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Philanthropy Play

Lesson 3:

From Unit What Is Philanthropy?

Lesson

Handouts

Academic Standards

Philanthropy Framework

3rd-5th Grade

Subjects:

Arts, Language Arts, Library / Technology and Philanthropy

Key Words/Concepts click to view

ART:	Theater
ELA:	Audience; Listening; Narrative Writing; Response to Text/Others; Role-Play
PHIL:	Common Good; Motivation for Giving; Philanthropic Act; Time/Talent/Treasure

Purpose:

In this lesson, students role-play situations in which they are involved in philanthropic acts. They analyze the act of philanthropy.

Duration:

Two or Three Fifty-Minute Class Periods

Objectives:

The learner will:

brainstorm some potential philanthropic acts.
compose a play that demonstrates one or more philanthropic acts.
analyze a kind act to determine whether it is an act of philanthropy.
reflect in writing about the student plays.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

Materials:

simple props or costumes for the plays
overhead projector
transparencies and markers
transparency copy of Attachment Two: Coffee Shop Sharing

Handout 1: Philanthropy Play Rubric
Handout 2: Coffee Shop Sharing

Instructional Procedure(s):

Anticipatory Set:

Put a copy of Attachment Two: Coffee Shop Sharing on the overhead projector or write your own dialogue. Assign roles to four students and have them read the parts aloud. Discuss the role-play. Ask whether this was an example of philanthropy and discuss why or why not. Review the definition of philanthropy.

Brainstorm with the students some examples of philanthropic acts that they might observe or take part in. Write the ideas on the board or overhead projector.

Divide the class into groups of four or five students.

Each group must write a short role-play (five minutes or less) demonstrating an act of philanthropy. The role-play should be written in play format and have a speaking part for each student in the group.

Groups may use simple props and costumes for their plays.

Students perform their plays for the class. The rest of the class listens carefully so they can discuss the plays afterward.

After each play, discuss whether the philanthropic act shares time, talent, or treasure. Have students identify how the act benefits the common good.

After all the plays are performed, students write one paragraph in their journals descibing the demonstrated philanthropic act that they admired the most.

Assessment:

See Attachment One: Philanthropy Play Rubric for a grading rubric for group plays.

Cross-Curriculum Extensions:

Students may perform their philanthropy plays for other classes.

Handouts:

Philanthropy Play Rubric

RUBRIC FOR PHILANTHROPY PLAY

(6 Pts. Possible)

1 = Weak 2 = Average 3 = Strong 4 = WOW!

1. The presentation indicates an understanding of the philanthropy.

1 2 3 WOW!

2. The play was within the time limit.

Yes No

3. All group members have a speaking part.

Yes No

Additional Comments: ____________________________________________________________

______________________________________________________________________________

Total Points/Grade: ___________

Coffee Shop Sharing

Characters:

Coffee shop cashier
Customer One
Customer Two
Child of Customer Two

Scene: We are in line at a coffee shop. Customer One is buying a coffee. Customer Two is with a child who picked out a chocolate milk and set in on the counter while Customer One was still paying.

Customer One: I'll have a large coffee, please.

Child: (speaking to his/her parent) I'd like this bottle of chocolate milk.

Cashier: (speaking to Customer One) That is $4 please.

Customer One: (handing the money) Here is $5. Please keep the change.

Cashier: Thank you.

Customer One steps aside to wait for coffee while Customer One steps up.

Cashier: Hello. What would you like today?

Customer Two: I would like a medium coffee and this chocolate milk for my son (daughter).

Cashier: Oh, I thought the child was with this other customer. I charged him/her for the chocolate milk. (Cashier turns to Customer One) Excuse me, I owe you some money back for this chocolate milk.

Customer One: (speaking to Customer Two) That's okay. I'll pay for it.

Customer Two: Please, let me give you the money for the chocolate milk.

Customer One: No, you just do the same thing for someone else when you get the chance.

Customer Two: Thank you so much. You are very kind. I will do that.

Customer One: Have a nice day.

Customer Two: Thank you. You have a nice day, too.

Child: Thank you.