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Thematic Unit: Making a Positive Impact in Your community

Faith Herron

Southeastern University

ELED 3213: Teaching Language Arts and Fine Arts

Dr. Christine Sherretz

March 1, 2023
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Table of Contents
Unit Overview...............................................................................3

Color-Coding Key........................................................................6

Social Studies Lesson.................................................................7

Language ArtsLesson.................................................................13

Math Lesson................................................................................20

Science Lesson............................................................................26

Annotated Bibliography................................................................31
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Thematic Unit: Making a Positive Impact in Your Community

Grade: second

Theme: Making a positive impact on your community

Overview: The theme for this unit is “making a positive impact in your community.” The goal is

to help teach students about the roles that they can play within their community even at a young

age. Each student has the ability to make a positive impact in a variety of ways. This is a unit that

has the ability to be taught at any point in the school year. However, it may be better to present

this concept closer to the beginning of second grade. That way, students are able to take what

they learned and apply it to the rest of the school year and beyond.

The whole idea of this unit stems from social studies. Students will be specifically

focusing on a standard relating to ways citizens can identify positive ways to impact their

community. They will read the story What can a Citizen Do? While they are listening to the

story, students should ponder this question and think through things they can do as a citizen like

the people in the book. Afterwards, students will work on a worksheet where they determine

good versus poor citizenship examples. Students will then move into acting out these different

scenarios. Each group of students will be assigned a certain scenario, and they will create a skit

in which they show both good and poor citizenship. The rest of the class will then work together

to decide which half of skit demonstrated good citizenship and what half demonstrated poor

citizenship.

In language arts, students are focusing on plot and the main elements of the story

Remarkably You. The goal of this story is to demonstrate to students that we all have unique

giftings and abilities that we can bring to help better our community. The lesson will begin with
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students playing pictionary where they are drawing pictures of the plots of books that have been

read in class recently. Students will then move into the read aloud. After the story is done,

students will all participate in BME Pantomime. This is where students create movements to go

with the different events that create the plot of the story. As the teacher calls out the story's

events, students will act out the motion that correlates. There will then be small groups where

students rotate between sight word bingo, word choir, technology, and meet with the teacher.

Finally, students will create a foldable based upon the plot of the story Remarkably You.

In mathematics, students will primarily be focusing on collecting and organizing data

through tally marks. This will be demonstrated through a service project of a food drive. Before

students dive into the lesson, they will read the story Just Help! How to Build a Better World.

This story revolves around a young girl who gets involved in her community through helping

volunteer with collecting donations. Students will then create flyers for the school wide food

drive that is going on and utilize drawing two dimensional shapes. After those are hung around

the school, students will work together to tally up all of the different items that have been

donated in each category. They will then work as a class to find the grand total of items donated

thus far. To summarize their learning, students will record on a padlet what they learned

regarding either tally marks or how they can make a positive difference within their community

through service.

In science, students are focusing on what it means to be a good digital citizen online. The

lesson will begin with reading the story Troll Stinks. This book talks about the negative impacts

cyberbullying can have in a way younger students can understand. When the story is done, the

teacher will lead the class in a discussion about cyberbullying and why it wrong. Students will

then bring out their journals and reflect on a time they have been bullied online or in person and
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how it made them feel. Students will then be broken up into small groups. Within these groups,

students will come up with a 20 second song or jingle about cyberbullying and why it is wrong.

They should also have hand motions to go along with the song to teach the class. The lesson will

end by students completing a nearpod activity and think-pair-share.

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Color-Coding Key

● Yellow- Faith Integration

● Purple- ESOL/ESE accommodations/ differentiation

● Blue- Children's literature used

● Pink- Fine Arts Integration

● Green- other resources

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E.A.T.S. Lesson Plan #1

Faith Herron

Grade: 2nd grade

Subject: Social Studies

Objective(s) with Summative Assessment: Students will be able to identify ways that they as
citizens can make a positive impact in their community.

Standard(s) with description- SS.2.C.2.4- Identify ways citizens can make a positive
contribution in their community.

ELA.2.C.2.1- Present information orally using complete sentences, appropriate volume, and
clear pronunciation

Faith Integration (Including Scripture) - 1 Peter 2 :17 Show proper respect to everyone, love
the family of believers, fear God, honor the emperor.

Christian School: I would first read students the Bible verse. I would then explain to students that
God calls us to show love and respect to those around us and our leaders. Not only is this being a
good Christian, but also a good citizen.

Public School: I would emphasize the importance of showing respect and loving our neighbors to
my students.

Materials:. Social studies composition notebook, pencils/ pens, projector and video, What Can a
Citizen Do?, Be a Good Citizen worksheet, exit ticket

ESE/ESOL Differentiated Instruction (May be embedded in the plan)

Lesson Essential How can I make a positive impact on my community?

Question:
When answered at the
end of the lesson, is it
what I want students
to be able to know,
understand or be able
to do?

Activating Strategy: - Students will come in and sit at their desk. The following
How will you activate Brain Pop will then be played for them
(hook student https://www.youtube.com/watch?v=jomV2MEZ8d0&t=37s
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interest) your lesson - This video goes over what it means to be a good citizen.
or link your lesson to
prior knowledge? - After the video, students should pull out their social studies
composition notebook and turn to the next clean page. They
should write the date in the top right corner. (the date should
be posted on the white board for all students to see).
Students should then write down 1 sentence describing what
being a good citizen means in their own words and 1 way
that they can practice being a good citizen either in the
classroom or at home.

ESE: Students will have sentence stems provided to them in their

journal. The first sentence stem will say “ Being a good citizen
means…” and the second one will say “ One way that I can be a
good citizen in the classroom is…”

ESOL: These students will also be provided with the same

sentence stems. If they are not at a stage where they can not write,
then they may draw a picture of an example of being a good
citizen. Finally, the video will have subtitles on for students to
follow along with.

Gifted: students will be provided with a different prompt in their

social studies composition notebook. They will be asked to write
3-4 sentences coming up with a plan on how the class can work
together to promote food citizenship.

Acceleration/Preview -citizen
ing: (Key Vocabulary) - These words will be written out on an index card and
Vocabulary is best placed on the word wall. Before putting them on the wall,
learned if taught with the teacher will show students the word, and discuss the
direct instruction as a meaning.
preview and then
re-taught in the
context of the lesson

Teaching Strategy: - Students will gather on the carpet for a read aloud. The
What instructional teacher will read the story What Can a Citizen Do? By
strategies will you use Dave Eggers.
- While reading the story the teacher will ask the group the
in your lesson? How
following questions. They should allow 5 seconds after
will you differentiate asking each question to allow students to think, process and
your teaching to meet raise their hand.
the needs of the high - Before
(gifted), medium - What do you think the story will be about?
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(grade level), and low - What do you see on the cover?

(below grade level,
ELL, ESE, etc.)
homogeneous
groups? What will
you do for whole
group instruction and
then how will you
break it down for
students in small
groups?
-
- Is there anyone who looks different than
you?
- During
- What different things can a citizen do?
- What are some ways that you have acted like
a citizen like the people in the book?
- Who all can be a citizen?
- Is there anything a citizen can not do?
- After
- What different kinds of citizens have you
seen in your community?
- How can you make an impact in your
community?
- ESE: Students will be placed on the carpet right by
the teacher, so they may see and hear better.

- ESOL: Students will be able to go back and listen to

the book in their native language with English
subtitles on their Ipads after the read aloud is
finished. The teacher will also be intentional about
speaking slowly and making sure to properly
pronounce words.
- Gifted: If the teacher needs to walk away, the
student can take over reading the read aloud to the
rest of the class.
- Faith Integration
- 1 Peter 2 :17 Show proper respect to everyone, love
the family of believers, fear God, honor the emperor.
- Christian School: I would first read students the
Bible verse. I would then explain to students that
God calls us to show love and respect to those
around us and our leaders. Not only is this being a
good Christian, but also a good citizen.
- Public School: I would emphasize the importance of
showing respect and loving our neighbors to my
students.
- Students will then go back to their desks, where they will
find a handout.
- The teacher will then have the first question projected on
the board to assist and model students with what they need
to be doing.
- They will have the following worksheet presented to them:
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- Students should circle in each scenario which of the two

options that demonstrate showing good citizenship. On a
separate piece of paper, students should write one sentence
for each scenario explaining why they circled the item they
did.

- ESE: Students will be provided sentence stems for their

answer on their separate sheet of paper. They will say “ I
chose the _____ picture, because ______.” If writing is too
intense, they may verbalize their reasoning to the teacher.

- ESOL: This activity meets the needs of ESOL students

because it is providing students with a great visual tool
that's not just words. Students can also be provided with the
same sentence stems as the ESE students. They may also be
paired with a peer for think-pair-share, to discuss their
thought process and wording in a more one on one scenario.

- Gifted: students will be provided with the same style

worksheet. However, this one will have more questions, and
more in depth examples of showing good citizenship.

Extended Thinking - Students will be broken up into 5 groups.

Strategy: - Within those groups, students will each be assigned a
To be completed with scenario where they are going to work together to act it out.
- Each scenario will have 2 sides to it. One where they
your most important
are demonstrating being a good citizen, and one
concepts. What will where they are demonstrating being a poor citizen.
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your students do - Each group will be given one of the following

independently? How scenarios:
do you know they - Recycling vs. littering
- Volunteering vs. being lazy
retained the content
- Building something for a neighbor vs.
that was taught? destroying property
- Being kind to a friend vs. being mean and
hurting someone else's feeling
- *see differentiation*
- Within their group students will have 30 minutes to
plan out the following:
- What group members are going to be in
which half of the skit
- A written out plan of who will say what and
what should be acted out
- Practice their skit before performing for the
class
- Students will be graded on the following rubric and
specifications:

- While students are performing, their peers should

have out their social studies notebook. For each
scenario, students should write a one sentence
summary of what they saw.
- After each group is done, the class will vote on
which scenario was showing good citizenship and
which one was not.
- ESE: students will be intentionally paired with students who
are able to help them.

- ESOL: if students are not able to speak the language, then

for participation they may just act out what their peers
group is doing.
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- Gifted: These students will make up their own group. They

will be asked to create their own scenario of demonstrating
good vs. poor citizenship. It should be different than any of
the other options given to the rest of the class.

Summarizing: - Students will complete an exit ticket

How will students - On an index card they should finish the following two
summarize what they sentences “ One thing I learned today was…” and "One
question I still have is…”
are learning during
- These questions should either be written out or projected on
the lesson and at the the board for students to see.
end? - They should be turned into the teacher as they are leaving
the classroom
- ESOL: the sentence stems are a great tool for
students. Also, having it somewhere large and
obvious for them to see is helpful.
- ESE: sentence stems can be beneficial for students. I
will also provide a word bank for students, to help
them get to think through the ideas of what was
covered in the lesson.
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E.A.T.S. Lesson Plan #2

Faith Herron

Grade: 2nd

Subject: English Language Arts

Objective(s) with Summative Assessment: Students will be able to identify the plot and
describe the main elements of the story Remarkably You.

Standard(s) with description: ELA.2.R.1.1 Identify plot structure and describe main story
elements in a literary text.

Faith Integration (Including Scripture) - Psalm 139: 14 I praise you because I am fearfully
and wonderfully made. Your works are wonderful. I know that full well.

Christian School: I would read the verse to students. Then, I would explain to students the
magnitude of how unique and individual they are. Each of them were created with a purpose and
a special vision designed by God. The talents and skills that they have been blessed with were for
a reason and to help better those around them. Just like the kids in the story have a purpose, they
do too.

Public School: I would connect to the story and how each child in the story has something that
they can contribute to make their community better. The students in my class have their own
unique abilities, and have something to bring to our community as a citizen.

Materials:. White board markers, name of review stories in a hat, Just Help! How to Build a
Better World, sight word bingo, differentiated folders, Reading A-Z texts, ipads, plain paper,
pencils/pens, sticky note, marker, crayons

ESE/ESOL Differentiated Instruction (May be embedded in the plan)

Lesson Essential Can I identify the plot of the story Remarkably Yout?
Question:
When answered at the
end of the lesson, is it
what I want students
to be able to know,
understand or be able
to do?

Activating Strategy: - Students will play pictionary based off of books that we
have recently read in class.
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How will you activate - However, they will be drawing out the theme of each story.
(hook student (students should know this, because we would have gone
interest) your lesson over it in depth over the last week)
- Each table group will come to the front and pull the name of
or link your lesson to
the story from the hat
prior knowledge? - They will have 30 seconds to huddle together and plan out
what they are going to do.
- They should then draw out the theme of their story, and the
rest of the class has to guess the story based off of the theme
drawn.
- Students will have access to the markers and white board,
and all students should be participating in the drawing
process if they are at the board

- ESE: students will be intentionally paired with other

students who are going to help them. They may use
jumbo markers to get a better grip for writing on the
board.
- ESOL: students' needs are already being met
through drawing out pictures instead of having to
write out the words. They may have a graphic
organizer with them that has a copy of the books
that have been read so far and their theme. (these are
going to be notes that students took and in their own
handwriting)
- Gifted: These students will be the team leader for
their group. Their goal is to help guide the rest of
their peers on what the theme is for their story, and
how to best draw it out.

Acceleration/Preview Plot
ing: (Key Vocabulary)
Vocabulary is best - These words will be written out on an index card and
learned if taught with placed on the word wall. Before putting them on the wall,
direct instruction as a the teacher will show students the word, and discuss the
preview and then meaning.
re-taught in the
context of the lesson

Teaching Strategy: - While students are sitting on the carpet, the teacher will
What instructional read the story Remarkably You
strategies will you use - Students should be paying careful attention to the story and
the order of major events.
in your lesson? How
- ESE: Students will be placed on the carpet right by
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will you differentiate
your teaching to meet
the needs of the high
(gifted), medium
(grade level), and low
(below grade level,
ELL, ESE, etc.)
homogeneous
groups? What will
you do for whole
- Faith Integration (after reading ) - Psalm 139: 14 I praise
group instruction and
you because I am fearfully and wonderfully made. Your
then how will you
works are wonderful. I know that full well.
break it down for
students in small
groups?
the teacher, so they may see and hear better.
- ESOL: Students will be able to go back and listen to
the book in their native language with English
subtitles on their Ipads after the read aloud is
finished. The teacher will also be intentional about
speaking slowly and making sure to properly
pronounce words.
- Gifted: If the teacher needs to walk away, the
student can take over reading the read aloud to the
rest of the class.
- Christian School: I would read the verse to students.
Then, I would explain to students the magnitude of
how unique and individual they are. Each of them
were created with a purpose and a special vision
designed by God. The talents and skills that they
have been blessed with were for a reason and to help
better those around them. Just like the kids in the
story have a purpose, they do too.
- Public School: I would connect to the story and how
each child in the story has something that they can
contribute to make their community better. The
students in my class have their own unique abilities,
and have something to bring to our community as a
citizen.

- After the story, the whole class will participate in an activity

called: BME Pantomime
- As a group, students will work together to create an
action for the events that happen in the beginning,
middle, and end of the story (plot).
- Students should be the ones to identify these events,
and the teacher may write them on the board in
order of how they would fall on a plot map
- Students should stand up, but can stay on the carpet
as long as they leave space for one another
- The teacher will then call out the event, and students
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should do the correlating hand motion

- By going from beginning, middle, to end, it helps
review the plot of the story.
- Students should go back to their desk

- ESE: If the motion that the students chose is

too difficult, they may do a more modified
version that fits their specific abilities.
Students will also have the plot map in their
hands with a large simple print for them to
follow along with. This activity is beneficial
because it is kinesthetic .

- ESOL: Students will be able to listen to the

story in their native language first. Students
will have a graphic organizer provided for
them that the teacher made while the class
was talking. It will have what the event was
and the correlating motion. This activity is
beneficial because it is kinesthetic.

- Gifted: Students may call out the events us

the story in order for the rest of the students
to follow.

- Students will then move into the following center rotations:

Each group is assigned a color. When they get to a new
rotation, they should pull their folder color only, and
complete the activity within it. *differentiation is the
colored folders*

- Center 1- sight word bingo

- In each group's folder, they will find a stack of bingo
cards, a stack of sight words to call, and a bag of
chips.
- Each group member should take a bingo board. One
person is going to call out the sight words from the
deck. If the other students have the word, then they
should place a chip down on the word. This should
keep going until someone calls BINGO
- If time permits, students should trade bingo sheets,
and there should be a new caller. Students continue
this until they are told to switch
- red/ orange (traditional)- students are using
on grade level second grade words
- Green (ESE)- students are working on K and
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1st grade level words

- Blue (ESOL)- students who are focusing on
just learning the language may use letter
sounds, blends, and digraphs instead
- Purple (Gifted)- if students have mastered
the 2nd grade list, then they may move onto
the 3rd grade list
- Center 2- Word Choir
- Students will read a leveled reader from Reading
A-Z
- Students will work together, but should each have
their own individual running list of words that stood
out to them or seemed important
- After reading, students will then come together to
sing the words they found. Before rotating, students
should perform their singing to the teacher, and if
she’s not available, then another center group
- red/ orange (traditional)- these students will
read a level D book called the Buddy the
Bear. This is a leveled text
- Green (ESE)- students will read the
decodable text Big Bad Bat
- Blue (ESOL)- students will read the
decodable text , The club. This is to build
upon the understanding that in English, the
same letter can make multiple different
sounds.
- Purple (Gifted)- If students are completely
fluent in the 2nd grade leveled text, then they
will move up to the 3rd grade level.
- Center 3- Technology
- Students should use their Ipads to log onto
starfall.com to review reading strategies and hone in
on any skills that need to be improved.
- red/ orange (traditional)- these students will
not mess with any setting and will keep it on
the typical 2nd grade setting
- Green (ESE)- If needed, the students'
StarFall level will be moved down to a 1st or
K level. This is to best help students at their
specific level.
- Blue(ESOL)- Since students are working
independently, they may change the
language setting to their native language.
- Purple (Gifted)- Students may bump
themselves up to a 3rd grade level to provide
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more of a challenge.
- Center 4- With the teacher
- For this rotation, students groups will be moved to
the back to work with the teacher in a small group
and setting and will focus on the following:
- red/ orange (traditional)- these students will
continue to work on learning about plot.
They will use a text provided to them, and
with teacher help put the events into a plot
map.
- Green (ESE)- Students will be working to
learn how to decode words.
- Blue (ESOL)- students will be practicing
phonemic awareness with Elkonin boxes
- Purple (Gifted)- Students are going to work
on decoding multisyllabic words

Extended Thinking - Before beginning the extended thinking strategy, the teacher
Strategy: will play the following youtube video:
To be completed with https://www.youtube.com/watch?v=lfivDGzngQ4
- This link provides a read aloud of the same story that had
your most important
already been read in class. This video should be used as a
concepts. What will review for the activity that is about to happen.
your students do - Students should be encouraged to do the motions from
independently? How earlier as the correlated event comes up
do you know they - After the story is done being read, the students are going to
retained the content create the following plot map foldable.
that was taught?

-
- On the first flap it should say beginning, the second should
say middle, and the third should say end. Each flap should
have a picture correlating to that point in the story. On the
inside should be 2-3 sentences explaining what happened at
that point.
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- ESE- Students will be provided with sentences

stems. They may also verbalize their answer to the
teacher. These students will also be provided with
thicker crayons to help with fine motor skills.
- ESOL: students are only required to provide the
pictures
- Gifted: Students will create 5 flaps. The additional
flaps will be two more events that happened during
the story.

Summarizing: - Students will complete a 3-2-1 ticket out the door. It will be
How will students on a sticky note and will be turned in before being allowed
summarize what they to move onto the next activity.
- 3 things I learned today are…
are learning during
- 2 ways I can use this outside of class…
the lesson and at the - 1 question I still have is…
end?
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E.A.T.S. Lesson Plan #3

Faith Herron

Grade: 2nd grade

Subject: math

Objective(s) with Summative Assessment: Students will be able to collect, categorize, and
represent data using tally marks.

Standard(s) with description: MA.2. DP. 1.1- Collect, categorize and represent data using tally
marks, tables, pictographs or bar graphs. Use appropriate titles, labels and units.

MA.2.GR.1.1- Identify and draw two-dimensional figures based on their defining attributes.
Figures are limited to triangles, rectangles, squares, pentagons, hexagons and octagons.

Faith Integration (Including Scripture) - Proverbs 19:17 Whoever is kind to the poor lends
to the LORD, and he will reward them for what they have done.

- Christian School- I would first read the first. Then, i would explain that the Lord calls us
to serve others. When we do, not only are we blessing them, but God is going to bless us.
- Private School: It is important to serve those around us. Not only does it benefit them, but
it can end up benefiting us more.

Materials:. Just Help! How to Build a Better World!, youtube videos, projector, math notebook,
pencils, word wall index cards, colored pencils, crayons, construction paper, water color, paint
brushes, markers, tape, donations, tally worksheet (for students and white board), Ipads/
Chromebooks

ESE/ESOL Differentiated Instruction (May be embedded in the plan)

Lesson Essential How can I represent data that I collected using tally marks?
Question:
When answered at the
end of the lesson, is it
what I want students
to be able to know,
understand or be able
to do?

Activating Strategy: - The teacher will read the book: Just Help! How to Build a
How will you activate Better World out loud to the class.
(hook student - In the background the following Youtube video will be
 21

interest) your lesson playing: https://www.youtube.com/watch?v=8zNuvdP5qyg

or link your lesson to This video is soft guitar music that will play softly as the
prior knowledge? teacher is reading to engaged listeners evenmore/
- The teacher will use this book to bring in the discussion of
how important it is to donate to those in need and also bring
in faith Integration Faith Integration (after the story) -
Proverbs 19:17 Whoever is kind to the poor lends to the
LORD, and he will reward them for what they have done.
- Christian School- I would first read the first. Then, i would
explain that the Lord calls us to serve others. When we do,
not only are we blessing them, but God is going to bless us.
- Private School: It is important to serve those around us. Not
only does it benefit them, but it can end up benefiting us
more.
- Students should reflect in their math notebooks of one way
that they can help contribute to the school wide donation
collection that is in progress.
- ESE: students will be provided with a fill in the
blank response in their notebook. “One thing I can
contribute to the donation is ______________”
- ESOL: Students will be allowed to draw a picture of
an something they can contribute, or they may
verbally tell the teacher their response.

Acceleration/Preview - Tally
ing: (Key Vocabulary) - Donate
Vocabulary is best - Collect
- category
learned if taught with
- These words will be written out on an index card and
direct instruction as a
placed on the word wall. Before putting them on the wall,
preview and then
the teacher will show students the word, and discuss the
re-taught in the
meaning.
context of the lesson

Teaching Strategy: - *this assignment will start after the donation collection has
What instructional already started*
strategies will you use - Students will walk in and sit at their desks/table groups
- In the middle they will find a container with colored
in your lesson? How
construction paper, crayons, colored pencils, markers, and
will you differentiate water paint
your teaching to meet - Students will create an add campaign for a school wide food
the needs of the high drive
(gifted), medium - They should incorporate at least 2 shapes that represent a
 22

(grade level), and low food item being collected (ex:box of pasta).
(below grade level, - It should also include that they are collecting food and who
ELL, ESE, etc.) it is for.
- Students may use whatever supplies they want
homogeneous
- The class will then take a field trip throughout the school to
groups? What will hang up the signs that they made
you do for whole
group instruction and - ESE: Students will be provided with thicker writing
then how will you materials and brushes to help with fine motor skills.
break it down for - ESOL: the teacher will provide students a sticky
students in small note that models what to write on the poster. EX:
“Donation collection for the homeless”
groups?
- Students will then come back and stand up out of their
desks and watch the following Youtube video:
- https://www.youtube.com/watch?v=H5c6MCgQw2
E
- Students may use this video to help get their
wiggles out and dance and sing along with
the video/song
- This video should help refresh students memory and remind
them on how to write tally marks
- ESE: students will be moved to the front of the class
to see it better. This is a great visual tool to help
students comprehend the information better.
- ESOL: students will have the subtitles turned on for
them. The visuals will also help them connect to the
content.
- Students should then be back in their seats
- The teacher will then wheel in on a cart all of the items that
have been collected for the donation so far.
- Students will be handed the following worksheet:
 23

-
- Students will be divided into 5 groups, and all of the
donation items will be equally dispersed between the five
groups.
- Groups should work together to put a tally for each item
they have in the proper category
- Each student should have the information added to
their own personal sheet
- After groups are done, they should raise their hand, and the
teacher will come and check the accuracy of their work. If
improvements need to be made, the teacher will guide them
in the right direction
- After a group's work is approved, groups may each take a
turn going to the board and placing their tally marks in the
giant version of their worksheet that is magnetized to the
board.
- Once all groups have put their tally marks on the board, the
class will count together to determine how many of each
category have been collected so far.
- They will then work together to add all of the totals together
to get the grand number.
- This entire process will be completed on Fridays each week
until the donation collection is over.
- ESE: students will be intentionally paired with
groups who can assist them best. Students will be
provided with a graphic organizer with larger boxes
to record their tally marks in.
 24

- ESOL: the graphics organizer is a great tool for ELL

students to organize their thoughts. The images
provided will also help them depict what each
category is.

- The teacher will then play the following youtube video:

https://www.youtube.com/watch?v=sYJWDzIf0Ok&t=343s
- This video is just a reading of the story read during
the activating strategy. The teacher will connect
what they just reread to their own classroom
donation collection.
- ESE: students will be placed in a way that they can
see the video optimally. They will also be placed in
an area where they will not be distracted by their
peers.
- ESOL: subtitles will be provided for the video. The
student may go back after, and listen to the book in
their native language.

Extended Thinking - Students will use their Ipads or Chromebooks to log on to

Strategy: Quizziz.com
To be completed with - Their username is their first and last name no space and the
password is the same as what they use to log into their ipad
your most important
or chromebook
concepts. What will - https://quizizz.com/admin/quiz/5fa428b3f0491f001b9e9017
your students do /data-tally-grade-2
independently? How - This quiz is over tally marks. Students are given
do you know they pictographs, and they must answer how many of
retained the content each item their are in tally marks.
that was taught? - Once finished, the data will be sent directly back to
the teacher to review
- ESE: if students can not take assessments online,
then a paper copy will be provided. They will also
take them next to the teacher for support.
- ESOL: wording on the assessment will be as
minimal as possible. There will be lots of visuals
provided to help explain what students need to be
doing with tally marks. Translations can even be
given to students.

Summarizing: - Students will scan a QR code with their devices

How will students - It will bring them to padlet.com
summarize what they - On here they will write down one thing they learned today
regarding either good citizenship or tally marks. This
 25

are learning during should be a full sentence

the lesson and at the - The padlet responses will then be read out loud by the
end? teacher, so students are learning from each other, and being
refreshed on what was just taught.
- ESOL: instead of writing out a response, students
may provide a picture/ Gif
- ESE: students will be provided a sentence stem, or
they may give a word or phrase.
 26

E.A.T.S. Lesson Plan

Faith Herron

Grade: 2nd

Subject: Science

Objective(s) with Summative Assessment: Students will be able to describe the characteristics
of a good digital citizen.

Standard(s) with description: SC. K2.CS- PC. 1.2 - Describe the attributes of a good digital
citizen: one who protects private information, balances time online, reports cyberbullying, and
recognizes inappropriate content/contact.

Faith Integration (Including Scripture) - Matthew 7:12 “So whatever you wish that others
would do to you, do also to them, for this is the Law and the Prophets.

Christian School: I would read the bible verse to students and explain to them the importance of
treating others the way they want to be treated

Public school: I would have a sign displayed on the white board with this verse but the phrase
“the Golden Rule” as the reference instead. I would then explain to student that if we want to be
treated with kindness then we need to treat others with kindness.

Materials:. Youtube video, projector, science journal, pencil, electronic devices

ESE/ESOL Differentiated Instruction (May be embedded in the plan)

Lesson Essential What characteristics make up a good digital citizen.

Question:
When answered at the
end of the lesson, is it
what I want students
to be able to know,
understand or be able
to do?

Activating Strategy:
How will you activate
(hook student
interest) your lesson
or link your lesson to
prior knowledge?
- Students will come into the classroom to see the following
video about to be played for them
https://www.youtube.com/watch?v=-N7lRYMmbXU
- This video is a song that discusses what it means to
be a good digital citizen and ways to be safe online.
- After the video is done, students should pull out their
science journals and reflect on one thing they can do to be a
 27

good digital citizen and why

- ESE: students will be provided with sentence stems
that go “one way I can be a good digital citizen
is…” if the music is too much, then students may
put their head down or put earplugs in
- ESOL: students may verbalize their answer to the
teacher if they want. Students will also have
sentence stems. They will also be provided with a
graphic organizer that contains all of the examples
from the song. Subtitles will also be put on the
video.

Acceleration/Preview - Digital citizenship

ing: (Key Vocabulary) - Cyberbullying
Vocabulary is best - Balance
- Inappropriate
learned if taught with
direct instruction as a - These words will be written out on an index card and
preview and then placed on the word wall. Before putting them on the wall,
re-taught in the the teacher will show students the word, and discuss the
context of the lesson meaning.

Teaching Strategy: *Today’s lesson will focus on cyberbullying*

What instructional - The teacher will read aloud the story Troll Stinks.
strategies will you use - All students should be on the reading carpet at the
assigned spot
in your lesson? How
- In the background, the teacher will have the
will you differentiate following instrumental music playing:
your teaching to meet https://www.youtube.com/watch?v=c-hvuAHSgeQ
the needs of the high - This is to help engage student even more to the story
(gifted), medium - Faith Integration (Including Scripture) - Matthew 7:12
(grade level), and low “So whatever you wish that others would do to you, do also
(below grade level, to them, for this is the Law and the Prophets.
ELL, ESE, etc.) - Christian School: I would read the bible verse to students
homogeneous and explain to them the importance of treating others the
groups? What will way they want to be treated
you do for whole - Public school: I would have a sign displayed on the white
group instruction and board with this verse but the phrase “the Golden Rule” as
then how will you the reference instead. I would then explain to student that if
break it down for we want to be treated with kindness then we need to treat
students in small others with kindness.
groups? - ELL: students will be provided a copy of the book in
their native language. This will be either in print, a
 28

youtube video, or an ebook. The teacher will make

sure to speak slowly and use clear conscience
speech.
- ESE: students will be sat close to the teacher to see
and hear the book better. The visuals in the books
are a great tool to connect what they are hearing to
what they are seeing.
- When the story is done, the teacher will lead the students in
a discussion on a cyberbullying and how it is similar to
bullying in person
- They should bring in how people who bully online
have a screen to hide behind so it is easier for them
and may hurt your feelings even more
- Students should have a turn and talk with the person
next to them to discuss how their experiences with
bullying and cyberbullying have made them feel.
- Students should head back to their desks and pull out their
science notebooks. They will then be asked to write a
journal entry based upon what they shared with their
partners on the carpet. The prompt will be projected on the
board “ write about a time you have been bullied online or
in person and how it made you feel”
- ESE: students will be given a thicker pencil to help
with fine motor skills. Their writing will be
chunked. They will sit with the teacher, and they can
write it one part at a time If writing is too
overwhelming they may give the information orally
since the main goal is for students to connect to the
idea rather than writing.
- ESOL: students will be provided with sentence
stems. The think-pair-share is a great strategy to
help get ESOL students thinking and verbalizing
their thoughts in a smaller and safer environment.
Students may be given the option to draw the picture
depicting the experience and another picture
demonstrating their emotions.

*formative assessment- to assess whether or not students are

grasping what cyberbullying is and why it's wrong*
- Students will be broken up into 3 different groups
- Each group will complete the following tasks:
- Write a 20 second song based upon cyberbullying
and why it is wrong and how they want to fix it
- There should also be hand motions that they create
that go along with the song
 29

- Students will be given 20 minutes to complete this

to plan and write their song and create motions
- Afterwards, each group must take turns presenting
their song to the class and teaching the hand motions
to go along with it.
- Each student in the group should participate in
presentation
- Each student should have their own handwritten
copy of the lyrics that their created
- ESOL: students will not be expected to sing
the lyrics in front of the class, but they do
have to participate in the hand motions.
- ESE: students will be provided with a copy
of the lyrics that they came up with within
their groups, The hand motions for all of the
songs crate multisensory learning,

Extended Thinking - Students will long onto their ipads/ chromebooks and go to
Strategy: nearpod.com
To be completed with - From there they will type in the class code that will be
displayed on the board
your most important
- In the nearpod, students will find open ended questions, fill
concepts. What will in the blank questions, games, and videos where they must
your students do respond throughout
independently? How - All of the data collected from the nearpod will be sent
do you know they directly to the teacher to review
retained the content - ESOL: on videos in the nearpod subtitles and
that was taught? translation may be provided. Students may use the
graphic organizer provided during the activating
strategy. Students will provided extra time to
complete the assignment to take into account the
time and brain power translating takes
- ESE: students will have their nearpod presented to
them in small chunks and sections. For any short
response questions students will have sentence
stems given to them on a sticky note. Students will
sit near the teacher for support and guidance when
needed.

Summarizing: - Think-pair-share
How will students - Students will work with their shoulder partner
summarize what they - They should answer the question “what is one thing
I learned today that I can use to be a better digital
are learning during
citizen?”
the lesson and at the - Students will be given 3 minutes to discuss.
end? - When time is up, students should write a 2 sentence
 30

summary of what their answer is

- ESOL: think-pair-share is a great strategy for
ESOL student because it allows them to
verbalize their thoughts and ideas in a less
intimidating format. If students are in a stage
where they can write, then sentence stems
and a word bank will be provided. If not,
students will verbally give the answer to the
teacher as they are walking out the door.
- Students will only have to fill in the blank in
their writing “one way i can be a better
digital citizen is…” they may also type their
answer out if they are unable to write due to
motor skills. They will be intentionally
paired with a partner.
 31

Annotated Bibliography

Adam Up Maths. ( 2015, August 23). Tallying song- Adam up maths [video]. Youtube.

https://www.youtube.com/watch?v=H5c6MCgQw2E

This video will be used as a review within the math lesson to go over how to tally.

It is visually engaging with colors and a storyline that students will want to follow. The main

phrase “1-2-3-4- time ‘em up with 5” is something that will stick with students. They can recall

this later on in the lesson when they are trying to remember how to write tally marks. As a

christian educator, my goal is to find videos that will meet all students where they are not just

one particular group. Because this video is different in its presentation, I believe it will reach

students in ways other videos could not.

BrainPop Jr. ( 2020, September 3). How to be a good citizen [video]. Youtube.

https://www.youtube.com/watch?v=jomV2MEZ8d0&t=37s

This video will be used as an activating strategy for the social studies lesson. This video

explains to students what exactly it means to be a citizen. They also explain the different sizes

and examples of communities. Additionally, they talk about the different roles different citizens

in a community play, and how we all need to be responsible and respectful. Since this is a

Brainpop Jr., it is perfect for lower elementary. It breaks down the term citizen and community

and explains it in a way young students can understand. From a christian educator perspective,

this video is a great tool to utilize in my classroom. God calls us all to be responsible and

respectful citizens of our communities. In this video, students learn to do just that and honor the
 32

people and environment around them. This brings in a faith integration element without ever

having to say the word God or creation.

Common Sense Education. ( 2019, August 8). We the digital citizens [video]. Youtube.

https://www.youtube.com/watch?v=-N7lRYMmbXU

This video will be used to introduce the science lesson. It is a song that discusses the

importance of being a good citizen online and internet safety. The song begins with discussing

how we can view the entire world from the internet, but we need to practice being safe. This

means not sharing passwords, setting time limits, or telling an adult when something scary

happens. There is not a specific grade level for this video, but I think that it is best suited for

younger students. I think that digital citizenship is something very important to recognize as a

christian educator. The internet is a very real place that can be full of harmful things, and I want

my students to be safe.

Eggers, D., & Harris, S. (2018). What can a citizen do? (S. Harris, Illus.). Chronicle Books LLC.

This book will be used as a read aloud for the social studies lesson. In it students

will l learn about the different roles that citizens can play. They learn that citizens are helpful

and kind and help to make their community better. Students also learn from this book what good

citizens are not. They are not people who tear others down or destroy property. This book has a

lexile score of 340 which translates to the very beginning of 2nd grade.As a christian educator,

this book will help me bring in my faith integration into the classroom whether it is public or

private school. This book emphasizes the importance of showing love and respect to everyone

which is a Biblical principle straight from 1 Peter 2:17. However this is something that does not
 33

only have to be Biblical, but can transfer over into the secular world. As educators, it is our job

to raise young children who will one day become adults that contribute helpfully to society.

Miller, P. Z. (2019). Remarkably you. (P. Bration, Illus.). Library Ideas, LLC.

This book will be used as a read aloud during the teaching strategy portion of the

ELA lesson. After listening to the story, students will participate in a fine arts activity called

BME pantomime. In this story, students learn that each person has something within them that is

unique. It also tells children that just because they are young does not mean that they can not

make a difference. We can come together to help better our community. This book has a lexile

score of 300 which translates to the end of first grade. This is helpful because it meets the needs

of second graders who may not be on grade level, and need a lower text to comprehend. This is a

book that I find very beneficial to use as a christian educator. I want to make sure that my

students know they are all unique individuals with something important to bring to the table.

Nearpod. (n.d.) https://nearpod.com/

This will be used as the extended thinking strategy for the science lesson. By students

going through and completing the activities, the data collected will serve as a summative

assessment to determine whether or not students understood the information presented to them.

Nearpod is a website that is designed for all students from kindergarten to first grade. It is

completely interactive and meets a diverse range of learners. Activities can range from polls to

short responses to games. The teacher is the one in control of what students are completing, and

create multiple formats to accommodate ESOL and ESE learners. As a christian educator, I am a

big supporter of this website. No student is the same and each has a unique way of learning and
 34

demonstrating their learning. This website works to accommodate that for as many students as

possible.

Padlet. (n.d.) https://padlet.com/

Padlet will be used as a summarizing activity within the math lesson. It is a great

way to make sure that students are interacting with technology throughout the day. Padlet allows

students a way to share their ideas and thoughts with their peers. It may help spark conversation,

or work to form background knowledge and create connections within students' learning. This

website is not limited to one specific grade level. It can be used for all ages and ability levels

including ESE and ESOL students. This resource is helpful to me as a christian educator. I

believe all students have a unique voice that needs to be shared and heard. Padlet allows for this

to happen in a safe way.

​Sotomayor, S. (2022). Just help!: How to build a Better World. (A.Dominguez, Illus.) Penguin

Young Readers Group.

Just Help! How to Build a Better World, will be used to introduce the math lesson to

students. The math lesson is dedicated to a service project of collecting donations, and that is

similar to what happens within the book. Every day the main character is asked “what did you do

to help today” by her mami. The whole book revolves around the entire community coming

together to work on service projects to help and better others. This is in the form of collecting

donations for troops overseas and advocating for people to get out to vote. This story does not

have a lexile score attached to it. However, I think it is beneficial to read aloud because it may be

too difficult for students to read aloud. From a christian educator's perspective, it is important to
 35

me that my students understand the importance of service. I want them to develop a servant's

heart and to learn that sometimes others' needs are greater than our own.

Starfall. (n.d.) https://www.starfall.com/h/index-grades123.php

Starfall will be used in the language arts lesson as a center rotation on Ipads or

Chromebooks. On this device, students have the freedom of choice. With their memberships,

they may choose grade appropriate language arts based learning activities. These activities are

designed to specifically target skills students are working on or may be struggling with. Another

benefit of this sight, is that it meets the various needs of diverse learners. If a student is a

struggling reader and needs practice with a 1st grade or kindergarten skill, then they have that

opportunity. It is also helpful for ESOL students, because they can change the language settings.

As a christian educator I think that this is a very important website to use. God has created us all

to be diverse individuals, and this website meets that need. I want to honor my students for who

they are and what makes them different.

Willis, J. (2017). Troll stinks. (T. Ross, Illus.) Andersen Press USA.

This story will be used as the read aloud for the science lesson. The goal of the books is

to teach young students the harmful effects of cyberbullying. The two main characters take the

farmer's phone and have fun playing on it. However, it quickly switches to them tormenting and

saying hurtful things to Troll.They begin to bully him over the internet. This book has a lexile

score of 560 which is around a 3rd grade reading level. This is why it is being used as a read

aloud. The content is important for students to know, they just need teacher guidance to talk them

through the book. I also see a lot of value in this book from a christian perspective. I want my

students to follow the golden rule and treat others the way they wish to be treated.
36