Community Helper Riddles
AMY CONLEY
12/15/11
Learning Experience Focus Question
 How can other forms of technology be
incorporated in this lesson?
District and School
 Kenmore-Tonawanda District
 Alexander Hamilton Elementary School
 Cooperating teacher: Lisa Roe
Grade Level/Ability of Students
 Second Grade
 18 students
 One with an IEP
 One being tested for ADHD
 One with a hearing impairment.
Time Frame
 Planning time: approximately one hour.
 Premade riddle books
 Premade dictated sentences
 Create and copy graphic organizer
 Implementation: approximately 45-60 minutes.
Objectives
 The student orally lists different community
helpers that are found in their community to
complete a web with 90-100% accuracy.
 The students create a riddle book of their favorite
community helper with 90-100% accuracy.
 The students describe in writing, facts about the
community helper that they drew with 90-100%
accuracy.
Supporting Objectives
 The students orally define community helpers with
90-100% accuracy.
 The students recall information about community
workers from the book Even Firefighters Hug
Their Moms by Christine Kole Maclean with 90100% accuracy.
Essential Questions
 What are the duties, uniforms, responsibilities,
place of businesses and tools community helpers
use?
 How do community helpers make communities
better places to live in?
 What makes a community?
Enduring Understanding
 Community helpers are people who provide a
service in their community.
 Community helpers may wear certain uniforms,
use certain tools, or drive specific types of vehicles.
 Community helpers exist in urban, suburban and
rural communities.
Student’s Tasks
-Pre-assessment worksheet: activate prior
knowledge
-Graphic organizer: organizer thoughts
-Riddle book
Teacher Exemplar
Developing Student Work
Proficient Student Work
Distinguished Student Work
New York State Standards
 Standard: W.2.2
 Common Core Standard: ELA
 Common Core Anchor: Text Types and
Purposes (W.CCR)
 Strand: Writing
 Grade: Second
 Standard: Write informative/explanatory texts in
which they introduce a topic, use facts and
definitions to develop points, and provide a
concluding statement or section.
Supporting Standard
 Supporting Standard: Standard 3: Geography
 Students will use a variety of intellectual skills to
demonstrate their understanding of the geography
of the interdependent world in which we live—
local, national, and global— including the
distribution of people, places, and environments
over the Earth’s surface of people, places, and
environments over the Earth’s surface.
Pre-Assessment



Name: _______________________________________Pre-assessment
1) What is a community helper?
________________________________________________________
________________________________________________________
____________________________________________
2) Name one community helper and describe three things this community
helper either does, uses or wears during the day.
 ________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________


3) Name a different community helper and describe three things this
community helper either does, uses or wears during the day.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Formative
Modification Table
 Environmental and Management: seating
arrangements
 Instructional: projector to model assignment and
struggling student received teacher exemplar
 Content/Material: graphic organizer had topics
 Task: buddy system and dictated sentences
Reflection
 A big thank you to Matt and his angels.
 Things I’ve changed:
 -essential questions
 -added vocabulary words
 - added the buddy system check in
 -created a checklist for the graphic organizer