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Final Steps
  1. Strand PHIL.IV Volunteering and Service
    1. Standard VS 03. Providing Service
      1. Benchmark E.1 Provide a needed service.
    2. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark E.2 Evaluate progress on the service-learning project before, during, and after the project.
      2. Benchmark E.3 Identify outcomes from the service.

The students write letters to thank donors and sponsoring organizations.  The students prepare, practice and present their completed project to a representative of the receiving organization.

Teacher Note:  Several weeks prior to teaching this lesson, the teacher should arrange a date with the school principal and a representative of the receiving organization for a school assembly, at which the shoes will be presented.

Duration: 
PrintTwo Forty-Five Minute Class Periods, Four Structured Writing Periods, and a Final Assembly
Objectives: 

The learner will:

  • write thank you letters to shoe donors and sponsoring organizations.
  • integrate speaking and writing skills to present the results of their project before a group.
  • provide a needed service for students in the school or citizens in the neighborhood.
Materials: 
  • shoes purchased and donated throughout the service project
  • "magic wand"
  • list of names and addresses of donors
  • envelopes printed or stamped with the school return address
  • one copy each of the following books:Cinderella (Perrault), Little Gold Star (San Souci) and Cinderlad (Climo)
Home Connection: 

In advance, send parents an invitation to the assembly. Include an explanation of the project and the purpose of the assembly. Before the students go home with the letter, make sure they understand what they will be doing so they can talk with their families about the event.

Bibliography: 
  • Climo, Shirley.  The Irish Cinderlad    Harper Trophy, 2000.  ISBN 0064435776
  • Perrault, Charles (illustrated by Loek Koopmans). Cinderella.  North-South Books Inc. New York: 1999. ISBN:  0735814864
  • San Souci, Robert D.  Little Gold Star: A Spanish American Cinderella Tale. HarperCollins, 2000.  ISBN: 0688147801 
Instructions: 
Print

  1. Anticipatory Set:

    Display all of the shoes that have been collected through donations in the front of the classroom. Wave the magic wand and say a magical word. Tell the students that a fairy godmother dropped off these shoes for some children who cannot afford all the shoes they need. Ask the students if it was really magic, like the fairy godmother, or did they do something very special with their time, talent or treasure?

  2. Talk to the students about group cooperation, how they have worked together with each other and others in the community to meet a real need for local children. Encourage them to describe how they feel about the experience.

  3. Tell the students that they will thank the people/organizations who donated shoes or money by writing/dictating a letter. Talk about what they might say in a thank-you letter. Teach and provide a format for friendly letters. Write an example letter on the board with input from the students.

  4. Assign names of donors and sponsoring organizations to the students.Learners willwrite a rough draftand edit itwith the help of peers or adult helpers. The final draft should beneatly written ortyped. Note: More advanced students can address the envelopes. Send the completed letters in the mail (or invite the donors to the planned assembly).

  5. Days Two-Six:

    Ask the students to think of previous all school assemblies. Ask them to recall an assembly or ceremony where someone was presented with an award or gift. Talk about what people say and do at an awards assembly. Tell the students that they are going to write the words and decide what will happen at an awards assembly in front of the whole school. They will presentthe donated shoes to a representative of the receiving organization. Note: Invite the guest, other classrooms,and parents in advance. Secure the principal's permission before starting.

  6. Assign different writing assignments to individuals and small groups. Students write a draft, edit it with peers, and write a final copy that they will read aloud in the assembly. (This may take several days.) Younger students may dictate theirparts. Following are some suggested topics:

      1. how we got the idea for the Cinderella Project
      2. a description of the three Cinderella stories
      3. the steps of the process
      4. how did people help
      5. how much money we collected
      6. how many shoes we collected
      7. our feelings about the project
      8. to whom are we presenting the gift (describe the receiving organization)

  8. When the writing is complete, establish an order for the assembly. Practice the assembly with each group readingits part in turn. Add interest to the presentations by having students illustrate large posters with details about the project. Practice several times on the stage so students know exactly what to do and when to do it. Remind them of appropriate attitudes and behaviors for the setting.

  9. Teacher Notes: Call the representatives of the receiving organization the day before the assembly to talk about procedures and expectations. You may want to contact a local television station to tell them about your service project and allow them to cover your assembly. Talk to the custodian about microphones for students or anything else that your assembly may require. Remind the students about the assembly the day before.

    Day Seven:

  10. On the day of the assembly, let the students practice the presentation before the guests and students arrive.

  11. In the assembly, present the shoes and collected donations to the organization that will distribute the shoes.

  12. After the assembly, reserve time for a celebration of a good effort. Talk about the success of the project and encourage the students to think of future projects.

Assessment: 

Thank-you Letters--Check thank-you letters for correct format, legible printing and correct spelling. Letters with errors must be rewritten before mailing to donors. Letters should demonstrate gratitude in the student's own voice. Writing and Presentation--Check student work fordetail and staying onthe assigned topic. Provide enough practice time so students are ready to present their parts in the assembly for students and parents.