Lynette Russell
Lesson Plan

Class Description Co-taught inclusion Pre- K (ages 4-5 years), total of sixteen students, two teachers, two paraprofessionals
Standards Students will make oral presentations to express thoughts, ideas and give information
Curriculum objectives Students will recognize community helpers and their roles

Colored Popsicle sticks, colored table cloths (for 1st grouping)
Printed numbers (attached to tables) and number cards (for 2nd grouping)
Construction paper (for community helper books)
Pictures of community helpers and community helper items
String for binding books

Cooperative Learning Experience
The cooperative learning experience will begin with the teacher sharing a story about community helpers. After the story, the class will hold a short discussion about what community helpers they remember from the story and what things each community helper did to help their community.
The teacher will show students a finished community helper book.
Teacher says “I made a book about a firefighter.”
Co-teacher “Mrs. Lynette can you tell us about your community helper?”
Teacher “Yes I can Ms. Wanda.”
Co-teacher addresses the class “Let’s get ready to listen to the speaker.”
The co teacher will model good listening habits: sitting up, facing the speaker and looking at the speaker.
The teacher will read her firefighter book with the class.
Then the teacher explains to students how to assemble the book-
1st glue on the community helper on the front, 2nd find pictures that show the jobs that the community helper performs and glue each picture to the inside pages of your book Ex: Firefighters drive fire trucks, use water hose and climb ladders, 3rd have a teacher bind the book.”

After students have listened to the directions they will form four groups at four different tables. Each group will have four students. Each table will be assigned a color and number. To begin grouping, students will choose color sticks and go to the table with the matching color. Each table will have a community helper focus (Green table- Police Officer, Yellow table- Doctor, Red table- Firefighter, Blue table- Dentist). At each table, teachers will help students assemble books about the community helper assigned to that table. In these groups of four, each child will make the same community helper book. The teacher or paraprofessional will guide students in a discussion about the community helper and the specific jobs the community helpers perform.

Once students make their community helper books, the teacher at each table will hand out number cards 1 through 4 to each student. Students will then make new groups by moving to the table with other students that have the same number. In the new groups, each student will have a different community helper book. One student will have a book about a police officer, another student will have a fire fighter, another student a doctor and the last student a dentist.
The teacher will post a picture of the first community helper- a police officer. The teacher will tell students that in each group the person with the police officer should talk about the community helper by sharing their book with the rest of the group. The teacher and co-teacher will walk around rewarding students that are displaying good listening habits. After 2 minutes, the teacher will reward the students that shared their book. Then the teacher will post a new community helper and cue the next presenter to begin presenting within the groups. The lesson will continue in this manner until all students have had the opportunity to share their community helper book to their group.

Assessment: During the second grouping when students begin sharing, teachers and paraprofessionals will take data on student’s performance during their oral presentations.