LESSON PLAN

NAME: Lisa Pickard DATE: Sept. 21, 2010__

SUBJECT OF LESSON: Community Helpers- SS/ELA NO. OF CHILDREN: 22

TIME ESTIMATE: 40-60 Minutes ______________________GRADE LEVEL: 1____

I. INTENDED STUDENT OUTCOMES (Objective)1. Given a worksheet with 12 pictures, Students will match 6 community helpers with their 6

items that represent their roles with no errors.2. Given a mini booklet describing community helpers and a comprehension worksheet,

students will listen, follow along, and circle the correct response to 6 questions read aloudfrom the worksheet.

3. Given a writing page journal template and flashcards students will write with 80% accuracyin spelling the community helper they would most like to be when they get older.

New York State StandardsSocial Studies #1 Elementary History of the United States and New York Key Idea 2 PerformanceIndicator 1- gather and organize information about the traditions transmitted by various groupsliving in their neighborhood and community (SS1.1.2; SS1.E.2A- students gather and organizeinformation about the traditions transmitted by various groups living in their neighborhood andcommunity)Social Studies #3 Elementary Geography Key Idea 1 Performance Indicator 1- study about howpeople live, work, and utilize natural resources (SS3.1;SS3.E.1A-students study how people live,work, and utilize natural resources)Language Arts #1 Elementary Language for Information and Understanding Key Idea 1 Listeningand Reading Performance Indicators 1,2,4,5-gather and interpret information from children’s texts,select information appropriate to the purpose of their investigation and relate ideas from one text toanother; ask questions to clarify and extend meaning; make use of strategies to construct meaningsfrom print, such as prior knowledge about a subject, structural and contextual clues, letter-soundrelationships to decode difficult wordsLanguage Arts #1 Elementary Language for Information and Understanding Key Idea 2 Speakingand Writing Performance Indicator 1,2,4,5,7- present information clearly in a variety of oral andwritten forms; select organization and point of view for oral and written presentation; use detailsfrom personal experiences to explain and clarify; include relevant information and excludeextraneous information; observe basic writing conventionsLanguage Arts #2 Elementary Language for Literary Response and Expression Key Idea 2 Speakingand Writing Performance Indicator 1,3,4- present personal responses; create own stories; observeconventions of grammar and usage, spelling, and punctuationLanguage Arts #3 Elementary Language for Critical Analysis and Evaluation Key Idea 1 Listeningand Reading Performance Indicator 1-read and form opinions about informational textsLanguage Arts #4 Elementary Language for Social Interaction Key Idea 1 Listening and SpeakingPerformance Indicator 1,2,3-listen attentively, take turns speaking and respond to others’ ideas;recognize the kind of interaction appropriate for different circumstances

II. PREPARATION1. Materials:

a. Student materials:Crayons, pencil, eraserStudent September JournalsName templates

b. Teacher materials:Writing paper- Large tablet for whole class to see and markersDry erase board with markers

Easel, scissors, magnets to hold community helper cards8 by 10 inch Pictures of Community Helpers –laminated for display3 by 5 inch Community Helper flashcards made from larger pictures for student’sdesks- enough for 1 of each on each table.Copies of worksheets for assessment (2) – 1 for each studentCopies of mini book for reading – 1 for each studentCopies of enrichment mini books (2)- 1 for each studentCopies of modification worksheet (3)Books of Community Helpers in Reading centerBook on tape player for accommodationProjector and Transparencies of both assessment worksheets and markersLetter to parents introducing lesson

2. Prior Knowledge:Knowledge of alphabetic principle and phonemic awarenessBeginning writing abilityAbility to follow small list of directionsPrior knowledge on people/places in their community

3. Need to Do Ahead of Time:Prepare worksheets and make copiesPrepare letter to parents and hand out (Friday)Prepare transparenciesMake copies, cut/staple mini booksPrepare large and small flash cards of community helpersObtain books for center, enrichment, and early finishersGet supplies listed under material sectionSet up Community Helpers books on front table

III. BODY OF THE LESSONA. Setting the Stage for Learning/Anticipatory Set:

Whole Group at desks(Purpose to engage each student and create interest)Ask students “Boys and girls, Yesterday we wrote in our journal about our weekend.“Didanyone go to the post office? Library? grocery store? Wal-Mart? out to eat?Guide each response by asking “Who was working there? What did they do?Wide range of responses.Continue to guide students: Ask “Who are my walkers in class? Who do you see when youwalk home? Who helps you cross the street?Ask students “Did anyone go to the doctor or dentist recently?” Who did they see? Whatdid they do?State to whole class: “The people we have seen all have something in common. They are allCommunity Helpers. Today we are going to spend some time learning about CommunityHelpers. By the end of this lesson you will be able to identify people in our communitythat help us, you will be able to describe how and where they help us, you’ll be able tomatch a helper with their job, and you will be able to determine which community helperyou would like to be.”

B. List, in sequential order, the steps of the lesson:Whole-class instruction:1. Ask: “Has anyone ever heard of the phrase COMMUNITY HELPERS before? Maybe inKindergarten? (Activate prior knowledge and assess prior knowledge)2. Ask “can anyone tell me what a COMMUNITY is?Define COMMUNITY- people with a common interest living in a particular area.Give Examples:

We each live in a community

Our neighborhoods are part of a communityThis class is a community of students

3. State “The people who work in our community are our COMMUNITY HELPERS-It takes many people performing many different jobs for a city or town to work together asa community”4. Say “We just mentioned a bunch of places and people we saw recently when we wereoutside of school, let us take a few minutes and- with a show of hands- we can make a listof our Community Helpers and discuss what they do to help each of us”5. Call on students to brainstorm list of Community Helpers. Guide them. If places orpeople are called out ask “where do they work?” or “Who works in that place” and “whatdo they do” “how do they help”6. Repeat this until a list of at least 10 Community Helpers is mentioned.Guide students to include: Police Officer, Fire Fighter, Farmer, Doctor, Dentist, Baker,Crossing Guard, Mail Carrier, Librarian, Teacher, etc.7. Hang up laminated pictures of Community Helpers as discussed.8. Ask students if they know personally any of the Community Helpers listed.Ask students if their parents, guardians, brother, sisters, or other relatives are a communityhelper we discussed.9. Check for understanding by asking questions requiring choral response or whole classresponses- Ask: “DO police officers put out fires? Put thumbs up in the air if they do/ putthumbs down if they don’t?”Ask “does a mail carrier make sure we get a letter sent by our grandma or aunt for ourbirthday? Thumb up/ down.10. Introduce matching worksheet.Use overhead projector with transparency. Model what they will do. Do the first one withthem. Ask for participation from class. Do the second one with them.11. Ask students to take a minute to finish the other ones.12. Go over answers with students.13. Pass out Scholastic readers.14. Read aloud with students and discuss safety helpers (school community helpers).15. Hand out Comprehension worksheet.16. Model and read aloud each questions using the overhead, have students independentlyanswer by circling correct response.17. Ask students: “If you were a community helper who would you like to be?18. Pass out the journal page template and flash cards (pictures of community helpers).19. State they are to copy the template into their journal and pick from the cards thecommunity helper they would most like to be. Tell them to give one additional sentence asto why they would like to be that helper.20. Direct students to raise their hands when they finish and their completed work will bechecked and feedback provided.21. Hand out mini books to those who are finished. (See early finishers/enrichment)22. Students may work on mini books- firefighter counting book, community helperactivity book.

Alternative Plans- If students are not grasping concept of Community Helpers, devoteadditional time for further explanation, and incorporate more visual pictures through use ofbooks (What is a Community from A to Z by Bobbie Kalman, Police Officers, Nurses byRisa Brown, The Fire Engine Book by Jesse Younger, Fire Fighters in our Community byMichelle Ames and others from book center)

Technology- Projector and screen for modeling worksheet assessments, Cassette Player forbook on tape

Early Finishers/ Enrichment- Hand out Community Helpers mini book and Fire Gearmini book. Allows students to work on numbers, counting, reinforces community helper

roles, colors, printing, and fine motor skills. Community Helper books set up in book centerto read and picture walk through.

Unfinished work- Time during morning seat work (next day) to finish mini books.Worksheets will be finished in class. Students with IEP can finish during pull out withreading teacher.

C. Accommodations1. Speech Delay

a. Allow extra time to answer in class questions when called uponb. student does not require additional support to complete worksheets

2. Auditory Processing Delaya. Visual supportsb. Modify matching assignment to include 4 instead of six matching

D. Closure:Once the worksheets are complete and journal pages created. We will review theCommunity Helpers listed by students during brainstorming activity. Teacher will ask“Who would like to share with the class what we have learned this morning?” Then ask:“who would like to share with the class their journal page?”Then students will share with each other our journal pages.

IV. ASSESSMENT:Formative Informal assessment: Whole Class: Questions requiring individual responsesasking for prior knowledge on Community Helpers by brainstorming a list of people andinquiring about their role in community (higher level questions). Rationale: To see howmuch the students already know about Community Helpers, to get feedback on priorknowledge, to assess the diversity in the class, and to inform instruction.Formative Informal assessment: Whole Class: Ask questions during lesson with choralresponses (thumbs up/down, yes/no) (lower level questions) to assess new learning andcheck for understanding. Rationale: to assess prior knowledge and experience, to make thelesson culturally relevant and meaningful to the student, and to inform instruction.Summative Formal Assessment: Individually: Students will complete the worksheet toshow their knowledge of the lesson by matching Community Helpers to their respectivepicture representing their role. Students will complete a multiple choice picture worksheetto demonstrate comprehension of lesson. Student will complete journal page demonstratingknowledge of lesson content and evaluation of information presented to determine theirpersonal preference in Community helpers.

V. REFLECTION:Planning and Preparation: This lesson was purposefully planned and was prepared to bedevelopmentally appropriate for the current levels found in this class of first graders andsuccessfully targets several learning standards. Reading levels have yet to be determinedfor each individual student. Reading assessments are forthcoming. All reading requiredduring this lesson will be read aloud to students with attention called to the image and therespective words representing the images to aid in comprehension and building reading andwriting skills. I believe I have created and interesting and engaging lesson for all studentsbuilding on various forms of Howard Gardner’s multiple intelligences. A key to successwith first graders is to model, model, model, practice, practice, practice.Future Lessons/Modifications: I would like to incorporate more forms of technology infuture lessons. At this time the school does not have the resources to accommodate. This is

an introductory lesson to Community Helpers, with more time I would like to showdifferent video clips with community helpers in their respective roles; would like todevelop reading, writing, art, and dramatic play centers around different aspects ofcommunity helpers; and would like to invite various community helpers into the classroomto share with students the ways in which they help our community.Students Response to Lesson: Students were actively engaged throughout the lesson. Theyreally seemed to enjoy the opportunity to write about and illustrate the community helperthey would most like to become in the future. They seemed to have a firm grasp of thesubject matter as evidenced by their responses to informal assessment questions and theformal written assessments.

Resources:

Scholastic News Safety Helpers September 2010, Volume 67 Edition 1

References:

Community - Definition and More from the Free Merriam-Webster Dictionary. (n.d.). Dictionaryand Thesaurus - Merriam-Webster Online. Retrieved March 7, 2010, fromhttp://www.merriam-webster.com/dictionary/community

Community Helpers Activity Book, A Printable Book - EnchantedLearning.com. (n.d.).ENCHANTED LEARNING HOME PAGE. Retrieved September 11, 2010, fromhttp://www.enchantedlearning.com/books/communityhelpers/activity/

Google Images. (n.d.). Google Images. Retrieved September 11, 2010, fromhttp://images.google.com/imghp?hl=en&tab=wi

NYLearns.org -- Welcome to NYLearns.org!. (n.d.). Welcome to NYLearns.org . Retrieved March6, 2010, from http://www.nylearns.org/standards/standard_tree.asp?StandardID=6

September 15, 2010Dear Parent(s) or Guardian(s),

Next week, while integrating Social Studies into the Language Arts, we will be learningabout the people in our community. I hope to familiarize students with the various communityhelpers in their own communities and build excitement and interest in various professions. I askand encourage you to share with your child your profession and/or be on the lookout anddiscuss with your child any community helpers you may encounter in your daily lives.

Thank You for your support!

Sincerely,

Ms. PickardStudent Teacher

Name _________________________________________________

Name _________________________________________________

Community HelpersSeptember 2010

Community HelpersSeptember 2010

Community HelpersSeptember 2010

Community HelpersSeptember 2010