Reflecting and Sharing

3, 4, 5

This lesson is designed to provide the students with an opportunity to reflect on what they learned during this unit. They will write a letter to share this information with people at home.

Lesson Rating 
PrintOne Forty-Five Minute Class Period

The learners will:

  • create a drawing and share some words that express his or her reaction to the project.
  • write a friendly letter.
  • Chart paper, white board or chalk board
  • Small pieces of paper (approximately 5” x 8”) and tape
  • Paper
  • Pencils
  • Crayons, colored pencils or markers
Home Connection 

Students take their letters home to their families and read them with an adult. With an adult, they make a graphic representation of the members of the family and list one or more traits that each person has that helps to make that person unique and valuable. The graphic representation may take the form of a sketch of the family members, a chart or a mind map. It may be completed on the back of the student’s letter or done on a separate sheet of paper.


  1. Anticipatory Set:As a group, review the activities of the unit. List the activities and exercises the group took part in on the left side of the class chart. Ask students to include the purpose of the various activities.

  2. Direct students to think to themselves about their favorite parts of the lesson or Unit just completed. They choose one of the following reflection activities:

  3. Option One:

    • Students make sketches that represent what they will take away from the project.
    • They add a few words or sentences that describe their drawings. Students may make more than one drawing, if time allows.
    • Students share their drawings and their words with the class and affix them to the right side of the chart next to the corresponding activities.
  4. Give students the assignment to write a friendly letter to a family member. The letter will describe the project in this unit and the student’s reactions to and feelings about the lessons. 

    • Review the elements of a friendly letter.
    • Students write a rough draft of their letter.
    • Students pair with each other to edit and polish their writing.
    • Students make the final copies of their letters.
    • Students share their polished letters with a student that hasn’t seen it yet. If they agree that the work is complete, they turn them in to the teacher.
    • Teacher evaluates the letters and returns them to students to send.

Create a drawing and share some words that express his or her reaction to the project. Four Points: Student creates more than one drawing that expresses his or her reaction to the project. Student shares some words or sentences that help to clarify or amplify the student’s reaction to the project. 

Write a friendly letter. Four Points: Proper salutation and closure are used. Date is included. Letter has more than four sentences. There are few or no errors in spelling and punctuation. Letter remains on topic, and details that help to convey the main idea are included. 

Philanthropy Framework

  1. Strand PHIL.IV Volunteering and Service
    1. 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.