GLOBAL LESSON PLAN FORMAT
Title of Lesson: My Favorite Community Helper

Topic: Community Helpers

Subject Areas: Language Arts, Social Studies, and Fine Arts

Grade Level: 1st Grade

Description or Outcome Statement:
Students will listen to a haiku poem about a Construction Worker. Together, students will brainstorm and create a haiku poem about pilots. Then individually, students will create their own haiku poem about their favorite community worker.

Specific Lesson Outcome Statement: 1. Students will listen to the teacher read the haiku poem Construction Worker. Describing the traits, values and responsibilities of a construction worker. (Cognitive – knowledge, comprehension, Psychomotor – Visual, auditory discrimination, Learning Style – visual, auditory, Multiple Intelligence - musical) 2. With teacher’s help, students will brainstorm and create a poem about pilots. Including in the poem, some traits that pilots have, their values and responsibilities. Cognitive – application, evaluation, Psychomotor - expressive & interpretive movement, Multiple Intelligences - musical) 3. Then students on their own will pick a community helper they admire and write a haiku poem about them. In their poem they must include things that make their community helper special, and the responsibilities they have to carry out. (Psychomotor – expressive & interpretive movement, Multiple Intelligences –musical, intrapersonal) a. A rubric will be used to record responses and behaviors for individual students during the reading and the activities that follow.

Georgia Performance Standards:
ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text.
ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.
ELA1LSV1 The student uses oral and visual strategies to communicate.
SS1E1 The student will identify goods that people make and services that people provide for each other.
M1GM.5 Composing and arranging music within specified guidelines a. Create sound effects and movements to accompany songs, poems and stories.
M1GM.6 Listening to, analyzing, and describing music

Essential Question(s):
What qualities does a community helper have that makes them special to you? What qualities would you like your community helper to have to make them better at their job?

Materials Needed:
A list of materials for this lesson will include:
Construction Worker poem
Chart paper
Markers
Haiku poem worksheet
Pencil
Copy of Rubric
Projector

Procedures List: * Students are sitting on the circle time rug, as the teacher gets ready introduce today’s activities. Teacher tells students “Today we will be discussing our favorite community helpers. What are some traits that make them special to you? What qualities would you like your community helper to have to make them better at their job? Teacher listens to some responses. * The teacher explains “Today we will be writing a haiku poem about our favorite community helper. We will use some of the traits and qualities you listed in our haiku poem. * Using a projector, teacher reads an example of a haiku poem of a community worker. Then the teacher underlines specific traits that describe the community worker and what they do. * After the teacher finishes reading the poem, together, students and teacher brainstorm and create a haiku poem about a pilots. Teacher will review the different components in the haiku poem. * Then individually, students will pick their favorite community helper and write a haiku poem about them including special traits, and responsibilities of their community worker. * After the students finish, teacher will ask for volunteers to share their poem.

Higher Level Thinking Questions:
1. What is a haiku poem?
2. What are some traits and responsibilities of community workers?
3. Why is a pilot important? What happens if they don’t do their job?
4. What are some specific words that describe your favorite community worker?

Accommodations:
The projector (Learning style - visual and auditory learning styles, Verbal-Linguistic Intelligence, Visual-Spatial Intelligence)
Reading and listening to a peom (Cognitive – knowledge, comprehension, Psychomotor – Visual, auditory discrimination, Learning Style – visual, auditory, Multiple Intelligence - musical)
Brainstorming (Cognitive – application, evaluation, Psychomotor - expressive & interpretive movement, Multiple Intelligences - musical)
Writing Haiku (Psychomotor – expressive & interpretive movement, Multiple Intelligences –musical, intrapersonal)
Reteaching:
Students will be reminded of how to use correct vocabulary to describe something.

Extension:
Students could write an acrostic poem describing their community worker.

Assessment:
A rubric will be used to record responses and behaviors for individual students during the reading and the activities that follow.

___ Formative Assessment | 0 | 1 | 2 | Total | Carpet behavior | Constantly moving and talking/did not pay attention | Moved a little and paid little attention | Did not move/paying attention | | Group participation | Didn’t give any traits | Gave incorrect traits | Gave traits | | Individual behavior | Talked to neighbor/ was distracted | Little distracted/ looking around | Worked quietly | |

___ Summative Assessment | 0 | 1 | 2 | Total | Correct format | Did not write a haiku | Has some correct lines | Correctly work haiku | | Community Helper | Didn’t state a community helper | | Stated a community helper | | Traits | Didn’t give any traits | Gave incorrect traits | Gave traits | |

Technology:
Projector for the reading of haiku poem. A visual of the poem will help the student see the traits and qualities listed in the haiku poem.