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Lesson PlanStudent-Teacher: Karen Brown Cooperating Teacher: Mr. Paul Black Grade: 11RSubject: English A Date: March 10, 2014 Duration: 1 hour From: 9:00 To: 10:00Number of Students: 24 Topic: Writing Sub-Topic: Statistical Report (Describing Trend)Behaviour Management Strategies: Competitive groups with motivational chart showing points earnedGeneral Objective: to enable students to become more confident in their understanding of how to describe trend when doing a statistical reportSpecific Objectives: by the end of the lesson students should be able to work cooperatively to explain the concept of trend in statistical reportsdistinguish among the four main categories of trend: increase, decrease, fluctuation, stabilityanalyse data and compile a list of suitable words to describe the four categories of trendwork cooperatively in to describe trend in writingSummary of Content: (based on sub-topic and specific objectives and using A.P.A. citation style for researched information):(sub-topic)Statistical report is expository writing (factual and objective). The CXC CSEC English A (section A) examination may require students to write a report which includes figures and statistics and “ [m]ost reports of this type ask you to identify certain trends or patterns over a period of years” (Noel, Garcia-Bisnott & Drepaul, 1993, p.153). It is usually based on data presented in the form of a bar chart, histogram, line graph, table of figures or pie charts. These provide statistics about different variables over a period of time. (Obj. 1)Therefore they depict trend, which is development over a period of time. The four main categories of trend are as follows:(Obj. 2) Increase Decrease Fluctuation Stability (Obj. 3)These four categories may be described using terms like slight, sharp, gradual, significant, minimal, steady, insignificant, dramatic, sudden, major, and marginal.(Obj. 4)The following is an example of description of trend taken from CXC English A: Study Guide and Exercises (p.154-155) by Keith Noel, Sheilah Garcia-Bisnott and Milton Drepaul:Tourist Arrivals (in Thousands)YearTourists’ Country of Origin United KingdomUnited States of AmericaGermanyTotal19767975841878197778714568481978763036244119797950379661198080712102894Write a report (in not more than 200 words) on these statistics. In your report you should consider (i) the overall trends for each country of origin over the five-year period and (ii) the overall trends in each year over the five-year period. Do not include reasons or explanations in your report.To write the report you need a title and suitable sections.Overall Trends in Tourist Arrivals in My Country 1976-1980Overall Trends for Each CountryFrom the USAThe greatest number of tourists came from the USA but between 1976 and 1977. There was a decline from 758 to 714 with a dramatic drop in 1978 to 303, less than half of the figure for the previous year. There was steady improvement since, the number rising to 503 in 1979 and to 712 in 1980, which almost matches the 1977 figure.From the UKTourist arrivals from the United Kingdom remained relatively stable over the period recording between 76 and 80 arrivals for every year.From GermanyThere was a steady yearly increase in tourist arrivals from Germany over the period. The number for 1980 was more than double that for 1976.Trends in Each Year1976 produced the second highest total of arrivals. However, in 1977 there was a decline of 30.There was a dramatic drop to 441 arrivals in 1978. Recovery began in 1979 with arrivals increasing to 661. 1980 was the best year with 894 tourists, 16 more than the 1976 figure.Previous Knowledge: Students understand how to write eye witness reports and have done statistics in their mathematics classes. They have also been exposed to trends and statistics through the media.Strategies: discussions, cooperative learning, think-square-shareResources: A Comprehensive English Course for CXC by Roy Narinesingh HYPERLINK "" a-statistical- report, CXC English A: Study Guide and Exercises by Keith Noel, Sheilah Garcia-Bisnott & Milton DrepaulInstructional Material: charts and power point presentations showing data in various forms (pie chart, bar chart, line graph, histogram, pictogram); video clip showing performance trend of a famous Jamaican athlete; CXC CSEC past examination papersSteps/Procedure/Teaching-Learning StrategiesEngagement (Introduction)(10 minutes) In four groups of six persons each, students will complete a line graph on the board by collecting data from their classmates on the number of novels read over the past five months. After tallying the scores, the scribe from each group will plot the relevant lines on the graph, then connect these to complete the line graph. To transition into the development of the lesson, they will examine the lines and determine the trend for each group.Development (35 minutes)The class will revise the purpose of data collection, formats of data presentation, and “real life”uses of statistical reports. The students will view a variety of data about relevant issues such as CSEC examinations results, school attendance and missing teenagers. They will have to determine which set of data does not reflect trend. They will then work competitively in their groups to define trend after viewing a video clip showing the performance trend of a famous Jamaican athlete.They will view the data once more and identify the four main categories of trend.After thinking about how the variables increase, decrease, fluctuate and reflect stability, they will work competitively in their groups to compile lists of words to describe these.They will then practise writing sentences in their groups to describe how certain variables increase, decrease, fluctuate and show stability. Then they will share these and comment on their accuracy.The students will then write statements about data which show a combination of trends.Culmination (15 minutes)The students will work collaboratively in their groups to write a paragraph each describing the trend in selected data from past CSEC examination papers. EvaluationThe Teacher (preparedness, confidence, professionalism, alertness, time management etc.)I conducted myself professionally during the lesson, having been well prepared and confident about the topic; however, I could have managed the time better. I realize that whenever I am excited about teaching a challenging topic I tend to spend too much time illustrating concepts for the students and this is what affected my delivery of this lesson. I failed to manage the time well, so the students were only given five minutes to do the culminating activity. Consequently, this was rushed and the students did not benefit from meaningful feedback. Nonetheless, I managed to maintain my focus throughout the lesson and am heartened by the enthusiastic responses of the students. I was fluent with my use of English and managed to get most of the students to use the target language also. In the future I will appoint a time monitor to alert me when I have to move on from one step to another.The Lesson (complexity, level of challenge, attainment of objectives, pupil/teacher centredness, interaction, progressiveness etc.)The lesson was a fairly good one. It was interactive, with all the students being involved from start to finish. I think the introductory activity and the competitive grouping were the chief contributing factors in this. The students warmed to the idea of moving about the room and collecting their own data, so this set a good pace for the rest of the lesson. All of the objectives were met and the lesson progressed from the known to the unknown (simple to complex). The students found it challenging to describe increase, decrease, fluctuation and stability accurately, but with scaffolding, they were able to eventually make distinctions with regard to these categories of trend. The lesson was definitely student-centred and incorporated the student’s life experiences. The three domains of learning (cognitive, affective and psychomotor) were catered to by this lesson.The Students (interest, conduct, cooperation etc.)The students conducted themselves well for the most part. They were receptive, cooperative and enthusiastic. However, a few of them became noisy and boisterous in response to the scores on the competitive chart. Consequently, I had to pause and sternly remind them of the acceptable standards of behaviour in the class room. After this was done, they behaved appropriately. Some of them expressed concerns about writing statistical reports because of the mathematical concepts involved. However, after creating their own line graph, most of the students became more comfortable with the topic and seemed to enjoy the activities. ................
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