Who's Going to Help?
Students will work together to make a list of needs for the lemonade sale. They will also work to meet those needs with support from community businesses.
The learner will:
- respond to the story, The Little Red Hen.
- create a chart containing items needed for the lemonade sale.
- request support from local businesses for needed items.
- design thank-you posters for all donated items.
- A copy of the book, The Little Red Hen, by Paul Galdone
- Chart paper and markers
- Local phone book and phone access
- Poster boards and markers for Thank-You notes
- Lemonade Sale (Handout One)
Interactive Parent / Student Homework:Send home a letter to parents/guardians informing them of the sale and the scheduled trip to a local food pantry. The handout should be used as an example only. Dates and information will need to be changed to meet circumstances. (See Handout One: Lemonade Sale).
Galdone, Paul. The Little Red Hen. Clarion Books,1973. ISBN: 0-89919-349-8
Tell the students "I am so excited to get our project started. We have so much to do before we can begin our sale. I have a great story to share about some fun animals on the farm who also had a lot to do."
Read the students the story, The Little Red Hen. Have the students participate in the reading as you come to sight words they may already know and words they can easily sound out. Be sure to track the print with your finger to help the students follow along. Stop to notice language conventions such as quotation marks, commas and periods.
Review the idea addressed in Lesson One: What Is a Philanthropist? of beginning, middle and end. Have students recall what took place in the story at each of these parts.
Lead the class in a whole group discussion by asking the following questions:
Why did the little red hen have to do all the work?
When it was time to plant the wheat did anyone want to help her?
When it was time to cut the wheat did anyone want to help her?
When it was time to make the cake did anyone want to help her?
Who were the animals worried about?
They all wanted to help eat the cake, but nobody wanted to do the work to get the cake. How do you think they could have been better friends?
What could they have done to help out?
Do you think the little red hen would feel differently about sharing if her friends had wanted to help her?
Tell the class "Little red hen had a big job to do. She had to grow the wheat, tend to her plants, cut the wheat, take it to the mill to make it into flour, and then bake the cake. That’s a lot of work for a cake. What kinds of things do you think we will have to do for the lemonade sale?" List the jobs or actions necessary for the sale.
Brainstorm a list of needed items for the sale on chart paper or on the wipe board. Students should come up with things like cups, lemons, ice and sugar. You may want to have a recipe idea in mind that you will use for the sale.
OPTIONAL ADDITION: Invite a representative from a local ice cream store or lemonade vender to come and share their lemonade making secrets with the class. This is also a great way to introduce a career prep alternative.
When the students come up with the needed items for the sale, talk about how they plan on getting these items. Tell the students, "Often companies like to give or donate things to meet a community need. Maybe we could get some of the stores we visit to donate the things on our list." Work with the students to find stores that may donate the items. Come up with a script the students will say to the vendor when they call. You may wish to call the vendors ahead of time to make them aware of the pending phone call. (This is a good opportunity to use family volunteers to aid the children in making the calls.) The phone conversation could go as follows:
"Hi! My name is ______________. I’m calling from _______________Elementary School. My class is going to have a lemonade sale to help raise money for families in need. We need __________ for our sale. Would you be willing to donate _______________? Thanks for your help!"
Allow time for students for practice the phone call.
Have the students create thank-you posters for any donations they receive from the community. They can be given to the merchants when the donated items are picked up.
Assess through teacher observation of whole group discussion. Students must actively participate in the whole group discussion and offer suggestions for needed items. Students must use proper tone and eye contact when communicating with teacher, classmates and vendors.
Strand PHIL.IV Volunteering and Service
Standard VS 03. Providing Service
Benchmark E.3 Describe the task and the student role.
Benchmark E.4 Demonstrate the skills needed for the successful performance of the volunteer job.