Communities Day 3

LESSON PLAN OUTLINE
JMU Elementary Education Program
Kelsey Mercadante
Mrs. Lowery, Paul Munro Elementary School, 1st Grade
Date: September 10th, 2015. Time: 2:05-2:30
A. TITLE OF LESSON: Communities Focus on School Community

B. CONTEXT OF LESSON
During this lesson, students will learn about their school community. Students will learn
about how we have our own community at Paul Munro. They will learn about the people who
make up the community. Students will learn how they contribute to Paul Munros community
and how we all work together to learn and do our best. Students will realize that communities
have leaders such as Paul Munros leader, Mrs. Baer. Through engaging in this lesson,
students will experience an engaging story that introduces important school personnel that
make up a school community. Students will be asked to think about school faculty and how
they make our school a better place. Together, as a class, we will complete a thinking web
that relates to Paul Munros community.
C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING
1. Grade Level and Content Area:
First Grade: Social Studies
2. Standard and Indicators:
SOL 1.12 The student will recognize that communities in Virginia c)
include people who have diverse ethnic origins,
customs, and traditions, who make contributions to their
communities, and who are united as Americans by
common principles.
Blooms Taxonomy
Levels:
Understand
D. LEARNING OBJECTIVES
Understand
Know
Do
U1: People make valuable

contributions to their
communities and are united by
common principles.
K1: A community is a place

where people live, work, and
play.
K2: Communities share a set
of rules or common principles.
D1: Describe a school

community.
D2: Indicate the important
people who make up our
school community and how
they make Paul Munro a better
place.
E. ASSESSING LEARNING
I will assess students by observation. I will collect data by using a student-monitoring chart.
While students are working on the activity, I will go around to students and ask them questions.
The answers that students give me will be evidence for whether they students meet the objectives.
As I go around to the students I will as questions such as:
1. What is a community?
2. Describe a school community.
3. How are you helping your school community?
The student-monitoring chart will have a space for each student in the classroom. I plan to
ask as many students as I can. I will make note of whether the student seems to understand the
objectives, or not, on the student monitoring sheet.
Students will also complete a thinking web that relates to the Paul Munro community. I will
collect the thinking maps when students are finished and make sure each student completed it.
(Participation)
F. MATERIALS NEEDED
1.
2.
3.
4.
5.
6.
Book The Gingerbread Man Loose in the School by Laura Murray

Smart Board
School Rules
Thinking Web for each student (17)
Pencils
Markers, Crayons, or Colored Pencils
G. PROCEDURE
Prep:
Prepare thinking webs for each student. (Make 17 copies).
Get The Gingerbread Man Loose in the School book
Engage:
Tell the class that today we are going to learn about another community that they are a
part of their school community.
Read-aloud: The Gingerbread Man Loose in the School, by: Laura Murray
o Read the story to the students and prompt them with questions throughout the
book such as:
What do you think this book will be about? (before/prediction)
Comment on school faculty throughout the book such as the gym
teacher, the art teacher, and the principal. Ask students the names of Paul
Munros principal, art teacher, and gym teacher.
After reading, ask students who else is a part of our school, other than the
people that were already mentioned in the book (cafeteria workers,
secretary, janitors, librarian, etc.).
Ask; is our school community larger than our classroom community?
Yes, it has more people.
Implementation:
Discuss how our school is a community.
Ask, How do we work together as a school?
o We all work together in this school to make it the best place it can be (All
students, teachers, and faculty).
Hand out the thinking webs to each student.
o Describe to students how we are going to compete a thinking web today. Tell
them that thinking webs help us organize our thoughts and ideas about a topic.
Today, our topic is our school community.
Tell students that when we are completing our thinking web today.
Students have a choice of either writing the information in the circles, or drawing pictures
in the circles that represent the information we go over as a class.
The center of the thinking map will say Paul Munro. Students will draw a picture of Paul
Munro.
The circles that are displayed around the center will be peoples names or pictures from
the students that represent the people who are a part of our school community. (They can
either make the circles peoples faces, or they can draw a symbol to represent the person
in our school).
Can you name some important people in our school community? (Classroom teachers,
students, Janitors, Cafeteria workers, music teacher, PE teacher, art teacher, secretary,
librarian, principal, Allow some students to state their answers.
Tell students how all communities have a leader(s). Ask, Who is the leader in our school
community? (Mrs. Baer)
State how every community has rules. Remind students of our school rules. Tell students
that if we work together and follow these rules, then we can all learn and be the best
school we can be.
Closure:
Ask students, what do all of the people we named do to make out school better? (Say
their name, and what they do for our school to help?)
H. DIFFERENTIATION
Content
Process
Product
Interest
Students have a
choice whether to
write, or draw
pictures when
filling out the
thinking web.
Readiness
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
During the read-aloud, some students may be unengaged.

o Engage them by asking them a question about the story.
Students may be bothering one another on the rug.
o Separate the students or move a student to another spot on the rug if they are creating
a problem.
Students may not know the names of some of the people in our school
o Guide them by describing people who they see everyday in the halls, office, and parts
of the school
When I tell students to either write, or draw a picture in the thinking web, they may not know
what picture to draw in the circles if they choose to draw.
o On the smart board, I can model filling out the thinking web with words and
drawings. Students can look at my drawings to get ideas.
When I question students at the end of the lesson and have them reflect on the activity,
students may not be able to think of anything.
o Guide them by remind students of the jobs that certain people have throughout the
school.

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LESSON PLAN OUTLINE

JMU Elementary Education Program

A. TITLE OF LESSON: Communities Focus on School Community

U1: People make valuable

K1: A community is a place

D1: Describe a school

Book The Gingerbread Man Loose in the School by Laura Murray

During the read-aloud, some students may be unengaged.

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