SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Caroline Trussell, Molly Ahearn, Jillian Manz, Kayla Croteau
Thematic Unit Theme/Title/Grade Level: Calling All Community Helpers! (Kindergarten)
Wiki space address: http://ucfgrkcommunityhelplerssp15th.weebly.com/unit-plan.html
Daily Lesson Plan Day/Title: Friday We Are All Community Helpers!
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(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,
journalentries,collaborative
planning/presentationnotes,etc.

Studentswillbeabletodiscussimportantcommunityhelpersandtheirroleswithina
community.
LearningObjectives:
1. Thestudentswillexplainandactoutaroleoftheirjob.
2. Thestudentswillbeabletoidentifyimportanttoolsforparticularjobs.
3. Thestudentswillbeabletorecallinformationaboutahelpertheychoose.
4. Thestudentswillbeabletodiscusstheimportanceofjobsinacommunity
NCSStheme(s):
StandardsforSpeakingandListeningComprehensionandCollaboration
Skills,Techniques,andProcesses
EconomicsBeginningEconomics
CommonCoreStateStandard(s):
LAFS.K.SL.1.1Participateincollaborativeconversationswithdiverse
partnersaboutkindergartentopicsandtextswithpeersandadultsinsmalland
largergroups.
NextGenerationSunshineStateStandards:
TH.K.S.3.1Useimaginationtoshowapersonatwork,usingthebodyand
voicetocommunicateideas.
SS.K.E.1.1Describedifferentkindsofjobsthatpeopledoandthetoolsor
equipmentused.

UnitPreAssessment:

CommunityHelpersPictureMatching:
Studentswillbeaskedtomatchpicturesofcommunityhelperstotheircorrespondingtool.
Thestudentswillbegradedona05scalerubric.Usingthesamerubricforthepreandpost
assessmentswillallowthescorestobecomparedtoseestudentgrowth.Thegoalbythepost
assessmentwillbeascoreof4ontherubric.
Points

Requirements

Withlotsofhelp,studentwasunabletomatchanyhelpersandtools.

Withsomehelp,studentwasabletomatch1helperwithatool.

Withalittlehelp,studentwasabletomatch2helperswiththecorrecttools.

Withminimalhelp,studentwasabletomatch3helperswiththecorrecttools.

Withnohelp,studentwasabletomatch4helperswiththecorrecttools.

Withnohelp,studentwasabletomatch5helperswiththecorrecttools.

UnitPostAssessment:

CommunityHelpersPictureMatching:
Studentswillbeaskedtomatchpicturesofcommunityhelperstotheircorrespondingtool.
Thestudentswillbegradedona05scalerubric.Usingthesamerubricforthepreandpost
assessmentswillallowthescorestobecomparedtoseestudentgrowth.Thegoalbythepost
assessmentwillbeascoreof4ontherubric.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Points

Requirements

Withlotsofhelp,studentwasunabletomatchanyhelpersandtools.

Withsomehelp,studentwasabletomatch1helperwithatool.

Withalittlehelp,studentwasabletomatch2helperswiththecorrecttools.

Withminimalhelp,studentwasabletomatch3helperswiththecorrecttools.

Withnohelp,studentwasabletomatch4helperswiththecorrecttools.

Withnohelp,studentwasabletomatch5helperswiththecorrecttools.

Ongoingdaily(progressmonitoring)Assessment:
Theteacherwillutilizea04scalethroughoutthelessontohelpmonitorstudentunderstanding
andhelpthemlearntoselfassess
0Idonotknowanythingaboutcommunityhelpers
1WithalotofpromptingIcouldtellyoualittlebitaboutcommunityhelpers
2WithsomepromptingIcouldtellyouaboutoneortwocommunityhelpers
3Icantellyouaboutseveralcommunityhelpers
4IknowsomuchaboutcommunityhelpersthatIcouldteachsomeoneelse

Design for Instruction

1.

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.

2.

3.

4.

5.

Review/Anticipatory Set: All students will join the teacher on the reading rug in a
circle so that everyone can see and hear each student in the class. Once they are there,
the teacher will remind the students that this week we have been learning all about
community helpers and how important they are in our lives. The students will then be
asked to each take a turn around the circle stating what their favorite helper to learn
about was or tell about a tool that the helper uses. If the student has difficulty telling
about the helper or item, they may use a picture card to show which helper or tool they
choose. This anticipatory set will also allow time for the 3rd grade buddy reading
class to come down and enter the kindergarten classroom for their activity.
Activity 1: When the 3rd grade buddy class comes down, the visiting teacher will
have a chance to read Career Day By Anne Rockwell to all students as a large group
on the reading rug. This gives a chance for the kindergarteners to sit and listen with
their reading buddies and be able to see the pictures better. The 3rd grade students
will be encouraged to set a positive example for their kindergarten partners. This
book will serve as an introduction for all students as they will be discussing more
individual careers when it is time for the student presentations.
Activity 2: Today will also be Career Day for the students. They will dress up and
take turns presenting what they have learned over the course of the week to their 3rd
grade buddies. The 3rd grade buddy will hold up the student's life-sized self-portrait
that was made on Wednesday for the kindergartener while they explain what each
important detail on the body means and how it helps a community member do their
job to the class. If possible, the student can present what they think the helper does at
their job as well verbally or by showing an example.
Activity 3: After all students are done presenting their self-portraits, they will take
turns in small groups discussing with their buddies what each wants to be when they
grow up and why, including hearing what the 3rd grade buddies have to say. This will
give the kindergarteners an opportunity to hear the goals and aspirations of older
students as well.
Closing: Before the 3rd grade buddies leave, the class will discuss the importance of
having a variety of helpers in our community. The teachers will explain that if we do
not have individuals to work in all of the different positions, our community would

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

6.

Resources/Materials

not be the wonderful place that it is today.

Post Assessment: The post-assessment will be administered to the children as they
rotate through their center rotations during this day during the reading block.
* ESOL/ESE Accommodations are underlined. *

Career Day By Anne Rockwell

3rd Grade Buddy Reading Class
Assorted clothes and tools for the chosen helper (may be brought from home)
Helper/Tool Picture Cards similar to http://www.prometheanplanet.com/enus/Resources/Item/43711/people-at-work-resource-pack#.VPVB_0vFVg
Life-Size Self-Portraits (made on Wednesday)
LEA self-portrait explanations
Pre/Post Assessment rubric