Learning to Give, Curriculum Division of The LEAGUE
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Purpose:
Duration:
Three or Four Thirty-Minute Class Periods
Objectives:
The learner will:
- analyze what comprises a community.
- identify philanthropic acts.
- compare and contrast these acts in three different situations.
- take a stand and defend his/her viewpoint on who can perform a needed service for the community.
Service Experience:
The learners will share their knowledge (time and talent) with younger learners by performing the play, “Someone Should.”
Materials:
- Aesop’s, The Lion and the Mouse
- “The Good San Franciscan” (the parable of “The Good Samaritan” as retold by Joyce Rogers) (Attachment One)
- “Someone Should” (a short play based on “The Good Samaritan” written by Joyce Rogers) (Attachment Two)
- Rubrics for the Essay (Attachment Three).
Instructional Procedure(s):
Anticipatory Set:
Explain to the class that they will be studying three different pieces of literature which were written or told in different times and places. Explain that each piece of literature is called a “genre.” Ask the learners from what language they think the word “genre” comes. Ask learners why the teacher would prefer to use three different stories to teach them about something instead of just one. Once students have expressed their viewpoints, reiterate that even though there will be three stories, the stories will have something in common which can be compared and contrasted.
- Beginning with Aesop’s fable “The Lion and the Mouse,” have students read the story (individually or as a group). After the story is read, break the class into groups of three or four students to discuss the story and 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 was given? What did it cost to give?
- What goodness does the community experience from that giving or sharing?
- What is the reward for the one or ones who shared?
- What would have happened if the need had not been met?
- What is the need?
- Discuss the answers as a whole group. Make sure an emphasis is placed on what constitutes a “community” and how the need was met. Correct responses are:
- Freedom from captivity was the need.
- The lion had the need.
- The whole jungle was the community.
- The mouse filled the need.
- The mouse used his talent of gnawing to help the lion. The mouse risked having the hunters come back before he was done.
- The lion received freedom because of the mouse.
- The mouse and the lion became unlikely friends.
- The lion would be taken captive for the rest of his life.
- Freedom from captivity was the need.
- Follow the same steps for The Good San Franciscan (Attachment One) and Someone Should (Attachment Two).
- The Good San Franciscan
Correct responses are:
- The need was medical aid.
- Roger Walters had the need.
- The whole population of San Francisco, especially those driving along the freeway, were in the community.
- Julios Sanchez fills the need.
- Julios shared time, effort, and twenty dollars. It cost Julios time, which made him get home later after a long day, and money of which he had little.
- The whole community experienced a healing because of what Julios did.
- Julios was rewarded by knowing he did the right thing.
- If Julios hadn’t stopped to help, Mr. Walters might not have recovered from the robbery and beating.
- The need was medical aid.
- Someone Should
Correct responses are:
- The hall was a big mess and needed cleaning up.
- The whole school had the need to have a clean building.
- The community included the teachers, administrators, and students.
- The kindergartner filled the need.
- The talent of picking up the mess was shared by the kindergartner. It cost time and effort.
- The community had a nice clean and tidy hallway.
- The kindergartner just felt good that he/she did the right thing.
- The hall would have gotten messier.
- The hall was a big mess and needed cleaning up.
- Once learners have completed the exercise for each piece of literature, ask them if there were any comparisons or contrasts which could be made. The learners should come to realize that in each piece of literature, one character made a difference by practicing philanthropy. Have the learners describe the character who gave of their time, talent or treasure in each of the readings. The one character who shared was small, meek, and not so powerful in each of the readings.
- Divide the class into small groups. Give each a large sheet of paper and ask them to construct a banner for one of the stories. The banner should highlight the act of philanthropy and point out the lesson learned in that story. Display the banners.
Assessment:
Give each learner a sheet of paper on which the following statement is written: “Only rich and powerful persons can make a difference in the community.” The learners are to write an essay stating whether or not they agree with the statement, giving their arguments to defend their point of view, and giving one example of how a community need can be met. See Rubrics for the Essay (Attachment Three).
Bibliographical References:
McGovern, Ann. Aesop's Fables. New York: Scholastic, 1988. ISBN: 0590438808
Lesson Developed and Piloted by:
Joyce RogersKentwood Public Schools
Meadowlawn Elementary School
Kentwood, MI 49508
Michael Pickard
Kentwood Public Schools
Meadowlawn Elementary School
Kentwood, MI 49508
Handouts:
Handout 1Print Handout 1
The Good San Franciscan
Roger Walters drove his BMW confidently down the expressway. He had made that sale, and all was well with the world. He picked up his cellular phone to call his wife and tell her he would be home in less than an hour. What a day it had been! Success was pulsing in his veins.
Flash! A bullet came from nowhere, grazed the side of his head and pierced through the windshield. Roger somehow swerved to the side and came to a stop. All that happened next was awful and tragic. Roger Walters was left unconscious, robbed, and alone.
Marie Grace was driving to her meeting shortly after the crime. She saw the slumped shape and strangely parked car. Thinking she better not be late, she headed for the left lane to avoid the whole mishap. She turned her head so that she wouldn’t see what it was. Soon the whole scene was out of her mind.
Mr. Smith and his aide were traveling down this same thoroughfare. They were reviewing the findings of the day. Much data was yet to be processed. When would they find the time to do all that needed to be done? Each noticed the car at the same time.
The aide suggested the best thing to do was to call the state trooper’s post and get help. After trying several times to get through, they decided someone would stop, and that it was not necessary for them to stop themselves. The weight of their duty made them press on.
Julios Sanchez said “good night” to Lon Nguyen who took over his shift for the night. He was so very tired from being on his feet most of the eight hours of his workday as a security guard at the plant. He looked forward to going home and having that great meal his mom had prepared for him.
Julios supported his mother with his meager salary. They lived together in a modest home not far from the plant. Julios was always careful to save for a rainy day so that he could care for his mother properly.
As he started his car he noticed he was getting low on gas. Better stop and fill up before I get home, he thought. He usually followed the same path through the side streets to get to his house. This time he took the expressway so that he could fill up at a station that had reasonable gas prices.
Driving along in the right lane, he noticed a car pulled over to the side barely off his lane. As he got closer, he saw that the driver was slumped over the steering wheel. Should he stop?
He was oh so tired and almost out of gas. On the other hand, this was a person in trouble, and not many people drive by at this time of night. Julios decided to pull over.
This was a person in great need. Julios noticed the bullet hole in the windshield. He also saw that the driver was beaten unconscious and robbed. His clothing was torn and a lap top computer case was thrown empty on the floor of the front seat. What to do?
Julios gently carried the man to his car and carefully laid him down in the back seat. He drove directly to the nearest emergency room and notified the people at the desk that he had an injured person in his car. He explained the circumstances under which he brought this injured man and waited for the police so that he could answer questions for a police report.
The police had many questions, as did the hospital attendants. Julios stayed as long as was necessary to make sure everything was taken care of. He left twenty dollars at the desk in case it was necessary since the victim’s wallet was taken too. He even led the police back to the victim’s car so that he could help gather all the clues possible that led to determining what happened.
Finally, the police told him to go home. Julios made his way home by way of a gas station, thinking that tomorrow after work he’d check up on the man and make sure everything was all right. What a long day it had been!
Who was the person who practiced philanthropy?
Note: This story is a modern-day version of the parable The Good Samaritan.
Handout 2Print Handout 2
Someone Should
Setting: Anywhere Elementary School, the hallway. This rather new school building has large carpeted hallways with great lighting and nice big windows. In the middle of the hallway is unsightly litter strewn here and there. It is a few minutes after dismissal on a Friday afternoon.
Two fifth graders walk through the hall:
Boy I: What a mess! I can’t believe the trash in this hallway.
Boy II: You said it. They should pick up this gross mess. Who dumped all this litter here anyway?
Boy I: I don’t know but someone should pick it up. It’s disgusting.
Boy II: Let’s get going, or I’ll be late for practice.
Three teachers walk through the hall next.
Teacher I: Oh my goodness someone should tell the principal about this mess.
Teacher II: I just can’t understand why these kids are so slovenly.
Teacher III: You wonder what their bedrooms look like. Can’t we get someone to pick this litter up?
Teacher II: We must bring this problem up at our next staff meeting. Someone should do something about this.
Teacher I: Someone should, but I’m late for an appointment. Have a nice weekend!
Two administrators come down the hall next.
Administrator I: We can’t have our buildings looking like this. Someone should make a report about this trashy hallway.
Administrator II: It hasn’t been called to my attention before, but you’re right. This hallway is a disaster. Someone should get on this problem right away.
Administrator I: How does your schedule look for next week?
Administrator II: I could squeeze a meeting in next Wednesday.
Administrator I: Great! Let’s plan to discuss how someone should alleviate this problem.
Someone Should
One kindergartner is walking down the hall after school.
Kindergartner: Wow, what a mess. It does look yucky. I guess it wouldn’t take long to pick it up. It really isn’t hard to do because the trash can is just a few steps away. I’ll just quickly do it and go home. There, that looks better. The first thing I’ll do when I get home is wash my hands!
Suggestion: Do a reader’s theater with this script, having students read the different parts.
After they feel comfortable with their parts, the students might want to perform the script
for a younger class.
At the end of the performance, performers and audience participants may pair up and talk about how this school episode showed philanthropy at work. Students may want to apply this scenario to their own school hallways.
Students can realize that by performing this little play and instructing the younger students they have practiced philanthropy as well.
Handout 3Print Handout 3
Rubrics for the Essay
| 4 | Learner provides a clear statement of point of view, gives one reason in support and gives an example from two of the readings of how a community need can be met. |
| 3 | Learner provides a clear statement of point of view and gives one reason to support the point of view from one of the readings or gives an example from one of the readings of how a community need can be met. |
| 2 | Learner gives a clear statement of point of view. |
| 1 | Learner does not state a point of view or changes viewpoint. |
Unit Contents:
Overview:Philanthropy in Literature Summary
Lessons:
- 1.
- Definition of Terms
- 2.
- Common Good
- 3.
- Enhancing Our Understanding of The Common Good Through Literature
- 4.
- Trilogy (The)
- 5.
- House of Dies Drear (The)
- 6.
- Too Big a Task
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