Community Helpers

What kind of helper will you be?

Created by:
Mrs. Lagos, Mrs. Parish, and Mr. Rodriguez

Literature Class

Standards:
RL K.3: With prompting and support,
identify characters, settings, and major
events in a story.
W.K.1: Use a combination of drawing,
dictating, and writing to compose
opinion pieces in which they tell a
reader the topic or the name of the
book they are writing about and state
an opinion or preference about the
topic or book (e.g., My favorite book
is...).

Objective: After listening to the

reading, students will be able to
identify the characteristics of the
community helper and answer
questions as to when we need this
community helper.

Math Class

Standard:
CCSS.K.OA.A.3: Decompose numbers less
than or equal to 10 into pairs in more
than one way, e.g., by using objects or
drawings, and record each
decomposition by a drawing or equation
(e.g., 5 = 2 + 3 and 5 = 4 + 1)

Community
Helpers
Music Class
Standards:
2.1 Use the singing voice echo
short melodic patterns.
2.3 Play instruments and move
or verbalize to demonstrate
awareness of beat, tempo,
dynamics, and melodic
direction.

Objective: After analyzing examples and

nonexamples of my community helper
groups, students will construct and analyze
their own community helper equations.

Objective: After learning a

new melody, students will
be able to create their own
community helper melody
by singing and moving on
beat with different
dynamics and tempo.

Literature Class
Standard: CCSS.RL.K.3: With prompting and support, identify characters, settings, and
major events in a story.
CCSS.W.K.1: Use a combination of drawing, dictating, and writing to compose opinion
pieces in which they tell a reader the topic or the name of the book they are writing
about and state an opinion or preference about the topic or book (e.g., My favorite book
is...).

Objective:The students will be able to identify the characteristics of this community

helper and answer questions as to when we may need them.

Heros in my neighborhood?

They dont wear capes like

Superman, but they do help a
lot of people
They dont have a racecar like
Batman, but they do drive a
special vehicle.

Lets Read!

Introduce the book

Ask students which

community helper is
pictured

Spanish words!

Lets do an Activity!
Marzanos Instructional Strategy:
Non linguistic representation

Literature Rubric
3

Sequencing

All of the symbols are pasted

in the correct order and
students can accurately retell
the main events in the story
using the sequencing chart.

3 of the symbols are pasted in

the correct order and students
can retell the story with
partial accuracy.

2 or less of the symbols are

pasted in the correct order
and the students can not retell
the story.

Writing

Students can identify the main Students can either identify

character in the story and
the main character or write
write when we need a
when we need a firefighter.
firefighter.

Students cannot identify the

main character or write when
we need a firefighter.

Theres more heros in my community?

Anchor Chart to keep posted throughout the unit
Closing the lesson:
I will have the students talk to their partner to
complete the sentence frame.
After they are done I will tell the students that we
are going to learn about many helpers in our
community. I will display the anchor chart.
We are going to work with them in many subjects
and have some come visit us at school!

Math Class
Standard: CCSS.K.OA.A.3: Decompose numbers less than or equal to 10 into pairs in
more than one way, e.g., by using objects or drawings, and record each decomposition by
a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)

Objective: After analyzing examples and nonexamples of my community helper

groups, students will construct and analyze their own community helper equations.

Whats my community helper grouP?

Equation creation: assessment

Math rubric

Music Class
Standards: Creative Expression 2.1- Use the singing voice echo short melodic
patterns.
Creative Expression 2.3: Play instruments and move or verbalize to demonstrate
awareness of beat, tempo, dynamics, and melodic direction.

Objective: After learning a new melody, students will be able to create their own
Community Helper melody by singing and moving on beat with different dynamics and
tempo. (Blooms Taxonomy: Level 6 Create)

Community Helper- What kind of helper do you want to be?

Community Helper Song

To the tune of Old Mc Donald

Communities have many helpers. What help do they give?

In my town I see some police. What help do they give?
They keep us safe and help us out.
Keep up safe, arrest the crooks, everywhere we go so...
Communities have many helpers. What help do they give?

Who are the People in your Neighborhood

Who help you out in your community,
in your community, in your community?
Who help you out in your community?
The helpers that you see each day.
Oh, ______ help you out in your community,
in your community, in your community.
A ______ is a person in your neighborhood,
Theyre helpers that you see each day.

Music Rubric
Component

Individual Singing

Student is not singing at all.

Student is having trouble matching

pitches and singing with the group.
Mistakes are being made and not
corrected.

Student is singing along with the

group with rhythmic and some
pitch accuracy in voice.

Group Singing

Student is not singing with the

group at all.

Student is having trouble staying

with the group. The student's voice
is heard outside group rhythm and a
part from group voices for about half
of the songs.

Student is singing with the group

in rhythm and matching the
groups pitches for more than
90% of the music.

Clapping on Beat while

singing

Student is not clapping while we

are singing.

Student is clapping on beat while

singing for about half of the songs.

Student is clapping and singing

on beat while singing for at least
90% of the music.

Creative Aspect

Student is not able to change the

words of the song or give a new
community helper to sing
about.

Student is gives a community

helper for the group to sing about
but has trouble changing the words
to the new community helper.

Student gives a community

helper for the group to sing
about and sings the songs with
each new community helper
that is given to the group.

Literature Class

Standards:
RL K.3: With prompting and support,
identify characters, settings, and major
events in a story.
W.K.1: Use a combination of drawing,
dictating, and writing to compose
opinion pieces in which they tell a
reader the topic or the name of the
book they are writing about and state
an opinion or preference about the
topic or book (e.g., My favorite book
is...).

Objective: After listening to the

reading, students will be able to
identify the characteristics of the
community helper and answer
questions as to when we need this
community helper.

Math Class

Standard:
CCSS.K.OA.A.3: Decompose numbers less
than or equal to 10 into pairs in more
than one way, e.g., by using objects or
drawings, and record each
decomposition by a drawing or equation
(e.g., 5 = 2 + 3 and 5 = 4 + 1)

Community
Helpers
Music Class
Standards:
2.1 Use the singing voice echo
short melodic patterns.
2.3 Play instruments and move
or verbalize to demonstrate
awareness of beat, tempo,
dynamics, and melodic
direction.

Objective: After analyzing examples and

nonexamples of my community helper
groups, students will construct and analyze
their own community helper equations.

Objective: After learning a

new melody, students will
be able to create their own
community helper melody
by singing and moving on
beat with different
dynamics and tempo.