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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT


PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Coleen Fetter Date:

Cooperating Teacher: McDonald Coop. Initials

Group Size: whole Allotted Time Grade Level 1st

Subject or Topic: Community Helpers- What’s in the Bag Section

STANDARD
Standard - 8.2.1.A
Identify groups of people who contribute to a community.

I. Performance Objectives (Learning Outcomes)

The students will be able to show their knowledge of community helpers by listening to
different clues and use an educated guess on what career is being talked about.

The students will be able to discuss key traits of community helpers and tell why a
community helper needs/doesn’t need a specific trait by using their knowledge on what
community helpers do.

II. Instructional Materials


 What’s in the Bag?
o (given beforehand to students, students will receive a letter home asking
them to bring in 3 items that tell about the career they want to have in
the future)
 Trait Cards
 Clue cards
 Anchor Chart

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)


Prerequisite skills
 The students will have already learned that there are many different types of
community helpers. They will understand that different jobs require different
types of clothing and tools.
Key vocabulary
 Trait- a word that is used to describe someone
 Positive- something that is good
 Negative- something that is bad
New Content
 The students will be learning about different community helpers depending on
what community helper they decided to choose and bring items for.
Big Idea
 There are many different types of community helpers, all of which have
different traits and characteristics

IV. Implementation
A. Introduction
 Tell students that today we will be using their “what’s in the bag” projects to
talk about different community helpers
o Tell students that this may take us multiple days because there are many
of us, so if we don’t get to yours today, we will get to it another day
 Ask- who can remind me what a community helper is?
o Sing community helper song (tune of twinkle twinkle little star):
 People help in our community
 They make things better for you and me
 Keep us healthy, safe, and clean
 Coach us, feed us, teach us things
 Things that one day will help us to be
 A BIG BIG help in our community!
 Review what a trait is
o Review what each trait card means so that the students will know for the
during lesson activity

B. Development
 Students will be given a chance to share the items that they brought from home.
Each of the items will relate to one career they want to have when they grow up.
 The teacher will call on a student to come up in front of the class. Before the
student shares their items, the class will sing the song:
o (TUNE= If your happy and you know it)
What do you want to be when you grow up?
What do you want to be when you grow up?
There are so many things that you can be
Tell us (student’s name) what do you want to be?
 The student will share the three items that they brought in. One at a time, the
student will take the items out of the bag. Then the teacher will help guide the
students to ask follow up questions such as:
o Do you work inside or outside?
o Do you wear a uniform?
o Do you use tools?
 If yes, what type of tools?
o Do you help people?
o Do you help animals?
 While the students are asking these yes/no questions, the teacher will be placing
pre-made cards on the board that help students remember all of the clues (inside
or outside, tools or no tools, help people, do not help people, etc.)
 Review all of the clues: the items brought in and all the questions asked
 Ask students to turn and talk in their table groups to see if they can guess what
career the student is talking about
o Once they believe they figured out the career, they will look through the
basket of careers at their tables and choose the card with the career on it.
 The teacher will pick a table group to show the career they chose
o Thumbs up/down- does the class agree?
 Once the teams guess the correct career, the teacher will write the career on the
board.
 The teams will then have to discuss with each other what kind of traits they think
that community helper would have.
o At each table, there will be a green basket for good traits, and a red basket
for not a good trait
o As a team, the students have to decide what is a good trait, and what is a
bad trait for that particular community helper
o Call on teams to see what traits they decided on. Discuss why they chose
those traits, and why they are correct/incorrect
 Show the students’ resume that they wrote with their first grade buddies. Compare
and contrast their answers to the answers the groups gave
 Ask teams different questions about the community helper chosen using the color
coded cards. Stick pick a student to choose a color, and depending on the color
you would ask different types of questions:
o Yellow- Likes/Positives
 What do you like about (the career)?
 What is something fun you think (the community helper) would do
during their job?
o Blue- Dislikes/Negatives
 What do you think (the community helper) would dislike about
their job? Why?
 What do you think is the hardest part about (the community
helper’s) job? Why?
o Green- creativity
 How would you improve the safety gear of a firefighter?
o Orange- facts
 What are three things a (community helper) would need for their
job?
 What is something (the community helper) would wear?
o Red- feelings
 How would it make you feel if you got to help someone?
 (ex.- How would it make you feel if you were a doctor, and
someone came to you when they were sick, and you were
able to make them feel better?)
 Sing community helper song again:
 People help in our community
 They make things better for you and me
 Keep us healthy, safe, and clean
 Coach us, feed us, teach us things
 Things that one day will help us to be
 A BIG BIG help in our community!
 Repeat with another student’s “what’s in the bag”

C. Closure
 Review with students what was learned in class.
o What community helpers did we discuss?
o What kind of character traits did we say those community helpers had?
o What kind of character traits did we say those community helpers DID
NOT have?
o What kinds of tools did we talk about?
 Sing community helper song once more
 People help in our community
 They make things better for you and me
 Keep us healthy, safe, and clean
 Coach us, feed us, teach us things
 Things that one day will help us to be
 A BIG BIG help in our community!

D. Accommodations/Differentiation
 For students S, D, Ka, Ky, T- these students struggle in reading. The teacher will
review what the different trait cards say before they are asked to talk about it in
groups. The clue cards will have pictures to help students remember what the clue
cards say (if the clue card is “outside”, it will have a picture of outside)

E. Assessment/Evaluation Plan
1. Formative
 Thumbs Up/Down
o The teacher will be asking for students to show thumbs up/down during
parts of the lesson. The teacher will be able to use this to see who is
understanding and who may still be unsure.
 Questioning
o The teacher will be asking many different types of questions to assess
student’s knowledge of the different community helpers. Teacher will take
note of students who are understanding, and students who may need extra
help.

V. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives (after lesson is
taught)

Remediation Plan
B. Personal Reflection

VI. Resources