Closing Ceremonies

9, 10, 11, 12

The learners will be involved in a service project that features a prominent display of a collage composed of the action photos selected in Lesson Three (plus the words and/or phrases identified by the learners and participants as 'reflecting their feelings' about their day together), along with each portfolio. This display is intended to provide an awareness of Special Olympics, a recognition for the participants, and to promote future volunteer involvement in Special Olympics and/or other such civil society organizations.

PrintTwo Fifty-Five Minute Class Periods (Exclusive of Committee Work and the scheduled Display Showings.)

The learner will:

  • develop a photo display
  • assist in creating a collage of action photos.
  • announce, attend, and participate as a host/hostess during the public showing of the portfolio display.
  • write a one page "newspaper" article
  • A variety of collages/advertisements which include both visual and words/phrases. (Advertisements that include multiple---a collage of---pictures are most ideal .)
  • The one photo, selected in Lesson Three, for the collage
  • A creative rendition of the words/phrases identified in Lesson Three.
  • Photo contact paper
  • Materials needed for matting and framing
  • Poster board and paper needed for Announcements/Invitations
Home Connection 

Families, friends, and community members will be invited to view the photos and portfolios at the various scheduled viewing sites.


For related Units and Lessons, see also


  1. Anticipatory Set:

    Around the classroom, display a variety of collages and/or advertisements that include pictures and words. Have the learners identify any that they are familiar with and what these particular collages/advertisements are attempting to communicate. Ask the learners if they feel that these displays are effective in communicating a theme, and if so, why/how; and if not why/how not. Inform the learners that they will be constructing a public display of the portfolios developed in Lesson Three and a collage of 'the best' photos to serve as a means of recognizing the schools Special Olympics participants as well as an 'advertisement' intended to persuade others to become involved as a volunteer in Special Olympics and/or other such civil society organizations.

  2. Have each learner arrange his/her selected action photo and word/phrase on contact paper and then matte and frame their arrangement.

  3. On a work surface/floor space large enough to accommodate all of the framed photos, begin having the learners place and rearrange the framed photos until by consensus the class agrees that the arrangement not only presents a pleasant visual but also 'best communicates' an 'advertisement' for volunteer involvement in the Special Olympics and/or other such civil society organizations.

  4. Take a photo of the arranged photos for replication when setting up the actual photo/portfolio display.

  5. Instruct the learners that they will need to serve on one of three committees: The Announcement Committee, the Display Committee, and the Hosting/Hostessing Committee, and have them express their preference.

  6. Assign the learners to their committee and distribute the Committee Responsibility Sheet (Handout One) giving them time to meet in their assigned groups to begin their planning.

  7. Establish time lines for each committee to complete their work and oversee the activities for each scheduled showing of the display.

  8. At the conclusion of all the scheduled showings, allow time for the learners and the SpecialOlympics participants to reflect on such questions as: What was the best part of having us work together? Do you like photography? What was the happiest moment at the games? etc...

  9. Assign the learners to write a one page "newspaper" article under the by-line of "Philanthropy: Why Everyone Should Consider Involvement in Special Olympics..." or "Special Olympics? Why Would I Want to be Involved in That?" or some similar type byline.

  10. Have the learners share their written drafts with their assigned Special Olympics participant for information and additional insights, and then rewrite the final article as if it were to be published in the local newspaper.


The individual and group work required in designing and displaying the photo collage and portfolios, as well as the successful fulfillment and completion of the assigned committee obligation and newspaper reflection, will form the basis for the assessment of each learner involved in this lesson.

Cross Curriculum 

The creation of a Special Olympics' photo and portfolio display for school and public viewing is intended to enhance school and community awareness of the event, to recognize and honor all of the school's Special Olympics' participants, and to encourage others to become involved as volunteers in future Special Olympics and/or other such civil society organizations.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark HS.2 Identify and discuss examples of philanthropy and charity in modern culture.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark HS.4 Describe and give examples of characteristics of someone who helps others.
    2. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark HS.3 Participate in acts of democratic citizenship in the community, state or nation, such as petitioning authority, advocating, voting, group problem solving, mock trials or classroom governance and elections.
  3. Strand PHIL.IV Volunteering and Service
    1. Standard VS 02. Service and Learning
      1. Benchmark HS.1 Select a service project based on interests, abilities, and research.
      2. Benchmark HS.2 Identify specific learning objectives from the academic core curriculum that are being applied in the service-learning project.
    2. Standard VS 03. Providing Service
      1. Benchmark HS.1 Provide a needed service.
      2. Benchmark HS.2 Describe the goals of the project and their impact.
      3. Benchmark HS.3 Describe the task and the student role.
      4. Benchmark HS.6 Describe the procedures and the importance of sensitivity to the people with whom students are working.
    3. Standard VS 04. Raising Private Resources
      1. Benchmark HS.1 Build a case for giving, explaining why resources (volunteers and money) are needed.
    4. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark HS.2 Evaluate progress on the service-learning project before, during, and after the project.
      2. Benchmark HS.3 Identify outcomes from the service.