Escondido High School Diversity Project |
1. TITLE OF THE LESSON
- Surveying in Relation to Diversity (1 hour) - Day 7 of the unit on Diversity in Escondido - Previous Day: The Melting Pot lesson - Next Day: Field Study | 2. CURRICULUM AREA & GRADE LEVEL
Statistics Grades 10, 11, 12 |
3A. STUDENT INFORMATION: English Language Learners
Whole class information: - There are 30 students in the class. All of the 30 students are in each of the content areas with the teachers in this ITU and also are in the same class with all teachers. - Demographic Information: The class is made up of majority Hispanic students. There are 17 Hispanic students, 2 African American, 2 Asian American, 7 Caucasian, and 2 Native American students. The class has 16 girls and 14 boys. - Developmental Needs: Most of the students have interests where they are involved in after school activities, where it be sports or other clubs. There are a number of learning profiles in the class. Many of the students are artistic and visual learners. Due to the number of Hispanic students, it is important to adapt strategies that meet the needs of these students. One of the best ways to reach these children is to present topics in a way that relates to them culturally. Joe (ELL #1) 1.) Readiness Level: Joe is an English language learner in the Early Advanced range. His CELDT level is a 4. 2.) Learning Profile: He performs best when he can build new information on what he has previously learned. 3.) Interest: He enjoys playing soccer and often reads Spanish literature. Sally (ELL#2) 1.) Readiness Level: Sally is an English language learner in the Intermediate range. Her CELDT Level is a 3. 2.) Learning Profile: Sally is very intelligent in content area, however, because her English is not perfect, she is shy when it comes to large group activities. She is a kinesthetic learner. 3.) Interest: Sally is in the band at school and enjoys artwork and being creative | 3B. STUDENT INFORMATION: Students w/ Special Needs
Jennifer (Special Needs #1) 1.) Readiness Level: Jennifer is identified as a student with specific learning disabilities. She had difficulty with the development of her early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both her reading and writing. She is able to independently read text at a 7th grade level and struggles with decoding words. 2.) Learning Profile: She is a self-isolating person who does not readily join into whole-class conversations or contribute to group learning situations. 3.) Interest: She enjoys sailing and spending time with her family. Differentiation Strategies used for this student Daniel (Special Needs #2) 1.) Readiness Level: Daniel is diagnosed with Attention Deficit Hyperactive Disorder (ADHD). Daniel has a very high ability level. Perfect score on ELA CAHSEE (450), Math (429) 2.) Learning Profile: Very unorganized due to ADHD. Prefers working alone. Doesn’t enjoy busy work. Struggles completing homework 3.) Interest: Enjoys listening to music, reading, writing, and is in the band at school. |
5. CONTENT STANDARD(S)
Making Inferences and Justifying Conclusions (S-IC) 1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. | 6. ELD STANDARD(S)
Listening & Speaking Participate in Social Conversations(Cluster 9) (Early Advanced): Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking an answering questions and retating and soliciting information (Advanced): Negotiate and initiate social conversations by questioning restating, soliciting information, and paraphrasing the communication of others. |
7. LEARNING GOAL(S) - OBJECTIVE(S)
A. Cognitive:After a class discussion, SWBAT explain how we can use surveying to learn more about diversity in our community as demonstrated by a ticket out. B. Psychomotor: After a class discussion about surveying, SWBAT create a survey to collect sample data throughout the community.C. Language Development: After being given background information and a surveying activity, SWBAT orally discuss various characteristics about survey as demonstrated by a class discussion. | 8. ASSESSMENT(S)
A. Diagnostic/Entry Level - Class discussion about carious mathematical tools one can use to find data (informal) B. Formative-Progress Monitoring - Student speak out what questions were in their survey and whatthey found out about their classmates in a discussion-like setting (informal) C. Summative - (for the day) a ticket out explaining “how we can use surveying to find more about diversity in our community” |
9A. EXPLANATION OF DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS
Joe (ELL #1) – Content/Based on Readiness: Give student vocabulary terms and definitions they may not be familiar with. Allow student multiple activities that involve reading, writing, speaking, and listening to improve their communication and literacy skills – Process/ Based on Readiness: Teacher orchestrates the students to work in pairs and groups to support all ELLs -- Process / Learning Profile: Student will be able to both hear aloud and see the information they are to fill out in their graphic organizer. Use scaffolding techniques throughout the lesson. – Product/Based on Learning Profile: Extended time for assignments. – Learning Environment: I would pair and sit student near classmates who are proficient and use Standard English well. Sally (ELL #2) – Content / Based on Readiness: Give student vocabulary terms and definitions they may not be familiar with. Allow student multiple activities that involve reading, writing, speaking, and listening to improve their communication and literacy skills – Process / Based on Readiness: Teacher orchestrates the students to work in pairs and groups to support all ELLs - Process / Learning Profile: Student will be able to both hear aloud and see the information they are to fill out in their graphic organizer. Student will be able to work in a pair where she may feel more comfortable. Positively reinforce frequently. – Product / Based on Learning Profile: Extended time for assignments. – Learning Environment: I would pair and sit student near classmates who are proficient and use Standard English well. | 9B. EXPLANATION OF DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS
Jennifer (Special Needs #1) – Content / Based on Learning Profile: Allow student to work in pairs to ensure participation. – Process / Based on Readiness: Teacher-modeled problem solving. Sequencing (e.g. breaking down task, step-by-step prompts) – Product/Based on Learning Profile: Extended time for assignments. – Learning Environment: Pair student with classmate(s) that are sufficient readers and writers, but also understanding and responsive to Jennifer Daniel (Special Needs #2) – Content / Learning Profile: Reduce the number of practice items a student must complete, having not as many busy work problems. Provide graphic organizers for organization. – Process /Based on Readiness: Give opportunities for choice. Allow at least 5 seconds of thinking time before prompting for answers. Give clear directions, oral and visual. Pair student next to very focused student - Process / Based on Learning Profile: Involve the child as a responder and thinker not as a passive learner. Have students recite in unison. Stick to a well-planned schedule. - Product / Based on Learning Profile: Make sure you are assessing knowledge and not attention span. – Learning Environment / Based on Learning Profile: Seat students by teacher. Partnering the student with a student who is focused and organized when doing group work |
10. INSTRUCTIONAL STRATEGIES
A. Into/Anticipatory Set (7 min): - Have question written on board for students to come in and answer on their own (Question: What are different ways to make inferences about a population?) - Have students share and read their response to neighbor B. Into/Instruction (20 min): - Have students share aloud what their partners came up with, write on board - Discuss different ways to find data - Focus on the technique of surveying - Definition of surveying - What makes a good survey C. Through/groups (8 min): - Pair up students to create a practice survey - Give students time to go around and collect data for their survey D. Through/Class Overview (10 min): - Discussion about what to do with data (About what we’ve learned) - Ticket out: How can we use surveying to find out more about diversity in our community? E. Beyond/Next Lesson (15 min): - Explain tomorrow and collecting data - Get students into groups of 4 - Have students begin to write questions for the survey for going out and collecting data F. HW: Have students work on survey questions for field study | 11. STUDENT ACTIVITIES
A. Into/Anticipatory Set (7 min): - Students to come in and answer on their own (Question: What are different ways to make inferences about a population?) - Students share and read their response to neighbor B. Into/Instruction (20 min): - Students share aloud what their partners came up with - Students take notes and ask and answer questions when needed C. Through/groups (8 min): - Students pair up to create a practice survey - Students go around and collect data for their survey D. Through/Class Overview (10 min): - Students participate and lead discussion about what to do with the data they have collected in a survey - Ticket out: How can we use surveying to find out more about diversity in our community? E. Beyond/Next Lesson (15 min): - Explain tomorrow and collecting data - Get students into groups of 4 - Have students begin to write questions for the survey for going out and collecting data F. HW: Have students work on survey questions for field study |