KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Mychala Sfida Date: 11/14/-11/15/19

Cooperating Teacher: Kevin Swartz Coop. Initials: ______
Group Size: 21 students Allotted Time: 30-45 minutes Grade Level: 1st
Subject or Topic: Social Studies Lesson: Community Careers Section: 931

STANDARD: (PA Common Core):

Standard - 6.5.1.B
Identify different jobs and the purposes of each.
Standard - 5.3.1.C
Identify the value of firefighters, police officers and emergency workers in the
Community

I. Performance Objectives (Learning Outcomes)

● Students will be able to identify different community jobs and the purpose or value of
each by using their Community Career graphic organizer.

II. Instructional Materials

● Community Career graphic organizer
● Specific Career graphic organizer
● Community Career coloring page
● Pencils
● Crayons
● Community Career text set
● White board
● White board markers

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
A. Prerequisite Skills
● Basic knowledge of some community jobs
B. Key Vocabulary
● Job: a paid position of regular employment
● Firefighter: a person whose job is to extinguish fires
● Police officer: a person whose job is to keep the community safe
● Doctor: a person whose job is to help other people get better
● Veterinarian: a person whose job is to help other animals get better
● Mailman: a person whose job is to deliver mail
● Hairdresser: a person whose job is to cut hair
● Teacher: a person whose job is to teach others
● Construction worker: a person whose job is to build things for the community
● Plumber: a person whose job is to install or repair the water and heating pipes
● Meteorologist: a person whose job is to give the weather forecast
 ● Dentist: a person whose job is to clean teeth
C. Big Idea
● Using the Community Career graphic organizer, students will identify community
jobs and their purpose or value in the community.
D. New Content
● Identifying community jobs along with their purpose or value and identifying the
steps to take to become some of the community jobs.

IV. Implementation
DAY 1
A. Introduction
● “Today we are going to be learning about careers in the community!”
● “Turn and talk with a partner about what you think the word career means.”
● Give students time to turn and talk.
● “Can someone raise their hand and tell me what you and your partner think the
word career means?”
● “What is the community that you guys live in?”

B. Development
● I DO
○ “There are many different community career, so we are going to
brainstorm a list of community careers and I will write them on the
board.”
○ “Can someone raise their hand and tell me a community career?”
○ Call on students and write their responses on the board as long as they are
correct
○ “Now I am going to take one of these community careers and discuss the
importance of it and the requirements of the career.”
○ “The community career I am going to discuss is a firefighter. A firefighter
is very important for a community. A firefighter puts out fires we may
have in our community.”
○ “To be a firefighter, there is some training involved. You have to go to
fire school and get certified.”
○ “Now I am going to think about what tools a firefighter needs to do his or
her job. They need a hose, water, the fire truck, a helmet and maybe a
ladder.”
● WE DO
○ Pass out Community Careers graphic organizer
○ “The directions say to look at the pictures on the paper and on the lines
provided, write the name of the career. I want you to take a few minutes
and work on this.”
○ Allow a few minutes to work on the graphic organizer
○ Go over graphic organizer as a class.
○ Take the first career, which is a doctor and ask these questions as a class
discussion:
■ “Where might you find a doctor?”
■ “What is the importance of a doctor?”
 ■ “What kind of schooling or training do you think you need to
become a doctor?”
■ “What are some tools a doctor needs to do his or her job?”
○ Take the next career, which is a dentist and ask this question as a class
discussion:
■ “Where might you find a dentist?”
○ Do turn and talk for these questions: (one at a time)
■ “What is the importance of a dentist?”
■ “What kind of schooling or training do you think you need to
become a dentist?”
○ Back to whole group discussion for this question:
■ “What are some tools a dentist needs to do his or her job?”
○ Take the third career, which is a teacher and ask these questions:
■ “Where might you find a teacher?”
■ “What is the importance of a teacher?”
■ “What kind of schooling or training do you think you need to
become a teacher?”
■ “What are some tools a teacher needs to do his or her job?”
● YOU DO
○ Pass out Specific Community Career graphic organizer
○ “Now I want you to try this on your own with one of the community
careers. You are going to choose a career from our brainstorming list. It
needs to be one we have not talked about yet. The career name will go at
the top of the paper. Then you need to answer the 4 questions we have
been discussing: where you might find this person, what is the importance
of their job, what kind of schooling or training they need and what are
some tools they need to do their job.”
○ “You may work with a partner and go anywhere in the room.”
○ “When you are done, I want you to come back to your desk and work on
this coloring page.”
○ Send students off to work independently with a partner. Give time for
students to work together.
○ Bring students back together when students are done with the Specific
Community Career graphic organizer.
○ “Can someone raise their hand and tell me the career they chose with their
partner?” Ask the student the 4 questions that goes along with each
career.
○ Call on a couple more students and do the same.

C. Closure
● “Turn and talk with a partner about something you learned about community
careers today.”
● Allow turn and talk time
● “Can someone raise their hand and tell me either what you learned about
community careers or what your partner learned?”
● Call on a couple students.
 ● “Tomorrow is our career dress up day! You get to dress up as what you want to
be when you grow up! Thumbs up or thumbs down if you’re excited about
dressing up as what you want to be when you grow up.”
● “I cannot wait to see what everyone wants to be!”

DAY 2
A. Introduction
● “Can someone raise their hand and tell me what we talked about yesterday? It is
the reason you are dressed up today.”
● “We learned about community careers yesterday!”
● “Who’s excited to share what they wanna be?! Thumbs up or thumbs down.”
● “Let’s get into sharing!”

B. Development
● I DO
○ “So I am going to model how it will go first.”
○ “You will come up to the front of the room and stand here like I am right
now.”
○ “Next, you will tell everyone what you want to be when you grow up.
Miss Sfida actually wanted to be an art teacher when I was younger. I am
the example of it is okay to change what you want to be as long as it
makes you happy.”
○ “Then you are going to explain why you want to be the career you picked.
I wanted to be a teacher because I wanted to make a difference in
children’s lives just like yours and I had some awesome teachers that
inspired me to become a teacher.”
○ “After you answer those questions, you may sit back down.”
● WE DO
○ “Let’s try this process together with Mr. Swartz!”
○ “Mr. Swartz, what did you want to be when you grew up?”
○ “And why did you want to be a that career?”
● YOU DO
○ “Now it’s time for each of you to come up!”
○ Call on one student to come up.
○ Have them tell the class what they want to be when they grew up and why
they want to be that career.
○ Go through the same process until every student has come up to the front
of the room and share what they wanted to be when they grow up.

C. Closure
● “Awesome job guys!”
● “Can someone raise their hand and tell me what their favorite part of sharing
was?”
● Call on a few students
● “I hope you all get to be the career you want to be! And remember it is okay to
change your career if it is going to make you happy!”
 D. Accommodations / Differentiation
● For students with speech problems, I will allow more time to think when asked
questions and more time to respond to questions.
● For my struggling learners, I will work with them one on one during the
independent practice of day 1.
● For my advanced learners, I will have them color the community career coloring
page.

E. Assessment/Evaluation plan
1. Formative: walking around during independent practice writing down
notes of the conversations students are having about the career they chose
for the Specific Community Career graphic organizer.
2. Summative: Specific Community Career graphic organizer. I will
collect it and grade it by using a checklist. I will be grading it to see if the
name of the career is at the top of the page and the 4 questions are
answered. I will put a check in the box if it is correct and complete and I
will put an “x” in the box if it is not correct or not complete.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after the lesson is taught, includes remediation for
students who failed to meet an acceptable level of achievement)

B. Personal Reflection (Questions are written before the lesson is taught.)(Reflective

answers to questions recorded after the lesson is taught.)
1. Did I effectively explain the 4 questions for students to successfully answer?
2. Were the students successful with the Specific Community Career graphic
organizer?

VI. Resources
Coloring Pages Of Community Helpers For Preschool. (n.d.). Retrieved from
https://www.clipart.email/clipart/coloring-pages-of-community-helpers-for-preschool-1
9058.html.
 Specific Community Career Checklist

Career name Where you Their The kind of The tools

written at top might find importance schooling needed to do
this person the job