None in this lesson. The letter identified as Attachment One: Parent Letter Explaining Service Project from Lesson Two: Kids Helping Kids may be sent home at the start of this lesson to inform parents/guardians of the entire unit.

Each learner is to receive at least two copies of Attachment Two: Learning Log. Explain to the class what each column means and that they are to record their responses each day. Allow at least five minutes at the end of each class session to complete. Copies of this attachment should be used throughout the unit with each lesson’s learning log evaluated at the end of each lesson.

Anticipatory Set:
Read the book, Amber on the Mountain.
Teacher Note: It is suggested that the following questions be placed on a sheet of paper for learners to answer. Allow ten minutes for learners to write their answers and ten minutes to share answers.

• Why did Amber decide to teach Annie to read?
• What did she use to help Annie learn?
• How do you think Annie felt when she realized that she could read?
• Why do you think Annie had to trust Amber before Amber helped Annie to read?
• Describe how Amber was not selfish but acted in a selfless way.
• Develop the following definitions relating to philanthropy in the book:

Altruism (n) Selfless concern for the welfare of others – altruist (n), altruistic (adj.), altruistically (adv.) peer tutoring (n) One student helping another student learn Philanthropy (n) 1. The giving of one’s time, talent or treasure for the sake of another- or for the common good – Robert Payton, 2. Voluntary action for the public good -Robert Payton, 3. Voluntary giving, voluntary service, and voluntary association, primarily for the benefit of others – Robert Payton, 4. Giving and serving –Richard J. Bentley and Luana G. Nissan, 5. Active effort to promote human welfare, 6. A tradition, a spirit, and a sector of society – Maurice G. Gurin and Jon Van Til

• Ask learners “Who was the recipient of the service and who was the service giver?”
  
  
• Have learners describe how Annie or Amber acted in an altruistic way.
  
  
• Describe the peer tutoring.
  
  
• Describe the time, talent or treasure developed in the story.
  
  
• Ask learners to identify persons who may come into the school as volunteers. Describe what those volunteers do. Connect any to helping learners enrich their learning experiences. Define volunteerism.
  
  
• Distribute Attachment One: Reading Recollections. Explain to the class that they will complete this by asking the questions of their parents/guardians.
  ** Instructor Note** Give each learner Attachment One: Reading Recollections and have him or her return the attachment, allowing two days to complete so parents/guardians have ample opportunity to share their memories with their learners.
  
  
• Wrap – up by reviewing the elements of philanthropy with the class as they learned from their story.
  
  Day Two and Day Three
  
  
• Ask learners to remember only one word to describe what it was to learn how to read. Place those responses, about ten, on the board or sheet of paper.
  
  
• Ask them what things they could do to help other kids become eager readers.
  
  
• Have them relate the concepts of altruism and philanthropy to their ideas.
  
  
• Ask the learners if they know of anyone who comes to their school to help readers. How is that person acting as a philanthropist?
  
  
• Tell the class that there are agencies, foundations and organizations that help to increase literacy. Develop the definitions of the following terms:
  
  
  • Literacy
    
    
  • Foundations and community foundations
    
    
  • Volunteer. Ask if they or their family volunteers. Name a volunteer who comes into the school.
    
    
  • Mentor. If they help a younger learner, how are they acting as a mentor?
    
    
  • Altruism
    
    
  • Philanthropist
    
    
  • Role Model. Discuss role models and name theirs.
    
    
• Guide learners in ways to determine the literacy need in the community. Connect to Guidestar.org. With an advanced search, type in literacy and select a state. Two examples of one of the many web sites are:
  
  
  • http://www.michiganliteracy.org/Council_Directory.php (Choose county)
    Literacy Council of Midland County, Inc., Midland, MI 48640
    Literacy Council of Midland County offers literacy programs that empower people to achieve their goals through literacy. Programs include one-on-one tutoring for adolescents and adults, workplace literacy, an after-school center for elementary students, and parent education.
    
    
  • http://www.sienaliteracy.org Siena Literacy Center, Redford, MI 48239
    Another excellent site is:
    http://www.michigan.gov/documents/Michigan_Head_Start_
    Programs_14825_7.PDF will give a listing of the 83 county-wide Head Start programs in Michigan.
    
    
• Teacher posts the reading outcomes for grades K-3. Explain and discuss with the students why the state or school district sets outcomes for students in each subject area. Ask students to consider what may happen if students don’t meet the outcomes. What help may be available for those students?
  
  
• Learners should determine what is available in their school and community to assist in making good and eager readers.
  Consult the school and community media centers/libraries. Visit www.Guidestar.org to find out local foundations or philanthropists whose focus is literacy.
  
  
• Invite a speaker from a literacy agency or a community volunteer who works with literacy programs to talk to the class about the importance of being an eager reader and helping others to develop good reading habits.
  
  
• Wrap-Up: Explain to the learners that in the next lessons, their task is to determine how they can best be helpful to their community and/or school community in helping to nurture readers and develop an activity to help younger readers.

Attachment One: Reading Recollections
Learners are to complete the attachment at home and share the family memories in class.