Lesson Plan Template: Model Eliciting Activity (MEA)
Prior to lesson: The teacher should ensure that the students have been introduced to the differences between categorical and quantitative data and have worked with two-way tables to reveal associations with the given data.
The teacher would have assigned four (4) students to a team. Each team has been assigned their own private area in the classroom. Each team should be given a copy of Data Set 1 and five minutes to view the information in the table.
Note: Only the data set (not the letter) is given prior to the lesson, so students can answer the guiding statements below.
Guiding Statements for students to check for understanding: These statements should be discussed in the individual groups. Someone in each group should record the group's response.
- Identify each variable as either categorical or quantitative and justify your answer.
- What information from the chart do you think would be most important to a radio station? Why?
After each group has had a chance to discuss these topics, then there should be a whole class discussion covering these statements. Allow five minutes for discussion. Guiding Questions for Intro Formative Assessment
Feedback to Students
Clarification during whole class discussion on Guiding Statements.
- Categorical (names/labels): Song title and Endorsed by
- Quantitative (number that can be manipulated): length (minutes), Sales ($), and number of digital downloads (frequency)
2. Answers will vary; however, groups must explain why they feel the variable they selected is most important.
- Sample answer: Endorsed by. Radio Stations are concerned with playing popular songs in order to keep listeners tuned to their station; therefore, a popular celebrity will drive the popularity of a song, causing it to be played a lot and not have listeners turning the dial to another station.
Note: Students should be reminded to think back to their team's answer to question 2 when addressing the Radio Station's Letter.
The teacher will get an initial feel for students' responses by listening to the Formative Questions and collecting the groups two questions.
The teacher will collect the Teams' Letters to WMMM and apply the following rubric. Total points: 20.
The Music is On and Popping Rubric
Students will be able to:
- Identify the categorical and quantitative variables for the WMMM Data Set.
- Explain why each variable is either categorical or quantitative.
- Justify why the songs were placed in the playlist in a particular order based on their established procedures from the two-way table.
- Discuss possible programming consequences of the playlist either being under/over 11 minutes.
- Discuss joint, marginal, and conditional events once some categories are removed from the given tables.
- know how to read a two-way table.
- know the difference between categorical and quantitative variables.
- know how to follow constraints.
- be able to perform simple mathematical processes.
- be able to think through the steps of a problem and place those thoughts on paper.
- be able to communicate why a song is their favorite.
Prior to the start of class. Divide class into groups of 4 before the students arrive. Print off the two formative assessment questions to display for students for their team discussion.
- Notebook paper (2 sheets per team)
- Writing tools (1 blue/black pen and 1 pencil per team)
- Marker (1 per team)
- A sheet of colorful cardstock (per Team)
- Activity Sheets (2 WMMM Letters, 2 WMMM Data Sheets, 1 Playbook, and 2 Student Templates per team)
- Laptop/Tablet per team preferred, or 4 sheets of white copy paper with no holes.
Day 1: 48 minutes
- Place a marker and a sheet of colorful cardstock on each table for each team.
- Ask each team to create a team name. This name should be written on the cardstock and placed as a tent in the middle of the table. Each team should select a Coach (help keep the team on task), Go-getter (retrieve and submit materials), Presenter (spokesperson for the team), and Secretary (record keeper - written/typed).
- In a specific area of the classroom (a table works nicely), the Go-getter should get a sheet of notebook paper and a copy of data set 1.
- On the notebook paper, the Secretary should write the team's name at the top of the paper and beneath record the name of each team member.
- The two formative questions should be projected, and the students given five minutes to discuss and record their answers on the paper. The Presenter should be given the paper to prepare for whole-class discussion.
- (2 minutes) Select a Presenter to share responses to Statement #1 and affirm/correct responses.
- (3 minutes) Ask different Presenters to share their team's view on Question #2.
- Optional: A student may record responses on chart paper at the front of the room and tally the number of responses that are repeats.
- Each Go-getter should submit the team's two statements either to the teacher or to his/her designed submission place and pickup client letter 1 and playbook.
- Each team should use the next 15 minutes to read letter 1 and discuss any associations or trends they notice in the chart. The Secretary should bullet those ideas. The Coach should keep the discussion moving.
- The remainder of the period should be used for the teams to develop the procedures they will use to create the student template 1 to establish the team's playlist. Teams may be creative and use their own format for the response letter to WMMM if they are not satisfied with the template provided.
- About 2 minutes before the bell, the Go-getter should collect all paperwork from the team and store in a designated place.
Day 2: 48 minutes
- Upon entering class, the Go-getter for each group should pick up his/her team's paperwork from the previous day. Teams should be given 25 minutes to continue discussions, tweak, and finalize their response to WMMM.
- Ring a bell and shout, "Special delivery!" Have the Go-getters submit student template 1 or their own version of a response letter and pick-up client letter 2, data set 2, and student template 2.
- The teams have the remaining time to read the letter, discuss their response, and create the new letter.
- About 2 minutes before the end of the period, the Go-getter should collect all paperwork for the team and store in a designated place.
Day 3: 48 minutes
- Upon entering class, the Go-getter for each group should pick up his/her team's paperwork from the previous day. Teams should be given 25 minutes to continue discussions, tweak, and finalize their 2nd response to WMMM.
- The Go-getters should pick-up the team's first response. Now at the tables, teams should have both their first and second response to WMMM.
- Have a student summarize letter 1 from WMMM. Ask a group to share their 1st response letter.
- Have a different student summarize letter 2 from WMMM. Ask the same group to share their 2nd response letter.
- If time permits, allow another team to share their two responses.
- Whole-class discussion. Students should compare and contrast what they have heard. Toss out the question, "What must be done if the playlists are under/over 11 minutes?"
- Collect both letters from each team and grade using the rubric.
Students may research royalties earned in the music industry in publications like Newsweek.
Students may research "The Top Ten Pop Songs of the Summer of 2012." The artist Gotye had a particularly interesting experience as he marketed his hit summer song of 2012.
1. Why do you think your playlist is the best representation of these popular songs?
2. How do you know if you have arrived at an answer to the problem?
3. Would your solution work in a different situation?
4. What are the most important things to consider in the procedure you have written?
5. Do you agree or disagree with your classmates' ideas concerning the playlist? Why or why not?
Reading Passage 1
WMMM Client Letter 1
1. What is the problem?
2. Who is the client?
3. What is the client asking your team to do?
4. What things do you need to include in your solution?
5. Do you think there is more than one correct answer to what the client is asking? Why or why not?
Data Set 1
WMMM Data Set 1
Letter Template 1
Students may use their own format to respond in letter form or they may use WMMM Student Template 1.
See the readiness questions.
Reading Passage 2
WMMM Letter 2
Data Set 2
WMMM Data Set 2
Letter Template 2
Students may use their own format to respond in letter form for Data set 2 or they may use WMMM Student Template 2.
Additional Instructions or Materials
- Notebook paper (2 sheets per Team)
- Writing tools (1 - blue/black pen and 2- pencils per Team)
- Marker (1 per Team)
- A sheet of colorful cardstock (per Team)
- Activity Sheets (1 per Team)
- WMMM Letter 1
- WMMM Data set 1
- WMMM Playbook
- WMMM Student Template 1
- WMMM Letter 2
- WMMM Data set 2
- WMMM Student Template 2
- One sheet per student
- The Music is On and Popping Rubric
- A laptop/Tablet per team (preferred) or 4 sheets of white copy paper with no holes
Reflection question 2
1. What did the team discuss more during the 2nd letter from WMMM compared to the first?
2. What other factors might a radio station consider when it creates the playlist for each hour?
3. What two columns could we keep while deleting the other columns to discover other relationships among these pop songs?