“Community Helpers”
Name of Student Teacher/Intern: Nailea Pena
Date: Tuesday November 5, 2019
School: Chavez Elementary
Grade Level: Transitional Kindergarten
Supervisor: Barbara Taylor
Central Focus of Lesson/Learning Segment, or
“Big Idea”
Time Allotted for Lesson:
California Content Standard (s) Being
Addressed:
Materials and Resources:
Academic Learning Objective:
Prerequisites (what activities/events were
conducted before this lesson):
People live and work together in communities,
helping and serving in order to maintain a safe
community. Some people, like crossing guards
and police officers, have special jobs that
protect and help the community.
25 minutes
History/Social Studies Standard
Learning and Working Now and Long Ago
K.3 Students match simple descriptions of
work that people do and the names
of related jobs at the school, in the local
community, and from historical accounts.
- Community Helpers​ by J. R. WIlson
- caddy’s with pencils and crayons
- I am a firefighter/Fill the Toolbox
worksheet
Students will be able to recognize members of
their community and the things they do to
keep the community safe.
Brain break, get kids moving around so that
they release some energy. Students do activity
worksheets every day and already know that
they must always write their name first.
Key Modifications and Accommodations based Tiago and Brandon will be able to sit in a chair
on IEP/504, or for students who require
additional support:
ELD Content Standard by Proficiency Level(s)
(if applies)
Assessment/Evidence of Learning (​check the
space, ​describe the assessment and purpose):
___ Formal Formative
_​x​_ Informal Formative
___ Summative
Lesson Body (modeling, guided practice,
frequent checks for understanding)
during carpet time if they cannot sit quietly or
keep hands to themselves, repeat directions
and help as needed.
Part I: Interacting in Meaningful Ways
A. Collaborative
1. Exchanging information and ideas with
others through oral collaborative
conversations on a range of social and
academic topics
To check for understanding the students will
be asked who each person is and how they
help the community while reading through the
book. Teacher will ask “How can you be a
community helper?” and “how are these
community workers helping?” while pointing
to each picture on the last page of the book.
Students should have an answer, if not
teacher will give ideas. While showing the
students how to do the worksheet the teacher
will be assessing whether or not the students
know what tools a construction worker would
use and what items a firefighter would use.
During table time while students are working
on their worksheets, the teacher will be
walking around asking students questions
about what each community worker uses.
8 minutes: Call students by table colors and
have them sit in their learning spots on the
carpet. Get students attention using “1, 2, 3 all
eyes on me” and other attention getters.
Show students the front cover of the book and
ask them who they see. Make sure all three
are said (doctor, police officer, and firefighter).
Ask what each one does (make people feel
better, keep people safe, and put out fires).
Tell students we will be reading a book on
community helpers, people who work all
around us. Teacher will proceed to read book,
pointing out community helpers and
translating to Spanish so EL’s can understand.

Differentiation/Multiple Means of Expression
(​how are you offering students options to
demonstrate they achieved the objective?)
Lesson Closing (review and
formative/summative assessment):
Academic Language:
Reflection and Next Steps:
Teacher will ask questions on the last pages of
the book, students will raise their hands with
an answer, the teacher will add as needed.
2 minutes: Teacher will tell/show students
directions and dismiss students from carpet to
desks by table color groups.
10 minutes: Students will go to their desks
where their worksheets and caddy’s will be
waiting for them, they will begin by writing
their names with a pencil. Students will color
all of the tools that belong in the construction
workers tool box, then turn the page over and
trace the word firefighter before they can
begin to color the items that a firefighter uses.
5 minutes: Have students clean up their tables
and place their worksheets on the color word,
teachers assistant will pick up worksheets.
Teacher will then dismiss students for recess
by asking if they need the bathroom or if they
are ready to go outside by alphabetical order.
Students who finish their worksheets before
other students can proceed to color the
firefighter and firetruck. Teachers will be
walking around to answer and ask students
questions to make sure they comprehend the
activities.
Teacher will go around while students are
working on their worksheets and ask
questions about what goes in the tool box?
what does not? and why? what does the
firefighter do? what does he use?
Community, neighborhood, doctor, cross
guard, pharmacist, lifeguard, police officer,
construction worker, chef, delivery
Teacher has more worksheets on different
community helpers that students can
complete on other days (teacher, police
officer, farmer), when introducing the
 worksheets teacher must talk to students
about how everyone works in the community
together.

Homework (optional): No homework.

Comments/Concerns: No comments/concerns.