Baldwin Wallace University/School of Education/Common Lesson Plan Template

I. Subject: Language Arts Topic: Literature - Comprehension

Grade Level: 2nd Grade Date: July 29, 2019

II. Alignment to Standards:

A. Ohio’s Learning Standards:

RL.2.7 – Use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting, or plot.

B. College & Career Ready Standards/Career Connections: None

C. 2017 Ohio Learning Standards for Technology:

Topic 3: Use digital learning tools and resources to construct knowledge.
*With guidance, create artifacts using digital learning tools and resources to
demonstrate knowledge.
Topic 4: Use digital tools and resources to communicate and disseminate information
to multiple audiences.
*With guidance, select appropriate digital learning tools and resources to produce
and publish information.

III. Central focus of the learning segment:

The central focus of this learning segment is for students to demonstrate their
understanding of the characters, setting, and plot in Hello Lighthouse. Students will
choose from 3 different infographic creator resources to make a poster for this story.

IV. Learning Objective(s)/Target(s): By the end of the class/unit, the students will:
 create an infographic poster/advertisement for Hello Lighthouse
 identify the characters, setting, and plot of Hello Lighthouse

V. Assessment/s (Note: Both the learning objective and summative assessment/s are aligned to
each other. All formative assessments are aligned to the summative assessment.)

A. Formative assessments during the lesson:

*The students will complete a graphic organizer for the formative assessment. The
graphic organizer will arrange the information and their thoughts on how to create
their infographic.

B. Summative assessment (end of learning segment or unit):

*The infographic poster created by each student will be the summative assessment.
The infographic will be assessed to see if the students can identify the characters,
setting, and plot using text and images.

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VI. Academic Language:

A. Content vocabulary (syntax & vocabulary specific to discipline)

*Character – the people or animals in a story
*Setting – where and when the story takes place
*Plot – the events that make up a story; the main part of a story

VII. Materials/Candidate Resources

*student Chromebooks
*teacher MacBook Air (to display “Voki” video)
*Apple TV & projector (to display “Voki” video)
*graphic organizer (for students)
*pencils & erasers
*Hello Lighthouse by Sophie Blackall
*Infographic creators (on the internet) – Canva, Infogram, or Piktochart
*Google Classroom (on the internet)
*Photo paper & printer (to print posters)

VIII. Behavior Expectations

A. Classroom Management Strategies:
*Students may work quietly in an area of their choice (i.e., desk, floor, table, carpet)
but will be moved to a specific spot if not working quietly or staying on task.
*Chromebook rules will be reviewed before use (i.e., using carefully, respectfully and
responsibly).
*Usual behavior expectations will be displayed on the board.
*Students will get the choice of which infographic creator they use.
*Positive reinforcement
*Voice-level detecting app will be displayed (keep the face smiling!)
B. Safety Concerns:
*Chromebook rules will be reviewed before use (i.e., using carefully, respectfully and
responsibly).
C. Manipulatives & Equipment:
*Hello Lighthouse by Sophie Blackall
*Chromebook
*Infographic creators – Canva, Infogram, or Piktochart
*Google Classroom

IX. PROCEDURES (Be explicit. List anticipated time for each step in the lesson from
motivation hook through closure).
*Undocumented in this lesson plan is the prior read aloud and discussion of Hello
Lighthouse.
A. Motivation/Hook: Play “Voki” video to introduce activity. http://tinyurl.com/y6bofv9p

B. Instructional Strategies: For each instructional strategy, describe what you, the
teacher will do/say and what the student/s will do. (Note: Add as many additional rows
as necessary.)

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What the teacher will What the student Theorist/ Differentiation Anticipated Time
say/do: is expected to do: Best Practice (one or more of
the following
groups – above
level; below level;
ESL; urban or
rural
disadvantaged);
VARK/T*
The teacher will do a Each student will *V: Infographic 10-15 minutes
quick review of how to decide which creator review will
use the infographic infographic creator be displayed on the **Day 1**
creators to design a they will use. board through the
poster. Apple TV
*A-L: YouTube
tutorial videos are
available for more
in-depth info.
*ESL: Review can
also be given in
child’s 1st language
(through an app)
The teacher will pass Each student will Graphic *V: Graphic 15-20 minutes
out the graphic complete the Organizer organizer to arrange (additional time will
organizer and explain graphic organizer info. and thoughts. be given if needed)
directions. with the appropriate *Below-Level:
information. These students will **Day 1**
have a copy of the
book to reference;
teacher assistance
as needed.
*Above Level:
These students will
also be asked to
share the sequence
of events.
*ESL: Directions
can also be given in
child’s 1st language
(through an app)
The teacher will give Each student will Technology *V: Infographic 30-45 minutes
the students time to use use their graphic Integration creator on (additional time will
the infographic creator organizer as a guide Chromebook be given if needed)
to design their poster to design their *K/T: Use of
(based off of their poster in an computer mouse & **Day 2**
graphic organizer). infographic creator letter keys on (finished on Day 3 if

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 of their choice. Chromebook to needed)
create the poster
*Below-Level &
ESL: Extra time
and assistance will
be given
*Above Level:
These students will
also share the
sequence of events.
The teacher will give Each student will Scaffolding *Below-Level: Will 15 minutes
the students time to review 3 peer’s be paired with an
peer review posters posters. They will above-level student **Day 3**
before final check that all the for peer reviews
submission. parts of information *R: Students will
from the graphic read information
organizer are displayed on the
present on the infographic poster
poster. They will *V: Students will
check that each be looking at peers’
written item makes posters.
sense and for
correct spelling.
The teacher will give Each student will *K/T: Use of 5 minutes
the students time to download their computer mouse on
submit their poster. poster in a PDF file Chromebook to **Day 3**
and submit it in upload poster
Google Classroom.
*VARK/T = visual, audio-lingual, reading, kinesthetic/tactile learning styles

C. Review/Closure: To conclude this activity, the children will download their poster in a
PDF file and submit it in Google Classroom. All of the children will be able to view their
peers’ posters in Google Classroom. The children’s posters will be printed for display in the
hallway so that other classes may enjoy them as well.