EDR 317 Reading Instruction and Practicum BDA Lesson Plan Format
Educational Pollution Posters
1.0
Details
Name: Jennifer Gill
Date: 11/29/16
Grade Level: 2 # of Students: 5 Length of Lesson: 20 minutes
1.1 Integration of Learning Outcomes
Student will be able to express the main ideas from the text from a multi-paragraph passage.
1.2 Standards
CC.1.2.2.A Identify the main idea of a multiparagraph text as well as the focus of specific paragraphs
within the text.
1.3 Anticipatory Set
Last week, we created a chart that answered certain questions and learned a lot of new information
about pollution. One of the most important parts about reading is learning new things and using the
new information we learn to share with others. We learned a lot about pollution while reading our
book, we are now going to take the information we learned and share it with the whole school! Today,
we are going to create our very own informational posters! We need to make them colorful to catch
the eyes of every student walking down the hallway. This way, we can spread the importance of
stopping pollution to our friends who may not know what it is or why it is dangerous!
1.4 Procedures
Written down on the slips of paper are questions that need to be answered relating to pollution. To
make it fair, I am going to hand everyone a slip randomly. Once you receive your question. I want
you to read through the book and answer your question the best you can.
You may want to use the glossary or table of contents to help you locate the information you are
looking for.
If you have any questions, I will be walking around to each one of you as you are searching through
our book to find the information you need.
The questions will be: What is pollution? What causes pollution? How can we stop pollution? What
is recycling? What is our environment?
I want you to come up with a sentence that you feel best answers the question. This means I do not
want you copying a sentence from the book. I want you to come up with your own original sentence.
Once you think you have created a good sentence for your poster, bring it to me. A good sentence for
your poster should be descriptive and should explain what the question was asking. For example: If I
was making an informational poster about frogs and my question was What color is a frog? I
wouldnt write They come in various different colors, such as red, green, and even yellow! I have
to use a sentence starter so that friends reading my poster know exactly what it is about. Instead, I
would write Frogs can come in various different colors, such as red, green, and even yellow!
There is scrap paper for you all to begin forming your sentences on. If you have any questions, feel
free to ask now or any time throughout the lesson. As long as I say the sentence is the best it can be,
you can begin making your informational poster!
All of your posters look awesome! I love the detail and beautiful colors, they really catch my
attention and make me want to read what you have to say! Why dont you all present your
informational posters to each other one at a time. Share the sentence you created for your poster, and
then describe your drawing and how it relates to your sentence!
1.4 Differentiation
For my ELL students or for students who do not like the first option, I will give the option of using a
website called Weebly. It is a website where students can create their own posters online and
print/share with others. This helps my ELLs because they can type instead of write and the website
can help with spelling.
For my gifted students, I would give them a question to answer just like the other group members.
However, I would have them find three different answers to the question, and eventually write a
couple of sentences to answer the question instead of one.
1.5 Closure
I hope you all enjoyed sharing your posters with the rest of the group, now we can hang them in the
hallway for the whole school to see! I will also take pictures of your posters and share them on our
class webpage for your parents and other family members to see!
1.6 Formative and Summative Assessment
Formative: To assess the students ability to express the main idea from a multi-paragraph text I
will analyze the sentences they create for their poster. The purpose of creating their own sentence
is to assess their ability to take the information they are reading and summarize that information.
Summative: To assess their understanding of these multi-paragraph text, I would create multiple
choice questions relating to pollution: what it is, what causes it, how can we stop it, recycling, and
the environment.
1.7 Materials:
Poster board
Lined paper (to create their sentence)
Crayons/Markers/Colored Pencils
Sarsha, Sandra. A Healthy Earth. China: Benchmark Education, 2007.
Pencils
http://www.weebly.com/start/site
1.8 Technology
I will be utilizing my class webpage to add the students informational posters and share the great
things our class is learning about from our readings!
In my differentiation, I am allowing my ELLs or students who dont like the first option to use
Weebly on the classroom computers to create their posters.
2.0 Reflection on Planning (Complete BEFORE you teach)
My mentor teacher wanted me to create a lesson that concluded our book, A Healthy Earth. I
wanted to create a lesson that developed a sense of community and gave my reading group the
opportunity to share what they learned. By creating their own posters, the students are taking
responsibility of their own learning and informing the rest of the school. They also have the
opportunity to present their posters to their peers in their reading group. I think this lesson shows
students the power of reading. To take what you read, learn new things, and be able to share what
you learn to others is powerful. In a lot of my classes at West Chester, we share information we
are learning in class through posters around the room or Weebly websites. I think this is a great
way to share information quickly and efficiently. Concerns I have for this lesson plan are the
students ability to create an appropriate sentence for their poster. I provided an example of what
the sentence should entail, but I am still concerned they may not understand.
2.1 Reflection on Instruction
My lesson went very well! The students really enjoyed creating their own informational posters
and put in a lot of effort. Most of them understood how to create an appropriate sentence for their
posters, there were two students that needed to revise their original sentences because they were
not specific enough, however, after their revisions their sentences were adequate. The students
also drew very creative pictures that were colorful and related to their sentences. I will definitely
use informational posters in my future teaching, especially involving informational text.
