Day 13

Title: Analyzing Data and Reflecting on it

Week 3/3

Day: 13/15

Standard

I can statement

Checking for Understanding

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

a. I can write clear and well-founded claim(s) and distinguish the claim(s) from different or opposing claims.

a. I can organize claims, counterclaims, reasons, and evidence in a logical sequence.

b. I can provide specific evidence that supports both the claim(s) and the counterclaim(s) and identifies the pros and cons of each.

b. I can provide evidence in a way that anticipates what the audience knows and believes about the issue.

Model Think-Pair-Share: Hand out checklist for think-pair-share, and model what is expected of them.

Think-pair-share data: Find a partner and share your data with them. Find meaning together. Take notes on your checklist as you discuss because you will look at your data in depth later today. Use your partner’s observations as starting points for your analysis.

Write Reflection: Students will write a reflection on what their data means. Is there really a problem like they thought? What surprised them about the data? Were there any commonalities between groups? For example, all females answered ______, while all males answered _____. If we wanted to move forward in solving this problem, what are our next steps? If you could revise the survey and give it again, what would you change and why? What do your peers have to say about the problem? What is their opinion about the problem? (Offer students a reflection template)

Lesson

Mini-Lesson on Analyzing Data

I will show my data and show thinking aloud as I write my reflection. I will share a template and show students my final reflection as mentor text. (This reflection will be written live based on the data, so I don’t have one that is complete.)

Model Think-Pair-Share

I will hand out a checklist for think-pair-share, and model what is expected of them.

Think-Pair-Share

Students will participate in think-pair-share by doing the following: Students will find a partner and share their data with them. They will find meaning together. Students will take notes on their checklist as they discuss because they will look at their data in depth later today. Students will use their partner’s observations as starting points for their analysis.

Write Reflection

Students will write a reflection on what their data means. Students will answer the following questions: Is there really a problem like they thought? What surprised them about the data? Were there any commonalities between groups? For example, all females answered ______, while all males answered _____. If we wanted to move forward in solving this problem, what are our next steps? If you could revise the survey and give it again, what would you change and why? What do your peers have to say about the problem? What is their opinion about the problem?

Silent Reading

Students will read silently.

One-on-One Conference

I will meet with students as they read for them to share their reflection with me.