We Can Help to Make a Change!

Grades: 
9, 10, 11, 12

Learners will develop a presentation for younger learners on ways to decrease the exclusion felt by others in the school environment.

Lesson Rating 
0
Duration 
Five Forty-Five Minute Class Periods
Objectives 

The learner will:

  • describe feelings of those who are excluded from social groups in school communities.
  • creatively recommend techniques and strategies to others which will decrease exclusionary situations in school communities.
Materials 
  • Service Project Rubric (Attachment One)
  • Survey developed and used in Lesson Three: Who’s In, Who’s Out? (optional)
  • Artistic supplies

Instructions

Print
  1. Anticipatory Set:

    Explain that the title of the unit the group has been studying is called "All for One." Ask the learners to brainstorm quick one-sentence statements that describe what they have been learning in this unit.Day One:

  2. Discuss as a group how the learners will be able to express what they have learned from the previous four lessons to help demonstrate to other learners the importance of being socially accepting of all individuals in their community. They should decide on a level to focus on for the presentation (lower elementary, upper elementary, middle school, or peers). Use the journal entries to brainstorm and come up with suggestions for learner projects.

  3. Days Two and Three:

  4. Distribute Service Project Rubric (Attachment One). Go over the project requirements. Learners will develop a visual or performing arts project: song, dance, poster, mural, painting, sculpture, skit, photo presentation, a written piece – news or magazine article, infomercial or poetry. (Teacher note: Songs and skits may be recorded and shared via television, tape, CD or DVD.)

  5. Discuss as a group how the learners will be able to express what they have learned from the previous four lessons to help demonstrate to other learners the importance of being socially accepting of all individuals in their community. They should decide on a level to focus on for the presentation (lower elementary, upper elementary, middle school, or peers). Use the journal entries to brainstorm and come up with suggestions for learner projects. Distribute ().Go over theproject requirements. Learners will develop a visual or performing arts project: song, dance, poster, mural, painting, sculpture, skit, photo presentation, a written piece – news or magazine article, infomercial or poetry. (Teacher note: Songs and skits may be recorded and shared via television, tape, CD or DVD.)

  6. Day Four:

  7. Practice the presentation.

  8. Day Five:

  9. Learners will present their project to underclassmen via a small assembly or through technology. (Teacher note: It may be helpful to break the assembly up by grade level or sections of each school building, i.e., K-2 or 3-5.)

  10. Ask learners to write an essay including:

Assessment 

Teacher observation and the project presentation, as well as the reflection essay.may be used as an assessment of learning.

Cross Curriculum 

Learners will compose a visual performance, a song-lyrical or instrumental, a selection of poetry, or a selection of visual art and present it to lower grade learners to express the importance of accepting those who are different in some way. The learner should have the option of participating in a group, having a partner or doing the project as an individual.

Philanthropy Framework

  1. Strand PHIL.IV Volunteering and Service
    1. Standard VS 03. Providing Service
      1. Benchmark HS.1 Provide a needed service.

Academic Standards

Select categories to search for standards.