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Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9

Common Core State Standards
Kindergarten, English Language Arts: 1) Identify real-life connections between words and their use.
Kindergarten, English Language Arts: 2) Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key details and requesting clarification
if something is not understood.
Kindergarten, English Language Arts: 3) Describe familiar people, places, things, and events and, with prompting
and support, provide additional detail.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
Students will be able to make connections between the read aloud book and their own lives.
Students will be able to make connections between words and their own/others lives.
Students will be able to demonstrate understanding of the text and theme of the text through whole
group lesson activity.
Assessment: Formal and Informal Assessment. TPE: 2 & 3
What evidence will the students produce to show they have met the learning objective?
After the teacher has read the read aloud book Ordinary Marys Extraordinary Deed the teacher will pose several
questions to guide students into thinking about how the theme of the story can be applied into their own lives.
The teacher will walk around while students are talking in pairs to make sure that students are making these
connections. During independent writing time, students will be writing about their classmates and how they are
community helpers that will show evidence that they are making connections between the texts and how the
theme applies to other people.
What modifications of the above assessment would you use for language learners and/or students with
special needs?
This lesson will have a significant amount of visual aids and visual representations. Through these visual aids
and visual representations, language learners and/or students with special needs understand
concepts/vocabulary words being taught throughout the lesson. This will enable language learners to have a
deeper understanding of the vocabulary words through the use of pictures throughout the lesson. Teacher will
also be providing sentence frames during oral language to allow access for language learners and/or students
with special needs to participate and be engaged during classroom discussions.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
Prerequisite skills from prior school experiences
Students have been learning about communities and community helpers in previous lessons. Students have also
engaged in sharing with partners as well as discussions as a whole group. Students have also made personal
connections with themes from the text.
Strategy to connect school learning with prior experiential knowledge and/or cultural
Students have been learning about different neighborhood jobs and how the people working these jobs are
considered to be community helpers. The purpose of this lesson is to demonstrate that community helpers are
not only the people we have discussed (ex: firefighters, police officers etc) but that everyone who helps the
community is also a community helper. Students will be able to make connections that everyday activities such
as picking up trash, helping a friend, holding the door for the class are all ways that make students community
Pre-assessment strategy
During the review, teacher will ask students if they remember key vocabulary words such as community and
community helpers from previous lessons. Teacher will also be listening to students discussing their personal
stories and how it connects to the theme of the read aloud book to ensure they understand how to make
Academic Language. TPE: 7 & 9
What content specific vocabulary, text structures, stylistic, or grammatical features will be
explicitly taught?
Students will be explicitly taught vocabulary words such as: Community, Community Helper, Ordinary, and
Extraordinary. Teacher will also be providing sentence frames for students during the oral language portion of
the lesson.
Equity. TPE: 4, 5, 6, 7 & 8
How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language
levels) Describe your differentiated instructional strategy.
Teacher will provide opportunities for students with different multiple intelligences. Students who are audial
learners will be able to listen to the story being presented. Students who are visual learners will have visual aids
and representations throughout the lesson. Teacher will have opportunities for individual, pair, small group,
and whole group activities. Teacher will differentiate questions throughout the course of the lesson. Those who
are struggling, teacher will always the different vocabulary words on the board for the students to see
throughout the lesson. Teacher will also support struggling students with sentence frames during oral language
so that they may also feel supported and able to actively participate in the whole group discussions. Students
will also be given sentence frames during independent writing time if they need additional support. Students
who want a challenge may be independent from using sentence frames may write about two or more classmates
being community helpers.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential
backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and
build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive

List what the teacher will be doing and what the students will be doing.





Teacher will briefly review the
previously taught vocabulary words
such as neighborhood, community,
and community helpers. Teacher will
also present the four characters used
in a previous lesson and discuss their
roles in the community.

Teacher will then say, Firefighters
and Police Officers are not the only
ones who are community helpers.
Did you know that each and everyone
of us are also community helpers?
Teacher will present new vocabulary
words ordinary and extraordinary
in order for students to have a better
understanding of the read aloud book
content. Teacher will ask questions
to check for understanding and
ensure that all students are familiar
with the new vocabulary words.

Read aloud:
Teacher will introduce the book
Ordinary Marys Extraordinary Deed
and explain to the students that today
they are going to learn about a girl
named Mary who was also just like
them and how she was a very
important community helper.
Teacher will read the book and ask
questions to check for understanding
throughout the read aloud. Teacher
will implement pair share for
students with certain questions.


Students who volunteer and share about the
vocabulary words they remember. After
teacher presents the four characters from a
previous lesson, students will volunteer and
remind teacher of who these characters are
and what their role was in the community.

Students will answer questions regarding
the new vocabulary words being presented.

Students will be actively listening as the
teacher reads the book Ordinary Marys
Extraordinary Deed to the students.
Students will work in pairs when teacher
asks students to discuss a certain question
about the book. Students will occasionally
share out with the group about what they
discussed in pairs.


characters on
a popsicle
stick from last





Teacher will remind students once
more that just like the character in the
story, that they are all community
helpers. Teacher will have taken
pictures of the students in action
being community helpers (Ex: picking
up trash, holding the door, being nice,
helping someone learn, passing out
paper etc). Teacher will start off with
a picture of the whole class and
explain that the class is a community
because we are a group of people who
share the same classroom. Teacher
will show pictures of different
students and in each picture compose
a list of how students in the pictures
are being a community helper (Ex:
Javier is a community helper because
he is picking up the trash). By the end
of the slideshow, students should
understand the different ways in
which they can and already are being
community helpers. (If time allows,
teacher will also show pictures of
adults in the school and how they are
also community helpers. (Ex: Mrs.
__________________ is a community
helper because she gives us food)

Teacher will then present to the
students the Room 12 Community
Helpers Box. Teacher will explain
that the teacher has a jar of all the
students picture on a popsicle stick.
After students pick up someone elses
popsicle stick, they are to draw and
write about how that classmate is
being a community helper. Students
will be able to use the picture on the
stick as a visual support for their
writing. Teacher will explain that
after students write about their
chosen classmate they will put their
writing into the Room 12 Community
Helpers Box. Teacher will explicitly
model how students will be doing the
assignment (Ex: Looking at the
picture, using the list and classroom
as a resource, writing it out).
Teacher will also set specific rules
about writing time (Ex: Ask a friend
before asking the teacher, do not
stand around teacher to ask for help,
if students finish early they can write
about anyone else). Teacher will set
up a system where the students will
have a green/red card. Teacher will
explain that if the student needs help
they should flip their card to red and

Students will explain to the teacher why the
person in the picture is a community helper.
After the slide show, students will think pair
share and explain to each other why they
can be and already are community helpers
(ex: I am a community helper because

Students will explain to the teacher what
the activity is as well as the rules for
writing. Students will be asked to draw a
picture and write about how their chosen
classmate is a community helper in the
classroom. After students are finished
drawing and writing about their classmate,
they will place their papers in the Room 12
Community Helpers Box.

Slideshow of
frames for
oral language
Large paper
for list

pictures on
popsicle stick,
jar, Room 12
Helpers Box,
ing paper
writing rules
n out,
card, printed
out sentence
frames as
back up for



that the teacher will come to them.
Teacher will check for understanding
and ask students to explain the
activity as well as the writing rules
before sending the students to their

Teacher will call all the students back
to the rug and have the students make
a circle. Teacher will randomly select
paper from the box and the person
who drew/wrote will talk about their
classmate and share to the class.

Students who are chosen will share about
the classmate they wrote/drew about.

Room 12
Helper Box