University of West Alabama

COE
5E Lesson Plan- Would You Rather- Whole Group

Teacher: Tiffany Wilkinson

Date: 04/06/2023
Subject Area / Social Studies/ Kindergarten
Course /
Grade Level:
Materials: YouTube Video
“Community Helpers” book with adapted book option.
Vocabulary Cards slide show
KWL Graphic Organizer
Bubble Chart Graphic organizer
“Would You Rather” writing prompt
Formal Assessment Comprehension

Standards: SS10.K.7 Describe the roles of helpers and leaders, including the school principal, school custodian,
volunteers, police officers, and fire and rescue workers.
Objectives: Students will be able to identify the helpers in the community and their roles in the community.
Differentiation Students will be able to read an adapted version of the book so that they can be engaged with the
Strategies: story.
The bubble chart graphic organizer will have the option of a word bank or cut-and-glue option for
students to choose from.
The “Would You Rather” writing prompt will have a word bank that students can use to help them
work more independently.
The formal assessment to determine comprehension will offer an oral interview with a vocabulary
card multiple-choice option, a multiple-choice option with pictures, or a multiple-choice option
with a reduced field.

ENGAGEMENT:
We will begin our lesson by watching a video that describes what community helpers are in our community. Once the video is
over, we will read the “Community Helpers” book aloud to the group using the vocabulary cards to allow students to see the
character as we discuss them.

Assessment: The teacher will use informal assessment to observe the students and see how they participate in the reading
assignment.
EXPLORATION:
Students will have a visual of the vocabulary cards on the screen while they work on the bubble chart graphic organizer.
Students will fill out the organizer with people they can think of that are considered community helpers using a word bank or
pictures as necessary.

Assessment: A rubric will be used to assess the students’ understanding of community helpers and their roles in the
community.
EXPLANATION:
After reading the story and working on their bubble chart organizer, students will gather on the carpet to discuss what they
know, want to know, and what they learned to fill out a KWL digital anchor chart as a class.

Approved January, 2013

Assessment: Informal Assessment by observing what the students add to the anchor chart. The teacher will ensure that all
students can contribute to the anchor chart.
ELABORATION:
Students will use the information they learned from this lesson to fill out a writing prompt of “Would you Rather,” where they
will choose between being a dentist or a firefighter and why. If needed, students will be able to use a word bank to help them
fill out the writing prompt.

Assessment: A rubric will be used to assess the students work.

EVALUATION:
Formal assessment will be used to determine the students’ understanding of the book and the material to show that they
know what a community helper is and how they help the community.

Rubric for writing assignments:

Expectations: 5- Approaching Expectations
Participation: The student had to be
directed multiple times to
participate in the
assignment.
Completion: The student was able to
complete some of the work
with help.
Quality of writing: The student was able to
communicate some of their
ideas on the paper. They did
not use any spacing between
their words or use any
punctuation at the end of
their sentences.
10- Met Expectations
The student could maintain
attention and participate in
most of the assignment.
The student was able to
complete most of the work
with help or some of the
work independently.
The student was able to
communicate their ideas on
the paper in a well-thought-
out way. They did not use
proper spacing for all of their
words or did not use
appropriate punctuation at
the end of their sentences.
15- Exceeds Expectations
The student maintained
attention and participated
fully in the assignment.
The student was able to
complete all of the work
independently.
The student was able to
communicate their ideas in a
well-thought-out way using
neat handwriting and proper
spacing between words, and
appropriate punctuation.

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013