Lesson Plan 1: Community Helpers/Classroom Helpers

Objective:
Students will talk about different jobs in the community and make connection to
jobs that they could have within the classroom community.

SOL Standards:
English K.3: Student will build oral communication skills.

English K.10: The student will demonstrate comprehension of nonfiction texts.

Economics: K.6: The student will match simple descriptions of work that people do
with the names of those jobs.

Civics: K.8.B&F: Student will demonstrate that being a good citizen involves taking
responsibility for certain classroom chores and participating in decision making in
the classroom.
Music: K.10: The student will participate in music activities that involve sharing,
taking turns, and other behaviors that demonstrate good citizenship.
Music: K.11: The student will recognize the relationships between music and other
fields of knowledge.
Materials
Teacher:
Community Helpers from A to Z by:
Bobbie Kalman and Nicki Walker
Anchor Chart/job
cards/pictures
Markers
Jobs, Jobs Song on a poster
Items in a box for different jobs

Students:
Objects in boxes






Link: (5 minutes)
Students will learn the jobs song. Teacher will create a poster of the song, sing it
twice, have students repeat line by line and then finally have students sing it
altogether for a total of singing the song 4 times. (Musical intelligence)
(To the tune of Row, row, row, youre boat)
Jobs, jobs in our town,
What could they all be?
Firefighters, policeman, teachers, doctors
What could we all be?
Engage and Educate (15 minutes):
1. Turn and talk: Students will turn and talk to a friend about all of the different
jobs they can think of within their town/community. Students will share out
a few ideas. (Interpersonal)
2. Teacher will introduce and read a book about different jobs within the
community (ex: Community Helpers from A to Z by: Bobbie Kalman and Nicki
Walker). Teacher will ask prompted questions throughout the nonfiction text
exploration. What is this job? Who does this job? What do you notice about
what they are wearing? How do these jobs help people?
3. Teacher and students will create an anchor chart with community job name
and print out pictures of the person that matches that job. Teacher and whole
group will collaborate to label the correct job with the correct job name.
Discussion and emphasis will focus on jobs such as teacher, police officer,
firefighter, doctors/nurses, librarian, bus driver and mailman. (Visual)
a. Who is this?
b. What do they do?
c. How do they help in your town/school/community?

Activity (10 minutes):
1. Teacher will have a box of items (fire helmet, police badge, stethoscope, piece
of mail with a postage stamp, paper/pencil, apple, ruler).
2. Students will pull out one of the objects in pairs and talk about the object and
which community job/helper it relates to. (Kinesthetic)
3. Students will tell the class about their object and which communities job it is
connected to.
4. Extension: If time allows or differentiated for higher level thinking
studentswhen a pair of students receives an object, they can act out to the
class the role of that job and the other students can guess who they are.
(Movement)

Assessment/Reflection/Connection (5 minutes):
1. Teacher will ask students to think of jobs that we could have in our
classroom to help. Teacher can provide an example or scaffold brainstorm.
Ex: One job we may want to have in our classroom is a line leader. They
would be at the front of the line and would lead the line to different places in
the school throughout the day like the gym or lunch. Can you think of any
other jobs we could have in our classroom that would be helpful?
2. Students will brainstorm jobs that could be incorporated into the classroom
community. Teacher will record jobs on board/chart.
3. Teacher/Student job chart can be co-created, implemented and displayed in
the classroom.



Next steps:
Students will link the community helpers/jobs to how people can help or be good
citizens. Formulation of classroom rules and discussion of good people will ensue in
lesson 2.

Differentiation:
Flexible grouping:
Turn and Talk: Small groups
Think, pair, share: Students explore and discover objects in small
groups/pairs. They will share out what they learn in whole group.
Whole group discussion during read aloud.
Student mode of expression:
Students have various outlets throughout whole group instruction that meet
some of Gardners 8/9 intelligences.
Readiness:
Higher level thinking students will have the option to extend activity by
acting out the role of the community job member.
Students who need support will only be required to identify the job and
match the job name to the picture of the person with that job through whole
group anchor chart.
English Language Learners:
Use of picture books/picture job cards.
Tactile objects that different jobs use to explore and visually connect to
language.

Assessment:
Formative:
Anecdotal Notes
Questions to check for understanding
Summative:
Co-created job chart with classroom jobs/duties