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Day in the Life of a Nonprofit (A) (6-8)

Lesson 4:

From Unit Nonprofits in Our World and Community (6-8)

Lesson

Handouts

Academic Standards

Philanthropy Framework

6th-8th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Group Discussions; Interview; Reflection
SOC:	11 genOn; For-Profit; Nonprofit

Purpose:

Students will share information gained during the interview process and reflect on the
information learned and its personal impact.

Duration:

Two Fifty-Minute Class Periods

Objectives:

The learner will:

summarize information about jobs in the nonprofit.

share information with their peers.

describe work in the nonprofit sector.

reflect in writing about the relationship between their lives and nonprofit organizations.

Materials:

Recording sheet used during the previous lesson to record interview sequence and questions.

Instructional Procedure(s):

Anticipatory Set:
Write the following quotation for the students to see. Read the quotation out load to them.
"My passion is caring about those who don’t have enough to make it through life in society. It’s about poor people and families that need help raising their children. That’s why I come to work every day, that’s why I want to make a difference." Luz Vega-Marquis

Give the students this background information about Ms. Vega-Marquis: She is the President and CEO of the Marguerite Casey Foundation, responsible for distributing $30 million annually in grants for families, youth, and children. Ms. Vega-Marquis served as executive director of the Community Technology Foundation of California, where she worked to bring information technology to under-served communities. She is a founder
of Hispanics in Philanthropy.

Ask the students to imagine how Ms. Vega-Marquis might have answered the questions they asked in their interviews. Have students share their conjectures.

Day One:

Have the students present to the class their interview findings.

After the presentations, if time, discuss with the class the common responses or themes from the interviews.

Day Two:

Guide students in a reflection discussion of what they discovered during the research and interviewing process. Some potential reflection questions include:

How did your research differ between the research and interview process?
What did you learn about the nonprofit sector that you did not know before this study?
What did you learn about careers in nonprofit organizations?
Would you consider a career in the nonprofit sector? Why or why not

After a discussion, ask students to respond in writing to the following questions:

Assessment:

Teachers can assess the quality and quantity of the interview information, the quality of
the presentations to the class, participation in the reflection discussion and the written
response to the reflection questions.

Scoring Rubric
Points	Description
For five points:	Students should incorporate a reflection from each lesson presented in this unit, have well-thought out ideas and reflections, and make striking applications to their communities and lives.
For four points:	Students should have discussed three of the four lessons, have fairly well-thought out ideas and made some applications to their communities and lives.
For *three* points:	Students should have discussed two of the four lessons, have some ideas and reflection, and barely applied this lesson to their communities and lives.
For two points:	Students should have discussed one of the four lessons, have one idea of reflection, and likely not applied the information to their communities and/or lives.
For one point:	Students have not discussed any lessons but attempted to apply this lesson to their lives and communities in some manner.
For zero points:	Students did not complete the assignment.