who am i?
Subject area: Music and movement
Age group: 1st to 2nd Grade
Time: 15 to 30 minutes
Objective: Students will be able to identify a variety of community helpers and individual jobs they perform.
Common core standards:
Materials:
1 Mentor text: Snowmen At Work By Carolyn Buehner and Pictures By Mark Buehner
2 Charade game cards - set one ~ Community helper with actions
- set two ~ Community helper with specific names
Prior knowledge: A basic understanding of what community helpers do outside of the school setting.
Procedures:
1 Gather the students at the carpet/rug
2 Introduce to the class that as a class we will be discussing about community helpers and will be doing a fun movement activity to follow
3 Now, start off the lesson by reading the book, “Snowmen At Work “ By Carolyn Buehner and Pictures By Mark Buehner
4 When finished, as a whole group, discuss what types of community helpers were in the mentor text
a Shoveling crew/Plow drivers
b Dentist
c Auto mechanics
d Grocery workers
e Pet store workers
f Bakers
g Teachers
h Magicians
i Firemen
j Librarians
k Food delivery drivers
l Factory workers
m Truck drivers
5 Make a list on the board of the community helpers you find and what their job is
a Shoveling crew/Plow drivers - Moving snow and other materials off the streets for safe transportation
b Dentist - Cleaning teeth and helping people keep healthy mouths and smiles
c Auto mechanics - Fixing auto repairs on vehicles and other forms of transportation
d Grocery workers - Completing tasks to make a grocery store clean and organized to sell products, like shelving food, working as a cashier, working as a bagger, and cleaning the store
e Pet store workers - Completing tasks to make a pet store clean and organized to help find pets their new owners, like providing areas for the pets to play, eat, and sleep, cleaning the pets, cleaning the store, and working as a cashier
f Teachers - Working with students of various age levels on learning and developing in a classroom setting
g Magicians - Performing tricks to an audience that involve magic and mystery
h Firemen - Performing tasks to keep our communities safe from events that deal with fire emergencies, and helping rescue people and animals from dangerous environments
i Librarians - Work in a library providing books and library products to the outside communities
j Food delivery drivers - Drive around the communities to deliver food products for people’s meals
k Factory workers - Completing tasks that involve making and putting together products for people and businesses in the community
l Truck drivers - Drive around the communities to deliver products and to move products for people and businesses
6 After discussing, split the class in half to start the movement activity
7 Give half of the students charade game cards - with actions (Charade game cards include photo of a community helper)
8 Give the other half of the students charade game cards - with the specific name of community helper
9 The students with the charade game cards will carefully examine the specific community helper that they received
10 The students with the charade game cards - with actions will then quickly find a partner/fellow student with the charade game cards - with the specific name of community helper
11 The students that are paired together will then work together to find one another
12 The students with the charade game cards - with actions, without speaking and using any words will only with movement and dramatic acting will perform actions of the jobs that their community helper does in the community
13 The students without the charade game cards will watch and wait patiently to try to find the matching card that corresponds with the correct action to the specific name of each individual community helper involved in the game
14 Once they find one another, the class will come back together and each pair will act out their community helper in front of the entire class.
Assessment: Formative Assessment - Systematic observation: Watching the interaction closely among the students’ involvement and ability to perform the action movements and verbal communication to identify their pair’s community helper.
Differentiation: Time set aside to show the class the pictures of the community helpers that would provide a visual image of what each community helper looks like in case students are not aware of a specific community helper. The names of the community helpers can be reviewed as well, providing the students extra time to recognize each individual name and the pronunciation of the community helper.
Extension: Students will have the opportunity to interact within multiple rounds of the charades game by mixing up both sets of charade games and dealing them out amongst the whole class again. The students who performed the action movements can switch game roles with the students who performed the guessing/naming communication of their community helpers.
Age group: 1st to 2nd Grade
Time: 15 to 30 minutes
Objective: Students will be able to identify a variety of community helpers and individual jobs they perform.
Common core standards:
Materials:
1 Mentor text: Snowmen At Work By Carolyn Buehner and Pictures By Mark Buehner
2 Charade game cards - set one ~ Community helper with actions
- set two ~ Community helper with specific names
Prior knowledge: A basic understanding of what community helpers do outside of the school setting.
Procedures:
1 Gather the students at the carpet/rug
2 Introduce to the class that as a class we will be discussing about community helpers and will be doing a fun movement activity to follow
3 Now, start off the lesson by reading the book, “Snowmen At Work “ By Carolyn Buehner and Pictures By Mark Buehner
4 When finished, as a whole group, discuss what types of community helpers were in the mentor text
a Shoveling crew/Plow drivers
b Dentist
c Auto mechanics
d Grocery workers
e Pet store workers
f Bakers
g Teachers
h Magicians
i Firemen
j Librarians
k Food delivery drivers
l Factory workers
m Truck drivers
5 Make a list on the board of the community helpers you find and what their job is
a Shoveling crew/Plow drivers - Moving snow and other materials off the streets for safe transportation
b Dentist - Cleaning teeth and helping people keep healthy mouths and smiles
c Auto mechanics - Fixing auto repairs on vehicles and other forms of transportation
d Grocery workers - Completing tasks to make a grocery store clean and organized to sell products, like shelving food, working as a cashier, working as a bagger, and cleaning the store
e Pet store workers - Completing tasks to make a pet store clean and organized to help find pets their new owners, like providing areas for the pets to play, eat, and sleep, cleaning the pets, cleaning the store, and working as a cashier
f Teachers - Working with students of various age levels on learning and developing in a classroom setting
g Magicians - Performing tricks to an audience that involve magic and mystery
h Firemen - Performing tasks to keep our communities safe from events that deal with fire emergencies, and helping rescue people and animals from dangerous environments
i Librarians - Work in a library providing books and library products to the outside communities
j Food delivery drivers - Drive around the communities to deliver food products for people’s meals
k Factory workers - Completing tasks that involve making and putting together products for people and businesses in the community
l Truck drivers - Drive around the communities to deliver products and to move products for people and businesses
6 After discussing, split the class in half to start the movement activity
7 Give half of the students charade game cards - with actions (Charade game cards include photo of a community helper)
8 Give the other half of the students charade game cards - with the specific name of community helper
9 The students with the charade game cards will carefully examine the specific community helper that they received
10 The students with the charade game cards - with actions will then quickly find a partner/fellow student with the charade game cards - with the specific name of community helper
11 The students that are paired together will then work together to find one another
12 The students with the charade game cards - with actions, without speaking and using any words will only with movement and dramatic acting will perform actions of the jobs that their community helper does in the community
13 The students without the charade game cards will watch and wait patiently to try to find the matching card that corresponds with the correct action to the specific name of each individual community helper involved in the game
14 Once they find one another, the class will come back together and each pair will act out their community helper in front of the entire class.
Assessment: Formative Assessment - Systematic observation: Watching the interaction closely among the students’ involvement and ability to perform the action movements and verbal communication to identify their pair’s community helper.
Differentiation: Time set aside to show the class the pictures of the community helpers that would provide a visual image of what each community helper looks like in case students are not aware of a specific community helper. The names of the community helpers can be reviewed as well, providing the students extra time to recognize each individual name and the pronunciation of the community helper.
Extension: Students will have the opportunity to interact within multiple rounds of the charades game by mixing up both sets of charade games and dealing them out amongst the whole class again. The students who performed the action movements can switch game roles with the students who performed the guessing/naming communication of their community helpers.
my Mother's a baker
Subject area: Music and movement
Age group: 1st to 2nd Grade
Time: 15 to 20 minutes
Objective: Students will be able to make connections with community helpers to family members/close people involved in their own lives.
Common core standards:
Prior knowledge: Students will have gained the knowledge of learning the specific names of a variety of community helpers.
Materials:
1 Cd player/music player
2 Song ~ My Mother’s A Baker
Procedures:
1 The students will gather in a whole group instruction to review the specific names of a variety of community helpers.
2 The students will then be asked if they individually know anyone in their own family/close individual in their lives are community helpers in the real life outside environment.
3 The students can then begin to make a list of all of the special individuals that are family members/close individuals in their lives who represent a community helper.
4 The students then can be introduced to the song ~ My Mother’s A Baker
5 The students will first listen to the song ~ My Mother’s A Baker
6 The students then will second learn and add movements to the song ~ My Mother’s A Baker
7 The students will repeat the song ~ My Mother’s A Baker to continue practice learning about community helpers
8 The students will be asked to identify the various community helpers presented in the song ~ My Mother’s A Baker
Assessment: Formative Assessment - Systematic observation: Watching the interaction closely among the students’ involvement and ability to perform the action movements and singing aloud to identify their pair’s community helper.
Differentiation: Students can have the ability to simply hear the words in the song ~ My Mother’s A Baker spoken in a verbal manner instead of singing aloud, if they maybe having difficulty understanding each community helper individual presented in the song.
Extension: Students can have the opportunity to think of community helpers who were not mentioned in the song ~ My Mother’s A Baker, and can suggest adding them into the song with their specific name and movement that is performed when helping and working in the community environment.
Age group: 1st to 2nd Grade
Time: 15 to 20 minutes
Objective: Students will be able to make connections with community helpers to family members/close people involved in their own lives.
Common core standards:
Prior knowledge: Students will have gained the knowledge of learning the specific names of a variety of community helpers.
Materials:
1 Cd player/music player
2 Song ~ My Mother’s A Baker
Procedures:
1 The students will gather in a whole group instruction to review the specific names of a variety of community helpers.
2 The students will then be asked if they individually know anyone in their own family/close individual in their lives are community helpers in the real life outside environment.
3 The students can then begin to make a list of all of the special individuals that are family members/close individuals in their lives who represent a community helper.
4 The students then can be introduced to the song ~ My Mother’s A Baker
5 The students will first listen to the song ~ My Mother’s A Baker
6 The students then will second learn and add movements to the song ~ My Mother’s A Baker
7 The students will repeat the song ~ My Mother’s A Baker to continue practice learning about community helpers
8 The students will be asked to identify the various community helpers presented in the song ~ My Mother’s A Baker
Assessment: Formative Assessment - Systematic observation: Watching the interaction closely among the students’ involvement and ability to perform the action movements and singing aloud to identify their pair’s community helper.
Differentiation: Students can have the ability to simply hear the words in the song ~ My Mother’s A Baker spoken in a verbal manner instead of singing aloud, if they maybe having difficulty understanding each community helper individual presented in the song.
Extension: Students can have the opportunity to think of community helpers who were not mentioned in the song ~ My Mother’s A Baker, and can suggest adding them into the song with their specific name and movement that is performed when helping and working in the community environment.
baseball field trip
Subject area: Music and movement
Age group: 1st to 2nd
Time: 2 hours
Objective: Students will be able to learn about sport athletes, specifically baseball players that can be described as community helpers that have and still create a special connection with historical events.
Common core standards:
Prior knowledge: Students will learn background information of who the baseball player Jackie Robinson is and why he is an important individual to be recognized and learned more about.
Materials:
Procedures:
1 Students will gather as a whole group prior to attending the field trip and will learn background information of the famous and well-known individual named Jackie Robinson. The students will learn historical background information about the baseball career of Jackie Robinson.
2 The students will then gather to attend a field trip event to downtown Milwaukee, Wisconsin to the “First Stage Theatre Center.” The students will be attending the live stage performance called “Jackie and Me.”
3 The students will gather as a class and travel on buses provided by school transportation to the “First Stage Theatre Center.”
4 Upon arrival to the “First Stage Theatre Center” the students will watch and learn about Jackie Robinson during the live performance of “Jackie and Me.”
5 The students will gather as a class and return to their school and travel on buses provided by school transportation.
6 Once in the school classroom, the students will asked to gather in a whole instruction group to reflect together on their ideas, opinions, and thoughts of the live performance of “Jackie and Me.”
7 The students will be asked to focus class discussion on the individual of Jackie Robinson.
a Who is Jackie Robinson? (Describing personal and physical characteristics)
b What significant things did Jackie Robinson do during his lifetime?
c Do you think Jackie Robinson can be described as a community helper? Why?
8 The students will then be asked to write out a personal reflection sheet on the new information that was presented and learned from their field trip event and overall experience to Milwaukee’s “First Stage Theatre Center.”
Assessment: Formative assessment - St. observation will be taken during the field trip event to assess involvement and participation at the “First Stage Theatre Center.” Student personal reflection writing will assessed and reviewed by indicating written statements and completion of personal student reflection sheets.
Differentiation: For students unable to attend the field trip event the teacher will provide an online video and mentor text for the students to observe and take notes on information learned about Jackie Robinson. The teacher will review student learning by observing notes with the specific information learned about the individual of Jackie Robinson and will set time to further discuss any questions or concerns relating to the new information that is learned. The students will also take time to complete a reflection sheet of their experience in learning new information.
Extension: The students can gather together in whole group instruction to learn about a variety of sport athletes. The students will make a whole class chart of sport athletes and their specific actions that they individually perform.
Age group: 1st to 2nd
Time: 2 hours
Objective: Students will be able to learn about sport athletes, specifically baseball players that can be described as community helpers that have and still create a special connection with historical events.
Common core standards:
Prior knowledge: Students will learn background information of who the baseball player Jackie Robinson is and why he is an important individual to be recognized and learned more about.
Materials:
Procedures:
1 Students will gather as a whole group prior to attending the field trip and will learn background information of the famous and well-known individual named Jackie Robinson. The students will learn historical background information about the baseball career of Jackie Robinson.
2 The students will then gather to attend a field trip event to downtown Milwaukee, Wisconsin to the “First Stage Theatre Center.” The students will be attending the live stage performance called “Jackie and Me.”
3 The students will gather as a class and travel on buses provided by school transportation to the “First Stage Theatre Center.”
4 Upon arrival to the “First Stage Theatre Center” the students will watch and learn about Jackie Robinson during the live performance of “Jackie and Me.”
5 The students will gather as a class and return to their school and travel on buses provided by school transportation.
6 Once in the school classroom, the students will asked to gather in a whole instruction group to reflect together on their ideas, opinions, and thoughts of the live performance of “Jackie and Me.”
7 The students will be asked to focus class discussion on the individual of Jackie Robinson.
a Who is Jackie Robinson? (Describing personal and physical characteristics)
b What significant things did Jackie Robinson do during his lifetime?
c Do you think Jackie Robinson can be described as a community helper? Why?
8 The students will then be asked to write out a personal reflection sheet on the new information that was presented and learned from their field trip event and overall experience to Milwaukee’s “First Stage Theatre Center.”
Assessment: Formative assessment - St. observation will be taken during the field trip event to assess involvement and participation at the “First Stage Theatre Center.” Student personal reflection writing will assessed and reviewed by indicating written statements and completion of personal student reflection sheets.
Differentiation: For students unable to attend the field trip event the teacher will provide an online video and mentor text for the students to observe and take notes on information learned about Jackie Robinson. The teacher will review student learning by observing notes with the specific information learned about the individual of Jackie Robinson and will set time to further discuss any questions or concerns relating to the new information that is learned. The students will also take time to complete a reflection sheet of their experience in learning new information.
Extension: The students can gather together in whole group instruction to learn about a variety of sport athletes. The students will make a whole class chart of sport athletes and their specific actions that they individually perform.
mailbox movement
Subject area: Music and movement
Age group: 1st to 2nd
Time: 30 to 45 minutes
Objective: Students will be able to practice following directions while reviewing about the community helper of a mail carrier
Common core standards:
Prior knowledge: Knowing what the community helper of a mail carrier does and the actions/movements her or she perform.
Materials:
● Chalkboard
● Dice
● Cardboard shoe storage box
● Pen
● Envelope pattern
● Movement directions
● The book, “Delivering Your Mail: A Book About Mail Carriers” by Ann Owen
Procedures:
- Prior to lesson:
1 Label each packet in a cardboard shoe storage box with a number 1-6
2 Make several copies of the envelope pattern and write one of the following movement directions on each envelope for what a mail carrier performs:
a Driving the mail truck
b Inserting mail into mailboxes
c Organizing the mail
d Walking door to door
e Opening the mailbox door
f Running away from animals that chase him or her
g Sealing envelopes
h Pulling the red flag up on a mailbox
i Going to the door and hand delivering a package
j Hand delivering the mail to one of the family members
3 Insert a few envelopes into each “mail slot”
- Lesson:
4 Introduce to the students the community helper, mail carrier
5 Ask the students if they know what this community helper does for us and if they know anyone who is a mail carrier
6 Read the book, “Delivering Your Mail: A Book About Mail Carriers” by Ann Owen
7 Discuss the different things that the class learned from the mentor text
a Make a list on the board
8 Now introduce the activity they will be doing
- Activity:
9 The children roll one die and count the number of dots they got
10 They select an envelope from a slot with the number that matches the roll of the die
11 The teacher reads the direction and the child demonstrates the movement of what a mail carrier does
12 The next child takes a turn and so on (repeat until each child gets a turn)
13 End the activity once everyone has gone
14 Close, by just reminding them how important this community helper is to us and without him or her we would never get our mail
Assessment: Formative Assessment - Systematic observation: Watching the each individual student and their ability to perform the movements/actions of a mail carrier.
Differentiation: Time set aside to learn more about what a mail carrier does outside of his mail truck. The teacher could go more in depth about the post office and what it provides for us. Could also go through each movement so they are familiar with what they do prior to the activity.
Extension: The students could come up with their own idea of an action/movement about what a mail carrier does. They could also repeat the activity again allowing the students to perform a different action from what they did before.
Age group: 1st to 2nd
Time: 30 to 45 minutes
Objective: Students will be able to practice following directions while reviewing about the community helper of a mail carrier
Common core standards:
Prior knowledge: Knowing what the community helper of a mail carrier does and the actions/movements her or she perform.
Materials:
● Chalkboard
● Dice
● Cardboard shoe storage box
● Pen
● Envelope pattern
● Movement directions
● The book, “Delivering Your Mail: A Book About Mail Carriers” by Ann Owen
Procedures:
- Prior to lesson:
1 Label each packet in a cardboard shoe storage box with a number 1-6
2 Make several copies of the envelope pattern and write one of the following movement directions on each envelope for what a mail carrier performs:
a Driving the mail truck
b Inserting mail into mailboxes
c Organizing the mail
d Walking door to door
e Opening the mailbox door
f Running away from animals that chase him or her
g Sealing envelopes
h Pulling the red flag up on a mailbox
i Going to the door and hand delivering a package
j Hand delivering the mail to one of the family members
3 Insert a few envelopes into each “mail slot”
- Lesson:
4 Introduce to the students the community helper, mail carrier
5 Ask the students if they know what this community helper does for us and if they know anyone who is a mail carrier
6 Read the book, “Delivering Your Mail: A Book About Mail Carriers” by Ann Owen
7 Discuss the different things that the class learned from the mentor text
a Make a list on the board
8 Now introduce the activity they will be doing
- Activity:
9 The children roll one die and count the number of dots they got
10 They select an envelope from a slot with the number that matches the roll of the die
11 The teacher reads the direction and the child demonstrates the movement of what a mail carrier does
12 The next child takes a turn and so on (repeat until each child gets a turn)
13 End the activity once everyone has gone
14 Close, by just reminding them how important this community helper is to us and without him or her we would never get our mail
Assessment: Formative Assessment - Systematic observation: Watching the each individual student and their ability to perform the movements/actions of a mail carrier.
Differentiation: Time set aside to learn more about what a mail carrier does outside of his mail truck. The teacher could go more in depth about the post office and what it provides for us. Could also go through each movement so they are familiar with what they do prior to the activity.
Extension: The students could come up with their own idea of an action/movement about what a mail carrier does. They could also repeat the activity again allowing the students to perform a different action from what they did before.
firefighters
Subject area: Music and movement
Age group: 1st to 2nd Grade
Time: 30 to 45 minutes
Objective: Students will be able to learn and perform the correct way to escape from fire smoke
Common core standards:
Prior knowledge: Knowing what a firefighter is and what they do. Also what to do when there is a fire and how to crawl your way out of it.
Materials:
● Smoke Chant
● Bed sheet
● The book, “Big Frank’s Fire Truck” by Leslie McGuire
Procedures
1 Introduce the community helper, firefighters
2 Ask the students to make a list of things they know about a firefighter
a What they wear
b What they do
c How they help us
d What they drive
3 Read the book, “Big Frank’s Fire Truck” by Leslie McGuire
4 Talk about the different things you learned from reading the mentor text
5 Introduce a chant for the students’ to remember and have them practice it multiple times
Smoke Chant
If you don't want to choke
Crawl under the smoke.
Get down on the floor
And head for the door.
a Practice this chant until everyone can do it
6 Now do an action activity to practice the movements from the chant. Use a bed sheet and let some children hold the sheet on each side. Have children "shake" the sheet up and down to make pretend smoke. The other children practice crawling under the sheet on their hands and knees to escape the smoke.
Assessment: Formative Assessment - Systematic observation: Watching the students’ on their ability to perform the smoke chant and the actions of their movements during the activity (to see if they can properly do it or not)
Differentiation: Take more time to practice the chant and the movements of it. The more practice they get the better they become.
Extension: Find a video on firefighters introducing the actual actions of the chant or about other things (what to do if you have a fire in the house, talk about the different equipment they have, talk about the truck and the pieces of it, the type of clothing they wear, etc.)
Age group: 1st to 2nd Grade
Time: 30 to 45 minutes
Objective: Students will be able to learn and perform the correct way to escape from fire smoke
Common core standards:
Prior knowledge: Knowing what a firefighter is and what they do. Also what to do when there is a fire and how to crawl your way out of it.
Materials:
● Smoke Chant
● Bed sheet
● The book, “Big Frank’s Fire Truck” by Leslie McGuire
Procedures
1 Introduce the community helper, firefighters
2 Ask the students to make a list of things they know about a firefighter
a What they wear
b What they do
c How they help us
d What they drive
3 Read the book, “Big Frank’s Fire Truck” by Leslie McGuire
4 Talk about the different things you learned from reading the mentor text
5 Introduce a chant for the students’ to remember and have them practice it multiple times
Smoke Chant
If you don't want to choke
Crawl under the smoke.
Get down on the floor
And head for the door.
a Practice this chant until everyone can do it
6 Now do an action activity to practice the movements from the chant. Use a bed sheet and let some children hold the sheet on each side. Have children "shake" the sheet up and down to make pretend smoke. The other children practice crawling under the sheet on their hands and knees to escape the smoke.
Assessment: Formative Assessment - Systematic observation: Watching the students’ on their ability to perform the smoke chant and the actions of their movements during the activity (to see if they can properly do it or not)
Differentiation: Take more time to practice the chant and the movements of it. The more practice they get the better they become.
Extension: Find a video on firefighters introducing the actual actions of the chant or about other things (what to do if you have a fire in the house, talk about the different equipment they have, talk about the truck and the pieces of it, the type of clothing they wear, etc.)