Final Act—Reflections and Revisions (The )
This lesson serves as a summative reflection opportunity for students following the learning in Lesson One as well as service learning experience(s) (in the experiential component of Lessons Two through Four). It is intended to focus upon the enduring ideas acquired both affectively and cognitively throughout the learning. Thoughts, actions, and emotions of the learning experiences will be addressed.
The learner will:
- reflect upon and express affective learning as a result of direct service experience(s)
- reflect upon and express cognitive learning as a result of direct service experience(s)
- examine and analyze symbolism portrayed in literature as it relates to the student's life
- What Does Your Heart Tell You? (Attachment One)
- What Does Your Mind Tell You? (Attachment Two)
- Overhead of the lyrics to "Turn This World Around" by Amy Grant (Attachment Three)
- Verses written during assessment in groups during Lessons Two - Four
- Grant, Amy. Turn This World Around. Behind the Eyes. Myrrh Records compact disk. ASIN: B000002GOH
- Seuss, Dr. The Sneetches and Other Stories. New York: Random House, 1961. ISBN: 0394800893
Anticipatory Set:Play the song, "Turn This World Around," by Amy Grant (see Bibliographical References) and show the lyrics (Attachment Three) on an overhead while the music is playing. Ask students to state words or phrases that personally "reach" or "speak" to them and tell why. Encourage students to think about their service learning experience(s) and comment on events, thoughts, and/or emotions the music lyrics evoke within each of them personally. Emphasize parallels between the lyrics and the service learning experience (such as realizing and giving examples of how we are all the same, it seems, behind the eyes even though we are different in appearance and/or life circumstances).
Provide students an opportunity to personally reflect upon and express the affective elements of learning they have experienced throughout this unit. Opportunities that address various learning styles may include:
- writing poetry
- writing lyrics to a song
- writing a letter to a parent or friend about the experience
- creating and presenting a role play or skit
- drawing, painting, or sculpting
- making a collage or scrapbook
- have a "talk show" about the service experience and issues involved.
This reflection should be individual and personal. Encourage students to completely express his/her range of thoughts and emotions. Although the expression should be individual and personal, use the reflection guide, What Does Your Heart Tell You? (Attachment One), for the content of the affective expression.
As a transition to focus upon the cognitive aspects of the learning experience, read "What Was I Scared Of" from the book The Sneetches and Other Stories by Dr. Seuss. Ask students to interpret the characters' actions, thoughts, and emotions chosen by the author. Then discuss the personal significance to the students now that they have focused upon stereotypes, prejudice, discrimination and a service experience. The following questions are suggested as a guide for substantive conversation:
- Why did the author write from a first person perspective (I)?
- What do the pale green pants with nobody inside them symbolize?
- What analogy can you make between your experiences and the author's description of the moving pants (pgs. 46 - 47)?
- Is there any significance to the fishing for Doubt-trout?
- Why did the pale green pants seem to persist in pursuing the main character? What does the Brickel bush represent?
- What is the symbolism of the Snide-field?
- How do you relate to the ending?
- What lasting lesson does it portray about human interactions with individuals who are different from ourselves?
Have students cognitively reflect upon their experience(s) using What Does Your Mind Tell You? (Attachment Two) which contains guided questions for thought. Teacher Note: These questions are suggestions. The questions may be modified, but other questions which are pertinent to the students and experience may be substituted.
Read the chorus developed in Lesson Two: Center Stage—Focus on Poverty. Then have students sit with the members of their groups selected in Lesson Two. Present the verses from Lesson Two written about individuals who are impoverished. Have the class compare and contrast the verses and select the one verse which most accurately and completely reflects the task (general description), skills necessary to successfully carry out the task, and key guidelines for sensitively interacting with people facing poverty. Follow this same procedure for Lesson Three: Center Stage—Focus on Poverty verses and Lesson Four: Center Stage—Focus on the Mentally and/or Physically Challenged verses. Encourage groups to alter their verses as they now take a second look with their acquired knowledge and experience.
Strand PHIL.IV Volunteering and Service
Standard VS 05. Integrating the Service Experience into Learning
Benchmark MS.2 Evaluate progress on the service-learning project before, during, and after the project.
Benchmark MS.3 Identify outcomes from the service.