Strand PHIL.II Philanthropy and Civil Society
Standard PCS 05. Philanthropy and Government
Benchmark E.10 Give an example of an action by an individual or a private organization that has helped to enhance a fundamental democratic principle.
Benchmark E.9 Describe how philanthropic activities can bring about social change.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
Benchmark E.4 Give an example of how citizens act for the common good.
The purpose of this lesson is to create story scripts from the research and facts collected in Lesson One: Digging Up the Facts. The scripts will be comprised of the following parts: setting, one character per student, problem, solution, beginning, middle and end. Students will edit and revise their scripts and then practice and record them on a cassette tape for later use in the puppet play performance.
- write a script for a puppet show using the research from Lesson One: Digging Up the Facts.
- edit and revise his/her work for correct grammar and mechanics.
- practice reading the script aloud.
- record his/her script onto a cassette tape.
- Paper and pencil
- Research information collected in Lesson One: Digging Up the Facts
- Overhead and transparencies
- Cassette tapes (one per student group)
- Tape recording equipment
- City Green by DyAnne DiSalvo Ryan
DiSalvo-Ryan, DyAnne. City Green. HarperCollins, 1994. ISBN: 068812786X
Marcy and Miss Rosa start a campaign to clean up an empty lot and turn it into a community garden.
Read the story City Green by DyAnne DiSalvo Ryan. Discuss the characters in the story: Marcy, Miss Rosa and Old Man Hammer. Ask students "Were any of them philanthropists? If so, how and why? Were any of them environmentalists? If so, how? Why? Do you think Marcy acted for the common good? In what way did Marcy’s idea change attitudes about the environment? Do you think you can change anyone’s views about your environmental issue?" Tell the students that they will be writing puppet shows to attempt to influence others’ ideas about their researched issues.
- On the overhead projector, model the script-writing process. Think aloud about how you select ideas for the setting, characters, problem and solution. Write a story map for a script with the students’ help. This is just a model of the process. Select an environmental issue for your model that the students aren’t using so they are sure to come up with their own ideas.
- Then show the students how to set up a script with character names on the left side, followed by colons. Also teach them that they may write directions in parentheses. These directions are not to be said aloud, but tell how the puppets act or feel.
Example: Susie: (upset) I just don’t know what to do! These landfills are filling up at an unbelievable rate! (sighs and begins to cry)
- Tell students to avoid using a narrator character. They should deliver their research facts through the characters’ words and actions. Encourage them to use different, distinct voices for each puppet and try to include some sound effects. Sound effects may include steps, claps, doors slamming, audience cheering, whistles, instruments, musical clips, etc.
- Preview the rubric with the students. Send them to work in their groups to plan and write a puppet play to communicate their research and influence the audience about their particular issue.
- Meet with each group as they work to help develop ideas as well as edit and revise.
- Student groups read through their scripts as a group. They should work on expression, fluency and finding distinctive voices for their characters. Pair up two groups to read through scripts to each other and offer suggestions.
- Using a tape recorder and cassette tapes, take small groups to a quiet place to record their puppet plays. (You may wish to get a parent for this.)