Lesson Plan: Community Helpers

Grade level: 2nd Number of students: 23

Lesson Date: March 11, 2016 Content Area: Health and Performing Arts

Duration:
Day 1: 15 minutes
Day 2: 80 minutes
Materials needed:
-Chart paper
-Markers
-Large space/area
-Musical instrument (tambourine)
-Visuals of statues
-Timer

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)
Students can demonstrate the roles of community helpers and know which situations can be helped by
which community helper
This lesson is applicable in life because situations may arise where the student will need a community
helper to assist them. They will know what to do and who to get for assistance.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that
align with the central focus and address essential understandings, concepts, and skills

HE.K-2.2.1: Name people in the school and community who provide health support for others
I can name the helpers at school and in the community who will be able to help keep me healthy.

FA.2.3.1: Use physical movements, rhythms, and voice, to express simple feelings, character, and plot.
I can use movements to express my feelings while telling a story.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning
segment

Describe a community helper and how they help to keep people safe
Demonstrate how to arrange someone to pose as a statue
Model a tableau for the given situation

Application of skills and strategies

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
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Skill Strategy
(a learning behavior that is (Techniques that will help students learn the skill)
intended for students to do
automatically)
Tableau Silence, staying frozen, using the body for expression, and
using facial expressions.
Collaboration Work together with guided directions. Have partner share to
exchange ideas.

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal)
assessments applied throughout the lesson and a summative assessment (formal) of what students learned
by the end of the lesson (include any assessment tools)
The students will use statues and tableaus to show how community helpers can help people in different
situations. The formative assessment used to measure student learning are anecdotal notes about the process
of the students during the lesson. The teacher summative assessment used to measure student learning is a
checklist to determine if the students met all the requirements of the lesson.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in
the content. The planned instructional supports to help students understand, develop, and use
academic language.

Academic Tableau
Vocabulary
Statue
Community helper
Language
N/A
supports
Language
Print communication: examples of community helpers and short job
modalities
descriptions will be written down for students to refer to
Oral communication: directions will be given orally. Community helpers and
job descriptions will also be reviewed orally the statue and tableau

Differentiated Instruction
Adaptations to instructional strategies, the learning environment, content, and/or assessments to
meet the needs of students who require further support (e.g., ELL/MLL, struggling, accelerated,
50/IEP, etc.)
Identify type of learners Type of differentiation Instructional accommodations
(ELL, SPED, Accelerated
(content, process,
Learners, Striving
product)
learners, 504 students,

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reading)
Accelerated learners Process Students will have the choice to decide
how they want construct the
statue/tableau.
Student Behavior Plans Process Student can do the statue and/or tableau
individually if they are having difficulty
collaborating with others.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets
to draw upon to support learning

Content knowledge and skills:

For health, the students know that health is related to their bodies and well-being. They learned about
exercise and eating choices to live a healthy life style. The community helpers can keep them safe or heal
them if they are unhealthy. For performing arts, the students have seen statues (ex: Abraham Lincoln), so they
should know the characteristics associated with statues.
Prior academic performance:
For health, the students (in groups of 3) researched a community helper to learn what they do, how they help
others, and any special tools or skills that helper needs to do their jobs. The students then collaborated to type
of their responses and draw a picture about the community helper on a shared file. For performing arts, the
students should have been exposed to tableaus and pantomime with stories, according to the fine arts
standards.
Personal assets:
For health, the students have probably been to the health room and doctor before. They most likely know
about firefighters and police officers. They can also see the community helpers at the school on a daily basis.
For performing arts, the students have sung and danced songs that have dance moves used to express the
lyrics (ex: shimmy shimmy coco puff). The students have been given situations where they must imagine
themselves as an object (ex: a seed, a sprout, a tree) and they must express that using their bodies.
Cultural assets:
For health, the community helpers that they learn about are found in every major culture. These jobs of the
community helpers exist in these cultures and probably in every community. For performing arts, cultures have
different ways to express people, objects, and emotions. The students can bring these different cultural
perspectives of how they view community helpers to the statues and tableaus.
Community assets:
For health, the student could have been a community helper in certain situations, such as helping out an
injured classmate. They may have had to ask a community helper to assist them before. For performing arts,
the students performed a song and dance for Lincoln Day. The dance was used to accompany the song that
discussed some of Abraham Lincolns qualities. The dance moves were connected with the words of the song
to help tell the story in a more complete way.

Evidence-Based Research Practices

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Write a brief description of the evidence-based research that supports your rationale of teaching this lesson.

The students will learn about community helpers through the use of statues and tableaus. With VIBES (voice,
imagination, body, ensemble, and story) as the components for drama, statues encompass imagination and
body. Tableaus encompass imagination, body, ensemble, and story. The students must be able to tell a story
using only their body. By taking the focus off the voice component, this requires students to use their
imaginations to determine the best way to pose themselves to tell the story. By showing the students non-
exemplars and exemplars of statues and tableaus, it clarifies the difference between what makes a good
statue/tableau and a not so good one (Treiber-Kawaoka, 2016).

According to Borich, when students are effectively engaged in the learning process it promotes desired
behaviors, opportunities for feedback, individualized and self directed learning activities to maintain interest
and promote attention during the learning process, allows for the use of meaningful praises, and allows for
progress to be checked and monitored (Borich, 2015). By integrating performing arts into health content, it
allows the students to learn this content through a different approach and through the active engagement in
these concepts.

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson
that 1) uses clear steps that convey the use of multiple strategies, supports, and resources and 2)
list opportunities offered for multiple modes of participation
Instructional Sequence of Activities
component

Classroom 1. Teacher: 1,2,3. Eyes on me?

management 2. Students: 1,2. Eyes on you
attention getter 3. Clapping to regain student attention after discussion
a. Teacher: (clap clap clap clap clap)
b. Student: (clap clap)
4. Candidate signal to MT: Mrs. Parlee, do you have a Kleenex?
1. Building 1. Introduce the concept of statues.
Background a. Review statues they would know (include visuals)
(Thursday) b. Abraham Lincoln
5 mins c. Statue of Liberty
d. Duke Kahanamoku
e. King Kamehameha
2. Explain I can statements.
2. Mini-lesson 3. Explain key concepts of a statue:
5 minutes a. Frozen: stay in place
b. Expression: show emotion
c. Quiet: no voice
4. Practice the statues listed for b e, together as a class
3. Guided practice 5. Give students different scenarios to help them express emotions

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5 minutes through statues

a. You find out you are going to Disneyland! (happy)
b. You found out that you have to do lots of chores the whole
day (angry/sad)
c. You have to sit though a really really boring movie
(bored/tired)
d. You fell down and it really hurt (sad)
e. Your friend just snuck up behind you and scared you
(scared)
6. Allow STs to form a statue
4. Closing 7. Tell the students: Alright, now show me a statue of how an awesome
(2 minutes) second grade student gets in line for lunch!
(The End)
Friday
5. Introduction 6. Inform the students what the lesson will be about
5 minutes a. Today, we will be learning about the different community
helpers and what situations they can help us with. We will
learn which situations the different community helpers can
help with by acting out the situation with statues and
tableaux.
b. At the end of this lesson, we will be able to say I can name
the helpers at school and in the community who will be able
to help me when there is danger and I can use movements to
express my feelings while telling a story.
7. Call by table groups to come to the carpeted area at the front of the
room.

7. Building 9. Review what community helpers are

Background
a. First, lets review what a community helpers are and what
10 minutes
they do. A community helper is a person who helps people
stay safe and healthy.
1. Write out the answers on a chart paper
a. On this paper, Im going to make two columns. Im going to
title the chart as Community Helpers. Im going to label this
column as School and this column as Community. The
school column will be for the community helpers that we can
find at school and the community column can be for the
community helpers we can find in the community
2. Ask the students Who are some of the community helpers are at
our school? (Write on chart as answers are given. Add any that are
missed. Also include a short description of the responsibilities
underneath each bullet)
a. Have the students do a turn-talk partner share (Partners
have been pre-established by MT for normal carpet time)
(Talk to the person/people next to you)
b. Have the students share out in a whole group by having them
raise their hand and calling on them
c. (Write on chart as answers are given. Add any that are
missed. Include a short description of the responsibilities)

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d. Teachers. Makes sure we are healthy and ready to learn

e. Health Aid. Helps sick and injured students. Keeps us healthy
f. Librarian. Helps find information on health
g. Custodian. Keeps the school safe
h. Yard Duty Supervisor. Makes sure children are playing safely.
Helps injured students
i. Principal. Makes sure our school is safe. Can help us if we
are in trouble
j. Vice Principals. Makes sure our school is safe. Can help us if
we are in trouble.
3. Ask the students Who are some of the community helpers in our
community?
a. Have the students do a turn-talk partner share (Talk to the
person/people next to you)
b. Have the students share out in a whole group by having them
raise their hand and calling on them
c. 911 operator. Sends help right away
d. Firefighters put out fires. They can also rescue people or help
people who are hurt.
e. Police officers can come to your home if you do not feel safe.
They help stop crime.
f. Emergency medical workers help people who are hurt badly or
are really sick. They drive the people to the hospital in an
ambulance.
g. Doctors, nurses, other hospital workers help sick and injured
people.
1. Describe statues:
8. Focus/mini
a. What are the characteristics of a statue?
lesson (I do)
b. Write the criteria on a piece of paper, with short descriptions,
10 minutes
while discussing
c. When we look at a statue, what do we notice? Can the
statue go anywhere? Does the statue ever change?
d. Characteristic: Still/frozen/doesnt move
e. Does the statue talk to you?
f. Characteristic: Quiet/silent
g. Does the statue have a face? Can you tell how the statue
feels by looking at the face? Is the statue smiling? Serious?
Sad?
h. Characteristic: Facial expressions
i. Is the statue positioned a certain way? How are they
standing? Where are they looking? What are they doing with
their arms?
j. Characteristic: Stance
k. Is the statue holding something? Or more than one thing?
l. Characteristic: Objects
2. Explain the roles of sculptors and statues
a. The person who designs and makes the statue is called a
sculptor. The think about how they want their statue to look
and then make the statue to look like that
b. In your pairs, one person is going to be the sculptor and one

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person is going to be the statue. You will both get a chance

to be sculptors and statues.
c. Remind the students: Be safe and respectful. Position your
classmates nicely and gently. If you want the person to make
a certain face or expression, please ask them nicely. Dont
sculpt their face.
3. Model exemplars
a. Example of a statue: Abraham Lincoln
b. Front of the school
c. Position
d. Holding an axe
e. Im going to ask Mrs. Parlee if she can be my statue so I can
be the sculptor.
f. Mrs. Parlee, can you please be my statue for a bit?
g. Im now going to let Mrs. Parlee know how I want to move
her body to make the positions. Since Mr. Lincoln is standing
with one foot forward, Im going to say Mrs. Parlee, Im going
to gently move your leg forward. Thank you.
h. Mr. Lincoln is holding an axe so Im going to say Mrs.
Parlee, Im going to gently move your arms, hands, and
fingers. Thank you.
i. Mr. Lincoln has a serious look and he is looking off into to
distance so Im going to say Mrs. Parlee, can you please look
off into the distance with a serious look. Thank you.
4. Model the Statue of Liberty
a. Now Mrs. Parlee and I will switch. I will become the statue
and she will become the sculptor. She is going to sculpt me into
the Statue of Liberty. (Demonstrate)
j. Remember, everyones statutes can be however you want
them to be. You are the sculptor so you can express your
statue how you see it in your mind. You can also hold
imaginary props or objects that you want your statue to have

9. Guided practice 1. Describe statues for students to mold/model. Have the students
(We do) work in pairs but the statues will performed together as a class.
10 minutes a. 911 operator taking a phone call
b. Teacher helping an injured student
c. Firefighter putting out a fire with a big hose
d. Police officer directing traffic
e. Doctor examining a patient
2. Use the tambourine to make music while the students mold their
statues. When most students have molded their statues, stop
the music and assess to determine if their statue matches the
community helper they should be modeling. Say unfreeze when
the students no longer have to be in their statue positon
3. Discuss the positions and imaginary props of the students that
can be seen around the classroom.
4. Inform the students switch roles between statue and sculptor

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10. Focus/Mini 5. Describe tableaus

Lesson a. A tableau is a group of states that tell as story
10 minutes b. You will be a statue for one scene, and switch to a different
statue for the next scene.
c. I will shake the tambourine at the beginning so you can form
your statues. When you here the two hard taps, you will
freeze in your statue position. Then I will shake the
tambourine again to let you know its time to change scenes.
Get into your new statue position. When you hear the two
hard taps, freeze into your statue. Then we will do this one
more time. And that will be your tableau.
6. Inform the students of tableau guidelines
a. When doing your tableau, I will be looking for specific things.
Lets make a list of what your tableau should have.
b. Im going to label the list tableaus. Lets write what a
tableau means
c. Here is what Im looking for:
3 scenes
Different statues in each scene
Different positions in each scene: high, medium, low
Changing statues during the music
Freezing as statues after the music stops
Tells the story. (Write down requirements on paper)
7. Model the different positions
a. This is an example of the different positions. Lets compare it
to a plant
b. For high, I would be standing up normally, but posing in my
statue. This would be me posing as a tree
c. For low, I would try to be close to the ground. As close to the
ground as I can get, but still posing as my statue. This would
be me as a seed.
d. For medium, I would not be posing as tall as high, but not
posing as low as low. It would be in-between. The would be
me as a sprout.
e. When you do your tableaus with your partner, maker sure
you are both in different positions. You cant both be high,
but one of you can be high and the other one can be
medium. It can be any combination as long as you both are
not in the same position.

11. Collaborative 1. Inform the students to keep the same partners as with the statue
Group work (You activity
do it together) 2. Tell the students Create a tableau for:
a. Remember, you can switch to different people in the different
15 minutes
scenes, as long as you tell the story by being statues.
3. Classmate is hurt at recess. Community helper: Yard duty
supervisor
Lets make a tableau for a situation that may have happened
to you before. Ill show you an example with Mrs. Parlee and
then you can make your own for the same situation after.
A classmate is hurt at recess (tap tap)

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A peer goes to get the yard duty supervisor (tap tap)

The yard duty supervisor helps the student (tap tap)
Say unfreeze once the statue does not need to be
displayed
4. Tell the students to create their own tableau for the same
situation
a. Ill set 3 minutes on the timer for so you can discuss with
your partner and practice. You can go find your own area in
the room to discuss and practice. When the timer goes off,
come back to the carpet and we will perform it.
b. Have the students perform their tableaus in partner pairs, but
together as a class.
5. Inform the students of their other tableau situations. Give them 3
minutes to plan. Then have the perform with their partners but
together as a class
a. Ill set 3 minutes on the timer for so you can discuss with
your partner and practice. These are the practice ones. You
will do one on your own after these and perform it for
everyone.
b. Student does not feel well. Community helper: Health aide
A student does not feel well
Another student goes to get the health aide
The heath aide helps the sick student
c. The classroom is on fire. Community helper: Firefighter
The classroom is on fire
The students call the firefighters
The firefighter shows up and starts to help
12. Independent 1. Inform the students of their tableau scene task:
work (You do it a. This is your tableau that you will perform for the class with
alone) your partners. I will give you 5 minutes to plan the tableau and
15 minutes practice in a space of your choice in the room. Then I will
randomly draw your sticks and you and your partner will come up
to the front and perform for everyone.
a. Someone hurt on your way to school
b. Call 911 operator
c. EMTs helped injured person
d. Call the students after the practice to perform for the class
e. Remember, lets show that we can be a good audience and
clap for our performers when they are finished.

13. Monitoring Plan

1. Challenges:
a. Might not know what the community helper does in that
situation or the correct community helper
b. Might not know how to express that community helper
through statues and tableaux
1. Documenting evidence:
a. Anecdotal note chart
b. Use the checklist to assess if the students meet the
requirements

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2. Closure
1. Ask the students to turn to their side partners and discuss:
5 minutes
a. Which was your favorite community helper and why.
b. Have a few students share out their answers
c. What was your favorite part about statues? About tableaus?
d. Can we name the helpers at school and in the community
who will be able to help keep me healthy?
e. Can we use movements to express our feelings while telling
a story? What is that called?
f. Show me a statue of a second grade student who did an
awesome job today and is excited to learn more!

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 Teacher Assessment Tool
Student Assessment Data Table (Formative)

Students First Name Notes: Statues: Tableaus:

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Student Statues Checklist (Formative)

Statues Checklist Frozen Silent Facial Stance Objects

Characteristics: Expression (optional)

Final Scene Tableau Checklist (Independent work)

Requirements: 3 scenes Different Different Transition Freezing Tells a
statues in positions in during music after music story
each each scene stops
scene (does not
have to be
each one):
high,
medium,
low

Rubrics:

HE.K-2.2.1

0 1 (WB) 2 (DP) 3 (MP) 4 (ME)

Student did not Student Student Student Student
perform any performed 2-1 performed 3-2 performed 3-2 performed 4-5
statues and/or statues of statues of statues of statues of
tableaus of community community community community
community helpers helpers helpers helpers
helpers
OR OR AND AND

2-1 tableaus of 2-1 tableaus of 2-1 tableaus of 3-4 tableaus of

community community community community
helpers helpers helpers helpers

FA.2.3.1

0 1 (WB) 2 (DP) 3 (MP) 4 (ME)

Student does not Student performs Student performs Student performs Student performs
perform the 1 requirement for 3-2 requirements 5-4 requirements all 6
tableau the tableau for the tableau for the tableau requirements for
the tableau

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Student Assessment Data Table

Students First Name HE.K-2.2.1 FA.2.3.1

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Visuals

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