LP Template Lesson Title: _Does Discrimination Exist in Our Community?

_ Common Core Standards:

English/Language Arts Standards:

Length: 3-4 weeks

Mathematics Standards:
1. CCSS.Math.Content.HSS-CP.A.5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. CCSS.Math.Content.HSS-ID.C.9 Distinguish between correlation and causation [in context]. 1. CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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2. CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Rationale: See Problem-Based Learning Prcis for theoretical background. What do students already know? (Intended to follow these two lesson plans) Math Concepts: Statistical analysis of data points; data collection procedures English Concepts: Theres more than one point of view; creating extended definitions, argument Other skills/knowledges: Personal experiences/discriminations; news accounts theyve heard

Which texts can we use? Text 1: Signs/advertisements from the community. Text 2: Texts about discrimination, such as these. Text 3: Data about hate crimes, such as this, this, or this.

What concepts will students learn/use in this lesson? Math concepts (SWBAT): 1. Calculate conditional probabilities. 2. Interpret independence in context. 3. Organize and interpret data to answer a question. How will the teacher(s) assess students learning? Formative Assessments (SW) Connect data to their own lives/experiences. Define discrimination and create criteria. Articulate whether/where discrimination exists. Collaborate to revise drafts. Summative Assessment (SW) Create a multimodal presentation for some subset of our community that explains students findings and their plan for bettering the community. ELA concepts (SWBAT): 1. Analyze types of discriminations in texts. 2. Connect their lives to texts and data. 3. Create a presentation for a specific audience.

LP Template Process/Steps in Lesson Day Week 1 One Mathematics English Rationale/Explanation

Students should have agency in learning. By making a plan together, we are allowing them to take responsibility in their own learning. This also means that the activities outlined may change, depending on the class. Emphasize that were not looking for an answer right away, but looking for ways to answer this question. CCSS.ELA-LITERACY.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem

Introduce unit question and final project. Introduce unit question and final project. Make plan with students how to answer this Make plan with students how to answer this question/problem through mathematical question/problem through ELA activities. activities. Suggestions to offer: define Suggestions to offer: define discrimination discrimination and what it looks/sounds like; and what it looks/sounds like in life and in data collection/analysis; national, state, and text; text collection/analysis; national, state, city data on hate crimes; recording and city data on hate crimes; analyzing texts probability of types of discriminations (in for types of discrimination. texts or experience) based on different Begin plan for text exploration. factors. Everyone tries to bring in one possible text by Begin plan for data collection. Wednesday. (Book, story, article, song, Everyone tries to bring in some form of data picture, etc.; specify the passage if its a by Wednesday. (Signs, articles, statistics, longer text) studies, observations, etc. specify the passage if its a longer data collection). *See example observations to show how detailed they should be when observing interactions. If possible, field trip to businesses close to the school to observe interactions for an hour. Note apparent race, gender, ability, ethnicity, etc. of business owner/clerk and customer. Track words, actions, etc. in journals. If not possible: provide transcripts of teachers observations from weekend (ex) and have students code them for analysis. Talk about possible biases of observer. If possible, field trip to businesses close to the school to observe interactions for an hour. Note apparent race, gender, ability, ethnicity, etc. of business owner/clerk and customer. Track words, actions, etc. in journals. If not possible: provide transcripts of teachers observations from weekend (ex). Begin close readings of passages, quotes, etc.

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In either case (field trip or not), students are being exposed to not just texts written by authors, but also to the ways in which their everyday lives have relevance in the classroom. We can use their lives to help explore big questions. CCSS.MATH.CONTENT.HSS.IC.B.4 Use data from a sample survey/observation. CCSS.ELA-LITERACY.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LP Template Three Create extended definition for discrimination. Start with definition here or here to understand legal terms and how data later will be connected. (Teacher can provide example scenarios for students to discuss whether it falls under legal discrimination, other discrimination, or not discrimination, as well as what kind(s) of discrimination there are idea taken from Hillocks Teaching Argument Writing). Create extended definition for discrimination. (Depending on which class comes first, start or finish). Work as a class to finalize a definition that all members can agree with. This will be the definition we look back on as we complete our textual and data analyses. Emphasize that this definition is a working definition; if we find something that challenges our definition, we can change it.
By building this definition in both classes, we are communicating to students the interconnectedness of the two classes activities, as well as how important it is to know what youre talking about when you try to answer questions. CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Math: Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Not only does this value how students see their world, but also shows how classic texts arent the only ones with something to teach us. CCSS.MATH.CONTENT.HSS.IC.B.6 Evaluate reports based on data CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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Teacher looked over data students brought in yesterday; compile/condense it (preferably into six sections) and hand it out for students. (This will be a packet, probably). Jigsaw with six groups (five-six students per group). Each group focuses on one section of data, interpreting it in multiple ways. Come to a group consensus about what the implication of each interpretation is on their communitys discriminatory practices.

Teacher looked over texts students brought in yesterday; compile/condense it (preferably into six sections) and hand it out for students. (This will be a packet, probably). Jigsaw with six groups (five-six students per group). Each group focuses on one section, analyzing the text for different types of discriminations. Come to a group consensus about what sorts of discriminations they found, including what the implications of these findings are on their communitys discriminatory practices. (These will make a class board of types of discriminations).

LP Template Five Groups will be presenting their interpretations to others (5-6 groups), as well as the implication their data set has for the overarching question. (5-7 minutes each; others take notes). Groups will be presenting their findings to others (5-6 groups), as well as the implication their text set has for the overarching question. (5-7 minutes each; others take notes). *Teacher tracks types of discriminations talked about to make board. Jigsaws allow students to become the teachers, but can also backfire. The point of having the write up is both so students are invested in learning from each other, as well as in giving them someplace to look back to when they plan their presentation.

*Due Monday: 1-2 paragraph write up of all data (statistics, texts, observations, etc.) found and tentative answer to question based on these. Week 2 Six Review with class whether we need to find more data. If so, how? Brainstorm ideas and begin collection practices. If not, introduce idea of probability. Were going to find the probability of certain types of discrimination based on perceived group membership. Start with examples students can understand or have heard. (Such as: if you smoke, its more probable youll get lung cancer). Work into the math. Walk through finding probabilities of certain events based on their data sets. Review with the class whether we need to find more data. If so, how? Brainstorm ideas and begin collection. If not, introduce idea of discrimination by exclusion in texts. (This is more complex because it deals with sets of texts, rather than just one text alone). Start with a survey or privilege walk to help students connect with their own lives. An example is here. (There are many variations). Exit ticket: How is this survey/walk reflecting or challenging the texts weve read?
Here, we are beginning to get into a multifaceted approach to understanding discrimination. In math, the numbers tell us what it looks like (what we expect to see); in English, we connect our readings to our lives to articulate out what it feels like. CCSS.ELA-LITERACY.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature CCSS.MATH.CONTENT.HSS.CP.A.3 Understand the conditional probability of A given B as P(A and B)/P(B).

LP Template Seven Continue finding probabilities (conditional and otherwise), allowing students to work in groups/partners, then individually. Exit ticket: choose two probabilities weve found and explain what they are telling us in terms others might be able to understand. If we needed to find more data, use today to analyze more specific texts. Ask students which types of discrimination we would like to focus on for the remainder of the unit. (i.e. which types of discrimination are most relevant to our community). Go through a related text (one from the packet, or one teacher chosen have some ready), looking for key phrases, pictures, and ideas that indicate discrimination. Create list as a class for students to refer to. If there were some ideas from the Jigsaw, add those.
In both cases, we are trying to get students to narrow down what it is were working on. We not only want to find data/texts that show discrimination or not, but show others why they do or dont discriminate against groups of people. These activities help students begin to see different ways of doing that. CCSS.MATH.CONTENT.HSS.CP.A.5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. CCSS.ELA-LITERACY.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats Advertisements are some of the most pervasive forms of teaching to groups of people. Often, people dont realize what they are learning from these advertisements. So, here, we again try to decipher these using critical analysis and numbers. We have already practiced the tools we need with other types of texts that are perhaps more explicit. Now, we move to more subtle texts, still practicing the same skills of interpretation. CCSS.MATH.CONTENT.HSS.CP.A.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. CCSS.ELA-LITERACY.RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

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Teacher and students bring in pictures of advertisements (with people) from the community. Out of all the pictures (try to have about 50 between all of us), record/code data points (perceived race, gender, ability; body parts shown/percent of body shown; whats being advertised; where picture is from; etc.). Create tables for these. Begin correlating data points (gender and percent of body shown; where in city it was with race; whats being advertised with body parts shown; etc.).

Using the pictures of advertisements, analyze what we think theyre saying, as well as what theyre not saying. Walk through first couple examples as a class, work in small groups on a few, and then have students try to analyze one or more on their own. Exit ticket: How do these advertisements complicate, support, expand, or refute our list from yesterday and the texts weve read? (A few sentences to a paragraph).

LP Template Nine Finish correlating data points. Interpret in conversation with other data/probabilities weve found. (Do these complicate, expand, refute, or support the national/state/city data? Does this fall under our definition of discrimination?) Revisit definition of discrimination. Does this need revision? Ask students to use the texts weve seen/read as the prompt for their own story. Using their own experiences, ask them to write about an experience they had that would fall under the class definition of discrimination. If they havent had one, ask them to write about when they might have discriminated against someone. Due at end of class (doesnt have to be in SAE).
In both classes, teachers are asking students to not just look at the data/texts as something separate from themselves, but then to specifically connect these findings to their lives. CCSS.MATH.CONTENT.HSS.ID.C.8 Compute (using technology) and interpret the correlation coefficient of a linear [or other] fit. CCSS.ELA-LITERACY.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. This brainstorming activity will help students both think about what it is they want to say, what they have learned, and what sorts of audiences they might face with their ideas. Further, it helps integrate math and English into one cohesive unit, as the tasks are similar. CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. CCSS.MATH.CONTENT.HSS.CP.A.5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.

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Brainstorm how to most efficiently use data in a presentation. Will students intended audience understand/appreciate just numbers? How will we have to interpret them? Look back at the multiple interpretations (day four) and label them as to effectiveness for students audiences.

Begin brainstorming for final project. (Students can but dont have to use this flow chart to begin). Talk in small groups about audience and what sorts of presentations might appeal to these audiences.

LP Template Eleven Looking back at the data from Friday (day ten), is there a way that data could be interpreted that will not support your answer? How will you address that? What about the data you decided not to use? Does that data support or refute your point? How will you address that? Draft counterarguments and responses. Students brainstorm a list of texts or quotes their audience might find convincing. Ask: How are they connected to the data interpretation in math class? How can your audience see the connections between them? Have students draft a series of short statements connecting either overarching data/ideas or specific points/quotes.
Students are both attempting to explicitly connect math and English concepts, as well as think about how that data can be explained, limited, or expanded to appeal to others outside their sphere. CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. CCSS.MATH.CONTENT.HSS.CP.A.5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. If students are to accurately include data theyve found, they will probably need a table, graph, image, etc. in their presentation. Plus, multimodality usually incorporates some visual elements. This allows them to focus on these elements for one day, instead of trying to cram it in with other things on other days.

Week 3

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Lab day (if possible): Use this day to create graphs, tables, etc. to help show the data students found. If not possible: offer materials for students to create their own graphics.

Lab day (if possible): Use this day to allow students to create visuals and type presentation materials. If not possible: offer materials for students to create their own visuals and text.

LP Template Thirteen Work with a partner who is answering something different or presenting to someone different. Read through ideas, organizer(s), drafts, etc. Challenge each other to think further and articulate more clearly. (First half of class). Then, allow time for students to draft, revise, or practice their presentation. Ask them to have an introduction and three major points outlined by the end of class. (If they are struggling, ask them to expand their data/quote connections). Work with a partner who is answering something different or presenting to someone different. Read through ideas, organizer(s), drafts, etc. Challenge each other to think further and articulate more clearly. (First half of class). Then, allow time for students to draft, revise, or practice their presentation. Ask them to have an introduction and three major points outlined by the end of class. (If they are struggling, ask them to expand their data/quote connections).
Whichever class is first may not have as much done for drafting, but it will still be valuable to have time to work with a partner before trying to draft. This allows a quick feedback after completing a draft as well. CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

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Continue drafting presentation. (Hopefully, we can get into the lab again). Peer revision. Groups of three (different from English). Each student presents their decision (stating audience). The other two members will provide feedback. Final due Monday (present).

Continue drafting presentation. (Hopefully, we can get into the lab again). Peer revision. Groups of three (different from math). Each student presents their decision (stating audience). The other two members will provide feedback. Final due Monday (present).
Peer revision is important in this process, as it highlights the abilities of students to help others, take responsibility for mathematical and language learning, and provide constructive feedback. Further, student feedback to others helps teachers see what students know, without having to make them take a paper and pencil test that many students struggle with. CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others CCSS.ELA-LITERACY.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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