Learning to Give, Curriculum Division of The LEAGUE

The LEAGUE

Symposium
Lesson 6:
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Lesson
Handouts
Academic Standards
Philanthropy Framework
9th-12th Grade
Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view
ELA: Media Genres; Presentations
PHIL: Nonprofit Organizations; Service Project
SOC: Common Good; LEAGUE Optional Lesson: One Day

Purpose:

Students will make a multi-media presentation in a clear, meaningful way that educates peers, educators, parents, and community members about the issue and non-profit organization that they studied and their philanthropic work which addressed that problem.

Duration:

Three to Five Forty-Five Minute Class Periods

Objectives:

The learner will:

  • Prepare and critique multi-media presentations.
  • By viewing and critiquing the presentations of their peers, recognize other issues and become critical viewers.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

Students will make symposium presentations about their areas of concern, the organizations that work on the problem, and the work they did as a volunteer.

Materials:

  • Presentation Guidelines (see Attachment One)
  • Presentation Rubric (see Attachment Two)
Handout 1
Presentation Guidelines
Handout 2
Presentation Rubric

Instructional Procedure(s):

Anticipatory Set:
Ask students if they see a value in sharing what they learned from their volunteer experience with others. Ask them to discuss for a few minutes who needs to hear about their new knowledge and why they feel this way.
  • Ask students to reunite their teams from the previous lessons. Announce to the class that the information they learned in this unit will be shared with the community in a symposium. Explain that a “symposium” is a formal gathering at which several specialists deliver short addresses on a topic or on related topics. For this event, they will be the “experts.”
  • Let students brainstorm ideas on what they should consider doing to make their presentations interesting, informative and appealing enough to attract an audience. From those ideas, form the “rubric” which will guide all presentations. Examples might include:
    • The presentation must be between ten and fifteen minutes in length.
    • All members of the team must participate in some way, either by speaking, designing a visual to be used in the presentation, etc.
    • There must be a visual aid (pictures, brochures, etc.) used in some way in the presentation.
  • Distribute Presentation Guidelines (see Attachment One). Go over the content requirements for the presentation. Answer any questions that arise.
  • Allow students to work in their teams to prepare their presentations.
  • NOTE: If it hasn’t already been done, arrange with the principal, parent organization or other community group, to present a symposium on the volunteer experience of the students.
  • Allow all students to make presentations at the symposium. If there are too many team presentations to fit the allotted time schedule, arrange to have several presentations at the same time in different rooms or in different areas of a large room.

Assessment:

Use Presentation Rubrics (see Attachment Two) to evaluate student presentations.

Extension:

Reflection on the experience of presenting at the symposium is necessary for final paper.

Lesson Developed and Piloted by:

Kathy Hurst
Romulus Community Schools
Romulus Senior High School
Romulus, MI 48174

Serena Fraser Kessler
Romulus Community Schools
Romulus Senior High School
Romulus, MI 48174

Handouts:

Handout 1Print Handout 1

Presentation Guidelines

Directions: Make sure that all of the following information is included in the presentation.

Checklist:
            Clearly state the issue or problem.
            Identify all members of the team.
            Give the reason(s) why the team selected this problem.
            Name the agency and its location.
            Discuss how an appointment was made to visit the agency and when the visit was made.
            Give the name of the volunteer coordinator (or person who was interviewed at the agency).
            Use a chart when discussing the organization of the agency and visuals in the presentation.
            Indicate how the agency is funded and how the money is allocated.
            Discuss the type and amount of volunteer service provided.
            Analyze the value of the volunteer service provided.
            Indicate how you felt after performing volunteer service.
            Optional: If there is time remaining, you may share an interesting anecdote.


Handout 2Print Handout 2

Presentation Rubric

Each item has a value of 10 points.
            The issue or problem was clearly stated.
            All members of the team were identified.
            Give the reason(s) why the team selected this problem.
            The reason why the team selected this problem was given.
            The agency was named and its location provided.
            Students discussed how an appointment was made to visit the agency and when the visit was made.
            The name of the volunteer coordinator (or person who was interviewed at the agency) was provided.
            A clear chart was used when discussing the organization of the agency and other visuals were included in the presentation.
            Information was provided on how the agency is funded and the money allocated.
            Students explained the type and amount of volunteer service they provided.
            Students analyzed the value of the volunteer service provided.
            Students shared their feelings about how they felt after performing volunteer service.
            All members of the team participated in the presentation.
            The presentation was interesting and provided clear information.


Philanthropy Framework:

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