One Thirty to Forty-Five Minute Class Period or
Four or Five class periods if the quilting bee is used
The learner will:
- identify a community need, make a plan of action and carry out the plan.
- cooperatively complete a quilt.
- write a reflective piece on their particular purposeful act of kindness.
Students will participate in a quilting bee. (optional)
Remind students that both quilt making and philanthropy are traditions. Recall that traditions are like the threads of a piece of woven fabric. Together they help form strong, healthy communities.
- Referring back to the stories students have read in this unit, have students summarize why quilts were made and why their creation involved a type of philanthropy or sharing with the family and community.
Teacher Note: This section of this lesson can be skipped because of time constraints, the first and last Instructional Procedure can be used as a unit culmination and the Reflection activity can be used as the unit assessment.
- The teacher can help the class investigate a community need for quilts by asking, “Do you think that there may be a need for quilts today? In our community? Where? How could we find out for sure?” Discuss. (The teacher should have researched the topic and be ready to guide students if they have insufficient information to do this step in a practical way.)
- Based on the previous discussion, students will decide where they would like to help by voting.
- The class should determine how many quilts will be needed, the quilt size needed, and find its dimensions. They should then decide how many blocks will be needed and what size each block will be.
- In order for the class to have its own “quilting bee,” tell students that each of them should bring a scrap of fabric (possibly from a piece of old clothing) to contribute to a quilt.
- Adult volunteers will be needed to pre-thread needles.
- Demonstrate a simple running stitch. Children may then sew their blocks to each other's in strips, then sew the strips together to form the quilt top.
- Adult volunteers will be needed to machine sew the top, batting and backing together and to pre-thread needles with yarn.
- Next students can tie the corners with yarn and, when finished, present the quilt(s) where needed.
- Put the phrase “Purposeful Act of Kindness” on the chalkboard. Go over each word in the phrase, making sure students clearly understand their meanings. Elicit examples of what a “purposeful act of kindness” might be. Discuss the making of the quilt and giving it away as an example. Tell students that some people perform “purposeful acts of kindness” anonymously. Ask students, “Why would someone perform a kindness and not let others know about it? Are there any examples of these anonymous acts of kindness that students could do in their everyday lives?” Suggest that students practice doing one of these acts in the next week.
- Students independently should complete the Reflection Worksheet (see Attachment One).
Lesson Developed By:Shellie Ellison
In two paragraphs, using complete sentences, write about your understanding of the tradition of philanthropy in helping to create and keep strong communities. Give an example of an act of philanthropy you have done and tell how you felt, and how the person who received the act may have felt. Use the Philanthropy Dictionary created by the class to help in your writing.
|Three Points||Two Points||One Point||No Points|
|Sentence structure||Complete sentences with correct punctuation||Almost all the sentences were complete with correct punctuation||Attempted to use punctuation to show sentence structure||Little effort to use complete sentences|
|Explained tradition||Clearly defined "tradition"||Vaguely defined "tradition"||Definition not clear||Tradition not defined|
|Personal example||Personal example was a clearly described as an act of philanthropy||Personal example given but not linked concretely to philanthropy||Personal example not an act of philanthropy||No personal example|
|Used words from the Philanthropy Dictionary||Student used three word from the dictionary in correct context||Student used two words from the dictionary in correct context||Student used one of the words from the dictionary in correct context||Student did not use the dictionary words, or used them incorrectly|
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