“Classroom of Community Helpers”
November 12, 2007
I. Contextual Factors
A. Contextual Factors
I. Parmelee Elementary is a K through 5th grade school in Oklahoma City, Oklahoma.
There are 694 students within the entire school. There are 21 students in our classroom.
II. The school as a whole consists of 26% Caucasian, 15% Black, 3% Asian, 34%
Hispanic, and 10% Native American. Within our classroom we have 7 Caucasian
students, 4 African American students, 0 Native American students, 10 Hispanic
students, and 0 Asian students. Our classroom consists of 10 male students and 11
females.
III. The average income for the district of Oklahoma City is 40,051. The income for the
actual school is not available, but I believe it is substantially lower then that average.
There is a 22% poverty rate for this district and a 7% unemployment rate. 44% of the
students in the district come from single parent home. 88% of the school takes part in
either free or reduced lunches. The school also has a mobility rate of 21%. 89% of
parents attend parent/teacher conferences, but only volunteer an average of .4 hours. In
our classroom 8 students are below grade level, 6 students are above grade level, and 6
students are right on grade level.
IV. The classroom environment is very warm and welcoming. Our class is always very
structured and the students know what is expected of them. We have classroom rules,
created mostly by the students and proper discipline procedures they helped create.
Constructive talking is encouraged within our classroom, which is a great tool in student
learning. The desks are always arranged in some type of group because group learning is
encouraged.
V. The majority of the community is considered to be very poor. The community also has
a very high crime rate. Overall the community does not seem to value or support
education. Most parents just send the children to school and do not convey to the children
how important it is to get an education. This community is very culturally diverse with
Caucasians, African Americans, Native Americans, and Hispanics. Another common
characteristic here is high crime rate.
VI. In our classroom we have 2 Hispanic girls who are ESL students. Their primary
language is Spanish and they both have only 1 English- speaking parent at home. Our
classroom has one student in the classroom that is on an IEP for speech. We also have
one hearing impaired student. One student is also currently being tested for a learning
disability.
VII. Our 2nd grade classroom consists of student between the ages of 7 and 9. According
to Piaget, intellectually students at this age should be in a period of concrete operations.
This means the child should be able to think logically and concretely. Children should be
able to perform classification tasks and be able to comprehend the principle of
conservation. Some students may be below this level, as some of my special education
learners are. They would be in the Preoperational Stage. According to Erikson’s Stages
of Social and Emotional Development children this age should be in the Industry vs.
Inferiority stage. We have two students who are very shy and do not interact as well with
others. When put into groups they do a lot better than when they have to take the
initiative to form their own groups. Physically my students are majority average for their
age. I have 2 boys who are slightly overweight, but that will have no effect on any
activities we do in this unit.
B.
Contextual Factors
Students: 10 boys, 11 girls in class
694 students in school
Ethnic and Culture: 38% Caucasian, 15%
African American, 3% Asian, 34%
Hispanic, 10% Native American
Socio-economic Status: 22% poverty rate,
7% unemployment rate, $40,051 average
income, 44% single parent families
Academic Performance/ Ability: 8
students are below grade level; 6 students
are above grade level; 6 students are
academically at grade level.
Community Environment: Poor
community, seemingly high crime rate, not
much value emphasized on education.
Language Differences: 2 Hispanic girls
speak Spanish as their first language, both
with only 1 English speaking parent
Special Needs: 1 hearing impaired student;
1 student on IEP for speech.
Implication for Instruction
- Heterogeneous groups optional
- Separate talkative students
- To address gender
- Caucasian and Hispanic are the majority,
disperse in groups equally
- Teach to all cultures, create as few biases
as possible
- Work with students who seem to have no
support from home
- Be careful to not put emphasis on
economic status within the unit
- Assign groups with a variety of academic
levels, allowing students to help one
another
- Allow extra time for those below grade
level or with impairments
- Provide Spanish translations for the ESL
girls
- Pair up low achievers with high achievers
- Emphasize the positive aspects of the
surrounding community and how the unit
relates
- Include community factors throughout the
lessons
- Provide Spanish translations
- Pair girls with English speaking students;
emersion approach
- The student on the IEP will be helped by
an aide to help with speech difficulties.
- Use microphone when speaking and have
hearing impaired student sitting close to
teacher
II. Unit Title, Rationale, and Subject Knowledge Information
Unit Title:
“Classroom of Community Helpers”
Rationale:
This unit will focus on helpers in the community. Many aspects will be addressed
including the different types of helpers seen in the community, the roles they play in
everyday life, the different aspects of the jobs they perform, and the multiple ways each
person helps the people of our community. While we are working through the unit
discussing and learning about the different helpers in our community, other aspects of
learning will also be addressed. For example: listening, cooperation, retelling stories,
noting important details, and expanding vocabulary. Students will also compare and
contrast field trips we take to the books we read prior to the field trip. Students will have
the opportunity to write about and actively become involved in what role they would
choose if they were to become a community helper. Many role playing activities can be
included where the students are constantly learning through their experiences.
Many subject areas will be integrated into this unit based on community helpers.
Social studies based on community will be the predominate subject; however, literature
will be included throughout the unit as well as including math, art, music, and science.
Students will be very active in the learning process with most lessons and activities being
student centered. Many of the 2nd grade PASS skills will be met throughout this lesson.
We will use the learning cycle to present many lessons. There will be a variety of
learning styles addressed. Students will mostly be working cooperatively in groups:
however, there will be independent learning activities as well as whole class discussions
and activities. Evaluation is another essential component that will be present throughout
the entire unit. Much of the assessment will be very informal, but there will be some
written activities that will be graded with rubrics and formal grading methods.
There is much importance within this unit. At this age many students have
questions about their community and the people within it. This will allow the students to
openly discuss and learn about the roles of the community helpers within their
community. Children need to be very aware of the roles of community helpers as they
are essential for all citizens to be aware of. By allowing the children to take on the role
of a community helper of their choice, it engages them and allows them to learn with an
open mind about the topic.
Subject Knowledge information:
Teachers should feel very familiar and comfortable with the topic before
beginning the lesson in the classroom. Teachers should be familiar with many different
community helpers. Some examples are: teachers, police officers, firefighters, EMT’s,
paramedics, doctors, nurses, mail carriers, bus drivers, snow plowers, crossing guards,
bakers, grocers, plumbers, librarians, and volunteers of all types. It is important that a
teacher be open to ideas that children will come up with. The list of community helpers
may never end! Teachers should be certain no to use sexist terms when introducing
people and their jobs. Young children are very impressionistic and adopt the language
they hear.
When children think about community helpers it could be very common for some
children that they focus their attention on certain roles and not all roles. Appreciation
should be taught at a young age as to all roles of the community. In this unit we will
focus on community helpers with the emphasis on helpers of the community that carry an
emergency role. This would include police officers, fire fighters, ambulance, emergence
medical such as emergency room doctors/nurses and the hospital. Not only will the
teacher need to prepare the lesson for the students but the teacher must make sure to be
knowledgeable about the fields of introduction.
Another very important key point for the teacher is to understand scope and
sequence and use this in organizing the lessons for the students. At this level of
education it is important as a teacher to understand the levels of your students on all
levels. At a Social studies level, students’ can only see things as they know it. This
means that students see things one level at a time. An example of this is that they might
see them as an individual, then they see family, then they see community, then city, then
state, then country, then world and so on. At this level, 2nd grade, students can not
comprehend the state and above levels of thinking. They are conclusive to their
individuality, family, community and maybe their city. This is important to know as a
teacher because you do not want to expand this lesson in any form that the students will
not be able to comprehend. When teaching this lesson it is important to stay only within
the community of the children. It is very important to remember that children on this
level can comprehend people of the community but can unintentionally involve people
out of the community such as the President. As a teacher understanding scope and
sequence is extremely important in understanding and applying when making a lesson
and helping control the unit.
When thinking about police officers, fire fighters, ambulance and emergency
medical such as emergency physicians/nurses and hospitals we will focus primarily on
police officers, firefighters and medical physicians.
Police officers have the responsibility to enforce the law. These laws can be laws
declared by the federal government, state or by the city. It is also the responsibility as a
police officer to keep peace amongst the community. Keeping peace can be done in
different forms such as responding to calls or as patrolling the streets of the community.
Crime is one o the top actions that police officers attempt to control in communities as
well. Police officers can even be expected to help out when they are not on duty. Many
people look to the police officers when help is needed. It is very important as a police
officer to set good examples for those in the community on duty or off duty.
Firefighters also have an important part in the community. Firefighters have
many responsibilities some of them include: putting out fires at any time of the day,
rescuing those in need, helping out the other emergency officials with accident calls, and
helping the community in other ways such as raising money for charities or even attend
schools or events to teach others about fire safety. As a firefighter it is important to stay
in shape and be healthy so when the community needs you, you can be of service without
any complications of performing the duties needed.
Emergency physicians are the physicians that the community attends to in
emergency situations. These physicians hold a role that has to cover many different roles
all together. There are many different kinds of doctors that specialize in their own
specific fields but as an emergency physician it is a requirement to know about different
fields. This means that an emergency physician must know about bone injuries, tissue
injuries, internal organs, fractures and even offer this for needs of all ages. Emergency
physicians are usually in the emergency rooms of the hospitals and usually are at more of
a demand when other physician offices are closed. Without emergency physicians the
community will not be able to get medical assistance after clinical hours.
Teachers need to gain further knowledge about all roles in the community for this
lesson because many of the lessons will incorporate all of the community helper roles.
The students will have many questions about what the roles are and what the roles
responsibilities are. As a teacher you need to be prepared with background knowledge to
answer and be familiar enough with the role so the students can fulfill their roles
responsibility and learn from the lessons. It will also be the intent that through this lesson
the students will gain not only knowledge about community helpers but also gain a better
appreciation for their community.
Bibliography
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook
Handbook, 2006-07 Edition,
Firefighter, on the Internet at
http://www.bls.gov/k12/help03.htm (visited September 10,2007).
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook
Handbook, 2006-07 Edition, Police and Detectives, on the Internet at
http://www.bls.gov/oco/ocos160.htm (visited September 10, 2007).
Wikipedia. Emergency Physician, on the internet at
http://en.wikipedia.org/wiki/Emergency_physician (visited September 10,
2007.)
3. Learning Goals and Objectives
A.
Pass Standards for Social Studies Grades1-12
Grades 1st -4th
Grade 1:
Standard 5: The student will understand basic economic elements found in
communities.
2. Identify ways people in the neighborhood / community earn money (e.g., match
pictures or simple descriptions of work people do with the names of the jobs).
Grade 2:
Standard 3: The student will analyze the human characteristics of communities.
3. Explain and demonstrate good citizenship (e.g., obeying classroom rules, taking turns,
and showing respect for others and their belongings).
Standard 5: The student will understand basic economic elements found in
communities.
2. Describe the occupations and roles of people in the neighborhood and community who
provide goods and services.
Grade 3
Standard 4: The student will examine the interaction of the environment and the
people of a community.
3. Describe how communities depend upon workers with specialized jobs, giving
examples of ways in which they contribute to the exchange of goods and
services.
Grade 4
Standard 4: The student will describe the human systems (e.g., migrations,
settlements, cultural mosaics, and economic interdependence)
identified with the major regions of the United States, including
human interaction with the environment.
2. Explain how people are influenced by, adapt to, and alter their environment, including
agricultural efforts, housing, occupations, industries, transportation, and
communication.
Grades 5th-8th
Grade 5
Standard 3: The student will examine the growth and development of colonial
America.
1. Describe early European settlements in colonial America (e.g., Jamestown, Plymouth
Plantations, Massachusetts Bay, and New Amsterdam), and identify reasons
people came to the Americas (e.g., economic opportunity, slavery, escape
from religious persecution, military adventure, and release from prison).
2. Describe the similarities and differences (e.g., social, agricultural, and economic) in the
New England, mid-Atlantic, and southern colonies, and compare and contrast
life in the colonies in the eighteenth century from various perspectives (e.g.,
large landowners, farmers, artisans, women, slaves, and indentured servants).
Grade 6
Standard 3: The student will analyze selected cultures which have affected our
history.
2. Compare and contrast common characteristics of culture, such as language, customs,
Grade 7
Standard 2: The student will examine the major cultural and physical regions of the
world to interpret the earth’s complexity.
2. Identify examples of and reasons for conflict and cooperation among groups, societies,
countries, and regions.
Grade 8
Standard 6: The student will examine and describe the economy of the United States
from 1801 to 1877.
*1. Describe the economic growth and changes in the United States in science,
technology, energy, manufacturing, entrepreneurship, and transportation,
including geographic factors in the location and development of United States
industries and centers of urbanization (e.g., Industrial Revolution, the early
labor movement, and famous entrepreneurs of the time).
Grades 9th-12th
Standard 1: The student will evaluate how societies answer the three basic economic
questions: what goods and services to produce, how to produce them
and for whom are they produced?
1. Examine the different economic systems used to allocate resource, goods and services
and wealth in other countries around the worl
Standard 4: The student will describe the role of economic institutions (e.g., banks,
labor unions, corporations, legal systems, and not-for-profits) in a
market economy.
1. Evaluate the impact of different institutions in a market economy (e.g., the legal
system ensuring private property rights, banks matching savers with
borrowers, and corporations allowing people to pool their incomes and
provide future income through investing in stocks).
2. Describe how some institutions (e.g., labor unions, religious organizations, and notfor-profits) work to promote the goals of certain interest groups.
Standard 7: The student will explain the role of entrepreneurs, risks, and profits in
a market economy.
1. Identify an entrepreneur and describe how his/her decisions affect job opportunities for
Standard 1. The student will demonstrate process skills in social studies.
1. Identify, analyze, and interpret primary and secondary sources (e.g., artifacts, diaries,
letters, art, music, literature, photographs, documents, newspapers, and
contemporary media).
National Standards for Social Studies
Grades 1st-4th
I. Time, Continuity, and Change
b. demonstrate an ability to use correctly vocabulary associated with time such as past,
present, future, and long ago; read and construct simple timelines; identify examples of
change; and recognize examples of cause and effect relationships;
c. compare and contrast different stories or accounts about past events, people, places, or
situations, identifying how they contribute to our understanding of the past;
d. identify and use various sources for reconstructing the past, such as documents, letters,
diaries, maps, textbooks, photos, and others;
e. demonstrate an understanding that people in different times and places view the world
differently;
f. use knowledge of facts and concepts drawn from history, along with elements of
historical inquiry, to inform decision making about and action-taking on public issues;
IV. Individual Development and Identity
g. analyze a particular event to identify reasons individuals might respond to it in
different ways; h. work independently and cooperatively to accomplish goals.
V. Individuals, Groups, and Institutions
a. identify roles as learned behavior patterns in group situations such as student, family
member, peer play group member, or club member;
b. give examples of and explain group and institutional influences such as religious
beliefs, laws, and peer pressure, on people, events, and elements of culture;
c. identify examples of institutions and describe the interactions of people with
institutions;
d. identify and describe examples of tensions between and among individuals, groups, or
institutions, and how belonging to more than one group can cause internal conflicts;
e. identify and describe examples of tension between an individual's beliefs and
government policies and laws;
f. give examples of the role of institutions in furthering both continuity and change;
g. show how groups and institutions work to meet individual needs and promote the
common good, and identify examples of where they fail to do so.
VI. Power, Authority, and Governance
a. examine the rights and responsibilities of the individual in relation to his or her social
group, such as family, peer group, and school class;
VII. Production, Distribution, and Consumption
a. identify examples of private and public goods and services;
b. give examples of the various institutions that make up economic systems such as
families, workers, banks, labor unions, government agencies, small businesses, and large
corporations; c. c. describe how we depend upon workers with specialized jobs and the
ways in which they contribute to the production and exchange of goods and services;
Grades 5th-8th
IV. Individual Development and Identity
a. relate personal changes to social, cultural, and historical contexts; describe personal
connections to place — as associated with community, nation, and world;
e. identify and describe the influence of perception, attitudes, values, and beliefs on
personal identity;
V. Individuals, Groups, and Institutions
a. demonstrate an understanding of concepts such as role, status, and social class in
describing the interactions of individuals and social groups
b. analyze group and institutional influences on people, events, and elements of culture;
c. describe the various forms institutions take and the interactions of people with
institutions;
d. identify and analyze examples of tensions between expressions of individuality and
group or institutional efforts to promote social conformity;
VII. Production, Distribution, and Consumption
a. give and explain examples of ways that economic systems structure choices about how
goods and services are to be produced and distributed;
c. explain the difference between private and public goods and services;
9th-12th
IV. Individual Development and Identity
b. identify, describe, and express appreciation for the influences of various historical and
contemporary cultures on an individual's daily life;
c. describe the ways family, religion, gender, ethnicity, nationality, socioeconomic status,
and other group and cultural influences contribute to the development of a sense of self;
f. analyze the role of perceptions, attitudes, values, and beliefs in the development of
personal identity;
V. Individuals, Groups, and Institutions
a. apply concepts such as role, status, and social class in describing the connections and
interactions of individuals, groups, and institutions in society;
b. analyze group and institutional influences on people, events, and elements of culture in
both historical and contemporary settings;
c. describe the various forms institutions take, and explain how they develop and change
over time;
d. identify and analyze examples of tensions between expressions of individuality and
efforts used to promote social conformity by groups and institutions;
VII. Production, Distribution, and Consumption
a. explain how the scarcity of productive resources (human, capital, technological, and
natural) requires the development of economic systems to make decisions about how
goods and services are to be produced and distributed;
b. analyze the role that supply and demand, prices, incentives, and profits play in
determining what is produced and distributed in a competitive market system;
c. consider the costs and benefits to society of allocating goods and services through
private and public sectors;
d. describe relationships among the various economic institutions that make up economic
systems such as households, business firms, banks, government agencies, labor unions,
and corporations;
B. 2nd Grade Standards and Objectives
Pass for Social Studies:
Standard 1: The student will develop and practice the process skills of social studies.
2. Use children’s literature to compare and contrast one’s own community to others.
Standard 3: The student will analyze the human characteristics of communities.
1. Identify examples of rules in the classroom and community, and relate the purposes of
those rules (e.g., to help people live and work together safely and peacefully) and
the consequences of breaking them.
2. Provide examples of honesty, courage, patriotism, and other admirable character traits
seen in United States history. 
3. Explain and demonstrate good citizenship (e.g., obeying classroom rules, taking turns,
and showing respect for others and their belongings).
Standard 5: The student will understand basic economic elements found in
communities.
2. Describe the occupations and roles of people in the neighborhood and community who
provide goods and services.
Subject Matter Knowledge
1. The student will describe the occupations and the roles of helpers in their
community.
2. The student will demonstrate good citizenship by following rules in the classroom
while acting out occupations.
3. The student will read and comprehend both fiction and nonfiction stories about
community helpers.
4. The student will recognize various community helpers.
5. The students will use appropriate grammar and punctuation when writing their
letter to a community helper.
6. The student will be able to recognize work songs related to community helpers.
Skills
1. The student will respond to a book about community helpers and recall facts.
2. The student will read and comprehend a short story.
3. The student will summarize and recall facts from a given text.
4. The student will listen to and recognize different styles of music.
5. The student will sing and perform a song.
6. The student will practice being a good audience and respect the others
performing.
7. The student will present an oral presentation of their essay.
8. The student will use listening skills and respect the other students while speaking.
9. The student will listen closely to another student, acting as an interviewer.
10. The student will use oral language skills while participating in a job interview.
11. The student will work cooperatively with one another while completing their note
cards from the interview.
12. The student will use proper grammar, mechanics, and punctuation in their
writings.
13. The student will work cooperatively with one another while playing the game.
14. The student will use art skills and will make a creative want ad for a community
helper.
15. The student will use proper grammar, usage and mechanics in their reflection.
16. The student will act out several different occupations in class.
Higher-Order Reasoning
1. The student will demonstrate an overall outlook of community helpers by
discussing different jobs as a class.
2. The student will compose a brief essay stating what community helper occupation
they would enjoy doing.
3. The student will respond appropriately to questions on a job application.
4. The student will understand the importance and roles of jobs in the community.
5. The student will write a letter to community helpers using the writing process.
6. The student will show understanding of how events in history affect people in the
US today by writing a paper about the correlation.
7. Students will create and perform a play involving the importance of good
citizenship.
8. Students will write a reflection about the process of performing the play and
thoughts about good citizenship.
9. The student will recognize past events in history and realize the importance of
being a good citizen.
10. The student will recognize the past events in history and demonstrate the
importance of good citizenship.
11. The student will demonstrate knowledge of the job requirements of multiple
community helpers.
4. Assessment Plan
Type of Assessments
Pre- Assessment
Lesson 1
Formative Assessment
Lesson 2
Learning Objectives
-The student will
describe the
occupations and the
roles of helpers in their
community. (K1)
-The student will
recognize various
community helpers.
(K4)
-The student will read
and comprehend both
fiction and nonfiction
stories about
community helpers.
(K3)
Format of Assessment
-Drawing a picture of multiple
community helpers.
-Turn in reflection
-Informal – participation in class
discussion
- Informal during the reading,
comprehension by answering some
questions orally.
-Rubric will be used to assess the
letter.
-The student will use
appropriate grammar
and punctuation when
writing their letter to a
community helper. (K5)
Formative Assessment
Lesson 3
-The student will write
a letter to a community
helper using the writing
process. (HR4)
- The student will read
and comprehend a short
story. (S2)
- The student will
respond to a book about
community helpers and
recall facts. (S1)
- The student will
summarize and recall
facts from a given text.
(S3)
-Informal – participation
-By drawing a picture, writing a
song, or writing a paper about the
community helper they read about.
-Write a summary comparing and
contrasting Daniel Cook’s visit to
the fire station with ours.
Formative Assessment
Lesson 4
- The student will be
able to recognize work
songs related to
community helpers.
(K6)
-Peer Evaluation
-Self Evaluation
-Informal Assessment –Observation
- The student will listen
to and recognize
different styles of
music. (S4)
- The student will sing
and perform a song.
(S5)
- The student will
practice being a good
audience and respect
the others performing.
(S6)
Formative Assessment
Lesson 5
-The student will
demonstrate good
citizenship by following
rules in the classroom
while acting out
occupations. (K2)
-
InformalParticipation/Observa
tion
The student will act out
several different
occupations in class.
(S16)
Formative Assessment
Lesson 6
-Students will listen
closely to another
student, acting as an
-Peer evaluation- through interview
-Informal- participation
interviewer. (S9)
-Turn in completed application and
interview form
- Students will use oral
language skills while
participating in a job
interview. (S10)
- Students will respond
appropriately to
questions on a job
application. (HR3)
-Students will work
cooperatively with one
another while
completing their note
cards from the
interview. (S11)
Formative Assessment
Lesson 7
- Students will
understand the
importance and roles of
jobs in the community.
(HR4)
- Students will
understand the
importance and roles of
jobs in the community.
(HR4)
-Rubric- assess contents of Want Ad
-Turn in completed Want Ad
-Informal- participation
- Students will use art
skills and will make a
creative want ad for a
community helper.
(S14)
- Students will
demonstrate knowledge
of the job requirements
of multiple community
helpers. (HR 10)
Formative Assessment
Lesson 8
- Students will create
and perform a play
involving the
-Turn in written script
importance of good
citizenship. (HR7)
-Turn in complete reflection
-Informal- participation/observation
- Students will write a
reflection about the
process of performing
the play and thoughts
about good citizenship.
(HR8)
- The student will use
proper grammar, usage
and mechanics in their
reflection. (S15)
Formative Assessment
Lesson 9
- The student will
recognize past events in
history and realize the
importance of good
citizenship. (HR9)
- The student will read
and comprehend a short
story (S2)
- The student will
respond to a book about
community helpers and
recall facts. (S1)
-The student will
summarize and recall
facts from a given text.
(S3)
-The student will
describe the
occupations and the
roles of helpers in their
community. (K1)
-The student will
demonstrate good
citizenship by following
rules in the classroom
while acting out
occupations. (K2)
Informally – participation
Observation
Formative Assessment
Lesson 10
-The student will act
out several different
occupations in class.
(S16)
- The student will
demonstrate an overall
outlook of community
helpers by discussing
different jobs as a class.
(HR1)
-Rubric- assess components in
speech and essay
- Informal- eagerness to learn and
participation
- The student will
compose a brief essay
stating what community
helper occupation they
would enjoy doing.
(HR2)
- The student will use
proper grammar,
mechanics, and
punctuation in their
writings. (S12)
- The student will
present an oral
presentation of their
essay. (S7)
- The student will use
listening skills and
respect the other
students while
speaking. (S8)
Post- Assessment
Lesson 11
-The student will
describe the
occupations and the
roles of helpers in their
community. (K1)
-The student will
recognize various
community helpers.
- Complete worksheet about
community helpers.
- Complete a paper including at least
five examples of a community
helper.
-Rubric- assessing grammar, usage
and mechanics and knowledge of
(K4)
subject matter in reflection
Assessment Plan Narrative:
Assessment is an important aspect when teaching any unit. Formal assessments
are sometimes needed, but overall we believe informal assessment can be an even better
tool. Throughout this unit, there are many informal methods of assessment, such as
visually observing the students, participation, willingness to work, and cooperation.
There are formal assessments as well, such as worksheets, reflections, and art projects
that the students will be doing. Some of these will be graded with rubrics. Peer
evaluation will also take place throughout some of the lessons. We believe that students
can learn a lot from one another. This learning can easily be informally assessed, but also
in more formal methods by using peer evaluations. A KWL chart will be used in the pre
and post assessments. KWL charts are great assessment tools, because it is very
organized and one can see what the students know, want to know and what they have
learned at the end of the unit. It is a great tool for teachers, because it helps in planning
the lessons as well as planning for future lessons and units. KWL charts also serve as an
accomplishment piece for the students when they look back and see all they have learned
at the end of a unit. We tried not to use too many worksheets in the unit, only when
necessary. There are a few worksheets that are just recall of facts to be sure the students
know what they read; however, there are extension activities so the worksheet is not the
only activity the students do in the given lesson. Students need to have experiences with
the knowledge in order to better retain what they learn. Throughout the unit, there are
many activities that actively get the students involved. We feel through learning
experiences such as these, they will learn and retain the information presented to them.
For the students with special needs, there are accommodations within each lesson
and they will be assessed based on the work they do. Many of the assessments are the
same; however, just slightly modified. The students will be challenged in a variety of
ways; however, the tools used for assessment are not intimidating, so the focus of the unit
stays on the students learning the information, not passing a test. Flexibility is also a key.
If, for some reason, throughout the unit some of the assessment tools do not seem to be
working well, we will adapt and change in the process. Overall, we feel the assessment
plan we have set up is very accessible and useful in the process of students learning in
this unit.
5. Design for Instruction
A.
When giving children the pre-assessment of this unit, we found most children
limit community helpers to doctors, firefighter, EMT’s, nurses, and police officers. We
also found that they have very limited knowledge about the actual jobs that these
community helpers perform. They were able to complete the drawings, but most were
very similar in only considering medical professionals to be community helpers. The
children were able to complete the assignment, but now we are going to help children see
that there are many, many more occupations that should be considered community
helpers!
B.
C. Instructional Design Table
Learning Objective
-The student will
describe the
occupations and the
roles of helpers in
their community.
(K1)
Instructional Activities
-Read “Community
Helpers”
-The student will
recognize various
community helpers.
(K4)
-The student will read
and comprehend both
fiction and nonfiction
stories about
community helpers.
(K3)
-Write a reflection on
community helpers from
the story.
-The student will use
appropriate grammar
and punctuation when
writing their letter to
a community helper.
(K5)
-The student will
write a letter to a
community helper
using the writing
process. (HR4)
- The student will
read and comprehend
a short story. (S2)
- The student will
respond to a book
about community
helpers and recall
facts. (S1)
- The student will
summarize and recall
facts from a given
Assessments
-Drawing a picture of
multiple community
helpers.
-Drawings
-Turn in reflection
-Make a chart
-Read “Community
Helpers From A to Z”
-Write a letter to a
community helper.
-Informal – participation
in class discussion
- Informal during the
reading, comprehension
by answering some
questions orally.
-Rubric will be used to
-Discussion: As a class we assess the letter.
will discuss the compiled
lists over community
helper characteristics.
-Discussion over
firefighters and what they
want to learn.
-Informal – participation
-KWL Chart
-By drawing a picture,
writing a song, or writing
a paper about the
community helper they
read about.
-Read “This is Daniel
Cook at the Fire Station”
-Draw a picture, write a
song, or write a paper
about fire stations,
firefighters, or fire
-Write a summary
comparing and
contrasting Daniel
text. (S3)
engines.
Cook’s visit to the fire
station with ours.
- Become familiar with
escape plans.
- Field trip
- The student will be
able to recognize
work songs related to
community helpers.
(K6)
- The student will
listen to and
recognize different
styles of music. (S4)
- Write summary
-Listen to the “Farmer in
the Dell”
-Peer Evaluation
-Self Evaluation
- Create new lyrics within
group.
-Informal Assessment –
Observation
-Perform new song
created by students.
-Fill our peer and student
evaluation
- The student will
sing and perform a
song. (S5)
- The student will
practice being a good
audience and respect
the others performing.
(S6)
-The student will
demonstrate good
citizenship by
following rules in the
classroom while
acting out
occupations. (K2)
- Assigned to be a specific
community helper.
The student will act
out several different
occupations in class.
(S16)
- Act as community helper
all day.
-Research job by reading
trade books.
-Create work place
- Discussion over
advantages and
disadvantages of the
community helpers they
- InformalParticipation/Observation
simulated.
-Students will listen
closely to another
student, acting as an
interviewer. (S9)
- Students will use
oral language skills
while participating in
a job interview. (S10)
- Students will
respond appropriately
to questions on a job
application. (HR3)
-Group discussion over
interviews and the
assignment of jobs.
-Peer evaluation- through
interview
-Informal- participation
-Modeling of how to fill
out applications
-Fill out applications
-Turn in completed
application and interview
form
-Student conducted
interviews
-Students will work
cooperatively with
one another while
completing their note
cards from the
interview. (S11)
- Students will
understand the
importance and roles
of jobs in the
community. (HR4)
- Students will
understand the
importance and roles
of jobs in the
community. (HR4)
- Students will use art
skills and will make a
creative want ad for a
community helper.
(S14)
- Students will
demonstrate
knowledge of the job
requirements of
-Look at and discuss want
ads in the newspaper
-Rubric- assess contents
of Want Ad
-Discuss various
requirements of several
community helpers.
-Turn in completed Want
Ad
-Informal- participation
-Create Want Ads
-Add them to bulletin
board.
multiple community
helpers. (HR 10)
- Students will create
and perform a play
involving the
importance of good
citizenship. (HR7)
-Discussion over being a
good citizen in society.
-Read “I am a Good
Citizen.”
- Students will write a -Students create a play
reflection about the
process of performing -Write scripts
the play and thoughts
about good
-Students perform play
citizenship. (HR8)
-Reflection over the play
- The student will use process and how they feel
proper grammar,
about being a good
usage and mechanics citizen.
in their reflection.
(S15)
- The student will
recognize past events
in history and realize
the importance of
good citizenship.
(HR9)
- The student will
read and comprehend
a short story (S2)
- The student will
respond to a book
about community
helpers and recall
facts. (S1)
-The student will
describe the
-Turn in complete
reflection
-Informalparticipation/observation
-Read, “Do I Have to go
to the Hospital?”
Informally –
participation
-Discussion over trips to
hospitals and hospital
workers.
Observation
-Field Trip
- Acting out occupation
-The student will
summarize and recall
facts from a given
text. (S3)
-Turn in written script
- Oral presentation
occupations and the
roles of helpers in
their community.
(K1)
-The student will
demonstrate good
citizenship by
following rules in the
classroom while
acting out
occupations. (K2)
-The student will act
out several different
occupations in class.
(S16)
- The student will
demonstrate an
overall outlook of
community helpers
by discussing
different jobs as a
class. (HR1)
- The student will
compose a brief essay
stating what
community helper
occupation they
would enjoy doing.
(HR2)
- The student will use
proper grammar,
mechanics, and
punctuation in their
writings. (S12)
- The student will
present an oral
presentation of their
essay. (S7)
- The student will use
listening skills and
- Choose community
helper they want to be as
an adult
-Rubric- assess
components in speech
and essay
-Write essay
- Informal- eagerness to
learn and participation
-Orally present speech
respect the other
students while
speaking. (S8)
-The student will
describe the
occupations and the
roles of helpers in
their community.
(K1)
-The student will
recognize various
community helpers.
(K4)
-Discussion of important
facts learned in the unit.
- Complete worksheet
about community
helpers.
-Complete KWL chart
-Reflection
- Complete a paper
including at least five
examples of a
community helper.
-Rubric- assessing
grammar, usage and
mechanics and
knowledge of subject
matter in reflection
Lesson Plan #1
Title of Lesson: Community Helpers: What do you
Teacher:
know?
Subject Area(s): Social Studies/ Literature
Grade Level(s): 2nd Time: 30-45min
Stated Objective(s)
PASS:
Standard 5: The student will understand basic economic elements
found in communities.
2. Describe the occupations and roles of people in the neighborhood and
community who provide goods and services.
Objectives:

The student will describe the occupations and the roles of
helpers in their community. (K1)

The student will recognize various community helpers. (K4)

The student will respond to a book about community helpers
and recall facts. (S1)
Technology
N/A Students will not be using technology for this pre-assessment activity
because it is not needed.
Materials
“You’re a Community Helper” book by Karen Bryant-Mole
Paper
Crayons
Pencils
Markers
Procedures
1. Introduce the unit “Community Helpers” to the class.
2. Read “You’re a Community Helper” to get their attention and to get them
focused.
3. As a pre-assessment activity, the class will draw people they consider to be
community helpers.
4. Make a chart depicting the different occupations students have drawn.
5. The students will write a reflection about what they learned in “You’re a
Community Helper.” The student will write about any jobs that may have
surprised them. They will also include what they would like to learn about
community helpers.
Modifications
Assessment or Evaluation
N/A
Drawing of picture of multiple community helpers.
Turn in reflection
Informal- participation in class discussion
Bryant-Mole, Karen You’re a Community Helper, Heinemann 1997.
Sources
Lesson Plan #2
Title of Lesson: Letters to Community Helpers
Subject Area(s): Social Studies/ Language Arts
Stated Objective(s)
PASS:
Teacher:
Grade Level(s): 2nd
Time: 30-45min
Standard 5: Comprehension/Critical Literacy – The student will interact with
the words and concepts in a text to construct an
appropriate meaning.
1. Literal Understanding
a. Read and comprehend both fiction and nonfiction that is
appropriately designed for second grade.
Standard 2: Modes and Forms of Writing – The student will communicate
through a variety of written forms and for various
purposes and to a specific audience or person.
3. Write “thank you” notes, friendly letters (identifying the five parts), and invitations.
Standard 3: Grammar/Usage and Mechanics: The student will demonstrate
appropriate practices in writing by applying Standard
English conventions to the revising and editing stages of
writing.
1. Grammar/Usage: Students are expected to recognize and use correctly nouns, verbs,
contractions, and adjectives in their writing.
2. Mechanics: Students are expected to demonstrate appropriate language mechanics in
writing.
3. Punctuation: Students are expected to demonstrate appropriate punctuation in
writing.
4. Sentence Structure: The student will demonstrate appropriate sentence structure in
writing.
5. Spelling: Students are expected to demonstrate appropriate application of spelling
knowledge to the revising and editing stages of writing.
6. Handwriting: Students are expected to demonstrate appropriate handwriting in the
writing process.
Objectives:



Technology
The student will read and comprehend both fiction and nonfiction
stories about community helpers. (K3)
The student will use appropriate grammar and punctuation when
writing their letter to a community helper. (K5)
The student will write a letter to a community helper using the
writing process. (HR 5)
An overhead will be used to show examples of how to write a letter.
Materials
Procedures
Modifications
Assessment or Evaluation
Sources
Lined paper
writing utensils
trade books
overhead
envelopes
“Community Helpers From A to Z” by Bobbie Kalman
1. Teacher will read “Community Helpers From A to Z” by Bobbie Kalman.
2. Discuss the different community helpers in the book. Identify which helpers
were in the book that no one drew the day before. Ask the students why these
people were not included.
3. Have students get in groups of two and identify what characteristics they
think community helpers should have. Are these characteristics the same for
all community helpers? We will then take these lists and compile a list on the
board of everyone’s responses. We will discuss as a class what they think
about the different ideas listed.
4. Students will now decide what type of community helper they would like to
write to and make a list of what they may want to talk about in their letter.
There will be many different trade books available for students to look at to
help choose who they want to write to.
5. After they have all of their ideas, students will construct a proper letter to
the community helper they have chosen.
6. After they have written their letters, give each student an envelope.
Practice properly addressing envelopes by having students write the address
of a community helper in their community.
7. Have students turn in their envelopes with the letter enclosed. We will then
mail these letters accordingly.
High achievers- have them research community helpers on the internet and
find a specific person to write their letter to.
ESL- allow these students to write their letter in Spanish.
Below Grade Level- Provide an outline to write their letter.
Rubric- assessing proper format of letter, grammar, punctuation, and properly
filling out the envelope.
Informal- participation in group discussion
Kalamn, Bobbie. Community Helpers from A to Z. Crabtree Publishing
Company 1997.
Lesson Plan #3
Title of Lesson: The Life of a Firefighter
Teacher:
Subject Area(s): Social Studies/ Language
Grade Level(s): 2nd Time: 2-3 hrs.
Arts/Home Activity
Stated Objective(s)
PASS:
Standard 5: Comprehension/Critical Literacy – The student will
interact with the words and concepts in a text to
construct an appropriate meaning.
1. Literal Understanding
a. Read and comprehend both fiction and nonfiction that is
appropriately designed for second grade.
b. Use prereading strategies to preview, activate prior
knowledge, make predictions, use picture clues, and
establish the purpose for reading (i.e., graphic
organizers).
c. Ask and respond to questions to aid comprehension about
important elements of fiction and nonfiction.
3. Summary and Generalization
a. Retell or act out narrative text by identifying story elements
and sequencing the events.
b. Produce oral or written summaries of text selections by
discussing who, what, when, where, why, and how to
identify the main idea and significant supporting details
of a text.
Standard 3: Visual Art Expression – The student will observe, select,
and utilize a variety of ideas and subject matter in
creating original works of visual art.
2. Use a variety of subjects, basic media and techniques in making original art
including drawing, painting, weaving, sculpture, and ceramics.
Standard 3: Music Expression – The student will perform, imitate,
compose a variety of music within specific
guidelines.
- Perform solos and in groups.
Objectives:

The student will read and comprehend a short story (S2)

The student will respond to a book about community helpers and
recall facts. (S1)

The student will summarize and recall facts from a given text. (S3)

The student will describe the occupations and the roles of helpers in
their community.
Technology
The students will use the computer in this lesson to look at different escape
plans.
Materials
Various books over firefighters and fire stations
“This is Daniel Cook at the Fire Station” by Kids Can Press
Internet access
Pictures of fire fighters, fire stations, and fire engines
Writing utensils
Long sheet of butcher paper to make KWL Chart
Examples of Fire Escape Plans (One will be on the wall for the classroom)
Construction paper
School bus
Volunteers
Firefighters
1. Begin by having an open discussion over firefighters. We will make a KWL
chart about firefighters. I will allow students to come up and add what they
know about firefighters to the list. Then we will discuss what they would like
to know and I will add these as ideas are expressed.
2. We will then read the book “This is Daniel Cook at the Fire Station.” We will
discuss the different items we see in this story. We will then ask if they
learned anything from the book to add to our KWL chart.
3. Students will now draw a picture, write a song, or write a paper describing
what we now know about fire stations, firefighters, or fire engines.
4. At the end of the story, they talk about how important it is to have an
escape plan at your home in case of a fire. We will have copies made for each
student to take home and create their own escape plan. They will need to
bring this back to school for assessment.
5. Students will have the opportunity to go online to
http://www.welephant.co.uk/fireescapeplan.htm and
http://www.nfpa.org/sparky/miller_escape/m_escape_1.html to see examples
of how to put fire escape plans into action!
6. We will then go on our field trip to our local fire station. Students will be
reminded to think of what we read in Daniel Cook’s story and see how it may
Procedures
have been the same or different from our experience at the fire station.
7. When we return from the fire station students will write a summary
comparing and contrasting our visit to that of Daniel Cook.
Modifications
Assessment or Evaluation
Sources
High achievers- pair with below grade level learners or ESL; They can also
provide help with the computer activities.
ESL- pair with a high achiever or someone who they will work with; provide
translations
Below Grade Level- pair with a higher level student
Completion of song, picture, or paper of firefighter, fire station, or fire engine
Informal- participation in group discussion and during field trip.
Completion of escape plan
Summary comparing and contrasting Daniel Cook’s visit to the fire station with
ours.
http://www.welephant.co.uk/fireescapeplan.htm
http://www.nfpa.org/sparky/miller_escape/m_escape_1.html
Kids Can Press, This is Daniel Cook at the Fire Station. 2006.
Lesson Plan #4
Title of Lesson: Songs of Our Community
Teacher:
Subject Area(s): Social Studies/ Music
Grade Level(s): 2nd Time: 90-120 min
Stated Objective(s)
PASS:
Standard 2: Music History and Culture – The student will recognize
the development of music from an historical and
cultural perspective.
1. Recognize music from our country, work songs, holiday songs and music
from different countries. (�)
2. Sing and perform action songs, singing games and dances from a variety of
cultures.
Standard 3: Music Expression – The student will perform, imitate,
compose a variety of music within specific
guidelines.
1. Participate in music through singing (echo singing) and/or playing
instruments (body percussion and melodic ostinatos).
2. Match pitches, sing in tune (C-scale range) and use appropriate tone and
expression.
3. Respond to the beat or rhythm in music by clapping, walking, running,
skipping, galloping, hopping, sliding, playing classroom
instruments, or chanting.
Standard 4: Music Appreciation – The student will learn to appreciate
music and expand listening beyond music currently
familiar to the student.
1. Recognize and practice appropriate audience or performer behavior
appropriate for the context and style of music performed.
2. Demonstrate respect for music performed by the student and by other
students and professional performers.
Technology
Objectives:

The student will become familiar with work songs related to
community helpers. (K6)

The student will listen to and recognize different styles of music. (S4)

The student will sing and perform a song. (S5)

The student will practice being a good audience and respect others
while performing. (S6)
We will use a CD player to play music.
We will use an overhead to display lyrics to songs.
Materials
Procedures
Modifications
Assessment or Evaluation
Sources
CD Player
CD’s with appropriate music
Lyrics to songs
Overhead
1. We will start by singing “Farmer in the Dell.” Most students will be familiar
with this song and we will then use this tune to sing the “Community Helper
Song.” We will have the lyrics to this song on the overhead so we can sing this
as a class.
2. We will then break the class into groups of 3 for this activity. We will have a
list of 15 songs they may choose from. Once a group has chosen a song,
another group may not choose it. The group will then become familiar with the
song and practice it many times. They will also come up with motions to
perform during the song.
3. After the groups are prepared, each group will sing and perform their
chosen song.
4. While not performing, students will be a good audience and will be
respectful of the group that is performing.
Students will be paired strategically so that no modifications will be needed.
Self Evaluation
Peer Evaluation
Informal- observation
http://comsewogue.k12.ny.us/~rstewart/k2001/Themes/community/helpers.ht
m
Songs the children will choose from on this lesson:
Community Helper Song
(Tune: “Farmer In the
Dell”)
The doctor makes us well.
The doctor makes us well.
Hey! Ho! What do you
know?
The doctor makes us well.
Continue with other verses.
The farmer sows the field .
..
The chef cooks the food . .
.
The mailman brings the mail
...
The firefighter puts out
fires . . .
Community Helpers
Song
(Tune: “Rudolph the RedNosed Reindeer”)
Mailmen deliver mail,
Nurses help us when we’re
sick,
Bankers deposit money,
Farmers raise cows, goats
and chicks.
Doctors, teachers and
police.
We all need them so.
Each does his important
part
Always on the go.
Bus drivers, sales and
Policemen keep us safe . .
Barbers cut our hair.
Dentists check our teeth.
Bakers bake our bread.
firemen,
Couldn’t do without them
too!
Can’t wait ‘til you grow up,
There’s so many jobs for
you!
The People In Your
Neighborhood
If I Were
Oh, who are the people in
your neighborhood,
In your neighborhood,
In your neighborhood?
Oh, who are the people in
your neighborhood
The people that you meet
each day?
Oh, the postman always
brings the mail
If I were a baker
(pretend to put on a hat
and apron)
What would I do?
Bake lots of cookies
(make a circle with thumb
and forefinger)
For me and you.
(point to self and a friend)
If I were a secretary,
(pretend to type and write
on a notepad)
What would I do?
Answer the phone,
(hold pretend phone to ear)
”How do you do?”
To get your letters safe to
you.
If I were a veterinarian,
(pretend to put a
stethoscope in ears)
What would I do?
Care for your pet
(pretend to examine a cat
or dog)
It’s special to you.
Oh, the fireman is brave
If I were a dentist,
(look in mouth of friend)
Through rain or snow or
sleet or hail.
He’ll work, and work the
whole day through
it’s said
His engine shiny red.
If there’s a fire about,
What would I do?
Check those teeth
(pretend to drill or x-ray
friend’s teeth)
That’s good for you!
Well, he’ll be sure to put it
out.
If I were a hair dresser
(pretend to comb a friend’s
hair)
What would I do?
Wash and trim your hair
(pretend to wash & cut a
friend’s hair)
”Oh, pretty!” for you!
I’m a Police Officer
I’m a Firefighter (Tune:
(Tune: “I’m a little Teapot”)
“I’m a little teapot”)
I’m a police officer
With my star,
I help people
Near and far.
If you have a problem,
Call on me,
And I will be there
One, two, three!
I’m a firefighter
Dressed in red,
With my fire hat
On my head.
I can drive the fire truck,
Fight fires, too,
And help to make things
Safe for you.
Five Friendly
Firefighters
Down at the Firehouse
Five friendly firefighters
standing near the door,
One washes the fire engine,
now there are four.
Four friendly firefighters
waiting patiently,
One fixes the hoses, now
(Tune: “Down by the
Station”)
Down at the firehouse
Early in the morning,
You can see our clothes
there are three.
Hanging in a row.
Three friendly firefighters
have a lot to do,
When there is a fire,
One climbs up a ladder, now
there are two.
We can dress real fast.
Two friendly firefighters
exercise and run,
Boots, jackets, hats, gloves,
One cooks some dinner, now
there is one.
Off we go!
One friendly firefighter-all
the work is done,
This one goes to bed, now
there are none.
Dentist
Mail Carrier Song (Tune:
“My Bonnie lies over the
ocean”)
If I were a dentist,
I know what I would do.
I get to sort the mail,
(Point to self.)
Then carry it to your home.
I’d tell all the children,
The mail comes from all
“Brush your teeth.”
over,
(Imitate brushing teeth.)
Like New York, Paris, and
”Keep a smile like new.”
Rome.
(Make a big smile and point
Mail, mail, mail, mail,
to lips.)
I love to deliver the mail,
And if a tiny hole should
mail, mail.
show,
Mail, Mail, Mail, Mail,
I’d say, “Climb into my
I love to deliver the mail.
chair.”
(Make circle with fingers.)
I’d make my little drill go
buzzzzzzzzzz,
And put a filling there!
(Point to teeth.)
I’m a Helpful Doctor
What is My Job? (Tune:
(Tune: “I’m a Little
“Are You Sleeping?”)
Teapot”)
I’m a helpful doctor,
Dressed in white,
I help people feel better,
Day and night.
When you get hurt or sick,
Come see me.
I’ll get you all fixed up,
Just as quick as can be.
I Want To Be A
Carpenter
I want to be a carpenter
and work the whole day
long.
I’ll use a great big box of
tools; my arms are very
strong
First, I’ll saw and saw and
saw, and cut the boards in
two
Little boards and big
boards-all kinds of boards
will do.
I’ll plane and plane and
plane the boards for
everyone is rough.
Back and forth I’ll plane
What is my job?
What is my job?
Can you guess?
Can you guess?
I help people get well.
I help people get well.
Who am I?
Who am I?
*Other verses:
I can fix the water pipes.
I deliver letters.
I make tasty meals for you.
I keep your pets healthy.
I can teach you new things.
I can help if you get lost.
Teachers
(Tune: “Mary Had A Little
Lamb”)
Our teacher comes to
school each day,
School each day, school
each day.
Our teacher comes to
school each day,
To help us learn and grow.
She smiles and helps us
learn all day,
Learn all day, learn all day.
She smiles and helps us
learn all day,
We’re glad we come to
the boards until they’re
smooth enough.
I’ll measure them and
measure them – each one
down to a T
And then I’ll start to build
a house for me up in a tree!
school.
I’m a Nurse Dressed in
White
(Tune: “Little White Duck”)
I’m a nurse dressed in
white,
And I feel just swell.
When you are sick,
I help to make you well.
I give you shots,
And if you’re afraid,
I fix you up with a big
Band-Aid.
I’m a nurse dressed in
white,
And I feel just swell.
Now you’re well!
I’m a Vet
(Tune: “Oh, My Darling
Clementine”)
I’m a vet, I’m a vet,
I’m a veterinarian.
I take care of the animals,
And I treat them one by
one.
I give shots, I set legs,
And sometimes I operate.
I take care of the animals,
’Cause I think they are just
great.
Bring your dogs, bring you
cats,
Bring your hamsters one by
one.
I take care of the animals,
I’m a veterinarian.
Student’s Name:
Self Evaluation

Do you think you
worked well with
your group?
Teacher:
Songs of our community
Yes
No

Were you a
leader, follower,
or a combination
of both?

Did you assist in
coming up with
motions for the
songs?

Did you do your
best when
performing?

Were you
respectful to
others when you
were an audience
member?

Are there any
comment you
would like to add
about yourself?
Leader
Yes
No
Yes
No
Yes
Student’s Name:
Peer Evaluation

Do you think this
person worked
well with your
group?
Follower
Combination
No
Comments:
Teacher:
Songs of our community
Yes
No
Follower

Was this person a
leader, follower,
or a combination
of both?
Leader

Did this person
assist in coming
up with motions
for the songs?
Yes
No
Yes
No
Combination

Did this person
do their best
while you were
planning out your
song?

Was this person
respectful to
others when
planning out the
song?

Are there any
comment you
would like to add
about this
person?
Observation
Checklist
Student’s
Name
Ex: Sunshine
Ex: Amanda
Yes
No
Comments:
Working well
with others
Being an active Perform fully
part of the
during the song
group
X
X
X
X
Being a
respectful
audience
member
X
Lesson Plan #5
Title of Lesson: Classroom of Community Helpers
Teacher:
Subject Area(s): Social Studies/ Career Awareness
Grade Level(s): 2nd Time: 3-4 hrs.
Stated Objective(s)
PASS:
Standard 3: The student will analyze the human characteristics of
communities.
1. Identify examples of rules in the classroom and community, and relate the
purposes of those rules (e.g., to help people live and work
together safely and peacefully) and the consequences of
breaking them.
3. Explain and demonstrate good citizenship (e.g., obeying classroom rules,
taking turns, and showing respect for others and their
belongings).
Standard 5: The student will understand basic economic elements
found in communities.
2. Describe the occupations and roles of people in the neighborhood and
community who provide goods and services.
Objectives:

The student will demonstrate good citizenship by following rules in
the classroom while acting out occupations. (K2)

The student will act out several different occupations in class. (S16)
Technology
No technology is needed for this lesson.
Materials
Multiple Trade Books
Poster Boards
Markers
Cardboard boxes
Procedures
1.
2.
3.
4.
5.
We will explain that today everyone is going to be a community
helper. Our classroom is going to turn into a community and we will
all be assigned jobs.
Students will then be put into assigned groups by community helper
type. After they have been assigned jobs, they may want to look
through some trade books correlated to that job so they can learn as
much as possible about the type of community helper they will be.
They will be put into jobs such as firefighters, police officers, bakers,
nurses, doctors, EMT’s, teachers, etc.
Students will then be responsible for creating the place they work by
using materials available in the classroom. Boxes, desks, chairs,
anything that they can find in the classroom may be used.
We will then go through the day like normal citizens.
At the end of the day we will take turns talking about the
disadvantages and advantages there were being that particular
community helper. We will also ask the “community” if the police
officers were fair in carrying out the law. We will also ask if the
emergency vehicles got to emergencies in reasonable time frame.
After we have asked many questions like these, we will explain that
these are the types of questions and problems that arise in everyday
life for community helpers and society in general.
Modifications
Assessment or Evaluation
ESL- allow them to be Spanish speaking helpers in their place of work.
Observation
Informal- participation
Sources
Various Trade books
Observation
Checklist
Student’s
Name
Ex: Sunshine
Ex: Amanda
Working well
with others
Being an
active part of
the group
X
X
Accurately
portraying the
character
X
X
Being a
respectful of
others
professions
X
Lesson Plan #6
Title of Lesson: Job Application and Interview
Teacher:
Subject Area(s): Social Studies Learning Center
Grade Level(s): 2nd Time: 90-120 min
Activity/ Career Awareness
Stated Objective(s)
PASS:
Standard 1: Listening – The student will listen for information and
for pleasure.
1. Listen attentively and ask questions for clarification and understanding.
2. Give, restate, and follow simple two- and three-step directions.
Standard 2: Speaking – The student will express ideas and opinions
in group or individual situations.
1. Speak articulately and audibly using appropriate language, correct usage,
enunciation and volume.
Standard 5: The student will understand basic economic elements
found in communities.
2. Describe the occupations and roles of people in the neighborhood and
community who provide goods and services.
Technology
Materials
Procedures
Objectives:

Students will listen closely to another student, acting as an
interviewer. (S9)

Students will use oral language skills while participating in a job
interview. (S10)

Students will respond appropriately to questions on a job application.
(HR3)

Students will work cooperatively with one another while completing
their note cards from the interview. (S11)

Students will understand the importance and roles of jobs in the
community. (HR4)
Computers will be used in this lesson.
Blank, computer generated job applications
Interviewers clipboard and checklist
Pens and Pencils
Actual job applications from various businesses
List of available jobs
1. Introduce job applications to the students. Let them know that when
someone wants to get a job, they first have to apply and fill out a form. Show
them multiple examples of real job applications from various businesses.
2. Explain to the students that they will be working in centers involving filling
out simple job applications and interviewing one another for various classroom
jobs.
3. As a class, we will work on some interview skills that they will need to use
in the process. We will work on asking appropriate questions during the
process and also answering these questions appropriately. The students will
have a checklist while they are interviewing.
4. Provide a list of jobs for the students to choose from. The jobs will be
actual classroom jobs that the students will be doing.
5. Send 4 people at a time to the job application center to fill out an
application of a job they would want. Tell them that out of the 4 that go, each
one has to choose a different job.
6. Continue to send groups of 4 to fill out applications. Note that all jobs may
not be chosen, but after the interviews, each person may not be assigned the
job they originally wanted, because the most qualified will get the job.
7. After students have completed their applications, begin the interview
center. Send pairs of students to the center, designating one as the
interviewer and the other as the one looking to be “hired.” Have the
interviewer fill out a form, which will act as an assessment tool.
8. Take turns where each person has the opportunity to interview as well as
be interviewed.
9. As the teacher, go through each form and then have a one on one
conference with the student who was the interviewer asking questions if that
person interviewed would be right for the job.
10. Have a group discussion about the interviews and then assign jobs to the
“most qualified” people.
11. Ask them how they felt being assigned jobs based on qualifications, rather
than by random selection like the last time.
Modifications
Assessment or Evaluation
Sources
High achievers- assist in making the applications; work with below grade level
and ESL students
ESL- pair with a high achiever or someone who they will work with; provide
translations
Below Grade Level- pair with a higher level student during the process
Peer evaluation through interview form- assess interview skills
Informal- participation in activity and group discussion
Turn in completed application and interview form
Blank job applications from various places
Classroom Job Application
Name ____________________
Date ____________________
Name your top 3 job choices:
1. ______________________
2. ______________________
3. ______________________
Tell what experiences and strengths you have that would help you succeed at these jobs:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Copy this pledge on the lines below:
I promise that if given ANY classroom job, I will perform it to the best of my abilities.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Signature ____________________
Interview Questions
 When were you born? Where?
 How many people are members of your family?
 Have you ever had any accidents? If so, briefly describe what happened.
 What activities do you enjoy in your spare time?
 What is your favorite subject at school? Why?
 What is the most exciting thing that has ever happened to you?
 If you could make any dream come true, what would you do?
 What would you like to do when you get older?
 What is your favorite time of year? Why?
Lesson Plan #7
Title of Lesson: Wanted
Teacher:
Subject Area(s): Social Studies/ Career Awareness/
Grade Level(s): 2nd Time: 60-90 min
Art
Stated Objective(s)
PASS:
Standard 3: The student will analyze the human characteristics of
Communities.
1. Identify examples of rules in the classroom and community, and
relate the purposes of those rules and the consequences of breaking
them.
Standard 5: The student will understand basic economic elements
found in communities.
2. Describe the occupations and roles of people in the neighborhood
and community who provide goods and services.
Standard 3: Visual Art and Expression – The student will observe,
Select, and utilize a variety of ideas and subject matter in creating
Original works of visual art.
- Demonstrate the beginning skills of composition using the
elements of art and principles of design.
Technology
Materials
Procedures
Modifications
Assessment or Evaluation
Sources
Objectives:

Students will understand the importance of roles in the community.
(HR4)

Students will use art skills and will make a creative want ad for a
community helper. (S14)

Students will understand the job requirements of multiple community
helpers. (HR 10)
We will use the overhead and computer to look at multiple want ads.
Multiple copies of newspapers- Classified section
List of requirements for different community helpers
Construction paper
Markers, crayons, clue, scissors, various art supplies
1. Talk about how people become community helpers, by explaining that they
have to apply for the job and then they are selected based on their
qualifications.
2. Show the students the classified ads for jobs in the newspaper. Explain
when someone is looking for a job, they go to the classified ads, which is
where the listings are. There are also want ads on the computer. Have them
look at multiple examples.
3. Then, give each student the classified section of a newspaper, or they can
share. Have them look through the different job listings and pick out one in
which they would really be interested.
4. Inform students that we will be making our own want ads for the job we
would like to have.
5. Brainstorm, in groups, the requirements of the job you have chosen.
Students should create a list of qualifications needed so they have something
to reference.
6. Have the students make their own want ad, emphasizing that all the
requirements need to be present on their ad. Have them decorate it and
make it as appealing as it can be.
7. After students have completed their want ads, make a bulletin board with
them or hang them in the hall.
High achievers- pair with below grade level learners or ESL; act as a teachers
aide; create a job application with their want ad
ESL- pair with a high achiever or someone who they will work with; provide
translations
Below Grade Level- pair with a higher level student; provide work bank for
ideas; only include half of the requirements on the list
Rubric- assess proper contents of the want ad
Informal- participation in activity and group discussion
Turn in completed want ad
Newspaper
Newsok.com
Helpwanted.com
DIRECTIONS: Have you ever thought about what your dream job would be? What
would you do? Where would you work? Here is your opportunity to create a job
that is just right for you. Visit the Web sites, and do some research about jobs you
think you might like. Think about your skills and interests, and answer the
questions below. When you finish, turn your responses into an ad that will search
for the perfect employee – you!
Monster.com
JobSearch.com
CareerMosaic
1. What activities do you like to do? Are they done mostly indoors or outdoors?
2. What are your favorite school subjects and activities?
3. Do you enjoy working on projects alone or with a large group?
4. List a few tasks that you do well.
5. What job holds the most interest for you at this time? What have you learned
about it through your research?
6. Where do you want to live when you enter the workforce?
7. For what kind of organization would you most like to work?
Now, turn your responses into a classified ad like those you saw on the Web sites. Be
sure to include the name of the employer, the location of the position, the salary, the
responsibilities, and qualifications for the successful candidate. Use your imagination,
and build your dream job! Write the ad on a new piece of paper
Rubric
Student’s Name Location Salary Responsibilities Qualifications Creative Spelling
of job
95% of
Name
words
correctly
Ex:
X
X
X
X
Sunshine
.
Lesson Plan #8
Title of Lesson: I’m a Good Citizen
Teacher:
Subject Area(s): Social Studies/ Creative Drama
Grade Level(s): 2nd Time: 2-3 hrs.
Stated Objective(s)
PASS:
Standard 2:
Modes and Forms of Writing- The student will
communicate through a variety of written forms and for various
purposes and to a specific audience or person.
1.Recognize that language has many uses such as informing, persuading, and
entertaining.
Standard 3: Grammar/Usage and Mechanics: The student will demonstrate
appropriate practices in writing by applying Standard
English conventions to the revising and editing stages of
writing.
1. Grammar/Usage: Students are expected to recognize and use correctly nouns, verbs,
contractions, and adjectives in their writing.
2. Mechanics: Students are expected to demonstrate appropriate language mechanics in
writing.
3. Punctuation: Students are expected to demonstrate appropriate punctuation in
writing.
4. Sentence Structure: The student will demonstrate appropriate sentence structure in
writing.
5. Spelling: Students are expected to demonstrate appropriate application of spelling
knowledge to the revising and editing stages of writing.
6. Handwriting: Students are expected to demonstrate appropriate handwriting in the
writing process.
Objective:

Students will create and perform a play involving the importance of
good citizenship. (HR 7)

Students will write a reflection about the process of performing the
play and thoughts about good citizenship. (HR 8)

The student will use proper grammar, usage, and mechanics in their
reflection. (S15)

Technology
Materials
Procedures
Modifications
Assessment or Evaluation
Sources
The student will recognize past events in history and realize the
importance of being a good citizen. (HR9)
No technology is needed.
“I am a Good Citizen” by Monica Marx
Examples of plays
Paper and pencil
Props to use for play
1. We will read “I am a Good Citizen” by Monica Marx. We will then talk,
as a class, about what characteristics the book mentioned a good
citizen had. We will then begin coming up with other characteristics a
good citizen has that was not mentioned in the book.
2. Students will be grouped in three groups of seven.
3. Each group will discuss different ideas for what they want their play
to be over. They will brainstorm different scenarios for the play and
will begin to develop a script.
4. Students will finish creating the script and begin practicing the play.
5. Each group will then perform their play for the class.
6. After the performances, students will write a reflection about the
process of performing the play and how they feel being a good
citizen affects their society.
7. Then as a class we would talk about how in the past and in today’s
society how important being a good citizen is. We will discuss some
of the punishments or just repercussions that citizens face when they
are not obeying the law.
Groups will be chosen strategically, therefore no modifications will be needed.
Informally- participation in group discussion and play, working cooperatively,
imputing ideas, creativity
Turn in written script from each student
Turn in completed reflection
Marx, Monica. “I am a Good Citizen.” Sandcastle 2002.
Instructions:
1. Get into the groups you are assigned.
2. Brainstorm ideas for a play about good citizens.
3. Make a concept map over the ideas that were brainstormed.
4. Begin creating parts for each person in the group.
5. Then write the script as you are going to perform it.
6. Revise the script.
7. Write the final draft.
Lesson Plan #9
Title of Lesson: Nurses, Doctors, and Ambulances
Teacher:
Oh My!
Subject Area(s): Social Studies/ Literature/ Math
Grade Level(s): 2nd Time: 2-3 hrs
Stated Objective(s)
PASS:
Standard 5: Comprehension/Critical Literacy – The student will
interact with the words and concepts in a text to
construct an appropriate meaning.
1. Literal Understanding
a. Read and comprehend both fiction and nonfiction that is appropriately
designed for second grade.
Standard 5: The student will understand basic economic elements
found in communities.
- Describe the occupations and roles of people in the
neighborhood and community who provide goods and
services.
Technology
Materials
Procedures
Objectives:

The student will read and comprehend a short story (S2)

The student will respond to a book about community helpers and
recall facts. (S1)

The student will summarize and recall facts from a given text. (S3)

The student will describe the occupations and the roles of helpers in
their community. (K1)

The student will demonstrate good citizenship by following rules in
the classroom while acting out occupations. (K2)

The student will act out several different occupations in class. (S16)
No technology is needed.
“Do I Have to go to the Hospital?”
Props to act as medical professionals.
1.
2.
3.
4.
5.
6.
We will read the story “Do I Have to go to the Hospital?”
We will then talk about experiences each child has had in a hospital.
We will talk about the different people who work at a hospitals
(nurses, doctors, orderlies, volunteers, ambulance drivers, etc)
After discussing these occupations, we will visit a hospital and have
an EMT take us to an ambulance as well.
When we return we will turn our classroom into a hospital. Some
students will be assigned occupations; others will be patients in the
hospital.
We will then spend the remainder of the day acting out these
occupations. The doctors will perform surgeries, the nurses may be
checking on patients and performing work on patients, greeters at
the hospital will meet people at the door and direct them to the
appropriate place. Patients will act out their illness and family
members will play an important role in making sure their loved one if
okay.
At the end of the day, students will respond to the book we read, the
trip we took, and the experience of acting out these professions by
taking 3 minutes each to explain what they learned and found
interesting today.
Modifications
Assessment or Evaluation
No modifications would be needed for this assignment.
Observation
Informal- participation
Sources
Thomas, Pat. “Do I Have to go to the Hospital?” Barrons’s Educational Series
2006.
Lesson Plan #10
Title of Lesson: What I’d Like to Be
Subject Area(s): Social Studies/ Career Awareness
Stated Objective(s)
PASS
Teacher:
Grade Level(s): 2nd Time: 30-60 min
Standard 3: Grammar/Usage and Mechanics: The student will demonstrate
1.
2.
3.
4.
5.
6.
appropriate practices in writing by applying Standard
English conventions to the revising and editing stages of
writing.
Grammar/Usage: Students are expected to recognize and use correctly nouns, verbs,
contractions, and adjectives in their writing.
Mechanics: Students are expected to demonstrate appropriate language mechanics in
writing.
Punctuation: Students are expected to demonstrate appropriate punctuation in
writing.
Sentence Structure: The student will demonstrate appropriate sentence structure in
writing.
Spelling: Students are expected to demonstrate appropriate application of spelling
knowledge to the revising and editing stages of writing.
Handwriting: Students are expected to demonstrate appropriate handwriting in the
writing process.
Standard 1: Listening – The student will listen for information and
for pleasure.
1. Listen attentively and ask questions for clarification and understanding.
2. Give, restate, and follow simple two- and three-step directions.
Standard 2: Speaking – The student will express ideas and opinions
in group or individual situations.
1. Speak articulately and audibly using appropriate language, correct usage,
enunciation and volume.
Standard 5: The student will understand basic economic elements
found in communities.
- Describe the occupations and roles of people in the
neighborhood and community who provide goods and
services.
Technology
Materials
Procedures
Objectives:

The student will demonstrate an overall outlook of community
helpers by discussing different jobs as a class. (HR1)

The student will compose a brief essay stating what community
helper they would enjoy doing. (HR2)

The student will use proper grammar, mechanics, and punctuation in
their writings. (K4)

The student will present their oral presentation pf their essay. (S7)

The student will use listening skills and respect the other students
while speaking. (S8)
No technology is needed.
Paper
Pencil
1.
2.
3.
4.
Assessment or Evaluation
As a class we will again discuss different community helpers from our
community. We will encourage students to also name helpers we
may not traditionally think of to be a community helper.
From the list of helpers the students came up with, students will
choose which occupation they would most like to have as adults, or
even now as children.
They will take the occupation they choose and compose an essay
explaining which helper they chose and why. The essay should
consist of 3 paragraphs with at least 5 sentences in each paragraph.
Students will then individually read their essay to the class. The
students who are not reading their essay should be listening and
being respectful to classmate who is reading.
Rubric- assess proper components in speech, grammar, mechanics,
punctuation, and presentation.
Informal- eagerness to learn and participation.
High Achievers- create a cover for their speech and decorate
ESL- challenge them to include their heritage while writing their speech
Below Grade Level- give them a word bank or helpful phrases to include in
their speech
N/A
Modifications
Sources
Lesson Plan #11
Title of Lesson: Community Helpers: What do you
Teacher:
know now?
Subject Area(s): Social Studies/ Career Awareness
Grade Level(s): 2nd Time: 60 min
Stated Objective(s)
PASS
Standard 5: The student will understand basic economic elements
found in communities.
- Describe the occupations and roles of people in the
neighborhood and community who provide goods and
services.
Objectives:

The student will describe the occupations and the roles of
helpers in their community. (K1)

The student will recognize various community helpers. (K4)

The student will demonstrate knowledge of the job
requirements of multiple community helpers. (HR 10)
Technology
No technology is needed for post assessment.
Materials
KWL chart
Paper
Pencil
1. As a class, complete the KWL chart from the beginning pre-assessment
activity.
2. Next, have a brief discussion about all the students have learned from the
community helpers unit.
3. Have students write an in depth reflection about all they have learned. This
reflection should be at least 3 paragraphs. Students may need to write more
to fully express their ideas.
Procedures
Modifications
Assessment or Evaluation
Sources
N/A
Completed KWL chart
Rubric- Assessing grammar, usage and mechanics and knowledge of subject
matter in reflection
Informal- participation in class discussion
Turn in reflection
N/A
Rubric
10 pts
10 pts
10 pts
10 pts
Student’s Grammar Usage and Knowledge Thorough
Mechanics of subject
explanations
Name
Ex:
Sunshine
9
8
10
10
6. Anticipatory Planning
A. Questions Children Might Have
- Will the community helpers we write, write us back?
- Does every community helper have a song?
- Does everyone have an interview before they get a job?
- Could I make a want ad for a puppy, or something else I want?
- Am I already a community helper?
B. Extension Activities
- Take the responses that were received back from the letter mailed and make copies for
the whole class so they are able to read what real community helpers had to say around
the community.
- Have children introduce another type of song they know about a community helper. Or
allow students to do research to see if they can find other songs.
- Students may research a job they are interested in to see what the application would be
like. They may also want to write a letter to someone who works there and ask them
questions about getting a job there when they are adults.
-Make a want ad for an object vs. for a job. Take these ads and post them on free online
kid’s forum. This would allow them to go home and get their parents involved in looking
at the whole class’ want ads with them.
-Bring in students from kindergarten or 1st grade. Let students work with the younger
students, acting as peer tutors, teaching them about the community helpers they have
learned about. Then explain that this activity made them community helpers!!!