Lesson Plan Format

Objectives, Standards, and Assessments:

A. Standard(s)
● 5.3.K.C Identify roles of firefighters, police officers, and emergency workers.

B. Performance Objectives (Learning Outcomes) and Assessment Plan

Learning Objective: Formative Assessment Data Collection Tool Connection to Summative

Students will be able to… Assessment (when
applicable)

identify different teacher observation checklist

community helpers given anecdotal notes
a description of their
roles.

draw and label a picture teacher observation checklist keep in student portfolios
of them as a community anecdotal notes
helper.

Instructional Materials:
A. Teacher Materials (and quantities)
● Whole-Group Activity:
○ Community Helpers Video (link)
○ Community Helper Picture Necklaces (1 for each student)
○ Community Helper Clues
● Writing Center:
○ Community Helper Picture-Words & Text Set
○ Magnetic Letters & Trays
○ Paper, Markers
● Science Center:
○ Construction Worker Items (hat, vest, glasses, etc.)
○ Wooden Blocks
○ Blueprint Worksheet
● Word Work:
○ Community Helper Trace and Write Book (1 for each student)

B. Student Materials (and quantities)

● iPads
● Headphones
● Pencils, Crayons

Subject Matter Explanation:

A. Prerequisite Skills and/or Prior Knowledge
 ● Students should have a general understanding of what a community is. (a group of people working
to help each other)

B. Lesson Content
● Students will learn about the different roles of community helpers and why they are important.
(police officers, firefighters, doctors, dentists, mail carriers, etc.)
● Students will learn that people have different jobs and those jobs help the community.
● Key Vocabulary:
○ Community Helpers: people in your community who work to help others
○ Role: a special job or responsibility

Implementation:
A. Introduction
● The teacher will instruct students to sit on their letter on the carpet and introduce the topic.
(“Today we are going to learn about community helpers and why they are important. Who knows
what a community helper is?”)
● The teacher will show students a YouTube video about different community helpers and then have
a whole-group discussion. (“I am going to play a short video, and I want you to listen and find out
why community helpers are important.”)
● The teacher will explain that community helpers are people in your community who work to help
others be safe, healthy, and happy. (“Can you think of any community helpers? Why are
community helpers important? What would happen if we did not have community helpers?”)
● The teacher will hand out a community helper picture necklace to each student and explain the
next activity. (“We are going to play a community helper guessing game! I am going to call a few
of you up to the front and you are going to stand facing everyone. Make sure they can see the
picture of your community helper. [] I will give you hints about one of the community helpers
standing up here, and you have to try and guess the right one. If you have a guess, raise your hand
and I will call on you. If you guess correctly, I will take your necklace and give you all a point.
Any questions?”)
● The teacher will say each community helper up front before giving hints. The game will end once
all the community helpers are guessed.

B. Development
● Before dismissing students to their centers, the teacher will explain to students that anything they
draw, write, or make throughout the week should go on the green chair.
● The teacher will set a timer for 10-15 minutes for each center.
● Daily 5 Centers:
○ Writing Center: Students will draw a picture of them as a community helper and label it
using the word wall and text set. They can also use magnetic letters and trays to spell
different community helper words.
○ Science Center: Students are going to be construction workers and build different things
with wooden blocks on the carpet. First, they will make a blueprint of their structure by
drawing a rough sketch of their design.
○ Word Work: Students will trace and color their own community helper book. They will
keep it in their book bins once it is finished.
○ Epic: Students will get their iPads and headphones and listen to books on Epic.
○ Teacher Table: The teacher will review the “c or k rule” with small groups. (lesson plan)

C. Closure
● The teacher will wrap up the lesson by having students come to the carpet and share their work
from the writing or science center.

D. Differentiation
● Students have the opportunity to turn and talk with a partner before sharing with the class.
● Students are given options to choose from at their centers that vary in difficulty.
● The daily 5 centers incorporate different learning modalities (visual, auditory, kinesthetic, tactile).
 E. Accommodations
● N/A

Reflective Response:
A. Report of Students’ Success in Terms of States Objectives (Reflection on student success written after
lesson is taught, includes remediation for students who failed to meet acceptable level of achievement.)

Student Name Participated in Drew/Labeled a Notes

the Community Community
Helpers Game Helper

Avery

Luna

Ida

Fry

Matteo

Naomi

Yusuf

Meredith

Jeaniyah

Nicholas

Emma

Alazar

Oliver

Isaiah

Sally
●

B. Personal Reflection (Questions written before lesson is taught. Reflective answers to questions recorded
after lesson is taught.)
● Were my instructions clear for the community helpers game?
● Will students be engaged and interested in the activities?
● How could this lesson be improved?

Resources (in APA format):

[Kids Academy]. (2018, December 15). Community Helpers for Kids | Jobs & Occupations for Preschool and
Kindergarten | Kids Academy [Video]. YouTube. https://youtu.be/jt2q1cHsH6E?si=Vj5D6GpVTbnJZ3tt