Detailed Lesson Preparation Guide

Elementary Education
Name: Oliva Bunemann

Title: Building Community

Grade: 2

Concept/Topic: Lessons Learned

Time Needed: 30-40 minutes

Note: A detailed lesson plan is specific enough for another teacher to read and teach effectively.
There should not be any question regarding what to do or how to do it.

Backward Design Approach: Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
What relevant goals will this lesson address? What new understandings will the students have as a result
of this lesson? These goals must me measurable and connect to your planned assessment. Consider the
Big Ideas in which you will be helping students develop an understanding.
What questions will foster inquiry, understanding, and transfer of learning? Students will be able to
answer this question or questions as a result of this lesson.

Ensuring Lesson supports district and state goals

NCSCOS Standards:
List both State and/or National standards addressed (You must include the new Essential Standards for
Science & The Common Core for Math)

Reading
Key Ideas and Details 2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text
2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.

Assessment Plan:
How will you know if the objectives/desired results have been met? What will you see and/or hear that is
evidence of student understanding? How will you know that students really understand the identified
Big Ideas?

The students will identify keys ideas in the text through a read aloud, sharing personal experiences, and
whole group discussion. Students will demonstrate their understanding of the book from learning the
lessons: everyone can make a difference, people can take care of our environment, everyones helping
hand makes the world better as a whole. Students who refer to the text for examples and create examples
on their own will show clear evidence of understanding. The children will share in a whole group setting
and in partner group setting how they help in the everyday classroom.
Once the read aloud is over the students will be asked, How does the idea in this book relate to the
classroom at school? Some of the answers the students might say are people helping others, the teachers
helping them, student jobs and taking care of the classroom. They will now turn and talk with their
partners and complete the sentence, I help and make a difference in our classroom by... The students
will then return to their desks and complete three different strips of paper. On the first one they will write
how they help in the classroom. The second paper will say how they help in their communities and the
third will be how they can help in the future.

Meeting the student where they are:

Prior Knowledge/Connections:
What can target students be expected to know and/or understand about the concept/topic? How does this
lesson connect with other things that students may have learning or experienced? How will you help
students to make the connections between what they already know and what they will be learning in this
lesson?

Any prior knowledge that the students have will be associated with various professions that help people
through their work. They have seen people help others and build relationships throughout their lives.

Lesson Introduction/Hook:
How will you focus, excite, engage, and/or elicit knowledge as you introduce this lesson? Think of ways
you can appeal to student interest and cause students to be excited about what they will be learning
about.

To begin the lesson, students will be given a cutout of a hand in which they will write down the name of a
person who helps them in the palm. On each of the five fingers they will write various ways that person
helps them. The students will have five minutes to complete this activity. Then, they will each raise their
hand and share out one way they person on the hand helps them out. This will show the students that they
might receive the same type of help from different people. It will also open up their minds and prepare
them for the book.

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:
How does my ONE lesson ensure engagement for all students? What is it about the presentation and
content of the lesson that makes it accessible to all students? This should be integral to the lesson and
not simply last minute additions or different work for separate groups. All students should be engaged
and a goal of mastery should be in place for all.

Helping others is a universal way of communicating with various people. Everyone can
participate in it and learn about it.
This lesson allows for students to discuss the same topic but with various examples. The students
may have various people helping them for the Helping Hand activity. Also, each of their paper
strips will be different because they all create a separate impact.
The text will be presented as a read aloud so all students will be able to access it. Also, there is a
song which goes along with the book which makes it more kid friendly. There are specific word
which are bolded that point out ways people help or what they are fixing.

Lesson Development:
Provide a detailed description of how the lesson will progress. What will you do as the teacher? This
should be a detailed step by step account of how a lesson unfolds from beginning to end.

The teacher will ask the students to join her on the carpet. The students will pay attention to the teacher
read People Who Help in my Neighborhood by Janet Preus. She will cue the students as they listen to the
teacher read the book. As the teacher reads the story the students will follow along specifically paying
attention to the details pointed out to them. There are a few stopping points for the students to think at:
 Page 4- Why is the word community in bold? What does the word community mean? Can the
word community have different meanings? If so, what?
Page 4- Answer the question in the book, Who do you see helping in your neighborhood?
Page 4&5- What do you see in the picture? Think and share to a partner.
Page 6- Why is the word address in bold? Why is the word address important in this page?
Page 10- Why is the word hydrant spout in bold? Why is the word hydrant spout important in this
page?
Page 10- Do you see a trend in the people who help in the community? Who might those people
be?
Page 14- Why is the word traffic in bold? Why is traffic important on this page?
Page 14- Does anyone see the relationship between the word in bold and how the person is
helping?
Page 18- Why is the word compactor in bold? Why is it important?

As the teacher finishes reading the book, she will ask the kids to share about each person who helped in
the community. The students will then talk with their partner and think of other people in a community
who help.

The teacher will introduce the idea of how they help in their classroom community. Have a couple of
students share their ideas with the class about how they help every day.

Send the students back to their desks to explain the activity. After brainstorming as a class about how each
person helps in the classroom every week, ask them to think about how they help outside of school in the
greater community and how they can help in the future.

Each student will receive three different color strips of paper. On one piece of paper have them write how
they help in the classroom. On the next piece of paper have them write how they help in the greater
community and lastly, have them write how they can help in their community in the future.

Once they are finished, students will have the opportunity to stand in front of the class and share one of
their three ways they help.

Specific Questioning:
Student questioning should be planned ahead of time. Think about your students and their needs. Plan
questions that will challenge all students.

How has the person who helps you impacted your life?
What do you think the main idea of this book will be?
Why is it important to help around the community?
Does helping people only happen through jobs?
Can one person change an entire community or does it take many people?
Can you help people without noticing? Does that mean you have to go out of your way to help
someone?

New Vocabulary:
List and define all new vocabulary that students will need to understand in order to have optimal success
with desired learning results. How will you use this vocabulary in the context of the lesson?

Not Applicable
Concluding the Lesson/Closure/Debriefing:
How will you wrap things up and tie together the ideas presented? How will you help students make
meaning from their experiences?

The teacher will collect all three strips of paper from the students and link the same color from each
student together forming a chain. The three chains (how the help in the classroom, how the help in the
community, how they can help in their community in the future) will be hung up in the classroom to show
students how much they affect and improve the classroom.

Materials/Resources:
List everything that is needed to deliver the lesson. Cite any materials that you used in crafting the
lesson. Be specific and review this as you rehearse.

Book People Who Help in my Neighborhood

Hand cutouts
Crayons
Markers
Pencils
Colored strips of paper
Stapler

Teaching Behavior Focus:

What is the goal for my teaching behavior and/or actions? See TBF List for suggestions.

The goal for my teaching is providing response opportunities. Students are able to learn from not only the
teacher but also other students. They are able to receive ideas that are new or that they can relate to.

Follow-Up Activities/Parent Involvement

Lesson extensions discussed here. What will students do to utilize this new information? How can you
involve parents in the process of lesson extension in the home?

The students can bring home their Helping Hand to the person who it applies to. This will spark a
conversation about how they are helped each day in their home. The parents can add to the conversation
and share how helping people build community. A tightknit community is built by people giving a helping
hand to each other.