Neighborhood Lesson on Firefighters- Day 1

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 Writing standard. W2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts on which they name what they are writing about and supply some information about the topic. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 The objective is for the students learn about the different parts and tools that are used by firefighters . Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? The students will participate verbally in responding to different questions concerning the firefighter. Also the students will be learning a song, so their ability to recall information from the lyrics will display that they have met the learning objective. Lastly, the students will be asked to complete a worksheet where they will be asked to label the different parts and tools of the firefighter. What modifications of the above assessment would you use for language learners and/or students with special needs? For language learners, the use of songs and visuals will assist them in understanding the material being presented. Also to further assist them in knowing where each instrument and piece of clothing goes, the students will pretend that they are firefighters and point to their tools and clothing when prompted. For students with special needs, if they need extra assistance in completing the written assessment, then they will have the option of working with a teacher or teachers assistant. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences The students have been talking about communities for a week already where they had verbally discussed different people that work in the community. For example- doctors, firefighters, policemen, etc. In addition, the students have been working with GLAD strategies for quite some time now, so they understand what is expected of them and how to complete certain activities concerning the curriculum being presented. Strategy to connect school learning with prior experiential knowledge and/or cultural background The students will be asked if they have met a firefighter. They will also be asked to share any stories that they know about firefighters and what they do for the community. Pre-assessment strategy Before labeling the different parts, the students will be asked to share what they know about firefighters and whether or not they have met a firefighter in their community. Also, they will be asked questions concerning the different parts and tools that are used by the firefighters before the pictorial input chart is completed. Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? The students will be introduced to the following vocabulary: helmet, protective jacket, protective pants, tools, breathing mask, and breathing tank. Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. Whether a learner is a kinesthetic, musical, or visual learner, the students will have the opportunity to be exposed to different methods of learning about firefighters. From the pictorial input chart, to a song, to movements, all students will be given the opportunity to engage with the diverse array of activities being presented. Also, students will be exposed to words that may be mentioned in English (if need be) to ensure that all students understand the material. Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing. Time Teacher Students 06 min Teacher will introduce the lesson asking the students to identify the picture on the board. The students will then respond. Once the students have responded, then the teacher will ask the students to talk to their neighbor about what they know about firefighters (stories, experiences, tools, etc). Students are asked to share their stories with the class verbally. 06 min Teacher will go over the pictorial input chart. He/ She will also ask the students to enact where the different parts are while standing. Students are on the carpet. They are raising their hand when they would like to share something with the class. Students are talking to their neighbor.

Resources/ Materials Large drawing of a firefighter, bell (grab attention)

Students are raising their hand to share. Students are paying attention and listening to the lesson. They are raising their hand when they are asked questions about the different parts. They are also enacting the different parts of the firefighter while standing. Students are repeating and reading the verses of the songs while being introduced to a few movements. Pictorial input chart and 2 different colored markers

04 min

Students will be introduced to a song about firefighters and they will be asked questions concerning the lyrics in the song.

Firefighter song and a stick to point to the words 28 worksheets

02 min

Teacher will model how to complete the worksheet. Then the worksheet will be handed out. Students are working quietly on their worksheet. Teacher is walking around to support the students and make sure that they are staying on track. Music will be played during this time. Time will be called periodically.

Students are listening to instructions. When the worksheet is handed to them, the students stand up and take the worksheet and start working. Students are working quietly.

12 min

Music player and relaxing music Students stop working and look at the teacher. Instructions are given and the students quickly clean up, hand in their worksheet, and then sit on the carpet. Students are sitting on the carpet and listening to instructions. Then when it is time for them to do their pair share, they will talk to their neighbor. Students are raising their hand to share what they learned. Bell

01 min

Bell will be run. Students will face the teacher. Instructions will be given and the students will be asked to sit on the carpet. Teacher will thank the students for participating and being on their best behavior. Then the teacher will ask the students to do a pair share. Students will quickly share what they learned and the teacher will ask the students to talk to their families tonight about what they learned today in class because we will continue to learn about firefighters tomorrow.

03 min