Community Helpers

First Grade Unit

Jessica Garay
EDU 5380
November 21, 2014

Table of Contents
1

Unit Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Unit Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Unit Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Unit key vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5- 7

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 8 - 9

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 -11

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 12-13

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 14 - 16

Unit Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 -23

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit outline
This unit will focus on teaching students about family
contributions, then school contributions and finally community
contributions. The unit will start with lessons about the contributions
each family member brings to the family. It is important for students to
first learn about family contributions because they can use their
background knowledge and own experience to participate in the
lessons.
After students learn about family members and the contributions
that each family member brings to the family, students will learn about
school contributors. They will do some activities to learn who the
school staff is and how they contribute to the school. Example: Jonny is
the janitor; he helps maintain the school clean by sweeping and
moping the halls.
Towards the end of the unit, students will use the information
they learned about their family and school contributors to learn about
the community contributors. At the end of the unit, students should
have knowledge about who their family, school and community
contributors are and the way they all contribute to their community.

UNIT RATIONALE

It is very important for young students to learn about

the different helpers in their school and in their community.
Getting to know the school staff and their occupations can
help students determine whom they need to go for in case
they need help with anything.
Learning about community helpers is essential for
young students because they learn that everyone
contributes to the community in some way. Working together
is a useful interpersonal skill that students need to learn how
to do when they are young and will continue to use this skill
in throughout their lifetime.
Learning about different professions also gets students
thinking about what they want to become when they grow
up. Students also get the opportunity to learn about different
role models and how these role models help the people and
the whole community.
UNIT OBJECTIVE
The main objective is for students to learn the
similarities and differences of school and community helpers.
Students should learn about the different roles, materials
and or vehicles that different community workers do. At the
end of the lesson students should be able to list and
summarize at least 6 different roles of 6 different community
helpers. This unit focuses on getting all students to read,
write and to present their work by giving an oral
presentation.
KEY VOCABULARY
(provide visuals for ELL students)

Service
Community
Contributions
Roles
Family
Culture

LESSON PLAN 1
Family Contributions
Name: Jessica Garay
Date: November 21, 2014
4

Subject: Social Studies

Length of Lesson: 45 min
Grade Level: First Grade
Lesson Objective: Students will be able to list and explain different
contributions that each family member could have.
Social Studies Core Curriculum Objectives: Standard 1 (Culture):
Students will recognize and describe how individuals and families are
both similar and different. Objective 2 Recognize and describe how
families have both similar and different characteristics. (Note: these
are Kindergarten social studies standards. They were chosen because
students will need the information they already know about families to
complete the activities in the lesson).
Common Core Objectives (ELA or Math): CCSS.ELALITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
Preparation: What materials will be needed?

Graphic organizer (to be filled out after reading the book).

Book: Whos in a family by: Robert Skutch
Sentence strip My __________helps my family when ____________.
Students book titled Learn About my Family and the Way We
Help Each Other.
Crayons
Pencil
Song and lyrics to the song My mother is a Baker.

TIME:

LESSON:

MANAGEMENT:

10 min

Introduction: Before starting the

lesson, go over the objective and then
the key vocabulary.
Students will Students will be
sing and make the body actions to the in a sited in the
song My Mother is a Baker. After
carpet. During
the song, students will think, pair and
this time
share about the contributions that students will be
each member of their family has. expected to seat
Students will use the sentence strip to
with their
make sure they are speaking in full
assigned
sentences. This will be a way for the
partner.
teacher to assess what the students
already
know
about
family
contributions. After students share,
read the book Whos in a family by:
Robert Skutch. To meet the language
standard,
have
all
students
participate in the graphic organizer by
writing about the book and the key
details on it.

20
minutes

Content/Activity:
Students will work with a partner or
individually on their book about their
family. Students are to write the
contributions
that
each
family
member does to help out in their
family. After they write about at least
three
family
members
and
themselves, they could draw pictures.

15
minutes

Througho
ut the
lesson

Closure: Students will present what

they wrote on their book orally to the
class.
Presenting orally is very
important to reinforce the use of
language. This is extremely helpful for
Ell students because they will get a
chance
to
practice
the
new
vocabulary words they learn in the
lesson.
At the very end of the lesson, have
the students reflect whether they met
the learning objective or not.

Students will
transition from
the carpet to
their desks or
tables. Teacher
should count to
10 and students
should be on
their sits by 10.

Class will move

back to the
carpet. Students
will be expected
to be listening to
the student
presenting.
During this time,
use positive
reinforcement to
compliment
those students
Evaluation:
Students
will
be who are sitting
evaluated during the entire lesson.
quietly.
First, they will be evaluated during the
think, pair and share, to determine
what they already know about family
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contributions. During the completion
of their book, students should be
evaluated based on the completion of

Adaptations: Ell students will be paired with a more proficient

student. ELL students are allowed to ask for help to their partner.
Vocabulary should also be taught explicitly using visuals so ELL
students get a better understanding. Slow finishers could take their
book home and do it as homework. These students could present the
following day. Fast finishers will be encouraged to write about more
family members and to include more detail in their writing.
Integration: During this lesson, we integrate music, art, writing and
reading. We integrate music with the song my Mother is a Baker,
art with the drawing the students make, writing with the sentences the
students write in their book and finally reading, when students are
reading their book and the lyrics to the song.

1 LESSON PLAN 2
School Contributors/Helpers
Name: Jessica Garay
Date: November 21, 2014
Subject: Social Studies
Length of Lesson: 45 min
Grade Level: First Grade
Lesson Objective:
Social Studies Core Curriculum Objectives: Standard 2
(Citizenship): Students will recognize their roles and responsibilities in
the school and in the neighborhood.
Common Core Objective:
Writing Standard 2 Write informative/explanatory texts in which they
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name a topic, supply some facts about the topic, and provide some
sense of closure.
Preparation: The teacher will need to make a power point with the
pictures, names and duties of the persons that work at the school. This
will help the students to know exactly who does what in the school.
Teacher should also have the materials necessary for the thank you
letters.
Materials:
Markers
Poster boards
Students booklet
TIME:

LESSON:

5 min

Introduction: first, state the

learning objective. Then read book
School Helpers by Cathy Torrial
After reading the book, make a list
of some of the helpers you have in
your school.

34 min

5 min

Content/Activity: If possible, invite

the principal or assistant principal to
come and do a mini presentation
about their jobs and what they do to
help in the school.
Students will fill out their
booklet. They are to name the
occupations of the school helpers
and how these people contribute to
the school. Students should take
about 10 minutes to complete their
mini book. When students are done,
have them work with others to make
a thank you letter for one of the
school helpers.

MANAGEMENT:
Read the book
for the whole
class preferably
in the carpet.
The transition
to their desks
or tables should
be fast and go
smoothly. Try to
have them
name three
school helpers
(whispering) as
they go from
the carpet to
their desks or
tables.

Closure: Students can present and

give the thank you letters to the
person they wrote it for.
Evaluation:
Students should be evaluated
through out the entire lesson
and they should be assessed
based on their participation and
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the completion of the

assignments.

Adaptations: Students should be able to work with a partner. Their

partner should be more language proficient. Ell students can be
allowed to draw if they don't know how to write a word.
Integration:
Technology was integrated into the lesson by the use of the power
point.

LESSON PLAN 3
Community Contributors/ Helpers
Name: Jessica Garay
Date: November 26, 2014
Subject: Social Studies/Art
Length of Lesson: 45 min
Grade Level: 1st grade
Social Studies Core Curriculum Objectives: Social Studies Core
Curriculum Objectives: Standard 2 (Citizenship): Students will
recognize their roles and responsibilities in the school and in the
neighborhood.
Common Core Objectives (ELA or Math):
Speaking and Listening Standard 4 Describe people, places,
things, and events with relevant details, expressing ideas and feelings
clearly.
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Preparation: What materials will be needed?

Crayons
Templates of hats of community helpers (ex. nurse, cop,
construction worker etc.)
Strips
Glue
Pencils
Paper on page 22
Scissors

TIME
:
5
min

30
min

10
min

LESSON:

Introduction: show the mini movie

about community helpers
https://www.youtube.com/watch?
v=5fSrq4k6UXk

Content/Activity: have the students

brainstorm and make a list of community
helpers based on the ideas of the
students. Then give them the paper of
page 22 and have them write about what
they would like to become when they grow
up. Ask them to write at least 3 sentences.
After they finish writing in their paper, ask
them to choose a hat based on the
profession they choose. Have students cut
and color their hat. Once hat is colored
and cut, they can staple it to a strip of
paper and then fold it to become a circle
(hat). Students may need help to staple
the strip of paper so it can fit in around
their head.
Closure: Students can present their work.
Once students are done making their hat
and wearing it, students can use the paper
they wrote to read it to their partner. Once
all students have finished sharing with
their partner, they can go sit to the rug.
Choose about 5-6 students with different
professions to present. They should read
the paper they wrote aloud.

MANAGEMEN
T:
Try not to
turn off the
lights when
showing the
video.
Turning off
the lights
may get
some
students to
think its okay
to talk or do
something
els. Also try
to walk
around the
classroom so
all students
are paying
attention to
the movie.

Remind
students that
they need to
use their
indoor voices
when
speaking
with their
partner.

Evaluation:
The paper that students write will be the
main form of evaluation. Participation in
the activity will be another form of
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knowing if the students have met the

learning and language objective.

Adaptations: You can ask the students who are more proficient to
write more before handing them their hat to color. With the ELL
students, they can write it, say it verbally or draw about what
community helper they want to become.
Integration: Technology is incorporated into the lesson by the use of
the video. Art is also embedded into the lesson by having the students
color their hats.2

LESSON PLAN 4
Community Contributors/ Helpers
Name: Jessica Garay
Date: 11/26/2014
Subject: Social studies
Length of Lesson: 45 minutes
Grade Level: 1st grade
Lesson purpose: Students will be able to identify the objects/ tools
that are associated with the most popular community helpers/
professions.
Social Studies Core Curriculum Objectives: Social Studies Core
Curriculum Objectives: Standard 2 (Citizenship): Students will
recognize their roles and responsibilities in the school and in the
neighborhood.

11

Common Core Objectives: Speaking and Listening Standard 4

Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
Preparation:
Poem page 18
Pictures of tools, vehicles and hats of different professions
Crayons

TIME:

5 min

25 min

15 min

LESSON:

Introduction: start the lesson by

reading the poem on page 18 as a
class. First, read it yourself, read it
together with the students and then
allow the students to read it
together.
Another option to begin this lesson
is to give each student 1 picture of a
tool, hat, vehicles etc. of things that
different community members may
use. Have at least four pictures of
different community helpers in the
board. Call each student up so they
can sort the pictures based on what
community helper they belong to.
(ex. the fire truck should be placed
on the firefighter column)
Content/Activity: The activity
consists of having students make
either a tool belt or a suitcase. Have
students glue the materials that are
necessary for the profession the
students choose. Allow students to
draw extra tools and then have
them write about why the tools they
included in the suitcase are
necessary for that community
helper. See sample on page 22.
Closure: Have all students present
their work and explain to the class,
what tools they have in their
briefcase and explain why they
choose to include that tool.
Students can act as though they
were doctors, nurses, police etc.

MANAGEMENT:

To keep the
students
engaged, try to
incorporate
movement into
the poem.
To keep the
students who
are not
participating
busy, have
them pair and
share about
where they
think their
picture goes.

This activity is
self-directed.
You need to be
clear about
instructions, so
students really
know what they
are expected to
do.

Every student
should get a
turn. They
should only
take about 2-3
minutes to
present. All
other students

12

should be
listening.

Evaluation: The main evaluation

will be their presentation and
their briefcase. This will help
you to know if they know what
tools the profession they
choose needs and by their
explanation on their
presentation.

Adaptations: Which students may need specific accommodations in

order to successfully complete the lesson? (Special needs, linguistically
diverse, hearing impaired, etc.) What are the accommodations? What
will early finishers do, or slow finishers?
Integration: Art is embedded in the lesson because the students get
to draw and color their portfolio. Theater is also embedded in the
lesson because students can act when they present to the whole class.

LESSON PLAN 5

What community member do you want to be?

Name: Jessica Garay
Date: November 21, 2014
Subject: Social Studies
Length of Lesson: 45 min
Grade Level: First Grade
Lesson Objective:
13

Social Studies Core Curriculum Objectives: Standard 2

(Citizenship): Students will recognize their roles and responsibilities in
the school and in the neighborhood.
Common Core Objectives (Math):

Measurement and Data

Represent and interpret data.
Preparation: What materials will be needed?
Graph that measures quantity (y line) and different occupations
(x line).
Pictures of all the students
Students journal
Markers
Pencil
Vocabulary:

Responsibilities
Service
Respect
Names of different occupations (ex. fire fighter, policeman, nurse
etc.)
Graph
Data

TIME:

8
minute
s

30
minute
s

LESSON:
Introduction: Have students read
the poem and then think- pair-pair
and share with their partner.
Students should talk to each other
about what community helper they
want to be and explain why they
want to become that community
helper. Students should follow this
sentence frame when speaking to
their partner. When I grow up, I
want to become a
____________because ____________.
Have some students share to the
whole class to serve as an example
to the rest of the class.

MANAGEMEN
T:

You should
walk around
the
classroom
using
proximity
control to
keep the
students
working.

Content/Activity: Students will fill

out a graph with the help of the
teacher. Give each student their
picture and have them come up to
14

the graph and put their picture on

the column in which their preferred
community helper is. Have the
students name a reason why they
would like to become that
community helper. While one
student is placing their picture on
the graph, the other students
should be copying the graph in their
journals. When all the students are
done, discuss the questions
provided on pg. 21 Have the
students write their responses to
those questions in their journal.
Closure: Students will analyze the
graph and say or write at least two
conclusions they determined from
analyzing the graph.
Evaluation:
Students will be evaluated based on
their participation in the activity and
by their ability to answer the
questions in their sheet correctly.

Students will
be working in
the carpet
together, if
they get
noisy or
disruptive,
have them all
stand up and
sing a song
or just do a
short game
to get their
attention
back.

Adaptations: Students will be partnered up with another student who

is more language proficient.
Integration: This lesson contains art because students will draw a
picture of what they want to become when they are older.

15

Unit closure
A good unit closure would be to invite either a firefighter and/or a
police officer. Young children enjoy having visitors and they will get
exited to learn about their profession and how these people contribute
to the community with their job. A firefighter will be a good option
because they can do a presentation on fire safety, their uniform and
tools and they can also show students their fire truck. If bringing a
police officer and or a firefighter is not possible, you can invite the
principal or any school helper. Encourage students to ask questions so
they can learn more about the presenters.

Assessment
16

There are brief assessments/ evaluations included at the end of

each lesson. As a summative assessment, you may want to get the
students to either write, draw or act out what they have learned
throughout the whole unit. Giving students different ways of
assessments serves to get each student a way of really showing what
they have learned. You should just be explicit about how long they
should act, draw and or write so that all students can take the same
amount of time when presenting to you what they learned.

17

18

19

1.

Which is the community helper that

most of you want to become?

2.
Which is the community helper that
the least amount of pictures?
3.
Which two community helpers had
the same amount of pictures?
4.
How many more students want to
become police officers than farmers?
5.
What profession did girls mostly
choose?
6.
What profession did boys mostly
choose?

20

21

When I grow up,

When I grow up, I want to become
a _______________. I want to become
a _____________ because
____________________________________
____________________________________
____________________________________
____

22

Bibliography

Books:
Skutch, R., & Zarrinnaal, L. (1995). Who's in a family?
Berkeley, Calif.: Tricycle Press.
Torrial, C. (n.d.). School Helpers.

Websites:
Community Helpers. (n.d.). Retrieved November 27, 2014,
from https://www.youtube.com/watch?v=5fSrq4k6UXk

Song:
My Mother is a Baker by Dr. Jean

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