Learning to Give, Curriculum Division of The LEAGUE

The LEAGUE

I Do My Part
Lesson 7:
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Lesson
Handouts
Academic Standards
Philanthropy Framework
3rd-5th Grade
Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view
ELA: Interview
PHIL: Sensitivity; Service Learning
SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Volunteerism

Purpose:

Through class visits, students will complete an Academic Service-Learning Project, interacting individually with senior citizens.

Duration:

Four to Five Forty-Five Minute Class Periods

Objectives:

The Leaner will:

  • Provide service in the community through an Academic Service-Learning project.
  • Use narratives to compare historical and everyday life in the past and present in their local community, the state of Michigan and other parts of the United States.
  • Through a narrative essay, evaluate their service learning experience.

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 complete an Academic Service-Learning project in a retirement community.

Materials:

  • Sample Letter To Parents About Academic Service-Learning Project (Attachment One)
  • Sample Questionnaire of Our Senior Friends (Attachment Two)
  • Narrative Writing Assessment Rubric (Attachment Three)
Handout 1
Sample Letter To Parents About Academic Service-Learning Project
Handout 2
Sample Questionnaire of Our Senior Friends
Handout 3
Narrative Writing Assessment Rubric

Instructional Procedure(s):

    Pre-Teaching Activities:
    Discuss the project with the school administrator. Get permission. Contact a volunteer manager or activities director at a retirement community. Discuss possible needs within the retirement community and brainstorm activities that involve student/ retiree interaction.

    Anticipatory Set:
    Ask students to describe what comes to mind when they hear the word "retired". Ask them to imagine the things that a retired person does to fill each day. Have students do a "thumbs up"/"thumbs down" to represent whether they think retired persons like to be around very young persons (like persons their age). Discuss why they answered as they did.
  • Discuss with students the purpose of philanthropy and volunteering in the community. Ideas for questions to address about philanthropy should include:
    1. What is the need? (Retirees need companionship)
    2. Who has the need? (The retirees)
    3. Who is in the community? (Men and women varying in ages, some may have disabilities)
    4. Who fills the need? (The students)
    5. What talent or treasure is shared? (Time, laughter, creativeness, etc.)
    6. What goodness does the community experience from that giving or sharing? (Both student and retiree will benefit by developing a friendship and new respect for each other's age groups)
    7. What is the reward for the one who shared? (Students may experience a new friendship, a way of treating people, learn something from other generations)
    8. What would have happened if the need were not met? (Retirees would miss out on an opportunity for companionship and students would not discover the joys of working the older citizens)

  • Explain that the class will be taking part in an academic service learning opportunity with senior citizens in a retirement community. They will learn from the seniors and the seniors will learn from them. As a form of sensitivity training to prepare the students for the experience, have the director of the retirement community talk to the students. He or she may want to talk about how to interact with retirees, expectations of students, the different levels of care, etc.

  • Discuss possible introductory activities between seniors and students.

  • Introductory Visit Prior to visit Checklist

    1. Check with transportation department (school policies on transporting children).
    2. Check to make sure to have updated TB tests or any other shot requirements (may be required by the retirement community).
    3. Letter to parents stating the purpose of the project. (See Attachment One: Sample: Letter To Parents About Academic Service Learning Project).
    4. Complete volunteer application form (the retirement community may have a volunteer application form the students need to complete).
    5. Plan the activity, pair students and seniors.

  • Example of an introductory visit: Have students make a questionnaire to give to the seniors about lifetime events and some personal questions. See Sample Questionnaire of Our Senior Friends (Attachment Two).

  • Plan future visits which could alternate locations between the school and the retirement community. Samples of various activities or projects which could occur at the school include:
    1. Writing projects, with seniors helping students edit writing samples
    2. Gardening ideas, with seniors helping students plant flowers and shrubs, or vice-versa
    3. Show and Tell about generational items.
    4. If students are learning a foreign language, they could teach seniors different phrases/words.
    5. Students could teach seniors how to make a greeting card on the computer using Claris Works or another program. Students may be more technologically advanced than the seniors and might enjoy updating seniors' skills.
    6. Share cookies and lemonade
  • Samples of various activities or projects which could occur at the retirement community include:
    1. Students could make a picture frame from popsicle sticks or wood, paint it, take Polaroid pictures of themselves with their senior friend and give the picture as a gift.

Assessment:

Write a personal narrative evaluating the Academic Service-Learning project. (See Attachment Three, Narrative Writing Assessment Rubric.)

Extension:

If students wish, they may continue to visit or write to their partners after the service learning project is completed.

Lesson Developed and Piloted by:

Christel Homrich
Forest Hills Public Schools
Thornapple Elementary School
Grand Rapids, MI 49546

Handouts:

Handout 1Print Handout 1

Sample Letter To Parents About Academic Service-Learning Project

Dear Parents,

Starting (date), our class will be working on an Academic Service Learning project. We are excited to be able to meet a need in the community. Our class will be visiting (name of retirement community). We will be sharing our talents, time and companionship with approximately (number) seniors.

Before our visit, the volunteer manager from (name of retirement community) will come to our classroom and train us in sensitivity and expectations dealing with senior citizens. We will also fill out volunteer applications and create interview questionnaires for our senior friends. I suspect the seniors will have a few interesting stories for us. We are anticipating a total of four to five meetings alternating between (name of retirement community) and our school.

The goal of this service learning project is for students to recognize philanthropy as a way to give back to the community. As we discuss the ideas of philanthropy, students should be able to answer the following questions:

  • What is the need?
  • Who has the need?
  • Who is in the community?
  • Who fills the need?
  • What talent or treasure is shared?
  • What goodness does the community experience from that giving or sharing?
  • What would have happened if the need were not met?

I hope this program is a success and both children and seniors will benefit from each other.

Sincerely,



I authorize my child to participate in the Academic Service Learning Project explained above.


Student Name:                                                                                           


Parent Signature:                                                                                                Date:                                  

Handout 2Print Handout 2

Sample Questionnaire of Our Senior Friends

Directions: Work with your senior partner to fill out the questionnaire. Please remind your senior friend that he or she does not have to answer any question which would make him or her feel uncomfortable.

  1. What do you want us to call you?

  2. Do/Did you have a nickname or childhood nickname?

  3. Where were you born and where did you grow up?

  4. When were you born?

  5. What are some things you remember about your childhood?

  6. What technology do you remember being invented? What is your favorite technology now? What is your least favorite technology?

  7. Did you live through the Great Depression? If so, what was life like for your family?

  8. What was it like to live during the Vietnam War era/ Sixties?

  9. Which actor/actress did you most admire?

  10. Who was your favorite president and why?

  11. What was your favorite time period to live through?

  12. What was your favorite movie, cartoon, and candy?

  13. Where did you work, what did you do, and what was lowest minimum wage you remember?

  14. Did you ever play a sport or an instrument?

  15. Where were some of your favorite places to travel, how did you get there, and what did you do there?

  16. What were some big moments in history that occurred during your life?

  17. Did you ever help in a war? If so, which war and what did you do?

  18. What was school like when you were a student? What were some of the punishments, things you studied, and the name of the school?

  19. What was your first car? What were other means of transportation you used?

  20. What were race relations like during your childhood? Did it ever affect you?

  21. What were your parents like?

  22. Do you have a famous relative or one that invented anything?

  23. Who was your mentor or hero?

Handout 3Print Handout 3

Narrative Writing Assessment Rubric



POINTS DESCRIPTION
4 In order to receive a 4-point score, the response must:
 
  • Include three details to describe your partner in the service learning project.
  • List three "historic" facts about life in the United States, Michigan, or the community which were mentioned in the questionnaire.
  • Describe two things you did with your partner during the project.
  • Describe what was your favorite or least favorite part of the project and explain why.
  • Analyze what was the need and explain why you believe the need was served or not served by the service learning project.
  • Use correct spelling, grammar, punctuation, and capitalization.
3 In order to receive a 3-point score, the response must:
 
  • Include two details to describe your partner.
  • List two "historic" facts about life in the United States, Michigan, or the community which were mentioned in the questionnaire.
  • Describe two things you did with your partner during the project.
  • Describe what was your favorite or least favorite part of the project and explain why.
  • Analyze what was the need and explain why you believe the need was served or not served by the service learning project.
  • Use correct spelling, grammar, punctuation, and capitalization with three to five errors.
2 In order to receive a 2-point score, the response must:
 
  • Include one or two details to describe your partner in the service learning project.
  • List one or two "historic" facts about life in the United States, Michigan, or the community which were mentioned in the questionnaire.
  • Describe one thing you did with your partner during the project.
  • Describe what was your favorite or least favorite part of the project and but give no explanation.
  • Analyze what was the need and explain why you believe the need was served or not served by the service learning project.
  • Show problems with spelling, grammar, punctuation, and capitalization so as to distract the reader.
    • 1 In order to receive a 1-point score, the response must:
     
    • Include an unclear description of your partner.
    • Relate only one or no "historic" fact about life in the United States, Michigan, or the community which were mentioned in the questionnaire.
    • Be missing two of the remaining elements.
    • Show so many problems with spelling, grammar, punctuation, and capitalization that it is very difficult to follow the student's point of view.
    0 Response shows no evidence of any elements, or does not give evidence of an understanding of the concept.


    Philanthropy Framework:

    Comments

    Kathy, Teacher – Carleton, MI9/19/2007 11:55:45 AM

    The children enjoyed interviewing the nursing home residents. After performing a Thanksgiving program, the children presented gifts to the residents.

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