Focus Question: How does an individual use personal interests and strengths to impact the common good?
Learners practice philanthropy by reading to younger children over a semester. Through teaming with younger children, they become more knowledgeable about reading and writing strategies and help young children learn to read. Students help younger children write and edit their own pattern books.
The learner will:
- demonstrate fluency, dramatic emphasis and knowledge of visual clues and their meaning while reading a storybook aloud to two children.
- relate a story to events in other children's lives.
- define philanthropy and describe and analyze motives for giving .
- determine the meaning of unfamiliar words in written texts by using context clues and vocabulary aids.
- recognize the benefits of positive reinforcement with children and in their daily lives.
- define community capital and describe how it is enhanced.
- describe strategies writers use to construct meaning from pattern books.
- identify verbal strategies which enhance understanding in children's books.
- describe persons who help the community and analyze the responsibility young people have for helping the community.
- describe the editing process by helping younger children publish their own pattern books.
- analyze opportunity cost in helping younger children learn to read and determine if the cost was worth the result.
Learners will team with younger children from an elementary school by reading a book to them and discussing it. They will make a connection between the story and the lives of the children. On another occasion they will help the children read a story, aiding them in developing strategies for finding meaning for unknown vocabulary. In other visits, learners will read pattern books to younger children using echo and choral reading strategies and help the children write and illustrate their own pattern books.
The unit will be assessed by journal entries and rubrics which are provided for every lesson.
“Copy-and-Paste” Class/School Newsletter Information Insert:
Our class will learn about giving bak to the community through a literacy project. In this project, middle grade learners will be teamed with elementary school learners in an effort to help younger children make educational progress. A philanthropy-tutoring project has many benefits for the middle level student. While enhancing skills in CORE curriculum areas, it also has numerous affective benefits. The activities involved in researching tutoring needs and preparing for the project build a class cohesiveness which extends beyond the project and switches the focus from “what's in it for me” to “what's best for us.” It also strengthens the relationship between the students and the advisor. In addition, even students with poor academic skills gain self-confidence and self-esteem by helping younger children who look up to them. While discussing ways of working with elementary children in terms of tone of voice, discipline, withdrawal, positive reinforcement and modeling expected outcomes, it is expected that the advisory students will benefit from utilizing these skills in their own lives. By teaching younger children various math and reading strategies, their own skills in these areas should improve. From the sense of accomplishment and satisfaction students receive while completing this unit, it is hoped that they will be aware of the need for voluntary action and be inspired to continue to participate in philanthropy at some level.
Interactive Family/ Student Homework:
Learners should share with their families the discussion held in class about the definition of someone who helps the community. They should ask their family if they agree with the class' definition and add their own thoughts on this topic. Learners should ask if their families agree that they are philanthropists in their work with the elementary children. Do their families believe that young people have a responsibility to volunteer to improve the common good? If so, how? If not, why not?
Beginning with Lesson One: Reading to Elementary Children , each middle school learner will be working with two elementary learners. Make arrangements prior to the beginning of the unit with a nearby elementary school and teacher so that children to be involved in the project can be selected and paired with the middle school learner. Have a selection of elementary age-appropriate books available for use by the middle school students in the project. Working with the elementary teacher involved, match up the learners from the two schools.
See individual lessons for benchmark detail.
Lessons Developed By:
VanDyke Public Schools
Lincoln Middle School
Warren, MI 48089
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