent of origin?

What is your country of citizenship?

Are you a U.S. citizen?

Are you a citizen of two or more countries?

Are you a native born citizen?

Are you a naturalized citizen?(A naturalized U.S. citizen is a person who is born a citizen of another country and becomes a U.S. citizen later in life.)

Are you a student?

Where do you go to school?

What grade are you in?

How many students are in your family?

How old are you?

What is your education level?

How many languages do you speak?

Do you speak English and another language?

What language do you speak most at home?

How many televisions do you have at home?

How many hours of television do you watch per day?

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Question Worksheet

1. Present progressive questions with to be (am, is, are)

Definition: Questions can be used to obtain information. Most important question words: who, what, where, when, why, which, how, how much, how many.

Rules ExamplesTo form a yes/no question, change the order of the pronoun and the verb to be (am, is, are).

She is studying.

Is she studying?Answer yes/no questions with yes or no + information from the question.

Yes, she is studying.No, she is not studying.

To form a question requesting information, write down the question word first, then to be (am, is, are), then the pronoun (you, he, she, etc.), and finally the rest of the question.

What is she studying? She is studying English. Where is she studying? She is studying at the library.When is she studying? She is studying in the afternoon.Why is she studying? She is studying because she has a test . How many hours is she studying? She is studying for two hours.Who is studying? She is studying.

Source: http://images.clipartpanda.com/college-student-studying-clipart-Girlstudying.jpg

Answer questions requesting more information with a complete sentence that starts with the pronoun (you, he, she, etc.), then to be (am, is, are), and finally the rest of the answer. End all questions with a question mark (?).

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http://images.clipartpanda.com/college-student-studying-clipart-Girlstudying.jpg

2. Past progressive questions with to be (am, is, are)


Rules ExamplesTo form a yes/no question, change the order of the pronoun and the verb to be (was, were).

She was studying.

Was she studying?Answer yes/no questions with yes or no + information from the question.

Yes, she was studying.No, she was not studying.

To form a question requesting information, write down the question word first, then to be (was, were), then the pronoun (you, he, she, etc.), and finally the rest of the question.

What was she studying? She was studying English. Where was she studying? She was studying at the library.When was she studying? She was studying in the afternoon.Why was she studying? She was studying because she has a test . How many hours was she studying? She was studying for two hours.Who was studying? She was studying.

Source: http://images.clipartpanda.com/college-student-studying-clipart-Girlstudying.jpg

Answer questions requesting more information with a complete sentence that starts with the pronoun (you, he, she, etc.), then to be (was, were), and finally the rest of the answer. End all questions with a question mark (?).

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http://images.clipartpanda.com/college-student-studying-clipart-Girlstudying.jpg

3. Present tense questions with do (do, does)


Rules ExamplesTo form a yes/no question, change the order of the pronoun and the verb do (do, does). Use the base form of the verb.

She does study.

Does she study? Answer yes/no questions with yes or no + information from the question. When the answer is yes, make sure to

add -s to the third person singular (he, she, it).

When the answer is no, use the base form of the verb (no -s).

Yes, she studies.No, she does not study. (no -s on study)

To form a question requesting information, write down the question word first, then to be (am, is, are), then the pronoun (you, he, she, etc.), and finally the rest of the question.

What does she study? She studies English. Where does she study? She studies at the library.When does she study? She studies in the afternoon.Why does she study? She studies because she has a test . How many hours does she study? She studies for two hours.Who studies? She studies.

Source:https:// trashedsf.files.wordpress.com/2011/11/studying.gif

Answer questions requesting more information with a complete sentence that starts with the pronoun (you, he, she, etc.), then to be (am, is, are), and finally the rest of the answer.

End all questions with a question mark (?).

4. Past tense questions with do (did)

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https://trashedsf.files.wordpress.com/2011/11/studying.gif




Rules ExamplesTo form a yes/no question, change the order of the pronoun and the verb do (did). Use the base form of the verb.

She did study.

Did she study?Answer yes/no questions with yes or no + information from the question.

Yes, she studied.No, she did not study.

To form a question requesting information, write down the question word first, then do (did), then the pronoun (you, he, she, etc.), and finally the rest of the question.

What did she study? She studied English. Where did she study? She studied at the library.When did she study? She studied in the afternoon.Why did she study? She studied because she has a test . How many hours did she study? She studied for two hours.Who studied? She studied.

Source:https://trashedsf.files.wordpress.com/2011/11/studying.gif

Answer questions requesting more information with a complete sentence that starts with the pronoun (you, he, she, etc.), then to do (did), and finally the rest of the answer. End all questions with a question mark (?).

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Lesson 3Day 3

Interpreting Census Data from Basic Tables and Graphs

Estimated Time: 50 minutes

Brief overview of lesson: Students will analyze census data presented in tables and bar graphs, and they will identify key information presented. They will practice explaining these data by making descriptive statements such as “Some people speak only English” and comparative statements such as “More people speak other languages at home than Spanish.”


Vocabulary introduced in previous lessons. Formulating/answering questions.






Language Objective Essential Questions Addressed in This LessonStudents will be able to interpret information presented in tables and graphs using comparative and superlative adjectives (e.g., more than, less than, most).



Assessment Formative assessment: Assess student ability to use learned language to analyze census data on tables and graphs. Formative assessment: Assess student ability to apply learned language to ask and answer questions pertaining to the census. Formative assessment: Assess student application of learned language in the exit ticket (e.g., using language to form comparative

statements describing data). Thinking Space: What Academic Language Will Be Practiced in This Lesson?

Discourse Dimension Sentence Dimension Word DimensionSocial instructional language; visually presented information in tables and bar graphs.

Comparative and superlative sentence structure.

Comparative and superlative adjectives (more than, less than, most, least, some, all); topic-related vocabulary (census, table, graph).

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Instructional Tips/Strategies/Suggestions for Teacher Use a straight edge, or a ruler, to help read bar graphs. Consider extending this lesson to allow for additional practice saying long numbers. Consider introducing fewer than in this lesson. If so, discuss when to use fewer than and when to use less than. Based on your students’ backgrounds and experiences, select alternate tables and graphs from the census to discuss. When introducing more than, discuss the difference between more than and more … than … For example, post two sentences for

students on the board such as: “The students in our class like ice cream more than candy. More students in our class like soccer than football.” Ask students to note the differences between these sentences. Help students to see that when using more… than…, content is introduced in between the comparatives.

Use formative assessments to assess student progress toward lesson objective(s) and unit goals. Make changes to instruction on following lessons/days, as needed, based on assessment results.

Depending upon student familiarity with tables and bar graphs, consider beginning by showing students sample tables and bar graphs with everyday information.

Please note: Although this unit explores mathematic concepts and the corresponding language used to discuss these concepts, this is an ESL unit. This ESL unit is not the same as a sheltered Mathematics unit. It is intended to be taught by an ESL teacher, and collaboration with the content teacher is essential. It is also important to keep in mind that in addition to the dedicated, language-focused instruction outlined in this unit, ELs must also have access to all core academic content instruction. Therefore, in the lessons in this unit, students will not be explicitly taught and assessed on mathematical concepts. Use of these concepts is the context that serves as the vehicle for language development.

STUDENT CONSIDERATIONSSociocultural ImplicationsStudents may be unfamiliar with reading visual representations of data (such as graphs). Anticipated Student Pre-Conceptions/MisconceptionsTable is a multiple-meaning word that varies according to context. Some students may not be familiar with the math-related meaning of the word table in this lesson. Explicitly address the math-related meaning of the word table during the lesson.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to interpret information presented in tables and graphs

using comparative and superlative adjectives (e.g., more than, less than, most).” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Introduce comparative and superlative language (e.g., some, all, no, more than, less than, most). Consider using the seven-step vocabulary teaching method. A sample for the word most is provided in the Lesson 3 Resources below.

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a. If students are not very familiar with comparative language, teach the target phrases by writing each one on the board, providing an explanation and example of it, and supporting these explanations with images. If students are familiar with these terms, write them on the board and ask students to share what they mean and to provide an example of each one. Select an appropriate number of comparative adjectives to introduce in this lesson. Suggested comparatives are: more than, less than, most.

b. Play “Stand Up If…” to review comparative language. First, go over game instructions: you will say a prompt and students are to stand up if they can answer yes to the prompt. Then, make “Stand Up If...” statements, such as: “Stand up if you have a brother”; “Stand up if you have a sister”; etc. Provide visual support for each statement as you say it. After each round, record student responses on the board using tallies and make comparative statements using some, all, no, more than, and less than, such as: “More students have a brother than a sister.”

c. Invite students to make comparative statements using these words and visual supports. d. Begin making connections to the spread and shape of data gathered during the game and recorded on the board. This will begin

to immerse students in the language of statistics and is only meant to begin to cultivate the building blocks needed to discuss these concepts. You can pre-teach spread and shape in this lesson to discuss data gathered during the game. However, the language needed to discuss these concepts will be explicitly addressed and developed further in subsequent lessons.

During the Lesson1. Introduce data from the census represented in tables and bar graphs.

a. Show a sample table, pointing to, labeling, and explaining table features such as title, categories, and quantities. Categories refer to information located next to the matching quantity.

Provide options for perception, such as giving students a printed copy of the table, or sharing it in a digital file so students can see it on a computer.

b. Show a sample bar graph, pointing to, labeling, and explaining bar graph features such as title, horizontal category headings, vertical number line, and individual bars. Model how to use a straight edge to trace across the top of each bar to the vertical number line to identify the quantity represented by each bar.

Provide options for perception, such as giving students a printed copy of the table, or sharing it in a digital file so students can see it on a computer.

c. Provide opportunities for students to practice analyzing information represented in tables and graphs. Give students sample census tables and graphs and have them identify titles and other relevant features of sample tables and graphs in small groups.

2. Give students an opportunity to analyze census data represented in tables and graphs. a. Give students index cards with questions related to census data presented in the tables and bar graph (e.g., “How many people

ride the bus to work?”). Ask students to take turns asking their question to the whole class, and then instruct the rest of the students to locate the answer in the table(s) and graph(s) provided.

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Provide options for physical action, such as having students find the answer to the questions in small groups first, then sharing as a whole class. This allows time for students to build and share their own ideas before turning to the larger group.

b. Ask small groups to make descriptive and comparative statements with census data on the tables and graphs they have analyzed. Provide students with sentence frames and a word bank of key comparative vocabulary introduced in the lesson (some, all, no, more than, and less than). Afterwards, ask groups to present their statements to the whole class.

Lesson Closing 1. Have students complete an exit ticket. Show a table and a bar graph with related census data (or give students a printed version of

the table and bar graph). Ask students to compare data in the table and graph and write three comparative/superlative statements using appropriate language (e.g., some, more than, less than, most). After completing the statements, have students share them with a partner or a small group.

Provide options for perception and physical action, such as using a computer to view and complete.

2. Optional activity: If students began a journal or learning log in previous lessons, ask them to answer a prompt such as: “How can people use comparative statements to report or tell others about information gathered in a census?”

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Lesson 3 Resources Sample “Stand Up If…” statements Sample census data tables and graphs (give students the tables and graphs; summary paragraphs will be focused on in Lesson 4):

o Massachusetts: Place of Birth and Citizenship Status o Massachusetts: School Enrollment o Massachusetts: Educational Attainment o Massachusetts: World Region of Birth o Massachusetts: Language Spoken at Home

Sample comparing/contrasting and summarizing sentence frames Sample visual support for key comparative adjectives (e.g., more than, fewer than) Seven-step vocabulary teaching method for key vocabulary: most

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Sample “Stand Up If…” Statements

You have a brother. You have a sister. You have NO brothers or sisters. You speak Spanish at home. You speak Bengali at home. You speak Haitian Creole at home. You speak English and another language at home. You come to school by school bus. You come to school by car or taxi. You come to school by public transportation (train, subway, city bus). You walk to school.

(Include additional categories or modify these categories to reflect your students’ background and experiences.)

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Sample Census Data Tables and Graphs

(Information compiled from FactFinderCensus.org)

1. MASSACHUSETTS: PLACE OF BIRTH AND CITIZENSHIP STATUS (2013 data)These data show the number of people born in Massachusetts and other places. It also shows the number of people in

Massachusetts who are not U.S. citizens and who are U.S. citizens by birth or by naturalization.

Born a U.S. citizen 5,613,350Born in Massachusetts 4,149,035Born in another U.S. state 1,296,977Born outside the United States 167,338

Puerto Rico 110,050U.S. Island areas 2,055Born of American parents in another country 55,233

Not born a U.S. citizen 991,708Naturalized U.S. citizen* 500,860Not a U.S. citizen 490,848

*A naturalized U.S. citizen is a person who is born a citizen of another country and becomes a U.S. citizen later in life.

DESCRIPTIVE PARAGRAPH 1 Highlight the topic sentence in pink. Highlight details that support the topic sentence in yellow. Then, make ONE or TWO statements that describe the main idea of the paragraph. Use sentence frames as needed.

These data show the number of people born in Massachusetts and other places. The data also shows the number of people in Massachusetts who are not U.S. citizens and who are U.S. citizens by birth or by naturalization. A born U.S. citizen might be born in Massachusetts or another state, Puerto Rico, or another island territory of the United States. A person can also be born a U.S. citizen if they have U.S. citizen parents who live in another country. A naturalized U.S. citizen is a person who is born a citizen of another country and becomes a U.S. citizen later in life. Most people living in Massachusetts were born in Massachusetts.

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MASSACHUSETTS: PLACE OF BIRTH AND CITIZENSHIP STATUS (2013 data)

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2. MASSACHUSETTS SCHOOL ENROLLMENT (2013 data)These data show the number of Massachusetts residents age 3 and older reported currently enrolled in school at the

time of the census.(Information compiled from FactFinderCensus.gov)

Population 3 years and over enrolled in school

1,761,917

Nursery school, pre-school 113,908Kindergarten 80,372Elementary School (grades 1–8) 625,060High School (grades 9–12) 343,225College or graduate school 599,352

DESCRIPTIVE PARAGRAPH 2

Highlight the topic sentence in pink. Highlight details that support the topic sentence in yellow. Then, make ONE or TWO statements that describe the main idea of the paragraph. Use sentence frames as needed.

These data show the number of students enrolled in school at the time of the census. In Massachusetts, students can enter pre-school at the age of 3. Most students surveyed are reported to be in elementary school, grades 1–8. The census takers consider grades 6–8 to be part of elementary school, even though we usually call it middle school. The smallest group of students is found in kindergarten. There is a big gap between the number of students going to elementary school and high school; the number of students enrolled in Massachusetts high school (grades 9–12) is almost half of the students reported in all elementary school grades 1–8.

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http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_3YR_DP02&prodType=table

MASSACHUSETTS: SCHOOL ENROLLMENT (2013 data)

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3. MASSACHUSETTS: EDUCATIONAL ATTAINMENT (2013)These data show the highest education level attained by Massachusetts residents age 25 and over.

Population 25 years and over 4,556,615Less than 9th grade 221,1209th to 12th grade 253,251High school graduate or GED 1,178,133Some college, no degree 748,186Associate’s degree 351,164Bachelor’s degree 1,018,465Graduate or professional degree 786,296


These data show the highest education level attained by Massachusetts residents age 25 and over. Census takers asked a total of 4,556,615 people in Massachusetts what the highest grade was that they completed in school. Of that number, 221,120 left school before high school, 253,251 people attended some high school but did not graduate, 1,178,133 people either graduated high school or earned their graduation equivalency (GED), 748,186 people started college but did not finish their degree, 351,164 earned their associate’s degree (usually comprising 2 years of full-time study), and 1,018,465 earned their bachelor’s degree (usually comprising 4 years of full-time study). In Massachusetts, the number of people who earned a graduate degree beyond their bachelor’s (a master’s or Doctoral degree) is 786,296.

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MASSACHUSETTS: EDUCATIONAL ATTAINMENT (2013)

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4. MASSACHUSETTS: WORLD REGION OF BIRTH (2013)These data describe the regions from which Massachusetts residents born outside the United States originated.

Number of Massachusetts residents born outside the United States (does not include people born at sea)

1,010,456

Europe 233,743Asia 297,715Africa 86,120Oceania* 3,294Latin America 359,220North America 30,364

*Oceania is a region of the Pacific Ocean that includes Australia, New Zealand, Papua New Guinea, and the islands that comprise Polynesia, Melanesia, and Micronesia.


These data describe the world regions where some people in Massachusetts were born outside the United States. Most people in Massachusetts who were born outside the United States are from Latin America (359,220). The numbers of people born in Europe and Asia who now live in Massachusetts are 233,743 and 297,715, respectively. The region with the smallest number of people coming to live in Massachusetts is Oceania. Oceania is a region of the Pacific Ocean that includes Australia, New Zealand, Papua New Guinea, and the islands that comprise Polynesia, Melanesia, and Micronesia.

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MASSACHUSETTS: WORLD REGION OF BIRTH (2013)

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5. MASSACHUSETTS: LANGUAGE SPOKEN AT HOME (2013)These data show the number of people in Massachusetts 5 years and older who speak different languages at home.

Population 5 years and older 6,282,776English only 4,884,085Language other than English 1,398,691

Spanish 519,900Other Indo-European* languages 555,258Asian and Pacific Islander languages 246,051Other languages 77,482

*Indo-European describes most of the languages spoken in Europe, the Middle East, and India.


These data show the number of people in Massachusetts 5 years and older who speak different languages at home. Children younger than 5 are just learning to speak and their home languages were not recorded. Most people living in Massachusetts speak only English at home. Out of the other languages spoken at home, Spanish is the most common, with 519,900 speakers. Other Indo-European languages are spoken at home by 555,258 people. Indo-European languages include most of the languages spoken in Europe, India, and the Middle East. Out of those surveyed, 246,051 people speak Asian and Pacific Islander languages, while 77,482 people speak other languages not included in the previous categories.

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MASSACHUSETTS: LANGUAGE SPOKEN AT HOME (2013)

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Sample Comparing/Contrasting and Summarizing Sentence Frames

1. Compare and Contrast Sentence Frames: Some ________________ are __________________. All ________________ are ________________. No ________________ are ________________. More_________________________________ than_______________________. More people are ________________ than ________________. More people speak ________________ than ________________. More people have ________________ than have ________________. Most people are __________________. Most people speak ________________. Most people have _________________. Less (fewer) ________________ than ________________. Less (fewer) people are ________________ than ________________. Less (fewer) people speak ________________ than ________________. Less (fewer) people have ________________ than have ________________.

2. Summarize: This table shows ________________. This graph shows ________________.

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Sample Visual Support for Introducing Compare and Contrast Language

Source: These and other visual word wall cards can be found at GraniteSchools.org

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http://www.graniteschools.org/mathvocabulary/vocabulary-cards/


1. Most


Student repeats.Most, most, most


“Most people living in Massachusetts were born in Massachusetts.”


Most means the majority, or close to all.


When talking about data, most is the biggest number, or value, in the data.


The word most is an adjective (superlative). It is used to compare two or more things and say which one has the majority or is the biggest number.


Turn to your partner and describe something true about most students in your class using this sentence frame: “Most students are _________________.” For example, you could say “Most students in class are in the 6th grade.”

Listen to your partner as he/she shares his/her sentence with most.7. Teacher reminds and

explains to students how new words will be used.

Today, we are going to be learning about range. To find the range of a data set, or a group of data, you need to identify the biggest number or the most.

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Lesson 4Day 4

Analyzing Information from Summaries Estimated Time: 50 minutes

Brief overview of lesson: Students will learn about summaries. They will then analyze paragraphs that summarize census data and identify their main idea and supporting details. They will use this information to write summaries about these paragraphs using comparative language introduced in earlier lessons.


Familiarity analyzing information presented visually in tables and graphs. Basic understanding of what main ideas and supporting details are, and how to identify them in text.





CSS.MATH.6.SP.2—Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center, spread, and overall shape.

CCSS.MATH.6.SP.1—Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.


Language Objective Essential Questions Addressed in This LessonStudents will be able to summarize census information using sentence frames that incorporate comparative language (e.g., more than, less than).


Assessment Formative assessment: Assess student application of learned language to create paragraph summaries using sentence frames. Formative assessment: Assess student application of learned language to summarize what they learned in the exit ticket. Self-assessment: Students will self-monitor learning when they summarize what they learned in the exit ticket.

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Social instructional language; brief explanatory paragraphs composed of simple and some compound and complex sentences with limited cohesion between ideas; summarizing information.

Comparative sentence structure. Comparative adjectives (more than, less than, most, least, some, all); topic-related vocabulary (census, table, graph).

Instructional Tips/Strategies/Suggestions for Teacher Make sure all students have their data tables, bar graphs, and sentence frames from Lesson 3 available throughout this lesson. Depending upon student familiarity and comfort with identifying the main idea and supporting details in text, consider providing

additional practice with these concepts before analyzing census summary paragraphs. Consider explicitly teaching the following topic-related vocabulary: enrollment, population, resident, educational attainment. Teach students explicitly how you would like them to organize and store materials from one lesson to another. For example, teach

students how to set up a binder with dividers for different lessons, or provide bins or shelves in the classroom for students to store materials. Middle school students generally need significant support and guidance to help them stay organized.

Use formative assessments to assess student progress toward lesson objective(s) and unit goals. Make changes to instruction on following lessons/days, as needed, based on assessment results.

STUDENT CONSIDERATIONSSociocultural ImplicationsPlagiarism and cheating are perceived differently in some cultures. In different countries, it is perfectly acceptable to copy from classmates or other sources without citing them. Discuss the difference between helping each other and copying from each other. Refer to the “Collaboration” and “Meets Deadlines” rows of the CEPA rubric to help set guidelines for group work.Anticipated Student Pre-Conceptions/MisconceptionsSome students may think summarizing is simply to paraphrase or restate what was read. Emphasize how summarizing is to state main ideas from a text, not all the ideas presented in a text.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to summarize census information using sentence frames that

incorporate comparative language (e.g., more than, less than).” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Activate student prior knowledge about summaries. Write the word summary on the board and ask students to share any ideas they have about what summaries are and how to create summaries. Prompt students with questions such as: “What is a summary? What

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are the important parts of a summary? Have you ever done a summary here or in your country of origin? If so, how did you do it? How much should we write when doing a summary?” Consider having students answer these questions in small groups or with a partner first, and then discussing as a whole class.

During the Lesson1. Introduce summaries.

a. Review the summary tip sheet, emphasizing the most important big idea about summaries: they include only the most important information.

Provide options for perception, such as projecting the tip sheet, providing students with a printed version of the tip sheet, or having students view it on a computer.

b. With student help, co-create a summary anchor chart with a definition and key parts of a summary: main idea/topic sentence and supporting detail(s). Keep it posted for student reference. Depending upon student familiarity and comfort with identifying the main idea and supporting details in text, consider providing additional practice with these concepts before analyzing census summary paragraphs.

2. Practice identifying main ideas and supporting details from census summary paragraphs. Provide students with a graphic organizer, as needed, to show the relationship between the main idea and supporting details. a. Ask students to take out the census tables, graphs, and descriptive paragraphs from Lesson 3. Highlight how there are

descriptive paragraphs for each table. b. Model how to find the topic sentence/main idea of one of the descriptive paragraphs. Use a think-aloud to explain your

reasoning.c. Practice identifying the topic sentence/main idea of another one of the descriptive paragraphs. As students assist you in

identifying it, ask them to share and justify their reasoning.d. Instruct students to look at a third census data table, read its corresponding descriptive paragraph, and highlight its topic

sentence in small groups or with a partner. Remind them that the topic sentence tells the reader what the paragraph is about, or the main idea of the summary. After students have identified the main idea/topic sentence, discuss it as a whole class.

e. Model how to identify details supporting the main idea from one of the summary paragraphs. Use a think-aloud to explain your reasoning.

f. Practice identifying supporting details from another one of the descriptive paragraphs. As students assist you in identifying these details, ask them to share and justify their reasoning.

g. Instruct students to look at a third descriptive paragraph and identify supporting details for the main idea in small groups or with a partner. After students have identified supporting details, discuss them as a whole class.

h. Look at the topic sentences/main ideas and supporting details for each paragraph and model how to create a summary of the first paragraph using summarizing sentence frames related to that paragraph. Then ask students to create a summary for the

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remaining paragraphs with a small group or a partner using sentence frames related to their assigned paragraph. Lesson Closing1. Make the connection for students that there is variability in the data related to the questions. This will begin to immerse students in

the language of statistics, building toward the content connections.

2. Ask students to complete an exit ticket where they explain one thing they have a question about, two things they learned, and three things that they know they can build on. This is a way for students to summarize the main idea of this lesson. Use the exit ticket to assess student understanding of the lesson.

Provide options for perception, such as projecting the exit ticket, providing students with a printed copy of it, or having students use a computer or text-to-speech readers.

Provide options for physical action, such as projecting the exit ticket and having students record their responses on a separate piece of paper; giving students blank, enlarged printed versions of the exit ticket to complete; or letting students complete it on a computer.

3. Optional activities: a. Have students summarize one additional descriptive paragraph, identifying its topic sentence/main idea and supporting details

and writing a summary statement or brief paragraph.

Provide options for perception, such as using text-to-speech readers or viewing descriptive paragraphs on a computer.

Provide options for physical action, such as using a computer to write the summary.

b. If students began using a learning log, journal, or reflection/reaction notebook in earlier lessons, have them reflect on how the method of displaying information can impact how effectively the information is conveyed. Ask students to compare tables, graphs, and the descriptive paragraphs, thinking about the purpose of each type of display and when it would be better to use one method or another for reporting information. For example, ask students to think about prompts such as: “If you had to report the results of a census, how would you display the information gathered: with a table, a bar graph, or a descriptive paragraph? Why?”; “Which way of displaying census information seems better: tables, graphs, or descriptive paragraphs? Why?”

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Lesson 4 Resources Sample census tables, bar graphs, and descriptive paragraphs (from Lesson 3) Sample visual support for key comparative adjectives (more than, fewer than) (from Lesson 3) Comparing/contrasting and summarizing sentence frames (from Lesson 3) Sample main idea and details graphic organizer Summary sentence frames for teacher reference (one for each descriptive paragraph) Summary tip sheet Exit ticket

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Main Idea and Details Graphic Organizer

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Sample Summary Sentence Frames for Teacher Reference

1. MASSACHUSETTS: PLACE OF BIRTH AND CITIZENSHIP STATUS (2013 data)Sentence frame: This table shows __________________. More people are __________________ than are __________________. Less (fewer) people are __________________ than are __________________. Some __________________ are __________________.

This table shows place of birth and citizenship status for 2013. Some people are born in Massachusetts and some people are born in other states or other countries. Some people in Massachusetts are U.S. citizens and some people are citizens of other countries.

2. MASSACHUSETTS: SCHOOL ENROLLMENT (2013 data)Sentence frames: This table shows __________________. More people are __________________ than are __________________. Less (fewer) people are __________________ than are __________________. Most __________________ are __________________. All __________________ are __________________.

This table shows Massachusetts school enrollment for 2013. Most students in Massachusetts are in elementary school (grades 1–8). All students in Massachusetts are age 3 or older.

3. MASSACHUSETTS: EDUCATIONAL ATTAINMENT (2013)Sentence frames: This table shows __________________. More people have __________________ than have __________________. Less (fewer) people have __________________ than have __________________. Most __________________ have __________________.

This table shows Massachusetts educational attainment for 2013. More people in Massachusetts have bachelor’s degrees than have associate’s degrees. Most people in Massachusetts have a high school diploma.

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4. MASSACHUSETTS: WORLD REGION OF BIRTH (2013) This table shows __________________. More people are __________________ than are __________________. Less (fewer) people are __________________ than are __________________. Most __________________ are __________________.

This table shows the world region of birth for Massachusetts residents in s2013. Most people born in other countries are from Latin America.

5. MASSACHUSETTS: LANGUAGE SPOKEN AT HOME (2013) This table shows __________________. More people speak __________________ than speak __________________. Less (fewer) people speak __________________ than speak __________________. Most __________________ speak __________________.

This table shows the languages spoken at home in Massachusetts for 2013. Most people speak English at home. For people who speak other languages at home, more people speak Spanish than any other single language.

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Summary Tip Sheet

A summary is a short description of something you read. It tells only the most important parts.

The most important step in summarizing is to decide what information is essential or necessary to understand the main idea of the text. Your summary should reflect the true meaning of the original text, but it should not include details that are not essential to understanding the main idea communicated in the text.

Rules for Summarizing Take out extra information or specific details not essential to understanding the main idea of the text. Take out repeated information. Put related ideas in one category. For example: sisters, brothers, aunts, uncles, etc. = family members; horses, cows, tigers,

etc. = animals. State the main idea of the text.

Tips for Summarizing a Text Take notes. Highlight important information.

“Less is more.” This means: A shorter summary is a better summary.

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Exit Ticket

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Lesson 5Day 5

Describing Previous Challenges Estimated Time: 50 minutes

Brief overview of lesson: Students will learn about the past tense and use learned language to brainstorm challenges they faced when they were new to the United States or their school. They will also share ways in which they overcame these challenges.


Familiarity with the past tense. Familiarity with question words. Familiarity with comparative and superlative adjectives.



G.2 Recount by summarizing statistical data. CCSS.MATH.6.SP.2—Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center, spread, and overall shape.

Language Objective Essential Questions Addressed in This LessonStudents will be able to state previous challenges they faced when they were new to the United States or their current school using the past tense.



Assessment Formative assessment: Assess student ability to use learned language to identify and use verbs in the past tense. Formative assessment: Assess student ability to use learned language to ask and answer questions in the past tense. Formative assessment: Assess student ability to use the past tense to orally describe challenges they faced when they were new to

the United States or their current school during the brainstorm. Formative assessment: Assess student ability to apply learned language to write about challenges faced using verbs in the past

tense in the exit ticket. Thinking Space: What Academic Language Will Be Practiced in This Lesson?

Discourse Dimension Sentence Dimension Word DimensionSocial instructional language; orally stating and listening to other present ideas with supporting details; writing short statements stating a main idea.

Simple and some complex and compound sentences in past and present tense.

Topic-related vocabulary (e.g., challenges, problems, support, overcome); past tense forms of common regular and irregular verbs (e.g., came, was, had, went, understood); summary language (main ideas, topic sentence, supporting details, conclusion).

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Instructional Tips/Strategies/Suggestions for TeacherKeep the irregular past tense verbs anchor chart posted for future reference.

STUDENT CONSIDERATIONSSociocultural Implications Some students may need to be reminded about taking turns when speaking and respecting the challenges others have faced by

listening attentively and responding with appropriate comments. Students might be reluctant to share personal or family information because of their immigration/citizenship status.Anticipated Student Pre-Conceptions/MisconceptionsStudents might believe that all past tense verbs follow the regular -ed pattern.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to state previous challenges they faced when they were new

to the United States or their current school using the past tense.” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Introduce or review the past tense.a. List the following five verbs on a past tense verbs anchor chart before the students enter the class: come/came, is/was,

have/had, go/went, understand/understood. Consider including additional common irregular verbs (such as get/got).b. Explain how when speaking about the past, some verbs change and have an -ed ending (regular verbs), while others change in

different ways (irregular verbs). Point to the listed verbs and explain how they are irregular verbs. Do a call-and-response with these verbs, saying the present tense form and asking students to respond with the corresponding past tense form of the verb. (e.g., teacher says come and the students respond with came).

c. Share and/or create sample sentences using the past tense form of these verbs, and write them on the anchor chart.d. Invite students to share additional common irregular verbs that could be useful for discussing challenges or problems people

have. Record all student responses on the chart paper. e. Model for students how to formulate and answer questions in the past tense. f. Introduce negative forms in the past tense, such as did not and could not to build the language needed to discuss challenges

students faced when they first arrived in the United States. During the Lesson1. Provide additional practice with the past tense.

a. Give students an index card with a regular verb on one side and irregular verb on the other side. One at a time, write and say the

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past tense form of one of the verbs students have on their cards, interspersing regular and irregular verbs. Ask students to hold up the correct verb card related to the verb you say.

b. Play a game such as “Irregular Verb Bingo.” Give each student a 5x5 bingo grid and a list of present and past tense forms of common regular and irregular verbs. Instruct students to copy each verb into one of the blank spaces on their bingo grid. Then call out the present or past tense form of a verb on their list. Ask students to find the opposite tense and place an X or a token over that space (e.g., call out “find the past tense form of understand” and students mark understood; call out “find the present tense form of came” and students mark come). The first student to get bingo wins and has to list the matching present and past tense forms of verbs that were called out during the game. Teacher tip: To make reusable bingo grids, give students buttons, paperclips, or other small objects to use as tokens. This activity can serve as a formative assessment of students’ ability to change verbs into past and present tense forms.

2. Introduce challenges by explaining what the word means and brainstorm challenges students faced when they first came to the United States or first came to school. a. For example, ask students: “What was difficult on your first day of school? What was the most difficult challenge you faced?

Where did you live when you first came here? Did you understand about the school day? What was your first day like? Did you understand how to get to school? How did you get to school? Did your family come with you to the United States? Who came with you to the United States? Did you have friends here? What supports did you use?” As students share, record the challenges presented on chart paper. Alternatively, consider having students discuss these questions in small groups or with a partner first, and then as a whole class. This gives students time to build and practice sharing their own ideas with smaller groups before doing so with the whole class, where not all students are as comfortable sharing their ideas.

Provide options for perception, such as a shared file so that students may view this on a computer.

Lesson Closing1. Have students complete an exit ticket where they write about one challenge they faced when they first came to the United States or

their current school using the past tense. Alternatively, have students answer a prompt in a reflection journal, such as “What was one challenge you faced when you came to the United States or this school?” Afterwards, have a couple volunteers share their responses. This activity can serve as an informal assessment of students’ ability to use the past tense and form complete sentences.

Provide options for physical action, such as using a computer to record their thoughts.

2. Ask students to think about how they overcame these challenges, including specific steps they took and/or supports they used. Then have students share with a partner or small group.

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Lesson 5 Resources Bingo grid Sample information for the irregular past tense verbs anchor chart

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Bingo Grid

B I N G O

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Sample Information for the Past Tense Verbs Anchor Chart

To come/cameEvery day, I come to school by bus.Yesterday, I came to school by bus.Negative past tense: Yesterday, I did not come to school by bus.

To go/wentI go to the park every week.Yesterday, I went to the park.Negative past tense: Yesterday, I did not go to the park.

To have/hadToday, I have gym class.Yesterday, I had gym class.Negative past tense: Yesterday, I did not have gym class.

To be/was, wereToday, I am learning about the census.Yesterday, I was learning about the census.Negative past tense: Yesterday, I was not learning about the census.

Today, the students are learning about the census.Yesterday, the students were learning about the census.Negative past tense: Yesterday, the students were not learning about the census.

To understand/understoodToday, I understand my homework.Yesterday, I understood my homework.Negative past tense: Yesterday, I did not understand my homework.

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Lesson 6Day 6

Summarizing Challenges (Language Checkpoint) Estimated Time: 50 minutes

Brief overview of lesson: Students will use their Lesson 5 notes and exit ticket to write complete sentences describing their top three personal challenges. Then, in small groups, they will summarize the most common challenges shared by the members of their group and report them to the class. This lesson will serve as the language checkpoint.


Familiarity with summaries and the way in which summaries were created in Lesson 4.






Language Objective Essential Questions Addressed in This LessonStudents will be able to summarize challenges faced when they were new to the United States or their current school using the past tense.


Assessment Formative assessment: Assess student application of learned language to construct written summaries (in a small group or

individually). Formative assessment: Assess student application of all language learned in the unit thus far during small group discussion.


Social instructional language; responding to others by agreeing and disagreeing; summarizing information in brief informational paragraphs composed of simple and some complex or compound sentences with limited cohesion; providing evidence of reasoning to justify a claim.

Simple, compound, and complex sentences with because in past and present tense.

Topic-related vocabulary (e.g., challenges, problems, support, overcome); comparative adjectives (e.g., most, more); summary language (main ideas, topic sentence, supporting details, conclusion).

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Instructional Tips/Strategies/Suggestions for Teacher Make sure all students have their notes from Lesson 5 about challenges faced and the summary tip sheet from Lesson 4 available. Post Lesson 4’s summary anchor chart for student reference.

STUDENT CONSIDERATIONSSociocultural ImplicationsPlagiarism and cheating are perceived differently in some cultures. In different countries, it is perfectly acceptable to copy from classmates or other sources without citing them. Discuss the difference between helping each other and copying from each other. Refer to the “Collaboration” and “Meets Deadlines” rows of the CEPA rubric to help set guidelines for group work.Anticipated Student Pre-Conceptions/MisconceptionsSome students may think summarizing is simply to paraphrase or restate what was read. Emphasize how summarizing is to state main ideas from a text, not all the ideas presented in a text.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to summarize challenges faced when they were new to the

United States or their current school using the past tense.” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Review what summaries are by asking students to share what they already know about summaries. Consider having students discuss these questions in small groups or with a partner first, and then as a whole class. This gives students time to build and practice sharing their own ideas with smaller groups before doing so with the whole class, where not all students are as comfortable sharing their ideas. Then explain what a summary is.

During the Lesson1. Explain key components of a written summary.

a. Give students a copy of the “Summary Writing Outline” handout, and go over each one of the key components of a written summary: topic sentence/main idea, supporting details, and conclusion.

Provide options for perception, such as viewing the handout on a computer.

b. Ask a student volunteer to read a sample summary paragraph. Then highlight the topic sentence/main idea, supporting details, and conclusion in this sample paragraph. Make sure to explain how the supporting details are directly related to and elaborate on the topic sentence/main idea, and how the conclusion restates the topic sentence/main idea in the sample summary paragraph.

c. Depending on student familiarity with summaries, consider providing additional practice identifying topic sentences. Have

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students read additional texts about the census or about challenges faced by recent student immigrants, such as those in Scholastic’s It’s about Us: 2010 Census in Schools (containing several readings about the census: “U.S. Census Collecting—Collecting 200 Years of Data,” “Census Fact Sheet,” “Who Can Be Counted?,” or the “U.S. Census: Snapshot of a Nation”) and “Meet Young Immigrants.” Ask them to identify topic sentences/main ideas and supporting details in these texts with a partner or small group.

2. Revisit notes and the exit ticket from Lesson 5 about challenges faced by students when they first arrived to the United States or their current school. a. Explain how the whole class will write a summary about these challenges. For example, say: “Now we are going to write a

summary (paragraph or paragraphs) about the common challenges we discussed yesterday. Before we write our summary, we are going to work together to compare our top three challenges and identify the three most common challenges we faced. We will also talk about why these were challenges.”

b. Introduce the conjunction because as a word that can be used to explain one’s reasoning. Give an example of how to use because to explain why a particular event or thing was considered a challenge. Tell students of a challenge you faced when you were in school and explain why you thought it was a challenge using the word because (e.g., “When I was in 5th grade, my family moved to a new state. Changing schools was a challenge because I didn’t have any friends at my new school”).

c. Ask students to use their Lesson 5 notes to compare their top three challenges with other group members’ top three challenges. o Review how to agree and disagree respectfully and provide students with sentence frames such as “I agree with …, that was

a challenge for me”; “I disagree with …., this was not a challenge for me”; “I agree with … because …”; “I disagree with … because …” Model how to do this with another student.

o Have students practice sharing and comparing their top challenges.

d. Ask students to identify and list the most common challenges in their group using the past tense and comparative sentence frames, such as: “More of us faced … as a challenge”; “Most of us faced … as a challenge.” This activity provides a formative assessment of students’ ability to create comparative statements and use the past tense.

3. Introduce the sandwich chart as a graphic organizer students can use to create summaries. Note: Students who are more comfortable crafting summaries may not need to use the graphic organizer. a. Explain each part of the “sandwich” and how students can use it to create a summary about their challenges. For example, say:

“We will use this sandwich to organize each part of our summary. Notice that the top bun is for the topic sentence, which is about your first day at school. Your top three challenges are the three details, which are the tomatoes, lettuce, and cheese. The bottom bun is for your concluding sentence.”

b. Prompt students to use the conjunction because to elaborate on why a particular event or thing was a challenge. Provide a sentence frame, such as: “… was a challenge because …” This can help students to begin to think about using reasoning and evidence to support their statements.

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http://teacher.scholastic.com/activities/immigration/young_immigrants/


http://www.census.gov/schools/pdf/materials/cis_lesson_58US.pdf

c. Show a model of a completed sandwich chart.d. Give students time to complete the graphic organizer as a group, adding ideas they can use for their summaries (no need to

write complete sentences at this point).

4. Instruct students to begin writing complete sentences describing their top three personal challenges using ideas in their sandwich charts in small groups. Alternatively, depending upon student comfort and familiarity with writing summaries, consider having students work independently and then partner up to share their writing and peer edit each other’s work. a. Before writing, have groups designate specific roles to group members. For example, one student should act as the recorder,

writing down the group’s ideas. Another student should act as the peer editor, using the sandwich chart as a reference tool for checking that each summary component is present. A third student will serve as the speaker, sharing with the class after the summary is finished.

b. Tell students to begin working. Circulate and offer feedback, prompting students to use the past tense and explain their reasoning behind each chosen challenge using the conjunction because.

Provide options for physical action, such as using a computer to complete.

c. Ask each small group’s speaker to share the final summary. If students are working independently, have them share their summaries in small groups, before sharing with the class. This activity can serve as a formative assessment of students’ ability to write summaries.

Lesson Closing1. After all students have reported out their summaries, identify the top three challenges faced by most of the students in the class.

a. Identify the third challenge and write it down on the board using a sentence frame, such as: “Most of us identified … as a challenge because …”

b. Have students identify the next two most common challenges shared by the whole class using the same sentence frame. Record them on the board or a shared file. This activity can serve as a formative assessment of students’ ability to form sentences, use the past tense, and create comparative statements.

c. Make the connection that to complete this task, students gathered data as each group or individual presented to the class, then analyzed it/compared the data to select common challenges.

2. Optional activity: Have students record their thoughts in a reaction or reflection journal. Ask students to think about the similarities and differences between challenges faced by different classmates, as well as supports or services that could have helped them deal with these challenges. This can help students to begin to think about services or supports that could be put in place to help new students.

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Lesson 6 Resources Summary tip sheet from Lesson 4 Brainstorming notes and exit ticket from Lesson 5 Scholastic’s “Meet Young Immigrants” and It’s about Us: 2010 Census in Schools, containing the following readings about the census:

o “U.S. Census Collecting—Collecting 200 Years of Data” o “Census Fact Sheet” o “Who Can Be Counted?” o “U.S. Census: Snapshot of a Nation”

“Summary Writing Outline” handout Sandwich chart

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http://www.census.gov/schools/pdf/materials/cis_lesson_58US.pdf


Summary Writing Outline

Your summary should include three parts:

1. Topic sentence: Tells what your summary is about.2. Details: The middle sentences include important details related to your topic sentence.3. Conclusion: The conclusion tells the same idea as the topic sentence in different words. Some writers try to end with a

positive conclusion.

Try to include some or all of the following information in your summary:Who is the story about?Where does it take place?When does it take place?What is the main thing that happens?Why does it happen?

Sample Summary Paragraph:

My first day of school was difficult. First, I came on the bus and I had no friends. Then, I understood nothing because I had no English. Next, I had lunch alone and the food was different. In conclusion, my first day was hard and I hope tomorrow is better.

Who? IWhere? at schoolWhen? my first dayWhat? was hardWhy? I didn’t understand, I didn’t have friends

* A good summary gives a great deal of information using very few words. *

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Sandwich Chart

Source: http://www.readingrockets.org/strategies/paragraph_hamburger

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http://www.readingrockets.org/strategies/paragraph_hamburger

Lesson 7Day 7

Identifying Current Challenges Estimated Time: 50 minutes

Brief overview of lesson: Students will bridge from challenges they faced when they first arrived to current challenges they and their peers face in school today. They will compile a list of challenges and write affirmative and negative statements in present tense stating these challenges and what can be done to address them (e.g., “We don’t have enough time to eat lunch. We need more time for lunch each day”).


Familiarity with the present and past tense, sentence structure, and subject-verb agreement. Familiarity with present tense contractions for to be (e.g., I am = I’m).






Language Objective Essential Questions Addressed in This LessonStudents will be able to state current challenges faced by other students in their school community using the simple present tense and negative contractions.


Assessment Formative assessment: Assess student application (oral and written) of learned language during pair work (affirmative and

negative sentences about current challenges and possible solutions). Formative assessment: Assess student application of learned language in the exit ticket. Self-assessment: Students will use the CEPA checklist to self-monitor their learning and their progress in relation to the CEPA.


Social instructional language; providing evidence of reasoning to justify a claim using a few simple and complex sentences.

Present and past tenses; negative verb forms and related contractions (e.g., does not/doesn’t); complex sentences with because.

Topic-related vocabulary (e.g., challenges, problems, support, overcome).

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Instructional Tips/Strategies/Suggestions for Teacher Depending upon student familiarity and comfort with affirmative and negative statements, consider providing additional practice

with these language forms. Suggested activities are provided in the lesson sequence. Use formative assessments to assess student progress toward lesson objective(s) and unit goals. Make changes to instruction on

following lessons/days, as needed, based on assessment results.

STUDENT CONSIDERATIONSSociocultural ImplicationsRemind students about taking turns when speaking and respecting ideas others share.Anticipated Student Pre-Conceptions/Misconceptions Some students may mistakenly apply contractions to am not (amn’t) or confuse it with slang (ain’t). Some students may confuse contractions with the possessive use of the apostrophe. Some students may confuse grammatical terms such as apostrophe and comma.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to state current challenges faced by other students in their

school community using the simple present tense and negative contractions.” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Write a series of contractions on the board: don’t, doesn’t, isn’t, aren’t. Ask students to expand these terms using two words. For example, ask: “Can anyone tell me how I could say each of these words using two separate words?” Record student responses on the board, chart paper, or overhead.

Provide options for perception, such as having students view these on a computer.

During the Lesson1. Introduce the “Negative Contractions with To Be ” handout.

a. Distribute the handout to the students and post or project it. b. Read through it as a whole class, in partner pairs, or independently. Model sentence creation and/or co-construct sentences

with students.

Provide options for perception, such as viewing on a computer.

c. Ask students to complete the “You Try” sections of the handout independently, in pairs, or with a small group.

2. Introduce the “Present and Past Tense Negative Main Verb Contractions” handout.

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a. Distribute the handout to the students and post or project it. b. Read through it as a whole class, in partner pairs, or independently. Model sentence creation and/or co-construct sentences

with students.

Provide options for perception, such as viewing on a computer.

c. Ask students to complete the “You Try” sections of the handout independently, in pairs, or with a small group.

3. Provide additional practice with affirmative and negative statements with a game such as “Slap It!”a. Go over game instructions and model how to play the game. Explain to students how they will play with a partner, and that they

will have two decks or piles of index cards facing down. One deck will have the present tense affirmative form of a verb and the other will have the present tense negative form of the same verbs. The top card of the affirmative deck will be flipped up so students can read it. Then students in each pair will take turns flipping up the cards from the negative deck. If the verbs don’t match, then students put that card in a “discarded” pile. If the verbs match, students should slap the decks. The first student to slap a matching set of verbs collects all the cards in the negative deck, counts them, and writes this number on their score card. Then all the negative cards (the ones that the student won and the ones on the discarded pile) are combined and made into a new negative deck. Finally, the winning student flips a new affirmative card and the game begins again. Tell students they will have a certain amount of time to play; once that time is finished, each student will tally their score. The student with the highest score wins.

b. Distribute index cards with affirmative and negative forms of common verbs and game instructions to pairs and give students time to play.

4. Introduce the CEPA. Go over the CEPA instructions, rubric, and checklist, connecting to previous activities in the lesson, such as how students already identified challenges they faced in the past and how they overcame them. Explain how students will begin working on their CEPA by identifying current challenges faced by them and/or other students in their school/community. Then they will design and conduct their own census-style survey to collect, analyze, and summarize data about these challenges. Afterwards, they will present their findings and propose solutions/future actions for addressing the challenges they identified based on what they learned from their research. Make sure to point out how it often takes time, stamina, and patience to address challenges, and that students’ proposed solutions should reflect this reality.

5. Begin working on the CEPA by asking students to think about common challenges or problems that students face today and ways in which things can be changed to address these challenges and/or solve these problems. Remind students to use negative contractions when appropriate.a. Model how to identify a common current challenge and write an affirmative and/or negative statement that explains why what

was identified is a challenge using because (e.g., “We don’t have enough time to eat lunch. I think this is a challenge because my friends and I always rush trying to finish lunch before it’s time to go to class again”).

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b. Ask students to brainstorm challenges and/or problems and why they think these are challenges independently, writing negative and/or affirmative statements and using because to explain their reasoning. Prompt students’ thinking with questions such as: “What don’t we have? What don’t we understand? What do we need?” Also, consider giving students school-related categories where potential challenges may be identified, such as: after-school programs (e.g., clubs, sports, extra-help), lunch (e.g., length of lunch, the time of lunch), technology (e.g., computer use in school, computer use in class, computer use at home), new students (e.g., unfamiliarity with the building, supports or lack of supports in place, unfamiliarity with school norms, not knowing other students yet), etc. As students are working, circulate and offer specific feedback on student constructions of affirmative and/or negative statements and student use of negative contractions.

Provide options for physical action, such as using a computer, or recording ideas in a notebook or on Post-Its.

c. Have students share their ideas with a partner or small group, then with the whole class. Record student responses on the board. This activity can serve as a formative assessment of students’ ability to formulate affirmative and negative statements, to use the past and present tense, and to create complex sentences with because.

d. Model how to write statements describing potential solutions to address identified challenges. e. Have students choose some current challenges/problems written on the board and brainstorm possible solutions with a

partner. Ask them to write down affirmative and/or negative statements describing what can be done to address challenges. Prompt students to think about what steps might be taken to make changes and who should be involved in this process. This activity can serve as a formative assessment of students’ ability to create affirmative/negative statements and use the past tense.

Provide options for physical action, such as using a computer, recording solutions in notebooks, or using speech-to-text software.

Lesson Closing1. Have students answer the following prompts on an exit ticket: “From all the challenges you’ve been thinking and writing about, 1)

which one do you think is most important to address or deal with? Why? 2) Which challenge do you think you can help solve? How?” Consider asking one to two students to share their answers with the class.

Provide options for physical action, such as using a computer or responding on an exit ticket handout.

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Lesson 7 Resources Brainstorming chart paper “Slap It!” instructions and index cards CEPA checklist “Negative Contractions with To Be ” handout “Present and Past Tense Negative Main Verb Contractions” handout

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CEPA Checklist and PowerPoint Components

Directions: Use this to help you prepare your CEPA. We will work through each of these steps together.

Step 1: As a group, identify a problem (e.g., not enough time for lunch, use of technology, homework). Remember to use affirmative and negative statements (e.g., “We don’t have enough time for lunch”; “We have too much homework”). We will do this in Lesson 7.

Step 2: As a group, create census-style survey questions for your topic (e.g., “How many hours do you spend working on homework?”). We will create our survey in Lesson 8.

Step 3: Conduct your survey and collect the data in a table. Each member of the group will be responsible for at least one question. We will conduct our survey and collect the data in Lesson 9.

Step 4: Individually, create dot plot(s) for your specific question(s). Use this to determine the range and spread of the data. Make comparative and superlative statements. Discuss with your group, and talk about your topic as a whole. You can start putting the information in your PowerPoint. We will create the dot plot and determine range and spread in Lesson 11.

Step 5: Individually, determine the measures of center for your data (mean, median, and mode). Make comparative and superlative statements. Discuss with your group, and talk about your topic as a whole. Add your information to your PowerPoint. We will determine the measures of center in Lesson 13.

Step 6: Individually, interpret the data—what do these data show you? Create your evidence-supported argument paragraph. Discuss with your group, and talk about your topic as a whole. Add your information to your PowerPoint. We will interpret the data and create our evidence-supported arguments in Lesson 15.

Step 7: Individually, propose a solution! Be sure to use modals. Create your argument paragraph. Discuss with your group, and talk about your topic as a whole. Add your information to your PowerPoint. We will do this in Lessons 16 and 17.

Step 8: As a group, construct a summary paragraph for your whole topic.

Step 9: Present. Your group will come up as team. Each individual will present his/her own slides.

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PowerPoint Components

In your PowerPoint, you must have the following:

1. Introduce the overall topic that your group focused on—have a cover slide. Tell us why you picked this as your topic.

2. Introduce the group members—have a team member slide.

3. Each person will create slides for their individual question(s). Each person will create one slide for each of the following:a. What is the question asked? This can be your introductory slide for your section.b. A bar graph representing the data gathered about this question. c. A slide discussing the range, mean, median, and mode. Use the sentence frames from class to help you create this slide

(e.g., “The number of minutes spreads from _____ to _____, so the range is _____”).d. A slide with a paragraph interpreting/explaining/summarizing the data using comparative and superlative statements.

(e.g., “First, on the dot plot, the mode is 90 minutes. This shows that most of the students do homework for 90 minutes per day. Sixty minutes is a lot of time to spend on homework because students want to do other activities like sports.)

e. A slide confirming or refuting the challenge and arguing for future action based on research findings (using modals). Use the advocating for change graphic organizer to help you.

4. As a group, wrap up your PowerPoint. You must have the following whole-group slides:a. A summary of the topic in general. (e.g., “Based upon all questions asked…”)b. Discussion on the data and the implications for the topic as a whole. (e.g., “After analyzing all of the data collected, we

feel…”)

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Negative Contractions with To Be

Formula: pronoun + to be + not

Rules: Drop the vowel and replace it with an apostrophe. (Drop the first letter from the verb to be when combining the pronoun

and the verb to be; drop the -o from not when combining the verb to be and the word not.) There are two contraction possibilities for all pronouns except for I.

Present Tense Negative Forms and Contractions: I am not = I’m not

You are not = You’re not You aren’t

He is not = He’s not He isn’tShe is not = She’s not She isn’tIt is not = It’s not It isn’t

We are not = We’re not We aren’t

You (all) are not = You’re not You aren’t

They are not = They’re not They aren’t

Examples: I am not familiar with how to access my school email.I’m not familiar with how to access my school email.

You are not familiar with how to access your school email.You’re not familiar with how to access your school email.You aren’t familiar with how to access your school email.

He is not familiar with how to access his school email.

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He’s not familiar with how to access his school email.He isn’t familiar with how to access his school email.

1. You try: Create similar examples for she, it, we, you (all), and they.

She:

It:

We:

You (all):

They:

2. Write your own examples for each pronoun (I, you, he, she, etc.):

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Past Tense Negative Forms and Contractions

I was not = I wasn’t

You were not = You weren’t

He was not = He wasn’tShe was not = She wasn’tIt was not = It wasn’t

We were not = We weren’t

You (all) were not = You weren’t

They were not = They weren’t

Examples:I was not familiar with how to access my school email.I wasn’t familiar with how to access my school email.

You were not familiar with how to access your school email.You weren’t familiar with how to access your school email.

He was not familiar with how to access his school email.He wasn’t familiar with how to access his school email.

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1. You try: Create similar examples for she, it, we, you (all) and they.

She:

It:

We:

You (all):

They:

2. Write your own examples for each pronoun (I, you, he, she, etc.):

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Present and Past Tense Negative Main Verb Contractions

Contractions for affirmative statements: She studies. (There are no contractions.)

Contractions for negative statements: She does not study She doesn’t study.

1. bye “o” not not2. replace o with apostrophe (‘) not n’t3. combine Does not does+ n’t doesn’t

Present Tense Negative Contractions I do not = I don’t We do not = We don’tYou do not = You don’t You (all) do not = You don’t*He does not = He doesn’t They do not = They don’t*She does not = She doesn’t*It does not = It doesn’t

Examples: We have enough time for lunch. Do we have enough time for lunch? Yes, we do have enough time for lunch. Yes, we do. Yes, we have enough time for lunch.No, we do not have enough time for lunch.No, we don’t have enough time for lunch. No, we don’t.

She eats in the cafeteria every day.Does she eat in the cafeteria every day?Yes, she does eat in the cafeteria every day.Yes, she does.Yes, she eats in the cafeteria every day.No, she does not eat in the cafeteria every day.

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No, she doesn’t eat in the cafeteria every day.No, she doesn’t.

You try: Create your own present tense sentences with negative contractions using the verbs seem, read, go, do.

Past Tense Negative ContractionsI did not = I didn’t We did not = We didn’tYou did not = You didn’t You (all) did not = You didn’t*He did not = He didn’t They did not = They didn’t*She did not = She didn’t*It did not = It didn’t

Examples: We had enough time for lunch. Did we have enough time for lunch? Yes, we did have enough time for lunch. Yes, we did. Yes, we had enough time for lunch.No, we did not have enough time for lunch.

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No, we didn’t have enough time for lunch. No, we didn’t.

She ate in the cafeteria every day.Did she eat in the cafeteria every day?Yes, she did eat in the cafeteria every day.Yes, she did.Yes, she ate in the cafeteria every day.No, she did not eat in the cafeteria every day.No, she didn’t eat in the cafeteria every day.No, she didn’t.

You try: Create your own past tense sentences with negative contractions using the verbs seem, read, go, do.

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Lesson 8Day 8

Writing Survey Questions Estimated Time: 50 minutes

Brief overview of lesson: Students will learn how to create survey-style questions to collect quantifiable data related to some of the challenges and problems they identified in Lessons 5–8. They will learn about considering specific audiences when drafting questions, and two different question formats (multiple choice and yes/no questions). Students will apply this knowledge to draft sample survey questions for the CEPA with a small group.


Familiarity asking and formulating yes/no questions (from Lessons 2 and 3). Background knowledge of common challenges faced by students in their school community (from Lessons 5 , 6, and 7). Familiarity with sample census questions and question formats (from Lesson 2 ).






Language Objective Essential Questions Addressed in This LessonStudents will be able to formulate questions to collect information about challenges using the present and past tenses and wh- question words.



Assessment Formative assessment: Assess student application of learned language during the everyday interactions questions (lesson opening). Formative assessment: Assess student application of learned language to develop written survey questions. Formative assessment: Assess student application of learned language to develop appropriate questions for a given audience in the

exit ticket. Self-assessment: Students will use the CEPA checklist to self-monitor their learning and their progress in relation to the CEPA.

Thinking Space: What Academic Language Will Be Practiced in This Lesson?

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Discourse Dimension Sentence Dimension Word DimensionSocial and instructional language; reading and writing simple and some complex sentences with repetitive grammatical structures with occasional variation (questions and answers); expressing ideas and providing evidence of reasoning to justify a claim.

Yes/no and multiple-choice questions in past and present tense incorporating wh- question words; complex sentences with because.

Topic-related vocabulary (e.g., challenges, problems, support, overcome); question words (e.g., who, what, where, when, why, how, how often, how many); argument vocabulary (agree, disagree).

Instructional Tips/Strategies/Suggestions for Teacher Modify sample questions provided to reflect the experiences of your students. Consider pre-teaching vocabulary words such as speaker, self-advocacy, variability, allies. Use formative assessments to assess student progress toward lesson objective(s) and unit goals. Make changes to instruction on

following lessons/days, as needed, based on assessment results. Assign students to small groups to work in for the CEPA.

STUDENT CONSIDERATIONSSociocultural ImplicationsSelf-advocacy may be a new concept for some students. Explain how self-advocacy means presenting our perspective and taking appropriate actions to solve problems, and how what students are learning in the unit will help them self-advocate. Discuss how it is important for students to be strategic in how they self-advocate and sensitive to how their questions and actions might be perceived by different people in their school community (other students, parents, teachers, administrators, other school staff, etc.). Highlight how students will be more successful in encouraging others to help them solve problems when they present themselves as allies working toward the same goal as others (e.g., working to create a stronger and safer learning environment). Discuss how using language or taking actions that make others feel like we oppose them makes them less willing to work toward finding a common solution.Anticipated Student Pre-Conceptions/MisconceptionsSome students may not know that they need to use the auxiliary word did to form past tense questions.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to formulate questions to collect information about

challenges using the present and past tenses and wh- question words.” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Introduce past tense questions.

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a. Show images of people interacting in different situations (e.g., a woman in her car and a police officer standing by her window, a mom with a child that looks sick). Ask students to brainstorm questions people in the images might ask each other. For example, point to one of the people on an image and say: “What question might this person ask?” Sample responses may include: o Image of a woman in car and police officer—Woman: “Why did you stop me?” Police officer: “Why didn’t you stop at the red

light?”

o Image of mother and child—Mom: “How do you feel?” Child: “Do I have to go to school?”

o Image of ice cream vendor and customers—Vendor: “What flavor ice cream do you want?” Customers: “How much does it cost?”

This activity can serve as a formative assessment of students’ ability to formulate questions. Alternatively, give students sample questions on a printed handout and ask them to match them to the corresponding speaker in one of the images.

b. Introduce the terms speaker and audience. Explain how every question has a speaker and an audience. The speaker is the person who asks the question, and the audience is the person(s) who is supposed to answer the question.

3. Review how to formulate questions using wh- words (who, what, where, when, why, how, how often, how many), contrasting questions in the present tense with those in the past tense. Write key question words and sample present and past tense questions on an anchor chart, the board, or a shared PowerPoint presentation to provide visual reinforcement. Sample questions may include:

Present Tense Past TenseWho do you talk to at school?Where do you keep your materials during school? When do you ask for help in school?

Who did you talk to at school on your first day? Where did you keep your materials on the first day? When did you ask for help on your first day?

During the Lesson1. Revisit challenges identified in previous lessons.

a. Ask students to discuss the following questions in a think-pair-share, using their notes from previous lessons: “How could we find out how many of our classmates have experienced challenges we identified? How can we persuade others in our school community (e.g., students, families, teachers, administrators, other school staff) to do something to address these challenges or fix these problems?”

Provide options for perception, such as having students view the questions on a computer or providing students with a printed version of the questions.

Provide options for physical action, such as having students record their thoughts prior to sharing.

b. Record students’ ideas and responses on the board, chart paper, or a shared file so that students may view them on a computer.

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2. Connect student ideas to the CEPA. Remind students (or highlight how one student mentioned this) that one way to learn about potential problems in a community is to create a census or a survey. Explain how a census usually includes questions about the topics the community wants to learn more about. The community can then use the information collected from census responses to demonstrate a need for services, funding, or other actions to improve quality of life. For example, say: “We brainstormed challenges we face in our school community and ways they could be addressed. Next we will be designing our own census-style survey. Our census questions will be used to collect data to inform our CEPA. When we design our census questions, we need to consider who our audience is for each question. Today, we are going to practice writing questions we can ask our classmates. As we think about questions, keep in mind we are not looking for one answer—there will be several possible answers that we will analyze.”

3. Review the purpose of the census with students. Show or have students explore the U.S. Census Bureau’s website, Census.gov. Ask students to review the types of questions asked, data collected, and how the results are used. Students could also read an excerpt about the census, such as a Newsela article (use the search tool to find articles about the census).

4. Review how to formulate survey questions.a. Review expectations for survey questions using the “Outstanding” indicators in the “Survey Questions” category of the CEPA

rubric (all survey questions are related to the group topic; all survey questions follow correct question form: question word, correct word order, question mark).

b. Model how to write a question, highlighting how the question meets all the required components.

Provide options for perception, such as having students view the rubric on a computer or providing students with a printed copy of it.

c. Post the words speaker and audience and clarify the meaning of each word, referring back to examples from the lesson opening. Model how to write a question as a speaker with a specific audience in mind.

5. Go over survey question design guidelines using the “Writing Survey Questions Guidelines” handout.a. Assign specific topics for which students will design questions. The topics should be derived from the class-generated list of

challenges. Consider having students vote or choose which categories of topics they would like to focus on.b. Remind students that each member of the group will be responsible for writing at least one question connected to the topic, and

that later on students will be responsible for asking the question(s) and collecting responses. For example, a group might be assigned the topic of “Technology at Home.” Possible survey questions related to this topic include: o “How many computers does your family have at home?”

o “Does your family have Internet at home?”

o “How many of your classes give homework on computers or Internet?”

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https://newsela.com/

http://www.census.gov/en.html

o “Do you think teachers should assign homework using computers or Internet?”

c. Remind students that the purpose of asking these questions is to gather data to demonstrate potential challenges or problems requiring action in their school community. Explain that students are not looking for one answer when collecting data, but that they will be looking at many different responses and how many people offer each different type of response. Then explain how each question should have multiple-choice responses (either yes/no or up to four possible responses), similar to the census questions students read and discussed in Lesson 2. Some questions can have yes or no responses, while others can have up to four possible responses.

d. Model how to write census-style multiple choice questions (and their choices) related to a topic students will explore in their CEPAs following these established guidelines. Highlight how the question does not anticipate one single answer, but will instead probably produce several different responses.

6. Give students time to design survey questions related to their assigned topic using the “Writing Survey Questions Guidelines” handout in the small groups they will be working in for the CEPA. Resulting questions will provide a formative assessment of students’ ability to formulate questions using proper sentence structure and question words. a. While they work, circulate and make sure that all students created at least one question related to their group’s assigned topic. b. After students are finished writing questions, consider asking them to type the questions in a Google Doc or shared file, or ask

students to write the questions on a piece of paper for the teacher to collect before they leave class.

7. Ask students to independently think about why asking these questions and collecting these data are important and how they can use the data collected to improve their community. a. Have students record their thoughts in a reflection log, notebook, or journal, then share with a partner or small group.

Provide options for physical action, such as using a computer to complete.

b. Ask students to share with the whole class, and highlight how the purpose of asking these questions is to gather data to demonstrate potential challenges or problems requiring action in their school community.

Lesson Closing1. Have students complete an exit ticket. This activity serves as a formative assessment of students’ ability to consider their audience

and purpose for questions they create, to formulate questions, and to use the conjunction because to explain their reasoning.a. Go over the exit ticket prompt: “Write one survey question you might ask a cafeteria worker, a classmate, your P.E. teacher or

coach, a teacher, the principal, and/or an assistant principal.” Consider letting students choose two of those audiences to write a question for, or select the audience for students.

Provide options for physical action, such as using a computer to complete the exit ticket.

b. Have students reflect on why they would ask those questions to the specific audiences selected and how they could use the data collected. Then ask them to share their ideas with a partner or small group using the word because. Model how to use the word

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because to share ideas before asking students to do so.

2. Optional activities: a. Have each group report out the questions they designed and why they want to include each question in the survey. As a class,

review all the questions and decide which ones to include in the class census. As you discuss, prompt students to reflect on the following questions: “How many questions is too many? What types of questions will provide us with information that can be counted (versus questions asking for expanded responses)? What are we hoping to use the data for? What do we think the data will show us?” Consider asking students to discuss these in small groups prior to coming together as a class to discuss them. When discussing as a whole class, ask students to share their ideas and build on the ideas of others using sentence frames such as: “I think …”; “I agree …”; “I disagree …”; “I agree because …”; “I disagree because …”

b. Ask students to think about what they hope to accomplish with their census and to write their ideas in a reflection journal or student notebook. They can also think about how using the data collected can help them come up with good solutions to address identified challenges.

Provide options for physical action, such as using a computer to record their thoughts and/or sharing responses orally.

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Lesson 8 Resources Chart paper, board, and/or computer and projector Websites:

o Census.gov o Newsela

Everyday interaction images for lesson opening “Writing Survey Questions Guidelines” handout CEPA rubric

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https://newsela.com/

http://www.census.gov/en.html

Everyday Interaction Images for Lesson Opening

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Source: Photograph, Police Speaking with Woman Driver; Todd Keith/iStock by Getty Images

Source: http://www.myhealthybeginning.com/wp-content/uploads/2013/03/mom-with-sick-kid.jpg

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http://www.myhealthybeginning.com/wp-content/uploads/2013/03/mom-with-sick-kid.jpg

Source: http://www.blogto.com/eat_drink/2009/08/torontos_forbidden_ice_cream_truck/

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http://www.blogto.com/eat_drink/2009/08/torontos_forbidden_ice_cream_truck/

Writing Survey Questions GuidelinesYour group will be assigned a topic to write questions about. (Sample topics include: technology at home, school breakfast/lunch, after-school activities, etc.)

Group Topic: ______________________________________________

Each group member will write a question to ask your classmates to learn more about challenges they faced or still face in school. Each question must be different from the other questions. Some of your questions can be yes/no questions and others should have multiple-choice answers. For example:

YES/NO QUESTIONDoes your family eat dinner in the kitchen?

A. YesB. No

MULTIPLE-CHOICE QUESTIONWhat is your favorite thing to do after school?”

A. Talk with my familyB. Spend time with TV/computerC. Play outsideD. Other: ________________

INFORMATIONAL QUESTION WORDS

Who…? What…? Where…? Why…?How…? How often…? How many…?

Question: __________________________________________________________________________________________________________

Multiple-choice responses: A. ____________________________________(please circle one) B. ____________________________________

C. ____________________________________D. Other: ___________________________

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Lesson 9 Day 9

Conducting a Classroom Census Estimated Time: 50 minutes

Brief overview of lesson: Students will conduct a classroom census by asking each other previously written questions and recording responses. Each student will be responsible for reading one question aloud to the class and compiling responses in a data table.


Familiarity with interpreting visually presented information in tables and graphs (from Lesson 3). Formulate questions.





CCSS.MATH.6.SP.5A—Summarize numerical data sets in relation to their context, such as by reporting the number of observations.


Language Objective Essential Questions Addressed in This LessonStudents will be able to ask and answer class-generated questions.



Assessment Formative assessment: Assess student use of learned language to administer census-style survey questions and to construct

responses to survey questions. Formative assessment: Assess student application of learned language to construct data tables that correspond to their survey

questions. Formative assessment: Assess student application of learned language to read and present data tables. Formative assessment: Assess student application of learned language to construct comparative statements. Self-assessment: Students will use the CEPA checklist to self-monitor their learning and their progress in relation to the CEPA.

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Social instructional language; listening to and reading multiple related simple and some complex and compound sentences and questions; creating a visual representation of data (data table); asking questions.

Simple and some complex and compound sentences; questions.

Question words (e.g., who, what, where, when, why, how, how often, how many).

Instructional Tips/Strategies/Suggestions for Teacher Sample survey questions are included in the Lesson 9 Resources below. However, make sure students ask survey questions they

wrote. Use formative assessments to assess student progress toward lesson objective(s) and unit goals. Make changes to instruction on

following lessons/days, as needed, based on assessment results. Please note: Although this unit explores mathematic concepts and the corresponding language used to discuss these concepts, this is

an ESL unit. This ESL unit is not the same as a sheltered mathematics unit. It is intended to be taught by an ESL teacher, and collaboration with the content teacher is essential. It is also important to keep in mind that in addition to the dedicated, language-focused instruction outlined in this unit, ELs must also have access to all core academic content instruction. Therefore, in the lessons in this unit, students will not be explicitly taught and assessed on mathematical concepts. Use of these concepts is the context that serves as the vehicle for language development.

STUDENT CONSIDERATIONSSociocultural ImplicationsSome students may be hesitant to answer the survey questions publicly (by raising their hands). Consider providing the option of responding to the questions anonymously. If so, allow for more time to collect the surveys and compile responses from paper.Anticipated Student Pre-Conceptions/Misconceptions Some students may not know or may be confused by the use of did to form past tense questions. Some students may not be aware of intonation patterns for questions. Model proper oral intonation for questions (showing how

intonation generally rises at the end of a question). Students may sometimes over-apply the past tense rule (e.g., “Did you went to school?”) and may need explicit instruction to avoid

this erroneous construction.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to ask and answer class-generated questions.” To promote

student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to

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the objective.

2. Review topic-related vocabulary introduced so far in the unit with a game such as “Vocab Roundtable.”a. Go over game instructions: Students will be given a topic and they need to brainstorm a list of possible associated vocabulary on

the team’s paper in a pre-designated amount of time. They are not supposed to talk, and they can only add one word at a time. The game begins with the first student on a team writing one word associated with the topic on the team’s paper, and then passing the paper to the student to their left. This student adds a new word to the list and passes the paper to the left again. Students continue adding one word and passing the paper until time is up. Once the teacher announces that time is up, a group member crosses out any repeated words and counts the total number of unique words.

b. Divide students into teams and give each team a piece of paper. Tell students they will be writing about the topic of census and that they will have 1.5 minutes (or choose another designated amount of time) to compile the list. Sample acceptable words include: ask, questions, information, data, community, children, race, transportation, snapshot, count, etc.

c. Once teams are finished, give them an opportunity to discuss why they added the words to the list with the whole class. Start with the team who compiled the greatest number of words, and ask them to read each one, pausing to explain how it is connected to the topic of census. If they provide a comprehensible explanation, the team earns a point. Tally up the total number of points for each team.

3. Explain how a census is administered. a. Explain how one way to conduct a census is to send official census takers “door to door” to ask the census questions at each

house. b. Show a video or a read a first-hand account of a census taker, such as: “2010 Census Partner Testimonials: Door to Door,” “2010

Census: Meet Your Census Taker,” and “City Matters—Census Takers 2016” (this last video discusses Canada’s census but reinforces who can be a census taker, what census takers do, and how a census is used). When showing the video, turn on the closed captioning feature and show the video a couple of times to aid student understanding. Consider also providing a video viewing station so that students can watch the video(s) independently, pausing it to ask clarifying questions as needed.

c. Discuss how in today’s lesson, students will take on the role of census takers as they ask their survey question to each classmate. Each member of the class (including the census taker) will respond individually.

During the Lesson

2. Conduct the class census.a. Show the class-generated census using an LCD projector (if available) so that students can follow along as they respond to each

question and provide students with a printed copy of the census survey. A sample class census survey is provided in the Lesson 9 Resources section below.

b. Clarify which students will read each census question. Students should read the question(s) they created.c. Give students time to prepare their data table(s) by completing key information, such as writing in the multiple choices for their

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https://m.youtube.com/watch?v=ORa2HOW04P4

http://www.census.gov/2010census/mediacenter/door-to-door/myct.php



question. d. Go over instructions for how the survey will be conducted: Students will take turns as census taker, using the class-generated

census handout and a data table. Each census taker will read his/her survey question(s) clearly and audibly for the whole class. After each question is read, the rest of the students will have a moment to review the question and the multiple-choice responses thoroughly, and then record their answer. Afterwards, the census taker will clearly and audibly read each response choice for the question, pausing between choices to let others vote. When the choices are read, the rest of the students should raise their hand to show which response they chose. The census taker will tally the number of responses for each choice, add his or her own choice, and record this information on his/her data table. He/she should also make sure the total number of responses add up to the total number of students surveyed. Alternatively, have students respond anonymously by using a program such as Plickers.

e. Model how to read one of the multiple choice questions and tally results.f. Begin the class census with the first census taker. Continue until all census questions have been asked and responses compiled.

3. After students have administered the census in their own classroom, consider having them administer the census to a larger sample size (such as an additional class, a few additional classes, the whole grade). If administering to a larger sample size, discuss how having a smaller or larger size could affect the results of the census and impact the strength of the data collected. Have students think about these considerations and write down their thoughts in a journal or discuss in a small group. This activity can serve as a formative assessment of students’ ability to ask questions and collect data.

Lesson Closing

Provide options for physical action, such as using a computer, sharing orally, or writing statements and the summary in a notebook.

3. Optional activity: Have students reflect on the experience of being a census taker, thinking about challenges they faced as a census taker, the purpose of the census, why the census taker goes “door to door,” and how reliable the results may be. Allow students to write their responses in a reflection journal or their notebooks, or to type their responses on a computer.

4. Consider incorporating a mini lesson into this lesson to begin to explore the idea of center—specifically mean. Begin by telling students that they are going to calculate their grades in the class, or their averages. Ask students to explain how they calculate their average, or grade, in a class. Anticipated student responses include: “If I had five grades in a class, I would add all five grades together, and then divide the total by 5 to calculate my average.” Consider giving an example, such as: “80 + 85 + 90 + 95 + 100 = 450. 450 divided by 5= 90. Therefore, your grade in the class is a 90.” Provide students with their grades for the assignments from previous lessons. Allow students enough time to calculate their grades, supporting them as needed, and then make the connection that students just calculated the mean (or average) of the numbers. The purpose of this mini lesson is to begin to expose students to measures of center. Note that there are three different ways to measure center and that students just calculated one measure of

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https://plickers.com/

center: mean. Tell students that in upcoming lessons, they will be working with all three measures of center: mean, median, and mode.

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Lesson 9 Resources Computer and LCD projector (if available) or copies of the classroom census for each student Videos:

o “2010 Census Partner Testimonials: Door to Door” o “2010 Census: Meet Your Census Taker” o “City Matters—Census Takers 2016”

Optional resource: Plickers Sample classroom census ( just a sample; student surveys should include questions and multiple-choice responses they composed in

Lesson 8) Class census data table

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https://plickers.com/

https://m.youtube.com/watch?v=ORa2HOW04P4



Sample Classroom Census

Instructions: Please read each question carefully and circle only one response per question.

TOPIC: Time to Eat at School

1. Do you buy or bring your lunch?a. I buy my lunch.b. I bring my lunch from home.c. I sometimes buy and sometimes bring lunch from home.d. I don’t eat lunch

2. After you get your lunch, how many minutes do you usually have to eat before you have to return to class?a. Less than 10 minutesb. Between 10 and 20 minutesc. Between 20 and 30 minutesd. More than 30 minutes

3. Do you eat breakfast at home or at school?a. At homeb. At schoolc. I don’t eat breakfast

4. What time does your bus usually arrive to school?a. Before 7:20b. Between 7:20 and 7:45c. After 7:45d. I get to school by car or walking

5. Do you have enough time to eat breakfast at school?a. Yesb. No

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TOPIC: Technology at Home

6. How many computers does your family have at home (include iPads and tablets but not phones)?a. No computersb. 1 computerc. 2 computers

d. 3 computerse. 4 computersf. 5 computers

g. 6 computersh. 7 computersi. 8 computers

7. Does your family have Internet at home?a. Yesb. No

8. How many of your classes sometimes have homework on the computer or Internet?a. No classesb. 1 classc. 2 classes

d. 3 classese. 4 classesf. 5 classes

g. 6 classesh. 7 classesi. 8 classes

9. Do you think teachers should assign homework on computers and the Internet?a. Yesb. No—homework on paper and books only

TOPIC: After-School Activities

10. How many after-school activities do you attend per week?a. No after-school activitiesb. 1c. 2

d. 3e. 4f. 5

g. 6h. 7i. 8

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11. How many academic activity sessions (tutoring, homework club, test prep) do you attend per week?a. No after-school activitiesb. 1c. 2

d. 3e. 4f. 5

g. 6h. 7i. 8

12. How many arts, music, or drama activity sessions do you attend per week?a. No after-school activitiesb. 1c. 2

d. 3e. 4f. 5

g. 6h. 7i. 8

13. How many sports or athletic activity sessions do you attend per week?a. No after-school activitiesb. 1c. 2

d. 3e. 4f. 5

g. 6h. 7i. 8

14. How many activities do you do outside of school? (church, town recreation department, Boys and Girls Club, etc.)a. No after-school activitiesb. 1c. 2

d. 3e. 4f. 5

g. 6h. 7i. 8

15. Do you think that the school should offer more after-school activities?a. Yes, more academic activitiesb. Yes, more arts, music, or drama activitiesc. Yes, more sports or athletic activitiesd. No

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Class Census Data Table

My survey question: ___________________________________________________________________________________________________________

Total number of students surveyed (including me): _____________

Multiple Choices (write in): Number of Students

Total number of responses:

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Lesson 10Day 10

Representing and Analyzing Data Estimated Time: 50 minutes

Brief overview of lesson: Students will learn about dot plots and practice constructing and analyzing them. They will use content vocabulary (e.g., range, spread) and comparative and superlative adjectives (most, more than, least, less than) to describe and compare dot plot data.


Familiarity with interpreting visually represented information in tables and graphs. Ability to identify which numerical values represent the most and the least. Ability to make comparative statements about data.








Language Objective Essential Questions Addressed in This LessonStudents will be able to describe and compare data using content-related vocabulary (e.g., spreads from… to…, range) and comparative and superlative adjectives (more than, less than, most, least).



Assessment Formative assessment: Assess student use of learned language on the “Measure of Spread Guided Practice” handout. Formative assessment: Assess student application of learned language to describe the spread or range of data in the exit ticket. Self-assessment: Students will use the CEPA checklist to self-monitor their learning and their progress in relation to the CEPA.

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Social instructional language; say and listen to brief explanations with main ideas and supporting details; describing and comparing data.

Simple and some complex and compound sentences; questions; comparative sentence structures.

Question words (e.g., who, what, where, when, why, how, how often, how many); comparative and superlative adjectives (most, more than, least, less than); content-related vocabulary (range, spread, from … to …).

Instructional Tips/Strategies/Suggestions for Teacher Use formative assessments to assess student progress toward lesson objective(s) and unit goals. Make changes to instruction on

following lessons/days, as needed, based on assessment results. Please note: Although this unit explores mathematic concepts and the corresponding language used to discuss these concepts, this is


Since students will be placing numbers in order from least to greatest, the teacher may wish to begin to use the term median—or the middle number—in this lesson. The teacher can reinforce the language needed to discuss mean (average) that was worked with in the previous lesson. For background information: To find the mean (average), add all the numbers in the data set and divide the sum by how many numbers are in the set. It may be helpful for students to use a calculator when finding the mean.

The teacher could then use the term median and introduce the language needed to discuss the concept. Again, this introduction is meant to begin to immerse students in the language needed to discuss the concepts. Students will further develop the language needed to discuss these concepts in subsequent lessons. For background information: To find the median, put the numbers in the data set in order from least to greatest. Cross off the numbers from both ends moving toward the center until one or two values are left in the middle. A data set with an odd number will have one value left, and that is the median. A data set with an even number will have two values left. Add the two numbers and divide by two to find the median.

The teacher could also make the connection to mode. For background information: To find the mode, find the number that occurs most frequently. There may be more than one mode. If no number occurs more than any other, then we write that there is no mode (we would not write 0, as it could be a data value). Although mode is not mentioned in the Massachusetts Curriculum Framework, it has traditionally been considered a measure of center, together with median and mean.

Again, the purpose of using the terms mean, median and mode in this lesson is solely to begin to expose students to the building blocks of language that will be developed further in subsequent lessons.

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STUDENT CONSIDERATIONSSociocultural ImplicationsSome students may not be comfortable with math topics addressed in this lesson. Others may need additional background knowledge in their math knowledge and skills regarding this topic. Anticipated Student Pre-Conceptions/Misconceptions Range and spread have a variety of other meanings. Review the mathematical meanings of these terms during the lesson. Students may not be aware that the intervals in dot plots are evenly spaced out.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to describe and compare data using content-related

vocabulary (e.g., spreads from… to…, range) and comparative and superlative adjectives (more than, less than, most, least).” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Teach key vocabulary words (spread, range, least) using the seven-step vocabulary teaching method or a similar strategy. Teacher tip: Verbal discussion is not the only method of exploring this vocabulary. Consider incorporating native language translations, word walls, and images to help students build their understanding of these concepts. When introducing range, model the meaning of this term with your body: stretch arms out to the side, wiggle your fingertips, and ask students to do the same. Explain how wiggling the fingertips on the right hand represents the maximum value in a data set, while the fingertips in the left hand represent the minimum value. The distance from fingertip to fingertip represents the spread or range of the data.

During the Lesson1. Introduce dot plots and analyzing data spread with an activity where students create dot plots.

a. Point to the charts posted around the room. These charts should be set up ahead of time, following lesson preparation instructions.

b. Go over activity instructions: Students will be divided into groups of four. Each group will have four different kinds of stickers that they will place on four different charts around the classroom. Each group will start at one chart paper, where they will read the question and place the right sticker on the interval or number for their answer. When the teacher announces that time is up, groups will move to a new chart paper until they have placed stickers on all of the charts.

c. Divide students into groups, give them stickers, and explain which stickers to use at each chart. It may be useful to have one sticker posted by the chart title to orient students as to which sticker to use.

d. Assign groups a chart or station to start at. Give groups about two minutes per chart paper before asking them to rotate. e. Once all groups have rotated through all four charts, ask students to do a gallery walk looking at information compiled in all the

chart papers. Ask them to notice the minimum values (least), maximum values (most), and any other details about the dots on

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each chart paper.f. Debrief the activity, explaining that what students created in each chart is called a dot plot. Explain how dot plots are one way to

display data visually, and that each dot represents someone’s answer or one data point. Go over characteristics of dot plots, such as evenly spaced out intervals, one dot per data point, numbers and/or words at each interval, etc. Model how to interpret data in one of the dot plots by making statements about the stickers placed on the chart.

2. Analyze data gathered in the dot plots. a. Have students turn and talk to a partner to share what they noticed during the gallery walk. Then discuss observations as a

whole class. b. Bring up one of the charts and the sentence frames to the front of the room and model how to create comparative statements

about the data in each chart using the sentence frames. Sample statements may include: “More students do homework for 10 minutes than do homework for 90 minutes”; “Some students do homework for 10 minutes and this is the least time spent on homework”; “Some students do homework for 90 minutes and this is the most time spent on homework”; “Homework time spreads from 10 minutes to 90 minutes”; “The difference between the least and the most time spent on homework is 80 minutes, and this is the range.” (Please note: When sharing examples, use real data from the student-generated dot plot.)

c. Have students make comparative statements about another chart using sentence frames. This activity provides a formative assessment of students’ ability to use comparatives, read dot plots, and use content vocabulary appropriately.

Provide options for physical action, such as having students record their thoughts independently, then sharing with a partner or small group.

3. Practice identifying the range of a data set using the “Measure of Spread Guided Practice” handout. (Please note: This handout contains sentence frames. Remove them if they may be confusing to students.)a. Model how to complete the first part of the handout with the “Languages” chart, to be completed together in class.

Provide options for perception, such as viewing it on a computer.

o Ask guiding questions, such as: “How many students speak one language? How many students speak two languages? Do more students speak three languages or two languages?” This provides a formative assessment of students’ ability to interpret information in the dot plots and to make comparative statements.

o Write a sequence of numbers represented by each dot on the dot plot. For example, if three students speak one language, write: “1, 1, 1.” If five students speak two languages, write “2, 2, 2, 2, 2.” Sequence numbers horizontally from least to greatest.

o Ask students to identify the smallest number in the sequence (the least) and the biggest number in the sequence (the most). Then model how to find the range of the data by subtracting the smallest number from the largest number. Explain how the range is the distance between the smallest and the greatest numbers. Alternatively, ask students to find the range following

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your instructions with a calculator and a partner, and then share with the whole class. If so, prompt students to explain the steps they took and the reasoning behind their answers.

o Discuss what the range illustrates, information that is NOT provided by the range, and how these data could be used. For example, ask: “Why would we want to note the range? What does the range not tell us? How can we use this information?” Have students record their thoughts in a notebook, online notebook, or journal, then share with a partner and finally with the whole class.

b. Depending on student comfort with this process, ask students to help you complete the rest of the “Measure of Spread Guided Practice” handout or have them complete it with a partner or small group. If students work with a partner or small group, debrief all answers afterwards and clarify any misunderstandings.

c. Ignore the “Countries of Origin” chart for now. If a perceptive student asks about it, tell him/her that it will be the focus of tomorrow’s lesson.

4. Assign homework, giving students a copy of the “Homework: Measure of Spread, or Range” handout and explaining what students will need to do. Alternatively, consider giving students time to complete the handout independently in class.

Lesson Closing1. Have students complete an exit ticket where they answer the following prompt: Describe the spread or range of the graphs we

created in class. Use the following sentence frames: “Data on the _________ chart spreads from _____________ to _____________. The difference between the least and the most numbers is _______________, so this is the range.”

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Lesson 10 Resources Stickers Chart paper Lesson preparation instructions Seven-step vocabulary teaching method for key vocabulary :

o Range o Least

“Measure of Spread Guided Practice” handout “Homework: Measure of Spread, or Range” handout Background information about dot plots

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Lesson Preparation Instructions

Teacher instructions: Before class begins, prepare four separate chart papers and place them in the four corners of the classroom. Include the following titles and a horizontal line with evenly spaced out intervals on each chart.

Chart Paper Description Sample StickersChart Paper 1: Countries of Origin Title: What countries are the students in our class from? Mark intervals with the actual names of students’ countries of origin.

EarthChart Paper 2: Languages Title: How many languages do the students in our class speak? Mark intervals with numbers from 0 to 10, going one by one (0, 1, 2, 3, …10).

Lips Chart Paper 3: Family Size Title: How many people are in the families of the students in our class? Mark intervals with numbers from 0 to 10, going one by one (0, 1, 2, 3, …10). HeartChart Paper 4: Homework Title: How many minutes do the students in our class spend on homework each day? Mark intervals with numbers from 0 to 100, going 10 by 10 (0, 10, 20, 30, …100). Good Homework!

Next to each chart paper, post the following sentence frames: Some students _______________ and this is the least ________. Some students _______________ and this is the most ________. ________________ spreads from _____________ to _____________. The difference is _______________, so this is the range.

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1. Range

Steps Example1 Teacher says the word.

Student repeats. Range, range, range


Subtract the least from the most (from the Measure of Spread Guided Practice handout). This difference is the range.


The range of a data set is the difference between the highest and the lowest possible amounts.


Range is the distance between the smallest and the biggest numbers in a group of data, or data set.


The word range is a noun. It is a word used to name a thing: the distance between two numbers.


Think about how much sneakers cost. Some sneakers cost $5 and some cost $100.This means that the price range of sneakers is from $5 to $100. Now think of something you want to buy. Think about the smallest amount of $ it can cost, and the largest amount of $ it can cost. Tell your partner about the price range using this sentence frame: “The price range of _______ is from __________ to __________.”Then listen to your partner share his/her sentence.


Today, we are going to learn about range. Range describes the distance between the biggest and the smallest numbers in a group of data.

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2. Least


Student repeats.Least, least, least


What is the smallest number, or the least (from the Measure of Spread Guided Practice handout)?


Least is the smallest amount, or smallest number, of the minimum value in a data set.


Least is the smallest number.


The word least is an adjective (superlative). It is used to compare two or more things and say which one is the smallest number.


Think about your family and your own siblings (or your dad or mom’s siblings). Who is the youngest? Who has the least, or youngest, age? Share with a partner, using the following sentence frames: “_____________ is the youngest. He/she has the least age.”Then listen to your partner share.


Today, we are going to be learning about range. To find out the range of a data set, or a group of data, we need to identify the smallest number or the least.

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Measure of Spread Guided Practice

Measure of Spread: Range = biggest # - smallest # (Range equals biggest number minus smallest number)

1. How many languages do the students in our class speak?

a. Put the numbers in order from least to greatest.

________________________________________________________________________

b. What is the smallest number or the least? The smallest number is _____________________.

c. What is the biggest number or the most? The biggest number is ______________________.

d. Subtract the least from the most. This difference is the range. The range is _________________________.

Summary sentence: The number of languages spreads from _____ to _____, so the range is _____.

2. How many people are in the families of the students in our class?


________________________________________________________________________




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Summary sentence: The number of people spreads from _____ to _____, so the range is _____.

3. How many minutes do the students in our class spend on homework each day?


________________________________________________________________________




Summary sentence: The number of minutes spreads from _____ to _____, so the range is _____.

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Homework: Measure of Spread, or Range

1. Write the age of each person in your family. Round the age of babies to 1.

2. Sequence the ages from least to greatest:

____________________________________________________________________________________________________________________________

3. Summarize the measure of spread:

a. Which age is the most, or the biggest number? _________________

b. Which age is the least, or the smallest number? _________________

c. Find the difference. Subtract the smallest from the biggest. This is the range. The range, or measure of spread, is ___________________________.

d. Summary sentence : The ages of the people in my family spread from _____ to _____, so the range is _____.

4. Reflect: How could we use this information? Why might it be important to know the range?

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Background Information about Dot Plots

How to create a dot plot:

1. Create a horizontal number line with intervals spaced equally apart. 2. Mark a dot for each data point on the corresponding number line spot.

Analyzing a dot plot (information for “Numbers of Brothers and Sisters”):

1. Data facts: 14 people were surveyed in total, as represented by each dot. 2 people have no siblings (0,0) 3 people have 1 sibling (1,1,1) 4 people have 2 siblings (2,2,2,2) 3 people have 3 siblings (3,3,3) 2 people have 4 siblings (4,4)

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2. To find the spread or range of a dot plot: a. Put these numbers in order from least to greatest: 0,0,1,1,1,2,2,2,2,3,3,3,4,4b. Identify the maximum (most) and minimum (least) values:

The maximum value is 4.The minimum value is 0.

c. Find the difference between the values (the most – the least). The difference is the range.4-0 = 4The range is 4.

3. Summarizing information presented in a dot plot: In this survey of 14 people, some people have 0 brothers or sisters. This is the least amount of brothers and sisters. Some people have 4 brothers and sisters. This is the most number of brothers and sisters. The number of brothers and sisters spreads from 0 to 4, so the range is 4.

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Lesson 11Day 11

Creating Dot Plots Estimated Time: 50 minutes

Brief overview of lesson: Students will begin working on their CEPA. They will create dot plots to display information gathered from the classroom census. Students will work in small groups to plot the data related to the section of the survey for which they developed questions. They will also write statements describing the data using content-related vocabulary and comparative language.


Ability to identify which numerical values represent the most and the least in a data set. Ability to make comparative statements about data. Familiarity with dot plots and some ability to identify the range of a data from a box plot. Some familiarity with creating PowerPoint presentations. For those who do not, use a word bank and instructions listed under

“Previous Step” in the PowerPoint bar graph tutorial in Lesson 14 to explain the steps.







CCSS.MATH.6.SP.5A—Summarize numerical data sets in relation to their context such as by reporting the number of observations.

Language Objective Essential Questions Addressed in This LessonStudents will be able to describe and compare data using content-related vocabulary (e.g., spreads from… to…, range) and comparative and superlative adjectives (more than, less than, most, least).



Assessment Formative assessment: Lesson 10 homework (if assigned). Formative assessment: Assess student application of learned language to create and describe dot plots based on data collected. Formative assessment: Assess student application of learned language to describe what range illustrates in an exit ticket. Formative assessment: Assess student use of language to describe the range of data and make comparisons about data. Self-assessment: Students will use the CEPA checklist to self-monitor their learning and their progress in relation to the CEPA.

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Social instructional language; reading visually displayed data (data tables, dot plots); sharing opinions and providing evidence of reasoning; recount steps taken to complete a task (finding range); writing simple statements with comparative language.

Simple and some complex sentences with because; questions.

Question words (e.g., who, what, where, when, why, how, how often, how many); comparative and superlative adjectives (most, more than, least, less than); content-related vocabulary (range, spread, from … to …).

Instructional Tips/Strategies/Suggestions for Teacher Ask groups to designate a team leader responsible for keeping group members on task. Have the groups sign up for a conference with the teacher for a check-in halfway through the process. Please note: Although this unit explores mathematic concepts and the corresponding language used to discuss these concepts, this is


STUDENT CONSIDERATIONSSociocultural Implications Some students may have little prior experience working in groups. Explicitly teach and reinforce norms and expectations for group

work, including respectful communication and interactions, providing constructive feedback, turn-taking, good audience behavior, and designated group roles. Use the CEPA rubric as reference.

Some students may struggle with completing independent work in a timely manner. Explicitly teach and reinforce norms and expectations of independent work, including managing time, setting goals and deadlines, and organizing materials. Use the CEPA rubric as reference.

Anticipated Student Pre-Conceptions/Misconceptions Range and spread have a variety of other meanings. Review the mathematical meanings of these terms during the lesson. Students may not be aware that the intervals in dot plots are evenly spaced out.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to describe and compare data using content-related

vocabulary (e.g., spreads from… to…, range) and comparative and superlative adjectives (more than, less than, most, least).” To

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promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Review the Lesson 10 homework assignment. If homework was not assigned, consider giving students time to complete the assignment independently in class. a. Have students turn and talk and share their responses with a partner, and discuss ways in which these data could be used. b. Ask students to share family members’ ages and discuss the minimum (youngest), the maximum (the oldest), the range or

spread of the data (the difference between the maximum and minimum), and steps they took to calculate it. c. Consider reviewing the definition of spread prior to asking students to analyze the data. Also, consider pre-teaching the term

“spread out.”During the Lesson1. Review expectations for the CEPA and key sections of the CEPA rubric, such as “Describes Data Using Compare and Contrast

Language” and “Uses Math Language,” highlighting important points about how students’ work will be assessed. Give students printed versions of the CEPA rubric to use as they work on the CEPA.

2. Provide time for students to complete the first part of the CEPA. a. Have students work with their assigned CEPA group. Ask them to use information from the class-generated census data tables

created in Lesson 9 to create dot plots like the ones they made in Lesson 10. Please note: In the sample survey questions provided, questions #6, 8, 10, 11, 12, 13, and 14 are best for finding range, mean, and median (mean and median will be covered in Lessons 12 and 13). Some of the survey questions (#1, 2, 3, 4, 5, 7, 9, and 15) do not have numerical values as answers. Students can still create dot plots for these types questions with words in each interval instead of numbers, as well as comparative statements. However, they will not be able to find the range for these problems, so students with questions that do not have numerical values should not be asked to write a summarizing sentence about range.

b. Go over expectations for the task:o Each small group will be responsible for plotting the data gathered from survey questions they created related to their

assigned topic.

o Each group member will be responsible for creating a dot plot for their survey question(s) related to the group’s topic.

o Each group member will be responsible for writing statements describing dot plot data using language modeled in the Lesson 10 “Measure of Spread Guided Practice” handout. Share some sample statements, such as: “More students have 2 computers at home than have 0 computers. Most students have 3 computers at home. The number of computers at students’ homes spreads from 0 to 5, so the range is 5.”

c. Give students time to create dot plots and write statements. Consider giving students blank handouts with number lines and evenly spaced intervals that they can use to create their own dot plots. Post useful sentence frames for writing statements, such

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as those posted in the Lesson 10 charts. Circulate while students work, answering any questions they may have.

3. Give students time to peer edit their work. Have pairs check each other’s work, using a peer-editing checklist with questions and comments such as:o Are comparatives used properly?

o Is the data described correctly?

o Is the data summarized correctly?

o Have a positive sentence first.

o Have the advice sentence second.

Provide options for physical action, such as using a computer to peer edit.

4. Debrief the first part of the CEPA.a. Ask students to reflect on how they think this information can be used in their presentations, and have them orally share their

ideas with their group.b. Help students compare how the same information appears on the survey tables and the dot plots. Have them analyze how

effective each display is, discussing which method of displaying information (table or dot plot) presents the information more clearly and why. Students can also consider when it would be more effective to use a table and when it would be more effective to use a dot plot to display information. Give students time to think and record their ideas about these points independently first, using sentence frames such as: “I think … is a more effective way to show information because …”; “I think … (data tables/dot plots) are the best way to show information when you want to … because …” Then have them share with a partner or their small group. This activity can serve as a formative assessment of students’ ability to formulate opinion statements using the conjunction because and comparative language (more, the best).

Provide options for physical action, such as using a computer to record ideas.

5. Conduct student conferences with each small group to check their dot plots and the accuracy of their statements. Use the CEPA rubric to give students feedback on their work so far.

6. Begin working on the CEPA PowerPoints.a. Model how to create a PowerPoint presentation that describes the range of the data students analyzed. Consider giving students

a handout listing how to create a PowerPoint step by step.b. Remind students to think about the purpose of the CEPA presentations (highlight current challenges faced by students and

propose solutions to address them) and the target audience (school community). In student presentations, students will describe the data they analyzed and base their claim on their analysis. Remind students that they will present the data they

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collected in their PowerPoints. Let students know that in subsequent lessons, they will analyze the data to inform their proposed solution, and they will interpret what the data illustrates for their audience in their presentations.

Provide options for physical action, such as using speech-to-text software.

Lesson Closing1. Have students complete an exit ticket where they answer the following prompt: “What does range tell us about the spread of data?”

Sample answer: “When the numbers are near, the data are not spread out. When the numbers are far, the data are spread out.”

2. Have students reflect on why it is important to consider the range and how they might be able use information like this in their presentations. Students can write, use a computer to complete, or orally discuss.

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Lesson 11 Resources Computers “Homework: Measure of Spread, or Range” handout from Lesson 10 CEPA rubric

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Lesson 12Day 12

Measuring the Center: Mean, Median, and Mode Estimated Time: 50 minutes

Brief overview of lesson: Students will learn about the meaning of mean, median, and mode as a way to analyze classroom survey data in order to propose solutions to challenges faced by students in their CEPAs. They will watch a video defining these measures of center; practice identifying the mean, median, and mode of plotted data; and discuss differences, similarities, and the usefulness of each measure of center.


Ability to identify which numerical values represent the most and the least in a data set. Ability to make comparative statements about data.








Language Objectives Essential Questions Addressed in This LessonStudents will be able to discuss measures of center using mean, median, and mode.

Students will be able to make comparative statements about measures of center (e.g., mean, median, and mode).



Assessment Formative assessment: Assess student application of learned language to discuss and make comparative statements about measures

of center on the “M easures of Center Guided Practice ” and “Measures of Center Homework” (if assigned) handouts. Formative assessment: Assess student use of learned language to describe and make comparative statements about measures of

center in the exit ticket. Self-assessment: Students will use the CEPA checklist to self-monitor their learning and their progress in relation to the CEPA.

Thinking Space: What Academic Language Will Be Practiced in This Lesson?

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Discourse Dimension Sentence Dimension Word DimensionSocial instructional language; listening to a brief introduction of a topic with supporting details; expressing opinions and providing evidence to justify reasoning; describing math data using content vocabulary.

Simple, compound, and some complex sentences with because; questions.

Question words (e.g., who, what, where, when, why, how, how often, how many); comparative and superlative adjectives (same, similar, different); content-related vocabulary (mean, average, median, mode).

Instructional Tips/Strategies/Suggestions for Teacher Background information on the mode, median, and mean:

o To find the mode, find the number that occurs most frequently. There may be more than one mode. If no number occurs more than any other, then we write that there is no mode (we would not write 0, as it could be a data value). Although mode is not mentioned in the Massachusetts Curriculum Frameworks for mathematics, it has been traditionally considered a measure of center, together with median and mean.

o To find the median, put the numbers in the data set in order from least to greatest. Cross off the numbers from both ends moving toward the center until one or two values are left in the middle. A data set with an odd number will have one value left, and that is the median. A data set with an even number will have two values left. Add the two numbers and divide the result by 2 to find the median.

o To find the mean (average), add all the numbers in the data set and divide the sum by how many numbers are in the set. It may be helpful for students to use a calculator when finding the mean.

o For additional background information, see the Math Forum’s discussion on the three measures and how they are related to each other.

Quizlet.com can be a resource to help students learn new vocabulary. In addition to showing a video (e.g., “The Mean, Median and Mode Toads”), you could provide students with a textual excerpt about

the concepts. Please note: Although this unit explores mathematic concepts and the corresponding language used to discuss these concepts, this is

an ESL unit. This ESL unit is not the same as a sheltered Mathematics unit. It is intended to be taught by an ESL teacher, and collaboration with the content teacher is essential. It is also important to keep in mind that in addition to the dedicated, language-focused instruction outlined in this unit, ELs must also have access to all core academic content instruction. Therefore, in the lessons in this unit, students will not be explicitly taught and assessed on mathematical concepts. Use of these concepts is the context that serves as the vehicle for language development.

STUDENT CONSIDERATIONSSociocultural ImplicationsSome students may have never used a calculator before. If needed, provide additional practice with using a calculator.Anticipated Student Pre-Conceptions/Misconceptions Some students may not realize that depending on the data set, a single number can represent the mode, several numbers can

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https://www.youtube.com/watch?v=5C9LBF3b65s

https://quizlet.com/

http://mathforum.org/library/drmath/view/57603.html

represent the mode, or there can be no mode. Students often confuse the words median and mode. One strategy for remembering their definitions is that mode starts with “mo,” as

does the word most, and median sounds like middle. Another strategy is teaching students the median song (described below). Students may struggle when trying to find the median of a data set where there are two numbers in the middle. Explain that to find

the median, students need to add up the two middle numbers and divide the result by 2. Mean, median, and mode are polysemous words. Make sure to explain the math-related meanings of these words and contrast them

with everyday meanings. Examples of everyday meanings of the words include: o Mode: mode of transportation.o Median: median of a highway.o Mean: an adjective used to describe someone who is not nice.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objectives: “Students will be able to discuss measures of center using mean, median, and

mode,” and “Students will be able to make comparative statements about measures of center (e.g., mean, median, and mode).” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Begin with a discussion of measure of spread, measures of center, and distribution as ways to analyze variable data, such as questions that produce different types of answers. To do so, project or provide students with a dot plot. Ask students to notice how “spread out” data are on the dot plot, what the numbers are, and what the center is.

Provide options for physical action, such as writing or discussing with a partner.

3. Ask students what kind of inferences can be made from noticing the spread and center of data distribution. Students can think-pair-share. Invite students to share their thoughts with the class.

4. Introduce the concept of mode, mean, and median. a. Ask students to think about what they know about the three terms, examples of the terms, and/or a definition of the terms

independently first, and then share with a partner. Invite students to share with the whole class and record students’ responses. b. Show Lesson 10 Chart 1: “Countries of Origin.” Ask students to decide whether it is possible to determine where most of the

students have come from by looking at the dot plot on the chart. Students will likely notice the country with the most stickers. Explain how the most frequently occurring number (or country in this case) is called the mode of this data set.

c. Define the mathematical meaning of the word mode: The mode is a measure of center, and refers to the number that repeats the most in a data set. Highlight how it is easy to remember the meaning of mode because mode and most both begin with the same

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letters, mo. Write mode and most on the board and underline mo in both words. d. Explain how students will also learn about other ways to analyze data, such as finding the mean and the median.

During the Lesson1. Further introduce mean, median, and mode by showing a video, such as “The Mean, Median and Mode Toads.”

a. Before watching the video, give students a question to consider while they view it. For example, ask students to pay attention to the definitions of each term and/or the differences between each term. This can help to focus students’ attention and heighten engagement. Students may select to take notes during the video. Consider asking students to take notes about this information during the video, and/or providing a guided notes handout for students to use.

b. Show the video one or two times. Pause between each viewing to remind students of the focus question(s).c. After watching the video, have students orally define mean, median, and mode and discuss the similarities and differences

between them with a partner or small group. If possible, offer a video viewing station so students can watch the video multiple times, use closed captioning, and pause the video to ask questions as needed.

2. Practice identifying the mode with the “Measures of Center Guided Practice” handout. a. Begin with mode.

o Ask students to read the definition and example of mode independently, with a partner, or using a text-to-speech reader, or have them read it together as a class. Then have them find the modes for questions 1–4 (part “a” of each question) independently and share the steps they took to find the mode with a partner.

o Discuss answers as a whole class and clarify any misunderstandings.

b. Discuss the mean. o Explain what it is and how to find it. For example, say: “One measure of center is called mean. We add all the numbers in the

data set together and divide the sum by how many numbers are in the set.”

o Ask students to read the definition and example of mean independently, with a partner, or using a text-to-speech reader, or have them read it together as a class. Then have them find the mean for questions 1–4 (part “c” of each question) independently and share the steps they took to find the mean with a partner.

Provide options for physical action, such as using a computer and/or calculator to complete.


c. Practice finding the median. o Explain what it is and how to find it. For example, say: “Another measure of center is the median. The median is the middle

number. To find the median, rewrite the numbers in order from least to greatest. Cross off from both ends toward the middle until we have the middle number. If there are two numbers left in the middle, add them up and then divide the result by 2. This is the median.”

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o Teach students the median song, and sing it together as a class:

“Median Song” (to “London Bridge Is Falling Down” tune)Cross off numbers left and right

and again and again,cross off numbers left and right

Find the middle valueo Ask students to read the definition and example of median independently, with a partner, or using a text-to-speech reader,

or have them read it together as a class. Then have them find the median for questions 1–4 (part “b” of each question) independently and share the steps they took to find the median with a partner.


3. Discuss how the measures of center are similar and different for each problem. a. Model how to create comparative statements about the mean, median, and mode using sentence frames, such as: “The … and the

… are similar because …”; “The … and the … are different because …” (e.g., “The mean and the median are different because the mean is 4 and the median is 5.”)

b. Have students discuss similarities and differences using these sentence frames with a partner or small group first, and then talk about it as a whole class. This allows students the opportunity to build and present their ideas prior to the whole-class discussion where not all students are as comfortable sharing their ideas.

c. During the discussion, consider highlighting the following talking points: “Sometimes you arrive at the same answer for mean, median, and mode, and sometimes you arrive at different answers for each measure of center. All three measures of center are a number somewhere between the least and the greatest numbers in the data set. The way we calculate mean, median, and mode is different.” If students need additional examples of differences and similarities between each one of the measures of center, provide another example, such as discussing sample class test scores. Consider asking students to discuss what each measure of center means and why one measure might be useful in a particular situation versus another.

d. Reflect on the usefulness of finding measures of center in real life situations. For example, explain how finding the mean or average of class test scores can help teachers figure out whether most students understood concepts taught in a lesson.

Lesson Closing1. Have students complete an exit ticket where they respond to these prompts: “1) What is the mode, median, and mean? 2) Find the

mean, median, and mode for these numbers: 1, 1, 2, 5, and 6. 3) How are these numbers similar? Different? Why?” Answer key for teacher: mode = 1, median = 2, mean = 3.

2. Assign homework, explaining what students need to do to complete the “Measures of Center Homework” handout. Alternatively, provide time for students to complete the homework assignment in class.

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3. Have students reflect on the three measures of center explored in the lesson, thinking about how they can be used to prepare their CEPAs. Prompt student thinking by asking questions such as: “How can you use the mean, median, or mode to help you figure out solutions to challenges students face in our school? Why do you think mean, median, and mode can help you figure out solutions? Why is it important to show the mean, median, and mode of the information we collected when presenting our findings?” Provide sentence frames, such as: “I think the … (mean/median/mode) can help me figure out solutions because …”; “I think it is important to show the … (mean/median/mode) in my presentation because …” Have students answer these questions in a journal, learning log, or notebook first, then share with a partner and/or small group. Then discuss as a whole class.

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Lesson 12 Resources Document Camera (optional) Charts/dot plots from Lesson 10 Video: “The Mean, Median and Mode Toads” Optional websites:

o Math Forum o Quizlet.com

“Measures of Center Guided Practice” handout “Measures of Center Homework” Handout Exit ticket

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https://quizlet.com/

http://mathforum.org/library/drmath/view/57603.html


Measures of Center Guided Practice

Definitions and Examples

Definition ExampleData set: 1, 3, 5, 6, 8, 7, 4, 5, 10, 2, 9, 0

Mode = the most occurring number*When no number repeats, write, “No mode.”

Mode = 5

Median = the middle number

How to find the median:1. Put numbers in order from least to greatest.2. Sing the median song and cross off left and right until

only one number is left.3. If you have two numbers left in the middle, add them and

then divide the result by 2.

“Median Song” (to “London Bridge Is Falling Down” tune)Cross off numbers left and right

and again and again,cross off numbers left and right

Find the middle value

0, 1, 2, 3, 4, 5, 5, 6, 7, 8, 9, 100, 1, 2, 3, 4, 5, 5, 6, 7, 8, 9, 100, 1, 2, 3, 4, 5, 5, 6, 7, 8, 9, 100, 1, 2, 3, 4, 5, 5, 6, 7, 8, 9, 100, 1, 2, 3, 4, 5, 5, 6, 7, 8, 9, 100, 1, 2, 3, 4, 5, 5, 6, 7, 8, 9, 10

There are two middle numbers, so…5 + 5 = 1010 ÷ 2 = 5

Median = 5

Mean = the average

How to find the mean:1. Add all the numbers.2. Divide the result by how many numbers you started with.

1 + 3 + 5 + 6 + 8 + 7 + 4 + 5 + 10 + 2 + 9 + 0 = 60

There were 12 numbers that were added, so…60 ÷ 12 = 5

Mean = 5

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Your turn! Find the mean, median, and mode of the data we gathered in our sticker dot plots.1. What countries are the students in our class from?

a. Most students in our class are from ______________________________.This is the mode.

2. How many languages do the students in our class speak?

Put the numbers in order from least to greatest:

________________________________________________________________________

a. Most of the students in our class speak _______ languages. The mode is ______.

b. We can measure center with the median or the middle value. Here, the median is ______.

c. Most of the students in class speak ________ languages. The mean, or average is _______.

Comparative sentences:These measures of center are similar because ____________________________________________.

These measures of center are different because __________________________________________.

3. How many people are in the families of the students in our class?

Put the numbers in order from least to greatest.

________________________________________________________________________

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d. Most of the students in our class have _________ people in their families. The mode is _______.

e. We can measure center with the median or the middle value. Here, the median is ______.

c. Most of the students have ________ people in their family. The mean, or average, is ________.

Comparative sentences:These measures of center are similar because ____________________________________________.


4. How many minutes do the students in our class spend on homework each day?

Put the numbers in order from least to greatest.

____________________________________________________________

a. Most of the students in our class do homework for __________ minutes. The mode is ___________.

b. We can measure center with the median or the middle value. Here, the median is ______.

c. Most of the people in class speak ________ languages. The mean, or average is _______. Comparative sentences:These measures of center are similar because ____________________________________________.


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Measures of Center Homework

1. Write the age of each person in your family. Round the age of babies to 1.

2. Write the ages in order from least to greatest:

Analyze measures of center (mode, median, mean):

3. Which age is the most repeated? This is the mode: _________________.

4. Which age is the median? _________________.

5. What age is the mean, or average? The mean age is _____________.

6. The measures of center are similar because ______________________________________.

7. The measures of center are different because ____________________________________.

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Exit Ticket

1. What is the mode, median, and mean?

a. The mode is _____________.

b. The median is _____________.

c. The mean is _____________.

2. Find the mean, median, and mode for these numbers: 1, 1, 2, 5, 6

a. What is the mode? _____

b. What is the median? _____

c. What is the mean? _____

3. How are these numbers similar? Different? Why?

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Lesson 13 Day 13

Describing Survey Data with Mean, Median, and Mode

Estimated Time: 50 to 60 minutes

Brief overview of lesson: Students will continue analyzing data tables and dot plots created in previous lessons. They will calculate the mean, median, and mode of data they collected in the classroom survey. They will then create descriptive and comparative statements to interpret the data. Finally, students will use these data to make evidence-based claims about proposed solutions to challenges students face in their school. Students will incorporate this information into PowerPoint presentations for their CEPAs.


Ability to identify which numerical values represent the most and the least. Ability to make comparative statements about data. Basic knowledge about range, mean, median, and mode.


Unit-level Salient Content Connections to Be Addressed in This Lesson






Language Objective Essential Questions Addressed in This LessonStudents will be able to state a claim (proposed solutions to challenges) and support these claims with evidence using the past and present tenses, content-area vocabulary (range, mean, average, median, mode, this shows that, data) and comparative language (e.g., more than, most).



Assessment Formative assessment: Assess student use of learned language to create descriptive statements about the mean, median, and mode

of their data. Formative assessment: Assess student use of learned language to create comparative statements about their data. Formative assessment: Assess student application of learned language to analyze a dot plot and create descriptive statements about

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the data on the exit ticket. Self-assessment: Students will use the CEPA checklist to self-monitor their learning and their progress in relation to the CEPA.


Social instructional language; writing brief explanations about math content area topics composed of several simple, compound, and some complex sentences with limited cohesion; expressing opinions and providing evidence to justify reasoning.

Simple, compound, and complex sentences in present and past tense; questions; comparative statements; negative statements using contractions.

Question words (e.g., who, what, where, when, why, how, how often, how many); comparative and superlative adjectives (e.g., more than, most); content-related vocabulary (range, mean, average, median, mode, this shows that, data); problem/solution language (propose, solution, challenge).

Instructional Tips/Strategies/Suggestions for Teacher Ask groups to designate a team leader responsible for keeping group members on task. Have the groups sign up for a conference with the teacher for a check-in halfway through the process. Please note: Although this unit explores mathematic concepts and the corresponding language used to discuss these concepts, this is


STUDENT CONSIDERATIONSSociocultural Implications Some students may need additional support on how to use a calculator. Students may need reminders to wait for their turn during group and whole-class discussions, as well as instructions on how to

provide respectful feedback comments.Anticipated Student Pre-Conceptions/Misconceptions Some students may not realize that depending on the data set, a single number can represent the mode, several numbers can

represent the mode, or there can be no mode. Students often confuse the words median and mode. One strategy for remembering their definitions is that mode starts with “mo,” as

does the word most, and median sounds like middle. Another strategy is teaching students the median song from Lesson 12. Students may struggle when trying to find the median of a data set where there are two numbers in the middle. Explain that to find

the median, students need to add up the two middle numbers and divide the result by 2. Some students may need additional practice with math concepts such as mean, median, mode, and range.

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THE LESSON IN ACTIONLesson Opening

1. Post and explain the lesson’s language objective: “Students will be able to state a claim (proposed solutions to challenges) and support these claims with evidence using the past and present tenses, content-area vocabulary (range, mean, average, median, mode, this shows that, data) and comparative language (e.g., more than, most).” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Review the Lesson 12 homework assignment, clarifying any questions or misconceptions as needed. If this homework was not assigned, allow students to complete it in class independently first, then share with a partner or small group. Review the handout as a whole class afterwards.

During the Lesson1. Provide time for students to analyze their classroom survey data, identifying the mean, median, and mode of their data tables and

dot plots in small groups. Please note: Students will be able to identify the most repeated response (or mode) for most questions, but they will only be able to identify the mean and median for questions that have numerical answers.

2. Have students create PowerPoint slides with information about the mean, median, and mode of their data and add them to their initial PowerPoint presentation with range information (from Lesson 11).a. Show an example of what slides describing the mean, median, and mode might look like and model creating these slides for

students. Refer students to the “Measures of Center Guided Practice” handout for sample language. Remind students to think about their target audience as they prepare the slides.

b. Give students time to type in their data, using the data in their section of the survey. While students work, circulate and prompt them to expand upon their descriptions, reflecting upon what the data and statistics show and how this information can be used to come up with solutions for challenges students identified.


3. Have students write descriptive and comparative statements about the data. a. Model how to write statements with sample data (e.g., “Most of the students buy lunch”). Use sentence frames, such as: “Most

students …”; “Some students …”; “The … (mean/median/mode) is … and this means ...” Encourage students to use these sentence frames in their own work. Consider co-constructing a few statements with students before they begin working in small groups.

b. Give students time to write down statements in small groups.


4. Give students time to peer edit their work so far. Have pairs check each other’s work, using a peer-editing checklist with questions such as: “Are the mean, median, and mode communicated clearly? Are the descriptive statements clear?” Before students begin

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working, model how to offer constructive feedback in a respectful way.

Provide options for physical action, such as peer editing with a partner or in small groups.

5. Create statements proposing solutions to challenges that are based on data collected and analyzed.a. Model how to use data about a specific topic’s survey questions to propose a solution or way to address an identified challenge.

Use a think-aloud to explain how you arrived at a particular solution using data analysis (the range, mean, median, and mode you identified). Teacher tip: When creating statements, write descriptive and comparative statements first, then offer a solution or advice in the next sentence to showcase this pattern for students (e.g., “We asked students about lunch time. Our data show that most students buy their lunch at school, and most students say they don’t have enough time to eat lunch there. The mean or average number of minutes students have to eat lunch is 10 minutes. We propose that students get more time to eat lunch.”) Consider providing sentence and/or paragraph frames for students to use, such as: “We asked students about … (topic). Our data show … (descriptive and/or comparative statements). The … (range, median, mode, mean related to the topic) of … is … We propose that … (solution).”

b. Co-construct a sample paragraph about another topic/set of related survey questions with students using sentence or paragraph frames.

c. Give students time to practice creating statements about data related to their group topic using data from the related survey questions that they collected and analyzed.

d. Provide time for students to type their statements into their PowerPoint presentations.

6. Conference with small groups, checking that their statements are properly structured and that they have analyzed data correctly. Set up a chart paper or space on the board where groups can schedule a conference. Use the CEPA rubric to provide feedback to groups.

Lesson Closing 1. Have students complete an exit ticket where they analyze a dot plot; calculate the mean, median, and mode for plotted data; and

write descriptive statements about the data based on their analysis. Note: Students are not being assessed on their ability to calculate the mean, median, and mode, but rather on their use of language to describe the data analyzed. Consider providing students with the mean, median, and mode or supporting student calculations.

2. Give students an opportunity to reflect on why it might be important to know the mean, median, and/or mode of a data set when proposing solutions for challenges. Have students record their thoughts in a notebook, learning log, or journal, or type their responses on a computer.

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Lesson 13 Resources Data tables and dot plots related to survey data collected in Lessons 8 and 9 “Measure of Spread Guided Practice” handout from Lesson 10 Data analysis (spread/range, mean, median, mode) from Lessons 11 and 12 “Measures of Center Guided Practice” handout from Lesson 12 “Measures of Center Homework” handout from Lesson 12 Exit ticket

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Exit Ticket

Students were asked how many text messages they sent in one day. This dot plot shows data collected:

X XX X

X X XX X X X X X X 0 1 2 3 4 5 6 7 8

Calculate the mean, median, and mode for this data set. Then write a descriptive statement explaining what the mean, median, and mode mean.

The mean is ____________. This means that the average number of text messages students sent was ______.

The mode is ___________. This means ____________________________________________________________________________.

The median is __________. This means that ______________________________________________________________________.

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Lesson 14 Day 14

Creating Bar Graphs to Represent Data Estimated Time: 50 minutes

Brief overview of lesson: Students will create bar graphs for dot plots generated in previous lessons using PowerPoint. They will follow oral, written, and modeled instructions from the teachers, and they will reflect on different ways in which data can be displayed (tables, dot plots, written statements, bar graphs).


Basic computer and PowerPoint skills.






Language Objectives Essential Questions Addressed in This LessonStudents will be able to create a bar graph in PowerPoint following oral, written, and visual instructions provided by the teacher.

Students will be able to describe the bar graph created using sentence frames (e.g., “The graph shows…”; “The graph illustrates…”).



Assessment Formative assessment: Assess student application of learned language to create PowerPoint bar graphs based on oral, written,

and/or visual instructions. Formative assessment: Assess student application of learned language to describe the bar graph created. Self-assessment: Students will use the CEPA checklist to self-monitor their learning and their progress in relation to the CEPA.


Social instructional language; listen to and read multiple, related, simple sentences and some compound and complex sentences containing content-area descriptions;

Imperative statements/commands. Technology-related and content-area vocabulary (e.g., column, row, cell, PowerPoint, save, bar graph, table).

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writing brief descriptive statements. Instructional Tips/Strategies/Suggestions for Teacher Depending on students’ familiarity using PowerPoint, this lesson may take more time than the 50 minutes allotted. The attached PowerPoint tutorial is intended mostly for the benefit of the teacher. Model each step of how to create PowerPoint

graphs using a projector, with students following along on their own computers. Consider giving students a printed version of the handout, but make sure to still guide students through each step.

Consult with your school/district technology staff to learn how students should save their work (e.g., whether students should save it to a specific student drive, a shared drive, or a flash drive), so saved work can be accessed later on.

A word bank of associated technology vocabulary is attached. These words are not crucial to this particular lesson, but can be helpful for students to build computer skills and associated language.

Designate one or more “techno-literate” students as teacher assistants to help students less familiar with computers and PowerPoint software. If possible, meet with these students ahead of time to go over the task and help them prepare to troubleshoot technology issues that may arise. Consider giving these students additional time to complete their lesson tasks, since they will potentially be spending time helping others during the lesson.

Feel free to adapt this lesson and have students use other presentation software, such as Prezi, Google Slides, Keynote, Nearpod, etc. Alternatively, if using computers is not possible, have students create posters (instead of PowerPoint of other software presentations).

Please note: Although this unit explores mathematic concepts and the corresponding language used to discuss these concepts, this is an ESL unit. This ESL unit is not the same as a sheltered Mathematics unit. It is intended to be taught by an ESL teacher, and collaboration with the content teacher is essential. It is also important to keep in mind that in addition to the dedicated, language-focused instruction outlined in this unit, ELs must also have access to all core academic content instruction. Therefore, in the lessons in this unit, students will not be explicitly taught and assessed on mathematical concepts. Use of these concepts is the context that serves as the vehicle for language development.

STUDENT CONSIDERATIONSSociocultural ImplicationsSome students may need assistance with simple technological tasks, such as turning on the computer, logging in, and opening the correct software. Others may have extensive experience with technology and can be recruited as teacher assistants. Make sure to build upon students’ background knowledge, addressing areas of weakness and capitalizing on areas of strength.Anticipated Student Pre-Conceptions/MisconceptionsSome students may have difficulty following a series of technical instructions. Make sure to provide oral, written, and visual input to support students through instructions, and stop regularly to check for student understanding and answer clarifying questions.

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THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objectives: “Students will be able to create a bar graph in PowerPoint following oral, written,

and visual instructions provided by the teacher,” and “Students will be able to describe the bar graph created using sentence frames (e.g., ‘The graph shows…’; ‘The graph illustrates…’).” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Prepare for the lesson by creating a sample data table and PowerPoint bar graph about a topic related to challenges students face in school. Connect the data table and graph to the proposed solution to a challenge provided in Lesson 13. Use this to discuss how data can be displayed in different ways and which ways are useful to highlight different aspects of data.

3. Explain expectations for student work in this lesson.a. Explain task details: Students will use PowerPoint to create a bar graph of the dot plot they created using survey question data

tables. They will include these graphs in their CEPA PowerPoint presentations. Remind students of the purpose of the PowerPoint presentation and the targeted audience. Review the “Graphs” row of the CEPA rubric to highlight all necessary components.

b. Show a sample data table and related bar graph as a model of the types of product students are expected to create during the lesson. Highlight components of graphs from the CEPA rubric.

c. Analyze the relationship between the data table and the bar graph. Ask students to think about how these two ways of representing data are different, and which one might be more effective. Highlight how different ways of displaying data can be more effective in specific situations, based on the information being displayed and/or the intended audience.

During the Lesson1. Give students time to create bar graphs using PowerPoint.

a. Depending on students’ familiarity with technology and/or PowerPoint, consider explicitly introducing some or all of the 10 technology words in the sample PowerPoint word bank. These words are not crucial for the unit, but will appear in today’s lesson sequence.

Provide options for perception, such as native language translations and images to support student understanding of these terms.

b. Explain how to create a bar graph in PowerPoint using the “Steps for Creating Bar Graphs Using PowerPoint” handout. o Begin by telling students that you will model how to create a graph in PowerPoint step by step, and that they will complete

each step right after you model it. Give students two different colored cards or Post-Its, designate one color as “still working” and another as “ready to move on,” and explain how students are to use these to show that they are working on a specific step or are ready to move on. Consider dividing up students into mentor/mentee pairs to support the creation of the

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graphs.

o Model each step for students, pausing between each step to allow students to complete it before you explain the next one. Remind students to use their cards or Post-Its to indicate their working status. While students work on a particular step, circulate to provide specific feedback on student creation of the bar graphs and provide additional support as needed.

2. Reflect on different ways in which data can be displayed. Ask students to consider ways in which they have displayed data so far: tables, dot plots, written summary and comparative statements, and bar graphs. Prompt them to think about the effectiveness of each data display method, using questions such as: “Which one seems to show information more clearly: a table or a bar graph? A summary statement or a table? When is it more effective to use a table to show information? When might it be better to show information using a bar graph?” Have students share their thoughts with a partner or small group, then discuss as a whole class. Afterwards, have students brainstorm ways in which they will use the graphs they just created in their CEPA presentations, recording their thoughts in a journal or notebook.

Lesson Closing 1. Have students complete an exit ticket where they describe the graphs they created using the following sentence frames:

“The title of my graph is ___________________. It shows responses to the question: ______________________________________.”“There are ________ (number) multiple-choice responses to my survey question, so there are _________ (number) bars in my graph.”

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Lesson 14 Resources Computers with Microsoft PowerPoint LCD projector (to model how to create bar graphs in PowerPoint) Cards or Post-Its (in two different colors; one of each color for each student) Optional alternative presentation software:

o Prezio Google Slideso Keynoteo Nearpod

Sample PowerPoint word bank “Steps for Creating Bar Graphs Using PowerPoint” handout (other versions may be slightly different)

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Sample PowerPoint Word Bank

Nouns: (presentation) slide chart column row cell mouse

Verbs: save type select delete

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Steps for Creating Bar Graphs Using PowerPoint

Previous step: Open a new PowerPoint presentation and save it with your first name, last name, and survey question number. If you are using a school network, be sure to save to the correct student or shared drive (ask your technology teacher if you aren’t sure where to save). Use this format: “firstname.lastname.SQ--”

Step 1: Take out your data table created in Lesson 11.

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Step 2: In your PowerPoint, click “New Slide” to add a “Title and Content” slide to your presentation. “New Slide” is in the top left corner of the screen.

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Step 3: Click on the top middle button to “Insert Chart."

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Step 4: Select “Clustered Column” and click “OK.”

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Step 5: A new Excel chart will open. It will look like this:

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Step 6: In this sample graph, we only need two columns. With your mouse, select columns C and D. Then go to the Edit menu and click Delete. However, for your graph, create the same number of columns as the number of responses that your question has. For example, if you question had four possible responses, then keep all four columns.

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Step 7: Type each multiple-choice response in column A. Each response should be on a separate line.

If you have more than four multiple-choice responses to your survey question, you will need to add a row to your chart. Click your mouse on the bottom right corner of cell 5B and drag down one or more rows below (depending on how many more responses you want to add).

Then you will be able to type your additional multiple-choice responses.

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Step 8: Now you will add the numbers of responses students gave for each multiple-choice question using the information in your survey data table. Type each number from your data table in column B next to the multiple-choice response it represents. You do not need to type the total number of responses.

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Step 9: Click on cell 1B (“Series 1”) and type the title of your graph. It should be related to the topic of your data.

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Step 10: You are almost finished! Close your Excel chart by clicking on the little red circle in the top left corner of the page. You will now see the chart you created in your PowerPoint presentation. It will look something like this:

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The title of your graph appears twice. To delete the title on the right side of the slide (next to a little blue box), click on it and press the Delete key. Now your graph will be bigger and easier to read.

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Step 11: For your final step, click in the box at the top of the slide that says “Click to add title” and type in the survey question that is graphed on that slide.

Ta-da! Your bar graph is complete! Don’t forget to save your work.

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Lesson 15Day 15

Creating an Evidence-Based Claim Estimated Time: 50 minutes

Brief overview of lesson: Students will create arguments confirming or refuting challenges previously identified in the unit. They will add these to their written summaries of survey data. Each group member or partnership will write an evidence-based claim about their research findings for one survey question related to the group’s topic (e.g., after-school activities), which will be included in the final CEPA presentation. Final CEPA presentations will include compare/contrast vocabulary reinforced from Lessons 3, 4, and 11 (some, both, more… than, less… than, as… as), descriptive statements with key math terms reinforced from Lessons 10–13 (from… to… range/spread, mean, median, mode) supported by evidence (“This shows…”; “This proves…”).


Ability to use comparative language previously introduced in the unit.







Language Objective Essential Questions Addressed in This LessonStudents will be able to create an evidence-based claim about their research findings using previously introduced language and sentence frames (e.g., “This shows…”; “This suggests…”).




Assessment Formative assessment: Assess student use of learned language to complete the Statement, Proof, Analysis, Conclusion (SPAC)

organizer Self-assessment: Students will use the CEPA checklist to self-monitor their learning and their progress in relation to the CEPA.

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Social instructional language; reading visually presented information (tables, graphs); writing an argument using a developing application of an increasing range of temporal and linking words and phrases to connect and organize events, ideas, and opinions.

Simple, compound, and complex sentences in past and present tense; comparative sentence structures.

Comparative and superlative adjectives (e.g., more than, most); content-related vocabulary (range, mean, average, median, mode, this shows that, data); argument language (e.g., claim, evidence, statement, proof, conclusion, this shows, this proves).

Instructional Tips/Strategies/Suggestions for TeacherColor-code each type of sentence (statement, proof, analysis, and conclusion) to reinforce these concepts.

STUDENT CONSIDERATIONSSociocultural Implications Self-advocacy may be a new concept for some students. Explain how self-advocacy means presenting our perspective and taking

appropriate actions to solve problems, and how what students are learning in the unit will help them self-advocate. Discuss how it is important for students to be strategic in how they self-advocate and sensitive to how their questions and actions might be perceived by different people in their school community (other students, parents, teachers, administrators, other school staff, etc.). Highlight how students will be more successful in encouraging others to help them solve problems when they present themselves as allies working toward the same goal as others (e.g., working to create a stronger and safer learning environment). Discuss how using language or taking actions that make others feel like we oppose them makes them less willing to work toward finding a common solution.

Some students may need explicit instruction on the difference between social language used in everyday classroom interactions and the more formal academic language register used in content-related presentations.

Anticipated Student Pre-Conceptions/MisconceptionsSome students may think that self-advocacy means arguing with others and trying to convince them of their personal opinion.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to create an evidence-based claim about their research

findings using previously introduced language and sentence frames (e.g., ‘This shows…’; ‘This suggests…’).” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Revisit the Lesson 10 “Homework” chart that includes the student-generated sticker dot plot.

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a. Post the chart on the board or somewhere visible to all students. Review the plotted data’s range, mode, median, and mean, which students calculated in the “Measure of Spread Guided Practice” and “Measures of Center Guided Practice” handouts. Remind students how this dot plot is related to a potential challenge students face: having too much homework.

b. Introduce the term claim. Explain how a claim is a statement saying something is true when other people might think it is not true. Provide a couple of claims about everyday topics (e.g., “My phone is the best phone in the world because it’s an iPhone”; “I am the best teacher in the world”). Invite students to share one or two claims.

c. Model how to write two opposing claims related to the topic (e.g., “Based on the data, homework is not a challenge students face in our school. Based on the data, homework is a challenge students face in our school.”).

d. Ask students to evaluate these two claims or statements by looking directly at the data, asking prompts such as: “What does the dot plot show? How much time are students currently spending on homework? Is this enough time spent on homework? Too much time? Too little time?” Have students discuss these in small groups or independently first, then share with the whole class.

e. As a whole class, discuss whether the dot plot data indicate homework is a challenge for most students (confirms the challenge) or whether the data show homework is not a challenge (refutes the challenge).

3. Explain how part of the CEPA includes summarizing what students learned about challenges students face from data collected in the classroom survey. Refer them to the “Summarizes Research Findings” row of the CEPA rubric and review how student work will be assessed (number of sentences, summarizing the data with comparative language [more, most, less than, etc.], appropriate use of present and/or past tense verbs). Model an example for students.

4. Explain how part of the CEPA includes making a claim about what the data show using information from those summaries. During the Lesson1. Explain how claims can be stronger or weaker depending on whether they can convince people that they are true or not.

a. Provide two examples of similar claims—one supported by evidence, and one not supported by evidence (e.g., “I have the best phone in the world,” and “I have the best phone in the world because it has a lifetime warranty, so if it breaks I get a new one”). Ask students to choose which one of the two claims is stronger, or more persuading (more likely to convince them that it is true), and why. Have them turn and talk and discuss with a partner, using the following sentence frames: “I think statement … is stronger. It makes me think it is true because …”

b. Discuss which claim is stronger and why as a whole class. Some key ideas to highlight as students share include: 1) evidence, or information supporting a claim (“because it has a lifetime warranty”), can strengthen a claim and help people believe it is true; and 2) people are still entitled to their own opinion, so even strong claims supported by evidence do not always convince people they are true.

c. If students need more practice thinking about claims and evidence, give them two to three more examples of pairs of similar claims (one supported by evidence, and one without evidence). Have them identify which claim is stronger, or more likely to convince others it is true, and explain why.

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2. Model how to create strong claims by supporting them with evidence. a. Introduce the SPAC organizer and explain how you will use it to create a paragraph about a strong claim related to the

homework time issue. Explain what each component of the organizer means (statement, proof, analysis, conclusion). Color-coded sample definitions for each component are presented below:o Statement: the claim explaining what you think about something. For example: “My phone is the best phone in the world.”

o Proof: evidence or data showing that the statement or claim is true. For example: “My phone has a lifetime warranty.”

o Analysis: an explanation of how the proof shows the statement or claim is true. For example: “A lifetime warranty means that if my phone breaks, I get a new one for free. Phones can break easily. Phones are also expensive. It’s nice to know I don’t have to spend a lot of money if my phone breaks.”

o Conclusion: another statement restating the original claim and the evidence (or proof) supporting it. For example: “In conclusion, I think my phone is the best in the world because I can get a new one for free if it breaks.”

b. Consider having students analyze written paragraphs focusing on the structure (SPAC) and language used to introduce each component such as transitioning words to introduce each new proof, analysis, or the conclusion.

c. Model how to use the SPAC organizer to create a paragraph about the homework issue. Ask students to help you complete the SPAC organizer for two claims: one confirming that the time spent on homework is a challenge students face, and the other refuting this challenge. Use an overhead or projector to project each sentence as it is being composed. Color-code sentences to show which component of the SPAC organizer it represents. Sample paragraphs are provided below.o Paragraph confirming the challenge:

Based on the data, homework is a challenge students face in our school. First, on the dot plot, the mode is 90 minutes. This shows that most of the students do homework for 90 minutes per day. Sixty minutes is a lot of time to spend on homework because students want to do other activities like sports. Second, the mean homework time is 78 minutes. This shows that on average, students do homework for 78 minutes each day. That is a lot of time spent on homework. In conclusion, students don’t need more homework because they need that time to do other activities.

o Paragraph refuting the challenge: Based on the data, homework is not a challenge students face in our school. First, on the dot plot, the mode is 10 minutes. This shows that most of the students do homework for 10 minutes per day. Ten minutes is not a lot of time for students in middle school to practice with concepts they are learning. Second, the mean homework time is 8 minutes. This shows that on average, students don’t do a lot of homework. Eight minutes isn’t enough time to practice everything students learned in a day to make sure they can get good grades and can use what they learn in the future. In conclusion, students need more homework to practice what they learn, to get good grades at school, and to be able to use what they learn in the future.

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3. As a small group, have students review the challenge they identified related to their assigned topic (e.g., “Do students have enough time for lunch? Do students spend too much time on homework?”).

4. Individually, students will look at and analyze the data collected from their survey question. They will decide whether the data confirm that there is a challenge related to that topic or refute the challenge (which means students do not struggle with that particular issue). Students can use a question to guide their thinking, such as: “Do the data seem to confirm or refute the identified challenge? Does the evidence show or prove that the claim about the challenge is true or not?”

5. Individually, students will complete the SPAC organizer, putting together a short paragraph about an evidence-supported claim. For example, one student in the homework group might have a claim such as: “According to the data, students spend too much time on homework on the weekdays because…” Meanwhile, another student in the homework group may have a claim that says: “The data show that students don’t spend a lot of time on homework on the weekends because …”a. While students work, circulate and provide specific feedback on their writing of paragraphs about an evidence-supported claim

and offer support as needed.

Provide options for physical action, such as using a computer or speech-to-text software.

b. Have students share their claim statement with the rest of their small group. Lesson Closing 1. As a collaborative group, students will compare data about each individual question related to the group topic and challenge.

Students can use a question to guide their thinking, such as: “Does there seem to be more evidence confirming the claim about the challenge or more evidence refuting the claim about the challenge?” Students will discuss and decide on the overall group’s finding related to the group topic. Students will then use the SPAC organizer to craft an overall statement for their group’s findings related to the group topic. For example: “Our data show ___________________ is a challenge students face because …” or “Our data show that _______________________ is not a challenge students face because …”a. While students work, circulate and support student analysis.

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Lesson 15 Resources Overhead or computer and LCD Projector SPAC organizer Sample SPAC paragraphs to analyze CEPA rubric

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SPAC Organizer

Statement: the claim explaining what you think about something

Proof: evidence or data that show that the statement or claim is true

Analysis: an explanation of how the proof shows the statement or claim is true

Conclusion: another statement restating the original claim and the evidence (or proof) supporting it

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Sample SPAC Paragraphs to Analyze

Based on the data, we need less homework. First, on the dot plot, the mode is 20 minutes. This shows that most of the students do homework for 20 minutes per day. Twenty minutes is a lot of time to spend on homework because students want to do other activities like sports. Second, the mean homework time is 18 minutes. This shows that on average, students do homework for 18 minutes each day. That’s a lot of time spent on homework. In conclusion, students don’t need more homework because they need that time to do other activities.

Based on the data, students don’t spend enough time on homework so they need more homework. First, on the dot plot, the mode is 20 minutes. This shows that most of the students do homework for 20 minutes per day. Twenty minutes is not a lot of time for students in middle school. Second, the mean homework time is 18 minutes. This shows that on average, students don’t do a lot of homework. Eighteen minutes isn’t enough time to practice everything students learned in a day to make sure they can get good grades and can use what they learn in the future. In conclusion, students need more homework to practice what they learn, to get good grades at school, and to be able to use what they learn in the future.

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Lesson 16 Day 16

Proposing Solutions (Part 1 of 2) Estimated Time: 50 minutes

Brief overview of lesson: Students learn about modals should, could, and might and practice using these verbs to propose solutions for everyday challenging situations. They then apply this language to propose solutions or make recommendations to address challenges faced by their peers. In this way, students begin practicing how to advocate for change in their school community.


Basic understanding about the present tense and ability to write affirmative and negative statements in present tense.





Language Objective Essential Questions Addressed in This LessonStudents will be able to propose solutions or ways to address challenges previously identified using modals should, could, and might.


Assessment Formative assessment: Assess student use of learned language to craft statements on the “Modal Verbs” handout. Formative assessment: Assess student application of learned language to propose solutions or ways to address challenges

previously identified using modals. Formative assessment: Assess student application of learned language to articulate what students should, could, and might do with

the information collected in an exit ticket. Thinking Space: What Academic Language Will Be Practiced in This Lesson?

Discourse Dimension Sentence Dimension Word DimensionSocial instructional language; listening to others’ opinions and responding using brief, formulaic sentences; proposing solutions.

Simple, complex, and compound sentences in past and present tense with modal verbs.

Modals (should, could, might); topic-related vocabulary (challenge, solution, propose, address).

Instructional Tips/Strategies/Suggestions for TeacherReinforce the connotations of the three modals. Should is a definite recommendation or command, could shows possibility, and might is like maybe. Consider using a continuum to illustrate the range of modals from more likely to less likely to happen. For example, should is likely, could is somewhat likely, and might is less likely than could.

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appropriate actions to solve problems, and how what student are learning in the unit will help them self-advocate. Discuss how it is important for students to be strategic in how they self-advocate and sensitive to how their questions and actions might be perceived by different people in their school community (other students, parents, teachers, administrators, other school staff, etc.). Highlight how students will be more successful in encouraging others to help them solve problems when they present themselves as allies working toward the same goal as others (e.g., working to create a stronger and safer learning environment). Discuss how using language or taking actions that make others feel like we oppose them makes them less willing to work toward finding a common solution.


Anticipated Student Pre-Conceptions/MisconceptionsStudents may think that the endings of modals need to change, similar to how verb endings change in present tense (third-person singular adds an -s).

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to propose solutions or ways to address challenges

previously identified using modals should, could, and might.” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Introduce the lesson’s focus: proposing solutions. a. Show an image of an everyday problem, such as spilling a drink on a pile of papers (see image at right; source:

https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTYOzkOy3g2A9h9g_UuFyWtqkq93b-Uzq_kwSmDBoDUOAaucqtW).

Provide options for perception, such as having students view the image on a computer or providing students with a printout of the image.

b. Ask the students to propose solutions to the question: “How can we help?” Have students think independently before sharing with a partner or small group. Then discuss as a whole class and record students’ responses.

c. Connect this activity to what students will do the rest of the lesson. Explain how students’ responses are opinions or advice offering solutions to a problem, and how today they will learn about ways to offer advice using the modal verbs should, could,

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https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTYOzkOy3g2A9h9g_UuFyWtqkq93b-Uzq_kwSmDBoDUOAaucqtW

https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTYOzkOy3g2A9h9g_UuFyWtqkq93b-Uzq_kwSmDBoDUOAaucqtW

and might. During the Lesson1. Introduce the modal verbs should, could, and might.

a. Begin with a brainstorm. Ask students to think about what they know about these words, such as when and why they would use should, could, and might. Have students reflect independently first, and then share with a partner before discussing as a whole class.

b. Give students a copy of the “Modal Verbs” handout and project it. Read the “Grammar Point” and “Grammar Rules” together as a whole class. Highlight connotations of each modal (should indicates a definite obligation, could indicates a possibility of doing something, and might is more like a maybe).

Provide options for perception, such as having students view the handout on a computer.

Provide options for physical action, such as reviewing the handout independently or with a partner, and/or using a text-to-speech reader.

c. Have students complete the “Now You Try!” section. First, have students complete #1, creating their own opinion statements. Then have them share them with a partner. Ask pairs to read their statements aloud to each other and discuss the connotations of the three modals, using the following sentence frames to agree/disagree about whether each other’s statements are correct: “I think …”; “I agree …”; “I disagree …”; “I agree because …”; “I disagree because …”

Provide options for physical action, such as using a computer, or writing on the handout or in notebooks.

d. Have pairs complete the rest of the handout independently, then share with a partner. Remind students to explain their reasoning using because and to use sentence frames to agree/disagree, just as they did for #1.


2. Create statements proposing solutions or ways to address identified challenges.a. Model how to write a statement proposing a solution for an identified challenge using should, could, and might.b. Have students review challenges and data from the classroom survey using modals. Ask them to create statements proposing

solutions, making recommendations, or suggesting ways to address challenges they have been studying using should, could, and might.


c. Ask students to share their statements with a partner and to respond to each other’s ideas using the following sentence frames: “I think …”; “I agree …”; “I disagree …”; “I agree because …”; “I disagree because …”

d. Give students an opportunity to share their statements with the whole class.

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Lesson Closing1. Have students complete an exit ticket where they respond to the following prompt:

a. “So far, we identified challenges, designed our survey, collected and analyzed our data, and created claims about whether the data confirm or refute the challenges we identified. Now we thought about possible solutions to address challenges. In your opinion, what should, could, and might we do with this information? Why?”

“We should _______ because _______.”“We could _______ because _______.”“We might _______ because _______.”

For example: “We should present this to our principal because…”; “We could present this to our school committee because…”; “We might present this to our state legislature because …”

Provide options for physical action, such as having students record answers in their notebooks or on a piece of paper, discuss orally, or type responses on a computer.

b. This activity provides a formative assessment of students’ ability to use should, could, and might, as well as the conjunction because, and of their ability to plan next steps.

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Lesson 16 Resources Computer and LCD projector “Modal Verbs” handout

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Modal Verbs

Grammar Point:

A modal verb is a type of auxiliary verb that shows likelihood, obligation, or permission.

Here are all the modal verbs: shall/should will/would can/could may/might must

We will focus on should, could, and might.*** Should has a strong meaning or connotation. ** Could has a medium meaning or connotation.* Might has a soft meaning or connotation.Refer to the Merriam-Webster Learner’s Dictionary for a full definition of each.

Grammar Rules:

Pronoun/subject + modal verb + base form of the next verb(Modal verbs never change endings or suffixes)

Example: I forgot my homework in my locker! What will I do?a. I should ask the teacher for a hall pass. (I definitely will.)b. I could ask the teacher for a hall pass. (There is a possibility that I do this/it is somewhat likely.)c. I might ask the teacher for a hall pass. (This is like maybe/it is less likely than could.)

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http://learnersdictionary.com/

Now You Try!

1. I don’t have a pencil!a. I should _____________________________________b. I could ______________________________________c. I might ______________________________________

2. Every day, the lunch line is very long. We usually end up waiting and waiting in line for most of the lunch. By the time we get our lunch, we usually only have 5 minutes to eat it!

a. What should we do?We should ___________________________________________

b. What could we do?We could ____________________________________________

c. What might we do?We might ____________________________________________ Source: http://www.clipartbest.com/cliparts/yik/kRK/yikkRK5iE.jpeg

3. His lock is always difficult. Most days his locker doesn’t open!

a. What should he do?He should ___________________________________________

b. What could he do?He could ____________________________________________

c. What might he do?He might ____________________________________________ Source: http://www.cliparthut.com/clip-arts/thumbs/1019/thumb-locker-clip-art-1019205.jpg

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http://www.cliparthut.com/clip-arts/thumbs/1019/thumb-locker-clip-art-1019205.jpg

http://www.clipartbest.com/cliparts/yik/kRK/yikkRK5iE.jpeg

4. Help! She has a test on Friday! She doesn’t understand anything.

a. What should she do?She should _________________________________________

b. What could she do?She could __________________________________________

c. What might she do?She might ________________________________________

Source: https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRvjO8jIfxvrqwqzRfjAbHsKCyr712oGE0k-PFu3ji_oaES4RdSpA

5. Now come up with a new situation and offer possible solutions using should, could, and might.

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https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRvjO8jIfxvrqwqzRfjAbHsKCyr712oGE0k-PFu3ji_oaES4RdSpA

https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRvjO8jIfxvrqwqzRfjAbHsKCyr712oGE0k-PFu3ji_oaES4RdSpA

Lesson 17 Day 17

Proposing Solutions (Part 2 of 2) Estimated Time: 50 minutes

Brief overview of lesson: Students will continue working on their CEPA PowerPoint presentation, including brainstorming potential solutions to identified challenges.


Familiarity with modals. Creating a claim supported by evidence. Creating affirmative and negative statements.






Language Objective Essential Questions Addressed in This LessonStudents will be able to propose solutions or ways to address challenges previously identified using modals should, could, and might.


Assessment Formative assessment: Assess student application of learned language on their completed “Advocating for Change” organizer. Formative assessment: Assess student application of learned language to complete their PowerPoint presentations. Self-assessment: Students will use the CEPA checklist to self-monitor their learning and progress in relation to the CEPA.


Social instructional language; listening to others’ opinions and responding using brief, formulaic sentences; proposing solutions.

Simple, complex, and compound sentences in past and present tense with modal verbs.

Modals (should, could, might); topic-related vocabulary (challenge, solution, propose, address); cause and effect language (because, so).

Instructional Tips/Strategies/Suggestions for Teacher It is helpful to reinforce the connotations of the three modals with the students. Should is a definite recommendation or command,

could shows possibility, and might is like maybe. Students could use cause and effect language to expand upon their discussion of the problem/challenge (e.g., “because students

often do not have enough time for their lunches…”; “students often wait in very long lines at lunch so…”). Depending on student

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familiarity with cause and effect language, consider adding a mini lesson introducing this language and additional time to practice using it.


appropriate actions to solve problems, and how what students are learning in the unit will help them self-advocate. Discuss how it is important for students to be strategic in how they self-advocate and sensitive to how their questions and actions might be perceived by different people in their school community (other students, parents, teachers, administrators, other school staff, etc.). Highlight how students will be more successful in encouraging others to help them solve problems when they present themselves as allies working toward the same goal as others (e.g., working to create a stronger and safer learning environment). Discuss how using language or taking actions that make others feel like we oppose them makes them less willing to work toward finding a common solution.


Anticipated Student Pre-Conceptions/Misconceptions Students may think that the endings of modals need to change similar to how verb endings change in present tense (third-person

singular adds an -s).

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to propose solutions or ways to address challenges

previously identified using modals should, could, and might.” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Show a modified version of the sample paragraphs shared/created in Lesson 15, and have students identify any differences they see. Ask: “What is new?” Hopefully, students notice new purple sentences incorporating cause and effect language and proposed solutions/recommendations. Afterwards, explain how students will work to incorporate these types of ideas into their paragraphs. Sample modified paragraphs: o Based on the data, homework is a challenge students face in our school. First, on the dot plot, the mode is 90 minutes. This

shows that most of the students do homework for 90 minutes per day. Ninety minutes is a lot of time to spend on homework because students want to do other activities like sports. Second, the mean homework time is 78 minutes. This shows that on average, students do homework for 78 minutes each day. That’s a lot of time spent on homework, since students spend many hours at school every day. Students should ask their teachers to reduce homework. Students could explain that they have other

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activities. In conclusion, students don’t need more homework because they need that time to do other activities.

o Based on the data, homework is not a challenge students face in our school. First, on the dot plot, the mode is 10 minutes. This shows that most of the students do homework for 10 minutes per day. Ten minutes is not a lot of time for students in middle school. Second, the mean homework time is 8 minutes. This shows that on average, students don’t do a lot of homework. Eight minutes isn’t enough time to practice everything students learned in a day to make sure they can get good grades and can use what they learn in the future. Students need to practice with a lot of homework so they learn better and improve. Students should ask their teachers for more homework. Students could do more independent homework with online programs like Khan Academy. In conclusion, students need more homework to practice what they learn, get good grades at school, and be able to use what they learn in the future.

During the Lesson1. Review the “Advocating for Change” organizer.

a. Give students a copy of the handout and highlight how it is a modified version of the SPAC organizer from Lesson 15. Ask students to read through the handout, carefully looking at each component.

Provide options for perception, such as viewing the organizer on a computer.

b. Give students the “Confirming the Challenge” organizer and ask them to take turns reading sentences aloud with a partner.


c. Give students the “Refuting the Challenge” organizer and ask them to take turns reading sentences aloud with a partner.


d. Explain how student will work with these organizers to expand on the paragraphs they created in Lesson 15.

2. Go over task expectations. Refer students to the “Argues a Claim with Evidence” row of the CEPA rubric. Provide a model for student reference.

3. Give students time to individually expand upon the argument paragraphs created about their own question in Lesson 15 using the “Advocating for Change” organizer. Remind students to add cause and effect language (because, so), to use modals (should, could, might), and to use previously learned language—comparative language, content vocabulary (mean, median, mode), past tense, contractions—as needed.


4. Have students peer edit their work with their small group.

5. Give students time to add their new paragraphs to their PowerPoints.

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Lesson Closing 1. Have students orally share any new sentences they added to their paragraphs from Lesson 15 with the class or a partner.

2. Give students time to expand upon the overall argument paragraphs created about their group’s topic in Lesson 15 using the “Advocating for Change” organizer. Remind students to add cause and effect language (because, so), to use modals (should, could, might), and to use previously learned language—comparative language, content vocabulary (mean, median, mode), past tense, contractions—as needed.


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Lesson 17 Resources Computer and LCD projector “Advocating for Change” organizer “Confirming the Challenge” organizer “Refuting the Challenge” organizer CEPA rubric

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Advocating for Change Organizer

Statement:

Proof 1:

Analysis 1:

Proof 2:

Analysis 2:

Cause and effect (because, so):

Advocate for change:

Conclusion:

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Confirming the Challenge Organizer

Challenge: One of the challenges student face in our school is homework. Students spend too much time doing homework every day.

Statement: Based on the data, we need less homework.

Proof 1: First, on the dot plot, the mode is 90 minutes.

Analysis 1: This shows that most of the students do homework for 90 minutes per day. Ninety minutes is a lot of time to spend on homework because students want to do other activities like sports.

Proof 2: Second, the mean homework time is 78 minutes.

Analysis 2: This shows that on average, students do homework for 78 minutes each day. That is a lot of time spent on homework,

Cause and effect: because students spend many hours at school every day. Students should ask their teachers to reduce homework.

Advocate for change: Students should ask their teachers to reduce homework. Students could explain that they have other activities.

Conclusion: In conclusion, students don’t need more homework because they need that time to do other activities.

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Refuting the Challenge Organizer

Challenge: One of the challenges student face in our school is homework. Students spend too much time doing homework every day.

Statement: Based on the data, students don’t spend enough time on homework, so they need more homework.

Proof 1: First, on the dot plot, the mode is 10 minutes.

Analysis 1: This shows that most of the students do homework for 10 minutes per day. Ten minutes is not a lot of time for students in middle school.

Proof 2: Second, the mean homework time is 8 minutes.

Analysis 2: This shows that on average, students don’t do a lot of homework. Eight minutes isn’t enough time to practice everything students learned in a day to make sure they can get good grades and can use what they learn in the future.

Cause and effect: Students need to practice with a lot of homework so they learn better and improve.

Advocate for change: Students should ask their teachers for more homework. Students could do more independent homework with online programs like Khan Academy.

Conclusion: In conclusion, students need more homework to practice what they learn, get good grades at school, and be able to use what they learn in the future.

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Lesson 18Day 18

Practicing Oral Presentations Estimated Time: 50 minutes

Brief overview of lesson: Students will learn about oral presentations. They will analyze model presentations delivered by the teacher and identify presentation “dos and don’ts.” They will use this knowledge and their PowerPoint presentations compiled so far to practice giving their CEPA presentations to their small group members. Students will also practice giving each other feedback on presentation content and delivery.


Familiarity with content of presentations compiled throughout previous lessons.





G.3 ARGUE by stating an opinion or claim supported by reasoning and evidence.




CCSS.MATH.6.SP.5B—Summarize numerical data sets in relation to their context such as describing the nature of the attribute under investigation, including how it was measured and its units of measurement.


CCSS.ELA-LITERACY.SL.6.4—Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Language Objective Essential Questions Addressed in This Lesson

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Students will be able to deliver practice oral presentations using language previously introduced in the unit (comparative adjectives, question words, negative contractions, past tense, modals, content and topic-related vocabulary, argument language, etc.).





Assessment Formative assessment: Assess student application of learned language to deliver oral presentations. Formative assessment: Assess student application of learned language and understanding of the components of an effective

presentation as evidenced by students providing constructive feedback to presenters using the provided guidelines. Self-assessment: Students will use the CEPA checklist to self-monitor their learning and their progress in relation to the CEPA.


Social instructional language; orally sharing an opinion and supporting it with relevant evidence; listening to other’s presentations responding using brief, formulaic sentences; proposing solutions; orally sharing a summary of content-related ideas about a topic and supporting details.

Simple, complex, and compound sentences in past and present tense with modal verbs; questions; negative statements using contractions.

Modals (should, could, might); topic-related vocabulary (challenge, solution, propose, address); cause and effect language (because, so); comparative and superlative adjectives (e.g., more than, most); content-related vocabulary (table, dot plot, range, mean, average, median, mode, this shows that, data); argument language (e.g., claim, evidence, statement, proof, conclusion, this shows, this proves).

Instructional Tips/Strategies/Suggestions for Teacher Dramatize and exaggerate presentation role-plays to clearly demonstrate what qualities students should avoid in their

presentations. Ask colleagues and/or community members to help students rehearse their presentations and give constructive feedback. The more

practice the student has, the less nervous he/she will be during the actual presentation. For students with difficulty remembering how to pronounce English words, it can sometimes be helpful to allow them to take notes

by writing the phonetic pronunciation in their native language below or beside the English word. For example, the English word “buy” could be written by its Spanish phonetic pronunciation: “bai.” Students should only do this with a small number of especially difficult words.

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STUDENT CONSIDERATIONSSociocultural ImplicationsStudents from some cultures may be uncomfortable making direct eye contact when speaking or listening to a presentation as it is considered disrespectful in their culture. Gently encourage students to make eye contact by explaining how this is acceptable and, in fact, expected behavior to demonstrate respect in a U.S. classroom. Anticipated Student Pre-Conceptions/MisconceptionsSome students may be very nervous about giving oral presentations, thinking that their English is not “good enough” for public speaking. Encourage those students by highlighting that the most important aspect of communication is that they speak in a way that others can understand and that they have a good message or information to share.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to deliver practice oral presentations using language

previously introduced in the unit (comparative adjectives, question words, negative contractions, past tense, modals, content and topic-related vocabulary, argument language, etc.).” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Introduce the focus of the lesson: learning about and practicing delivering oral presentations. a. Write the following guiding questions on the board, project them, and/or give students a printed version:

ORAL PRESENTATIONSo “What did you see?” o “What could the presenter do to give a better presentation?”

b. Explain how students will practice giving oral presentations, but first they will watch some short presentations and give feedback using the questions posted on the board.

c. Review the “Communicates Effectively in Presentation” row on the CEPA rubric, going over how student presentations will be assessed. Remind students that part of their presentation grade will be based on how effectively they deliver the presentation.

3. Model several oral presentations. a. Model a bad presentation.

o For example, sit down on a chair and begin talking loudly while partially or completely turning away from the class, as if reading from a PowerPoint presentation reflecting on the wall. Say: “Good morning, class. Today, I am going to talk with you about an important problem in our school community. I noticed that many students are having trouble completing their homework on time, so I thought I would do some research to try to find out what might be causing the problem…”

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o Pause to ask the guiding questions and record student responses on the board. Before writing answers, divide the board into two columns to create a T-chart: “Presentation DOs” and “Presentation DON’Ts.” Sample student responses may include:

- “What did you see?” Response: “Teacher was sitting down, facing away from the class.”- “What could the presenter do to give a better presentation?” Response: “Always stand up when you are giving a formal

presentation. Always face your audience.”- Remind students to use modals when they offer suggestions.

o After students have provided advice/suggestions for improvement, model an effective presentation showcasing those points. Then have students discuss the differences between the two presentations.

b. Model a second bad presentation. o For example, stand up and appear nervous. Fidget with your hands or push them into your pockets. Begin presenting very

quietly, almost in a whisper. Say: “Good morning, class. Today, I am going to talk with you about an important problem in our school community. I noticed that many students are having trouble completing their homework on time, so I thought I would do some research to try to find out what might be causing the problem…”

o Pause and ask students the posted guiding questions. Record their answers on the DOs and DON’Ts T-chart. Sample responses may include:

- “What did you see?” Response: “Teacher appeared nervous and uncomfortable. Teacher spoke too quietly.”- “What could the presenter do to give a better presentation?” Response: “Stand up straight and keep your hands still. Try

to appear confident; sometimes it helps to look at a friend, your teacher, or a spot on the far wall as you speak. Be sure you speak at a volume that the farthest audience member will be able to hear.”

- Reminds students to use modals when they offer suggestions.o After students have provided advice/suggestions for improvement, model an effective presentation showcasing those

points. Then have students discuss the differences between the two presentations.

c. Model a third bad presentation. o For example, hold up a real or imaginary set of notecards, and begin the presentation by pretending to read off notes. Pause

every few words, as if having trouble reading or pronouncing a word. Say: “Good morning, class. Today, I am going to talk with you about an [pause to pretend to decipher the word] im…imp…impor…important problem in our school [pause to pretend to decipher the word] co… com… commu… commun… muni… community. I noticed that many students are having trouble [pause to pretend to decipher the word] co… com… comp… complete… completing their homework on time, so I thought I would do some [pause to pretend to decipher the word] rrr… re… res… resur… research to try to find out what might be causing the problem…”

o Pause and ask guiding questions. Record their answers on the DOs and DON’Ts T-chart. Sample responses may include:

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- “What did you see?” Response: “Teacher had trouble reading notes. Teacher had long pauses in presentation.”- “What could the presenter do to give a better presentation?” Response: “Practice reading your notes several times until

you can read them comfortably and fluently. Circle or write down any notes you aren’t sure how to say, so you can ask a friend, teacher, or consult Google Translate, which has a read-aloud function. Read to several different people so they can let you know if they understand every word.”

- Remind students to use modals when they offer suggestions.o After students have provided advice/suggestions for improvement, model an effective presentation showcasing those

points. Then have students discuss the differences between the two presentations.

4. Recap and summarize all of the presentation DOs and DON’Ts recorded so far. Consider modeling an effective presentation of a teacher-created CEPA modeling all the DOs. Alternatively, review the CEPA rubric with students and model one ineffective presentation using the presentation “DON’Ts” identified above. Have students score this presentation using the rubric, discuss what they saw, and offer suggestions for improvement. Then model one effective presentation incorporating all of the DOs identified on the board.

5. Record the DOs and DON’Ts on an anchor chart for student reference. Post it around the room, give students printed copies, or type them up in a shared digital file that students can view on a computer.

During the Lesson1. Review the “Communicates Effectively in Presentation” row on the CEPA rubric in relation to the presentation DOs and DON’Ts

students compiled. Remind students to practice the “Presentation DOs” and avoid the “Presentation DON’Ts” in order to deliver an effective presentation.

Provide options for perception, such as having students review the rubric on a computer.

2. Distribute the “Guidelines for Giving Constructive Feedback” handout and review expectations for audience members. Note that these will be used in today’s practice and also during the actual presentations in the next lesson.

Provide options for perception, such as using a computer to review.

3. Divide students into their presentation small groups. a. Have them take turns presenting their portion of the presentation to the rest of the group. Meanwhile the rest of the small group

should act as audience members and give the presenter feedback on whether he/she stands up and faces the audience, speaks loudly enough for all to hear, and needs to practice reading/memorizing portions of his/her notes outside of class to prepare for his/her final presentation. Instruct students that once they are done presenting, they become an audience member and another group member becomes the presenter. Consider giving small groups some time to create a presentation roster listing the order of presenters before they begin to streamline transitions. Presentation order during practice should be the same as the one intended for the final presentation.

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Provide options for physical action, such as orally sharing feedback or having students record their feedback on a Post-It.

4. Circulate to observe students’ performances and provide feedback as needed. Feedback should be sensitive to student’s language proficiency level and accent. It is acceptable for students to speak with an accent, but they should aim to always be comprehensible.

Lesson Closing1. Have students complete an exit ticket where respond to the following prompts: “What are three things a good presenter should do?

A good presenter should…”; “What are two to three things you will do to help prepare for your presentation tomorrow? I will…”

2. Optional activity: Have students reflect on why it is important to present the data that they have collected. Students could also reflect on what they hope to accomplish with their presentations. Allow students to orally discuss their thoughts, record their thoughts in a journal, or use a computer to record their thoughts.

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Lesson 18 Resources Board and/or computer and LCD projector Google Translate on iPads or computers for student reference (optional) “Guidelines for Giving Constructive Feedback” handout CEPA rubric

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Guidelines for Giving Constructive Feedback

1. Be SPECIFIC: Talk about specific words, phrases, or sentences that caught your attention and explain why: Did it remind you of something you experienced? What? Did it persuade or convince you that change was needed? Why? Did the presenter provide evidence to support his/her argument? What evidence?

Useful sentence frames for sharing: I liked ______ because… ______ reminded me of… You convinced me that ________ because… You proved your argument because…

2. Ask QUESTIONS: Listen carefully for the presenter’s argument and recommendation for change. Try to understand the opinion and the evidence presented. What is the problem the presenter identified? What survey question did the presenter ask? What data did the presenter collect? How did he/she describe and summarize the data? Do these descriptions make

sense to you?

Useful sentence frames for asking questions: What did you mean when you said…? Why do you think the data show…?

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Lesson 19Days 19 and 20

CEPA: Advocating for Change at My School PowerPoint Presentations

Estimated Time: 50 to 100 minutes, depending on the number of presentations

Brief overview of lesson: Students will deliver their culminating PowerPoint presentations. They will summarize research findings, make an evidence-based claim about a community challenge they identified, and propose possible solutions or ways to address this challenge. Students will also practice active listening, and give each other feedback on presentation content and delivery.


Basic presentation skills. Language to argue a claim supported by reasoning and evidence. Comparative and superlative language. Content-area language used to summarize statistical data.





G.3 ARGUE by stating an opinion or claim supported by reasoning and evidence.


CCSS.MATH.6.SP.2— Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center, spread, and overall shape.


CCSS.MATH.6.SP.5B— Summarize numerical data sets in relation to their context, such as describing the nature of the attribute under investigation, including how it was measured and its units of measurement.


CCSS.ELA-LITERACY.SL.6.4—Present claims and findings, sequencing

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ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Language Objective Essential Questions Addressed in This LessonStudents will be able to orally present research findings, make an evidence-based claim about current challenges, and propose solutions using language previously introduced in the unit (comparative adjectives, question words, negative contractions, past tense, modals, content and topic-related vocabulary, argument language, etc.).





Assessment Summative assessment: Assess student application of all language learned in the unit during their CEPA presentations. Formative assessment: Assess student application of learned language as evidenced by audience feedback using provided

guidelines. Self-assessment: Students will use the CEPA checklist to self-monitor their learning and their progress in relation to the CEPA.


Social instructional language; orally sharing an opinion and supporting it with relevant evidence; orally sharing a summary of content-related ideas about a topic and supporting details; listening to other presentations and responding using brief, formulaic sentences; proposing solutions.

Simple, complex, and compound sentences in past and present tense with modal verbs; questions; negative statements using contractions.

Modals (should, could, might); topic-related vocabulary (challenge, solution, propose, address); cause and effect language (because, so); comparative and superlative adjectives (e.g., more than, most); content-related vocabulary (range, mean, average, median, mode, this shows that, data); argument language (e.g., claim, evidence, statement, proof, conclusion, this shows, this proves).

Instructional Tips/Strategies/Suggestions for Teacher To convey the importance of this lesson’s presentations, teacher might change some elements of classroom set-up, such as

arranging desks in rows to face the presentation “stage.” In some cases, teacher may choose to have students present in the library or auditorium.

Consider encouraging students to dress in slightly more formal attire to give their presentations (optional). Post the order of group presentations on the whiteboard to facilitate smooth transition times and minimize wasted time between

presentations. Remind students about some tricks to combat their nervousness, if applicable. For example, they can keep their eye contact with the

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teacher or a supportive friend, or look at an object on the far wall. Some students will have difficulty taking notes as they watch presentations. Provide time between presentations for students to

take notes on constructive feedback and questions to share with presenters. Teacher can decide whether to invite other stakeholders (colleagues, administrators, etc.) to student presentations. If they are

invited, students should be notified in advance.

STUDENT CONSIDERATIONSSociocultural ImplicationsStudents from some cultures may be uncomfortable making direct eye contact when speaking or listening to a presentation as it is considered disrespectful in their culture. Gently encourage students to make eye contact by explaining how this is acceptable and, in fact, expected behavior to demonstrate respect in a U.S. classroom.Anticipated Student Pre-Conceptions/MisconceptionsSome students may be very nervous about giving oral presentations, thinking that their English is not “good enough” for public speaking. Encourage those students by highlighting that the most important aspect of communication is that they speak in a way that others can understand and that they have a good message or information to share.

THE LESSON IN ACTIONLesson Opening1. Post and explain the lesson’s language objective: “Students will be able to orally present research findings, make an evidence-based

claim about current challenges, and propose solutions using language previously introduced in the unit (comparative adjectives, question words, negative contractions, past tense, modals, content and topic-related vocabulary, argument language, etc.).” To promote student ownership and self-monitoring of learning, consider having students record the objective in their notebooks or having students summarize the objective in their own words. At the end of the lesson, students can reflect on their learning in relation to the objective.

2. Review presenter and audience expectations. a. Remind presenters of the “Presentation DOs” from Lesson 18, such as stand up, face your audience, and speak audibly. Post

these on a chart paper where presenters can see them as reference.b. Remind audience members to demonstrate active listening, such as facing the presenter at all times, listening for key

information, and raising their hands to ask clarifying questions. Distribute the “Guidelines for Giving Constructive Feedback” handout, which audience members can use during or between presentations to offer constructive feedback and gather questions for presenters. Explain how students and teacher will give presenters feedback and ask questions immediately following a presentation. Instruct students to raise their hands to ask clarifying questions and write feedback on Post-Its.

During the Lesson1. Arrange the order of presentations. Groups already determined the order in which members will present when they developed

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their PowerPoint. Each presenter should step forward and apart from the rest of the group when presenting his/her survey question, data, and conclusions.

2. Begin presentations.a. Give students three to five minutes between presentations to gather feedback using prompts on the “Guidelines for Giving

Constructive Feedback” handout.


b. Facilitate the constructive feedback sessions between presentations, using prompts on the “Guidelines for Giving Constructive Feedback” handout. These should last no more than five minutes each. Write down constructive feedback on chart paper (in a general list without specific presenter names). This can be referred back to at the end of the lesson and the next time students give oral presentations, to remind them of specific feedback they received and goals they can work on in future presentations.

Lesson Closing1. Thank all presenters and audience members for their hard work and courage speaking in front of their peers. Acknowledge

challenges that students have identified in their school communities and the research they have done to collect evidence supporting their claims. Explain how this process of identifying problems and collecting data to inform arguments and conclusions is used by scientists, politicians, teachers, doctors, sociologists, and people in many other professional fields.

2. Have students identify some of the skills they practiced as they prepared for these final presentations. Ask: “What skills did you learn to do over the last few weeks to prepare for these presentations?” Have students think about this question independently first, then share with a partner. Possible student responses include:o Brainstormingo Collaborating in small groupso Making graphs and tableso Reading and interpreting graphs and tableso Using technology (PowerPoint, computers, etc.)o Practicing Englisho Using rules for present and past tense verbso Practicing pronunciation and rehearsing presentationso Giving constructive feedbacko Asking questionso Collecting survey responses and organizing them into a data tableo Describing data using compare/contrast languageo Summarizing data, drawing conclusionso Forming opinions, arguments, and claims using evidence

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o Listening attentivelyo Calculating mean, median, mode, and rangeo Translating math statements to “everyday English” statementso Planning and working productively, keeping to deadlineso Using a rubric to inform worko Public speakingo Identifying key information about the U.S. Census and how it is usedo Identifying problems in our community, problem-solving

Provide options for physical action, such as using Post-Its, recording in a notebook, or using a computer to record thoughts.

3. Optional activity: Have students share their presentations or written summaries of presentations with school stakeholders, including school/district administrators, the school committee, the Parent Teacher Organization, other school staff members, etc. Alternatively, students could write summaries of their research and recommendations in a classroom newsletter to be shared with school stakeholders. Students could also identify other problems, questions, or experiments to research and present in future lessons.

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Lesson 19 Resources Computer and projector (depending on available resources, students could alternatively use another presentation software or present

each “slide” on chart paper) Completed student PowerPoint presentations “Guidelines for Giving Constructive Feedback” handout from Lesson 18 Model Performance Indicators CEPA rubric

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Differentiation of the CEPA Using WIDA Performance Indicators

Teachers may adjust performance indicators as necessary based on student needs.

Model Performance Indicators

G.1: WIDA Standard: The Language of Math : WIDA MPI Receptive Domain: ListeningLevel 1—Entering

XLevel 2—EmergingIdentify comparative quantities of numbers or illustrated objects from oral commands or questions (e.g., “most,” “least”).

Level 3—DevelopingMatch general and some specific language associated with descriptive statistics to illustrated oral examples.

Level 4—Expanding

XLevel 5—Reaching

XG.1: WIDA Standard: The Language of Math: WIDA MPI Productive Domain: Speaking

Level 1—Entering

XLevel 2—EmergingCompare and contrast relationships between quantities based on census data using sentence frames, word banks, and a partner.

Level 3—DevelopingCompare and contrast relationships between quantities based on census data using sentence frames and a partner.

Level 4—Expanding

XLevel 5—Reaching

XG.2: WIDA Standard: The Language of Social and Instructional Language: WIDA MPI Receptive Domain: Reading

Level 1—Entering

XLevel 2—EmergingIdentify data in graphs and tables from oral commands or questions modeled by a teacher (e.g. “Which bar shows the most?”).

Level 3—DevelopingLocate information on graphs based on oral statements or questions (e.g. “Which bar shows that most people eat lunch in school?”) and check with a partner.

Level 4—Expanding

XLevel 5—Reaching

X

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G.2: WIDA Standard: The Language of Social and Instructional Language: WIDA MPI Productive Domain: WritingLevel 1—Entering

XLevel 2—EmergingSummarize information presented in tables, charts, and/or graphs in multiple related simple sentences using sentence frames, models, and a partner.

Level 3—DevelopingSummarize information presented in tables, charts, and/or graphs in a series of extended sentences and related ideas using sentence frames.

Level 4—Expanding

XLevel 5—Reaching

X

G.3: WIDA Standard: The Language of Language Arts: WIDA MPI Receptive Domain: ReadingLevel 1—Entering

XLevel 2—EmergingMake arguments using information provided in charts and tables; use sentence frames, word banks, and partners.

Level 3—DevelopingJustify arguments based on information provided in charts and tables; use sentence frames and partners.

Level 4—Expanding

XLevel 5—Reaching

XG.3: WIDA Standard: The Language of Language Arts: WIDA MPI Productive Domain: Speaking

Level 1—Entering

XLevel 2—EmergingRestate or paraphrase visually supported information from multimedia as evidence for predictions (e.g., articles, websites, charts, tables).

Level 3—DevelopingRestate or paraphrase visually supported information from multimedia as evidence to justify predictions (e.g., articles, websites, charts, tables).

Level 4—Expanding

XLevel 5—Reaching

X

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CEPA Rubric

GROUP PERFORMANCEGrading Criteria Outstanding: A–B Satisfactory: C Not satisfactory: D–F

Survey Questions(Supported by Lessons 2, 7–9)

All survey questions are related to the group topic.All survey questions follow correct question form: Question word Correct word order Question mark

Most survey questions are related to the group topic.Most survey questions follow correct question form: Question word Correct word order Question mark

Does not meet expectations

Collaboration(Supported by Lessons 8–11, 13–18)

Follows group norms: Everyone does a job. Uses time wisely. Communicates respectfully in

English.

Meets two of the following norms: Everyone does a job. Uses time wisely. Communicates respectfully in

English.


Graphs(Supported by Lessons 11 and 14)

Includes survey question as slide title.Includes graph heading.Includes labels (multiple choices).

Includes two of the following: Survey question title Graph heading Labels (multiple choices)


(continued on next page)

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INDIVIDUAL PERFORMANCEGrading Criteria Outstanding: A–B Satisfactory: C Not satisfactory: D–F

Meets Deadlines(Supported by Lessons 5–9, 11, 13–18)

Uses class time wisely.If work is not completed, stays after school or completes work at home.

Meets one of the following: Uses class time wisely. If work is not completed,

stays after school or completes work at home.


Describes Data Using Compare and Contrast Language(Supported by Lessons 3–4, 11)

Meets teacher guidelines for number of sentences using compare/contrast language: more than less than most least as many as/as much as some

Uses present or past tense verbs appropriately.

Meets teacher guidelines for number of sentences using compare/contrast language: more than less than most least as many as/as much as some


Uses Math Language (Supported by Lessons 10–13)

Uses one or more of the math terms correctly: mean median mode range (or spread)

Translates math statement into “everyday English” statement.

Uses one or more of the math terms correctly: mean median mode range (or spread)



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INDIVIDUAL PERFORMANCE (Continued)Grading Criteria Outstanding: A–B Satisfactory: C Not satisfactory: D–F

Summarizes Research Findings(Supported by Lessons 6, 11, 15, 17)

Meets teacher guidelines for number of sentences summarizing the data with comparative language (more, most, less than, etc.).Uses present or past tense verbs appropriately.

Meets teacher guidelines for number of sentences summarizing the data with comparative language (more, most, less than, etc.).


Makes and Argues a Claim with Evidence(Supported by Lessons 16–17)

Meets teacher guidelines for number of sentences using opinion/claim language: should could might because so

Uses present tense verbs appropriately.

Meets teacher guidelines for number of sentences using opinion/claim language: should could might because so


Communicates Effectively in Presentation(Supported by Lesson 18)

Stands at the front of the class.Speaks loudly so everyone can hear.Practiced reading notes several times so presentation is clear and fluent.

Meets two of the following criteria: Stands at the front of the

class. Speaks loudly so everyone

can hear. Practiced reading notes

several times so presentation is clear and fluent.



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AUDIENCE PERFORMANCE (INDIVIDUAL)Listens Attentively(Supported by Lesson 19)

Faces the presenter.

Listens for key information: Compare/contrast data Math language Summary of research Argument/claim

Faces the presenter. Does not meet expectations

Gives Feedback(Supported by Lesson 19)

Meets teacher guidelines for providing constructive feedback: Refers to specific part that

was effective. Explains why it was effective. Asks a question.

Meets two of the following teacher guidelines for providing constructive feedback: Refers to specific part that

was effective. Explains why it was effective. Asks a question.


FINAL GRADE:

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Image and Text CreditsPage 17 Definition of "census" reprinted by permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition ©2016 by

Merriam-Webster, Inc. (www.Merriam-Webster.com).Page 21 "What is a census?" by FamilySearch. © By Intellectual Reserve, Inc. Reprinted by permission of The Church of Jesus Christ of Latter-Day Saints.Page 32 © Can Stock Photo/csp13947014Page 33 Source: Clipart PandaPage 33 Source: English Study CafePage 36 Courtesy John Duffty, mathsticks.com.

Page 39 Definition of "category" reprinted by permission. From Merriam-Webster’s Collegiate® Dictionary, 11th Edition ©2016 by Merriam-Webster, Inc. (www.Merriam-Webster.com).

Page 41 Source: Cliparts.coPage 62 Courtesy Heather Riddle.Page 72 Roobcio/ShutterstockPage 73 Source: Teachers Pay TeachersPage 87 Sandwhich Chart graphic organizer from Houghton Mifflin Harcourt Education Place,

(https://www.eduplace.com/graphicorganizer/pdf/sandwich.pdf. Copyright © by Houghton Mifflin Harcourt Publishing Company. All rights reserved. Reproduced with permisson of the publisher, Houghton Mifflin Harcourt Publishing Company.

Page 109 Todd Keith/iStock by Getty ImagesPage 110 © Rmarmion | Dreamstime.comPage 111 Source: http://www.blogto.com/Page 135 Lorelyn Medina/ShutterstockPage 150 Source: Clipart PandaPage 150 Source: Clipart PandaPage 191 Clipart.comPage 196 Source: Clipart PandaPage 196 Source: Cliparts.coPage 152 Source: Cliparts.coPage 152 Source: Cauliflower StickersPage 153 Source: https://openclipart.org/Pages 170-181 Microsoft PowerPoint ® is a registered trademark of Microsoft Corporation. Screen shots reprinted by permission from

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