Lesson Plan Guide

Teacher Candidate: Mrs. Armstrong Date: August 5, 2018

Grade and Topic: Kindergarten Social Studies Length of Lesson: 45 – 60 minutes
Mentor Teacher: Dr. Cornelius School: University of Memphis-IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

 Understand the different cultures in your community and who the community helpers are. Describe what
the role of the community helpers plays and how they are important within our community.

LESSON OBJECTIVE:
The student will identify the significance of each community helper. Then after completing this lesson,
the student will describe who their favorite community helper is.

STUDENT PARTICIPATION
(Note: In the actual edTPA lesson plan, this section is replaced with a section identifying FORMATIVE
AND SUMMATIVE ASSESSMENTS)
● The student is expected to work with team members to research and create a graphic organizer of
community helpers. Then describe what they do and why they are important in our community.
STANDARDS ADDRESSED:
 Tennessee Social Studies Standards K.4.01.d.
Identify authority figures in the home, school, and community. Explain what they do for the
community and how they are important.
ISTE 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources.

MATERIALS:
● Community Hero Worksheet
● Print resources online
● Computer
● Graphic Organizer
● Microsoft Word
● Pencil and paper
● Internet Access to the following sites
These sites have several good links that will tell about the specific community heroes.
TeacherVision: https://www.teachervision.com/heroes
Community Heroes:
https://www.bing.com/images/search?q=community+heroes+pictures&qpvt=com
munity+heroes+pictures&FORM=IGRE
Citi Heroes: https://www.youtube.com/watch?v=W1kkwTCR6DY

● Students will use the listed websites as resources for information about the different community helpers
and access to images. A graphic organizer will be used that will include images relating to the different
 helpers within the community. Students will submit their completed work to a Dropbox folder as well as
submit a printed copy.

BACKGROUND and RATIONALE:

● What is the importance of community helpers?
● Academic Language is not addressed in IDT 3600.
● This lesson will help identify the many different helpers and what roles they play within the community.
● Subsequent lessons describe what these helpers will do for everyone in the community.
● I am aware that the lesson will be differentiated for students who did not master the objectives and for
those ready for enrichment. However, modifications are not covered in this course and are not part of
this particular lesson.

PROCEDURES AND TIMELINE:

 Introduction:
Did you know that heroes can also be helpers all around in your community? Your team will present
information about the different helpers in the community. Your team will be learning about the different
community helpers, who they are, what they do, and why they are important. After your team receives
your assignment, you will research community helpers (using the Community Helper worksheet) and
then create a Graphic Organizer that will have the following information about your helpers: General
Information (who they are and what they do), and Significance (why they are important). You should
have a title and 5 boxes for each community helper (General information, Significance). Your team will
then present the Graphic Organizer with the information you found to the class. Be sure to listen closely
to other presentations, because I will then go around the class and ask you about the different
community helpers and what they do.

Procedures:
ACTIVITY 1
Prior to the computer
1. The teacher will divide the class into teams of 2-3 students and distribute the teacher created
Community Helper Worksheet.
2. Students will use the printed resources (list of helpers, textbooks, library books, etc.) to determine
which 5 helpers you want to research.
3. Team members will write down 5 community helpers that they want to list and take turns
researching each one.
At the computer
1. The teacher will have the above sites bookmarked on the computers.
2. Each student will research the bookmarked websites to complete their assigned questions on the
Community Helper worksheet.
After the computer
1. Student teams will meet together at a table.
2. Each team member will report to their team what information they found for their assigned
questions.
3. Team members will decide collectively what information best tells about their battles and should be
used in the presentation. The Graphic Organizer should include the following topics: General
Information (who they are, what they do), significance (what makes their job important).

ACTIVITY 2
Prior to the computer
1. Teacher will review the requirements of the Graphic Organizer and review the parts that should be
included on the Community Helpers assignment.
 2. Students will write out how they will create their Graphic Organizer using the information they
gathered in the Activity 1. Students will identify who will be the reader. who will be the typist, and
everyone will be the proofreaders. Roles may be rotated during the assignment.
At the computer
1 Teacher will have Graphic Organizer opened on each team’s computer.
2 Teams (using the student roles identified previously) will create their presentation using Graphic
Organizer and include the required information from the Community worksheet. The students will
also locate and include appropriate graphics.
3 Students will print a copy of their Graphic Organizer and submit a copy of their presentation to class
dropbox.
4 Each team will present their Graphic Organizer to the class. Each team member must participate in
the presentation.

After the computer

1. The teacher will supply a ½ size poster board and markers for each team.
2. Each team will mount their graphics on the poster board and label with a title and each team
members’ names. The posters will be placed in designated places in room.
3. Team will also submit their Community worksheet to teacher.

Closure: After the presentations, each student will write about one favorite community helper that they learned
about.

ASSESSMENT EVIDENCE:
Students will submit and present their graphic organizer. Students will also submit their Community Helper
Worksheet and pass an in-class quiz over the community helpers that they learned with 85% accuracy.

Each team member will receive the same score for the graphic organizer presentation using the following
rubric. Students will receive individual scores for the assessment of their participation in the presentations,
their reflective writing, and the Quiz.
Criteria Level 4 Level 3 Level 2 Level 1
Group Graphic For community For community For community For community
Organizer Content - helpers: helpers: Correct helpers: Correct helpers:
Information provided Correct information for 2 information for Correct
about the topic: information for of 5 listed on the at least 2 of 5 information for
General information, the topic. topic. listed on the at least one of
Significance topic. the 5 listed on
(NOTE any incorrect the topic.
information will result
in a 0 for this level)
Group Graphic Graphic Graphic Organizer Graphic Graphic
Organizer- Organizer contains Title, a Organizer Organizer
Organization contains a graph of 5 contains Title contains fewer
Title, a graph community slide, a graph of graph community
of 5 community helpers. At least 1 5 community helpers and is
helpers and a appropriate helpers. missing many
description for graphic for each Graphics are for parts of the
each one. At is included. Parts one or more are required
least 1 of the required missing or information.
appropriate information are inappropriate.
graphic incomplete or Several parts of
included for inaccurate. the required
each helper. information are
All required incomplete or
information is inaccurate.
included.
Individual Participation Student Student Student Student lacked
(Presentation) demonstrated demonstrated demonstrated significant
knowledge of knowledge but did limited knowledge and
community not speak clearly knowledge but may or may not
helpers and and distinctly. spoke clearly and have spoken
spoke clearly, distinctly. clearly,
distinctly distinctly.
Individual Reflection Reflection Reflection Reflection Reflection
writing presented presented facts presented some presented
facts about one about one correct facts correct facts
community community helper. about one about one
helper. Used More than 2 community community
correct grammar and helper. May or helper. May or
grammar and punctuation may not have may not have
punctuation errors. used correct used correct
(less than 2 grammar and grammar and
errors) punctuation. punctuation.
MODIFICATIONS: I am aware that modifications will be made for students who did not master the objectives
and for those ready for enrichment. However, modifications are not covered in this course and are not part of
this particular lesson.