This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Rachel Turner Grade-Level: Lesson Date: 4/22/24 -
Kindergarten 4/26/24
Title of Lesson: Community Helpers Week Cooperating Teacher: Kelly Mason
2

Core Components
Subject, Content Area, or Topic
Social Studies
Student Population
22 Students, 10 boys, 12 girls
No IEPs or 504s
Learning Objectives
TSW match workers to their jobs.
TSW explain why people work.

Virginia Standard(s) of Learning (SOL)

K.8 The student will match simple descriptions of work that people do with the names of those jobs.

Materials/Resources
Community Helper booklet, Textbook

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
X Discussion 50%
Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Safety Considerations

Time
(min.) Process Components
4 mins Monday 4/22/24
*Anticipatory Set

TTW welcome TS to the carpet for social studies.

TTW tell TS that they are starting a new unit today on community helpers.
TTW ask TS:
● What do you think it means to be a community helper?
● What are some community helpers that you know already?
TTW facilitate class discussion about community helpers and how they keep our
communities strong.

1 min *State the Objectives (grade-level terms)

I can match workers to their jobs.
I can explain why people work.
10 *Instructional Input, Modeling, or Procedures
mins Go to Guided Practice first

TT and TSW take a virtual field trip to a farm and explore how food gets from farms to us
using Farms and Food for Kids | Learn how food comes from a farm to your table
or Animal Farm | Virtual Field Trip | KidVision Pre-K

5 mins *Check for Understanding

TTW ask TS
● What do farmers do for our communities?
● Why do we need them? / Why are farmers one of the most important community
helpers?
● Is the job of a farmer easy or difficult?
● Would you want to be a farmer? Turn and Talk
● Why do farmers who grow crops (plants grown for food) have to be patient?

TTW lead a class discussion about farming and why it is important. If farmers didn’t grow
food, we would not be able to live.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

5 mins *Guided Practice

TTW tell TS that today they are going to be given some clues to guess the name of the
community helper that they will be learning about today.
TTW tell TS:
● This job requires lots of long hours and hard work outside
● These men and women provide food for us to eat
● These men and women use special equipment including tractors
● Who are these community helpers? (Farmers!)
●
Return to Instructional Input

7 mins *Independent Practice

TSW complete a farmer color by number sheet and turn it into the red bin.
This sheet requires S to color the fireman and trace the word “farmer.”

0 mins Assessment

TTW collect the farmer page and check it for correctness and completion.
TTW use class discussion during and after reading to check for S understanding of what
firefighters do for our communities.

3 mins *Closure

TTW close SS with You Can Be ABCs - Sing Along Book Trailer

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

This lesson includes multiple cultures by incorporating a class field trip to a farm, where students
who may not have access to a farm can experience what it is like.
Classroom Management Strategies (To ensure a positive learning environment).
TTW use the classroom chime and call and response chants to garner S attention and manage
noise.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
(min.) Process Components
4 mins Tuesday 4/23/24
*Anticipatory Set

TTW welcome TS to the carpet for social studies.

TTW ask TS to remind her:
● What is a job?
● Why do people work at jobs?
● What is the job that we talked about yesterday?
● Why are farmers important for our communities?
TTW facilitate a class discussion/review about jobs in our community and why they are
important.

1 min *State the Objectives (grade-level terms)

I can match workers to their jobs.
I can explain why people work.
10 *Instructional Input, Modeling, or Procedures
mins
TTW describe today’s community helper
● This community helper keeps us safe
● This community helper helps when there is a car accident or a traffic jam
● This community helper protects us from danger and sometimes works with a dog
called a K-9
● Who is this community helper?
● Police Officer!

TT and TSW take a virtual field trip to the police station.

Police Station | Virtual Field Trip | KidVision Pre-K

5 mins *Check for Understanding

TTW ask TS:

● What are some of the things that police officers do for our communities?
● Why are they important for our communities?
● What might our communities look like without them?

5 mins *Guided Practice

TT and TSW have a class discussion following the virtual field trip. This will serve as
guided practice today.

10 *Independent Practice
mins
TSW complete the police officer sort page in their community helper packets.
0 mins Assessment

TTW assess TS understanding using the police officer community helpers sheet.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

5 mins *Closure

TTW close SS on the carpet by asking TS to share something new that they learned about
today. TTW call on S to share.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Classroom Management Strategies (To ensure a positive learning environment).

TTW use the classroom chime and call and response chants to garner S attention and manage
noise.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

Time
(min.) Process Components
4 Wednesday 4/24/24
mins *Anticipatory Set

TTW welcome TS to the carpet for SS.

TTW ask TS if they have a favorite community helper so far.
TTW call on S volunteers to share.

1 min *State the Objectives (grade-level terms)

I can match workers to their jobs.
I can explain why people work.
10-15 *Instructional Input, Modeling, or Procedures
mins
TTW ask TS if they have any predictions about who the community helper of today is
going to be.
TTW call on S volunteers to answer.
TTW give TS clues about today’s community helper.
● This community helper takes care of you when you are sick
● This community helper gives you checkups to make sure you are healthy
● This community helper has special tools to help them do their job.
● Who are they?
● Doctors!

TT and TSW read Doctors on PebbleGo

OR
TT and TSW take a virtual field trip to the doctor’s office
Doctor's Office | Virtual Field Trip | KidVision Pre-K

5 *Check for Understanding

mins

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

TTW facilitate a class discussion asking the students questions about doctors that they
learned in reading/watching.
Ex: What might the world look like without doctors? Why are doctors important for our
communities?

0 *Guided Practice
mins
Class discussion will serve as guided practice today.

10 *Independent Practice
mins
TSW complete the doctor sort page in their packets.
0 Assessment
mins
TTW collect and check S packets to assess individual S understanding of doctors and
what they do in the community.

5 *Closure
mins
TTW close class with
Sesame Street: Community Song with Mickey Guyton | Sesame Street Season 53 A…
TTW task TS with finding the community helpers they’ve learned about so far in the song.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

This lesson includes some more advanced compare/contrast questions during guided practice to
accommodate for this advanced class of S. These are included to stretch their thinking beyond
recall and into understanding and application of information.
Classroom Management Strategies (To ensure a positive learning environment).
TTW use the classroom chime and call and response chants to garner S attention and manage
noise.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

Time
(min.) Process Components
4 mins Thursday 4/25/24
*Anticipatory Set

TTW welcome TS to the carpet for SS.

TTW ask TS if they think they can name ALL of the community helpers they’ve learned
about so far.
TTW remind TS that they will not be able to talk about all of the community helpers
because there are so many. It would take the whole school year and more!

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

1 min *State the Objectives (grade-level terms)

I can match workers to their jobs.
I can explain why people work.
15 *Instructional Input, Modeling, or Procedures
mins
TTW give TS clues about the next community helper:
● These community helpers build things
● They also fix things
● They use special tools and machines
● Who are they?
● Construction Workers!

TT and TSW take a virtual field trip to a construction site using:

Construction Site | Virtual Field Trip | KidVision Pre-K
TTW facilitate a class discussion about construction workers and what they do for our
community. See check for understanding below.

5-10 *Check for Understanding

mins
TTW check for understanding before, during, and after the field trip

● What kind of tools do they use?

● What kind of things do they build?
● Have you seen a construction worker before? Where?
● What were they doing? What were they wearing?

0 *Guided Practice

Class discussion will serve as guided practice today.

10 *Independent Practice
mins
TSW complete the construction worker sort in their booklets.

0 mins Assessment

TTW use the sort to assess individual S understanding of construction workers and what
they do for the community.

5 mins *Closure

TTW close class with an encouragement for S to thank a construction worker for their hard

🚜
work next time they meet them.
Construction Trucks Song! | Mooseclumps Learning Songs for Kids

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Classroom Management Strategies (To ensure a positive learning environment).

TTW use the classroom chime and call and response chants to garner S attention and manage
noise.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

Time
(min.) Process Components
9 mins Friday 4/26/24
*Anticipatory Set

TTW briefly review community helpers with TS before the test.

1 min *State the Objectives (grade-level terms)

I can match workers to their jobs.
I can explain why people work.
11 *Instructional Input, Modeling, or Procedures
mins
TT and TSW review community helpers and go on a virtual field trip about chefs before
the test today. (Chefs were not included in group plans)

A Day With Chef Michelle Bernstein | Virtual Field Trip | KidVision Pre-K

4 min *Check for Understanding

TTW facilitate a class conversation about chefs and community helpers before the test.

0 min *Guided Practice

None today
0 min *Independent Practice

None today
10 min Assessment

TTW administer the Community Helper unit test to TS.

5 mins *Closure

TTW close class by asking TS if they have changed their minds about what community
helper they want to be when they grow up.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

TTW administer tests one-on-one or in small group with students who work better in smaller
settings.
Classroom Management Strategies (To ensure a positive learning environment).

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021