Students: Michelle LeBlanc & Katie Bernstein

EDU 504/01
1st Grade: First
Topic: Community Helpers

Professor: Dr. Schiering

Date: March 2016
Subject Area: Reading

Instructional Objective:
Following a class discussion on community helpers, the students will be shown a Story Map
graphic organizer with the six elements; characters, moods, setting, events, problem, and
solution. Then, the students, working in small group format, will read the book What Do People
Do All Day by Richard Scarry and create a six element Story Map graphic organizer with 100%
accuracy.
CCLS/NYS Standards
NYS Common Core Standards for ReadingGrade 1:

Read with sufficient accuracy and fluency to support comprehension.

o Read grade-level text with purpose and understanding.
Identify the main topic and retell key details of a text.
Ask and answer questions about key details in a text.

NYS Standards for ReadingGrade 1:

L. 1.3 Summarize ways that humans protect their environment and/or improve conditions
for the growth of the plants and animals that live there (e.g., reuse or recycle products to
avoid littering.)
Indicators

This will be evident when the students construct a Story Map graphic organizer with all
six elements about the book, What Do People do All Day by Richard Scarry.
Materials

What Do People Do All Day, construction paper, board, scissors, crayons/markers, pens,
paper, tape/glue.
Strategies

Direct instruction, teacher demonstration, small group work, and indirect instruction.
Motivation

The teacher will come dressed as a community helper.

Developmental Procedures
1. The students will, working in small groups, read the book What Do People Do All Day by
Richard Scarry. (What is the title of the book? Who are the characters? What is the setting?
What are the different moods in the book?)
2. The students, will, after looking at a sample Story Map graphic organizer for the book, What
Do People Do All Day, will create their own Story Map graphic organizer with all six elements
of character, setting, mood, events, problem and solution. (Who are the characters in the story?
What is the setting? What are some moods in the story? Who is your favorite character in the
book? Why? What events are relevant for your book? Why did you pick these events? Would you
solve the problem the same way the character did? Why/why not?)
3. The students will present their Story Map graphic organizer to the class in a formal oral
presentation. (What are the components of an oral presentation? What is meant by body stance?
What is meant by gesturing and eye-c0ntact? How do you suppose develop interest in your
topic? What is meant by voice modulation or varying the sound of your voice? Why do you
suppose it is important to speak loudly when presenting? (Did you like presenting to an
audience? Why/why not? Which did you like better; presenting or being in the audience? Why?)
4. The students will role-play their favorite part of the story. (How will you prepare your role
play/ will you need scenery and costumes and if not how will the audience know who you are?
Will it be scripted or unscripted? Why did you pick the scene that you picked? What did you like
about it? What will be demonstrated in the role play? What are the advantages of role play?
Explain your answer.)
Adaptations

For the learner with ADHD, the lesson activities and components within them will be
provided to the student on a worksheet to follow along in an attempt to keep their focus.
Differentiation of Instruction

Since the teacher realizes that all students do not learn in the same way, the students will
be divided based on learning style perceptual preferences. For the student who is a tactile
learner, he/she will make a flip chute about community helpers. For the student who is an
auditory learner, he/she will have a mock interview with the teacher who will play the
part of a community helper. For the student who is a visual learner, he/she will watch a
video on the day in the life of a specific community helper and report what were three
important facts from the video to the class. For the student who is kinesthetic, he/she will
create a floor game about community helpers.

Assessment

The students will be assessed on their ability to collaborate with their classmates and
successfully create a Story Map graphic organizer with all six elements correctly
addressed.
Independent Practice

The students will be given a blank Story Map graphic organizer to fill-in for the writing
of a story of their own about a community helper not already done in small groups in the
class. These will be shared with the teacher the following day.
Follow-up: Direct Teacher Intervention and Academic Enrichment

For the students who did not meet the objective of the lesson, the teacher or teacher
assistant will work with the students on a Story Map graphic organizer matching game
where they will match the elements to the correct space on that organizers element
section.

The students who exceeded the objectives of the lesson will be given the opportunity to
complete a word search involving the different types of community helpers.

Teacher References
New York State P-12 common core learning standards for English language arts & literacy.
(2011). Albany, NY: The New York State Education Dept.
Scarry, R. (1979). What Do People Do All Day? New York: Random House.

Text

Michelle LeBlanc & Katie Bernstein

Doctor Schiering

EDU 504/01

March 2016

1 Grade
st

Community Helpers

ELA

Instructional Objective:

Following the students creating a Story Map graphic organizer of the book What Do People Do All Day
by Richard Scarry, the students will be divided into four small groups. Each of these groups will be
provided with an informational sheet describing a specified community helper. After discussing the
teacher-provided information about their community helper, with their group, students will write three
sentence relating responsibilities of their community helper. This will be done with 100 % accuracy.

CCLS/NYS Standards

NYS Common Core Standards for ELAGrade 1:

Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
Participate in shared research and writing projects (e.g., explore a number of how-to books on a
given topic and use them to write a sequence of instructions).
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.

NYS Standards for ELAGrade 1:

Standard 1: Students will read, write, listen, and speak for information and understanding as
listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts,
and generalizations; and use knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply,
and transmit information.
Indicators

This will be evident when the students read their informational sheet and are able to construct
three sentences relating responsibilities of their specific community helper.
Materials

Community helper hats and accessories, pencils, paper, poster board, scissors, glue, tape,
markers, crayons, app, computer, iPad, SMARTBoard, Community Helpers App, informational
sheet.
Strategies

Direct instruction, teacher demonstration, small group work, class discussion, and indirect
instruction.
Motivation

The teacher will bring the hats and accessories of different community helpers. The students will
use an interactive community helpers app on the SMARTBoard.
Developmental Procedures

The students will, in groups, be provided with an informational sheet describing a specific
community helper. (Who is your community helper? Which community helper is your favorite?
Who is your assigned community helper? Have you ever met your community helper in person?
Explain your experience. What are three questions that you would ask your community helper if
you had the opportunity to do that?)

The students will then discuss the information with their group. (What are some of the
responsibilities of our community helper? What do you suppose your town would be like without
your community helper? What do you think is the biggest responsibility of your community
helper? Why? Would you want the job of your community helper one day? Why/why not?)

Reviewing the informational sheets, the students will write three responsibilities of their
community helper in paragraph format. (Why did you choose the three responsibilities that you
did? Did you learn anything new about your community helper? Explain. Did you find any
responsibilities shocking? If so, what were they? Explain if you found no shocking ones. Do you
think that you would be able to take on the job of your assigned community helper one day?
Why/why not?)

The students will make a poster advertising one responsibility of their community helper to be put
on a bulletin board. (Did you learn something new about a community helper that another group
had? Explain. What was the most interesting responsibility that you learned or revisited?
Explain. What similarities did you notice between any two community helpers? What differences
did you notice between any two community helpers? What did you enjoy most/least about this
assignment?)

Adaptations

For the learner with a visual impairment, the fact sheet and worksheets will be printed on larger
paper with large and bolded print.
Differentiation of Instruction

The students will be separated by interest groups. The students who have an interest in
PowerPoint will create a presentation about community helpers. The students who have an
interest in arts and crafts will create a community helper mobile. The students who have an
interest in painting will create a mural that will be displayed in the hallway.
Assessment

The students will be assessed on their ability to accurately write a paragraph explaining two/three
responsibilities of their given community helper and share those ideas with their classmates.
Independent Practice

For homework, the students will conduct further research on their assigned community helper.
The students will need to find and write three new interesting/fun facts about their community
helper on the provided worksheet. These will be handed in to the teacher the following day.
Direct Teacher Intervention

For the students who did not meet the objective of the lesson, the teacher or teacher assistant will
take time to meet individually with the students to go over what they had completed during class
time and work on adding to their paragraph.
Academic Enrichment

The students who exceeded the objectives of this lesson will be given the opportunity to do a
crossword puzzle involving the different types of community helpers.

Michelle LeBlanc & Katie Bernstein

Doctor Schiering

EDU 504/01

April 2016

1st Grade

Community Helpers

Social Studies

Instructional Objective:

Following the students writing three sentences relating responsibilities about their assigned community
helper, the students will, in groups, be given a checklist of statements about their community helper.
When listening to the presentation by the community helper the students will, collectively, check-off
which statements apply to that community helper. Then, the students will create an illustrated bulletin
board about their community helpers with the appropriate statements from the checklist put on the board.
This will be done with 100% accuracy.

CCLS/ NYS Standards

NYS Common CoreGrade 1:

NYS Standards forGrade 1:

Indicators

This will be evident when the students successfully create a bulletin board with three
contributions of their community helper.
Materials

Markers, glue, scissors, paper, construction paper, boarders, printer, computer, tape, colored
pencils, crayons, stapler.
Strategies

Small group instruction, indirect teacher instruction, class discussion.

Motivation

The teacher will introduce the song Community Helpers by Childrens Music Box. Following
letting the students listen to the song once, the teacher will play the song a second time and
encourage the students to sing along.
Developmental Procedures

The students will be separted into random groups where they will interview a local community
helper. (Which community helper are you interviewing? Have you ever met this community helper
before in your own community? Did you learn any new information or facts from your community
helper? If so, what were they? Would you ever want the job of this community helper when you
grow up? If so, why?)
The students will be given a teacher provided Checklist where they will check off the
responsibilities that apply to their community helper throughout the interview. (Did you find the
checklist helpful when interviewing your community helper? Explain your answer. Did your
community helper match with a lot of the responsibilities listed on the checklist? How or how
not? What questions, if any, did you have for your community helper? If so, what were they? Did
your community helper give you information that was not on the Checklist? Explain and if so,
what was the new information? Did your community helper change your outlook on their job?)
The students will create a bulletin board that displays their assigned community helper with
information from the interview and illustrations of that community helper. (Which three
responsibilities did you chose to display on your groups bulletin board? What was your
individual part while creating the bulletin board? Did your group work well together and was the
work divided evenly? Explain. Did you enjoy the project of creating a bulletin board? Why or
why not.)
The students will share these bulletin boards with the other first grade class in the building. This
will be a formal oral presentation. (Did you learn anything new from another groups
presentation? What are some of the new facts you learned about a different community helper
presentation? Have you met all of the community helpers that joined our class today? Would you
want the job of any of the community helpers that joined our class today? Who is your favorite
community helper based on all of the bulletin boards and interviews? Explain.)
Adaptations

For the English Language Learner, a translator for the interview and a translated checklist
worksheet will be provided for the student.
Differentiation of Instruction

The students will be eparated by ability level for creating questions theyd like to ask a
communityhelper not rought to the classroom those above garde level will write six literal type
questions. The at grade level will do four and belwo grade level will do two questions.

 Interviews for the four different community helpers have been arranged. For the students who
work at a slow pace, these students will be allotted 20 minutes to conduct their interview, while
those who work at a medium to fast pace will be allotted 10-15 minutes respectively.
Assessment

The teacher will observe the students completed Checklist

Independent Practice

For homework, the students will interview their parents about their jobs and write down two
interesting facts that they learned about their parents job and bring this to school the next day to
share with the class. .
Direct Teacher Intervention

For the students who did not meet the objectives of the lesson, the teacher will create a mock
interview for the students and have them conduct a role-play as a community helper that the
student interviewed in class.

Academic Enrichment

For the students who exceeded the objectives of the lesson, the students will be given the
opportunity to write a creative story about the day in the life of their favorite community helper
and share this with the class..

Michelle LeBlanc & Katie Bernstein

Doctor Schiering

EDU 504/01

April 2016

1st Grade

Community Helpers

Math

Instructional Objective:

Following the students creating a bulletin board on their assigned community helper, they will create five
math word problems involving addition and subtraction for a Math Booklet to be shared with the class.
These math problems will be completed with 100% accuracy.

CCLS/ NYS Standards

NYS Common CoreGrade 1:

NYS Standards for MathGrade 1:

Indicators

This will be evident when the students successfully create five math word problems involving
addition and subtraction for a Math Booklet.
Materials

Pencils, demonstration booklet, paper, colored pencils, stapler.

Strategies

Direct teacher instruction, teacher demonstration, indirect instruction, class discussion.

Motivation

The students will dress up as community helpers to solve an interactive word problem as a class.
Developmental Procedures

The teacher will review the previously learned operations of addition and subtraction on the
SMARTBoard with the class. (Did the review of these topics help you? If so, how? Which
operation is easier for you? Why? Do you feel confident with addition and subtraction after this
review? What strategies do you find helpful when practicing addition and subtraction?
Flashcards? Using your fingers? Math manipulatives? Etc.)

The teacher will ask for volunteers as they create the class demonstration of creating a Math
Booklet. (Have you ever created a Math Booklet before? If so, what did you do and if not, what
do you suppose this involves? What do you think would be your favorite part? What community
helpers are you going to incorporate in your Math Booklet? Which community helpers use math
to help the community? Do we only use addition and subtraction in math? If so, where in real
life do we use addition and subtraction?)

The class will construct their own Math Booklets. (What materials will you use to construct your
Math Booklet? What did you find difficult when constructing your Math Booklet? What did you
find was the easiest part of constructing your Math Booklet? What other subjects can we use
booklets to display information? Did you find this project helpful in reviewing your addition and
subtraction abilities? If so, how?)

The students will share their Math Booklets with the class and combine the word problems to
make onelarge booklet to be shared with other first-grade classes in the building,.. (What
community helpers did you end up choosing? Why? How many different community helpers did
you involve in your math problems? Which math word question was your favorite out of the
book? After seeing your classmates presentations, did you find similarities and differences
between yours and your classmates?)

Adaptations

For a student with dyslexia, the teacher will pair the student with a partner so that they can create
one booklet together. The student who suffers from dyslexia will not be required to write their
own booklet, but to tell the other student their ideas.

Differentiation of Instruction

The students will be divided by ability level. The above average students will create all five math
problems for the Math Booklet. The average students will be given one math problem already
completed in their booklet. The below average students will be given a list of addition and
subtraction problems, already composed, and must solve them for the Math Booklet.
Assessment

The students will be assessed on their ability to accurately create five math work problems
involving addition and subtraction for a Math Booklet.
Independent Practice

For homework, the students will complete a worksheet on community helpers involving math
word problems practicing addition and subtraction.

Direct Teacher Intervention

For the students who did not meet the objective of the lesson, the teacher will meet individually
with students and help them create a community helper math board game to practice their
addition and subtraction.
Academic Enrichment

For the students who exceeded the objective of the lesson, the students will be given the
opportunity to count up all of the community helpers they can think of and then take a poll of the
class to find out which community helper is the classes favorite

Michelle LeBlanc & Katie Bernstein

Doctor Schiering

EDU 504/01

March 2016

1 Grade
st

Community Helpers

Science

Instructional Objective:

Following the students creating five math word problems, involving addition and subtraction for a Math
Booklet, the students will learn about the job of a sanitation worker through a video and the importance of
recycling by reading the book Why Should I Recycle? by Jen Green. Following the book, the students will
receive a teacher-geneated worksheet that has a column for garbage and recycling. in groups, will come
up with a list of items that could be recycled and how they can be recycled. These lists will be converted
to a big list created by the teacher that will turn into a matching game on the Smart Board. This will be
done with 100% accuracy.
CCLS/NYS Standards

NYS Common Core Standards for ScienceGrade 1:

1.L.1.3 Summarize ways that humans protect their environment and/or improve conditions for
the growth of the plants and animals that live there (e.g., reuse or recycle products to avoid
littering.)

NYS Standards for ScienceGrade 1:

7.1c Humans, as individuals or communities, change environments in ways that can be either
helpful or harmful for themselves and other organisms.

NYS Standards for ELAGrade 1:

Standard 1: Students will read, write, listen, and speak for information and understanding.
o Dictate information.
o Report information to peers and familiar adults.
o Connect information from personal experiences to information from nonfiction texts

Indicators

This will be evident when the students are able to understand the importance of recycling, what
items are recyclable, and how to properly recycle them.
Materials

Book, smart board, recyclables, non-recyclable items, paper, pencils.

Strategies

Direct instruction, teacher demonstration, small group work, class discussion, and indirect
instruction.
Motivation

The teacher will bring in recyclable and non-recyclable items to share with the class.
Developmental Procedures

The teacher will read the book, Why Should I Recycle, to the class and discuss the importance of
recycling. (What is recycling? Do you and your family recycle at home? How? Why is recycling
important? Did this book change your mind about recycling if you do not already recycle? Why?)

The teacher will then present the video Community Helpers Play & Learn. Following this a
discussion will take place about the job of a sanitation worker. (How do sanitation workers help
our community? Would our community be able to continue without the help of sanitation
workers? What are two responsibilities of sanitation workers? Would you want to be a sanitation
worker one day? Why or why not?)

The students will then be put into small groups where they will come up with items that can and
cannot be recycled. They will also decide how the items can be recycled. (What are some
examples of recyclable items? What are some examples of non-recyclable items? What happens
to recycled items? What would our world be like if no one recycled? Would you want to live in a
world where no one recycled? Why or why not?)

The students will submit their group lists to the teacher who will create a master list that will be
turned into an interactive matching game on the Smart Board. (Did other groups come up with
ideas that your group didnt? If so, what where they? Did this assignment help you understand

the importance of recycling? What was your favorite part of the lesson? Why? What part can you
play as a student to show your appreciation for sanitation workers?)
Adaptations

For the learner with an auditory disability, the script of the video will be printed out for the
student to follow along with the rest of the class.
Differentiation of Instruction

Since the teacher realizes that all students do not learn in the same way and at the same speed, the
lesson will begin at a basic level and build in complexity. Layers will be added in order to build
comprehension and understanding at a steady pace. The lesson starts out at a basic level of
explaining the importance of recycling and then continue on to deciding what should and
shouldnt be recycled.
Assessment

The students will be assessed on their ability to accurately identify the responsibilities of a
sanitation worker, as well as the importance and components of recycling.
Independent Practice

For homework, the students will fill out a worksheet that modeled the classroom list. This will be
collected by the teacher. In addition, the students will be asked to bring in one recyclable item and
one non-recyclable item from their list, and explain to the class how they know whether the item
is recyclable or not.
Direct Teacher Intervention

For the students who did not meet the objective of the lesson, the teacher will go over the main
points of the book with the student. Following that, the student will create a KWL chart about
recycling and sanitation workers.
Academic Enrichment

The students who exceeded the objectives of this lesson will be given the opportunity to complete
a maze worksheet to help their community helper get to their job on time.

Teacher References

Green, J., & Gordon, M. (2005). Why should I recycle? Hauppauge, NY: Barron's.
First Grade Science. (n.d.). Retrieved March 10, 2016, from
http://colaborativelearning.pbworks.com/w/page/32317102/First Grade Science
Macken, J. E. (2011). Sanitation workers. New York: Gareth Stevens Pub.
New York State P-12 common core learning standards for English language arts & literacy. (2011).
Albany, NY: The New York State Education Dept.

Teacher References

Community helpers. (2011). Chicago: World Book.

Deedrick, T., & Strittmatter, P. (1998). Teachers. Mankato, MN: Bridgestone Books.

English/Language Arts Curriculum. (n.d.). PsycEXTRA Dataset. doi:10.1037/e558292011-001

Knudsen, S. (2005). Police officers. Minneapolis: Lerner Publications.

Macken, J. E. (2011). Sanitation workers. New York: Gareth Stevens Pub.

New York State P-12 common core learning standards for English language arts & literacy. (2011).
Albany, NY: The New York State Education Dept.

Paper Boat Apps - Best Educational Apps for Kids. (n.d.). Retrieved April 17, 2016, from
http://paperboatapps.com/