Professional Documents
Culture Documents
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):
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
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
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.
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
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.