Task one disciplinary literacy

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Western Governors University *

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C732

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Computer Science

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Feb 20, 2024

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Direct Instruction Lesson Plan Template General Information Lesson Title: Community Helpers Subject(s): Social Studies and Vocabulary (Language) Grade/Level/Setting: First Grade Classroom. Two Els, One Gifted and Talented, and One Student with an IEP for learning disability. Prerequisite Skills/Prior Knowledge: Prior to lesson the students learned about the government and how they raised money through taxes to pay for services and the wages of people who provide those services. Students will also have to know how to apply strategies for reading words unknown to them, such as content clues, beginning and ending sounds, and breaking the word into smaller words. Standards and Objectives State/National Academic Standard(s): SS.1.16. Explain the purpose of different government functions, including but not limited to: garbage collection, passing and enforcing laws, road building, and schools Nevada Academic Content Standards for ELA (nv.gov) Language Standards (L) 1. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. 2018 Nevada Academic Content Standards for Social Studies (nv.gov) Learning Objective(s): Given a 10-word matching with definition worksheet, students will be able to match vocabulary words with their definition/meaning with 80% accuracy by the end of the lesson. Materials Technology Vocabulary Word list Vocabulary Words represented by pictures. Glue Paper Pencils Ipad for each group of 3. Students will watch a video on a community helper and how they contribute to the making of a working government. Smart board for presenting lesson

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): Students will use the video’s they watch to further their understanding of different government functions; they will then use that knowledge to match a worker (such as a garbage man) to the job that they do based on their research from the video and prior knowledge. Vocabulary: Firefighter. Fire engine. Police officer. Police Car. Crossing Guard. Post Office. Mail Carrier. Teacher. Superintendent. Classroom. Clerk. Office. Principal. Paramedic. Ambulance. Bus Driver. Construction worker. Transportation. Utility worker. Utilities. Public. Discourse and/or Syntax: Vocabulary words (community helpers) will be matched with their definition (job/description) based on research gathered from watching community helper videos Planned Language Supports: Each word will be represented by a picture of the person/object to begin with which will then help as a representation as the students learn the word, to then match it with its proper description/definition. Instructional Strategies and Learning Tasks Anticipatory Set:

Activity Description/Teacher Student Actions The teacher will discuss with the class what they observe in their community, the people they see working to help the community to the jobs they do. Prior lessons on government taxes and how they pay for community helpers and functions will be referenced. The teacher will call on students to be a part of the open discussion. Students will participate in the open discussion as they are called on. They will help move the discussion forward by answering questions about prior lessons and what they know about community helpers and government functions. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions Will show the class pictures of the community helpers, the vocabulary words one by one on the smart board while presenting what/who they are and what they do. Students will stay seated at their desk and while the teacher is presenting, they will be focusing on the information and raising their hands if they have any questions. Guided Practice: Activity Description/Teacher Student Actions The teacher will divide the students into groups of three, and hand out all their materials for the lesson. They will then use an example community helper and walk the students through the steps of the lesson. They will show a video, then find the picture of the community helper seen in the video from the picture vocabulary The students will follow the teacher’s example in their group. The students will watch the video the teacher watched, then cut out the picture that shows the community helper from the video. Another student will cut out the vocabulary word that matches the picture, and the third student will cut out the definition to the community helper. They will then take turns

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list and glue it on their paper, making sure the students are doing it properly and helping each other in their group. The teacher will then finish guiding the students by finding the word that goes with the picture and gluing it on the paper above the picture, then finding the definition/description and gluing it below the picture. They will walk around checking the student’s work to make sure everyone is doing the lesson properly and to answer any questions. gluing them in the proper place. Independent Student Practice: Activity Description/Teacher Student Actions The teacher will direct students to watch the next videos and to each cut out either the picture word or definition and glue them on to the group poster. They will walk around to the groups taking notes for a formative assessment. They will note which students may need more guidance and in what areas. The students will continue watching the videos, and after each video will discuss as a group what picture goes with the video, and what word and definition go with the picture. They will each cut out either the picture, word or definition, and glue them in the proper spot on their posterboard until all the videos have been watched and the posterboard completed. Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions The teacher will ask if there are any questions and will help guide a conversation to answer any The students will ask any questions they may have and show their finished posterboard to the teacher as they

questions, and to help review any areas students may need more guidance in according to the formative assessment. They will also walk around to the groups and make sure the posterboards ere done correctly. To end the lesson the teacher will ask students to talk about a community helper they might know and how their job effects the community. After a discussion and sharing they will hand out the vocabulary quiz. walk around the classroom. The students will take turns talking about community helpers they know. After the discussion they will prepare for then take the vocabulary quiz. Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: The gifted and talented student will be given a task to list one additional duties or workers that fit under a category. For example under garbage collector, the student can list an additional duty of driving a garbage truck or describe what the truck does to aid the workers with their jobs. EL: English learners will have the vocabulary words written in their native language, and the videos they watch will have subtitles in the native language. These students will also have the ability to watch the videos in their native language with English subtitles if further assistance is needed. Students with Other Special Needs: The student with a learning disability will have a note taking guide pre organized to help them record information as it is presented to them. This will also be a reference when doing the lesson and when taking the summative quiz at the end of the lesson. Assessment Formative As the teacher walks around from group to group, they will take notes on what areas need more review, what students need more help, and if there is words or definitions not understood. The teacher will address these areas by helping individual

students at that time or by discussing areas of concern at the closing of the lesson. Summative The summative will be a fill in the blank quiz where the definition will be given, and the student will fill in the blank with the word (community helper) that matches. Fill in the blank quiz: 1. Person who operates a big truck and picks up the communities garbage from their homes: 2. This community helper works in a school, and helps a class learn 3. I ride in an ambulance and help sick and injured people make it to the hospital. 4. Buses are the way I help the community; I drive you to and from your destination. 5. This person helps the community by enforcing laws. 6. I help keep electricity, gas, water, and sewers keep running to ensure that each home has access to them. 7. This community helper rides on a big red truck and responds to fires. 8. By carrying a stop sign and help students get safely from one side of the street to the other. 9. This community helper helps letters and packages get to and from you. 10. I help the school function by overseeing all of the activities, and classrooms, including teachers and students.

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