Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
Duration:
Two Forty-Minute Class Periods
Objectives:
The learner will:
- interview a leader in the organization they have chosen to volunteer.
- write a report describing the philanthropic organization they have chosen, its history, the fund-raising activities, and the purpose of the organization, the role of volunteers, and the service components.
- describe his or her involvement with the group and plans, if any, for future participation with this organization and its cause.
- show evidence of prewriting, drafting, proofreading, editing, revising, and polishing.
Service Experience:
In order to complete this lesson, students will have to provide volunteer service to an organization selected in previous lessons
Materials:
Social Action Project: Language Arts Assessment (Attachment One)
Instructional Procedure(s):
Anticipatory Set:
Students who have volunteered will have photographs or video footage of themselves from their volunteer experience. A few students should be asked to share their photographs with the class and discuss the "story behind the pictures.” The student insights about the organization’s staff and the people being served by the organization are transferable to other projects. This discussion should help the students develop some universal ideas about why philanthropy is important to a society and the different kinds of people who volunteer.
- Explain to the students that they are now ready to begin to put what they have learned about their organizations on paper. Facilitate a brief brainstorming of what should go into a research paper. Student responses should be written on the board and discussed. Encourage students to reflect on past experiences writing reports for social studies, science, math, and language arts.
- In order to guide the students’ research, present to the class a list of expectations for this research paper (see Social Action Project: Language Arts Assessment, Attachment One). Give the students the assessment guidelines for the paper so it is clear how the reports will be graded.
- Lead a mini-lesson on outlining. Review with the students how to organize a research paper, how to write a topic sentence, and how to write a bibliography.
- Give the students an opportunity to outline the information they have gathered so far and to continue with their research in the school’s Media Center.
Assessment:
The report will be assessed on:
- focus/organization
- content and research
- grammar, usage, mechanics, and spelling
- demonstration of the student taking action
- the writing process
- use of multiple bibliographic sources
Cross-Curriculum Extensions:
Technology Extension: Students with access to the Internet and Microsoft PowerPoint© software will be able to create a presentation between 15-20 slides with scanned (or digital camera) photos of their volunteer experience.
Bibliographical References:
- Sebranek, Patrick, Verne Meyer and Dave Kemper. WriteSource 2000: A Guide to Writing, Thinking and Learning. Wilmington, MA: D.C. Heath and Co., 1995, Sections 203-219.
Lesson Developed By:
Liz HollingworthWilliamston Community Schools
Williamston Middle School
Williamston, MI 48895
Handouts:
Handout 1Print Handout 1
Social Action Project: Language Arts Assessment
The student will write a report describing the philanthropic organization he or she has chosen, its history, the fund-raising activities, the purpose of the organization, the role of volunteers, and the service components. It should include excerpts from an interview with a leader in the group, as well as the unique features of this organization. The student must also describe his or her involvement with the group and plans, if any, for future participation with this organization and its cause. There must be evidence of prewriting, drafting, proofreading, editing, revising, and polishing. This paper must be at least five pages in length, word processed using New Times Roman 12 point font and double-spaced.| Ratings: | 3=exceeds content standards | 2=meets content standards |
| 1=below content standards | 0=unscorable |
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| A. Focus/ Organization | 3 | 2 | 1 | 0 |
| 1. Topic clearly stated in introduction | ||||
| 2. Writing is focused on the topic | ||||
| 3. Supporting facts presented in logical order | ||||
| 4. Transitional words and phrases are used | ||||
| 5. Appropriate conclusion | ||||
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| B. Content and Research | 3 | 2 | 1 | 0 |
| 1. All required information has been included | ||||
| 2. Clear, interesting vocabulary and details | ||||
| 3. Used technical and non-technical resources for research | ||||
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| C. Grammar, Usage, Mechanics, and Spelling | 3 | 2 | 1 | 0 |
| 1. Complete Sentences | ||||
| 2. Subject-verb agreement | ||||
| 3. Appropriate punctuation and capitalization | ||||
| 4. Few or no spelling errors | ||||
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| D. Process Writing | 3 | 2 | 1 | 0 |
| 1. Prewriting and drafts are attached | ||||
| 2. Editing and revisions are apparent | ||||
| 3. Submitted work is a polished copy | ||||
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| E. Bibliography | 3 | 2 | 1 | 0 |
| 1. Has at least three sources | ||||
| 2. Written in correct style | ||||
| TOTAL POINTS= |
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÷ 5 = |
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(average) |
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| A. Taking Action | 3 | 2 | 1 | 0 |
| 1. Positive involvement with the organization is evident | ||||
| 2. Understanding of the social issue is clearly demonstrated |
Unit Contents:
Overview:Social Action Project (The) Summary
Lessons:
- 1.
- Introduction to the Project
- 2.
- Letter Writing
- 3.
- Phone Calls
- 4.
- Research Paper
- 5.
- Creating the Pamphlet
- 6.
- Oral Presentation
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