Day1- Lynne: Introduction

Teacher(s) Name: Lynne DiPrato

Thematic Unit Theme/Title/GradeLevel: Community Helpers-Kindergarten

Learning Goals/Objectives
What will students accomplish be able to do at the end of this
lesson? Be sure to set significant (related to SSS/CCSS),
challenging and appropriate learning goals!

Learning Goal:
Students will be able to draw and explain what
a community helper is, the tools they use, and
how they help our community.
Students will identify school and community
workers.
Students will understand the meaning of a
community.
Student will demonstrate use and conventions
of standard English grammar by discussing the
idea of community and community helpers in
collaborative groups.
Students will answer key questions using
words and phrases acquired through
conversation, reading and being read to, and
responding to texts.
Students will identify the front cover, back
cover, and title page of Whose Hands are
These? by Miranda Paul.

NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards (NGSSS) List each
standard. Cutting and pasting from the website is allowed.
http://www.cpalms.org/Public/

NCSS theme(s):
Culture
Individuals Development & Identity
Civic Ideals & Practices
Florida Standard(s):
(LAFS.K.L.1.1) Demonstrate command of the
conventions of standard English grammar and
usage
(LAFS.K.L.3.6) Use words and phrases
acquired through conversations, reading and
being read to, and responding to texts.
(LAFS.K.RI.2.5) Identify the front cover,
back cover, and title page of a book.
(LAFS.K.SL.1.1) Participate in collaborative
conversations with diverse partners about
kindergarten topics and texts with peers and
adults in small and larger groups. Follow
agreed-upon rules for discussions (e.g.,
listening to others and taking turns speaking
about the topics and texts under
discussion).Continue a conversation through
multiple exchanges.
(LAFS.K.SL.1.2) Confirm understanding of a
text read aloud or information presented orally
or through other media by asking and
answering questions about key details and
requesting clarification if something is not

understood.
Next Generation Sunshine State Standards:
(SS.K.E.1.In.a) Identify school and
community workers, such as teachers, police,
and firefighter
(SS.K.E.1.Su.a) Recognize a community
worker, such as a police officer or firefighter
(SS.K.E.1.Pa.a) Recognize a school worker,
such as a teacher or bus driver.

Assessment

How will student learning be assessed? Authentic/Alternative

assessments?
Does your assessment align with your objectives, standards and
procedures?
Informal assessment (multiple modes): participation rubrics,
journal entries, collaborative planning/presentation notes, etc.

Unit Pre-Assessment:
Matching Community Helpers with the
correct tools
Unit Post-Assessment:
Matching Community Helpers with the
correct tools
On-going daily (progress-monitoring)
Assessment:
Using the Marzano Learning Scale
children will be asked to rate themselves
on a scale of one to four.
4- I can explain and teach others about
community helpers and the tools they use.
3- I know what a community helper is and
what kind of tools they use.
2- I am starting to understand what a
community helper is but I dont know what
kinds of tools they use.
1- I do not understand what a community
helper is.

Design for Instruction

Student Activities & Procedures

What best practice strategies will be implemented?

How will you communicate student expectations?
What products will be developed and created by students?

Consider Contextual Factors (learning differences/learning

environment/learning styles) that may be in place in your future
classroom.
Exceptionalities
What accommodations or modifications do you make for ESOL
http://teachsocialstudies.wikispaces.com/file/view/ESOLStrategiesCompreh
ensibleInstruction.pdf/42902857/ESOLStrategiesComprehensibleInstructio
n.pdf
and ESE (Gifted/Talented students, Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_gra
phicorganizer

1.

Have the students gather together so

they are facing the board or chart
paper that will be used throughout the
lesson.
2. Greet the students and explain to them
that we are going to learn about
community helpers today. Read
through the marzano scale for them
and tell them to be thinking about
where they are on the scale
throughout the lesson. ESE 3.2, 6.1
3. Write the word Community onto the
board or chart paper.
4. Key Question: What do you think
the word community means? Ask
them to turn to their shoulder partner
and talk about it. ESOL 3.2.B, 3.2.C
5. Call on at least five different students
to explain what they thought a
community might be.
6. After hearing from students, Write the
definition of the word on the board or
chart paper: A community is a group
of people who live in the same place
or have something in common.
Explain how the place they live is a
community, and how even the class is
a community because they all are in
kindergarten and all learning new
things! ESE 3.1
7. Explain how community helpers are
people who help in the community.
8. Use visual representations of the
following helpers and state each name
twice, have the students repeat the
names back to you: police officer,
firefighter, doctor, dentist,
veterinarian, teacher, and mailman.
Explain how these are just some of
the people who help our community.
ESE 2.5
9. Present the book Whose Hands are
These? to the class.
10. Key Question(s): Where is the front
cover of the book? Where is the back
cover of the book? Where is the title
page of the book?
11. Read the book aloud to the students.
Pause before each answer is given and
allow students to predict which helper
they think the book is describing.
12. Once the book is read, teach/sing the
Community Helper Song to the
students.

13. At this time, ask the students to selfassess themselves according to the
Marzano learning scale. Read the
scale through to them and take notice
of the students ratings of their
comprehension.
14. After the students have sung through
the song, separate them into groups of
3-5.
15. Each group will be given a poster
paper and crayons.
16. Instruct the students that they are
going to work together with their
group to draw their choice of any of
the community helpers they read
about in the Whose Hands are These?
ESOL 3.2.B 4.B, ESE 7.1
17. Instruct the students that once
everyone finishes drawing, the
students will show their artwork to the
class and the class will guess who
their helper was.
18. Allow the students 10-15 minutes of
drawing and collaborating time. Visit
with each group and offer
support/positive feedback. ESOL
3.3.B, ESE 6.2, 6.3
19. Facilitate the presentations of the
posters.
20. Ask the students to turn to their shoulder
partner and explain what a community
helper is. ESOL 3.2.B, 3.2.C 4.1.B
20. Refer to the Marzano Learning Scale.
Read through the scale and ask them to
self-assess one last time. Record the
students ratings of their comprehension.
22. Lead the class in a final singing of the
Community Helper Song.

Resources/Materials

Whose Hands Are These? by Miranda

Paul
Crayons
Posters
Community Helper Song
Chart/Interactive WhiteBoard
Visual representations of the Community
Helpers

Wiki space address:

Daily Lesson Plan Day/Title: Introduction to Community Helpers

Day 2- Katelynn:
Teacher(s) Name: Katelynn Kubik
Thematic Unit Theme/Title/Grade Level: Community Helpers/Kindergarten
Wiki space address: http://ucfgrkcommunityhelperssp16.weebly.com/

Daily Lesson Plan Day/Title: Day 2/

Police Officers and Community Helpers
Learning
Goals/Objectives
What will students accomplish be able to do at the end of this
lesson? Be sure to set significant (related to SSS/CCSS),
challenging and appropriate learning goals!

NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards (NGSSS) List each
standard. Cutting and pasting from the website is allowed.
http://www.cpalms.org/Public/

Learning Goal:
Students will be able to draw and explain what
a community helper is, the tools they use, and
how they help our community.
Learning Objectives:
1. The students will be able to recognize
a police officer.
2. The students will be able to recognize
a firefighter.
3. The students will be able to describe
the different kinds of jobs firefighters
and police officers do and the tools or
equipment used.
4. The students will be able to describe
the connection between the jobs of
police officers and firefighters and the
equipment they use, with prompting
and support.
5. The students will be able to ask and
answer questions with support about
important details in text about
Firefighters and Police Officers.
6. The students will be able to identify
the main topic and retell key details in
text about Firefighters and Police
Officers with prompting and support.
NCSS theme(s):
Individuals, Groups, and Institutions; People,
Places and Environment, Civic Ideals and
Practices.
Florida Standard(s):
(LAFS.K.RI.1.1) With prompting and support,
ask and answer questions about key details in
a text.

(LAFS.K.RI.1.3) With prompting and support,

describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
(LAFS.K.RI.1.2) With prompting and support,
identify the main topic and retell key details of
a text.
Next Generation Sunshine State Standards:
(SS.K.E.1.1) Describe different kinds of jobs
that people do and the tools or equipment
used.
(SS.K.E.1.Su.a) Recognize a community
worker, such as a police officer or firefighter.
Assessment

How will student learning be assessed? Authentic/Alternative

assessments?

Does your assessment align with your objectives, standards and

procedures?

Informal assessment (multiple modes): participation rubrics, journal

entries, collaborative planning/presentation notes, etc.

Design for Instruction

Student Activities & Procedures
What best practice strategies will be implemented?
How will you communicate student expectations?
What products will be developed and created by students?
Consider Contextual Factors (learning differences/learning
environment/learning styles) that may be in place in your future

Unit Pre-Assessment:
Matching Community Helpers with their
correct tools.
Unit Post-Assessment:
Matching Community Helpers with their
correct tools.
On-going daily (progress-monitoring)
Assessment:
Throughout the day have students show their
comprehension and understanding on their
fingers (Marzano Scale). ESE 9.3
1: I do not understand community helpers at
all.
2: I kind of understand community helpers,
but need more support.
3. I understand community helpers myself but
cannot teach it to a friend.
4: I understand community helpers and can
teach it to a friend.
** Interchange Police officers and firefighters
for community helpers when monitoring the
progress of the specifics of the two
professions. **
At end of day two assess students knowledge
of firefighters and police officers with
flashcards. Also use observation of students
and teachers judgment to assess students.
1. Review with students what a
community helper is. (5
minutes) ESE 3.1. ESOL 13.
ESOL 4.
(Anyone who helps take care of
the well-being of the community).

classroom.
Exceptionalities
What accommodations or modifications do you make for
ESOL
http://teachsocialstudies.wikispaces.com/file/view/ESOLStra
tegiesComprehensibleInstruction.pdf/42902857/ESOLStrate
giesComprehensibleInstruction.pdf
and ESE (Gifted/Talented students, Learning/Reading
disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_gr
aphicorganizer

Who are community helpers?

(Doctor, Veterinarian, Nurse,
Teacher, Police Officer, Firefighter,
Mailman, etc.).
Play review video on
Community Helpers (Use safe share
to block all the extra stuff on the
side).
Use scale to check
understanding of the general
concept before moving on to the
specifics of police officers and
firefighters.
1. Inform students that today we
are going to be learning about
police officers and firefighters
(10-15 minutes). ESOL 16
Hold up flashcards for firefighter
and ask students what they know
about firefighters (use other
firefighter flashcards for assistance).
Then hold up flashcards for
police officer and ask what they
know about police officers. (Use the
other police officer flashcards for
assistance). ESE 2.1. ESOL 5
Afterwards play the Police
Officer read and listen Scholastic
book for them. ESE 1.2, 1.3. While
reading and listening be sure to
emphasize key points about police
officers. For example, the job they
do, the equipment they use, and
why they use it. When the text is
over ask students what the text was
about (main idea) and what they
learned from it (retelling). Ask the
students about the job they do, the
tools they use and how they connect
with each other. After have the
students self-assess themselves
using the Marzano scale. ESOL 6.
Then play the Firefighter read
and listen Scholastic book for them.
ESE 1.2, 1.3. While reading and
listening be sure to emphasize key
points about firefighters. For
example, the job they do, the

equipment they use, and why they

use it. When the text is over ask
students what the text was about
(main idea) and what they learned
from it (retelling). Ask the students
about the job they do, the tools they
use and how they connect with each
other. After have the students selfassess themselves using the
Marzano scale. ESOL 6.
1. Students will spend the
remainder of time in centers;
there will only be 4 students
per center. The students will
rotate with their usual center
groups. The group names are:
Triangles, Squares, and
Diamonds. (40-45 minutes).
ESOL 2 ESOL 16
IPADS: students can do Kid
Fireman HD, or Kid Policeman. ESE
4.2. ESE 7.1
The writing/art station. There
will be TWO sheets for them to
complete (one on police officers and
one on firefighters). These will be cut
and glued to the back of their flip
book; and should be done at the
teacher table for assistance. If time
allows they can color in the
firefighter and police officer in their
flip book. The sheet for Firefighters is
a bubble map that students will fill
out with assistance about
firefighters. Teacher will draw out
bubble map on mini-white board and
will write down what students say
about firefighters. Then students will
copy that on to their firefighter
bubble map sheet. For the police
officer sheet students will write one
sentence about police officers and
draw a picture about that sentence.
ESE 5.1. Teacher will use mini-white
board to write down sentences that
students speak about police officers.
Students will then copy a sentence
off of the mini-white board. ESOL 16

Dramatic Role Play: Firefighting:

Students can role play firefighting
(There are four plastic containers
with objects inside. Cover the objects
with the orange shaving cream. They
will then use their fire extinguishers
to put out the fire). Police role
playing: Students will have case files
to solve and be able to role play a
police officer. ESE 7.1
Squares: IPADS, Role Playing,
Art/Writing.
Triangles: Role Playing,
Art/Writing, IPADS.
Diamonds: Art/Writing, IPADS,
Role Playing.

Resources/Materials

Scholastic Listen & Read: Police

Officers
(http://teacher.scholastic.com/comm
club/officer/index.htm).
Scholastic Listen & Read: Firefighters
(http://teacher.scholastic.com/comm
club/firefighter/)
Community Helper Review Video
(https://www.youtube.com/watch?
v=dFT4i8wO6Cc&list=PL5ivd7oNs3C
_aF6uOHE6Hs55QpeDT3-FW)
Kid Firefighter HD
(https://itunes.apple.com/au/app/kids
-fireman-hd/id434619439?mt=8)
Kid Policeman
(https://itunes.apple.com/us/app/kids
-policeman/id635169016?mt=8)
Police Station Source
(http://www.creativefamilyfun.net/20
12/08/lets-pretend-policestation.html)
Community Helpers Flipbook
(https://www.teacherspayteachers.co
m/Product/Community-Helper-FlipBook-2075928)
Firefighter Writing Sheet
(https://www.teacherspayteachers.co
m/Product/Community-HelpersFirefighter-2035790)
Paper
Staples
Spray Bottles
Red duct tape or paint (this will be
pre-done prior to activity).
Paper to make case folders for police
station, and case files.
IPADS
Plastic bins
Water

Day 3- Ruby
Teacher(s) Name: Ruby Quirindongo
Thematic Unit Theme/Title/Grade Level: Community Helpers/Doctor, Veterinarian,
Nurse/Kindergarten
Wiki space address:
______________________________________________________________________

Daily Lesson Plan Day/Title: Day 3/Doctor, Veterinarian, Nurse

_______________________________________________________________

Learning Goals/Objectives
What will students accomplish be able to do at the end of this lesson? Be sure to set
significant (related to SSS/CCSS), challenging and appropriate learning goals!

Learning Goal:
Students will be able to draw
and explain what a
community helper is, the tools
they use, and how they help
our community.
Learning Objectives: *you
MUST have objectives to
meet all standards

1. The student will be

2.
3.
4.

5.

NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards (NGSSS) List each standard. Cutting and
pasting from the website is allowed. http://www.cpalms.org/Public/

able to identify a
nurse.
The student will be
able to identify a
doctor.
The student will be
able to identify a
veterinarian.
The student will be
able to describe what
kind of jobs a doctor,
nurse, and
veterinarian do, and
what tools or
equipment they use.
The student will be
able to identify the
similarities and
differences of each
job and how they are
connected with
prompting and
support.

NCSS theme(s):
People, places, and
environment,
Individual
Development and
Identity, Civic Ideals
and Practices
Florida Standard(s):
(LAFS.K.RI.1.1)
With prompting and
support, ask and
answer questions

about key details in a

text.
(LAFS.K.RI.1.3)
With prompting and
support, describe the
connection between
two individuals,
events, ideas, or
pieces of information
in a text.
(LAFS.K.RI.1.2)
With prompting and
support, identify the
main topic and retell
key details of a text.
Next Generation Sunshine
State Standards:
(SS.K.E.1.1) Describe
different kinds of jobs
that people do and the
tools or equipment
used.
(SS.K.E.1.Su.a)
Recognize a
community worker,
such as a police
officer or firefighter.
Assessment

How will student learning be assessed? Authentic/Alternative assessments?

Does your assessment align with your objectives, standards and procedures?
Informal assessment (multiple modes): participation rubrics, journal entries, collaborative
planning/presentation notes, etc.

Unit Pre-Assessment:
Matching Community Helpers
with their correct tools.

Unit Post-Assessment:
Matching Community Helpers
with their correct tools.

On-going daily (progressmonitoring) Assessment:

Throughout the day
have students show
their comprehension
and understanding on
their fingers (Marzano
Scale). ESE 9.3
1: I do not understand
community helpers at
all.
2: I kind of understand
community helpers, but
need more support.
3. I understand
community helpers

myself but cannot teach

it to a friend.
4: I understand
community helpers and
can teach it to a friend.
** Interchange Doctor,
Nurse, and Veterinarian
for community helpers
when monitoring the
progress of the
specifics of the three
professions. **
At end of day two
assess students
knowledge of doctor,
nurse, and veterinarian
with flashcards. Also
use observation of
students and teachers
judgment to assess
students.
Design for Instruction

Student Activities & Procedures

What best practice strategies will be implemented?

How will you communicate student expectations?
What products will be developed and created by students?
Consider Contextual Factors (learning differences/learning environment/learning styles) that
may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL
http://teachsocialstudies.wikispaces.com/file/view/ESOLStrategiesComprehen
sibleInstruction.pdf/42902857/ESOLStrategiesComprehensibleInstruction.pdf
and ESE (Gifted/Talented students, Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer

1. Review with students

what a community
helper is. (5-7 minutes)
(Anyone who helps
take care of the well-being
of the community.
Examples you would be
looking for are firefighter
and police officer.
Who are
community helpers?
(Firefighter, Police Officer,
Nurse, Doctor,
Veterinarian, Mailman,
ect.).
Play review video
People in Our
Community(using
SafeShare link to block
adds and side bar stuff.)
http://safeshare.tv/v/ss571
7dd94d40f1
Use scale to check
for understanding of the
general concept before
moving on to the specifics
of doctor, nurse, and
veterinarian are.
1. Inform students that

today we are going to be

learning about who a
doctor, nurse, and
veterinarian are and
what they do in the
community ESOL 16
Display PowerPoint
visual (Community
Helpers PowerPoint) for
students to see.
Individual explain
each slide by introducing
specific community helper
*(doctor, nurse, vet.)
Introduce students
to equipment used in each
profession by displaying
pictures from PowerPoint.
Afterwards play
audio book Hello, Doctor
using SafeShare link:
(http://safeshare.tv/v/FGeu
V4MPhfI) while reading
emphasize key points in
the book about what a
Doctor does and how they
are here to help the
community not to scare
us.
After the story,
have students retell the
main idea/points of the
story taking turns doing
think, pair, share.
Next, have
students self-asses using
the Morzano scale. ESOL
6
1. Students will spend the
remainder of the time in
centers. There will be 4
students per center, and
there are three centers.
Students will rotate with
their assigned center
groups.
Each center is
labeled with a Triangle,
Square, or Diamond. (4045 minutes)
Triangles: IWB
activity having students
complete a Venn Diagram

with teacher assistance

comparing and
contrasting (similarities
and differences) of a
Doctor and a Veterinarian,
as well as comparing their
equipment and tools.
Squares: at this
center students will be
coloring doctor, nurse, and
veterinarian to add to
their flip book. (If students
finish before timer sounds,
have student write one
sentence describing what
that particular community
helper does.)
Diamonds: At the
center students will work
together (pairs of two)
using the matching cards,
to match the community
helper to their appropriate
place of work. (Ex. Doctor
with hospital, Fireman with
Firehouse.) The other pair
(2 students) will use the
community helpers
puppets and role play
their tasks in the
community and how they
interact with one another.
1. For each center, set a
timer for about 13
minutes, when timer
rings have students
rotate to the next center
(in order of groups
assigned.)

Resources/Materials

-Hello, Doctor by Michael

Escoffier, Illustrated by
Matthieu Maudet
http://safeshare.tv/v/ss571
7dd94d40f1
http://safeshare.tv/v/FGeu
V4MPhfI
-Community Helpers
Matching Cards:
http://educationtothecore.
com/2014/09/communityhelpers-learning-greatchoice/
-Paper
-Glue
-Pencils
-Crayons
-IWB

Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or
extension to the unit plan ideas.

Day 4- Samantha
Teacher(s) Name: Samantha Hancock
Thematic Unit Theme/Title/Grade Level: Community Helpers/Kindergarten
Wiki space address:
______________________________________________________________________

Daily Lesson Plan Day/Title: Day Four

Learning
Goals/Objectives
What will students accomplish be able to do at
the end of this lesson? Be sure to set significant
(related to SSS/CCSS), challenging and
appropriate learning goals!

Learning Goal:
The student will be able to
draw and explain what a
community helper is, the tools
they use, and how they help
our community.
Learning Objectives: *you
MUST have objectives to
meet all standards
1. Students will identify
school and community
workers.

2. Students will recognize

a community helper.
3. Student will
demonstrate use and
conventions of standard
English grammar by
discussing with their
shoulder partners about
the community helpers
they learned about the
day before.
4. Students will answer
key questions using
words and phrases
acquired through
conversation, reading
and being read to, and
responding to texts.
5. Students will participate
in collaborative
conversations about
teachers and mail
carriers and how they
help our community
with their shoulder
partner.
6. Students will identify
the front cover, back
cover, and title page of
Delivering Your Mail: A
Book About Mail
Carriers by Ann Owen
and illustrate by Eric

Thomas.
7. Students will discuss
through collaborative
conversations what
they learned about mail
carriers from the book.
NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards (NGSSS) List each
standard. Cutting and pasting from the website
is allowed. http://www.cpalms.org/Public/

NCSS theme(s):
1. Culture
2. Individuals
Development & Identity
3. Civic Ideals & Practices
Florida Standard(s):
1. (LAFS.K.L.1.1)
Demonstrate command
of the conventions of
standard English
grammar and usage
2. (LAFS.K.L.3.6) Use
words and phrases
acquired through
conversations, reading
and being read to, and
responding to texts.
3. (LAFS.K.RI.2.5)
Identify the front cover,
back cover, and title
page of a book.
4. (LAFS.K.SL.1.1)
Participate in
collaborative
conversations with
diverse partners about
kindergarten topics and
texts with peers and
adults in small and
larger groups. Follow
agreed-upon rules for
discussions (e.g.,
listening to others and
taking turns speaking
about the topics and
texts under
discussion).Continue a
conversation through
multiple exchanges.
5. (LAFS.K.SL.1.2)
Confirm understanding

of a text read aloud or

information presented
orally or through other
media by asking and
answering questions
about key details and
requesting clarification
if something is not
understood.
Next Generation Sunshine
State Standards:
1. (SS.K.E.1.In.a)
Identify school and
community workers,
such as teachers,
police, and firefighter
2. (SS.K.E.1.Su.a)
Recognize a community
worker, such as a police
officer or firefighter
3. (SS.K.E.1.Pa.a)
Recognize a school
worker, such as a
teacher or bus driver.
Add visual arts
Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does

your assessment align with your

objectives, standards and procedures?

Informal

assessment (multiple modes):

participation rubrics, journal entries,
collaborative planning/presentation notes, etc.

Unit Pre-Assessment:
Matching Community Helpers
with the correct tools
Unit Post-Assessment:
Matching Community Helpers
with the correct tools
On-going daily (progressmonitoring) Assessment:
Using the Marzano Learning
Scale children will be asked to
rate themselves on a scale of
one to four.
4- I completely understand
about mail carriers and
teachers and how they help
our community and I can
teach a friend
3- I understand about mail
carriers and teachers and how
they help our community
2- I am starting to understand

about mail carriers and

teachers and how they help
our community
1- I do no understand about
mail carriers and teachers and
how they help our community
Design for Instruction
Student Activities & Procedures

What best practice strategies will be

implemented?

How will you communicate student

expectations?

What products will be developed and

created by students?

Consider Contextual Factors (learning

differences/learning environment/learning styles)
that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you
make for ESOL
http://teachsocialstudies.wikispaces.com/file/view
/ESOLStrategiesComprehensibleInstruction.pdf/42
902857/ESOLStrategiesComprehensibleInstructio
n.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)
http://www.udlcenter.org/aboutudl/udlguidelines/u
dlguidelines_graphicorganizer

This is the heart of the lesson

plan. Be as specific as
possible. This section includes
EVERYTHING!
1. Sing Community
Helper song (2
minutes) EL: 37
2. Discuss lesson and
community helpers
from previous day. Key
Question: Who
remembers what
community helpers we
talked about yesterday?
(5 minutes) EL: 4, 13
3. Anticipatory Set: Who
Am I? I help children
learn daily. I work in a
school. I like red apples.
Who Am I? I wear a
blue uniform. I drive a
special white car. I put
letters in a box
everyday. UDL: 3.1,
EL: 11, 14
(3
minutes)
4. Key Questions: Do
you know anyone that
is a teacher? Do you
know anyone that is a
mail carrier? How do
they help out in the
community? (2
minutes) EL: 36
Key Vocabulary Words:
Postal worker
Mail carrier
Mailman
EL: 5

1. Discuss with shoulder

partner what teachers
do and how they help
the community. (1
minute) EL: 2, 10 UDL:
8.3
2. Discuss with shoulder
partner what mail
carriers do and how
they help the
community. (1 minute)
3. Read Delivering Your
Mail: A Book About Mail
Carriers. Tell students
to listen for the actual
job of a mail carrier. (35 minutes) UDL: 3.4
4. Discuss with shoulder
partner what they
learned anything new
(1 minute) EL: 2, 10
UDL: 8.3
5. Students will self asses
using the Marzano
Learning Scale children
will be asked to rate
themselves on a scale
of one to four. One
being needs help
understand and four
being completely
understand and being
able to teach a friend.
6. Have students break up
into their learning
centers:
Triangles- IWB activity having
students completing chart
with/near teacher EL: 7, 17,
30
Squares- students coloring
mail carrier and teacher to
add to their flip book. EL: 30
Diamond- Each student will
get a page, scissors, and a
glue stick. They will cut out
the boxes at the bottom,
match them to the community

helper, and glue them down.

Have students glue entire
sheet on the back of the
flipbook. If they finish early
time they can color the page.
UDL 3.3 EL: 30
Set a timer for 9-11 minutes
per center. When the timer
goes off have students switch
centers. (30-35 minutes)

Resources/Materials

ALL resources should be

noted here including but not
limited to: internet sites,
professional resources- books,
journals (titles and authors),
childrens literature, etc.
Delivering Your Mail: A Book
About Mail Carriers by Ann
Owen and illustrate by Eric
Thomas
https://jr.brainpop.com/socials
tudies/communities/communit
yhelpers/matching/
http://snippetsbysarah.blogsp
ot.com/2012/10/communitiesmini-unit.html

Discussion Notes: Make comments here related to ideas for assessment measures,
parent involvement, field trips, or extension to the unit plan ideas.
Day 5- Kayleigh:
Teacher Name: Kayleigh Black
Thematic Unit Theme/Title/Grade Level: Community Helpers/ Kindergarten
Weebly space address: http://ucfgrkcommunityhelperssp16.weebly.com

Learning Goals/Objectives
What will students accomplish be able to do at the end of this lesson?
Be sure to set significant (related to SSS/CCSS), challenging and
appropriate learning goals!

Learning
Goal:
Students
will be
able to
draw and
explain
what a
communit
y helper
is, the
tools they
use, and
how they
help our
communit
y.
Learning
Objectiv
es: *you
MUST
have
objective
s to
meet all
standard
s
1. The
stu
den
t
will
rec
ogn
ize
wh
at a
co
mm
unit
y
hel
per
is.
2. The
stu
den
t
will

und
erst
and
wh
at
the
job
of
the
co
mm
unit
y
hel
per
is.
3. The
stu
den
t
will
be
abl
e to
exp
lain
wh
at
the
tool
s
are
tha
t
the
co
mm
unit
y
hel
per
job
is.
4. The
stu
den
t
will
be

abl
e to
sort
thr
oug
h
the
corr
ect
and
inc
orre
ct
tool
s of
a
co
mm
unit
y
hel
per.
5. The
stu
den
t
will
be
abl
e to
rec
ogn
ize
the
corr
ect
na
me
of
the
corr
ect
co
mm
unit
y
hel
per.

NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards (NGSSS)

NCSS
theme(s)
:
1. Civ
ic
Ide
als
an
d
Pra
ctic
es
2. Ind
ivi
du
als,
Gro
up
s,
Ins
titu
tio
ns
3. Cul
tur
e
Florida
Standard
(s):
1. LAF
S.K.
SL.
2.4Des
crib
e
fam
iliar
peo
ple,
pla
ces,
thin
gs,
and
eve
nts
and
,

wit
h
pro
mpt
ing
and
sup
por
t,
pro
vid
e
add
itio
nal
det
ail.
2. LAF
S.K.
RF.
3.3Kno
w
and
app
ly
gra
delev
el
pho
nics
and
wor
d
ana
lysi
s
skill
s in
dec
odi
ng
wor
ds.
3. LAF
S.K.
RI.3
.7 -

Wit
h
pro
mpt
ing
and
sup
por
t,
des
crib
e
the
rela
tion
shi
p
bet
we
en
illus
trat
ion
s
and
the
text
in
whi
ch
the
y
app
ear
(e.g
.,
wh
at
per
son
,
pla
ce,
thin
g,
or
ide
a in
the

text
an
illus
trat
ion
dep
icts
4. LAF
S.K.
RI.3
.9 Wit
h
pro
mpt
ing
and
sup
por
t,
ide
ntif
y
bas
ic
sim
ilari
ties
in
and
diff
ere
nce
s
bet
we
en
two
text
s
on
the
sa
me
topi
c
(e.g
., in
illus

trat
ion
s,
des
crip
tion
s,
or
pro
ced
ure
s).
Next
Generati
on
Sunshine
State
Standard
s:
1. SS.
K.C.
2.1
De
mo
nstr
ate
the
cha
ract
eris
tics
of
bei
ng
a
goo
d
citi
zen
.
2. SS.
K.E.
1.1
Des
crib
e
diff

ere
nt
kin
ds
of
job
s
tha
t
peo
ple
do
and
the
tool
s or
equ
ipm
ent
use
d.
3. (SS.
K.E.
1.In
.a)
Ide
ntif
y
sch
ool
and
co
mm
unit
y
wor
ker
s,
suc
h
as
tea
che
rs,
poli
ce,
and
fire
figh

ter
4. (SS.
K.E.
1.S
u.a)
Rec
ogn
ize
a
co
mm
unit
y
wor
ker,
suc
h
as
a
poli
ce
offi
cer
or
fire
figh
ter
Assessment

Unit PreAssessm
ent:
Matching
communit
y helpers
to the
correct
tools.
The PreAssessme
nt will be
given a
matching
activity
on paper
two
weeks
prior to
the unit

lesson.
Unit
PostAssessm
ent:
Matching
communit
y helpers
to the
correct
tools.
On-going
daily
(progres
smonitori
ng)
througho
ut the
week
Assessm
ent:
Students
will be
assessed
through
observatio
ns
through
daily
lessons
throughou
t the unit.
Each day
they will
create a
flipchart.
Each day
they will
create the
communit
y helper
that they
learned
about for
the day.
For
example:
If the

student
learned
about a
firefighter
he would
color the
outfit of a
firefighter
and label
the
communit
y helpers
name to
match the
communit
y helper.
UDL 2.1
2.4
Using the
Marzano
Learning
Scale
children
will be
asked to
rate
themselve
s on a
scale of
one to
four.
ESOL 6
ESE 9.3
4- I
completel
y
understan
d about
communit
y helpers
and how
they help
our
communit
y and I
can teach
a friend
3- I
understan

d about
communit
y helpers
and how
they help
our
communit
y
2- I am
starting to
understan
d about
communit
y helpers
and how
they help
our
communit
y
1- I do not
understan
d about
communit
y and
teachers
and how
they help
our
communit
y
Design for Instruction
Student Activities & Procedures

Exceptionalities
What accommodations or modifications do you make for ESOL
http://teachsocialstudies.wikispaces.com/file/view/ESOLStrategiesCom
prehensibleInstruction.pdf/42902857/ESOLStrategiesComprehensibleI
nstruction.pdf
and ESE (Gifted/Talented students, Learning/Reading disabilities, SLD
etc.)
http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphi
corganizer

1. Ask
the
stu
den
ts
Key
Questions
: Who
can name
a
communit
y helper
that we
have
learned
about?
ESOL 4
(Hold up

a
foldable
from the
previous
days.
Once a
student
has
shared,
find the
communi
ty helper
from
foldable
that they
have
mention
ed and
show the
class)
UDL 1.1,
3.1
What is
that
communit
y helpers
job?
(Rememb
ering to
provide
appropriat
e wait
time)
ESOL 22
Continue
this, so a
few more
students
can share.
(5-7
Minutes)
1. Stu
den
ts
will
sin
g
Co
mm

unit
y
Hel
per
son
g
UD
L:
1.2
Who are
the
helpers
everyday
that keep
our
communit
y happy
and safe
Who are
the
helpers
everyday,
that make
our
communit
y happy
and safe?
Firefighter
s help in
many
ways,
Putting
out fires
everyday,
They even
work on
holidays,
Firefighter
s help us
every
day!
Mail
carriers
help in
many
ways,
Picking up
our mail

everyday,
Sending
our letters
on their
way.
Mail
carriers
help us
every
day!
Teachers
help in
many
ways,
They
teach us
so we
grow and
play,
Reading,
Writing,
and
things to
say,
Teachers
help us
every
day!
Policemen
help in
many
ways,
Patrolling
the
streets
everyday,
To protect
us as we
work and
play.
Policemen
help us
every
day!
Dentists
help in
many
ways,
Cleaning

away the
tooth
decay,
They help
our smiles
shine on
display
Dentists
help us
every
day!
Doctors
help in
many
ways,
keeping
us healthy
in every
way,
They help
us fight
the germs
each day
Doctors
help us
every
day!
Veterinari
ans help
in many
ways,
keeping
animals
healthy
each day
They help
them
when they
cry or
neigh,
Veterinari
ans help
us every
day!
These are
the
helpers
everyday
that keep

our
communit
y happy
and safe
These are
the
helpers
everyday,
that make
our
communit
y happy
and safe.
(3
Minutes)
1. The
n
ask
stu
den
ts,
W
ho
is
rea
dy
for
a
fun
acti
vity
!
2. Hav
e
stu
den
ts
get
into
thei
r
gro
ups
ES
OL
2
-

There are
6 groups.
One group
per
communit
y helper.
Doctor/Nu
rse will be
in the
same
baggy.
Each
group will
go to a
table. You
may need
to adjust
groups
(add/mov
e) UDL
8.3
Once
each
group is
together
and
sitting
quietly at
their
group.
(Model
the
activity
for
them)
UDL 2.4
(5
minutes)
You
will show
students
the baggy
that is
filled with
a

communit
y helper
Explain
that each
bag is
filled with
the
communit
y helpers
tools. But
are a few
tools in
there that
are
wrong.
UDL 3.2
Tell
them,
Your job is
to sort the
correct
tools from
the wrong
tools and
create a
web on
your
table.
Each
baggy
contains
different
names of
the
different
communit
y helper.
Students
will also
have to
find the
correct
spelling of
the
communit

y helper
in the
baggy.
Show/Mo
del
students
exactly
what this
looks
like. UDL
3.3 2.4
ESOL
17,44
1. Pas
s
out
a
bag
gy
to
eac
h
tabl
e.
2. Hav
e
stu
den
ts
beg
in
the
acti
vity
,
whil
e
stu
den
ts
are
wor
kin
g
faci
litat
e
thr
oug

hou
t
the
clas
sro
om.
Che
ck
for
stu
den
t
und
erst
and
ing
thr
oug
h
obs
erv
atio
n.
(10
mi
nut
es)
UD
L
6.3
,6.
4
ES
OL
6,7
3. Re
min
d
stu
den
ts
to
lea
ve
thei
r
aw
eso
me

co
mm
unit
y
hel
per
we
b
so
we
all
can
see
it!
UD
L
8.3
4. Ask
stu
den
ts
gui
din
g
que
stio
ns
abo
ut
acti
vity
(58
Mi
nut
es)
UD
L
9.3
-Raise
your
hand, and
tell me
some of
the wrong
tools at
your
table.

- Then ask
students,
Why
were
those
tools
wrong
- What
were
some of
the
correct
tools
1. Gra
b
stu
den
ts
atte
ntio
n;
tell
the
m
we
will
be
doi
ng
a
gal
ler
y
wal
k.
UD
L
4.1
,
8.3
,9.
3
(Each
group will
walk
around
the room
and view
the other

groups
work) to
view each
table. (10
minutes)
-(They
have done
this
before
and know
what to
do)
1. Afte
r
the
gall
ery
wal
k is
fini
she
d.
Hav
e
stu
den
ts
get
bac
k
into
thei
r
sea
ts.
2. Exp
lain
we
will
do
a
mat
chi
ng
wor
ksh
eet.
(10
mi

nut
es)
3. Afte
r
stu
den
ts
co
mpl
ete
ass
ess
me
nt
(wo
rks
hee
t)
coll
ect
the
m
to
vie
w
and
che
ck
for
und
erst
and
ing

Resources/Materials

Communit
y Helper
Song
Picture
Books
Paper
Pencil
Assessme
nt Sheet
Communit
y helper
pieces/too
ls

Discussion Notes: Make comments here related to ideas for assessment measures, parent
involvement, field trips, or extension to the unit plan ideas.