Lesson Plan

Teacher Candidate’s Name: Amanda Pedi

Date: November 20, 2019
Lesson Title: Community Workers
Context: Kindergarten Social Studies
Central Focus: The purpose of this lesson is to expand on the student’s knowledge of their community by
introducing them to community workers. By understanding the different type of jobs that members of the
community have, the students will begin to think about who lives in their community and how the jobs of those
people help everyone in their neighborhood.

Essential Questions: What is a community worker? Can you identify one community worker? What can you
build to help your chosen community worker? How will your creation help your community worker?
NJSLS:
6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others.

Learning Goals: Students will be able to define a community. Students will be able to recognize community
workers (firefighter, police officer, doctor). Using Conncects, Legos, Interlox bricks and Unifix cubes: students
will be able to build a structure, vehicle or tool that could assist a community worker and explain their creation.
Students will be able to share materials in their group station

Academic Language:
Identified Language Demands Planned Language Supports
Vocabulary (Community, community worker, structure, In a group reading, students will see different
vehicle) types of community workers in the book
“Everybody Works” and through group
discussion.
Language Function Through whole group reading and discussion.
Syntax Teacher and class will discuss the vocabulary
together as a class.
Discourse During building time, the students will discuss
their creations with the other students at their
table.

Procedure:
Duration Instructional Strategies and Learning Tasks Assessment
9:30-9:33 Anticipatory Set: Teacher will gather the students on the rug and have
them sit in their assigned spots. Teacher will ask the students what they
 think a community is and to turn and talk with a partner. Once students
have discussed what a community is then the teacher will direct their
attention back to the front of the room. Teacher and class will discuss that
a community is a place where we live, go to school, have neighbors and
make friends. Talk about how Middletown Day was a community event
where everybody in Middletown got together to have food, play games
and have a fun day. Today we will be learning about some important
people in the community. Those important people are community
workers.
9:33-9:42 Whole group: Teacher will read the story “Everybody Works” and have
students discuss what they think the book will be about. Teacher will ask
the students “What do you see on the cover? What do you think this
person’s job is? What is this person?” Teacher will explain to students
that a firefighter is an example of a community worker. What do you think
another example of a community worker is? Turn and talk with a partner.
Teacher will call on some groups to talk about their examples of
community workers. After student feedback the teacher will explain that a
community worker is someone who does an important job in the
community and will encourage students to keep an eye out for more
community workers in the story. Teacher will read the story with the
students and tell them to pay close attention to the workers in the story
and what they think their jobs are. Stop on pages with students and
working animals and have the students identify what they think the jobs
are. “Why would we need children and animals to be community
helpers?” By learning about community helpers and their jobs in the
community, we are becoming better members of our community. Once
the teacher is done reading the story, the teacher will talk about some of
the different community workers they saw in the story.
9:42-9:45 Guided Practice: Before sending students to complete independent
practice, the teacher will work with the students to make a list of the
community helpers they learned about from the story. We will then talk
about some of the things each community helper could use to help people
in our community. Teacher will explain to students that they will be
breaking into groups of 5 to build something (vehicle, structure or tool)
that can help one of the community workers we talked about in our list.
Students will choose one community worker and one station, there can be
different community worker tools being built at each station. Teacher will
then explain the stations, Legos, Connects, Interlox bricks and Unifix
 cubes. Teacher will explain to students that all of the materials need to be
shared and everybody needs to have a turn with the materials. Once
students choose one station, they must remain there until the teacher
says “Freeze!” Then, students will turn and talk with their partners before
separating to make a tool for their chosen community helper.
9:45-9:55 Independent Practice: Students will choose a community helper and then Informal
they will separate to different stations in the room and will work Assessment:
independently to create a tool that can be used to help their chosen Anecdotal
community worker. During this time, teacher will walk around the room notes about
and ask students about what they are making and how their structure will students
help the community helper they chose. Allow students additional time if creations.
needed. This is where the students have the opportunity to create a tool
that can help their chosen community worker. During this time, teacher
will walk around and check in with the groups to see what they are making
and check in with IEP students.
9:55-10:00 Closure: Teacher will gather the students back onto the carpet and
students will have the option to present their creation to the classroom.
Once students have had the opportunity to share, then the teacher will call
on students using popsicle sticks and have the students share one thing
they learned about community helpers.
References: AFIRM Modules. National Professional Development Center. Retrieved November 18, 2019, from

https://afirm.fpg.unc.edu/afirm-modules

Accommodations:
Identified Support for …… Specific Planned Accommodation(s)
(ELL, advanced student, struggling Characteristic(s)
student, student with IEP or 504). (Strength/Need)
Kathleen (ADHD/OHI) Strengths: Kathleen is Kathleen will receive check ins with
always ready to be the teacher during the lesson.
engaged in a lesson and
enjoys contributing to the
conversation when she is
familiar with the topic.
Need: Kathleen needs
 visual cues,
 manipulatives,
 multisensory
cues,
  her attention must
be gained before
giving directions
 repetition of
instructions
expectations and limits
must be clearly defined.
Kylie (SLD) Strengths: Kylie is very Kylie will receive check ins from the
willing to participate in teacher to make sure she is
classroom discussions. following along and understanding
She follows along and the lesson.
raises her hand when
she wants to contribute
something to the
discussion. Kylie has a
speech impediment,
which can affect her
confidence when
speaking to peers that
are not her two sisters
(Kayla and Kathleen)
Needs:
 Use of visual cues
 Manipulatives
 Multisensory cues
Gain student direction
before directions and
then provide repetition of
directions
Thomas (SLD) Strengths: Thomas is a Thomas will receive extra check in
very happy and bubbly time from the teacher during
child with a lot to say. He independent writing time and small
is not afraid to contribute group support if she is struggling.
to a conversation and
enjoys talking with his
peers.
Needs: Thomas has no
modifications or

Modifications for Students with Disabilities:
Identified Support for ……
(see list above and include
ONLY those with disabilities)
Kathleen
accommodations listed in
his IEP, however, based
on observation he does
receive Core Plus More
which entails a push
in/pull out support for
reading and math.
Thomas needs to
occasionally be reminded
of the directions and what
his task is.
Specific Planned Modification(s)
Characteristic(s)
(Strength/Need)
Strengths: Kathleen is SWBAT: Identify 2 community helpers and tell
always ready to be what they do.
engaged in a lesson
and enjoys SWBAT: Build a structure independently.
contributing to the
conversation when she
is familiar with the
topic.
Need: Kathleen needs
 visual cues,
 manipulatives,
 multisensory
cues,
 her attention
must be gained
before giving
directions
 repetition of
instructions
 expectations and limits
must be clearly
defined.
Kylie Strengths: Kylie is very SWBAT: identify the job of a community
willing to participate in helper.
classroom
discussions. She SWBAT: create a structure or vehicle that can
follows along and assist her chosen community helper with their
raises her hand when job.
she wants to
contribute something
to the discussion.
Kylie has a speech
impediment, which can
affect her confidence
when speaking to
peers that are not her
two sisters (Kayla and
Kathleen)
Needs:
 Use of visual
cues
 Manipulatives
 Multisensory
cues
Gain student direction
before directions and
then provide repetition
of directions
Thomas Strengths: Thomas is SWBAT: follow along during whole group
a very happy and discussion and contribute meaningful
bubbly child with a lot information.
to say. He is not afraid
to contribute to a SWBAT: share his creation and provide an
conversation and explanation of what he has created.
enjoys talking with his
peers.
 Needs: Thomas has
no modifications or
accommodations listed
in his IEP, however,
based on observation
he does receive Core
Plus More which
entails a push in/pull
out support for reading
and math. Thomas
needs to occasionally
be reminded of the
directions and what his
task is.
Materials / Use of Instructional Technology:
 Teacher Materials-“Everybody Works” big book
 Student Materials-Connects, Legos Interlocks bricks, unifix cubes.

Homework / Assignment for Next Class: Talk about community workers with your family.
 The purpose of this lesson was to begin to introduce students to community workers and begin to touch

upon their role in the community. I wanted students to begin to see the different types of community workers

and begin to understand exactly what a community is. It is important for students to become active members

of their community and one of the purposes of this lesson is to understand who makes up their community.

To address my students as learners, I chose to have the materials for this lesson be heavily

manipulative and offer the students a chance to be creative. During play centers, I always notice that a lot of

my students enjoy building and playing with manipulatives, so I felt that this activity was a chance to channel

their excitement for using blocks and connecting pieces to create an exciting and engaging learning activity. I

felt that the students did enjoy the activity and that they liked being able to use the different manipulatives to be

creative. My students love the opportunity to work with blocks and connecting pieces and this lesson was a

very good opportunity to include these tools. I wanted students to be able to make the connection that

community workers can use different tools to help people in the community.

To address the changes I would like to make for this lesson, I would like to change the assessment I

use and try to have something more concrete for students. I want to have a more concrete assessment so that

way I have more concrete data to work with and can keep better track of their progress. I want to be able to

create an assessment that the students can understand and I can begin to show them their progress and we

can start to set goals together. I liked how the students had the freedom to build a tool for their chosen

community helper, but I would have liked to create a more structured learning environment for my students to

work in. I want to continue to engage the student’s interests while also keeping the learning environment

structured.

These changes would improve the learning of my students because with a concrete assessment, the

students have a way to wrap up the lesson and be reminded what the takeaway for the lesson entailed. I tried

to follow Gardner’s theory of multiple intelligences throughout my lesson because I like to provide my students

with multiple ways of learning and receiving information. I used a big book to introduce them, then we made a

list then finally the students got to use manipulatives. I want to integrate an assessment into my lesson plans

that feels natural to the students and does not cause them to feel stress or anxiety when they have to take the

assessment. I want the assessment to be fun for the kindergartners and for them to be able to get creative

and have fun with the task and not be stressed because they can’t perform well enough. Henceforth why I
believe Gardner’s theory plays a large part in my rationale for a different assessment because I want to be able

to create an assessment that all of my students will be able to confidently engage in.