Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018
Student Name: Jodi Roth
IWU Supervisor: Dr. McCracken
Grade Level: Kindergarten

LESSON RATIONALE
Children often experience many different community helpers in their day to day life. Creating a connection to
how much these different people help them everyday will give them a better understanding of how the world
around them functions.
I CAN STATEMENT: I can explain how different adults in the community help me.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will be able to recognize roles and functions of the community.
B. Objective: Students will be able to articulate and draw (represent) the role of a community helper and
thank them for their service.
C. Standards: K.2.1 Give examples of people who are community helpers and leaders and describe how
they help us. ● Examples: Parents, teachers, school principal, bus drivers, and policemen
II. Management Plan
a. Materials:
i. brown paper bags
ii. pictures for picture sort
iii. community helpers powerpoint
iv. crayons/ markers
v. lesson template

b. Time: 20-29 minutes total

i. anticipatory set- 5-7 minutes
ii. lesson presentation- 10-15 minutes
iii. assessment/ check for understanding- 5-7 minutes
c. Space:
i. anticipatory set- at their tables in groups
ii. lesson presentation- I will dismiss them to the carpet so we can discuss the presentation as
a group
iii. assessment/ check for understanding- at their tables in groups
d. Behavior
i. transitions- when dismissing to the carpet I will say “When I say one stand up.” “When I
count to two go to your spot on the carpet.” “When I get to three have a seat.” this well
help the students get to one space from another smoothly instead of running
III. Adaptation to Individual Differences and Diverse Learners--
● Blake, a curious, highly verbal, and rambunctious boy with behavior disorders who received special
education services in elementary school.
a. I would make sure Blake gets the chance to share when he wants to and when appropriate.
Having the students move to different spaces will allow for him to move around so he doesn’t
have to sit still for long periods of time. Even when students are working at their tables I will
allow for them to move around within their groups so they can stand or sit while working.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
● Irma, a charming but shy Latina child who was served as an at-risk student with Title 1 supports in
elementary school.
a. I could send the lesson to an after school tutor if she received that type of service that way she
has someone who can help her go over the information again and help with her letter it she needs
it, when I’m not available.
● George, an inquisitive, resourceful student with traumatic brain injury who received special
education services in elementary school. Short term memory is impacted but improving.
a. By going over the information several times and giving access to the powerpoint he will be able
to refer to the information with pictures and by my words being repeated. Also by having the
chance to work with friends may help jog his memory.
● Anna, a bright, energetic young woman with cerebral palsy who was above average academically
and received Section 504 accommodations. She does use a motorized chair with a battery and the
chair measures 2.5 feet wide by 3 feet long

a. Because Anna is in a wheel chair I would already have my room ready for her to be able to get to
where she needs to be. I would make sure she gets dismissed separately either before or after the
other students so she does not have to work around everyone moving themselves.

PLAN FOR INSTRUCTION

IV. Anticipatory Set/ Staging the Question [Compelling Question]
● Compelling Question: How do communities work?
○ Supporting Question: How do different people in the community help us?
● I will have several pictures in brown paper bags for each group. Each group has a bag. When I tell you,
take turns passing the bag around and taking out the pictures. I will ask the students to look at the
pictures and talk about them. “Now reach into your paper bags and pull out those pictures. Look at them
and talk about what you think the adults in these pictures have in common?” they will have time to talk
in their groups then I will ask, I would like you to share your ideas with me. What did you see? What did
you notice? What do these people have in common? I like your ideas and you are right we are going to
talk about people in the community.
V. Purpose: Today, we will learn about all of these jobs or community helpers and how they help us and
our community.
VI. Lesson Presentation (Input/Output) Supporting Question/ Explicit Teaching
● We will go to the carpet together to go over how teachers, parents/ guardians, firefighters, police
officers, farmers, and bus drivers help our community.
● “When I say one stand up.” “When I count to two go to your spot on the carpet.” “When I get to three
have a seat.”
● “The pictures that were in your bags, who were in them?” “That’s right! There was a police officer, a
teacher, a parent/ guardian, a firefighter, a farmer, and a bus driver. Today, we will learn about all of
these jobs and how they help us and our community.”
● I have transitions in the presentation to delay the text. This way I can let the students share how they
think each job helps first.
○ “Teachers are one type of community helper. How do teachers help you?” I will have students
share then we will go over the text on the slide “Help us learn new things, Role models, Takes
care of us at school.”
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
○ “Farmers are another community helper. How do farmers help the community? What do they
do?” I will have students share then we will go over the text on the slide. “Grow food, Keep the
soil healthy by planting different crops, Raise animals/ livestock, By keeping the land as fields,
they encourage birds and wildlife to stick around
○ “Police Officers are another group of people who help the community. What do they do? How
do Police Officers help in the community?” I will have students share then we will go over the
text on the slide “Help when there is a car accident, Remind people to drive safely, Help direct
traffic in busy areas, Stop people from stealing or hurting others”
○ “Parents and Guardians, or adults, who we live with are another community helper. What do
your parents or grandparents or the adults that you live with do to help you?” I will have
students share then we will go over the text on the slide. “Help us learn things at home, Take
care of us at home, Give us a place to live and food to eat”
○ “Firefighters are another example of people who work to help the community. What do
firefighters do at their jobs to help others?” I will have students share then we will go over the
text on the slide. “Put fires out so buildings and houses don’t burn down, Saves people from
fires, Teach us how to be safe around fire”
○ “And finally we have bus drivers. Bus drivers are another group of people who have jobs that
help the community. What do bus drivers do everyday that help us?” I will have students share
then we will go over the text on the slide. “Takes us to school, Teach us how to ride the bus
safely, Makes sure we get to school and home safely”
● As we go through the slides, I will ask the students for examples of how someone in each career can
help them. i.e. “If you got lost and couldn’t find your adult, who could you go to for help?” (police
officer) “If you were in a building that caught on fire, who could you call and trust to help?” (fire
fighter)
○ asking safety questions like these is more culturally responsive than asking for personal
experience stories because you don’t know what a student may share in class and what kind of
experience they have.
(Check for Understanding)
● “When I say one stand up.” “When I count to two go to your seat.” “When I get to three have a seat.”
● The students will go back to their table groups and look at the picture sort again. This time they will
discuss as a group what each career does to help the community. They will be able to work together to
discuss the different jobs.
● “Ok, now that we understand some different jobs in our community, I want you to go back to your seats
and go through the pictures in the brown paper bags again. This time I want you to talk about each
picture and what the person in the picture does.”

● When we wrap up I will explain the formative assessment activity and dismiss the students back to their
seats.
○ “Now that we know more about each of these jobs, we are going to pick one and draw a picture
to say thank you for helping our community. Today, we are going to write thank you notes and
draw pictures for firefighters. Get out your supply box when you go back to your seat and I will
pass out some paper to draw on. If you want some help with spelling let me know. When you are
down please place them in the tray on my desk.”

VIII. Review learning outcomes / Closure/ Independent Practice

● Drawing a picture of one of the jobs to create a thank you booklet which will be delivered to that
department (fire department or police department etc…) (Ideally we will make one for each career, but
we are going to do just one to start)
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
○ “Now that we know more about each of these jobs, we are going to pick one and draw a picture
to say thank you for helping our community. Today, we are going to write thank you notes and
draw pictures for firefighters. Get out your supply box and I will pass out some paper to draw on.
There is a rectangle at the top for you to draw a picture and some lines on the bottom for you to
write your letter.
○ I will use a piece of anchor chart poster paper to draw out what their papers will look like and
model an example of a thank you letter. “So up at the top, in this box, you will draw a picture of
a firefighter doing something for the community. Then you can use your pencil to write a thank
you letter to them. You could say something like, “Thank you for being brave and fighting fires.
You are a great helper in (our town/ town name/ community). Then at the bottom write your
name. If you want some help with spelling let me know. When you are down please place them
in the tray on my desk.”
○ I will then have the drawings to be able to assess and assemble the booklet to deliver.

PLAN FOR ASSESSMENT

1. Formative
a. I will walk around and assess during the anticipatory set to determine how much the students
know prior to the instruction.
b. This will be me asking the students what they know about the jobs throughout the instruction.
c. Also doing the picture sort for the second time like the check for understanding.
d. Drawing a picture of one of the jobs to create a thank you booklet which will be delivered to that
department (fire department or police department etc…) (Ideally we will make one for each
career, but we are going to do just one to start)
i. “Now that we know more about each of these jobs, we are going to pick one and draw a
picture to say thank you for helping our community. Today, we are going to write thank
you notes and draw pictures for firefighters. Get out your supply box and I will pass out
some paper to draw on. If you want some help with spelling let me know. When you are
down please place them in the tray on my desk.”
ii. I will then have the drawings to be able to assess and assemble the booklet to deliver.
2. Summative
a. There will be an assessment at the end of the unit to assess their knowledge of community
helpers. Depending on the other lessons I would either do an oral assessment throughout the
week by pulling kids aside during independent stations or give a type of performance type
assessment by giving them some instruction on how they can safely be a community helper
themselves.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were the students able to identify how the careers helped people everyday?
8. Did they show understanding of the occupation roles?
9. Was this age appropriate for kindergarten?
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

Student:
IWU Supervisor:
Grade Level:
Compelling Question:
OPPORTUNITY FOR Format COMPETENT OUTSTANDING
IMPROVEMENT

Heading Student uses the provided template

for Social Studies content.
Template Student includes all of the
information in the template
Audit Trail heading.
Student includes a list of dates and
methods for communicating with
cooperating teacher.
Rationale Statement of rationale for the
learning experience and
environment in this lesson.

Goals The lesson plan contains

objectives that connect goals
Objectives
and standards with lesson
Standards activities and assessments.

Each objective should include

the following: Conditions;
Desired learning; Observable
behavior; and Accuracy (as
necessary)

NCSS:

IAS:

Management A. Materials:
Plan B. Time:
C. Space:
D. Behavior:
E. Technology: (as
appropriate)
Anticipatory Set The anticipatory set is clear and
direct and focuses students’
attention on the lesson.

Purpose The statement of purpose is clearly

connected to the content of the
lesson and is presented in terms
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
that are easily understood by
students.

Plan For
Instruction

Adaptation to Instructional opportunities are

Individual provided in this lesson. The
Differences and opportunities are developmentally
Diverse Learners appropriate and/or are adapted to
diverse students.

Early Finishers
Reteaching-
ELL –
Exceptional Needs-
Lesson Candidates demonstrate
Presentation for understandings, capabilities and
Social Studies practices associated with the
central concepts and tools in
Civics, Economics, Geography, and
/or History within a framework of
inquiry.

Lesson The candidate’s lesson

Presentation demonstrates an understanding of
developmentally appropriate
practice.

The candidate’s lesson includes

both modeling and guided
practice.

The lesson presentation includes

relevant activities that encourage
student participation and critical
thinking.

Check for The lesson plan includes a plan and

Understanding the means to check for student
understanding of the lesson. A
[CFU] provision is included to reteach all
or part of the lesson to all or part of
the class.

Review Learning Lesson closure relates directly to

Outcomes and/ the lesson purpose and/or
or Closure objective.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Plan for
Competent 3
Assessment

Formal and A plan for formal and informal

Informal assessment [ mainly
Assessment formative]throughout the lesson is
included. The assessment
strategies are uniquely designed for
the students.

Reflection and The lesson plan includes all required

Post-Lesson self-answer questions.
Analysis

SCORING
A lesson plan with elements that do to meet A competent lesson plan earns a An outstanding lesson plan
the competent level will receive a score of score of 34-37/40. earns a score of 38/40-40/40
33 /40 or lower

Additional Comments: