Technology Integrated Lesson Plan

Lesson Title: Community Helpers

Lesson Objectives:
Identify community helpers that are involved in responding to and fighting fires
Describe different types of communities and how firefighters and other helpers respond differently in each
Explain why we need community helpers, and why being a firefighter is a difficult job
Make inferences related to the images to find out more information about fires and firefighters

Standards: In this section include the state and/or national standards which will be met through meeting the lessons objectives.

With prompting and support, ask and answer 1. questions about key details in a text. (K.RL.1)
Ask and answer questions about key details in a text. 1.RL.1

Procedures:

TW Share the title, cover, and author/illustrator of Fire! Fire! with students. Ask: What do you see on the
cover? From this title and these images, what do you think this book is about? Is it fiction or nonfiction?
TW Create a KWL chart and have students share what they know and want to know about fires and
firefighters.
TW Explain that firefighters are community helpers, and briefly explain what a community is and why we
need helpers. Ask the students if they can name other helpers the community (if not help them:police officers,
paramedics, school bus drivers, teachers, librarians, etc.). Tell students to listen for other helpers who are involved in
responding to fires, and that you will revisit the chart after reading.
Read the book aloud. Pause as needed to explain or repeat certain words or phrases. Ask again: Is this book
fiction or nonfiction? How do you know? Point out the labels in the images.
Revisit the KWL chart and correct information in the K column as needed. Ask: What other community
helpers are mentioned and/or shown in this book? (If needed help students find the evidence: dispatchers; paramedics--
pictured on p. 10 with ambulance; volunteers; forest ranger; pilotspictured on pp. 28-30; police officer--pictured on
police boat on p. 33) Tell students that people who call the emergency number when there is a fire are also important
helpers, as well as people who guide others to follow an escape route to safety. Add new things learned to the W and L
columns.
Tell students they are going to reread the text to answer some important questions. Give each child or group a
copy of the book. Answer the following text-dependent questions together by way of modeling/thinking aloud and/or
guided group discussion/writing/dictation.
TW Model for students how to closely read for evidence and how to cite evidence from the text in answering
questions. (The students will answer all of these questions on their iPads)
What is the main topic of this book? (There are many different types and locations of fires and
firefighters, but these community helpers are ready to fight fires as soon as they are needed. p. 35) What are
some details that help you know the main topic? (Explain that information throughout the booksuch as the
settings, equipment, types of firesleads up to this main topic, which is stated like a conclusion at the end, but
sometimes the main topic/idea of a book is stated at the beginning.)
Read these sentences on page 2: A phone call alerts the fire-dispatch center. Instantly, a dispatcher
calls the firehouse nearest the fire. What does the word alerts mean? Use this word in a sentence.
How do the images and labels provide information about fires and firefighters? Describe some of
these images. Which labels did you find most helpful, and why? Which would you like to add?
 What are the four different communities in this book where fires occur? (city, country town, forest,
waterfront) Describe each type of community and how the setting affects how the firefighters respond and use
different equipment in each. Choose two communities and tell how they are alike and how they are different.
(Teachers and students will fill out a Venn diagram to compare/contrast.)
Do you think it is easy or difficult to be a firefighter? Explain your answer. (Guide children to infer
that this is a very difficult job by finding evidence together: living at the fire house; being on call day and night to
respond immediately; having to act quickly; lifting and moving heavy equipment; wearing heavy suits; taking
risks; battling fires in different places; cleaning up; filing reports; practicing and training; teaching others; etc.)
What type of community would you like to live in, and why? How would you be a helper in your
community?

Technology Integration: In this section determine if the lesson objectives can be supported by the use of technologies. The
technologies may be used by the teacher, but should be used, primarily, by the students to demonstrate their understandings of the
objectives.

After the students are finished with the discussion and filling out the story map worksheet they will be given the opportunity to
engage in the Community Helpers app on the Ipad. This can serve as a form of formative assessment to see if the students
understand what a community helper is.

The students will also participate in an online activity where they identify the community helpers discussed in the lesson, explain
why community helpers are important, and

Differentiated Instruction: In this section you will describe how you will meet the needs of special populations. These include
English language learners, special education students, gifted students and students at-risk of failing. Be sure to refer to
information about SIOP lessons universal design. Include:
Modifications for English language learners
Modifications for special education
Modifications for gifted students
Modifications for at-risk students

Allow students to draw, retell, and help when needed to complete the activities.

Assessments:
TW check for understanding throughout the lesson
TW look at the students KWL chart, iPad activities, and story map worksheet.

Instructional Materials/Resources: In this section describe any instructional materials that you will develop or use during the
lesson. Include:
Copies of Fire! Fire! by Gail Gibbons
KWL worksheet/ chart paper
markers
Copies of companion text Firefighters A to Z by Chris L. Demarest
Ipads
Story map WS