community field trip
Grade Level: 1-2
Subject: Reading
Time: 1 hour each day
Objectives:
1.) Prior to beginning the lesson, create an anchor chart with the heading “Community Helpers”. Under the heading, write the word “career” and leave space next to it. Below, write the words “Careers in our Community”.
2.) Gather student on the carpet area to begin the reading lesson on Community Helpers.
· Ask students if they know what a career is. Together write a class definition for career on the anchor chart.
3.) Model to students what a career is by explain that your career is teaching. Talk about your career for a brief amount of time. Write “teacher” under “Careers in our Community”
· Tell students you will be discovering more careers and adding to the chart throughout the week
4.) Read the book Richard Scary’s What Do People Do All Day? By Richard Scary.
· Halfway through the book have students pair with their neighbor to discuss one career that they have seen so far in the book. Write down each career on the anchor chart.
· At the end of the book, have three volunteers share their favorite community helper from the book and why that was their favorite.
5.) Explain to students that you will be going on a twenty-minute bus ride around our community.
· Students will sit with one other student (assigned by teacher) and write down all the community helpers they see on the ride.
6.) Go on twenty-minute bus ride and provide supporting questions to guide student learning
7.) After the bus ride around the community, meet back in the carpet area with students.
· Share and compare community helpers they saw on the ride
· Add student’s ideas to the list of community helpers on the anchor chart.
Assessment:
Subject: Reading
Time: 1 hour each day
Objectives:
- Students will be able to brainstorm careers they already know of
- Students will be able to identify careers that exist in our community
- RL.1.1. Ask and answer questions about key details in a text.
- RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
- School bus and driver (arrange ahead of time)
- Richard Scary’s What Do People Do All Day? By Richard Scary
- Anchor chart and marker
- Student notebooks and pencil
1.) Prior to beginning the lesson, create an anchor chart with the heading “Community Helpers”. Under the heading, write the word “career” and leave space next to it. Below, write the words “Careers in our Community”.
2.) Gather student on the carpet area to begin the reading lesson on Community Helpers.
· Ask students if they know what a career is. Together write a class definition for career on the anchor chart.
3.) Model to students what a career is by explain that your career is teaching. Talk about your career for a brief amount of time. Write “teacher” under “Careers in our Community”
· Tell students you will be discovering more careers and adding to the chart throughout the week
4.) Read the book Richard Scary’s What Do People Do All Day? By Richard Scary.
· Halfway through the book have students pair with their neighbor to discuss one career that they have seen so far in the book. Write down each career on the anchor chart.
· At the end of the book, have three volunteers share their favorite community helper from the book and why that was their favorite.
5.) Explain to students that you will be going on a twenty-minute bus ride around our community.
· Students will sit with one other student (assigned by teacher) and write down all the community helpers they see on the ride.
6.) Go on twenty-minute bus ride and provide supporting questions to guide student learning
7.) After the bus ride around the community, meet back in the carpet area with students.
· Share and compare community helpers they saw on the ride
· Add student’s ideas to the list of community helpers on the anchor chart.
Assessment:
- Students will be formatively assessed on their previous knowledge of community helpers and their participation during whole group instruction and the partnered bus activity.
career day
Objectives:
1.) Review anchor chart from the previous day and go over community helpers you have already discussed.
2.) Read the book Career Day by Anne Rockwell aloud to the class.
· Explain that just like in the book, you will be having guests come into the classroom to talk about their careers.
· Tell students to be thinking about what career they like and why, and to also be asking questions following the presentations.
3.) Have a wide variety of community helpers come into the classroom. Presenters should be both male and female, and come from a variety of cultural backgrounds.
· Remind students to ask questions following each presenter.
4.) Once all presentations are done, have students individually write down which career was their favorite and one sentence about what that community helper did.
· Ask for a few volunteers to share what they wrote down
Assessment:
· Students will be formatively assessed on their brief write up of the guest speaker. Each students needs to identify one speaker and what it was that they did.
Adaptations:
· Students who are unable to write the sentence by themselves can orally share with the teacher or a partner.
- Students can recall community helpers from the previous lesson
- Students can relate information learned in class to their personal interests
- SL.1.2. Ask and answer questions about key details in a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
- Career Day by Anne Rockwell
- *Scheduled guest speakers from the school and community
1.) Review anchor chart from the previous day and go over community helpers you have already discussed.
2.) Read the book Career Day by Anne Rockwell aloud to the class.
· Explain that just like in the book, you will be having guests come into the classroom to talk about their careers.
· Tell students to be thinking about what career they like and why, and to also be asking questions following the presentations.
3.) Have a wide variety of community helpers come into the classroom. Presenters should be both male and female, and come from a variety of cultural backgrounds.
· Remind students to ask questions following each presenter.
4.) Once all presentations are done, have students individually write down which career was their favorite and one sentence about what that community helper did.
· Ask for a few volunteers to share what they wrote down
Assessment:
· Students will be formatively assessed on their brief write up of the guest speaker. Each students needs to identify one speaker and what it was that they did.
Adaptations:
· Students who are unable to write the sentence by themselves can orally share with the teacher or a partner.
classroom bulletin board
Objectives:
· Students will be able to collaborate with a group
Standard:
· W.1.2. Name a topic, supply some facts about the topic, and provide some sense of closure.
· SL.1.5. Add drawing or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Materials:
1.) Read the book ABC Learning Book: I Can Be Anything I Want to Be by Lynn Davis.
· Have a brief discussion on the book and add new community helpers to the list on the anchor chart.
2.) Explain to the class that we will be making a classroom bulletin board based on the community helpers from the previous day.
3.) Break students up into groups of three and have each group draw a career out of a hat that they heard about the day before.
· Groups will work together to draw a picture that represents that career and will begin writing a rough draft of a paragraph explaining what that career does for the community.
4.) Students will have the rest of the class to work with their groups and ask questions to the teacher.
Assessment:
· Students are able to work collaboratively with their group and contribute thoughts and ideas.
· Students will be able to collaborate with a group
Standard:
· W.1.2. Name a topic, supply some facts about the topic, and provide some sense of closure.
· SL.1.5. Add drawing or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Materials:
- ABC Learning Book: I Can Be Anything I Want to Be by Lynn Davis
- Anchor Chart
- Blank pieces of drawing paper
- Colored pencils or crayons
- Lined paper and pencils
1.) Read the book ABC Learning Book: I Can Be Anything I Want to Be by Lynn Davis.
· Have a brief discussion on the book and add new community helpers to the list on the anchor chart.
2.) Explain to the class that we will be making a classroom bulletin board based on the community helpers from the previous day.
3.) Break students up into groups of three and have each group draw a career out of a hat that they heard about the day before.
· Groups will work together to draw a picture that represents that career and will begin writing a rough draft of a paragraph explaining what that career does for the community.
4.) Students will have the rest of the class to work with their groups and ask questions to the teacher.
Assessment:
· Students are able to work collaboratively with their group and contribute thoughts and ideas.
editing previous career writing
Objectives:
· Students are able to create a published piece of writing with a group
Standards:
· W.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers
Materials:
· Computers
· Construction paper
· Illustrations from previous day
· Rough drafts
· Blank bulletin board
· Stapler
Procedure:
1.) Students will edit their rough drafts from the previous day.
· Groups will need to get their drafts approved by the teacher.
2.) Once students get their drafts approved they will type up a final copy on the computers.
3.) Students will glue their final drafts on construction paper and their finished illustration onto another piece of construction paper.
4.) Teacher will help students place their description onto of their picture and place the flip book onto the bulletin board.
5.) The teacher will place the class anchor chart in the center of the board and the class flip books will surround it.
6.) Groups will then work on a thank you note to the guest speaker they wrote about. They will address the envelope using proper form and include a copy of their write up on that person in their thank you note.
7.) Teacher will mail out thank you notes to the presenters.
Assessment:
· Teacher will formatively assess the students rough draft for spelling and grammatical errors.
· Teacher will observe students ability to properly address an envelope.
· Students are able to create a published piece of writing with a group
Standards:
· W.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers
Materials:
· Computers
· Construction paper
· Illustrations from previous day
· Rough drafts
· Blank bulletin board
· Stapler
Procedure:
1.) Students will edit their rough drafts from the previous day.
· Groups will need to get their drafts approved by the teacher.
2.) Once students get their drafts approved they will type up a final copy on the computers.
3.) Students will glue their final drafts on construction paper and their finished illustration onto another piece of construction paper.
4.) Teacher will help students place their description onto of their picture and place the flip book onto the bulletin board.
5.) The teacher will place the class anchor chart in the center of the board and the class flip books will surround it.
6.) Groups will then work on a thank you note to the guest speaker they wrote about. They will address the envelope using proper form and include a copy of their write up on that person in their thank you note.
7.) Teacher will mail out thank you notes to the presenters.
Assessment:
· Teacher will formatively assess the students rough draft for spelling and grammatical errors.
· Teacher will observe students ability to properly address an envelope.
Oh! The places You'll go!
Objectives:
1.) Prior to lesson, teacher will prepare an anchor chart with the following questions:
a. “By the end of this school year, I hope to …”
b. “Two years from now, I hope to…”
c. “By the time I start high school, I hope to…”
d. “After I graduate from high school, I hope to…”
e. “When I am 35, I hope to…”
f. When I am 90, I hope to…”
g. “My goal in life is to…”
2.) Read the book Oh! The Places You’ll Go! By Dr. Suess
· After the book, share with the class a brief summary of the places you’ve been (schooling, teaching, traveling, etc.)
· Have students think-pair-share a few things about where they’ve been so far in life
3.) Read through the questions on the anchor chart to the students.
· Model to the students how to answer three of the questions about yourself and make a brief illustration about each answer to each question.
4.) Explain to students that they too will pick three of the questions to answer and will eventually create a small book on the places they will go.
5.) Students will get work time to first make a rough draft of their answers and then create their final piece using the blank booklets.
· Students will create a cover with the title “Oh! The Places I’ll Go!”
· Students will fill in the remaining three pages with their question/answers and a picture to go with each answer.
6.) Students will share their books with the class or small groups
Assessment:
· The summative assessment for this unit is the student’s final copy of their “Oh! The Places I’ll Go!” booklet
- Students will be able to set goals for the future
- SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
- Oh! The Places You’ll Go! By Dr. Suess
- Blank 4 page booklets
- Coloring materials
- Pencils
- Question anchor chart
- Lined paper
1.) Prior to lesson, teacher will prepare an anchor chart with the following questions:
a. “By the end of this school year, I hope to …”
b. “Two years from now, I hope to…”
c. “By the time I start high school, I hope to…”
d. “After I graduate from high school, I hope to…”
e. “When I am 35, I hope to…”
f. When I am 90, I hope to…”
g. “My goal in life is to…”
2.) Read the book Oh! The Places You’ll Go! By Dr. Suess
· After the book, share with the class a brief summary of the places you’ve been (schooling, teaching, traveling, etc.)
· Have students think-pair-share a few things about where they’ve been so far in life
3.) Read through the questions on the anchor chart to the students.
· Model to the students how to answer three of the questions about yourself and make a brief illustration about each answer to each question.
4.) Explain to students that they too will pick three of the questions to answer and will eventually create a small book on the places they will go.
5.) Students will get work time to first make a rough draft of their answers and then create their final piece using the blank booklets.
· Students will create a cover with the title “Oh! The Places I’ll Go!”
· Students will fill in the remaining three pages with their question/answers and a picture to go with each answer.
6.) Students will share their books with the class or small groups
Assessment:
· The summative assessment for this unit is the student’s final copy of their “Oh! The Places I’ll Go!” booklet