Say it loud, “Service Learning Counts” Part 2

By Monique Marshall, February 27, 2017

Grade Level

  • High School

Category

  • Summer Design Institute

Subject Area

  • Social Studies

Lesson Time

160 minutes

Introduction

This is part 2 of a previous lesson, "Say It Loud, Service Learning Counts." In this lesson students will be able to identify the method in which they want to engage a local community service organization that serves the population that they are targeting. In the previous lesson, students worked in groups to decide how they can become more involved in the life of their community through service learning. In this lesson they will perform research on their organization, decide how to engage the organization and determine the next steps in contacting the organization. Students are hands on investigators in this lesson. Students will answer the following, “How might we be able to best research our particular community need in order to understand it better?”

National Standards

Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others\' ideas and expressing their own clearly and persuasively. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Objectives

Students will be able to distinguish between different types of media (interviews, survey, observation, experience, media outlets). Students will select a method of contact with their organization and determine the next steps within their group. Students will use the Internet to research more about their topic and organization of choice.

Resources

Semester of Service Strategy Guide (www.YSA.org/semester) Pages 24-29 Access to the Internet & ability to show video and Power Point (Smart Board, Projector, etc.) Posters and notes from previous lesson

Materials

Posters and notes from previous class. Semester of Service Strategy Guide (www.YSA.org/semester) Pages 24-29 Community Partners Power Point Types of Media Power Point You Tube video \\\"Our Community Partner- Well Fed Inc.\\\" http://www.youtube.com/watch?v=NaNtmSlMn6w You Tube video \\\"Community Partners: Whitworth Center for Service Learning\\\" http://www.youtube.com/watch?v=AKa-yXexaPY

Vocabulary

Media- medium of communication such as newspapers, radio, TV, magazines that reach of influence people widely. Interview- a formal meeting in which one or more persons question, consult or evaluates another person. Survey- to take a general or comprehensive view of or appraise, as a situation, area of study, etc.
 Observation- to notice, view or see.
Experience- a particular instance of personally encountering or undergoing something. Community Partner- a formal arrangement between two groups (one a community organization/social service agency) and another entity that agree to work together to solve a problem, provide a service, volunteer, etc. Service Learning-  is a method of teaching that combines classroom instruction with meaningful community service. This form of learning emphasizes critical thinking and personal reflection while encouraging a heightened sense of community, civic engagement, and personal responsibility. Expert- a person who has a comprehensive and authoritative knowledge of or skill in a particular area. asset- something of value, useful or of quality prototype-  An original model on which something is patterned. design- To make something for someone who needs to solve a problem, User- A person who operates or experiences the design.  

Procedures

1. Students should get into their groups from the previous class period. They should have access to their notes and brainstorming poster board from last class. (3 minutes) 2. The teacher should review the behavioral expectations for the groups (on task, on topic, respect one another\\\\\\\\\\\\\\\'s ideas, in your working area, etc). (3 minutes) 3. Students should each receive a copy of pages 24-25 to take notes. (2 minutes) 4. Within each group students should record their topic from last class on page 24. (Example: homelessness in our city/county). 5. Teacher should share the Media Power Point and ensure that students understand the difference between types of media, interviews, survey and observation.  15 minutes 6. On the last slide, teacher instructs students to get into pairs or groups of 3 to complete pages 24-25. Every student must complete their own paper. Set the timer for 7 minutes. 7. Teacher should call the class back together and review the Community Partners Power Point. Guided notes should be provided. Teacher should pre-print the student version of the Power point with note taking lines so that students can write and respond. (20 minutes) 8. Students should return to their groups and brainstorm \\\"How might we gather more information about our topic?\\\" 9. Once students are finished and have determined their method of research (interview, observation, survey), they must then zero in on an organization in the local area that provides the service that they want to perform through service learning. Each group should be given pages 28-29 of the Semester of Service Strategy Guide. Page 28 provides guiding questions while page 29 requires students to assess their project and answer the question, \\\"Is this project doable?\\\" (30 minutes). 10. Finally, students must determine how and when they will contact their selected organization and set an appointment to visit. Students will utilize the information that they have gathered and the interview questions that they have created on their trip to the organization to close out this project. Students should be prepared to sit with a member of the organization's staff and ask questions based on their research and group ideas. They should also read over and bring back literature from their visit, as well as, take pictures of themselves in action during their visit. 11. A final group oral presentation to the whole class should summarize their group experience and should last no more than 5 minutes. They should be able to share their pictures (Power Point, printed, on poster board or any other medium of their choice) and answer questions from their peers at the end of their presentation. The groups have creative control over this process.

Assessment

Instruction is differentiated within the lesson by using a variety of teaching methods (technology, audio, video, guided notes). If students complete all of the required parts of the assignment and go out into the community to participate in service learning then they will have mastered the lesson objectives.

Enrichment Extension Activities

Students can create a video, written reflection, drawing or skit that summarizes their service learning experience.

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