SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Molly Ahearn, Caroline Trussell, Jillian Manz, Kayla Croteau
Thematic Unit Theme/Title/Grade Level: Calling All Community Helpers! (Kindergarten)
Wiki space address: http://ucfgrkcommunityhelplerssp15th.weebly.com
Daily Lesson Plan Day/Title: Wednesday- I Can Be Anything I Want to Be!
LearningGoals/Objectives Learning Goal:
Whatwillstudentsaccomplishbeable Students will be able discuss important common community helpers and their
todoattheendofthislesson?Besure roles within a community.
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Learning Objectives:
1. The students will recognize that different jobs help make up a
community.
2. The students will recognize that they can do different jobs.
3. The students will discuss and illustrate a job of their choosing.
4. The students will act out the role of a job.
NCSStheme(s):

Individual Development and Identity

Individuals, Groups, and Institutions

CommonCoreStateStandard(s):
LAFS.K.L.3.6Usewordsandphrasesacquiredthroughconversationsreading
andbeingreadto,andrespondingtotexts.
LAFS.K.RI.4.10Activelyengageingroupreadingactivitieswithpurposeand
understanding
LAFS.K.SL.1.1Participateincollaborativeconversationswithdiverse
partnersaboutkindergartentopicsandtextswithpeersandadultsinsmalland
largergroups.
LAFS.K.W.1.2Use a combination of drawing, dictating, and writing to

compose informative/explanatory texts in which they name what they

are writing about and supply some information about the topic.
NextGenerationSunshineStateStandards:
SS.K.E.1.1Describedifferentkindsofjobsthatpeopledoandthetoolsor
equipmentused.
SS.K.G.2.1Locateanddescribeplacesintheschoolandcommunity

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

UnitPreAssessment:
Communityhelperspicturematching
Students will be asked to match pictures of community helpers to their
corresponding tool. The students will be graded on a 0-5 scale rubric. Using
the same rubric for the pre and post assessments will allow the scores to be
compared to see student growth. The goal by the post assessment will be a
score of 4 on the rubric.
Points

Requirements

With lots of help, student was unable to match any helpers and tools.

With some help, student was able to match 1 helper with a tool.

With a little help, student was able to match 2 helpers with the correct tools.

With minimal help, student was able to match 3 helpers with the correct tools.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

With no help, student was able to match 4 helpers with the correct tools.

With no help, student was able to match 5 helpers with the correct tools.

UnitPostAssessment:
CommunityHelpersPictureMatching
Students will be asked to match pictures of community helpers to their
corresponding tool. The students will be graded on a 0-5 scale rubric. Using
the same rubric for the pre and post assessments will allow the scores to be
compared to see student growth. The goal by the post assessment will be a
score of 4 on the rubric.
Points

Requirements

With lots of help, student was unable to match any helpers and tools.

With some help, student was able to match 1 helper with a tool.

With a little help, student was able to match 2 helpers with the correct tools.

With minimal help, student was able to match 3 helpers with the correct tools.

With no help, student was able to match 4 helpers with the correct tools.

With no help, student was able to match 5 helpers with the correct tools.

Ongoingdaily(progressmonitoring)Assessment:
TheTeacherwillutilizea04scalethroughoutthelessontohelpmonitor
studentunderstandingandhelpthemlearntoselfassess
0Idonotknowanythingaboutcommunityhelpers
1WithalotofpromptingIcouldtellyoualittlebitaboutcommunityhelpers
2WithsomepromptingIcouldtellyouaboutoneortwocommunityhelpers
3Icantellyouaboutseveralcommunityhelpers
4IknowsomuchaboutcommunityhelpersthatIcouldteachsomeoneelse

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities

TheteacherwillalsousetheLanguageExperienceApproach(dictation)that
shecompleteswiththestudentstomonitortheirunderstandingofthe
communityhelperoftheirchoice.Studentsshouldbeabletoaccurately
describethejobofthecommunityhelper,whereheorsheworks,andnameat
leastoneortwotoolsthatthecommunityhelperusesforhisorherjob.
1. Review: Gather the students on the carpet. Remind students about the
parents that came in on Monday and how both moms and dads have
exciting jobs that they do. Have students turn and talk to their neighbor
and share one fun thing they learned earlier in the week. (3 minutes)
2. Anticipatory Set: Introduce students to the book, Mothers Can Do
Anything by Joe Lasker. Highlight the title and author. Read the story
to the students. Discuss with the children that any person can do any
job regardless of gender. Ask students if they were surprised by any of
the jobs that mothers can do. Ask students if they think that there are
any jobs that only men can do? Only women? Have students share if
they know anyone with a career that is surprising (Ex. Female

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
(SLD), etc.

3.

4.

5.

6.

firefighters, male nurses, male teachers, female scientists, etc.) Ask

children why these peoples jobs surprised them? (10 minutes)
Activity 1: While students are still on the carpet, let them know that we
have an exciting new game to play. Explain the rules of Career
Charades. Charades is a game where we use our bodies to act
something out without using our words. We must use silent gestures to
help our classmates guess which job we are pretending to do.
(ELL/ESE-use of gestures and non-verbal cues) Have students shout out
different job ideas that they could act out. Write these on the IWB. If
students are struggling to come up with jobs, provide some ideas to start
(baseball player, dancer, painter, fisherman, teacher, writer, mechanic,
police officer, musician, nurse, architect, babysitter, chef, boxer, doctor,
bus driver, swimmer, etc.) Allow children to come to the front one at a
time and act out the job of their choice. If the students are struggling
with silent charades, allow the child up front to provide verbal hints to
his or her peers. (10-12 minutes)
Activity 2: While students are still on the carpet, explain the next
activity. Tell them that we will be creating life sized self portraits of
ourselves as community helpers. (Prior to the activity the teacher
should have cut student sized strips of butcher paper for every child and
assigned student partners for maximum understanding) (ESE/ELLpartnering) Have student partners spread out around the room. Ask one
child to lay down on top of the butcher paper and their partner can use a
crayon or pencil to trace around their body. Repeat this process for the
second partner on their own piece of paper. Encourage students to
decorate their traced self portrait to portray themselves as a community
helper of their choice. If students need more information about their
community helper, they may visit the classroom library or use the
classroom computers and the website
http://teacher.scholastic.com/commclub, which contains kindergarten
level books about community helpers and provides students with the
option of audio assistance (ELL/ESE-audio assistance in reading) (3045 minutes concurrent with activity 3)
Activity 3: While the students are working on their self portrait, the
teacher goes around the room and performs a Language Experience
Approach writing exercise with all the students. The teacher asks each
individual student to tell her about their community helper portrait and
why they chose the career that they did. The teacher should as probing
questions like What tools does this helper use? Why does this helper
wear the special clothes that they do? Where do they work? Etc. While
the student answers the teachers questions, the teacher copies the
students answers word for word and the resulting dictation will be
attached to the students self portrait when they are displayed around the
classroom. (ESE/ELL-Language Experience Approach) After the
teacher completes the LEA with the student, she should briefly ask the
student to self-assess his or her learning based on our 0-4 learning scale.
This will help the teacher get a better understanding of how students
feel they are grasping the topic (30-45 minutes while students are
working on their self portraits)
Clean-up/Closure: Congratulate the class on their hard work today.
Encourage students to clean up their workspace and roll up any

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

unfinished self-portraits. Remind students that there will be time

provided tomorrow for those who did not finish their self-portrait.
Remind also that we will continue learning about community helpers all
week and that students can look forward to sharing their self-portraits
with their third grade reading buddies during Career Day on Friday. (5
minutes)

Resources/Materials

ALL resources should be noted here including but not limited to: internet sites,
professional resources- books, journals (titles and authors), childrens
literature, etc.
1. Butcher Paper cut into enough child-sized pieces for every child in the
class (prior to lesson)
2. Crayons, colored pencils, markers, or paint for every student
3. Pencils for every students
4. Mothers Can Do Anything by Joe Lasker
5. http://teacher.scholastic.com/commclub/
6. Interactive White Board
7. Primary Lined paper
8. A marker (for teacher use)

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.