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From Quantitative to Qualitative: Writing Descriptions of Data From Tables

Classroom Resource Information

Title:

From Quantitative to Qualitative: Writing Descriptions of Data From Tables

URL:

http://readwritethink.org/classroom-resources/lesson-plans/from-quantitative-qualitative-writing-31069.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

Academic writing tasks often require students to use words to describe quantitative data found in tables, charts, or graphs. This lesson plan integrates quantitative reasoning and critical thinking with opportunities for writing as students examine a table with numerical data and then analyze the content, language, and organization of a verbal description of the same data. Students then write and evaluate their own descriptions of data from tables. The lesson's discourse-based approach to language choices aims to raise students' awareness about verb tense selection and reasons for shifting tenses.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 9	R4. Use digital and electronic tools appropriately, safely, and ethically. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 9	1. Read, analyze, and evaluate complex literary and informational texts written from various cultural perspectives, with an emphasis on works originating outside the United States and the British Isles through 1599. Unpacked Content Teacher Vocabulary: 1. Analyze Evaluate Complex literary text Complex informational texts Cultural perspectives Knowledge: 1. Students know: Necessary skills to read, analyze, and evaluate complex literary and informational texts. Historical texts that originated outside of the United States can provide valuable information about the past. Skills: 1. Students are able to: Read complex texts. Analyze elements within complex texts. Evaluate text based on specific criteria provided by teacher. Understanding: 1. Students understand that: Historical texts written from various cultural perspectives, that originated from a location other than the United States, can provide them with valuable information about past events, current events, and potential future events.
English Language Arts ELA2021 (2021) Grade: 9	9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience. Examples: paragraphs, constructed responses, essays a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques. Examples: dialogue, pacing, description, reflection b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics. Examples: relevant and sufficient facts, extended definitions, concrete details, quotations c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented. Unpacked Content Teacher Vocabulary: 9. Short writings Extended writings Narrative writing Argumentative writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 9a. Memoir Narrative essay Personal narrative Fictional narrative Narrative techniques 9b. Explanations Expositions Evidence Transitions Techniques 9c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Transitions Concluding statement or section Knowledge: 9. Students know: Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays. A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 9a. A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner. 9b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Words that indicate transitions. 9c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information. Words that indicate transitions. Skills: 9. Students are able to: Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 9a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 9b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and credible evidence. 9c. Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Include a concluding statement or section that logically follows the presented information. Understanding: 9. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 9a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 9b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words. They must gather their information and data about the topic from multiple credible research sources. 9c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.

Tags:

Compare and Contrast Map, quantitative, tenses, verbs, writing

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Author:

Cassie Raulston

ALEX Classroom Resource

From Quantitative to Qualitative: Writing Descriptions of Data From Tables