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Community Workers

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Submitted By ednewell23
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7E Lesson Plan
PART 1: Pre-Planning the Lesson Component 1: Helpers in Your Community/ Grade 3 Component 2: Thursday 5-8pm Component 3: Content Summary I choose to teach this lesson to my students because understanding the importance of our community workers is critical for the students’ acquirement on why we have jobs. Being able to identify them in their local, state and national government status is important as students advance in their future understanding on how they are chosen for their position. By teaching this lesson plan my students’ will gain knowledge on what a community worker means to them and how our society is dependent on the help of our community neighbors and workers, local, state and national. Component 4: Research 1. http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html 2. http://www.loc.gov/teachers/classroommaterials/lessons/ 3. http://www.ncte.org/lessons 4. http://www.greatschools.org/students/academic-skills/162-the-state-of-civic-education-teaching-the-citizens-of-tomorrow.gs
I am competent in teaching this lesson unit to students. Incorporating this topic in the classroom would benefit children as they go through school and through their daily living. The research that I started with was the Texas TEKS, which allowed me to align me lesson with the state standards in which I am suppose to be teaching. Without first choosing a TEKS, I could not prepare my lesson plan activities because I needed to make sure that my activities came after the TEKS and not before. Once I decided that I wanted to base my objective around community awareness, I went to the NCTE website to see if there were any specific words or language arts ideas that I could incorporate within my social studies lesson plan. In the library of congress the lesson plans are set up by grade and by subject to help give teachers ideas of what to teach and how. I enjoyed getting information from this website because there is a librarian at hand that you can talk to get information on research topics and themed material that is needed. I knew that I needed to find away to bridge the gap between what the students already knew about community workers and the relation to HOW they workers help the student personally. I found a website entitled Great Schools, which gave me a better reason for wanted to teach social studies inside the classroom. In order for students’ to develop into competent citizens that have the knowledge, skills, and the attitudes necessary to participate responsibly and effectively in life, we as teacher must still incorporate social studies. One method of research that became useful in my lesson plan was the learning communities. Within the learning communities, students will learn from their group’s comprehension of community workers. By implementing this strategy students can learn from one another before the teacher explains the content.
PART II- Cognitive Objectives
Component 5: (9) Government. The student understands the basic structure and functions of various levels of government. The student is expected to: (B) identify local, state, and national government officials and explain how they are chosen
Component 6: (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (C) interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting; Component 7: (2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.

OBJECTIVES: 1. The student will identify and differentiate community workers within their local and state community. 2. The student will relate the roles of a community work to their personal life.
ELPS OBJECTIVE: The student will describe using words what community worker they would like to be.
PART III- Differentiated Learning- ELPS TEKS
Component 8: (29) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and
In order to differentiate this lesson using a speaking ELPS TEKS, I implemented a separate TEK where I would be able to focus on an observational assessment. This formative assessment with go through the lesson plan, where the teacher focus’ on students who need the content modified. For further modification, the teacher would conduct a guided reading section where the students create a graphic organizer of individual community workers and their importance to the student. The teacher would focus on having the students speak versus critiquing their writing. During this time have the students give the teacher the information and the teacher will put it in the graphic organizer as a group.
PART IV-Materials Component 9: 1. http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CC0QFjAB&url=http%3A%2F%2Fteacher.edmonds.wednet.edu%2Fimd%2Fstt%2Fdocuments%2Fchgraphicorganizer.pdf&ei=VryAUIKmJOnO2gWB9ID4Aw&usg=AFQjCNGirZeg5Pn4uqpqLcP_G_fz0CMDCA&sig2=jkQZCdyZNGFA_WG4w7vU7Q 2. Helpers in my Community (Bobbie Kalman’s Leveled Readers: My World) 3. Whose Hat is This? A Look at Hats Workers Wear by Katz Cooper 4. Computer/Smart board for Powerpoint: Community Workers 5. Song “Old MacDonald had a Town” 6. Paper bags one for each student- with pictures of local and state community workers. Component 10: Samples are included at the end of the lesson plan.
PART V-Developmental Sequence Component 11: Engagement
For the engagement portion of the lesson, I decided to use physical prompts that related to the community workers. The teacher will introduce the book Whose Hat is This? By Katz Cooper and correspond each page with an actual hat that relates to the pertinent community worker: such as a police man/woman’s hat. Once the teacher has read the book and identified each hat, she will ask the class Questions in regards to what a community workers consist of. The teacher will show the power point on the SMARTboard where the students will be able to interact as they learn about local and state community workers and the help they contribute to our community.
Component 12: Facilitation Questions • How many community workers did we learn about in the book? (knowledge) • Can we name some community workers that were not mentioned in the book? (comprehension) • Can you tell me why we have community workers? (analysis) Component 13: Explore
During the exploration portion of the lesson, the student shares understanding for feedback and begin to form generalizations about a specific topic. For the exploration activity the students will be given books for examples and magazines, scissors and glue for the activity. They are to cut out pictures and words of things relating to specific community workers given and place them on their graphic organizer. One side of the graphic organizer should represent a local community workers and the other side should represent a community worker in the state level. The focus is to explore the many ideas that relate to workers in general and then discuss with a partner why the student collaged the items they did. Component 14: Graphic Organizer
The graphic Organizer will be used in the exploration portion of the lesson. Component 15: Facilitation Questions • Can anyone tell me what community helper their partners had and how the pictures relate to the job? (Synthesis) • Can we recall the difference in the local and state community workers? (comprehend) • Can we compare and contrast the same community helper with those student who had different pictures to represent them (Evaluate) Component 16: Explain
During the explanation portion the teacher is explaining exactly what the students are learning and WHY? (How it relates to the child). We have many different types of community workers. Some help keep us safe. Some keep us healthy. Some help us communicate. They also can help us when we buy things. On the white board, the teacher makes a concept map. The middle represents the community worker and the lines attached represents what the community worker does in our community to help us out and/or keeps us safe. The teacher will write a community worker i.e. firefighter and write corresponding terms that relate to how the firefighter helps our community and relates to the teachers life. The teacher must provide examples of state and local community workers.For example the teacher will explain that a local community focuses on local issues within their area, specifically those workers that you can name by a city. Local worker: Houston firefighter- saves lives, my dad/mom was a firefighter, help a cat out of the tree etc. In the explanation portion the students will be grouped by tables and given the task of complying discussed relations about a community worker. When the time is up, the teacher will write the students answers on the board. During this time, the students’ are using what they have previously learned and building upon with WAYS in which the community worker helps them personally. Component 17: Facilitation Questions • Is any of the community workers doing the same kind of job whether they are state or local? (Comprehension) • What is the difference in these community workers? (Analysis) • What community workers could you see yourself being? (Evaluate) Component 18: Elaborate
During the elaboration portion of the lesson, the students will to use their new knowledge and continue to develop a deeper and broader understanding. The students are now able to make connections to the world around them through additional activities. Verbally communicate to the students that they are going to role-play some of these jobs that our community helpers do. Place students on groups of 2 or 3 paired groups. Have one student pick a card out of the paper bag. Then, this student will role-play without using any words, what is on his or her card. The rest of the students in the group will try to guess which community helper he or she is trying to be. Have the students raise their hands when they know the answer. Repeat the activity until all the cards from the paper bag are gone. Component 19: Facilitation Question • What questions were you thinking of to help you figure out who your partner was? (Analysis) • Were you able to distinguish the difference worker by the actions why or why not? (Analysis) • Can you think of another way (action) to represent that community worker your partner had? (Evaluate) Component 20: Evaluate
During the evaluation portion of the lesson, the teacher access’s the student knowledge of a concept based on their skills and abilities. For this portion of the lesson, the students will be able to go home and in their community and observe community workers. This will give them an idea on jobs that they can have when they” grow up”. Students must create a master piece during their “individual art experience” about a community worker of choice. Directions will be provided at the center, but the students must draw and write 3 sentences that add diction to what they want to be in their community and why. Component 21: Ending
Once all the students have completed the lessons components, the teacher will begin to close the lesson. In a whole group setting the teacher will quickly reiterate what the students had just learned and going through the importance of learning about our community workers. The teacher will read Helpers in my Community and play the Old MacDonald had a Town song for the children to sing and dance. After, ask the students which community worker they would like to add to the song?

Wrap Up:
Field trip opportunity! The teacher should take the students to tour a local facility (Fire Station, Museum, police station, doctor office etc.) and have them draw and write a sentence about what they observed during the experience.
Invite opportunity! The teacher would invite the school nurse in the classroom for a brief discussion on her job and duties. The local firefighters and school/campus police officers and always nearby and may be willing to drop in to present.

OLD MACDONALD HAD A TOWN
"Old MacDonald Had A Farm" Song Lyrics

Old MacDonald had a town, EIEIO
And in this town he had a fire station, EIEIO
With a (siren sound) here and a (siren sound) there
Here a (siren sound), there a (siren sound), everywhere a (siren sound)
Old MacDonald had a fire station EIEIO
Other options: police station, hospital, post office, grocery store, etc.
Instead of focusing on sounds, use actions involved in those occupations

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