Lesson 3: Community Worker Trading Cards (Grades 12)
In this lesson, students practice the comprehension strategy of
identifying details to support the most important ideas in a text.
They will use a graphic organizer to take notes and then use the
notes to create Community Worker trading cards.
This lesson can be taught in 3 days.
- Read and listen to a Community Club story
- Identify and record main idea and details from the text on
a graphic organizer
- Use notes to create a Community Worker trading card
- art supplies
- computer(s) with Internet access
- construction paper
- crayons or markers
Idea and Details graphic organizer (PDF)
- optional: LCD or overhead projector to display Web
pages and the graphic organizer
- Display selected books (see Recommended
- Bookmark Community Club home page
on one or more computers in your classroom
- Make copies of the Main
Idea and Details graphic organizer
- NOTE: If students have limited access to computers, print
selected Community Club pages for students to read offline and
make transparency copies to post on an overhead projector.
Step 1: Take students through the Community Club story
about Mayor Steve Yamashiro.
Read the title and go to the first page. Read the sentences and
remind students how to click the speaker icons to hear the sentences
read aloud. Also, show them how clicking the speaker icon in the
photo provides more audio about the mayor’s job.
Step 2: On the Main
Idea and Details graphic organizer, model how to identify
the most important ideas in a text. In the center, write Mayor
Steve Yamashiro. On the lines radiating out from the center,
write key details from both the text and the audio that tell about
the mayor’s job: mayor of Hilo, Hawaii; makes sure Hilo
is a good place to live and work.
Step 3: Repeat step 2 for the rest of the pages in the
story, having students identify details to support the main idea.
Along the way, point out to students that as they take notes,
they will need to make decisions about whether or not the information
they are reading or hearing is important to understanding the
mayor’s job. For example, they may choose not to include
the idea that people enjoy living in Hilo since it is not about
the mayor’s job.
Step 4: Upon completing the story, have the class review
the completed graphic organizer to make sure all the details are
important and related to the mayor’s job. Work together
as a class to make any necessary changes.
Step 1: Show students how to use information from the graphic
organizer to create a Community Worker trading card. On the board
or chart paper, list the prompts: Community Worker, Job,
and Responsibilities. Then take the information from the
graphic organizer and put it next to each prompt, as follows:
- Community Worker: Steve Yamashiro
- Job: Mayor of Hilo, Hawaii
- Makes sure city is a good place to live and work in
- Solves problems in the community
- Work with community leaders to decide about buses, parks,
libraries, and schools
- Visits kids at school; sometimes gives them awards
Explain that this is what the back of their trading cards will
look like. On the front, they will draw a picture of the community
Step 2: Distribute a Main
Idea and Details graphic organizer to each student and have
them go to any worker activity other than the Mayor (since you
used it as a model). Have them complete the graphic organizer
by filling in the worker’s title in the center and then
adding important ideas in the areas radiating out. Remind them
to click the audio icon in the photographs for more information.
Step 1: Using the art supplies, have students create their
Community Worker trading cards. They may cut construction paper
into a rectangular shape. On one side, they can draw a picture
of the community worker. Students may also print, cut, and paste
the picture onto their card.
Step 2: Have them use the notes on their graphic organizer
to write the stats for the back of their cards, like you did on
Day 2. They may want to write them first on scrap paper and have
you help them check spelling and grammar. When they’re ready,
they can transfer the information to the back sides of their cards.
Step 3: Invite students to share their cards with each
other, pointing out the most important parts of their worker’s
Assessment & Evaluation
Use this rubric
to assess students' proficiency with this activity. Evaluate whether
students' skills are improving or where they may need additional
support or instruction.
- Have students play Community Worker charades. Put all the
Community Worker trading cards in a bag. Have a volunteer select
one without showing it to the rest of the class. The student
acts out the worker’s job as the rest of the class guesses
who he or she is.
- Set up a community in the classroom. Have students take on
the roles of the workers they made trading cards for. They can
dress up as that worker, including wearing the badge they printed
out at the end of the online story.
- Lead your class on a walk around the neighborhood. Visit
the library, police station, firehouse, town hall, etc. and
talk to community workers at each location.