KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: ______Lauren Chiarchiaro_________________________________ Date:
_____11/17__________________
Cooperating Teacher: _______Ms. Walacavage__________________________________Coop. Initials:
________________
Group Size: ____Class_________________ Allotted Time: __2 Days_______
Grade Level:
_____1st____________
Subject or Topic: _________Community_________________________
Section:
_____934________________

[Community Helpers]
Standards(s):
1. Pennsylvania Standards / Common Core:
a. Speaking / Listening
i. CC.1.5.1.A Participate in collaborative conversations with peers and
adults in small and large groups.
b. English Language Arts
i. L.1.1b Use common, proper, and possessive nouns.
c. Civics
i. 5.2.2.C Identify community projects/activities that support leadership
and public service.
2. C3 Framework Dimensions
a. Dimension 1: D1.3.K-2
i. Identify facts and concepts associated with a supporting question.
b. Dimension 2: D2.Civ.2.K-2
i. Explain how all people, not just official leaders, play important roles in a
community.
c. Dimension 3: D3.2.K-2.
i. Gather relevant information from one or two sources while using the
origin and structure to guide the selection.
d. Dimension 4: D4.4.K-2.
i. Ask and answer questions about arguments.
NCSS Theme(s): Civic Ideals and Practices
- An understanding of civic ideals and practices is critical to full participation in
society and is an essential component of education for citizenship, which is the
central purpose of social studies.
I. Performance Objectives: The student will
a. The first-grade students will identify community helpers and their roles in the
community by analyzing and creating their own community.
II. Assessment/Evaluation plan
1. Formative
a. Community Score Sheet
2. Summative

a. There is no summative assessment for this lesson.

III. Instructional Materials
Teacher:
1. Brain Pop Jr. Video
2. Community Worksheet
3. Smartboard
4. Community Score Sheet (see attached)
5. Large white paper
6. Text Set Books
7. Noun Tags
8. Anchor Chart / Anchor chart pictures
Student:
1. Coloring Utensils
2. Brown Bags (18)
3. Milk Cartons (7)
4. Toilet Paper Rolls / Community Workers (7)
5. Construction Paper
IV. Subject Matter/ Content
b. Prerequisite skills
i. The first-grade students know how to act while working with the teacher
on an anchor chart. (listening learning position, volunteering, take turns)
ii. The first - grade students know how to act when working on an art project.
(neatness, raise hand for help, stay sitting or standing near desk, keep area
clean)
c. Key vocabulary
i. Community - a group of people who work together.
ii. Community Helpers - someone who works to help the community.
d. Big idea: Community leaders guide people to meet the goals of the group
i. Compelling Question: What are community helpers?
ii. Supporting Question: How do community helpers keep us safe and
healthy?
V. Instructional Strategy: Community Learning
1. Community engagement pedagogies, often called service learning, are ones that
combine learning goals and community service in ways that can enhance both
student growth and the common good. This lesson can be a good start to teach
elementary students about community and how they can help a community thrive
now and when they are adults. In my own classroom, I would take this lesson a
step further and have them create community action plans and/or write letters to
community helpers. It is important for teachers to implement this learning strategy
to easily integrate meaningful community service with instruction and reflection
to enrich the learning experience, teach civic responsibility, and strengthen
communities.
a. https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-communityengagement/
VI. Implementation (instructional delivery descriptions)

Day 1: 11/17
A.) Introduction (Dimension 1: D1.3.K-2 - Identify facts and concepts associated
with a supporting question.)
a. The teacher will play a Brain Pop Jr.
a. https://jr.brainpop.com/socialstudies/communities/communityhelpers/
b. "Today, we will be learning about community. Turn to a partner and
talk about what you think a community is now that you have watched
the video."
i. The teacher will ask two groups to share.
ii. A community is a group of people living together. This means
that community helpers are people who work to help the
community.
B.) Development (Dimension 2: D2.Civ.2.K-2 - Explain how all people, not just
official leaders, play important roles in a community.)
a. The teacher will call the students over to the rug.
b. An anchor chart with the word community will be on the board.
a. The teacher will say, Community is a group of people who work
together. Together, we are going to look at the pictures of the
community helpers and think about how they help our communities!
i. The teacher will go through each picture and ask the students
how that occupation helps the community.
ii. EX. Nurse keeps us healthy, baker makes us food, farmergrows our food, etc.
(Dimension 3: D3.2.K-2. Gather relevant information from one or two sources
while using the origin and structure to guide the selection.)
1. After the chart, the teacher will write on the board (When I
grow up, I want to be a).
1. Now, I want to know how you want to help your
community one day! Im going to hand out a sticky note,
on it youre going to write what you want to be when you
grow up. If you need help with spelling, thats okay, try
your best to sound it out. If youre really stuckraise your
hand and I will help you.
2. The teacher will pass out one sticky note to each student.
Answering questions as they work.
3. When you are finished, you may go up to the board and
place your sticky note.
4. The teacher will then read each sticky note and ask each
student how their occupation helps the community.
b. Wonderful! While you walk back to your seats, keep thinking about the
job you wrote on the sticky note. How would you help the community
doing that job and where would you work.
i. Boys, please walk quietly back to your seats. Girls, please walk
quietly back to your seats.
c. The teacher will explain and model the activity.
i. Boys and girls, please take out your crayons, scissors and glue.
1. Today, we are going to be making our own community.
First, I will call you up three at a time to pick out a
community helper. If the occupation you want one day is

up here, you can pick that, but if not, pick one that interests
you.
a. You will color your community helper, cut him/her
out as best as you can and glue it on a toilet paper
roll.
b. Once you are finished with that, come up and place
it in this basket. Then, I will give you a brown bag.
You will draw the building your community helper
would work in! So, if I chose a teacher, I would
draw a school on my brown bag. Please put your
name on the back. When you are finished, you will
put the bag in this basket.
c. Last, once youre done with your building, you
will choose a milk carton and three pieces of
construction paper and make a house. Or, you can
choose a vehicle to color and cut out.
2. If you need any help you can look at the chart or raise
your hand. Take your time on these!
3. When all of you are finished with your picture, we are
going to put them on this paper to make our community
called Noun Town.
4. The teacher will give students 20 minutes to work.
ii. When all students are finished and the community is put
togetherthe teacher will go through each building and
community helper to explore occupations and how people help our
communities thrive.
1. The teacher will ask the students to share their ideas on
why they chose a specific community helper and how their
building (brown bag) reflects the way that helper
contributes to a community.
Day 2: Friday 11/18
d. While students are still working, the teacher will take out a large white
piece of paper.
i. One by one, the students will come up and glue down their
community building and helpers.
e. Once all students have glued down their community buildings/helpers the
teacher will hang it up on the board. Together, the teacher and students
will label the nouns (person, place, thing, or animal)
2. Once everything is labelled, the teacher will hang up Noun Town on the bulletin
board above the Community Helpers Text Set.
C.) Closure (Dimension 4: D4.5.K-2. Ask and answer questions about
explanations.)
a. The teacher will explain the text set to the students
a. Below our community I have picked several books about community
helpers. If you want to learn more or have any questions, feel free to pick
and read a book.
b. The teacher will read a book on community helpers.
D.) Accommodations / Differentiation
1. Students who struggle with fine motor skills will have their brow bag taped down

to their desk to keep the bag from sliding.

V. Reflective Response
Goals:
1. Ensure content is delivered for all different types of learners (multiple intelligences being
covered)
2. Provide students with a thorough understanding of why community helpers are so
important for our community to thrive.
A. Report of Students Performance in Terms of States Objectives
- Remediation
- No remediation was necessary for this lesson.
- If needed, I would have created a community helper sort. I would have
the students match the community helper to the occupation description
(nurse - keeps us healthy). Then, I would have my students play a memory
card game. All the cards would be laying upside down and lined up. They
would pick up a card with either a picture of a community helper or a
description. Once they got a match, they keep the card. The player with
the most cards at the end wins.
B. Personal Reflection
1. Did the delivery of my content reach all types of learners?
1. How could I have improved my lesson?
a. I could have improved my lesson if I had known the
students dream occupations beforehand so
students could explore them more and gather
information. Also, my students had a lot to share
during the lesson so having them Think Pair Share
more often would have allowed my students to
share their opinions rather than asking them to save
it for later and/or put their hands down.
2. How clear was my delivery of the content?
a. My students benefitted from the Brain Pop Jr video
because it was repetitive and the vocabulary was on
student friendly terms. Also, the anchor chart and
having them describe their dream job and how they
would help the community by doing that job set
them up for success making their community.
3. Did I engage all the different types of learners in my
classroom?
a. I believe I reached all my learners during this
lesson. My visual and auditory learners thrived
when we created the anchor chart and watched the
video. My kinesthetic learners benefitted from
making the communities. All my learners did a
great job labelling the nouns in the community.
VI. Resources
https://jr.brainpop.com/socialstudies/communities/communityhelpers/

https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-community-engagement/

Name /
Total

Building

G (7)

Helper

Are my building and helper related?

2

N (7)

BL (7)

EM (7)

LA (7)

EL (7)

J (7)

BR (7)

C (7)

M (6)

2 (Community helper and building were

not related. She chose the occupation she
2 wants instead.)

R (7)

LO (7)

J (7)

A (6)

2 2 (Same as M)

W (7)

D (7)

O (5)

1 (Could orally tell me how they were

related, not evidence on the building
2 supported it)

BE (7)

Mastery = 7
Average = 6 5
Remediation = 4 - 0

Mastery = 7 Points
Average = 6 5 Points
Remediation = 4 0 Points