Subject: Language Arts

Student Teacher: Brittany, Cassandra, Mary

Grade: Kindergarten
School: Immaculata University

I.

OBJECTIVES:

General:

Students will be able to learn information about their community.

Students will be able to apply previous knowledge about their

community.

Specific:

Students will be able to identify community helpers and locations within

their town.

II.

Students will able to label the public buildings around town.

Content
PA Common Core Standard:

1.1. K.D: Demonstrate listening comprehension/ understanding before, during, and after
reading through strategies such as think aloud, retelling, summarizing, and connecting to
prior knowledge
1.5. K.B: Generate ideas and identify content appropriate for the topic
1.8. K.A: Ask appropriate questions on a variety of topics
1.9. K.A: Gain information using media and technology resources with adult assistance.

III. Materials

Smart Board

Picture

Markers

On the Town Community Adventure by Judith Caseley

IV. Procedures

A. Instructional:

Ask if students know what a community helper is.

Introduce what a community helper is and what they do to help someone.

Ask students if they know any community helpers

o Give time for students to share

Read On the Town Community Adventure

B. Developmental Activities:

Set up community activity on smart board

Have students come up to the board one at a time and match the community
building with a community helper that is listed.

Afterwards have students say what each persons title is and describe what they
do.

C. Concluding Activities:

Recap the story as a class.

Tell students what they are going to be doing

Today we are going to be writing a few sentences and then illustrate a picture
showing what the sentences were about in letters to the community helpers in our
town.

1. Next distribute paper for the students to write and draw on for the letter
2. Then give them markers and other materials to decorate their letter with

1. Enrichment Activities
1. The students will go home and tell their parents what they learned
about the community helpers.
a. Students will write 3 sentences as if they were one of the
community helpers.
i. Students should include what kind of community helper
they are, and how they would help someone.
2. Accommodations and Modifications
a. Hearing Impaired
1. Provide a copy of the book that was read aloud for student to follow
along with.
2. Make sure student is seated close to the teacher to be able to see their
facial expressions and gestures.
3. Write out directions for all activities that are being completed.

4. Provide the recording of the book for the student to listen to

personally, avoiding background noise and distractions.
b. Visually Impaired
1. Students can listen to the book with the class, but also provide the
recording of the book for them to replay it when needed.
2. Explain directions thoroughly, because they may have difficulties
reading the ones on the page.
3. Make sure student is seated close to the teacher to hear expressions
from the teacher when reading the book.