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://ucfgrkcommunityhelplerssp15th.weebly.com
Daily Lesson Plan Day/Title: Thursday Career Word Scramble!
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.

Studentswillbeabletodiscussimportantcommoncommunityhelpersandtheirroles
withinacommunity.
LearningObjectives:
1. Thestudentswillrecognizethatdifferentjobsthathelpmakeupacommunity.
2. Thestudentswillbeabletorecognizevocabularythatdescribecertainjobsin
thecommunity.
3. Thestudentswillbeabletoconstructaproperthankyouletter.
4. Thestudentswillbeabletorecognizeandmaketoolscommunityjobsneed.
NCSStheme(s):
IndividualDevelopmentandIdentity
Individuals,Groups,andInstitutions
CommonCoreStateStandard(s):

LAFS.K.W.3.8Withguidanceandsupportfromadults,recallinformation
fromexperiencesorgatherinformationfromprovidedsourcestoanswera
question.
LAFS.K.W.1.2Useacombinationofdrawing,dictating,andwritingto
composeinformative/explanatorytextsinwhichtheynamewhattheyare
writingaboutandsupplysomeinformationaboutthetopic.
LAFS.K.RF.3.3Knowandapplygradelevelphonicsandwordanalysisskills
indecodingwords.
a. Demonstratebasicknowledgeofonetoonelettersoundcorrespondencesby
producingtheprimaryormanyofthemostfrequentsoundforeachconsonant.
NextGenerationSunshineStateStandards:
SS.K.E.1.1Describedifferentkindsofjobsthatpeopledoandthetoolsor
equipmentused.

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

UnitPreAssessment:
CommunityHelpersPictureMatching:
Studentswillbeaskedtomatchpicturesofcommunityhelperstotheir
correspondingtool.Thestudentswillbegradedona05scalerubric.Usingthe
samerubricforthepreandpostassessmentswillallowthescorestobe
comparedtoseestudentgrowth.Thegoalbythepostassessmentwillbea
scoreof4ontherubric.
Points
0
Withlotsofhelp,studentwasunabletomatchanyhelpersand
tools.
1
Withsomehelp,studentwasabletomatch1helperwithatool.
2
Withalittlehelp,studentwasabletomatch2helperswiththe
correcttools.
3
Withminimalhelp,studentwasabletomatch3helperswiththe
correcttools.
4
Withnohelp,studentwasabletomatch4helperswiththecorrect
tools.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

UnitPostAssessment:
CommunityHelpersPictureMatching:
Studentswillbeaskedtomatchpicturesofcommunityhelperstotheir
correspondingtool.Thestudentswillbegradedona05scalerubric.Usingthe
samerubricforthepreandpostassessmentswillallowthescorestobe
comparedtoseestudentgrowth.Thegoalbythepostassessmentwillbea
scoreof4ontherubric.
Points
0
Withlotsofhelp,studentwasunabletomatchanyhelpersand
tools.
1
Withsomehelp,studentwasabletomatch1helperwithatool.
2
Withalittlehelp,studentwasabletomatch2helperswiththe
correcttools.
3
Withminimalhelp,studentwasabletomatch3helperswiththe
correcttools.
4
Withnohelp,studentwasabletomatch4helperswiththecorrect
tools.
Ongoingdaily(progressmonitoring)Assessment:
Ongoing
daily(progressmonitoring)Assessment:
TheTeacherwillutilizea05scalethroughoutthelessontohelpmonitorstudent
understandingandhelpthemlearntoselfassess
0Idonotknowanythingaboutcommunityhelpers
1WithalotofpromptingIcouldtellyoualittlebitaboutcommunityhelpers
2WithsomepromptingIcouldtellyouaboutoneortwocommunityhelpers
3Icantellyouaboutseveralcommunityhelpers
4IknowsomuchaboutcommunityhelpersthatIcouldteachsomeoneelse

Design for Instruction

TheteacherwillalsousetheLanguageExperienceApproach(dictation)thatshecompletes
withthestudentstomonitortheirunderstandingofthecommunityhelperoftheirchoice.
Studentsshouldbeabletoaccuratelydescribethejobofthecommunityhelper,whereheor
sheworks,andnameatleastoneortwotoolsthatthecommunityhelperusesforhisorher
job
1. Review: Teacher and students will start the day as soon as the students start arriving to
class. When students arrive to class they will go to their seat and add finishing touches
to their self-portrait assignment from the day before. Students will continue this for
about 5-10 minutes while their classmates are arriving to class. Once everyone has
come and sat down the students will be asked to turn to their shoulder partner and tell
he or she one thing they learned about a job so far this week that interested them.
Students will discuss for about 5 minutes while the teacher monitors conversation by
walking around the classroom and listening. (ESOL AccommodationCooperative/Partner working and reflecting).
2. Anticipatory Set: To incorporate technology into the learning the IWB will be used as
an anticipatory set to the lesson. At this level students are learning basic word
decoding skills therefore the class will work on a community vocabulary flip chart
together. All the students will come together on the carpet and the teacher will pull up
the Promethean Planet ActivInspire flipchart which focuses on sociology, phonics, and
reading. The teacher will pull up the first slide and it will have a picture of a person
dressed in clothing that goes with a certain job, the name of the job will also be written
at the bottom of the slide. The name of the job will have a letter missing and students

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

3.

4.

5.

6.

will have to write with the Promethean pen the missing letter. This practices
matching the type of tools and clothing of a career, word recognition, writing of
letters, and career vocabulary development. A student with a quiet hand raised will
come fill in the missing letter. Once the student writes the missing letter the class
approves if it was right and then says the word all together. This will be repeated for
each slide. (ESOL Accommodation- pictures with vocabulary words). (10-15
minutes)
Activity 1: To continue practicing what students know about jobs they will participate
in a free write journal entry. Using the vocabulary they already know students will
write a three sentence entry tile A Day in the Life of where they chose a job and
write what it is like for a day of a person with that job. The teacher will encourage
students to focus on content rather than mechanics and will see students use invented
spelling. The teacher will walk around probing ideas for students by giving examples
of statements, for example, what type of clothes the person wears, where they work,
and characteristics. (ESOL and ESE Accommodations encourage students to
draw pictures if they cannot think of the words t describe what they are
thinking). (30-45 minutes)
Activity 2: To recognize all the hard work the parents have put into Career Week the
class will come together and create thank you letters. All the students will sit around
the teacher on the carpet while the teacher tapes a large piece of writing paper on the
board. Using the Language Experience Approach, students will raise their hands and
say what they think should be included in the letter. The teacher will then write the
sentences on the paper. The letter will also have a dear section at the beginning and
a sincerely section at the end. Once the class letter is completed the students will go
to their desk and use construction paper and lined paper to create a thank you letter.
They will address it to a parent, copy the class letter and then sign their name at the
bottom. One they have finished writing the letter on lined paper they will glue stick it
to a piece of colored construction paper. Students will also be encouraged to draw
pictures and decorate the letter. This activity teachers writing, manners, and a sense of
identity because students sign their names at the bottom of the letter. While students
are doing this the teacher will walk around and assist/monitor students. Once students
are done, they letters will be hung up around the classroom for the parents to see.
(ESOL and ESE Accommodation: Language Experience Approach, copying
words that accompany an experience to practice writing and real world
connections). (30-45 minutes)
Activity 3: This activity will have students staying in their seats as groups of 4. The
activity is called table vocabulary art. Each group of 4 will receive clay. The teacher
will ask sentences such as what type of tool does a construction worker use and the
students will either make the tool out of the clay or make the vocabulary word out of
clay. The teacher can also say words and have students make them out of the clay, for
example, hammer. The groups of 4 students will work together and raise their hands
quietly when they are ready for the teacher to check their work. This activity is very
hands on and gives students the opportunity to visualize the word and what the word
looks like.
Example Words:
Hammer
Stethoscope
Whistle
Pencil
Hose
(ESOL and ESE Accommodation: hands-on activity and cooperative learning).
(30-45 minutes).
Closure: Students will come together on the carpet and listen to a read aloud of Al
Yankovics book When I Grow Up. The teacher will read the book as the students sit
on the carpet and listen. Once the book is finished the students will go on IPads and
use the app that goes along with the book to interact with the book independently. The
app can read to them and also has moving pictures and games about careers. The
teacher will monitor students on the app and have students discuss as a group what
they liked about the book app. This is a great educational way to incorporate
technology in the classroom along with childrens literature. Remind students to go
home and discuss with someone 1 thing they learned in class today. (20 minutes)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Promethean IWB
Lined writing paper
Pencils
Crayons/ colored pencils
Journals
Construction paper
Glue sticks
Clay
IPads
When I Grow Up book by Al Yankovic
When I Grow Up book app from ITunes
Large piece of lined paper
Tape
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.

Resources/Materials