SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Kayla Croteau, Molly Ahearn, Jillian Manz, Caroline Trussell
Thematic Unit Theme/Title/Grade Level: Calling All Community Helpers! - Kindergarten
Wiki space address: http://ucfgrkcommunityhelperssp15th.weebly.com
Daily Lesson Plan Day/Title: Monday- Community as a whole.
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

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

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

Studentswillbeabletodiscussimportantcommunityhelpersandtheirroleswithina
community.
LearningObjectives:
1. Thestudentwillbeabletorecognizethatthereareseveraljobsthatmakeupa
community.
2. Thestudentwillbeabletoaskandanswerquestionsaboutkeydetailsfrom
thestoryreadtothem.
3. Thestudentwillbeabletousethevocabularyacquiredthroughthereadingto
discussseveralcommunityjobs.
4. Thestudentswillbeabletolocateanddescribejobsthatexistthroughouta
community.
NCSStheme(s):
IndividualsDevelopmentandIdentity
Individuals,Groups,andInstitutions
CommonCoreStateStandard(s):
LAFS.K.RI.1.1Withpromptingandsupport,askandanswerquestionsabout
keydetailsinatext.
LAFS.K.L.3.6Usewordsandphrasesacquiredthroughconversations,
readingandbeingreadto,andrespondingtotexts.
NextGenerationSunshineStateStandards:
SS.K.E.1.1Describedifferentkindsofjobsthatpeopledoandthetoolsor
equipmentused.
SS.K.G.2.1Locateanddescribeplacesintheschoolandcommunity.

UnitPreAssessment:
CommunityHelperPictureMatchingStudentswillbeaskedtomatchpictures
ofcommunityhelperstotheircorrespondingtool.Thestudentswillbegraded
ona05scalerubric.Usingthesamerubricforthepreandpostassessments
willallowthescorestobecomparedtoseestudentsgrowth.Thegoalbythe
postassessmentwillbeascoreof4ontherubric.
Points
Requirements
0
Withlotsofhelp,studentwasunableto
matchanyhelpersandtools.
1
Withsomehelp,studentwasabletomatch1
helperwithatool.
2
Withalittlehelp,studentwasabletomatch2
helperswiththecorrecttools.
3
Withminimalhelp,studentwasabletomatch
3helperswiththecorrecttools.
4
Withnohelp,studentwasabletomatch4
helperswiththecorrecttools.
5
Withnohelp,studentwasabletomatch5
helperswiththecorrecttools.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

UnitPostAssessment:
CommunityHelperPictureMatchingStudentswillbeaskedtomatchpictures
ofcommunityhelperstotheircorrespondingtool.Thestudentswillbegraded
ona05scalerubric.Usingthesamerubricforthepreandpostassessments
willallowthescorestobecomparedtoseestudentsgrowth.Thegoalbythe
postassessmentwillbeascoreof4ontherubric.
Points
Requirements
0
Withlotsofhelp,studentwasunableto
matchanyhelpersandtools.
1
Withsomehelp,studentwasabletomatch1
helperwithatool.
2
Withalittlehelp,studentwasabletomatch2
helperswiththecorrecttools.
3
Withminimalhelp,studentwasabletomatch
3helperswiththecorrecttools.
4
Withnohelp,studentwasabletomatch4
helperswiththecorrecttools.
5
Withnohelp,studentwasabletomatch5
helperswiththecorrecttools.

Ongoingdaily(progressmonitoring)Assessment:
The teacher will utilize a 0-4 scale throughout the lesson to help monitor
student understanding and help them learn to self-assess
0- I do not know anything about community helpers
1- With a lot of prompting I could tell you a little bit about community
helpers
2- With some prompting I could tell you about one or two community
helpers
3- I can tell you about several community helpers
4- I know so much about community helpers that I could teach someone
else
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
(SLD), etc.

1. To start the class off the teacher will place a bin filled with artifacts
from various careers at each group of students table. The teacher would
then say to the students I have placed a bin filled with artifacts on your
table. Go ahead and observe the artifacts and talk with your group about
what these artifacts might be used for.. After that the teacher would call
on one group member from each table to share their prediction with the
class. When the discussion has ended the teacher will say Today we
will be starting a new unit in social studies! Everyone in this room is a
member of the community. Individuals in a community all have specific
roles or jobs to make sure that the community can run smoothly. You all
for example are students and your job is to come to class everyday and
do your best to receive an education, which you will later use for your
future job. Next, the teacher will say, Today we will be moving
around to five different centers. In center number I will be reading a
book to my group members. For our other four speakers we have some

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

wonderful parent volunteers that will be reading a book to their group

about their job in the community and then talking with you about that
job along with answering any questions you may have. When you hear
the timer go off please thank your volunteer and move to the next
station. There are index cards on your desk. Please turn them over and
read your number. Once you have read the number you may walk to the
station with your number labeled above it. The students will be in
groups of 4-5 and will have 10-15 minutes at each station. The stations
are:
Center 1: The teacher will be reading What do People Do All Day? By:
Richard Scarry. This book discusses that jobs can be of many different
varieties. Some workers will work inside and others will work outside.
Some individuals travel everyday with their job and others stay in one
place. This book will talk about many jobs other than those the four
parent volunteers have. The purpose of the students being read this book
is to show them how many jobs truly exist in a community. This will
also give the students a chance to build their vocabulary by hearing not
only of the many jobs listed but also the tools and duties that come
along with them.
Center 2: A mother who is a firefighter volunteered to come into class
and talk about her job. First she will read a short story to the class called
My Mom Is a Firefighter By: Lois Grambling. Then she will talk to the
kids about her role as a firefighter and answer any questions the
students might have. Having this woman as a volunteer will help the
students see that both genders can be a firefighter.
Center 3: A father who is the town mayor volunteered to come into the
class as well to talk about his job. He will read the story A Day In The
Life of a Mayor By: Liza N. Burby to his group. Then he will talk
briefly about his role as the towns mayor and also answer any questions
the children may have.
Center 4: A mother who is a veterinarian also volunteered to come into
the class. She will read the book I Like Animals. What Can I Be? By:
Muriel L. Dubois. She will then talk about her role as a veterinarian and
answer any questions the children may have.
Center 5: A father who is a fisher volunteered to come into the class. He
will read the book A Fisher By: Douglas Florian. He will then talk to
the students about his job and answer any questions they may have.
2. After the centers are through the students will thank all of the volunteers
for coming into our classroom and go back to their desk. Once seated the
teacher will place the scale on the board for the class to see. He/she will then
ask the students to rate themselves by looking at the scale and placing the page
with the number that represents their understanding face up on their desk. The
teacher will utilize a 0-4 scale throughout the lesson to help monitor student
understanding and help them learn to self-assess
0-I do not know anything about community helpers
1-With a lot of prompting I could tell you a little bit about community helpers
2-With some prompting I could tell you about one or two community helpers
3-I can tell you about several community helpers
4-I know so much about community helpers that I could teach someone else

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Resources/Materials

ESOL/ESE Accommodations: The books that the teacher and volunteers will
be reading will have pictures on almost every page to go along with the text.
The parent/teacher will also be reading the book to the student. The students
will be put into small enough groups that every student will be able to see the
pictures/words while the volunteer/teacher is reading. There is also time at the
end for discussion/questions for the student to clarify with the adult if they are
having any confusion.
Books:
What Do People Do All Day? By: Richard Scarry
My Mom Is a Firefighter By: Lois Gambling
A Day In The Life of a Mayor By: Liza N Burby
I Like Animals. What Can I Be? By: Muriel L Dubois
A Fisher By: Douglas Florian
Interactive White Board to display scale
Scales for students
Artifacts: hammer, stethoscope, musical instrument, x-rays, name
badge, whistle, referee jersey, etc.
Bins