Unpublished
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Strand PHIL.IV Volunteering and Service
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Standard VS 02. Service and Learning
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Benchmark MS.2 Identify specific learning objectives from the academic core curriculum that are being applied in the service-learning project.
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Standard VS 03. Providing Service
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Benchmark MS.1 Provide a needed service.
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Standard VS 05. Integrating the Service Experience into Learning
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Benchmark MS.2 Evaluate progress on the service-learning project before, during, and after the project.
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Benchmark MS.3 Identify outcomes from the service.
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Students hold a demonstration of their finished project on a field trip to the partner early-childhood center they determined in Lesson One. They make contact with directors of local organizations to offer share their devotionals with more young children in the community. They distribute the final product to churches and schools associated with the same faith-based community. They evaluate and celebrate the successes of the entire project.
The learner will:
- present the final devotional by reading parts to children at a local preschool.
- share the devotional with children around the community along with an audio version.
- identify learning objectives applied in the service-learning project.
- take action to address an identified need.
- evaluate progress on the service-learning project before, during, and after the project.
- identify outcomes from the service.
- printed devotional copies for last-minute proofreading (one for every two students)
- printed copies of the final devotional to bring to the partner organization (one for each child being served)
- printed copies of the final devotional based on funding and the organizations that agreed to distribute the booklets
- writers notebooks
Anticipatory Set
Print out and share the final copy of the devotional for students to review one last time. Celebrate the success of the finished product.
Have students work in pairs to proofread the final copy of the collaborative devotional, noting any errors and having a chief editor make the last-minute corrections in the electronic version.
The chief editor gives the go ahead for printing the copies that will be distributed to children.
Session Two
Field trip to the early-childhood partner organization (action and demonstration): Each student brings a devotional to share with a younger child. Pair up the students (or two children for each middle schooler) and give the students time to read some of the devotions, tell about the project, and make suggestions for how the children can use the devotional at home. The early-childhood organization may invite the children's parents to the event so they can meet the authors of the devotional and get energized by the enthusiasm of the youth.
Celebrate the success of the project.
Session Three
Teach a mini-lesson on effective email communication: Share examples of a variety of emails that market different products to you. Ask students to identify the purpose of the emails and effective techniques and language. Describe the real-life and practical writing project they will work on collaboratively to promote their product. Students collaborate to draft email inquiries about distributing their devotional booklets to area churches, preschools, and elementary schools.
Students reflect and discuss the entire service-learning process from investigating the idea to demonstrating the finished product with the children. Have students write in their writers notebooks. Have them create a chart in their notebooks with the following columns: Effective parts of the process and project/what went well; improvements needed to the project and process; impact on students; middle school academic objectives addressed; and overall comments.
Deliver the printed booklets to the local nonprofit faith-based organizations that agreed to distribute the books to their children and families.
Students write a reflection in their writers notebooks, including an evaluation of the process and product and a description of the impact they feel they made.