Learners will assess needs, plan and implement a service learning activity to produce a skit and visual arts aids about rights and responsibilities, which will be presented to younger audiences. The kindergarten or first grade classes in the school are one possible audience and the other being the pre-school audience at the story hour sessions at most local libraries. Instructor's Notes: Consult with district and local administration to secure proper permits for travel, parent release forms for picture taking of student activity, etc.

Learners could also use volunteers from the audience to aid them in their performance. This will definitely help keep the attention of the younger learners.

Anticipatory Set:
Determine the Need Ask the learners if they think younger children know about rights and responsibilities. Ask them to suggest ways they may determine what younger children know. Make a list of suggestions and have the learners vote on the method to make this assessment. Identify what they have done as a needs assessment. Seek permission of a teacher of a K-2 class to have representatives of your class conduct a needs assessment. Tabulate the results. Have learners, take the needs assessment home and ask a least two younger children to respond to their needs assessment. Tabulate the results. See Attachment One: Rights and Responsibilities — Determining the Need.

• Ask the learners how best to inform younger children about rights and responsibilities in school and in their communities.
  
  
• Use the suggestions to plan your service-learning activity. Use what learners identified about writing and acting out skits and drawing or painting pictures and murals to inform others.
  
  
• Divide the learners into groups or three or four depending on class size. Have each group select one of the rights that needs to be explained to the younger children. The outcome will be to produce a skit and visual display to present to the younger children.
  
  
• Pair or group learners to practice their skits. Teacher will roam to give help as needed.
  
  
• One group may be designated as the site managers. It would be their responsibility to write letters explaining the activity to other instructors or local librarian, asking permission to make their presentations. This activity may be done as part of each group's tasks and composite letter(s) to be sent.
  
  
• Logs of writing, illustrations and photos should be kept at all stages of planning and implementing as on-going reflection. At the end of the activity, a Big Book of all activities is to be compiled by the class.
  Site Activity:
  Arrange pictures, and photos around the site.
  
  
• A learner, who has been selected by the class, greets audience and gives them some background on what the learners have been working on, and then introduces the first skit and shows, the visuals and individual mini-books created during Lesson Two: We Are A Comm-un-it-y. I've Got All My Classmates With Me , and their scrapbooks from their reflections.
  
  
• At the end the audience has opportunities to ask questions.
  
  
• Give each audience member a piece of paper and crayons. Pair one of the class members to an audience member. Have the learners ask the younger learners to then draw one thing they learned and tell a right or responsibility they learned from the presentation. Collect these and use them for service-learning evaluation by the learners.
  Teacher Note : Take Polaroid or digital pictures during the performances. Try to get at least one picture of each class member.
  
  Service Learning Evaluation : Learners will use the needs assessment and compare that to the pictures and words of audience members. Have the learners draw conclusions about the success of their presentations. Have them tell what they would do differently if they had to do it again. Have them tell what really worked.

Celebration :
Prepare certificates of achievement for participants and mail to the parents/guardians.