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Molloy College

Division of Education
Student: Brittany Frenger
Course: EDU 521
Grade: 2nd Topic: Community Helpers

Professor R. Moroney
Date 12/3/14
Content Area: Social Studies

Instructional Objective(s)
After the students view a glogster about the different jobs in the community, students will
be introduced to community helpers and be able to name community helpers in their
community and what they do. This will be done with 80% accuracy.
STANDARDS AND INDICATORS
CCSS.ELA-Literacy.Rl.2.1
Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Indicator: This will be evident when students discuss what happened in each book that is
read to them.
ISTE Nets for Students Standard 2: Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
Indicator: This will be evident when the students use view the glogster in the beginning
of the lesson.
ISTE Nets for Students Standard 3: Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Indicator: This will be evident when students use the glogster to help them fill out the
KWL chart.
MOTIVATION
The students will view a glogster on jobs in the communities they will use the glogster to
help them throughout the lesson.
MATERIALS

When I Grow Up by Rosemary Wells


Community Helpers from A to Z by Bobbie Kalman
What I learned paper
Pencil
Chart paper

Crayons

Direct Instruction
Group Discussion
Collaborative Learning
Cooperative Learning

STRATEGIES

ADAPTATIONS
For the student with ADD, they will be partnered with someone to keep them on task
throughout the lesson.
For the student who has auditory impairment, they will be given a narrative for them on a
podcast.
DIFFERENTIATION OF INSTRUCTION
The teacher realizes that not all students learn the same way. The teacher will
differentiate in tiers.
The first tier, students below grade level, will have a KWL graphic organizer with
a word bank.
The second tier, students on grade level, will have a KWL graphic organizer
without the word bank
The third tier, students above grade level, will have to write out the KWL graphic
organizer on their own.
DEVELOPMENTAL PROCEDURES
1.

The teacher will start a discussion about community helpers. The class will come
up with community helpers and the teacher will write them on the board. The teacher
will prompt a discussion about the community helpers and what they do to help make
our community run. (What are community helpers? What are different community
helpers in our community? What are different community helpers in other
communities?)

2.

The teacher will direct the students to fill in their KWL charts about community
helpers. The group will go over the glogster for reference for the KWL charts. The
group will brainstorm things that they know and what they want to learn about
community helpers. The teacher will make sure the students know the L part of the
chart is filled once the lesson is over. (What is a KWL chart? What do we know about
community helpers? What do we want to learn about community helpers?)

3.

The teacher will read the books When I Grow Up and Communities from A to Z
to the class. The class will then discuss which helpers listed in the books are present in
their community. The students will discuss the books and what they are about. (What

community helpers are in our community? What was When I Grow Up about? What
was Communities from A to Z about?)
4.

The students will finish their KWL chart of what they learned and then will fill
out an exit slip. The exit slip will ask for them to write two things they learned from
the lesson. They will also be required to draw a picture making sure there are at least
three different colors in the drawing. (What goes in the L column of the KWL chart?
What are two things you learned? What picture will you draw? How many colors are
in the drawing?)
ASSESSMENT

The teacher will collect and review the exit slips.


The teacher will collect the KWL charts to make sure they were filled out
correctly.
The teacher will observe the students while they take part in the discussion.
Students will be assessed with a rubric.

Jobs in the Community


Teacher Name: Ms. Frenger
Student Name:

CATEGORY

________________________________________

Participation

Student participates
in classroom
discussion.

Student participates
in some classroom
discussion.

Student pays
attention but did not
participate in
classroom
discussion

Student does not pay


attention or
participate in
classroom
discussion.

Completion of
KWL Chart

Student completes
KWL chart with
informative
information.

Student fills in some Student has little


of the KWL chart
inormation in KWL
chart.

Exit Slip

Student completes
exit slip with three
things they learned.

Students completes Students completes Student does not


exit slip with only two exit slip with only two complete exit slip
things the learned.
things the learned.

INDEPENDENT PRACTICE

Student does not


complete KWL chart.

Students will pick one community helper that they want to be when they grow up and
draw a picture of themselves.
FOLLOW-UP DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: For the students who did not meet the objective they will be
provided with a KWL graphic organizer of the information given during the lesson.
Academic Enrichment: Students who exceeded the objective will pick one book about
community helpers to read and draw a picture about it.

References
"Engage NY." New York State K-12 Social Studies Framework. N.p., n.d. Web. 28 Oct.
2014. <https://www.engageny.org/resource/new-york-state-k-12-social-studiesframeworkFinda website by URL or keyword...>.
Frenger, B. (n.d.). Careers in Different Communites. Retrieved December 3, 2014, from
http://x38dork.edu.glogster.com/careers-in-different-communites/
Kalman, B. (1998). Community Helpers from A to Z. New York: Crabtree Publishing
Company.
Wells, R. (2003). When I Grow Up. New York: Hyperion Books for Children.