ELA Unit Plan

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Project Based Learning

Community Helpers
Course: SPED 6002
Grade Level: Kindergarten
Teacher: Rachel Patty

Unit topic: Community Helpers

Pre-Assessment:
As a whole group students will brainstorm
what types of community helpers exist in our
community and what the various career
entail. These answers will be recorded on a
circle map.

Previous skills/knowledge needed:

How to follow directions

How to gather research
How to use a computer for research

Culminating Performance Task

 Students will explore how members of the community are involved through their professions. They will learn about
various careers through books, research, and personal interactions with community members. From this research
students will choose a career that they are interested in to study in depth. From their extensive research students will
put together a public presentation on the career of their choice. They will dress up in the chosen career attire and
orally present information on the career to family members and peers.

Performance indicators (drawn from ELA Common Core

Standards/Essential Standards):
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information about the topic.
CCSS.ELA-LITERACY.W.K.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express
opinions about them).
CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and
texts under discussion).
CCSS.ELA-LITERACY.SL.K.1.B
Continue a conversation through multiple exchanges.
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and
answering questions about key details and requesting clarification if something is not understood.

 CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.

Lesson 1
(a) Lesson topic:
Introduction of community
helpers
(b) Rationale:
It is important for students
to know about the different
community helpers and the
unique roles they serve. It
not only helps the students
in figuring out what they
may want to be when they
grow up, but it also
reinforces community and
how it takes many people
working together to be
successful.
(c) Lesson essential
question
What do you want to be
when you grow up?
How are people involved in
our community?

Objectives:
The learner will recognize
various career options and
how members of the
community are involved
through their careers. The
learner will begin to
investigate multiple careers
in depth.

(a) Common Core Standards ( # + Write Out Completely)

CCSS.ELA-LITERACY.W.K.7
Participate in shared research and writing projects (e.g.,
explore a number of books by a favorite author and express
opinions about them).
CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information
from experiences or gather information from provided
sources to answer a question.
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts
under discussion).
(b) 21st century skill
Internet research

(c) Literacy Practices Framework includes

[x] goals, plans, beliefs, roles, and norms;
[ ] constructing and enacting identities
[x] relating to and collaborating with others
[ ] synthesizing and connecting texts
[ ] constructing multimodal texts
[x] adopting a critical engagement perspective

Performance task(s):
As a whole class students will participate in
brainstorming community helpers on a circle
map.
Students will listen to read alouds pertaining
to various careers in the community.
Students will watch short video clips on
careers.
Students will listen, watch, and participate in
whole class internet research on careers.
Students will participate in stations that
explore careers further.

Time 2 days (1
hour each)

Teacher Activity

Start 2 minutes

Introduce the unit topic and driving

questions.

8 minutes

Ask the students what they know

about community helpers and what is
involved in each career. Answers will
be recorded on a circle map. A picture
will be drawn next to each statement.

Students will raise their hands to answer what they know about various careers in the community and the
information they know about them.

15 minutes

Read picture books to the class about

different careers in the community.

Students will listen to the read aloud books and ask questions about the text.

10 minutes

Show students short video clips on

different careers in the community.

Students will watch the video clips and ask questions about the videos.

10 minutes

Exemplify how to research different

careers in the community online
through the SMARTboard.

Students will listen, watch, and participate in researching careers on the SMARTboard.

Review what we learned about

community helpers.

Students will raise their hands to share pieces of information they learned throughout the lesson.

Start (day 2) 30
minutes

Introduce learning stations.

Students will go to 2-3 different stations that will be set up around the room. Each station will represent a
different career and have books and activities pertaining to that career. There will be dress up items for the
students to try on. At each station the students will fill out a reflection sheet about the career, My community
helper is____. They help us by____. They will draw a picture of the community helper. At each station
there will be props set up for the students to explore through sensory learning. Props may include a
stethoscope at a doctor station or a paintbrush at an artist station.

30 minutes

Acting out the community helpers.

Students will dress up in the career attires and as a whole group we will take turns acting out the various
community helpers and what they do.

Closure 5
minutes

Student Activity

Integration of Universal design for learning and English Language Learners: Pictures will be drawn beside any recorded statements in our whole group discussions
and the ELLs will be provided a vocabulary sheet to assist them with their station assignments.

1. Multiple means of presentation: Read alouds, video clips, circle map, internet research on SMARTboard, use of pictures/illustrations, career stations, picture books, make
believe.
2. Multiple means of action and expression (assessment): Options for recording answers (paper/pencil, typed, oral recording), visual displays, video, text, powerpoint, selfreflection at the career stations.
3. Multiple means of engagement: Students will be able to participate by providing input for the circle map, they can assist using the SMARTboard when conducting
internet research, whole class discussion, make believe scenarios (communicating to a real audience), flexibility for movement throughout the career stations, sensory
learning.

Materials
-Circle map
-Picture books
-Short video clips
-Internet
-SMARTboard
-Career station activities
-Picture books
-Career dress up attire
-Props

Lesson 2
(a) Lesson topic:
Career choice
(b) Rationale:
It is important for students
to know that what they are
learning is important and
relevant to them. A perfect
and interesting way to do
this is by bringing in
community members to talk
to the students. It is also
vital to start planting the

Objectives:
The learner will listen to
community members talk
about their careers and how
they are active members in
the community. The learner
will engage the community
member with questions
they may have about the
various careers. The
learner will choose a career
that interests them for

(a) Common Core Standards ( # + Write Out Completely)

CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts
under discussion).
CCSS.ELA-LITERACY.SL.K.1.B
Continue a conversation through multiple exchanges.

Performance task(s):
Listen to community members talk about their
careers and engage them in questions they
may have.
Choose and voice a career that interests them
to pursue in further research.
Collaborate with peers and older students that
have similar career interests.

seed of a career in a
students brain from a very
young age. Students need
to begin thinking about
what interests them and
how they can be an active
member of a community
through their future career.

further research.

(c) Lesson essential

question
What do you want to be
when you grow up?

Time 1:50

Teacher Activity

Start 2 minutes

Introduce the community members

that come to speak.

48 minutes

Community members present on their

careers and how they are involved in
the community. Community members
that have disabilities will also be
invited to come and share about their
careers. Community members will
bring props to show and pass around
to the students.

30 minutes

Introduce the culminating project

Show video examples of what is
expected, talk about how the project
will be carried out, provide and
exemplify research materials.

5 minutes
10 minutes

(b) 21st century skill

Collaboration with peers
Voice and choice
(c) Literacy Practices Framework includes
[x] goals, plans, beliefs, roles, and norms;
[x] constructing and enacting identities
[x] relating to and collaborating with others
[ ] synthesizing and connecting texts
[ ] constructing multimodal texts
[ ] adopting a critical engagement perspective

Student Activity

Students will listen to the speakers and ask questions pertaining to their careers.

Students will choose what career interests them that they will research for the final presentations.
Introduce and explain the purpose of a
middle school buddy middle school
buddies will be trained on how to
assist the students prior to the start of
the unit. They will be in the classroom

to observe and assist throughout the

entire unit.
5 minutes

Students will be grouped together by

career interests and each
group/individual will be paired with a
middle school buddy to help them
throughout the remainder of the unit.
Students will begin to converse with their group members and buddy about their careers and presentations.

Closure 10
minutes

Integration of Universal design for learning and English Language Learners: ELLs will be paired with a middle school buddy to assist them in their career research,
picture books will be provided, videos will be shown.
1. Multiple means of presentation: Guest speakers, middle school buddies, videos, picture books, props.
2. Multiple means of action and expression (assessment): Choice of career, options for how they record their career choices (oral, pencil/paper, typed).
3. Multiple means of engagement: Listening to guest speakers, asking guest speakers questions, interacting with peers, interacting with middle school buddies.

Materials
-Picture books
-Videos
-Research materials
-Props

Lesson 3
(a) Lesson topic:
Career research
(b) Rationale:

Objectives:
The learner will know about
the career that interests
them in depth. The learner

(a) Common Core Standards ( # + Write Out Completely)

CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name

Performance task(s):
Students will collaborate with their group
members and buddies to research their
career choice.

Students will explore their

career interest in depth in
order to answer key
questions about their career
choice. This information
will be used for their final
presentations.

will prepare their

presentations.

(c) Lesson essential

questions
Where do you work in the
community?
What are your job
responsibilities?
What are the tools required
to do your job?
What is your job attire?
What is your work
schedule?

what they are writing about and supply some information

about the topic.
CCSS.ELA-LITERACY.W.K.7
Participate in shared research and writing projects (e.g.,
explore a number of books by a favorite author and express
opinions about them).
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts
under discussion).
CCSS.ELA-LITERACY.SL.K.1.B
Continue a conversation through multiple exchanges.

Students will prepare their presentations and

practice presenting.

(b) 21st century skill

Collaboration with peers
Research
(c) Literacy Practices Framework includes
[x] goals, plans, beliefs, roles, and norms;
[x] constructing and enacting identities
[x] relating to and collaborating with others
[x] synthesizing and connecting texts
[ ] constructing multimodal texts
[x] adopting a critical engagement perspective

Time 3 hours (2
days)

Teacher Activity

Start 10 minutes

Get students started with research.

Student Activity

50 minutes

Students research their careers with their groups and buddy.

Day 2 - 1 hour

Students will prepare for their public presentations gather materials, set up presentations, practice
presentation with buddy

Closure 30

Students who struggle with publicly presenting will video their presentations.

minutes

Integration of Universal design for learning and English Language Learners: ELLs will have the opportunity to work with a middle school buddy who can assist them
with the research and their presentations and they have the option to record their presentation if they do not feel comfortable speaking publicly.
1. Multiple means of presentation: Books, internet research, videos, middle school buddies, use of pictures/illustrations
2. Multiple means of action and expression (assessment): Option to video their presentations, visual displays, video, text, technology controls, recording options
(paper/pencil, typed, oral recording).
3. Multiple means of engagement: Flexibility for movement, working with peers, working with middle school buddy, oral presentation/recorded presentation, research
options (computer, books, videos, pictures etc.)

Materials
Books on careers
Computers for research
Provide students with materials needed to present their projects
Video camera
Props
Career dress up attire

Lesson 4
(a) Lesson topic:
Career Presentation
(b) Rationale:
It is important for students
to learn how to present
what they have learned
about a topic to the public.
This is a vital 21st century
skill. They will show their
comprehension of the
career they chose through

Objectives:
The learner will publicly
present the information
based on the career they
are interested in pursuing in
the future.

(a) Common Core Standards ( # + Write Out Completely)

CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information
from experiences or gather information from provided
sources to answer a question.
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts

Performance task(s):
Students will present their projects to family
members and peers.

this presentation.
(c) Lesson essential
question:
Where do you work in the
community?
What are your job
responsibilities?
What are the tools required
to do your job?
What is your job attire?
What is your work
schedule?

under discussion).
CCSS.ELA-LITERACY.SL.K.1.B
Continue a conversation through multiple exchanges.
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information
presented orally or through other media by asking and
answering questions about key details and requesting
clarification if something is not understood.CCSS.ELALITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas
clearly.

(b) 21st century skill

Publicly presenting
(c) Literacy Practices Framework includes
[x] goals, plans, beliefs, roles, and norms;
[x] constructing and enacting identities
[x] relating to and collaborating with others
[ ] synthesizing and connecting texts
[ ] constructing multimodal texts
[ ] adopting a critical engagement perspective

Time 1:30

Teacher Activity

Start 5 minutes

Introduce student presenters to family

members and peers.

1 hour 25 minutes

Student Activity

Students will dress up and use props to present their career choices to family members and peers. Each
career will have its own station for the student(s) to stand at and the family members and peers to come by.

Integration of Universal design for learning and English Language Learners: ELLs will have the opportunity to work with a middle school buddy who can assist them
with the research and their presentations and they have the option to record their presentation if they do not feel comfortable speaking publicly.
1. Multiple means of presentation: Students may choose to either write down what they would like to say and read from their notes or orally present without notes, students
have the choice to previously record their presentations.

2. Multiple means of action and expression (assessment): Choice of how to present (recorded/publicly), the students may use illustrations/pictures
3. Multiple means of engagement: Communication to a real audience

Materials
-Career dress up attire
-Props
-Miscellaneous materials needed for presentations
-Video camera