KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Erin Crawford Date: April 23, 2019

Cooperating Teacher: Mrs. Lisa Gross Coop. Initials: ___________
Group Size: 12-15 students Allotted Time: 30-40 minutes Grade Level: Kindergarten
Subject or Topic: Gov. – Firefighters (Comm. Helpers Day 2) Section: 931

STANDARD: (PA Common Core):

 5.3.K.C - Identify roles of fire fighters, police officers, and emergency workers.
 CC.1.2.K.B - With prompting and support, answer questions about key details in a text.
 CC.1.2.K.L - Actively engage in group reading activities with purpose and understanding.

I. Performance Objectives (Learning Outcomes)

 Students will be able to identify a firefighter and what their job is.

II. Instructional Materials

 Firefighters Help book
 Sight word cards
 12 red cups
 2 blue beanbags
 Exit ticket (see attached)
 Pencils

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
Prerequisite Skills
 Basic fine motor skills
 Basic gross motor skills
 Ability to follow rules to a game
 Ability to participate in group discussions
 Basic knowledge of what a community helper is

Key Vocabulary
 Community- a place where many people live and work together
 Community Helpers- people who make communities cleaner, safer and healthier
 Firefighter- people who put out fires and help in emergencies
 Emergency- a sudden dangerous situation that need to be taken care of quickly
 Safety- being protected
 Healthy- not sick or hurt

Big Idea
 There are different community helpers that provide services.

New Content
 Firefighter
 o What do they do?
o How do they help us?
 Emergency
o What is an emergency?
o How to firefighters help in emergencies?
o Examples of emergencies
 Safety
o This is a goal of firefighters
 Health
o This is a goal of firefighters

IV. Implementation

A. Introduction –
 Welcome the children and remind them of our unit, community helpers.
 Review our community bulletin board looking over the houses and buildings.
 Review with the students what community means and what community helpers do. Review our
bulletin board and that the picture on the bulletin board make up our community.
o Community- a place where many people live and work together
o Community Helpers- people who make communities cleaner, safer and healthier
 Show the students props that relate to a firefighter, have students turn and talk to guess who our
community helper is for the day. Then have them share.

B. Development –
 Tell the students that today we are going to be learning about firefighters and how they help us in
our community.
 Read the story Firefighters Help, stopping periodically to discuss at the following pages:
o Page 5
 Review firefighter definition
o Page 11
 Have students turn and talk about what firefighters do
o Page 17
 Have students turn and talk about different clothes and tools firefighters use
o Page 21
 Review that firefighters help in many emergencies
 After reading ask the students to share facts about firefighters that they remembered from the
story. Have students turn and talk to a partner or tablemates before sharing aloud. Allow time for
discussion then.
o Firefighter- people who put out fires and help in emergencies
 Explain to the students that in our book we heard that firefighters help to keep our community, or
the places around us, safe and that they help in many different situations such as putting out fires,
rescuing people from fires and helping with hurt or sick people in emergencies.
o Ask the students to turn and talk with a partner about what they think an emergency is.
Also have students brainstorm different emergencies that firefighter may help with, we
read about some.
 Emergency- a sudden dangerous situation that need to be taken care of quickly
o Have students turn, talk, and then share aloud.
o Ask the students if they have any questions or comments.
 Ask students if they know what the biggest job of a firefighter is.
o Turn and talk, then share.
 o Answer: Putting out fires. No one else can do this job!
o Ask the students if they have any questions or comments.
 Explain to students that not only do firefighters put out fires but also they help to stop them from
happening and teach people how to react if there would be a fire.
 Tell the students that it is important to have a plan for a fire so you know the quickest way to get
away from a fire. This means a plan in school and at home. It is important not to play with fire
because it can cause people to get hurt.
 Ask the students if they have any questions or comments.
 Tell the students, "Now that we know a little bit about what firefighters do, we are going to
practice putting out fires as well!" This activity can be conducted either inside or outside.
Introduce the game by following the directions below:
1. Have the student’s line up in two separate lines. (There will be two games set up.)
2. There will be six red cups to represent a fire, stacked up at each spot.
3. An adult will be behind each set of cups with sight word cards.
4. Give the first students a blue beanbag, to represent water.
5. Show the student a sight word flash card. If they get the word correct, they can throw the
beanbag to put out the fire (knock down the cups). If they do not get the word correct, tell
the student the word, and then they can go to the end of the line for another turn.
6. Play so that every child gets to throw the beanbag to put out the fire.
 Ask students if they have any questions or concerns.
 After playing, return to the carpet and have the students turn and talk about what they thought
about the game. Ask questions such as, "What did you think about putting out the fires? Was it
easy or hard to put out the fire? Where some of the words you had to read tricky, making it hard
for you to get to the fire to put it out?
o Allow time to share, after children get a turn to speak in their group. Walk around and
observe what children are sharing. Ask the students if they have any questions or
comments.
 Make the connection with the students that sometimes there are fires that are hard to be put out,
like when we were not able to say our sight words, we could not get the beanbag to put out the
fire, but firefighters never give up on putting out the fires like you did not give up trying to put
out our fire. Remind the students that firefighters put out fire and help in emergencies to keep us
safe and healthy.

C. Closure –
 Have the students turn and talk to discuss what the job of a firefighter is. After the discussion
have a student tell the class what a firefighter’s job is. Do this to remind the students that it is the
job of firefighters to help keep us safe and healthy by putting out fires and helping at emergencies
when we are hurt.
o Ask the students if they have any final questions or comments.
 Pass out the exit ticket for each child to fill out as the formative assessment for this day’s lesson.
Read each question to the students and have them follow along as you read each question
followed by all of the possible answers. Collect the exit tickets when completed and later check
for completion and take any additional notes (in the additional notes column on the checklist) in
regards to any questions a student may have answered incorrectly. This will help gather data on
what to review the following day.
 Again, remind the students that it is the job of firefighter to help keep us safe and healthy in fires,
emergencies and that they also help stop fire from happening.
 D. Accommodations / Differentiation -
 On the exit ticket, there are images for students who need a visual reference with a picture. The
questions and answers will also be read aloud.
 For students on a lower reading level, make sure their sight word card is more relatively
appropriate for the reading abilities. Same for students, who are at a higher reading level, make
sure they are shown a sight word card that will challenge their reading abilities.

E. Assessment/Evaluation plan
1. Formative - Students will complete the exit ticket presented at the end of
lesson and turn it in for a total number correct check. A 3 is given if the students answers all
questions correctly. A 2 is given if the student answers 2 questions correctly. A 1 is given if the
student answers 1 question correctly and a 0 is given if the student answers no questions
correctly. In the additional notes, document the number questions the students answered
incorrectly, so you know what to review the next day.

2. Summative

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives

Student Objective- Students will be able to identify a firefighter and what their job is.

Today was day two of our community helpers unit. The students did a fantastic job reviewing the
information that was taught on day one. They were able to tell me what a community is and what a
community helper is. They were even able to recall that community helpers help us stay healthy, safe and
clean, in both the morning and afternoon groups. Today’s firefighter lesson went very well. The students
were actively engaged in the turn and talks. They also provided great responses to questions that they
were discussing. Students were able to reflect at the end of the lesson about some facts about firefighters
that they learned that day and while observing I heard great ideas. They also participated nicely in our
“put out the fire sight words” game. The tie to the challenging sight words and the challenges firefighters
go through during their job helped the students to realize that this job is tricky and you need to be trained
well to put out fires. Below is an evaluation of their exit ticket assessing them on firefighters:

AM- 9 out of 12 students answered all questions correctly

3 out of 12 students answered 2 of the 3 questions correctly

PM- 12 out of 15 students answered all questions correctly

2 out of 15 students answered 2 questions correctly
1 out of 15 students answered 1 question correctly

Between both groups of students, 6 students did not answer all of the questions correctly. I was
able to observe 5 of those students copy their mistakes off another students paper. I am unsure which
students answered the questions first but those who answered incorrectly are sitting at the same table and
were looking around at their peers papers. For the upcoming days of this unit, the students will be
provided with a folder or other type of blocking device to help them deliver their own ideas instead of
their peers. I am also aware that our students have not done many paper “tests” such as this exit ticket
before, which may have also had an effect on their performance as well. My cooperating teacher
expressed that she is excited to see how completing these exit tickets will prepare them more for first
grade.
 B. Personal Reflection
1. Was I clear in my instruction? Was it engaging?
I believe I was clear in my instruction for this lesson. The students seemed to grasp the
information I was introducing to them quickly and they were able to discuss the new topics presented.
They were able to participate in turn and talks about the previous day’s lesson and they were able to
discuss the new information and then again later in the lesson recall the same information again. The turn
and talks in my lesson as well as they game helped the students remain involved in the lesson and the new
topic of firefighters. During the turn and talks, I observed to make sure that each child had a chance to
speak, making sure all were engaged during the lesson. I did not have to prompt as many students to pay
closer attention as usual which was exciting to see. The game also got all of the students involved in the
topic of the day.

2. Was I able to pace my lesson to fit the allotted time?

I was able to fit my lesson into the allotted time. My maximum time was 30 to 40 minutes and I
remained around the 30-minute mark for both classes.

3. Did the students understand the game and did it tie into the lesson appropriately?

The students in both the morning and afternoon classes seemed to understand the game very well.
They were able to play the game without confusion and they were able to tell me what the red cups and
blue beanbags represented and how they correlated with the firefighters. It was also a great way to talk to
the students about the fact that firefighters may face challenges, as they faced difficult sight words, while
trying to put out their fires. The act of putting out the fire was interactive and exciting for the students as
well.

4. How could this lesson be improved?

An improvement I could make for this lesson is during the exit ticket, I could either place the
questions up on the smartboard on the computer or using the document camera to show the students my
paper. Some of the students had a hard time following along as to which question we were on and what
answers corresponded with the questions. My cooperating teacher has expressed that they do not do many
whole group assessments, everything is one on one, and so this is good practice for first grade. I had the
students “touch number 1, 2 and 3” as we read the questions so they knew where I was reading, I also
walked around to each table to show the students where I was. Even though I was walking around to each
table to show them the answers for each question, while reading each question and answer choices aloud,
some students still had a hard time following on the paper.

VI. Resources

Ready, D. (2013). Firefighters help. North Mankato, MN: Capstone Press.

Standard in practice: What it looks like in my classroom – 5.3.K.C. (n.d.). Retrieved February 24, 2019,
from http://www.pdesas.org/ContentWeb/Content/Content/31011/Documents and Manuscripts
Exit Ticket

Name:______________________________________

1. Who did we talk about today?

2. Where does a firefighter help?

A. a doctor’s office

B. in emergencies

3. A firefighter helps us stay _____________________.

A. safe and healthy

B. dry and hot

Images from Today’s Lesson: