Lesson Title: _Graffiti in Communities: Intention, Effect, and Purpose_ Mathematics Common Core Standards (Major focus): 1.

CCSS.Math.Content.HSG-CO.D.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). CCSS.Math.Content.HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).

Length: 4-8 weeks__

English Common Core Standards (Major focus): 1. CCSS.ELA-Literacy.W.11-12.1 Write arguments to

2. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate

Rationale: See Cooperative Learning Prcis for theoretical background. What do students already know? Math Concepts: Area and perimeter of regular polygons; ratios/proportional relationships English Concepts: audience affects the way writers write; citation form; letter and essay forms Other skills/knowledges: seen graffiti in their community (possibly participated)

Which texts can we use? Text 1: Graffiti from the community (from many places, pictures if students cant collect them) Text 2: Graffiti/property laws (based on NY state and city) Text 3: A collection of these (types of) texts. Text 4: demographic data (such as this or this or this) for the community

What concepts will students learn/use in this lesson?

Math concepts (SWBAT):

1. Approximate area and perimeter. 2. Represent data and correlations. 3. Analyze the implications of data. How will the teacher(s) assess students learning? Formative Assessments (SW)
(Week 1) Collect and represent data. Introduce argumentative elements. (Week 2) Make inferences from data and texts. (Week 3) Draft final. Data collection on own. (Week 4) Revise and edit drafts. Revise collection.

2. Create and analyze criteria for effectiveness. 3. Decide which evidence is appropriate for an audience.

Summative Assessment (SW) Write an argument letter in which they take a position about graffitis use and legality, using and analyzing data from class collection.

Lesson Details
Day

Mathematics Data collection: Field trip or analysis of pictures brought in by students or teachers. Discussion of qualitative vs. quantitative data.

English Introduction to argument using this idea from NY Times (ex. article). Explore elements of argument available in the picture. Groups choose a novel from these to focus on through the unit. Intro final assessment.

Rationale/Explanation CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.Math.Content.HSS-ID.B.5 and CCSS.Math.Content.HSS-ID.B.6 require that students understand the difference between categorical and quantitative data. In both classes, students are introduced to more complex academic topics by using forms they (most likely) have already seen, namely visual. This allows students to gain access to the concepts used in the more formal academic writings to come. CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.Math.Content.HSG-MG.A.2 Apply concepts of density based on area and volume in modeling situations As students in English begin to articulate elements of argument, they are beginning to collect raw data in mathematics class. This way, as theyre piecing together evidence, warrant, and backing, they can see the collection of each of these three in practice. (The raw data, why its relevant, and how its useful to their claim).

Week 1

One

Two

Review ratios and introduce idea of scale (specific types of ratios). Begin representing data (types of graphs, maps, diagrams, specific characteristics, etc.), include qualitative and quantitative data. Students bring in final photos of collected graffiti note place and time as precisely as possible.

Continue exploring elements of argument in pictures/visuals, focusing on differences between evidence, warrant, and backing. For each visual or written element (in article) students find, help them identify which piece of argument it is.

Three

Approximate area and perimeter of various aspects of graffiti pictures. (i.e. each letter, the facial features, etc.). Continue representing data in multiple ways (types of graphs, diagrams, tables, etc.). Focus on mapping concentrations.

Emphasize counter argument and qualifications. Explore and attempt extended definitions in order to understand why qualifications are necessary. EX: use these criteria and these photos (or photos of graffiti students found in the community) to ask groups to decide which photos belong according to the criteria. How does the visual graffiti have to say its message for it to be accepted?

Four

Build demographic information into the representations (especially maps) created. Analyze the possible implications of these sets. Address correlation vs. causation.

Provide a copy for each group of 3-5 laws relating to graffiti in the community. Ask groups to use the demographic information, other representations from math class, and laws to create an argument of fact. Students should label each element (hand in groups arguments to check). *If students arent sure what to argue, ask them whether the above program (5pointz) would (not should) be legal in their community. Then ask them to show who might see it (what demographic lives/passes through there).

CCSS.Math.Content.HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. CCSS.ELA-Literacy.W.11-12.1a 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. Again, we are trying to have students connect their visual environment to the elements of written expression the Common Core expects. By literally taking apart their visual input of graffiti in mathematics class, students can begin to see how close reading works. Theres a lot going on in visual works! CCSS.ELA-Literacy.W.11-12.1b 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 audiences knowledge level, concerns, values, and possible biases. CCSS.Math.Content.HSS-D.C.9 Distinguish between correlation and causation CCSS.Math.Content.HSG-MG.A.2 Apply concepts of density based on area and volume in modeling situations. Arguments of fact are easiest (usually) for students to understand. Building from the raw data weve gathered, asking them to construct an argument of fact allows the teacher to see where students are in their understanding early on, so we know what we have to go back to and expand instruction on.

Five

Using these (or similar) pictures, address the geometric concepts of tessellation and translation. Have groups explore with creating their own patterns/shapes (provide cutouts of various regular polygons). Ask them to change/reorder one section. Which section draws the most attention? What do different reorderings do for the design/impression?

Revisit arguments of fact. (Finish if unable to yesterday). Revise and hand in revisions. Revisit final assessment. Hand out example letters (emphasize these may or may not be good examples) and rubric for final letter. *Due Monday: each group labels the elements of argument they can find in their groups letter. Note the one(s) they cannot find.

Week 2

Six

Using representations of last week, have each group pick two-three data sets (color, area, types of words/pictures, density, etc.) and correlate it with demographic information. Determine type of relationship (linear, quadratic, etc.) and graph it.

Watch (part of) a documentary about graffiti (such as Style Wars or Exit through the Gift Shop) other options: read a short story, poem, or excerpt from groups novels. Using this text, as well as laws, arguments of fact, and their data, create an argument of judgment is graffiti art or not? Under what conditions? (Include extended definition practice from day 3 what is art?).

CCSS.Math.Content.HSG-CO.D.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). CCSS.ELA-Literacy.W.11-12.1b 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 audiences knowledge level, concerns, values, and possible biases. The revisions of arguments help teachers again see where students are struggling with argument. In mathematics, we look at other ways of approaching the visual aspect(s) of graffiti to see what information different perspectives can offer. CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.Math.Content.HSS-ID.C.8 Compute (using technology) and interpret the correlation coefficient of a linear [and other] fit[s]. Now, students are beginning to practice more on their own. The teacher has less direct instructional time by this point, and groups are able to practice some of the skills weve built the first week.

Seven

Model relationships found yesterday using equations and different graphs. Share with class. Begin matrices/tables of all (strong) relationships. Introduce idea of multiple regression analysis (what factors are most correlated with each other).

Using relationships found in mathematics class, expand/revise the argument found/completed yesterday. How does this data help us think about the argument? Is this data evidence, warrant, backing, counter example, qualification, or something else?

Eight

Continue multiple regression analysis. Ask groups to pick their mathematically soundest analysis (highest correlation coefficients), focusing on a specific area or demographic of the community.

Have groups create an argument of policy surrounding their mathematical analysis of graffiti. Incorporate their novel and current laws as claim, evidence, backing, warrant, counterargument, or qualification. Possible arguments: Graffiti should (not) be allowed at x place; x type of graffiti should (not) be regulated by y.

CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.Math.Content.HSS-IC.B.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. Again, students should be constantly revising and rebuilding their own work. We ask them to take what they had and make it better. This also allows significant teacher check in to be sure that students are understanding the ways in which elements of argument translate from visuals to arguments of fact to arguments of policy and judgment. CCSS.ELA-Literacy.W.11-12.1b 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 audiences knowledge level, concerns, values, and possible biases. CCSS.Math.Content.HSSIC.A.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population. As students continue practicing argument writing, mathematics class is allowing them to build different kinds of data, and understand where it comes from. This helps students further articulate warrants and backing, as well as decide which evidence is worthwhile. Theyre seeing how it works!

Nine

Analyze most common graffiti tags (words, colors, images, names, groups etc.) in groups chosen areas/demographics. Attempt to model relationships between these and their demographic/area. *Articulate difference between tagging and graffiti. (Not all graffiti is a tag or is tagged).

Expand arguments of policy using arguments of judgment about art. Incorporate the tags relationships from math. Let them know what theyll be working on tomorrow they can build toward this if they want. (I.e. use policies found in their novels, define art by what they see in their novel, etc.).

Ten

Introduce elements of study. Create a questionnaire for the school body (teachers, staff, and students) with the goal of being able to analyze attitudes toward graffiti, vandalism, art, and writing/text. (Use groups and classs texts as well as this to help identify what attitudes to look for).

Groups make an argument for why one of the pieces we found as a class (they collected) belongs in their novel (or why none of them do). Identify each piece of their argument. Hand in at the end of class. (Finish 2/3 of novel by Monday).

CCSS.ELA-Literacy.W.11-12.1b 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 audiences knowledge level, concerns, values, and possible biases. CCSS.Math.Content.HSS-ID.C.8 Compute (using technology) and interpret the correlation coefficient of a linear [and other] fit[s]. Most of the novels talk about tagging in some form. Therefore, by analyzing the tags students are seeing in their lives, they can not only connect to their texts, but also determine how realistic that text might be in their city. CCSS.ELA-Literacy.W.11-12.1a 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. CCSS.Math.Content.HSS-IC.B.3 Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. Students now begin their own fully self created study. Weve looked at pieces already created and analyzed them. Weve looked at data compiled by other people. Now, its time for students to really see what goes into a study. In this way, they will further be able to critique and construct arguments using statistics and studies to formulate evidence and backing.

Week 3

Eleven

Groups submit finalized questionnaire and questioning procedure for approval; begin distributing them.

(Teacher day after looking over arguments, decide what needs to be reviewed). Discuss final assessment, revisit example letters. Groups begin fixing them, adding elements that are missing, and refining present elements.

CCSS.Math.Content.HSS-IC.B.6 Evaluate reports based on data [also, evaluate authors credibility]. When students are able to fix example letters, teachers can decide whether they are ready to create their own. This check in point allows us to see whether our students are able to fully articulate and recognize argumentative elements, including looking not just at data, but at how that data is gathered. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively CCSS.Math.Content.HSS-IC.B.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. Even though students begin drafting letters while still analyzing data, they have found enough to have a rough idea of what they may want to argue and to whom. The data they are continuing to analyze helps them nuance their letters when they revise.

Twelve

Finish collecting data. Help groups begin categorizing and coding data (especially if they used a written portion).

Practice writing introductions in small groups. Focus on articulating a clear, arguable claim. Each member chooses their own policy, but works with group to construct openers. (Use example letters what works and what doesnt, model these). Teacher constructs mini lesson(s) for common problems.

Thirteen

Continue categorizing/coding data, and begin entering data. If computers arent available, show how to create a table/chart in journal.

Fourteen

Groups note possible problems with their data collection, what could have been done differently to help minimize those problems, and what those problems mean for their results. Revisit statistical significance and begin analyzing data collected.

Continue with introductions, beginning to add on key pieces of evidence. (Quotes, data, visuals, etc.). Provide a frame for presenting evidence if students are struggling (like the example in Hillockss Teaching Argument Writing on page 170172). Students finish outlining evidence (double check if they have each required piece). Begin drafting warrants for each piece of evidence.

CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.Math.Content.HSS-IC.A.2 Decide if a specified model is consistent with results from a given data-generating process

CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.Math.Content.HSS-IC.A.2 Decide if a specified model is consistent with results from a given data-generating process Now that groups have collected their data, they should be able to articulate what is strong and weak about their collection methods. This will help as they begin drafting warrants and backing for their letters, as the process to acquire data is just as important as the data itself. CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.Math.Content.HSS-IC.B.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

Fifteen

Continue analyzing data, stepping in with mini lessons if groups are consistently forgetting some steps/processes.

Continue drafting warrants. Groups decide whether their evidence and warrants will appeal to their audience. If not, revise for intended audience.

Week 4

Sixteen

Finish analyzing data found in groups. Draft backing for warrants. Work as group Decide how this data could be presented to formulate effective backing. to various audiences. How do we present this data honestly and coherently?

Seventeen

Groups compile all data found (demographic, questionnaire, tags, and graffiti). Practice interpreting findings in multiple ways. (Ex. Pickles cause death because 99% of people who have died ate a pickle at some point vs. many people eat pickles at some point in their lives).

Draft counterarguments and qualifications. Work as a group to come up with ideas. Students explain (in writing) why counterarguments are ineffective or how they can qualify their claim to exclude the argument.

CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.Math.Content.HSS-ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). Backing is often of the form of data, so, now that students have finished analyzing data, they can use that as backing for their warrants and evidence. In both cases, teachers ask students to think about their audience as they use their data. CCSS.ELA-Literacy.W.11-12.1b 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 audiences knowledge level, concerns, values, and possible biases. CCSS.Math.Content.HSS-ID.B.6a Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. Statistics lends itself very well to qualifications and counterarguments. Therefore, on the day we review all of the data weve found, we will be brainstorming and responding to counterarguments and making qualifications to defend against them.

Eighteen

Review each group members drafts, looking for accuracy in using statistics/research. Revisit surveys and questioning processes. Draft a plan for large scale implementation (theoretical) of survey. What questions(s) would change?

Draft concluding paragraphs. Work with groups to make strong conclusion. (Offer examples). Drafts due tomorrow.

Nineteen

Revise drafts as a group. Each member looks for 1-2 elements of argument (claim/evidence, warrant/backing, and counterargument/qualification). (About 15-20 minutes per peer).

Twenty

Finish activity from yesterday. What would larger scale results mean/do for students arguments?

Revise in partners again (half hour for each paper). Looking for audience cues and word choice. Final due Monday. Opportunity for revision when handed back (in 1.5 weeks).

CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented. CCSS.Math.Content.HSS-IC.B.6 Evaluate reports based on data. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.Math.Content.HSS-IC.B.3 Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. While students continue to revise their letters, they also think about what would happen with larger scale studies. This helps them extrapolate from their data to larger populations, and use that extrapolation to determine the effectiveness of their arguments. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.