4.+Five+Day+Unit+Plan

Teacher(s) Name: ___Alexa_Eshack__ Thematic Unit Theme/Title/Grade Level: __Our Community/ C is for Community! /Kindergarten__ Wiki space address: http://ucfkcommunityf10t.wikispaces.com/ = Daily Lesson Plan Day/Title: __Monday (Day 1)/ Introduction to the Community__  =

· The student will define community. · The student will demonstrate how a map is used. · The student will locate their school on a map. || · LA.K.1.6.1: The student will use new vocabulary that is introduced and taught directly · LA.K.3.1.2: Drawing a picture about ideas from stories read aloud or generated through class discussion · SS.K.E.1.1: Describe different kinds of jobs that people do and the tools or equipment used · SS.K.G.1.1: Describe the relative location of people, places, and things by using positional words · SS.K.G.2.1: Locate and describe different places in the school and community. || ** //Teacher Activities/Student Activities// ** || 1. Start a KWL chart: · Create the KWL on a large poster board and display it at the front of the classroom. · Fill out the K (what the students know) by asking the students: · “Can you tell me what you already know about a community?” · “What do you know about maps?” · “Are you familiar with any workers in your community? Do you know what they do?” · Fill out the W by asking the students what they want to learn about a community, its workers, and maps.
 * = Learning Objectives  = ||  · The student will identify different workers in a community.
 * ** NCSS Theme/Sunshine State Standards ** || · NCSS Theme #3: People, Places, and Environment
 * ** Student Activities & Procedures **

2. Explain to the students that we will be adding new words to our word wall in this lesson.

3. Read __Community Helpers A-Z__: · After reading ask the students questions about the book: · “Who were some of the helpers in this story?” · “What kind of things do they do?” · “Do you know anyone with a job mentioned in the story?”

4. Explain in detail what a community is and the people who help it function correctly. · Describe that a community is a group of people who live in a common area. · Explain to the students that there are workers in the community that help keep the people safe, healthy, and happy. · Briefly, introduce the roles of a police officer, firefighter, and a hospital worker. · Add new vocabulary to the word wall. · Community: a unified body of individuals. · Job: a specific duty, role, or function. · Help: to give assistance or support.

5. Pull up Google Maps on the interactive whiteboard: · Locate the school on the map. · Briefly show surrounding areas of our community. Include important areas such as the fire station, police station, hospital, bank, grocery store, and the post office. · Explain to the students that this is a map.

6. Explain what a map is to the students and describe how it is used. · Add the word “map” to the word wall.

7. Have each student start a map of his or her community. · Each student will receive a sheet of paper that his or her map will be drawn on. · To start the map, the students will draw our school in the middle of the paper, leaving room for other locations.

8. Collect all of the students’ maps and save them for the next day of class. || · __ Me on a Map __ by Joan Sweeney · __ My Town __ by Rebecca Treays · __ When I Grow Up __ by P.K Hallinan · __ Whose Hat is This? __ By Sharon Katz Cooper · Poster board (for KWL) · Markers · Word wall · Computer · Interactive whiteboard · Google Maps · Paper · Crayons || · KWL – students will be assessed on what they already know about a community, its workers, and maps.
 * == Resources/Materials  == ||  · __ Community Helpers A-Z __ by Bobbie Kalman
 * ** Assessment ** || Pre-Assessment:

Post-Assessment: · KWL – students will be assessed on what they have learned about a community, its workers, and maps. · During the parade, the students will each be assigned different community helper roles (police officer, fireman, or doctor). Students will parade through various classrooms and explain their roles in the community to each of the classrooms. || · Promote cooperation (small groups) · Provide visuals · Link lesson topics to students’ prior knowledge · Use discovery learning activities · Clarify and rephrase instructions frequently · Using a Graphic Organizer (KWL) · Reading aloud to the students · Visual Aids: using Google Maps · Putting unfamiliar and new vocabulary on the board (word wall) · Give enough wait time for ESOL students to answer questions.
 * == Exceptionalities  == || ESOL/SLD:

Gifted/Talented: · Some students can label their own locations on the map. · Students will have the opportunity to check out a book from a selection that I have made. Students can read these books at home with their parents or during silent reading. These books will include __Me on a Map__ by Joan Sweeney, __My Town__ by Rebecca Treays, __When I Grow Up__ by P.K Hallinan, or __Whose Hat is This?__ By Sharon Katz Cooper. || · I will send home a letter to the parents explaining the lesson for this week. I will ask the parents to become involved by showing their child where their own home is on a map. The parents can also explain the location of their home relative to the school. · Some students will be bringing home books related to the community/community workers to read with their parents. || Teacher(s) Name: __Elizabeth Dunbar__ Thematic Unit Theme/Title/Grade Level: __Our Community/ C is for Community! / Kindergarten__ Wiki space address: http://ucfkcommunityf10t.wikispaces.com/ Daily Lesson Plan Day/Title: __Tuesday (Day 2)/ The Police Station__
 * == Discussion Notes  == ||  · The map activity will be carried out in days 1-4. Each day a new location will be added to the map. Therefore, the students’ maps need to be saved after each day.

· The student will be able to demonstrate his/her knowledge of the three new vocabulary words added to the word wall through the creation of illustrations. · The student will know the location of the nearest police station. · The student will be able to discuss the importance of a police badge. || · LA.K.1.6.1: The student will use new vocabulary that is introduced and taught directly · SS.K.E.1.1: Describe different kinds of jobs that people do and the tools or equipment used · SS.K.G.1.1: Describe the relative location of people, places, and things by using positional words · SS.K.G.2.1: Locate and describe different places in the school and community. || //** Teacher Activities/Student Activities **// || 1. Review lesson from previous day by asking questions: - What did we learn yesterday about our community and the people in it? - What is a map? How do we use a map?
 * = Learning Objectives = || · The student will be able to name the major roles a police officer plays in our community.
 * ** NCSS Theme/Sunshine State Standards **// . // || · NCSS Theme #3: People, Places, and Environment
 * ** Student Activities & Procedures **

2. Ask students questions about what they already know about the roles of a police officer: - Have you ever met a police officer? - What does a police officer wear? - What kind of car does a police officer drive? - Do you know what a police officer does to keep our community safe?

3. __Read A Day in the Life of a Police Officer__ to students

4. Ask questions about the events that took place in the book: - What did you see Officer Morales doing to keep his community safe? - Have you ever seen a police officer with a dog as his partner? - How did Bruno help Officer Morales keep his community safe? - What does Office Morales wear to help citizens identify him as a police officer?

5. Discuss the roles of a police officer - Patrolling his/her assigned area in the community - Help tackle emergency situations (i.e. fire, hostage situation, etc.) - Act as security guards at football games or other important gatherings - Ticket citizens who are breaking the law (speeding, car accident, etc.) - Arrest criminals who are breaking the law (robbery, etc.)

6. Discuss the importance of a police badge - Explain to students that police officers are there to keep them safe and they should not be afraid of them. - If students see a police officer wearing an official police badge, they should know they’re in good hands.

7. Discuss the police car - The flashing blue and red lights mean that the police officer is in a hurry to report to an emergency situation or they are pulling someone over for a traffic violation. - Police cars are used to take criminals away to jail. They are handcuffed and put in the back seat.

8. Locate the nearest police station using Google Maps.

9. Students will add the police station to the map they started yesterday: - Students will locate the police station on Google Maps and draw it on their map according to its location to the school (North, South, East, or West).

10. Add new vocabulary terms to the word wall: - Police officer: A person who works to keep our community safe by catching criminals, ticketing people for traffic violations, and assisting in other emergency situations. - Police car: The automobile police officers drive when patrolling the streets of a community. Equipped with red/blue flashing lights and radio communications, this car is used to pull people over for traffic violations and calling in for back-up assistance in an emergency situation. - Police badge: A special device worn as a sign of authority.

11. Explain the three centers students will be visiting for twelve minutes each: - Center #1- Police Badges: Students will create their own police badge to wear during the parade at the end of the week. Handouts will be provided with a blank police badge that will be cut out by students. Students will write their names on the police badge and color the police badge silver or gold to represent authority. Students will keep these badges in the classroom until the end of the week. - Center #2 – Police Roles Coloring Pages: Students will color two different handouts that illustrate the different roles a police officer has in our community. Students will share in their group the different things the police officers are doing in the pictures to help keep our community safe. These handouts will be sent home at the end of the day. - Center #3 – Vocabulary Word Illustrations: Students will practice writing the three new vocabulary words added to the word wall (police officer, police car, police badge) on lined paper. The students will then illustrate each new vocabulary word on construction paper using crayons. The illustrations will be stapled to the top of the written vocabulary words and will be hung up in the classroom.

12. After explaining the three centers we will be visiting, the students will be broken up in to three different groups (about six or seven in each) and directed towards one of the three centers.

13. After twelve minutes, the students will move to the second center and eventually the third center in a clockwise direction. || · Crayons · Writing paper · Construction paper · Pencils · Police badge handouts: [] · Police officer roles coloring handouts: [|Coloring #1], [|Coloring #2] · Word wall · Safety pins/tape to secure badges || · KWL – students will be assessed on what they already know about a community, its workers, and maps.
 * ** Resources/Materials ** || · __ A Day in the Life of a Police Officer __ by Mary Bowman-Kruhm and Claudine Wirths
 * ** Assessment ** || Pre-Assessment:

Post-Assessment: · KWL – students will be assessed on what they have learned about a community, its workers, and maps. · During the parade, the students will each be assigned different community helper roles (police officer, fireman, or doctor). Students will parade through various classrooms and explain their roles in the community to each of the classrooms. || · Promote cooperation (small groups) · Provide visuals · Link lesson topics to students’ prior knowledge · Use discovery learning activities · Clarify and rephrase instructions frequently · Using a Graphic Organizer (KWL) · Reading aloud to the students · Visual Aids: using Google Maps · Putting unfamiliar and new vocabulary on the board (word wall) · Give enough wait time for ESOL students to answer questions.
 * == Exceptionalities == || ESOL/SLD:

Gifted/Talented: · Students can write sentences to go along with their illustrations of each vocabulary word added to the word wall. · For homework, students can create an expository writing discussing three different things a police officer does to keep our community safe. || · Students can visit the Community Club [|website] and view the slideshow of a police officer describing her roles in her community. Students can even click to hear the police officer read out her roles. ||
 * == Discussion Notes == || · Students can demonstrate their knowledge of the roles of the police officer by participating in a role-playing activity for their parents/guardians. Students can wear their police badge and role-play the different duties of a police officer.

Teacher(s) Name: __ Elizabeth Mori __ Thematic Unit Theme/Title/Grade Level: __Our Community/C is for Community! /Kindergarten__ Wiki space address: __ http://ucfkcommunityf10t.wikispaces.com/ __ ** Daily Lesson Plan Day/Title: __Wednesday (Day 3)/ The Fire Station__ **

· The student will learn new vocabulary related to the fire station. · The student will be able to recognize the importance of a fire station in our community. · The student will know the location of the nearest fire station. || · SS.K.E.1.1: Describe different kinds of jobs that people do and the tools or equipment used. · SS.K.G.1.1: Describe the relative location of people, places, and things by using positional words. · SS.K.G.2.1: Locate and describe different places in the school and community. · LA.K.1.6.1: The student will use new vocabulary that is introduced and taught directly. || ** //Teacher Activities/Student Activities// ** || 1. Review lesson from previous day by asking questions: -What does a police officer do? -What color is a police officer’s badge? -Why is a police officer important to our community?
 * = Learning Objectives = || · The student will be able to name the roles of a firefighter.
 * ** NCSS Theme/Sunshine State Standards ** || · N CSS Theme #3: People, Places, and Environment
 * ** Student Activities & Procedures **

2. Ask students questions about what they already know about the roles of a fire fighter: - What does a firefighter do? -What are some of the tools firefighters use? - What color is the firefighter’s uniform?

3. Read the book __I Want to be a Firefighter__ to the student. - Students will orally answer questions related to the story read in class.

4. Locate the closest fire station on Google Maps. - Students will add the fire station to the map they started on Monday (students will locate the fire station on Google Maps and draw it on their map according to its location in relevance to the school).

5. Add new vocabulary terms to the word wall: -Firefighter : A person who does an important job in keeping our community safe from fire. -Fire truck : The transportation that firefighters used to help and save us from fires. -Firefighter Helmet : Firefighters use this as protection for their heads.

6. Explain to students that they will be visiting two centers. I will explain to the students what they will be doing in these centers. They will be in each center for 12 minutes, and there will be about 10 students in each group. - Center #1– Dog firefighter: Students will create a [|firefighter dog] that will be shown during the parade. The students will achieve this by coloring the pieces previously cut out by the teacher. Once the pieces are colored, the students will glue them to the paper towel roll to complete the firefighter dog. - Center #2 – Firefighter coloring pages: Students will have two [|handouts] that show the different tools that firefighters uses at work, their uniform and/or transportation.

7 . Students will be singing the song called “ I am a firefighter” (Little teapot tune). || · Colors/crayons/markers · Construction paper · Scissors · Glue · Firefighter coloring handouts · Word wall · “I am a Firefighter” song · [|Firefighter coloring page] · [|Firefighter Dog] || · KWL – students will be assessed on what they already know about a community, its workers, and maps.
 * == Resources/Materials == || · __ I Want To Be a Firefighter __ by Dan Liebman
 * ** Assessment ** || Pre-Assessment:

Post-Assessment: · KWL – students will be assessed on what they have learned about a community, its workers, and maps. · During the parade, the students will each be assigned different community helper roles (police officer, fireman, or doctor). Students will parade through various classrooms and explain their roles in the community to each of the classrooms. || · Promote cooperation (small groups) · Provide visuals · Link lesson topics to students’ prior knowledge · Use discovery learning activities · Clarify and rephrase instructions frequently · Using a Graphic Organizer (KWL) · Reading aloud to the students · Visual Aids: using Google Maps · Putting unfamiliar and new vocabulary on the board (word wall) · Give enough wait time for ESOL students to answer questions.
 * == Exceptionalities == || ESOL/SLD:

Gifted/Talented: · If there is extra time, the students can write an expository paragraph using the three vocabulary words pertaining to firefighters. · The students can also write a few sentences defining the new words they learned in class related to firefighters. || · Students will go home and visit the website of Sparky the fire dog. The students can share this experience with their parents/guardians by reading the story together. [] ||
 * == Discussion Notes == || · I will tell the students to go home and share their newfound information about firefighters with their families. I will explain to them that it is important for everyone to know the role of the firefighters in the community, and where their work is located.

Teacher(s) Name: __Ashley Lamson__ Thematic Unit Theme/Title/Grade Level: __Our Community/C is for Community! /Kindergarten__ Wiki space address: http://ucfkcommunityf10t.wikispaces.com/ Daily Lesson Plan Day/Title: __Thursday (Day 4)/ The Hospital__

· The student will know the location of the nearest hospital. · The student will know the importance of the hospital within the community. · The student will be familiar with the equipment used within the hospital. || · SS.K.E.1.1: Describe different kinds of jobs that people do and the tools or equipment used. · SS.K.G.1.1: Describe the relative location of people, places, and things by using positional words. · SS.K.G.2.1: Locate and describe different places in the school and community. · LA.K.1.6.1: The student will use new vocabulary that is introduced and taught directly. · HE.K.C.2.2: Identify members of the school and community that support personal health practices and behaviors || //**Teacher Activities/Student Activities**// || 1. Ask the students questions in review to yesterday’s lesson on the fire station. · What color is the fire truck? · What kinds of equipment do the firefighters use? · Why are firefighters important in our community?
 * = Learning Objectives = || · The student will know new vocabulary words related to the hospital.
 * ** NCSS Theme/Sunshine State Standards ** || · NCSS Theme #3: People, Places, and Environments
 * ** Student Activities & Procedures **

2. Read __My Trip to the Hospital__ by Mercer Meyer to the students. After reading the book I will ask the students questions related to the book. · Why did Little Critter go to the hospital? · How did he get injured? · How did he get to the hospital? · What did they do at the hospital to fix Little Critters injury?

3. Ask the students questions about the hospital to activate their prior knowledge. · Is there a hospital in your community? · Who works in the hospital? · Have you ever been to the hospital before? · Are you scared to go to the hospital?

4. Locate the closest hospital to the school on Google Maps. -The students will add the hospital to the map that they drew the school, police department, and fire department’s location on. This map will indicate the hospital’s location in relevance to the school.

5. Discuss the importance of the hospital in the community and the services that are provided. - Explain that hospitals are important because patients are being cared for when they are injured or sick. If there weren’t hospitals, people would not be able to get treatment or medicine. -The doctors, nurses, and all the other workers in the hospital provide the services needed on the patient to check their sickness or injury, and then they do the necessary precautions to make the patients feel better.

6. Discuss the equipment that is used in the hospital. - Explain to the students that doctors use several different types of equipment. Some of the equipment the students may be familiar with is the stethoscope, which is used to listen to heart beat; the otoscope, which is used to look in the ears, eyes, and throat; blood pressure cuff, which is used to check blood pressure; and an oxygen mask, which provides oxygen to a patient that is struggling to breathe. · Can you think of any other equipment used in the hospital?

7. Discuss with the students why there needs to be a hospital. - Explain to the students that there needs to be a hospital to keep everyone in the community safe and protected. Without a hospital, people would have to care for themselves and it would be difficult to cure their injuries and illnesses. · Before the discussion, I will ask the students, “Why do you think there needs to be a hospital in every community?”

8. Introduce vocabulary words to put on word wall. I will also provide visuals for the different vocabulary words. -__Ambulance__: a vehicle that takes sick or injured people to or from the hospital and allows them to be cared for while on the road. · Have you ever been in an ambulance? Why did you have to go in one? · Have you ever seen an ambulance before? · How do you know the vehicle that you saw was an ambulance? How were you able to spot it? · Where was the ambulance when you saw it? - __Doctor__: a person trained to make sure you are in good health and to fix what is wrong, if anything. -__Hospital__: a place where people receive treatment when sick or injured · What is the symbol used to represent the hospital? · Do you notice the symbol on the ambulance when you see one? - __ Emergency __ : a serious situation that needs quick attention and care. · What is the number to call in case of an emergency? Who is the first community helper to respond?

9. Explain the centers to the students. - Let them know what they will be doing in each center, and the rules of the center. - Once the students are clear of what to do in the centers they will be randomly broken up into three groups (6 or 7 students in each group).

10. Centers: 1. Role play with the doctor equipment. · The students will use different equipment that the doctors use to familiarize themselves with the equipment, and so they can see what the doctors are looking for when they use the equipment. The students will play with the stethoscope, rubber hammers to check reflexes, and the otoscope. The students will be advised to use the equipment on themselves so that they do not hurt the other students by using the equipment wrong. The students will pair up to use the otoscope, but I will instruct the students that they cannot actually touch their peers with the otoscope; they are just using it to look inside the ears, nose, and throat. 2. Draw a picture of how you imagine the hospital. · The students will draw a picture of how they imagine the hospital in their mind. If they have been inside a hospital before, they will be able to draw the hospital through how they remember it. These pictures will then be described by the students at the end of the day. The students will explain why they imagine the hospital that way. The students will take these pictures home so that their parents can see their illustrations. 3. Create a nurse’s cap with the Red Cross symbol on it. · The students will create nurses caps. They will use white construction paper to make these caps. I will provide a [|demonstration] on how the cap will be made, and add assistance to the students. The students will use a red marker or crayon to put the Red Cross symbol on their cap. This will be used in the parade on Friday. This cap will stay in the classroom so that the students can make sure they have it on Friday for the parade.

11. The students will spend 10 minutes in each center. They will rotate clockwise from one center to the next. || · Google Maps · Interactive whiteboard · Crayons · Markers · Paper · Ruler · 5 stethoscopes to listen to heart beats · 5 rubber hammers to check reflexes · 5 otoscopes to look inside the ears, nose, and throat · Word Wall · Duke’s Children’s hospital website · Letter to parents explaining the website so they can go over it with their kids · Picture of an ambulance · Picture of a hospital · Picture of a doctor · [] · [] || · KWL – students will be assessed on what they already know about a community, its workers, and maps.
 * == Resources/Materials == || · __ My Trip to the Hospital __ by Mercer Meyer
 * ** Assessment ** || Pre-Assessment:

Post-Assessment: · KWL – students will be assessed on what they have learned about a community, its workers, and maps. · During the parade, the students will each be assigned different community helper roles (police officer, fireman, or doctor). Students will parade through various classrooms and explain their roles in the community to each of the classrooms. || · Promote cooperation (small groups) · Provide visuals · Link lesson topics to students’ prior knowledge · Use discovery learning activities · Clarify and rephrase instructions frequently · Using a Graphic Organizer (KWL) · Reading aloud to the students · Visual Aids: using Google Maps · Putting unfamiliar and new vocabulary on the board (word wall) · Give enough wait time for ESOL students to answer questions.
 * == Exceptionalities == || ESOL/SLD:

Gifted/Talented: · If time permits, after completing the picture of how they imagine the hospital, the students will be able to write a few sentences to describe their picture. · The students can write an expository paragraph explaining why the hospital is important to the community. || · I will tell the students that if they are interested in learning more information about visiting the hospital, they can visit this [|website] with their parent’s permission, as well as send a note home with the parents to advise them of the website. ||
 * == Discussion Notes == || · For homework, I will tell the students to complete their pictures of how they imagine the hospital. The students who have completed their pictures will be able to take it home to show their parents, all students will be advised to bring their pictures back so that I can look at them and grade them.

Teacher(s) Name: __Cheryl Mahaffey__ Thematic Unit Theme/Title/Grade Level: __Our Community/C is for Community! /Kindergarten__ Wiki space address: http://ucfkcommunityf10t.wikispaces.com

Daily Lesson Plan Day/Title: __Friday (Day 5)/ Community Helpers Review Parade__

· The student will be able to recall facts from the lesson on police officers. · The student will be able to recall facts from the lesson on firefighters. · The student will be able to recall facts from the lesson on the hospital. || ** Sunshine **** State **** Standards ** || · NCSS Theme #3: People, Places, and Environment. · SS.K.E.1.1: Describe different kinds of jobs that people do and the tools or equipment used. · SS.K.G.1.1: Describe the relative location of people, places, and things by using positional words. · SS.K.G.2.1: Locate and describe different places in the school and community. · LA.K.1.6.1: The student will use new vocabulary that is introduced and taught directly. || //**Teacher Activities/Student Activities**// || 1. The teacher will read the story __My Town__ by Rebecca Treays to the class. - After reading the story, I will ask the students questions pertaining to the book. · What locations were mentioned in the book? · Does this town remind you of your own?
 * = Learning Objectives = || · The student will be able to define community.
 * ** NCSS Theme/ **
 * ** Student Activities & Procedures **

2. As a class we will complete the KWL chart. - This chart was started on day one. - We will fill out the last column ‘L’ to assess what the students have learned. - The ‘L’ column will include things these students have learned from each day and we will be sure to answer the questions that the students asked under the ‘W’ column of what they wanted to know. · Have all your questions been answered about the community? · Are there any other questions that you want to be answered?

3. As a quick review, the students will locate the police station, fire station, and hospital on the map they have been using all week. - I will pull up the map on Google Maps and locate the same places to provide a visual for the students. · Does your map that you drew on your paper look like the one I pulled up? · Are all your places (school, police station, fire station, and hospital) in the right spot on your map?

4. All of the words that have been added to the word wall through out the week will be gone over and reviewed as a class. · Who wants to define this word? · Are there any words that you are not able to define?

5. The students will each draw a piece of paper from the hat to decide whether they will be a police officer, a firefighter, or a doctor during the review parade.

6. Once each student has an assigned job, they will each grab the craft they made in correspondence to the job they have been assigned.

7. To prepare the students for the parade, I will ask the students questions as a review of what they learned throughout the week. · What is the number to call in case of an emergency? Who is the first community helper to respond? · What is a community? · What color is the fire truck? · What is the job of a firefighter? · What do firefighters drive? · Why do people go to the hospital? · How do people get to the hospital? · Why are hospitals important to the community? · Why do police officers wear a badge? · What does a police officer wear? · What kind of car does a police officer drive?

8. When the students are ready with their crafts, we will go on a parade through the school! - Other classrooms and administrative offices will be stopped by so the students can tell them what they have learned throughout the week. - At each stop one police officer, one firefighter, and one doctor will tell the class or administration member what they have learned that week in their corresponding lesson. - Once all of the students have told one fact during the parade, we will return to the classroom. || · Google Maps · __ My ____ Town __ by Rebecca Treays · Word Wall · KWL Chart · Craft from Police Day · Craft from Firefighter Day · Craft from Hospital Day · H at  · Papers with Police Officer, Firefighter, and Doctor written on them, enough for one for each student || · KWL – students will be assessed on what they already know about a community, its workers, and maps.
 * == Resources/Materials == || · Map
 * ** Assessment ** || Pre-Assessment:

Post-Assessment: · KWL – students will be assessed on what they have learned about a community, its workers, and maps. · During the parade, the students will each be assigned different community helper roles (police officer, fireman, or doctor). Students will parade through various classrooms and explain their roles in the community to each of the classrooms. || · Promote cooperation (small groups) · Provide visuals · Link lesson topics to students’ prior knowledge · Use discovery learning activities · Clarify and rephrase instructions frequently · Using a Graphic Organizer (KWL) · Reading aloud to the students · Visual Aids: using Google Maps · Putting unfamiliar and new vocabulary on the board (word wall) · Give enough wait time for ESOL students to answer questions.
 * == Exceptionalities == || ESOL/SLD:

Gifted/Talented: · The students will be able to write a expository writing response explaining why there needs to be community helpers in a community, using information that they learned throughout the week to complete this assignment. · If the students have extra time, they can write a short story about the different helpers in the community, and why their job is so important. || · Students can demonstrate their knowledge by showing their parents on a map where these important places are located. · Students can also show their parents where the police station, fire station, and hospital are located while they are around town. ||
 * == Discussion Notes == || · Students can demonstrate their knowledge of the community by sharing their roles and what they learned with their parents while using the crafts they made each day.