ECLD 350: Teaching Young Bilingual Children

Lesson Plan Template

Content area: Social Studies
Lesson Title: Who Works in Our Community?
Grade: 1st grade

Preparation

Colorado Academic Standard(s):

SS. 3 Economics 1: People work at different types of jobs
and in different types of organizations in order to produce
goods and services and receive an income

WIDA English Language Proficiency Standard:

1st grade, social studies, speaking : community workers
Content Objective(s):
Students will be able to identify community members and
their job

Language Objective(s):
Students will use correct vocabulary to describe
community members and their jobs

Strand of MPIs (How will students process and produce

language at each level?)

Listen
ing

Level 1
Enterin
g
Follow
oral
instructi
ons to
match
pictures
and
illustrati
ons of
communi
ty
workers
to their

Level 2
Emergin
g
Follow
oral
instructio
ns to
categorize
the
workers
into
different
organizati
ons based
on the
illustration

Level 3
Developi
ng
Follow
oral
instructio
ns to
compare
communit
y
organizati
ons and
workers
by degree
of
importanc

Level 4
Expanding

Level 5
Bridging

Follow oral
instructions
to compare
the
organizatio
ns and
community
members
with a
partner

Follow
multi step
instruction
s to
compare
the
organizati
ons and
communit
y
members
with a
partner

Speak
ing

Readi
ng

Writin
g

job title

Name
communi
ty
member
s by
looking
at
pictures
of them
doing
their
jobs
Match
pictures
of
communi
ty
member
s to their
names
or place
of work

State the
role of the
communit
y member
in the
pictures

Classify
important
informatio
n about
the
communit
y
members
in respect
to their
names or
place of
work
based on
the
pictures
Supply
Compose
words
phrases
about
about the
the
communit
communi y member
ty
and their
member jobs
and their based on
job
the
based on illustration
the
or picture
illustrati
on or
picture

e with a
partner
Describe
what the
communit
y member
is doing in
the
picture

Explain why
this
job/commu
nity
member
makes an
impact in
partners

Identify
informatio
n about
the
communit
y member
and their
jobs as a
team with
your
table, use
pictures
or
illustration
s

Sort
illustrated
text about
the
community
member
and their
jobs.

Compose
sentences
using
about the
communit
y member
and their
job based
on the
illustration
or picture

Describe in
detail the
community
member
and their
job in the
picture with
the
following
word bank

Discuss
the role of
the
worker
and what
would
occur if
we no
longer
had this
person as
a team
Connect
informatio
n about
the
worker
and their
job to the
communit
y using a
graphic
organizer

Write a
simple
story
about the
communit
y member
and their
job based
on the
illustration
or picture
and with
your team
mate

What sentence frames will you include?

Sentence Frames:
____________ and ___________ are _______________. EX:
The Doctor and Nurse are both hospital employees.
Both ___________ and __________ have____________. EX:
Both fight fighters and police men have hats
________ does _________ for our community. EX: The
mail man does the mail delivery for our community.
Our community needs __________ because
___________. EX: our community needs trash workers
because they keep things clean.

How will you provide differentiation for the content

objective through centers the following day?
The following day we will have additional cards in centers, as well as a
dress up center so students can paly within the roles we have
discussed.
Visuals/Resources/Hands on materials/Supplementary
Materials that will assist with scaffolding content and
language objectives (Include appropriate bibliographic
information):

Nurse
3

Doctor

Police Officer

Firefighter

Mailman

Trash Worker

Teacher

Coac
h

Target Vocabulary:
Teacher, coach, Trash worker, Mailman, Firefighter, Police
officer, Doctor, Nurse

Building Background
Access prior knowledge
Ask questions on what the childrens parents do, jobs they
notice in the community. Students should share their
answers with their think/pair/share partners.
Build background knowledge
We will build on the students background knowledge by
acting out each job, and talking about what each person
will do before letting the children start on the activity
How will you introduce the target vocabulary?
7

We will go over vocabulary as a class first and then give

students the chance to work thought what each member of
the community does at their job
Comprehensible Input
Explain what you will do to make the instruction
comprehensible
(e.g., rate of speech, use of visuals, TPR/gestures, etc.).
We will use visual picture cues to help students understand
the new vocabulary. Students can use the TPR gestures.
Strategies
Cognitive Strategy or Cognitive Function (cut and paste
from your strand of MPIs). How will you model this?

Students at all levels of English language

proficiency will analyze the community members
and their jobs, compare and contrast the
community members and their jobs, classify
community members and their jobs, and justify
their choice.

Choose one meta-cognitive strategy (refer to list). How

will you model it?
We will use the Plan/ Organize metacognitive strategy. This
will look like a goal written on the board for all students,
with more detailed goals or lowered goals for students at
different levels. Students who need extra effort to focus will
have a copy on their desk for them to follow along with and
check off as they achieve each goal.

What scaffolding techniques will you use?

We will use verbal scaffolding includes prompting or

giving clues as well as reinforcing contextual
definitions - an example would be: "Aborigines, the
people native to Australia, were being forced from
their homes.
I do we do you do

What questions will you ask (include some higher level

questions)?
8

Is that a.?
What does the teacher do?
how does the fireman get to work?
Why do you think the nurse is important to our
community?
Interaction
What cooperative learning activity (Kagan structure) will you
include? There can be more than one.
Mix and Match - Students mix, repeatedly quizzing new partners and
trading cards. Afterwards, they rush to find a partner with the card that
matches theirs.
Rally robin - In pairs, students alternate generating oral responses

Structures:
How will you put your students in groups?
o Shoulder partners:
o
High with Low Middle

High Middle with Low

Students will be put in groups based on developmental level,
integration for students who are ELL, those who are high levels with
lower levels as well as native English speakers mixed in. students will
use square table with 4 students at each table.

Describe the cooperative learning activity in detail.

o How will you model the cooperative learning activity for your
students?
During accessing prior knowledge, students will respond
with Think/pair/share
Before starting the activity students will participate in a
vocabulary activity, students will be in pairs to act out the
job.
I will start by defining and acting out different jobs, they
will then work with their shoulder partners to work on the
matching activity they may also play concentration and
discuss level appropriate questions based on the students

grasp of the language. They will then write their sentence

frames or talk them over with me.
o

How will you ensure that students have to work together

positive interdependence?
To ensure that students work cooperatively in their teams
by discussing acceptable behaviors throughout the year,
with small reminders of expectations before activities.
Model during the matching activity that they will take turns
finding the matches.

o How will students know who will go first?

Students will be instructed to go first based off their
assignment within the table team, I will call on groups in
random order and with A B C or D which will be written on
the desks so students know which member of the team
they are. When they are working in pairs, you would say a
starts talking first
o What signal will you use to get the students attention?
In my class I will gain students attention by using a music
cd, it will last 30 seconds so they have time to finish their
activity and then focus on the teacher
o How will you choose the students who will respond (Individual
Accountability)?
Students will be called on based on their assignment with
in the table team. I will choose students who I know can
respond aloud to the class. Students at lower levels will
come to the front to talk to me individually.
o What cheer(s) will you provide?
I will not be using cheers in the classroom.
Lesson Delivery:
Share the objectives with the students
o Objectives can be found on the white board, and on tops of
activity sheets
Building Background (You do not need to rewrite this.)
o See above
Describe how you will present the key concepts to the
students.
Time
Teacher will do
Students will do
5 minutes
Teacher will
Student will be
10

15 minutes

2 minutes

15 minutes

introduce the
lesson
Today we will talk
about the different
jobs people have in
our community, can
you think of any
jobs that people do
in the community
we live in?
Teacher will call on
4-5 students to
answer
Teacher will cover
vocabulary and
invite students to
come up with
definition actions or
pictures
VOCAB:
Teacher
Nurse
Doctor
Police officer
Fire fighter
Mail Man
Trash Worker
Coach
Teacher will pass
out the matching
cards, word banks
and sentence
frames
Teacher will explain
activity now we
will look at
matching cards
with pictures of
community works
and match them to
the title of their
job
Teacher will walk
around and assist
when needed.
11

called on at
random, based on
their position
within the table
grouping

As a class students
will come up with
examples for each
word. Each table
will be given one or
two job titles to
assign a action or
picture too.
Teacher could be
someone writing on
the board
Nurse could be
someone listening
to a heart beat
Students will clear
off desks and be
ready to start
Students will work
with shoulder
partners to match
words to pictures
and then use the
word bank and
their sentence
frames on their
own to create
simple complex
sentences
depending on the
level of learning

they are at.

10 minutes

As students finish
they will be
encouraged to work
on the sentence
structures and
explain how to use
the word bank as
you finish please
move on to the
sentence frames,
you can use the
word bank to help
you make the
sentences
Teacher will explain
mix and match
Students mix,
repeatedly quizzing
new partners and
trading cards.
Afterwards, they
rush to find a
partner with the
card that matches
theirs.

Students may use

word banks as
needed.

Students will play

the game keeping
in mind volume
levels

Teacherwilldiscussnoise
levelandencourage
childrentomonitorthis
withadecibelreaderapp
ontheprojector
10 minutes

Teacher will pull the Students will

students together
answer questions
and begin to
Rally Robin style
discuss the
activities,
What did you put
with this care
(shows a card)? 23 cards
Who filled in this

12

sentence (show a
sentence frame)?
3-4 sentences
Teacher will tell
students to pair
based on their
table grouping
(table 5 person b
with table 5 person
A)
Teacher will call
level 1 and 2
students aside
before to have the
student match 2-3
cards with them to
assess their
understanding
Teacher will go over
the vocabulary
again with actions
or definitions
3 Minutes

Teacher will close

the lesson today
we learned about
different people in
our community,
tomorrow we will
practice what we
learned today

Students will clean

their spaces and
put their work
away.

Describe how the students will apply or practice their

new knowledge.
o The following day the teacher will provide students with an
additional set of cards in a center to practice, dramatic
play items will be added for centers as well that relate to
the community members jobs.

Review/Assessment
13

 How will you review the Target Vocabulary?

After the matching game is finished we will go over the
vocabulary again as a class and repeat images or movements to
each word
How will be review the key concepts? Ask the students if
the objectives were met.
Students will be randomly called on to show the movement or
image they chose to go with the word. Students will also discuss
and answer the sentences.
Write what each level will do to show you what they learned.
You do not need to write anything in Needs Assistance and
Achieved. These columns are to notate names of students as
you assess.
Differentiated Assessment
Needs Assistance
Level 1 Students will show their learning
by: spend 5 minutes with the
teaching following my oral
instructions to find the person
whos job I describe.
Needs Assistance
Level 2 Students will show their learning
by: spend 5 minutes with the
teaching following my oral
instructions to describe the job
one does based on the title I
give.
Level 3

Students will show their learning

by: tell me their structured
sentences

Level 4

Students will show their learning

by: turn in the sentences
Describing in detail the
community member and their
job based on the picture.

Level 5

Achieved

Needs Assistance

Achieved

Needs Assistance

Achieved

Needs Assistance

Achieved

Students will show their learning

by: turn in their short stories to
be graded

Will you provide any other assessment? (Optional)

14

Achieved

I will not provide assessment for this activity.

15