A content area standard for the 9th grade in Arizona is A-REL-10. It refers to the graphing of a linear equation with two variables. It involves plotting solutions usually dealing with time versus distance progression. As time progresses distance increases, decreases or stays still. It can have variations of using elevation instead of distance.
The presentation of the lesson is made on the white board with markers creating a story of skydiving. Having the students help me remember every step a person would take: getting to the airplane, taxiing down the runway, flying up to 10,000 feet, jumping, free diving until about 2000 feet, and opening the parachute. All of this information is graphed, estimating time versus elevation for step. …show more content…
The goal was to draw on immediate prior knowledge and relate it in graph form. They were instructed to write their own story and graph it based on time and distance. As they were writing their stories, I checked with a couple of ELL students to be sure they understood what we were doing. Both understood the story writing but were unsure how to make the graph. I ended up paraphrasing my explanation and actually used a couple of Spanish terms to clarify what the task was. Time in relationship to minutes instead of time related to a task is difficult for some cultures, especially Hispanic.
I then asked them to share their story with a neighbor and compare their similarities and differences. Next, they were asked to work with their neighbor to come up with a new story and graph it together. A couple of stories and their graphs were then shared on the
The presentation of the lesson is made on the white board with markers creating a story of skydiving. Having the students help me remember every step a person would take: getting to the airplane, taxiing down the runway, flying up to 10,000 feet, jumping, free diving until about 2000 feet, and opening the parachute. All of this information is graphed, estimating time versus elevation for step. …show more content…
The goal was to draw on immediate prior knowledge and relate it in graph form. They were instructed to write their own story and graph it based on time and distance. As they were writing their stories, I checked with a couple of ELL students to be sure they understood what we were doing. Both understood the story writing but were unsure how to make the graph. I ended up paraphrasing my explanation and actually used a couple of Spanish terms to clarify what the task was. Time in relationship to minutes instead of time related to a task is difficult for some cultures, especially Hispanic.
I then asked them to share their story with a neighbor and compare their similarities and differences. Next, they were asked to work with their neighbor to come up with a new story and graph it together. A couple of stories and their graphs were then shared on the