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Understanding and Writing about Charts and Graphs
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Activity Description
In this lesson, students learn about describing and analyzing data presented in graphical form, gaining data and graph literacy.
Preparation
- Check the website to ensure it is not blocked at your site.
- Read through the lesson plan.
- Modify, print, and make copies of any handouts.
- Select graphs related to your class topic(s).
Program Areas
- ABE: Adult Basic Education
- ESL: English as a Second Language
Levels
- Low
- Intermediate
- High
- All Levels
- Intermediate High
- Advanced
Lesson Plan
Show a graph or chart. Ask students about their experince with graphs or charts:
- Where do you usually see graphs or charts?
- What kind of information do they show?
- Have you ever had to read or interpret one at work or in daily life? What information did it show? Why was it represented in graphical form instead of just text/words?
Give examples of where people might encounter these graphs (e.g., in news reports, business presentations, or personal budgeting). Tell students that reading, interpreting, and describing data as presented in graphs and charts is an important workplace skill that they are going to practice in this lesson.
Show different common types of graphs (bar, pie, line) and ask students which they recognize.
Elicit from students with prompting questions the purpose and use of one type of graph over another:
- Bar charts: Used for comparing amounts across categories.
- Pie charts: Show proportions or percentages within a whole.
- Line graphs: Illustrate changes over time.
Using other examples of graphs, go over selected vocabulary:
Types of Graphs and Charts
Bar graph
Line graph
Pie chart
Histogram
Scatter plot
Table
Diagram
Flowchart
Infographic
Parts of Graphs and Charts
Axis (x-axis, y-axis)
Title
Label
Legend (or key)
Data point
Gridlines
Scale
Units
Categories
Series
Describing Trends and Data
Increase
Decrease
Fluctuate
Rise
Drop
Peak
Plateau
Climb
Decline
Steady
Sharp (e.g., "a sharp increase")
Gradual (e.g., "a gradual decline")
Spike
Dip
Comparison
Proportion
Percentage
Majority
Minority
Average
Range
Resource: You may consult or opt to use the National Center for Educational Statistics Create a Graph Tutorial, which includes a printable PDF.
Display a sample bar chart (e.g., sales data over several months). Point out the title, axes, labels, and key data points. Then ssk simple questions such as the following: "In which month were sales highest?" or "Which category had the lowest value?"
Show a pie chart and line graph based on the same data. Discuss how the same information can be presented in different ways and what each graph emphasizes.
Use the video Describing Graphs & Charts in English with prepared questions for students to focus their listening. Be sure to turn on the captions. The video includes a timestamped transcript.
1. Give each student a worksheet with three graphs (one bar chart, one pie chart, one line graph). Include questions to answer, such as the following:
- What is the main trend in this line graph?
- What percentage of the whole does this section of the pie chart represent?
- How do the values compare in the bar chart?
2. Have students work in pairs to discuss their answers and check understanding. Encourage use of vocabulary such as increase, decrease, highest, lowest, etc.
3. Have students interview each other on provided topics and tally the responses. Then have them determine which type of graph or chart would be most appropriate for the data collected. For an example, see the "Interview Classmates" document.
4. Distribute and go over the "Writing about Graphs and Charts" document. Have students complete the paragraph frame about the chart included on the file and discuss as a whole class. Then explain the assignment and model writing about another graph, going through the steps. Students will write about the provided graph, or be assigned to find a graph on a given topic, or be allowed to search for a graph online on a topic of their choice. Suggested website are the New York Times Learning Network site What’s Going on in the Graph? and Statistica Daily Data.
Optionally, have students present the graphs they write about.
Provide revising and editing feedback on students' inital drafts. Then use a rubric or checklist for summative assessment.
Lead a discussion for students to learn to apply their knowledge to real-world situations. Ask students to discuss how they might use graphs or charts in their personal or professional lives:
- How can graphs help you at work?
- Have you ever made a graph for something important (e.g., budgeting or reporting)?
- Where might you encounter graphs in the future?
Assign students homework of bringing to class the next a graph or chart they come across (e.g., from news or work) and share with the class next time.
Documents
- Interview Classmates.pdf - Interview Classmates
- Writing about Graphs and Charts Assignment.docx - Writing about Graphs and Charts Assignment
Subjects
- Math
- Decimals
- Fractions
- Percentages
- Whole Number Skills
- Reading
- Critical Thinking/Decision Making
- Learning to Learn
- Vocabulary
- Reasoning Through Language Arts
- Mechanics (Capitalization, Punctuation, Spelling)
- Writing
- Basic Sentences
- Mechanics (Capitalization, Punctuation, Spelling)
- Paragraph Skills
- Report Writing
Standards
- Reading
- CCR Anchor 1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- CCR Anchor 4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- CCR Anchor 7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- CCR Anchor 8 - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
- Writing
- CCR Anchor 2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- CCR Anchor 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCR Anchor 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- CCR Anchor 6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- Language
- CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.
- CCR Anchor 2 - Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing.
- CCR Anchor 4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.