KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Miss Angie Carty Date: 11/4/2019

Cooperating Teacher: Miss Lisa Hunter Coop. Initials:
Group Size: 14 Allotted Time: 1 hour Grade Level: Pre-K
Subject or Topic: Community Helpers - Dramatic Play Section: 933

Pet Clinic Center

STANDARD: (PA Common Core):

AL.1 PK.C - Engage in complex play sequences with two or more children.
5.3 PK.C - Identify community workers through their uniforms and equipment.

I. Performance Objectives (Learning Outcomes)

1. Students will be able to relate personal (e.g., home, cultural, community) experiences during
play, and other school activities, by using the dramatic play pet clinic center with two or more
peers.
2. Students will be able to identify 1 or more community workers and their roles by acting out
roles of a veterinarian in dramatic play of the pet clinic.

II. Instructional Materials

• Pet Clinic Set
• Toy set of shots, bandages, stethoscope, etc.
• Pop up pet clinic
• Chairs
• Book: Veterinarians by Dee Ready
• Stuffed animals
• Scrubs (children size)
• Pretend phone
• Corresponding veterinarian papers
• Markers
• Popsicle sticks with names of students

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
• Prerequisite Skills
• Communication skills
• Collaboration with others
•
• Key Vocabulary
• Community - A group of people who share a common social, historical, regional, or
cultural heritage
• Community Helpers - Any group or individual who plays a role in the community such as
doctors, nurses, dentists, teachers, parents, fire fighters, police officers, trash collectors,
animal control officers
• Services - Actions that are valued by others
• Place - An area with distinctive human and physical characteristics; these characteristics
give it meaning and character and distinguish it from other areas
• Big Idea
• Community helpers through dramatic play

IV. Implementation
A. Introduction –
 • Gather students on the carpet.
• HOOK - (showing the new dramatic play area in the morning; for Pre-K, simply seeing th
new center is very hooking.
• Read students the book, Veterinarians by
• Stop and ask questions as the nonfiction book is going.
• “What do we think a veterinarian is?”
• “Has anyone heard of community helpers?”
• “What is a stethoscope? Or a syringe?”
• “What kind of animals does a veterinarian see?”
• “What does a veterinarian wear?”
• Show students the pretend stethoscope and syringe that came with the drastic play set.
• Pass around and let students examine.
• Show students cup with their names in it.
• Mix up and randomly select students to start as the “doctor” or “secretary”
• Instruct students to turn their bodies towards the dramatic play center.
• Explain the center to the students
• Explain the rules and procedures in order to play here
• “O” in the beginning of a word means “OPEN”
• “C” at the beginning of a word means “CLOSED”
• Explain the remaining centers to the students
• Dismiss to centers
B. Development –
• Monitor students communication and collaboration as they are playing.
• Students take turns being the vet and being the patients with their stuffed animals.
• Teacher has a clipboard to write communication, check if they are participating and who
has been the vet.
• Teacher asks students about what they did at the dramatic play center, assessed on ability
to recall what their role was during the center.
• Also assess if students collaborated with 2 or more students.
• Allow students to continue playing with equipment.
C. Closure –
• “Okay, we are going to be going outside to play soon, therefore clean-up is in 5 minutes!”
• Repeat and remind students at 3 minutes, 2 minutes and at the time of clean-up.
• “Alright, the time has come that we need to wrap it up and clean up our centers! We
are going to be going outside to play, so we need to get our jackets on and meet on
the carpet!”
• Students will clean vet equipment up and put animals back into the bin which they found
them.
• Continue reassuring and reminding the students of their task at hand.
• Different songs may be sung with the children (optional).
• It’s time to clean up, its time to clean up, please put all the toys away.
• Provide students with instruct on where items go.
• Students will meet on the carpet after clean-up.
• Center will remain open for 2 weeks.

D. Accommodations / Differentiation -
• Accommodations
• Students that do not want to participate or may have difficulty with the concept of
woking with their peers, may be privately allowed to work with their stuffed
animals in a different section of the room. If they are causing commotion with the
other students, they may be removed from the center. Another type of
accommodation for a student is possibly to hold the different types of veterinarian
objects and tools that they can take in the sensory input. If a student struggles with
sensory intake, they may be exposed to different uses of the sense of touch.
 • Differentiation
• If a student is in need of a differentiation of instruction, they may be in charge of
filling out the paperwork for each patient that comes to the pet clinic. They can take
charge of that alongside the teacher to fill out paperwork. They can also take
different turns being the surgeon, which is one step up from the veterinarians in the
center.
E. Assessment/Evaluation plan
1. Formative
• Checklist
• To assess the objectives: ‘Students will be able to relate personal
(e.g., home, cultural, community) experiences during play, and other
school activities, by using the dramatic play pet clinic center with two
or more peers’ and ‘Students will be able to identify 1 or more
community workers and their roles by acting out roles of a
veterinarian in dramatic play of the pet clinic.’ the teacher will keep a
checklist of which students are appropriately using the vet clinic and
which are not. Also, there will be a column for which students have
been the doctor and who haven’t.
2. Summative

V. Reflective Response

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

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

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

VI. Resources
Text Set:
• Doctor Nice, by Valeri Gorbachev

• Weird and Wild Animal Facts, by Jessica Loy

• All the Awake Animals Are Almost Asleep, by Crescent

• Beastly Feasts: A Mischievous Menagerie in Rhyme, by Bob Forbes and Ronald Searle

• I want to Be a Veterinarian, by Stephanie Maze