Learning to Give, Curriculum Division of The LEAGUE
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Purpose:
The lessons that comprise this unit were designed to give students an opportunity to draw from their prior knowledge as well as new experiences to develop a deeper understanding of the concept of philanthropy. Student writing skills are also heavily emphasized in this unit. It is also designed to develop a personal definition for the term philanthropy that is based on prior knowledge as well as facts learned in this unit. Define, explain, and clarify the meaning of the word philanthropy.
Duration:
One Fifty-Minute Class Period
Objectives:
The learner will:
- write an outline for their essay of definition.
- write a five-paragraph essay of definition that explains and clarifies the term philanthropy.
Service Experience:
Contact your local radio station to see if your class can be a guest on their community news show. The class could read excerpts from their essays and answer listener's questions on what philanthropy is and is not. The aim of the show would be to encourage community members to commit an act of philanthropy.
Materials:
- Student KWL (see Attachment One, Lesson Four: Essay of Definition, Part I)
- Paper, pen
- Five-Level Outline Template (see Attachment One, Lesson Five: Essay of Definition, Part II)
- Computer (if available)
Instructional Procedure(s):
- Anticipatory Set:
Let the students present their group KWL sheets to the class as the introduction to today's lesson.
- Inform them that with the same ease that they completed the KWL sheets, they will now write an essay of definition based on that information.
- Keeping Lesson Four's groups intact, review the steps in developing a Five-Level Outline. Be sure that each group has an outline template and their completed KWL sheet.
- Stress the importance of developing solid thesis and organizational statements since they set the tone of the essay. Assist students as needed.
- Remind the groups that once they have completed the outline, they will be able to transfer it to the essay format with ease. If you have access to computers, have the groups complete this lesson using computer technology.
- Remind them that they must not rely on the computer's grammar check to make all needed revisions.
- The finished copy is due at the end of the hour.
NOTE: Depending on the student's ability level and computer application skills, this lesson may require additional class time to complete.
Assessment:
- Students are required to attain an 80% accuracy level on the outline components (22 possible points).
- Student essay is based on holistic scoring sheet. Again, an 80% accuracy level indicates mastery (35 points on Evaluating an Essay of Definition & 13 points on Evaluating an Essay of Definition for Philanthropic Components).
Evaluating an Essay of Definition: Based on each of the following questions, rate the essay 1-4, with 1 being the lowest rating and 4 being the highest.
A=44-40 pts., B=39-35 pts., C=34-30 pts., D=29-26 pts., F=25-22 pts. 1. Does the thesis statement clearly identify the subject and main idea of the essay?
1 2 3 4
2. Is your definition clearly supported in at least two ways?
1 2 3 4
3. Have you included at least one specific example, anecdote or comparison?
1 2 3 4
4. Is your writing organized logically?
1 2 3 4
5. Did you describe the term's properties?
1 2 3 4
6. Did you tell other facts about the term?
1 2 3 4
7. Did you use a quotation from an authority?
1 2 3 4
8. Did you tell how the term/concept works?
1 2 3 4
9. Is your essay at least five paragraphs in length?
1 2 3 4
10. Is the conclusion effective?
1 2 3 4
11. Few grammatical or spelling errors are evident in essay.
1 2 3 4
Evaluating an Essay of Definition for Philanthropic Components: Based on each of the following questions, rate the essay 1-4, with 1 being the lowest rating and 4 being the highest. A=17-20 pts., B=13-16pts., C=10-12 pts., D=5-9 pts., F=1-4 pts. 1. Does your definition match the class definition of philanthropy (private action for he public good)?
1 2 3 4
2. Did you take ownership of your definition (you included one personal anecdote of philanthropic behavior to support your definition)?
1 2 3 4
3. Did you use a philanthropic quotation from an authority (i.e., Mother Theresa, Princess Diana, Booker T. Washington) that supports your definition?
1 2 3 4
4. Did you define philanthropy as a verbūthe act of giving and serving?
1 2 3 4
5. Did you describe how philanthropic actions work? (ex. Every time you do something as simple as take your elderly neighbor's garbage to the curb you have done a philanthropic act.)
1 2 3 4
Extension:
Have students use a computer to transfer their essays to blank T-shirts. Present these "Info Ts" to the PTA as awards to faithful parent volunteers in your school.
Bibliographical References:
- Baskins, M. "Developing the Five Level Outline." Detroit, MI: Murray-Wright High School English Department, 1997.
- Sebranek, P., V. Meyer, and D. Kemper. Writers Inc.: A Student Handbook for WRITING & LEARNING. Boston, MA: D.C. Heath and Company, 1996.
Lesson Developed and Piloted by:
Valerie BelayDetroit Public Schools
Murray-Wright High School
Detroit, MI 48208
Handouts:
Unit Contents:
Overview:Defining Philanthropy Summary
Lessons:
- 1.
- Philanthro What?
- 2.
- Bio-Poem
- 3.
- Philanthropic Prescriptions
- 4.
- Essay of Definition - Part I
- 5.
- Essay of Definition - Part II
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