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4/23/2018
Lesson Plan
Lesson Title: Community Helpers Grade: Kindergarten
Learning Target: The student will be able to define and explain what the words “community” and
“community helpers.” In addition, students will be able to identify community helpers and the specific
roles they have within the community. Lastly, students will know their own roles within the community
and what they can do, as students, to improve their community.
Grade Level Guide: Content Standards: Social Studies Standards: American Education Reaches Out
(AERO) Standard #5: Students will understand social systems and structures and how these influence
individuals. Topic: Communities and Community Helpers, English Language Arts CCSS.ELA-
LITERACY.L.1.5: With guidance and support from adults, demonstrate understanding of word
relationships and nuances in word meanings.
Materials:
- Community Helpers big book
- Whose Hands Are These book
- Community helper work sheet
- Chalk
- Chalk board
- Chrome books
- Paper
- Crayons
Language Function: Students will be asked if they have ever seen people such as policemen or mail
carriers. Students will then be asked to define these helpers. They will be asked to define the word
community as well as community helper. Students will not only be using this language when they are
speaking throughout the lesson but will use this language and understand it better through their research
about community helpers and the worksheet as well as the big book.
Before: The lesson will be introduced by asking students questions to get their minds engaged and
thinking about community helpers as well as to get them motivated about the lesson. Questions such
as: Have ever seen a policeman or mail carrier? What do these people do? Why do they do this?
Where have you seen these people? What are these people called? These questions will all be based
around student’s experiences making the content very relatable making it more interesting for these
students. After this is done, a read aloud will be conducted with the book, Whose Hands Are These,
which will help give students examples of community helpers.
During: The main focus of the lesson will be the big book about community helpers in which a lot of
the questions previously presented will be answered. This is also done because students are already
gathered and sitting for another read aloud. After reading this book students will then write their
name and a community helper they want to be when they are older and place it on a sticky note that is
placed on a page in the big book. Students will then draw a picture of themselves as the community
helper they picked. They will take these pictures home and add facts or any information about their
community helper that they researched with their parents. These pictures will all be hung up around
the classroom for everyone to see.
After: Students will then be asked what they can do now to improve their own community? Their
responses will be written down on a chalk board and students will be able to go home and ask their
parents how these ideas could be used in their own classroom. Students will also complete a
worksheet in which they will pair community helper’s pictures and their names. As a class, to help the
community, show the students that a great way to help the community is through a food drive in
which each student can bring in a canned food that will be donated to the local homeless shelter.
Explain how this helps the community and the importance of it.
Assessment: Assessment will be done in three parts, through observation (formative), the worksheet,
and the research picture students will complete.
Resources:
- Book, Whose Hands Are These.
- Worksheet: https://www.allkidsnetwork.com/worksheets/community-helpers/community-
helpers-matching.asp
What worked? As a whole I think the lesson went very well. Students,
What didn’t? For whom? throughout the whole time, were very engaged,
motivated, and attentive. Many of the same students
were eager to answer my questions but there were a
couple kids who just did not want to talk. They were
very interested in not only the topic but the big book as
well. They also really liked coloring and adding their
own sticky note to the big book. Some of the students
were confused as to what the sticky notes meant and
why they were putting them on the book.