1. Literacy at LHS
Listening Lesson

2. Today’s Agenda, EQs, AND Word Wall
**Take out a full sheet of paper for today’s lesson and write your name on top!**
Agenda
EQ’s and Word Wall
Bellwork- Numeracy Vocabulary
Identifying Different Parts of a Pie Chart
Listening and Annotation
Creation of a Pie Chart
Analysis of a pie chart
Class Discussion
Exit Ticket
EQ # 66: Can you trace the development of the theme throughout the text and provide a summary? Word Wall Words of the Day: ACCOMPLISH ATONE
1-2 Minutes- You should be reviewing your agenda for the day as well as the EQ being covered in this lesson and any word wall words that will be discussed.
CUSTOMIZE THIS SLIDE TO MEET THE NEEDS OF YOUR INDIVIDUAL CLASS!

3. Today’s Agenda, EQs, AND Word Wall
**Take out a full sheet of paper for today’s lesson and write your name on top!**
Agenda
EQ’s and Word Wall
Bellwork- Numeracy Vocabulary
Identifying Different Parts of a Pie Chart
Listening and Annotation
Creation of a Pie Chart
Analysis of a pie chart
Class Discussion
Exit Ticket
EQ # 66: Can you trace the development of the theme throughout the text and provide a summary? Word Wall Words of the Day: ABOMINATION ATONE
1-2 Minutes- You should be reviewing your agenda for the day as well as the EQ being covered in this lesson and any word wall words that will be discussed.
CUSTOMIZE THIS SLIDE TO MEET THE NEEDS OF YOUR INDIVIDUAL CLASS!

4. Bellwork (English)
1. On your paper, write the word “Bellwork.”
2. Underneath the word “Bellwork,” do the following:
Read each of the sentences to the right.
Determine the definition for the vocabulary word in each sentence using the context clues provided.
Write down your definition for each word.
You must have FOUR definitions, one for each underlined vocabulary word.
EXAMPLE:
Pie Chart- A pie chart is a type of graph in which a circle is divided into sectors that represent a proportion of the whole.
Ms. Collins gave her students a pie chart that showed the percentage of students that took part in each after school activity offered at LHS.
Anthony looked at the title of the pie chart to determine the topic of the information being shown.
Cheryl examined the five sectors of the pie chart to help her better understand the percentage of participants in after school activities at LHS.
Michael used the sector labels to better understand the information being presented on the pie chart.
2-5 minutes- You should give the students sufficient time to complete this activity (based on your class needs), review their answers, and then do a quick review of all of the vocabulary words (Key Term Review Discussion Slide).
ERASE THIS SLIDE IF YOU DO NOT TEACH HYPER!

5. Bellwork (English Electives)
1. On your paper, write the word “Bellwork.”
2. Underneath the word “Bellwork,” do the following:
- Write a sentence for each of the key terms to the right (four sentences total).
- Each sentence must include ONE key term and it must be underlined.
- You must PROPERLY use your key term in your sentences.
*EXAMPLE (You Cannot Copy This):
1. The pie chart gave information about the percentage of students that own cell phones at LHS.
Key Terms:
Pie Chart
Title
Sector(s)
Sector Labels
2-5 minutes- You should give the students sufficient time to complete this activity (based on your class needs), review their answers, and then do a quick review of all of the vocabulary words (Key Term Review Discussion Slide).
ERASE THIS SLIDE IF YOU DO NOT TEACH CTE!

6. Key Terms and Key Term Visual
Title
Pie Chart – Circle graphs, also called pie charts, are a type of graph used to represent a part to whole relationship.
Title – Gives an overview of the information being presented in the graph. Noted at the top of the graph.
Sectors – Each sector represents one part of the whole. The size of each sector represents its fraction of the whole.
Sector Labels - The label of each sector indicates the category of information it refers to, and may also give numeric data (often a percentage) so we know the size of each sector.
Pie Chart
1 Minute- Review the key terms and key term visual.
Sector
Sector Labels

7. Four Steps for Using Graphs
WHAT – Read the title and determine WHAT the graph is describing.
DESCRIBE – Explain what the graph is telling, or attempting to tell the reader using actual EVIDENCE presented by the graph. DESCRIBE what is being measured and what measuring tool is being used.
LABEL – Identify the data points by LABELING THEM and then explain what these data points are telling you.
ANSWER THE QUESTIONS – Using active reading strategies to answer questions about the graph.
2-3 minutes- review the four steps for using graphs.

8. Using Your Inner Voice
Good readers have an inner voice that speaks to them as they read. It helps them make inferences and monitor when they understand or DON’T understand something.
Your inner voice can also be used to identify data that is being presented to you.
When you are LISTENING to something, RECORD your inner voice. This is a way to ANNOTATE something you are hearing!
1-2 minutes- Explain the idea of your “inner voice” to the students.

9. Modeling- Creating a Pie Chart
8-10 minutes

10. Creating a Pie Chart (Terry Thompson)
As the audio plays, annotate your inner voice on your paper. Focus on writing down the data that you hear, specifically the following items:
What type of data is being shared?
What specific numbers are being shared?
Which data is important and which data is not important?
Once the audio finishes, SWITCH PAPERS with a partner next to you.
Listen to the audio again.
This time, annotate your inner voice ON YOUR PARTNER’S PAPER! You should be adding any information their partner missed.
Once the audio finishes, return the paper back to its owner.

11.
Article

12. Practicing- Creating a Pie Chart
Using your inner voice annotations, you must CREATE your own pie chart that includes each of the following components:
A Title
Sectors
Sector Labels
Once you have created your own pie chart, LABEL each of the above components (just like it was labeled on the key term visual). Also be sure to label the actual pie chart with the term “Pie Chart.”
5 minutes

13. Analyzing- Creating a Pie Chart
With your partner, analyze the graphs that you created.
On your individual papers, both you and your partner need to answer the following questions in COMPLETE SENTENCES:
WHAT – Read the title and explain WHAT the graph is describing.
DESCRIBE – Explain what the graph is telling, or attempting to tell the reader using actual EVIDENCE presented by the graph. DESCRIBE what is being measured and what measuring tool is being used.
LABEL – Identify the data points by LABELING THEM (if they are not labeled already) and then explain what these data points are telling you.
Explain how the graph is related to the speech/excerpt/story/story problem/video/recording/etc. that you listened to in class today.
6-8 minutes

14. Class Discussion Let’s discuss the following information as a class:
Give a 30 second explanation of what you heard in today’s listening component.
What type of data was discussed in today’s listening component?
How did you use this data to create a pie chart?
Why would a pie chart be useful to someone who is listening to this listening component?
Would it be possible to take the data from today and create a line graph or bar graph? If so, how?
5-6 minutes

15. Exit Ticket Answer the following questions in COMPLETE SENTENCES:
What are the four steps for using graphs?
What information from today’s listening component helped you best create your pie chart?
**AH CLASSES: What additional information that was not included in the listening component could you have included in your pie chart?**
3-4 minutes