AMY CONLEY 12/15/11 Community Helper Riddles

Learning Experience Focus Question How can other forms of technology be incorporated in this lesson?

District and School Kenmore-Tonawanda District Alexander Hamilton Elementary School Cooperating teacher: Lisa Roe

Grade Level/Ability of Students Second Grade 18 students One with an IEP One being tested for ADHD One with a hearing impairment.

Time Frame Planning time: approximately one hour.  Premade riddle books  Premade dictated sentences  Create and copy graphic organizer Implementation: approximately minutes.

Objectives The student orally lists different community helpers that are found in their community to complete a web with % accuracy. The students create a riddle book of their favorite community helper with % accuracy. The students describe in writing, facts about the community helper that they drew with % accuracy.

Supporting Objectives The students orally define community helpers with % accuracy. The students recall information about community workers from the book Even Firefighters Hug Their Moms by Christine Kole Maclean with % accuracy.

Essential Questions What are the duties, uniforms, responsibilities, place of businesses and tools community helpers use? How do community helpers make communities better places to live in? What makes a community?

Enduring Understanding Community helpers are people who provide a service in their community. Community helpers may wear certain uniforms, use certain tools, or drive specific types of vehicles. Community helpers exist in urban, suburban and rural communities.

Student’s Tasks -Pre-assessment worksheet: activate prior knowledge -Graphic organizer: organizer thoughts -Riddle book

Teacher Exemplar

Developing Student Work

Proficient Student Work

Distinguished Student Work

New York State Standards Standard: W.2.2 Common Core Standard: ELA Common Core Anchor: Text Types and Purposes (W.CCR) Strand: Writing Grade: Second Standard: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Supporting Standard Supporting Standard: Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live— local, national, and global— including the distribution of people, places, and environments over the Earth’s surface of people, places, and environments over the Earth’s surface.

Pre-Assessment Name: _______________________________________Pre-assessment 1) What is a community helper? ________________________________________________________ ________________________________________________________ ____________________________________________ 2) Name one community helper and describe three things this community helper either does, uses or wears during the day. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 3) Name a different community helper and describe three things this community helper either does, uses or wears during the day. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

Formative

Modification Table Environmental and Management: seating arrangements Instructional: projector to model assignment and struggling student received teacher exemplar Content/Material: graphic organizer had topics Task: buddy system and dictated sentences

Reflection A big thank you to Matt and his angels. Things I’ve changed: -essential questions -added vocabulary words - added the buddy system check in -created a checklist for the graphic organizer