Info Info Info!

(Introduction to Infographics)

AUTHOR’S NAME: Jake Taylor

DATE OF LESSON: March 28th- April 3rd, 2021 (Week 3 Monday-Thursday)
LENGTH OF LESSON: From introduction to completion, four fifty-minute class periods.
NAME OF COURSE: English II
SOURCE OF THE LESSON: This lesson is not in any resource book but can instead be found in the
English 2 Google Drive.
TEKS ADDRESSED: (1) Developing and sustaining foundational language skills: listening, speaking,
discussion, and thinking –oral language.
-(C) give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence
from reliable sources and that employs eye contact, speaking rate such as pause for effect, volume,
enunciation, etc.
-(D) participate collaboratively, building on the ideas of others, contributing relevant information,
developing a plan for consensus building, and setting ground rules for decision making.
(4) Comprehension skills: listening, speaking, reading, writing and thinking using multiple texts. The
student uses metacognitive skills to both develop and deepen comprehension of increasingly complex
texts.
-(F) make inferences and use evidence to support understanding
-(G) evaluate details read to determine key ideas
-(H) synthesize information multiple texts to create new understanding
(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts.
-(D) paraphrase and summarize texts in ways that maintain meaning and logical order
-(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating

CONCEPT STATEMENT (GOAL): The goal of this lesson is for the student to be able to create an
effective, informative infographic related to their fictional dystopian society. The ability to present
information effectively is a lifelong skill every student needs to learn; infographics are a great tool do
that. Creating an infographic requires the student to attain information from various reliable sources,
compiling that information into the form of an infographic, and then presenting the newly formulated
infographic. The infographic is made possible by the newly discovered deeper understanding of the
chosen topic at hand, in this case their fictional dystopia. Another goal is for the students to effectively
collaborate together, benefiting from the strengths of one another to present a clear, concise, presentation
of their infographic detailing/highlighting their dystopia or aspect of their dystopia.
PERFORMANCE OBJECTIVES: Students will be able to identify what an infographic is and be able
to create their own within their group. The student will be able to identify the importance of infographics
and the incredible significance of presenting information effectively. The student will be able to design
their own creative and informative infographic. The student will confidently present their infographic
which incorporates a clear thesis.
RESOURCES: The resources for this lesson plan are theoretically boundless; as any reliable online
source, article, journalism or text can be used to acquire the necessary information.
SAFETY CONSIDERATIONS: There are no safety considerations associated with this lesson plan.
MATERIALS: Materials are quite low as this lesson is mainly conducted via the internet and computer
software. In their groups of three to four students will all have access to the internet for research purposes
and Microsoft office for creation of their article.

ENGAGEMENT Time: __10__minutes___

What the Teacher Will Do
Ask students what they know
about infographics, probe
conversation by asking students
about an infographic they have
seen used in advertising.
Have the students explain to
you what an infographic is
first, before you explain to
them.
What the Students will do
The students will explain in
their own words what an
infographic is.
Probing Questions/Expected
student Responses
Students will begin to laugh and
talk amongst themselves as they
discuss infographics used in
advertising; naturally leading to off-
topic conversation about
advertising. Keep students on track.
Expect students to describe a pie-
chart to you.

EXPLORATION Time: _40__minutes_

What the Teacher Will Do
Explain what an infographic
actually is, their importance,
and how they can be used to
show statistics, prove data, and
even influence consumers
purchases.
Provide real-world examples
of infographics pertinent to
the students daily lives and
explain the authors intent or
driving force of the
infographic.
What the Students will do
The students will reflect on
their initial thoughts of
infographics.
Students will give you an
example of an infographic.
Giving the teacher an
opportunity for further
explanation.
Probing Questions/Expected
student Responses
Expect Students to ask questions to
verify if their initial example of
what they believed to be an
infographic is an infographic or not.
At this point the students should be
confident that they understand what
an infographic is.

EXPLANATNION Time: _____80___

What the Teacher Will Do
Instruct/scaffold the students in
the creation of their group’s
collective infographic
displaying their dystopia or a
highlighted aspect of their
dystopia.
What the Students will do
Using the data, articles, and
other texts acquired the
students will work within their
groups to create a organized
and informative infographic.
Probing Questions/Expected
student Responses
The students may be asking what
data points to use, and asking what
is worth highlighting or not.
ELABORATION
What the Teacher Will Do
Have the students apply the
information they acquired while
working on the infographic to
the rest of the dystopian unit.
Encourage students to use a
variety of resources in
conducting their research.
EVALUATION
What the Teacher Will Do
Wrapping up the lesson on
infographics you will grade the
physical (or digital)
infographics.
You will also observe the
presentations from those
groups that choose to present.
What the Students will do
Further research on the topics
highlighted/discussed on their
infographics.
What the Students will do
Students submit their final
infographic.
Students will present their
dystopian infographic with
convincing presence
including enunciation and
eye-contact.
Time: _____50___
Probing Questions/Expected
student Responses
The students interest should be quite
high now that they have researched
more on their dystopia influencing
society, elected data to put on their
infographic, and are now exploring
further.
Time: ____20____
Probing Questions/Expected
student Responses
The students will ask last minute
questions and ask for re-assurance.
The students will observe the
presentations respectfully.