Get Involved!: A Resource Guide For Teaching Children About Community Action and Philanthropy

L E S S O N G UI D E
Get Involved!
A resource guide for teaching children about community action and philanthropy.
Page 1 of 85 GET INVOLVED!
This curriculum was compiled and edited by Kelly Dwyer. IN GRATEFUL ACKNOWLEDGEMENT THIS CURRICULUM GUIDE WAS CREATED BY LYNN D'AMBROSE
AND THE
NELLIE MAE
FOUNDATION AS A PART OF THE CITIZEN SCHOOLS AFTER SCHOOL PROGRAM AT THE MCCORMACK MIDDLE SCHOOL IN DORCHESTER, MA. TO LEARN MORE ABOUT CITIZEN SCHOOLS AND APPRENTICESHIP LEARNING, VISIT
WWW.CITIZENSCHOOLS.ORG
TABLE OF CONTENTS 1. TIPS FOR USING THIS GUIDE 2. DESCRIPTION OF THE WOW! 3. PROJECT TIMELINE 4. BE PREPARED! TIPS FOR PLANNING AHEAD 5. LESSON ONE PLAN & RESOURCES 6. LESSON TWO PLAN & RESOURCES 7. LESSON THREE PLAN & RESOURCES 8. LESSON FOUR PLAN & RESOURCES 9. LESSON FIVE PLAN & RESOURCES 10. LESSON SIX PLAN & RESOURCES 11. LESSONS SEVEN PLAN & RESOURCES 12. COMMUNITY SERVICE DAY AGENDA AND TIPS 13. LESSON NINE PLAN & RESOURCES 14. EXTRA RESOURCES 15. LESSON PLAN TEMPLATE 63-69 70 71-80 81 82-84 31-39 40-47 48-55 56-62 4-7 6 -7 8-9 10 11-23 24-30
TIPS FOR TEACHING THIS CURRICULUM

Meaningful learning experiences come from cooperation between community experts, students and experienced educators. We hope this guide will give you some help getting children excited about philanthropy and helping their communities. Students must be effectively engaged in order to learn; this can only be achieved through high quality instruction and planning. Citizen Schoolshas learned that there are three key elements to helping kids learn by doing:
1. Planning most of the lessons in this guide require special preparation,

therefore, everyone should be clear on what needs to be done and who is responsible at least one week before each lesson. 2. Communication Teachers, volunteers and students need to communicate each week to make crucial decisions and be sure everyone knows what will happen in each lesson 3. Assessment and Adaptation no curriculum can prepare for every group of students. Take time each week to discuss the successes and challenges of the lesson. Use the sections of this guide in the following way to help create engaging and meaningful learning opportunities;
1. Description of the WOW! At Citizen Schools we call the final presentations ,

of our students' work a WOW! This is because it is so real and high quality that when adults see it, they say "WOW!" The project described in this guide has been successfully implemented at least once in the Citizen Schoolsprogram. The project is real, provides added community value, is public, allows students to teach back and has authentic materials and clients. Think about how your final project will help students make a real impact in their community and remember to make sure you are working towards this goal each week.
2. Project Template the project template will help you understand the skills that
will be taught and the products that will be created during the course.
3. Project Timeline this timeline offers a scope and sequence of how each
lesson builds upon the previous and into the next lesson to help students build upon skills to create their WOW!. In some cases, the activities for each lesson plan may need to be altered or adapted.
4. Lesson Plans at least nine detailed lesson plans are included in this resource
guide. These offer specific activities, length of time to be spent on each activity and goals and objectives for each lesson. Lesson plans also offer guidance on preparing for each lesson.
5. Alternate Activities for a variety of reasons, the pre-established lesson plans

may not be suitable for a certain group. This section offers resources to develop activities of varying length that are suitable for different learning styles and group dynamics.
LESSON STRUCTURE & LOGIC Project-based learning is unique in that it is experiential, hands on and has real application for students and teachers. The lessons in this guide have been thoughtfully planned to created experiences that match these requirements. Most have been successfully taught by at least one volunteer. Each lesson follows the same basic structure. The following is a brief description of the elements of a lesson plan and how to use them: Overview: The first page of the lesson plan overviews the learning and lesson objectives for each lesson, gives a snapshot of the agenda, lists preparation and set up needs, vocabulary and materials and equipment needs. In sum: what you need to do to be prepared for this lesson. Ritual: This is typically a 5-10-minute long opening activity designed to prepare students for the apprenticeship and get them in the mind set of the apprenticeship. The ritual should be used as a chance for students to get settled and prepared for the apprenticeship. It can also be used to practice one skill weekly that the apprentices need to master for the WOW. In sum: get them excited and help transition to apprenticeship time. Set Context: Usually five minutes in length, the introduction should communicate to students: what they are going to learn and do (i.e. share learning objectives); why it is important to learn; how it relates to their progress towards WOW!; and how the learning will happen (i.e. share the agenda). The introduction is also a time to clarify your expectations of students during the lesson. In sum: display the agenda and tell them what are they doing in this session and how it relates to their WOW!. 3-4 Content Activities: Most lessons have three or four content activities that make up the bulk of the lesson (about 60 minutes). These activities are often preceded by a short introduction to the skill, usually through modeling or an explanation provided by the facilitator. It is through the activities that students further explore and practice the new skill. Practice is essential for learning. In sum: introduce the skill or information and let them practice it. Closing/Teach back: Typically lasting five minutes, the closing is an opportunity to summarize and reemphasize what students have learned and why it is important. Student teach backs are the most important part of the closing, as they allow you to assess the degree to which students have accomplished the learning objectives. In sum: drive home the main point of the lesson and assess how well students achieved the learning objectives.
DESCRIPTION OF THE WOW! STUDENTS WILL MAKE A PRESENTATION TO LEADERS FROM A PHILANTHROPIC ORGANIZATION
RECOMMENDING PROJECTS IN THEIR SCHOOL THAT THEY BELIEVE SHOULD BE FUNDED TO IMPROVE STUDENT LEARNING. COURSE.
THEY WILL ALSO MAKE A PRESENTATION ON THE IMPORTANCE OF
COMMUNITY PHILANTHROPY AND COMMUNITY SERVICE EMPHASIZING THEIR EXPERIENCES IN THE
REAL: Students make choices about projects that will actually happen in their
communities and will be funded with real money.
ADDS VALUE: Students are contributing to the quality of instruction in their school
by choosing a project they think will help improve teaching at their school.
PUBLIC: The presentation will be to professionals in the foundation industry. TEACH BACK:
Students will teach back what they have learned about the important e of community philanthropy and community service.
Project Template
Learning Objectives
What do I want to teach? I want students to learn about community service, how to determine a 'good' community service project and why community service is valuable.
1. 21st Century Skill Students are able to articulate in writing or speaking how what they learned is connected to the larger community. (Leadership)
2. 21st Century Skill Students are able to respectfully share their own perspective and hear those of others.
W O W !
Pro duc ts nee ded for the W O W!
The final project will be a presentation to professionals at a philanthropic organization with recommendations for funding projects at their schools.
Posters or power point slides that review what students have learned.
Examples of art projects created during community service day.
Recommendations for projects to be funded.
Get Involved! WOW! Plan
Week
Lesson Objectives: What do we need to get done today?

Get Started! - Building Trust and create class rules - Define philanthropy - Discuss how young people can Get Involved! Learn about the problem - Prepare questions for teacher survey - Create "Request for Proposals" Why philanthropy? - Learn why working together is important. Learn about the problem - Review teachers' surveys - Review proposals we like Good Community Service - Introduce the book we will read to younger classes - Discuss why we like/do not like different proposals
Learning Objectives: What will the students learn today?

- Leadership skill - Teamwork skill - Learn what the WOW! will be
Activities
1
Learn new skills
- "Brain quest" quiz game - Read about a girl who made a difference in her community - Creating classroom rules - Create a survey and practice analyzing data - Read another article on philanthropy - Create "Request for Proposals" - Play "Amazon River Challenge" - Learn about another philanthropy organization - Family Feud! Learn our survey results - Make a bar graph - Create a request for proposals - Discuss activity ideas for younger class - Discuss tips for reading aloud - Create "what makes a good community project" checklist to be used in the WOW! - Acting game while peers are reading - "Peer review" reading aloud activities - Review proposals - Assign 'teams' of 2-3 students to lead each activity - Students who still need practice can read aloud - Present students with agenda for the WOW!
2
Learn new skills
- Teamwork skill - Gathering information about a problem you want to solve - Teamwork skill - Learn why we should help others - Teamwork skill - Learn how to use survey data - Leadership skill - Learn how to identify and plan a good community service activity
3
Learn new skills
4
Produce
5
Produce
6
Practice
Prepare community service project - Practice reading - Review proposals Prepare community Service Day - Prepare activities for younger class - Discuss the WOW!
- Teamwork skill - Learn how to read aloud to younger children - Teamwork skill - Leadership skill
7
Practice
8
Practice
9
Practice
Community Service Day - Read aloud to younger class - Conduct activities with younger class Practice for the WOW! - Create posters/slides for WOW! - Practice speaking roles
- Teamwork skill - Leadership skill - Practice speaking skills - Leadership and teamwork skills
- Students lead activities "stations" in teams of 2-3 - Students prepare and serve snack and clean up - Students practice using power point/posters - Students create posters to hang up during presentation - Review presentation agenda with students
10
Perform
WOW!
Be Prepared! Tips for Planning Ahead

If possible, arrange a room with computers and internet for Lesson 2
You will need carpet squares or another type of 'base' for Lesson 3 The key to getting a lot of responses to surveys and Requests for Proposals is to get the word out early and send reminders! Teachers need to return surveys by Lesson 4, and requests for proposals by Lesson 6. Purchase 2-3 copies of Mufaro's Daughters by John Steptoe, or borrow them from the library by Lesson 5 you will need them for the rest of the course 1 month in advance, coordinate with a teacher of a younger class (maybe grade 2 or 3) for Community Service Day - which will take place at lesson 8 - send them a copy of the agenda for community service day (page 70), so they can help you coordinate it Invite guests to attend the WOW! (lesson 10) at least 2 weeks in advance
If you begin to notice that some activities don't go well, use the extra resources (page 81) to find activities to suit your students.
Lesson Plans
Lesson # 1
Name of the Class:
Get Involved!
Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Build a community of trust in the group. 2. Define philanthropy 3. Discuss how we can get involved in our community. Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. Leadership: Understand how our work is connected to the larger community. 2. Learn what our WOW! will be. Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Game - Pirate Ship! 15 Minutes 2. Review Agenda and Set Context: Setting 10 Minutes 3. 4.
5. 6. 7.
ground rules Activity: Brain Teaser Game Activity: Story of a Young Philanthropist Activity: Discuss how we can Get Involved Closing and Teach Back Clean up
20 Minutes 20 Minutes 15 Minutes 5 Minutes 5 Minutes
Preparation and Space Set up: Agenda (Flipchart) Community rules (flipchart created during class) "Young Philanthropist Rolling in Cookie Dough" story for each student (handout) Set of "Brain Teasers" Cards for each group (3 or 4) Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Philanthropy - trying to do good things to help people; the love of humankind in general Philanthropist - Someone who is kind and tries to help people through money or good deeds Proposal - and idea or a plan for a project that will help people Survey - a list of questions that will help you find out what people think about a problem Foundation - An organization financed by a donation or legacy Donate - to give money or time to your community
Materials and Equipment Handouts and flipcharts (see preparation section), markers
Planning the Lesson

Opening Game Time: 15 Minutes Pirate Ship! Explain that every week we will play a game will help us learn some skills that are important for community service. This week's game is "Pirate Ship!" All students stand in the center of the room (clear out chairs if necessary). When the teacher says 'go' students begin walking around. If the teacher yells out: - Starboard! - all students have to run to the right (demonstrate or point clearly) of the room - Lifeboat! - all students have to form up groups of 3 and start "rowing" - Captains coming! - all students have to salute and yell "Aye! Aye! Captain" - Shark Attack! - all students have to put their hands on top of their heads like fins. The last student to do this is "eaten". Play the game for about 7-8 minutes. After the game, have students take their seats and ask: What did we have to be good at to be successful in the game? Students should say (among other things): Listening Working in groups (for lifeboat) Paying attention to others around them Set the Context and Review Agenda Time: 10 Minutes Explain that just like in the Pirate Ship! Game, it is really important in community service to work together and make decisions as a team. Now you are going to talk about some questions that might help us make group rules. Use the flipchart provided (or create your own) on p.15 to discuss how you will work together as a group. Display a blank flipchart next to this one titled "class rules". This flipchart will be displayed every lesson as a reminder of the rules we've created. Allow the conversation to flow naturally, but be sure that as the teacher, you are recording the rules as students come up with them.
ACTIVITIES Time: 60 minutes Activity 1: WHAT IS PHILANTHROPY? Time: 25 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Divide into small groups of 3-4 students. And Objective give them 1-2 minutes to come up with a group 'name'. To work together to learn about what philanthropy is. Give each group a pile of "Brain Teaser" cards (see pages 16-18 for examples). Explain that the students will have the next 10 minutes to play the game in their small groups to learn about philanthropy. Then, there will be a contest among all the groups to see who will remember the most answers. Ask each group to assign a "reader" but explain that after each 3 minutes, this person will pass the cards to someone else. Allow students to work together in groups, giving them warnings every three minutes about how much time they have left. Collect the cards. Ask the entire group 5-6 questions from the back (enough to ensure there is no 'tie') and call on the first "strong silent" hand they see. Give a prize to the winning group. After the game, review the important vocabulary words using a flipchart (see p. 15). Activity 2: ROLLING IN COOKIE DOUGH Time: 20 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Students should remain in groups from previous To learn about how a young activity. person became a philanthropist for her Put a small plate of cookies in the center of each community. group and explain that they are not supposed to
eat them until instructed. Ask: Do you think cookies can be used for philanthropy? Why or why not? Allow discussion for 1-2 minutes and then tell students you are passing out a story about a girl who used cookies to help her community. Pass out the story "Young philanthropist rolling in cookie dough" (see p. 19-20) As students are eating the cookies, tell them to read along as you or another student reads the story aloud. Activity 3: DISCUSSING THE STORY Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Tell students we are going to write a news story Objective about Sarah in the "Philantropy Times" (see p.22 To discuss the important for an example - it will be like a collage). parts of what we read in the story in a small group. Display a (large - maybe 4 pieces taped together) blank flipchart titled "The Philanthropy Times." Explain that we will add to this flipchart as we learn about different philanthropists and create a newspaper to show at our WOW!. Using the Who, What, Why, When, Where, How handout (page 22) they should answer the questions in their small groups and draw a picture in the picture section if they have time. NOTE: If students seem tired of working in small groups, you can do this as a class and write directly onto the "Philanthropy Times" flipchart. Give students 10 minutes to work on the stories in their small groups.
Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Ask one representative from each group (or class) to present their group's worksheet and 'teach back' what they learned today. Post the worksheets in the "Cookie Dough" section of "The Philanthropy Times". NOTE: A fun activity is to have the class yell out "Word!" every time someone uses a vocabulary word from today's class. Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Clean up the room. Clean up snack Collect extra papers and markers Preview the next lesson ask students to think about how they would make their school better if they were a philanthropist with $500.
Vocabulary: Flipchart Philanthropy - trying to do good things to help people; the love of humankind in general Philanthropist - Someone who is kind and tries to help people through money or good deeds Proposal - and idea or a plan for a project that will help people Survey - a list of questions that will help you find out what people think about a problem Foundation - An organization financed by a donation or legacy Donate - to give money or time to your community Community Rules: Flipchart 1. 2. 3. 4. 5. How should we treat each other in the group? Why is it important to make class rules? How do we make sure people follow the rules? How can we help each other? What are the jobs of the teacher? What are the jobs of the students?
Brain Teasers: This game is modeled on the quiz game "Brain Teaser." Photocopy onto cardstock and cut out each strip and assemble in order (1, 2, 3, etc.). Fasten together at the bottom and tie with a string.
Being "philanthropic" means: - Sensitive to light; - Afraid of hot places; - Generous Which two statements are correct? A foundation is: 1) An organization financed by a donation or a legacy 2) Water that springs from the Earth 3) A base on which a structure rests Which of these people have their own Foundations: 1) Charlie Ward - New York Knicks 2) Nancy Kerrigan - Ice Skater 3) Jamie Lynn Sigler - Actress 4) Brittany Spears - singer What do fish use gills for?
Generous
1) An organization financed by a donation or a legacy AND 3) A base on which a structure rests
All of them!
Breathing.
What do philanthropists use their money for?

Tie together here
Doing good things for their communities.
CARD 1
CARD 2
If you could do one thing to make your school a better place to learn - what would it be and why?
Almost any answer can work here if you think it will improve learning.
Pick out the philanthropists: - Robin Hood - Bill Gates - The Fantastic Four - Freddy Krueger Bonus! Can you think of any others? When people or organizations want money because they have a plan to improve something (like schools), they need to write a _________. To find out what a group of people think about something, you can create a _______. The Word donate means what?
- Robin Hood - Bill Gates - The Fantastic Four
Proposal.
Survey.
To Give.
CARD 2
CARD 2
Which is a longer period of time Three decades OR A quarter of a century? Which of these sections does NOT belong in a proposal? 1) Why we need the money 2) Problem to be solved 3) How the solution will be designed 4) What changes are expected. 5) Budget. 6) What we will do if the program fails. 7) Evaluation What is philanthropy? - a planet larger than Earth - a disease that affects the elderly - donating something to solve a problem True or False: A timeline will tell you what time zone you are in? Foundations give grants. Grants are: - A sum of money - A piece of paper that says you graduated.
Three decades (30 years)!
#6! What we will do if the program fails. This does NOT need to be a part of a proposal.
Philanthropy = donating something to solve a problem (usually in your community).
False! A timeline is like a schedule of events that have happened or will happen. Grants = sums of money.
CARD 3
CARD 3
Sunday, May 25, 2003
Young philanthropist rolling in cookie dough 14-year-old baker enlists friends to raise funds for Big Brothers & Big Sisters
By Jim Knippenberg The Cincinnati Enquirer She's not your usual philanthropist, this 14-year-old Wyoming eighth-grader with no job and no bulging bank account. Yet Sarah Theobald qualifies. As founder, CEO, sales director, business manager, marketing director and head chef of eight-week-old Sweet Sarah's, she's making money and giving it away. Here's the deal: Sarah and two friends spend their Sunday afternoons baking cookies, usually about 12 dozen in five hours, then bagging them and affixing labels. Come Monday, dad Steve delivers them to a handful of local businesses to put in break rooms and coffee bars where they're sold on the honor system. He picks up the money the following week and, when she has a handful, Sarah gives it away, mostly to Big Brothers & Big Sisters. As of last week, she had donated slightly more than $250 to BB/BS and a few other charities. So you gotta ask: What gives here? School all day, swim team practice every afternoon, homework every night, the usual round of teenage socializing, and still time to give up her Sundays? You bet. "I got the idea awhile ago. I've always liked to bake, and on Sundays my friends Emilie (Neuss) and Elizabeth (Malkin) would come over for bake days because we really loved doing it. It was more like a party we had so much fun. But then we'd have so much food. "So I looked for something good to do with it. Wyoming's a nice community, but I know a lot of kids aren't as lucky as us. I just wanted to do something nice for others. "I found Big Brothers & Big Sisters and learned about their mission. I decided that someday I want to be a Big Sister, but for right now, I can just give them what we make on cookies."
Sarah Theobald, 14, of Wyoming bakes cookies on Sundays to sell during the week. All the proceeds go to charity. (Michael E. Keating photo) | ZOOM |
Got down to business

So she enlisted the family's help and pitched the idea to local businesses. Twenty of them, including Process Plus, Wyoming Meat Market, Primax, AJ Shapers Salon, agreed to take the cookies. Then she got on the phone with other businesses and asked them to donate materials. Several, including Fairfield's BakeMark , agreed. Parents Steve and Nancy agreed to pay for the ingredients and check out what sort of regulations they'd have to worry about. Steve found out from Hamilton County General Health District inspector William Eickmeyer that they're considered a cottage food industry and exempt from licensing and inspection. The Ohio Department of Agriculture said the same thing.
Now the business is in full swing and because of all the donated materials, "everything we make goes to charity. I'd really like to expand so we could go to more businesses and make more money, but we're so busy with the ones we already have. We'd really need more bakers." Cookies run 50 cents to $1.25 and include chocolate chip, oatmeal, peanut butter and black and whites. Black and whites? "They're iced half and half, white and dark. I got the idea as a kind of racial healing thing. They're really popular." All the varieties are popular and, more important, get good reviews. "Very good. They never last the week out," says Steve Miklavic, CEO of Web design firm Primax. "The minute I heard about the idea I went to her Web site and signed up. The cookies are just like having Mom's cookies here. Other customers think the same. Virginia Walker, Big Brothers & Big Sisters board member, gets three or four boxes a week for her office and can't keep them in stock. "They're gone within a day. As a board member, I can tell you that we appreciate very much what Sarah is doing, because as you know, every penny helps." And yes, she says, they could sell more, too. Sarah can't supply much more now, but maybe she can in the summer, when she hopes to have more time to rattle around her family's large, bright kitchen. But summer is also shaping up to be busy. True, there'll be no school and no homework for the young entrepreneur who moved to Cincinnati eight years ago with her parents, two older sisters and her 9-year-old calico Zuzu, but there will be her first trip into the job market, working at the snack bar at her swim club. There'll also be daily swim team practice - "freestyle is my favorite stroke; the 50-meter sprint is my favorite race." Plus she'll be in training so she can try out for the high school cross country team.
Has a goal in mind

"The reason I want to make more money is because I have a goal right now of making $750. That's what it costs to sponsor one Big Brother or Sister. I'd really feel good if we could do that. And I still want to be a Big Sister when I'm old enough." Maybe she'll also be a professional baker. "My friend Elizabeth and I have thought about opening a coffee shop where we'd do all the baking. "But there's college, too. I'm going, but I don't know where and I don't know what I'll study. I really like big cities, so I'll probably go away somewhere." But first there's high school. "I'm looking forward to it, the change of scenery and everything. I'll probably go out for the swim team and cross country." And she'll keep baking. "I love it. And it really makes me feel good to be able to help." E-mail jknippenberg@enquirer.com
Philanthropy Times1
Philanthropists in our Community
How Sheep Can Save the World
LeBron James: Basketball Philanthropist
Rolling in Cookie Dough!
Note to the volunteer: This should be a large visual (perhaps a 'tri-fold board') that students will add to throughout the course and will be used in the final presentation. When you first show students the flipchart, point out the different "stories" which they will learn about in the next weeks. In the lesson nine, as a surprise, students will post a group photo of themselves in the "Philanthropists in our community" section.
Draw or cut out a picture here!
Who?
Who is the philanthropist in this story? How old is she?
What?
What did this person do to help their community?
Where? Where does this person live?

helped?
Was this the community they
When?
When did she get the idea for her project?
Why?
Why do you think she chooses to give the money away instead of keeping it for herself?
How?
How does she help her community?
Lesson # 2
Name of the Course:
Get Involved!
Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Prepare teacher survey. 2. Create a "request for proposals". Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Students are able to respectfully share their opinions and hear those of others (teamwork). 2. Students learn how to gather information on a problem they want to solve. Agenda based on the lesson plan. Post in the room for the students to see.
1. 2. 3. 4. 5. 6. 7.
Opening Ritual: Late for School! Review Agenda and Set Context Activity: Learning our Project Activity: Creating a Survey Activity: Analyzing a Survey Closing and Teach Back Clean up
15 Minutes 5 Minutes 15 Minutes 20 Minutes 20 Minutes 5 Minutes 5 Minutes
Preparation and Space Set up:
It will be necessary to use computers with internet access for this lesson
NOTE: If school does not have internet access, visit the webpage (cited on page 25) BEFORE the lesson and copy and paste each survey onto a word document to create handouts. Visit the website: http://www.teacher.scholastic.com/kidusasu/index.htm Before the lesson and review the surveys and questions that will be used. Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Request for Proposals: A notice sent to a group of people that money is available from a philanthropist, and they should design a project to use the money. The best projects will win some or all of the money.
Materials and Equipment Agenda flipchart Survey analysis flipchart Computers with Internet Calculators Lesson # 2
Planning the Lesson

Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Tell the children to copy all your actions. Time: 10 Minutes
Pretend you are asleep and suddenly wake up and are late for school. Everything you do is done on the spot but in a hurry. Brush your teeth, wash your face, put your clothes on run downstairs, run back up (forgot to put trousers / skirt on) back down stairs, eat breakfast, pick up your bag, open front door, shut door, run down the street, jump over a hedge, look both ways, cross the road etc. Finally arrive at school slowing down panting and puffing then suddenly stop at the closed gates. Its Saturday!! You must provide a running commentary whilst doing the actions and you can make it as fun as you like with as many actions as necessary to warm up the children. It is a fun and easy to follow pulse-raiser. After the game, ask students to take their seats and ask: What skills did we need to use to be good at this game? Listening, watching, Following a leader, Non-verbal communication/body language, etc.
Set the Context and Review Agenda ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)
Time: 5 Minutes
Time: 60 minutes
Activity 1: Learning our project Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Ask students if anyone thought about what they Objective would do to improve their school if they had $500. Students should share answers with the class. As a group, brainstorm a list of ideas and then select what you feel are the best ideas. To brainstorm ideas for how philanthropy can improve our Explain that we are going to be given $2,500 to school. fund projects for teachers. Each teacher can have $500 (maximum). As a group, use division to find out how many projects that will be (500/2500 = 5). Activity 2: Creating a Survey Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Explain that the group needs to create a survey Objective about what teachers would like to do Ask the students to look over the list they brainstormed and think of 2-3 general categories and 3-4 To bring our ideas together and specific questions under each category (see page create a group survey. 28 for example). Explain that you will email or mail these questions out to teachers in the form of a "survey". Use the vocabulary flipchart to explain what a survey is. As a group, vote on your responses to one or two questions from the survey. Use the flipchart "Survey Results" (p. 27) to review how to calculate a percentage. If necessary: Take a 5 minute break to move to a computer lab, and be sure to bring the flipchart with brainstormed ideas (5 minutes).
Activity 3: Analyzing a Survey Time: 25 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Divide students into pairs and have each pair sit Objective at a computer with internet loaded to the page: . www. teacher.scholastic.com/kidusasu/index.htm Tell each pair to click on a survey they are interested in and try to answer the questions listed on the page. Provide a calculator at each computer. NB: Some of the math questions on this website are difficult, and students will need coaching, but this is an opportunity to encourage them to take risks and try new skills to learn something interesting. If a pair struggles too much, you can allow them to move on or pose the question to the entire group. If the activity is frustrating for too many students, cut the time short and use one of the "filler" activities at the end of this manual. Tell each pair to write down one fact they find interesting from their survey. Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Each group should "stand and deliver" the interesting fact from the surveys they looked at on the web. The volunteer should go first to demonstrate. To learn how to use surveys to understand what people are thinking.
Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Return the computer lab to the way it was Volunteer: Use the example on p. 28 to create an email survey and send out to teachers at the school before the next lesson
Flipchart: Survey Results How many students are in this class? ________ Question #1: (write question here during lesson) Number saying 'yes': ____ (Number saying 'yes') / (total students in class)= ___ (answer to above) *100 = _____ % Number saying 'no': ___ (number saying 'no') / (total students in class) = ____ (answer to above) *100 = ____ %
Question #2: (write question here during lesson) Number saying 'yes': ____ (Number saying 'yes') / (total students in class)= ___ (answer to above) *100 = _____ % Number saying 'no': ___ (number saying 'no') / (total students in class) = ____ (answer to above) *100 = ____ %
Example: Survey to Teachers Students in the GET Involved! After-school group will be developing a request for proposals for teachers at the McCormack school. The Nellie Mae Education Foundation has made a total of $2,500 to create small grants of up to $500 for teachers and/or teams of teachers who have great ideas for helping students learn. To help us design our Request for Proposal, please complete the following short survey and email it back to me at: me@yahoo.com Please return the survey to me@yahoo.com by June1, 2007 A. Professional Development With some amount of additional funds, I would be interested in attending: 1. A conference in my subject 2. Afterschool course/s 3. Saturday workshops or professional development seminars Yes 4: Other (something not mentioned, please specify): No Yes Yes No No
If you selected 'yes' for more than one option, please list your priorities using question numbers:
B. Enrichment Opportunities I would be most interested in using funds to pay for: 1. Field trips 2. Experts to teach a special class to students 3. Afterschool classes for students 4. Kits or books for my classroom
Yes Yes Yes Yes
No No No No
5. Other (something not mentioned, please specify):
C. Supplies I would like to use funds to purchase: 1. Books for reading 2. Classroom supplies 3. Other (something not mentioned, please specify): Yes Yes No No
Lesson # 3
Name of the Course:
Get Involved!
Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. To learn what skills we already have to be a good philanthropist. 2. To learn how to work together to help people. Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Teamwork: students are able to hear others' opinions and share their own. 2. Learn about another philanthropy organization that helps people. Agenda based on the lesson plan. Post in the room for the students to see.
1. Opening Ritual 2. Review Agenda and Set Context 3. Activity: Amazon River Challenge 4. Activity: Discuss Amazon River Challenge 4. Activity: Heifer International 6. Closing and Teach Back 7. Clean up
Preparation and Space Set up: This lesson should take place outside if possible, or in a gym. The students need room to move around a lot. Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Community - a group of people with common characteristics living and working together Heifer International - a philanthropy group that gives farm animals to poor people Materials and Equipment Carpet squares for 80% of the number of participants Rope or tape to mark boundaries One can, small box or plastic bottle per team One adult or older youth leader per team (up to 3 teams) Agree/Disagree signs on each end of the room/space Copies of handouts on pages 35, 37-38.
Lesson #3
Planning the Lesson

Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Time: 10 Minutes
Take a Stand! Tape a piece of paper on opposite ends of the room: one should read "agree" and the other "disagree." Students should enter the room and put all of their books/bags down and stand in the front. Explain that you are going to ask a series of questions and they are to 'take a stand' on the side of the room that describes how they feel about the statement (agree/disagree). Read the following statements: - I believe that philanthropy is important for learning. - I believe the only people who get something good from philanthropy are poor people. - Only rich people are philanthropists - The best sports player in (insert city) is (insert sports player). - The best singer is. Be creative and add your own according to the personality of the group. After each question, when the entire group has 'taken a stand' - allow one or two students to explain why they chose their position. Set the Context and Review Agenda Time: 5 Minutes
Use flipchart to review agenda Explain that the theme of today is "teamwork." We are going to learn why it is important as philanthropists to work together. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes
Activity 1: Amazon River Challenge Time: 30 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Divide the group into teams of 5-7 members each Objective (if necessary, the entire group can be one 'team'). To learn how we can all benefit The facilitator should read the "Amazon River from teamwork. Challenge" to the entire group, and hand out
printed copies (page 35) for the group to refer to during the activity. Determine the starting point and an ending point for each teams Amazon River (about 25 to 30 feet long in length). Each team is instructed to designate participants with the following imaginary injuries: - Unable to use left arm - Unable to use right arm - Unable to use one leg (no contact with the ground) - Unable to talk The remaining team members have no any physical injuries. Use the "Rules of the Amazon" (page 36) flipchart to review the rules of the challenge with the entire group. Each team going down the river is given a number of carpet square samples (approx. 2 X 3 feet), the number of squares equal to 80% of the teams number of participants. These rafts simulate the rafts the teams in the story built. Participants are instructed that being completely on these imaginary rafts is the ONLY way they can get down the Amazon. They must follow this rule as challenges are given to them one after another and work together as a team to resolve each different situation. Teams that are advancing quickly may be given more obstacles such as chairs and facilitators in their path to act as barriers to make them take a turn on the river. Throughout the game facilitators (there should be one per team if possible) continue to clarify activity goals and rules. They can also challenge and encourage their team at the same time. After about 10 minutes each team is given a can
or box with the medicine to carry down the river with them to get the crucial medicine to safety. To complete the mission all medicine must arrive at the designated destination intact and with the team. When the main facilitator determines that the team that is ahead is within 3 or 4 minutes of reaching the finish, the countdown on time begins. Tell them every thirty seconds the clock is running out. Do this for as long as it takes for at least one team to reach the finish. When the first team reaches the finish they must go back and help the other teams through helpful hints and encouragement (if there is more than one team). Allow the game to go on for 15-20 minutes, before calling "time." Activity 2: Amazon River Challenge - Discussion Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Allow a 5 minute break, if needed! Objective To learn about how the "Amazon If necessary, call the smaller groups back River Challenge" taught us about together. Have students sit on the floor in a circle teamwork. or semi-circle, with the facilitator in the middle or in front. Use the flipchart (page 36) to discuss the activity. Activity 3: Maira and the Sheep Time: 20 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Explain that now that we have discussed how Objective teamwork can help people in our own group, we .To learn how philanthropy can will now read a story that explains how people allow people to help each other can help each other from across the world. across the world. Have the group divide into small groups of 3-4 students and hand out copies of the story "Maira and the sheep." Have students take turns reading the story out loud and use the vocabulary flipchart to define "Heifer International" (explaining that a 'heifer' is a type of cow).
Display the "philanthropy times" visual from lesson 1. Tell the students that our next job will be to write a story for the "philanthropy times" news paper from the POINT OF VIEW (define this if needed) of Maira. Each group should work together to determine how Maira would answer the questions provided on the worksheet on page 38. Allow students to work together for 10-15 minutes, and then invite them to share and post their worksheets on the philanthropy times visual. Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Allow the students to review the survey which was distributed to teachers and ask students to give say what they think the responses will be. Preview the next lesson: We are going to hear back from our teacher's surveys and begin choosing ideas we like. Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability?
The Amazon River Challenge - Handout The year is 2020. You are all team members of an environmental expedition. You are scientists, doctors and researchers who have been sent on an important mission to a remote part of the Amazon rain forest in South America. Your team has discovered several rare plant species that when combined form a medicine that will stop a fatal disease that is threatening all of humanity. You have successfully completed your work in the Amazon. When leaving from a remote airstrip, your plane is struck by lightning and loses power and communication. It must land not far from where you took off originally. You are quite far from civilization and several of your fellow team members are injured. You must find help right away. The only way to do so is to navigate down the dangerous Amazon River to a town where you can find help for the injured and get your new medicine into production. Your groups decide to build rafts to float down the river. However, what you fail to realize is that the vines that you used to bind the rafts together will slowly disintegrate in the water and will eventually fall apart. You are challenged to get down the river as quickly as possible!
Flipchart: Rules of the Amazon 1. Rafts (the carpet samples) cannot be scooted or thrown. You must only drop them two to three feet from one another. 2. If you step off a raft in any way and touch the floor (river) your entire team has to freeze motionless for ten seconds.
3. The main facilitator and other designated persons may remove rafts from the teams throughout the challenge in several ways. If the facilitator shouts Raft is removed to a particular team, that team must remove one raft. (Point out that life is full of obstacles to overcome that arent always fairly distributed). 4. You may have one foot on one raft and one foot on another raft but you may never be completely off a raft without penalties.
Flipchart: Discussion Questions 1. How did you have to work together to accomplish your goals? 2. Is real life always fair? What obstacles did you encounter and what did you do to deal with them? Did you have to be creative and how? 3. How does communication and cooperation apply to your group, school, community and the world?. 4. Did you feel like just giving up? What kept you going? 5. Can obstacles be turned into gifts? Do you know of anyone who has been able to do this and can you share the experience? Explain. 6. How do you think philanthropy and teamwork are connected?
Maira and Her Sheep (Mexico) - Heifer International

Maira Alejandra de la Cruz Reyes, from Penon Blanco in northern Mexico, cuddles up with her sheep because it is her love, her security. When her sheep sits down into her lap, she brushes its coat and rubs it behind its ears. Because of her sheep, Maira no longer goes to bed hungry; instead, she goes to sleep warm and happy. In 1998, five families in Mairas village received sheep from Heifer International and training on how to take care of them. They learned how to keep the sheep strong, what to feed them to keep their coats healthy and how to use the animal. With the wool that they get from the sheep, they weave beautiful blankets using old methods as their great-grandmothers did before them. They sell the blankets and have money for food and school supplies.
Now, when you go down the street in Mairas village, you will hear music and laughter. Smells of delicious food waft out of the open kitchens where women quickly pat out tortillas with their hands. Everyone has a friendly word to say to each other. Buenas Dias! They are all like family. A happy family with enough to eat and hope for the future!
Dear Philanthropy Times Readers: My name is _______________________. I live in ______________. I want to tell you about a great organization called _________________. They helped my family by: 1.
2.
3. Their help made me feel __________________________ . From, ___________________________
Lesson # 4
Name of the Course:
Get Involved!
Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Analyze the results from our teacher survey. 2. Prepare a Request for Proposals. Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Learn how to use survey data. 2. Teamwork: students are able to hear others' opinions and share their own. Agenda based on the lesson plan. Post in the room for the students to see.
1. Opening Ritual 2. Review Agenda and Set Context 3. Activity: Survey Results - Family Feud! 4. Activity: Presenting our Results 5. Activity: Creating a Request for Proposals (RFP) 6. Closing and Teach Back 7. Clean up
Preparation and Space Set up: Students will need to work in groups to create flipcharts as well as do a role play. PREPARE "FAMILY FEUD" CARDS (see example p.44) BASED ON YOUR TEACHER'S SURVEY BEFORE THE LESSON. Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Analyze: a process of understanding what information means Pie Chart: a circular chart that uses triangular "slices" to show how information is distributed Bar Graph: a graph which uses bars to show how information is distributed Materials and Equipment Flipchart paper Markers Vocabulary Flipchart Family Feud Cards Copies of the "Pie chart and bar graph" handout for each student Survey results handouts for each survey category
Lesson # 4
Planning the Lesson

Two Truths and a Lie Ask each person to think of three statements that tells the group something about them, two that are true statements and one that is false. Take turns in the group sharing the three statements and have the rest of the group vote on which one they think is false. The more subtle ones are trickier! Examples:

I was born in ... When I was young I wanted to be ... My favorite ... is ...
After the game, ask the students: Did anyone learn anything interesting about someone in the group? Why do you think it is important for us as a group to know things about each other? Set the Context and Review Agenda Time: 5 Minutes
Display the agenda and explain that today we are going to look at the results of our teachers' surveys and learn how to analyze them. Use the vocabulary flipchart to Ask the students if they see any connection between what we learned in "two truths and a lie" about knowing each other and why we should use the survey results to evaluate our proposals. If they don't have any answers, tell them to think about this as we are going through the activities.
ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)
Time: 60 minutes
Activity 1: Survey Results - Family Feud! Time: 20 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective PREPARATION: BEFORE THE LESSON, PREPARE GAME CARDS (see example, p.44) To learn about the results of our BASED ON YOUR SURVEY RESULTS. survey. Divide the group into two teams. Give the teams 2-3 minutes to think of a team name and determine the order in which they will stand (this will be the order in which individual members will get to answer questions). After each team has chosen a name and determined an order, use the flipchart (p.44) to review the rules of the game. Explain that the first person in line on each team is supposed to answer the question, but before that, each team member will be given an opportunity to say what they think. The first person in line must then make a decision for the team. Explain that when a response is given, if it is on the board, the card will be flipped over with a "percentage" displayed. This percentage will give the percentage of teachers who responded 'yes' to that question. If their response is on the board, the team gets one point and remains in control of the board. If they guess the most popular response, they get 5 points, and the board gets passed to the other team, who can try to get the remaining points on the board. Before the game begins, ask the students to "warm up" by looking at the categories and try to recall some of the responses that were given on the survey. Allow the game to go on for 10-15 minutes, or until all of the survey results are revealed.
Activity 2: Analyzing Survey Results Time: 20 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Have students split up into 3-4 groups (based on Objective the number of categories in your original survey). To make visual explanations of our survey results. Use the handout "Bar Graphs" (p.45) to explain that we will now use our survey results to create graphs. As a class, create a bar graph using a flipchart with a table of the data provided in the example (p. 46) and following the steps on the handout. Each group is to be assigned a category from the survey to create a pie chart or bar graph for. Using the handout, they should draw a pie chart/bar graph on the flipchart using markers provided. Facilitators should watch closely to help groups individually while they create their flipcharts. Allow groups to work on their graphs for 10 -15 minutes. The groups will present their graphs during teach back time at the end of the lesson. Activity 3: Role Play: Creating a Request for Time: 15 Minutes Proposals Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Explain that now that we know which responses .To learn how to create a request in each category were the most popular, we can for proposals. ask teachers to create a project that meets those needs. The name of the next activity is "Freeze!" Ask three students to volunteer to begin the game. Assign one student to be the "child", one to be the "mother" and one to be the "friend." The scene is that the "friend" wants to ask the "child" to go to a concert or movie with him (they can choose which one) - the "child" has to ask
the "mother" for money to do this. When you say "go!" the role play begins, and the students should act out how they think the scene would be. When you say "Freeze!", the actors should freeze and a volunteer should enter the scene and tap someone on their shoulder. They then take over that person's role in the role play. Allow the role play to continue for 7-10 minutes, allowing about 5-7 students to participate. When the role play is over, ask: - What did the "mother" want to know in order to lend the money? - What did the "child" need to know to get the money? - What do you think made the "mother" more or less likely to lend the money? - Was this scene true to life? Explain that now we are going to work together as a group to create an application for our funding known as a "request for proposals." Allow students to brainstorm questions they would like on the RFP and record their answers on a flipchart. Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Now we need to learn how to choose the proposals that will be helpful to the most people. Each group should stand up and present their flipchart graph and answer the following questions: - What was the most popular response (what was the percentage)? - What was the least popular response (what was the percentage)? This will be guiding information for students when they are evaluating the proposals. Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? FACILITATOR HOMEWORK: USE THE FLIPCHART TO CREATE AND DISTRIBUTE A REQUEST FOR PROPOSALS (see example p.XX). ALSO SAVE THE FLIPCHARTS FOR LESSON 6.
Example: Family Feud Cards (based on the sample survey page 28-29) Professional Development Workshops - 44% Conference - 30% Afterschool Courses - 16% Other - 10% Enrichment Opportunities Field Trips - 44% Kit Boxes - 30% After School - 16% Experts - 5% Other - 5% Supplies Books - 57% Classroom Supplies - 35% Other - 8%
Flipchart: Family Feud 1. Only the team captain's response will be counted. 2. Answers which are on the board are worth 1 point. 3. The most popular answer is worth 5 points. 4. An answer which is not on the board gives no points and passes to the next team. 5. The most popular answer passes the board to the next team.
Handout: Bar Graphs Bar Graph:

bars
50 45 40 35 30 25 20 15 10 5 0 Conference
Label your amounts on the vertical (up/down) line
a graph that compares amounts using
44
30
16 10
Afterschool
Workshops
Label your categories on the horizontal (left/right) line
Other
Make a Bar Graph! 1. Draw a line going up and down and a line going left and right on your paper. 2. What is the largest number? Round that number up and make this the highest number on your graph. 3. Use a ruler to make lines that are 4 inches apart. 4. Assign a number to each line on the up/down line. 5. Looking at the information on your table, draw a bar to the correct number for each category and fill it in with a different color.
Flipchart/Sample: Data for your Graph2

Category: Professional Development Category Conference Afterschool Workshops Other Percent 44 30 16 10
EXAMPLE: Request for Proposals

Dear Teacher, Thank you for your interest in the "Get Involved!" service group. We would like to award up to $500 to good project ideas from teachers at our school. Please complete the following information and submit it to me at: me@yahoo.com by DEADLINE (please note: these need to be returned by lesson 6!). Name of Teacher: Title of Project: Purpose of Project: Description: Attach total budget (no more than $500):
Create one of these for each of the categories in your survey
Lesson # 5
Name of the Course:
Get Involved!
Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. To introduce our community service day. 2. To create a list of what makes good community service. Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Leadership: Connecting our project to the community. 2. Understand how philanthropy can help schools. Agenda based on the lesson plan. Post in the room for the students to see.
1. Opening Ritual 2. Review Agenda and Set Context 3. Activity: I am a philanthropist 4. Activity: LeBron James Foundation 5. Activity: What is good community service? 6. Closing and Teach Back 7. Clean up
Preparation and Space Set up: Opening activity is a 'relay race' where a start/finish line and consecutive "bases" between them need to be established beforehand. Bring 2-3 copies of the book Mufaro's Beautiful Daughters by John Steptoe Arrange community service day with a younger class of students (lesson 8) Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see.
Materials and Equipment Copies of the book Mufaro's Beautiful Daughters (by John Steptoe) Markers and Paper, glitter, stickers, etc. to create an acrostic
Lesson # 5
Planning the Lesson

Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) ABCs of Philanthropy Divide the group into two teams, give each team a stack of index cards and a roll of tape and have them line up at a common starting point, and establish about 10 "bases" from the starting point to the finish (this can be pieces of tape on the floor, or marks in the tile, etc.). Explain that you are going to yell out a letter from the alphabet, and the groups are to work together to think of an action word that begins with that letter that is related to philanthropy (for example actions, see page 52). The first group to write a word down, run to the end of the line and tape it up on the wall gets to move one "base", and the first group to reach the finish line wins. After the game, ask: 1. Did anyone learn something new about philanthropy? 2. Did anyone have any new ideas about philanthropy from the game? Set the Context and Review Agenda Come into the classroom and sit down. Display posted agenda. Today's lesson will be thinking about how we are philanthropists. We will learn how we can be philanthropists in our everyday lives, even without money. As a class, we are going to do a community service project that will teach us why community service is important. Time: 5 Minutes Time: 10 Minutes
Time: 60 minutes
Activity 1: I am a philanthropist Time: 30 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Today we are going to learn about gifts we have Objective that we can give through philanthropy every day. To discuss how we can be Ask students to get into groups of 3-4 and give philanthropists in our everyday each group blank pieces of paper and markers. lives. As a large group, ask students to think about the words "philanthropy" and "goodness" and brainstorm other words that come to their minds. Allow this activity for 2-3 minutes. Create an acrostic: Each student should write their names vertically down the side of a piece of paper and write a word related to "philanthropy" beginning with each letter of their name (see pgs. 52-53 for an example and sample words). If necessary, use the list on p. 52 to help students. Allow students to work on their acrostics, decorating them as they want, for up to 10 minutes. After 10 minutes, give groups 5 minutes to share their acrostics with their small groups. Call the larger group back and ask if anyone heard anything interesting during the activity. Explain that as a team, we are going to do a community service activity, which will be reading a book to younger children. Ask the group: Why do you think this is a good service? (answers include: spending time with younger kids, teaching them to read, getting them excited about reading) Introduce the book Mufaro's Beautiful Daughter Facilitators should take time reading the book and then allow students to read as well, if they want.
After the book, ask the following questions: 1. What lessons do you think there are for children in this book? 2. How are these lessons connected to the idea of philanthropy? Explain that we are going to go to visit a group of younger students on (provide date - LESSON 8). Ask students to discuss why they do/do not think this activity is philanthropy. Activity 2: Philanthropy Times: LeBron James Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Explain that philanthropists can be all kinds of Objective people. To learn how a basketball player can be a philanthropist. Has anyone ever heard of LeBron James? Does anyone know that he is a philanthropist? Tell the groups to get together in small groups and read the story "James Family Foundation to Host Back to School Giveaways" (p. 54) out loud in the group. After reading the story, the group should work together to complete and decorate an acrostic using LeBron James' name. Activity 3: Good Service Checklist Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Explain that next lesson, we will practice our Objective reading skills as well as review and grade the .To create a checklist of what proposals our teachers have sent us. makes a good community service project. As a group, brainstorm some characteristics of good community service that they have noticed from the stories they have read. Record these on a flipchart and use them to create a grading sheet for reviewing proposals in our next lesson.
Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Groups will step up and explain their "LeBron James" acrostic, and place it in the "Philanthropy Times." Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability?
HOMEWORK FOR FACILITATORS: REACH OUT TO TEACHERS OF YOUNGER STUDENTS AT YOUR SCHOOL TO ARRANGE YOUR COMMUNITY SERVICE DAY!
Philanthropy Words A-Z!! Activities A: applaud someone for doing a great job B: bake something for a homeless shelter C: care for a sick animal D: donate a book to your library E: encourage a friend to volunteer with you F: form a Kids Kare Klub with your friends G: give a helping hand to an older person H: help clean up a part of your neighborhood I: illustrate a picture for someone J: join a club K: kindly ask if you can help someone L: listen to and respect people M: make something special for someone you love N: notice if someone needs your help O: offer to help out a neighbor P: participate in a fundraiser Q: quietly share R: remember to say please and thank you S: share a book with someone who cannot read T: teach someone about the importance of caring U: use your talents V: volunteer to help out at a school function W: welcome a guest in your classroom X: explain what philanthropy means to you Y: yes to sharing and caring Words for Acrostics A: applaud, assist, accept, appreciate B: bake, begin, bring C: care, carry, celebrate, change, choose D: donate, dedicate, decide, draw E: earn, encourage F: fix, feed, find G: give, go, guide H: help, hold, honor I: illustrate, imagine, independently J: join, just K: keep, know L: lead, lend, learn, listen M: make, meet, model N: notice, need
O: offer, observe, open P: participate, pass, play Q: question, quickly R: raise, read, reach, reward S: share, smile, start T: think, talk, tell U: use, unselfishly, understand V: view, volunteer W: welcome, watch X: exchange, exercise, explain Y: young, youth, yes Z: zip
Sample: Acrostic
K ind Energetic Loving Laughing Youthful

James Family Foundation To Host Back To School Giveaways With Target

AKRON, Ohio -- August 29, 2005 -- Score another big assist for Cleveland Cavaliers Superstar, LeBron James as he will donate 1,000 backpacks full of school supplies to area youngsters in Akron and Cleveland. Through his non-profit James Family Foundation and in partnership with Target, James will personally distribute the school supplies at two locations on Friday, September 2nd. In Akron, 500 school aged children with special vouchers will receive their school supplies at the East Akron YMCA Phoenix School, located at 110 Goodyear Blvd. In Cleveland, 500 children will receive their supplies at Lonnie Burton Recreation Center located at 2511 E. 46th St. in Cleveland. We have been doing events like this since I was in high school and I will always be here to support the kids, stated LeBron James. Gloria James, founder of the James Family Foundation and mother of LeBron James added, Starting the school year with a pencil, paper and something to put it in, was one thing I made sure LeBron had every school year. Now we want to help others by providing those same things. The James Family Foundation has recognized that there is a need to provide school supplies to families in Northeast Ohio to reduce some of the expenses incurred and start a productive school year, said Chris Dennis, Executive Director of the James Family Foundation. The mission of the James Family Foundation is to help children and families (particularly those headed by single parents) achieve more through education, recreation, employment and better health options. Recently the Foundation raised funds for children and families at the Akron Area YMCA and Akron Urban League through the "King for Kids" Bikeathon in Akron. . The Back to School giveaway is co-sponsored by Target with support of Stewart and Calhoun Funeral Home. Target provides local support to communities throughout the country. Every week Target gives more than $2 million to strengthen families and communities across the nation, with a focus on education, the arts, and social services.
http://www.nba.com/cavaliers/community/james_backtoschool_050829.html
Lesson # 6
Name of the Course:
Get Involved!
Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Practice reading our book out loud. 2. Evaluate our proposals. Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. The qualities of good reading out loud. 2. Teamwork: sharing our opinions while respecting others. Agenda based on the lesson plan. Post in the room for the students to see.
1. 2. 3. 4. 5. 6. 7.
Opening Ritual Review Agenda and Set Context Activity: Tips for reading to Kids Activity: Practice Reading Activity: Evaluating our Proposals Closing and Teach Back Clean up
Preparation and Space Set up: Prepare an evaluation checklist (see sample page 61) based on the brainstorm from the last lesson Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Evaluation: how we decide whether something is good or bad
Materials and Equipment 2-3 Copies of the book Mufaro's Beautiful Daughter Bar Graph flipcharts from Lesson 4 Flipchart: Tips for reading aloud (see page 60)
Lesson # 6
Planning the Lesson

Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Ah So Koh Start with the group standing (or sitting) in a circle. Use hand gestures for the folowing:

Time: 10 Minutes
Ah (hand under the chin palm facing the floor) So (hand at forehead, in salute fashion), and Ko (arm and hand out in front of you pointing at another player).
One person starts with Ah (hand to neck). The direction the hand is pointing, that person follows with So (hand to forehead). Similar, the direction of the hand signals that person to do Ko. And so on... If someone messes up or forgets to act they are outta the game. At that point, they step out of the circle, and the person to the right has a silent 3 second count to start the game again with Ah. Game continues until 2-3 people are left (up to you whether the last 2 compete for AhSoKo champion title!). One Optional way to continue to involve everyone: The people who get out can become hecklers whose job it is to try to get the others to mess up. Rules of being a heckler are, hecklers must stay on the outside of the circle, cannot obstruct vision, physically touch anyone, or be cruel. Ask the group: 1. What skills were important in this game (listening, body language, etc.)? 2. What made it easier/harder to follow? (paying attention, eye contact, teamwork) Set the Context and Review Agenda Time: 5 Minutes
Today we are going to practice our "read aloud" skills and work as a group to evaluate our proposals.
Time: 60 minutes
Activity 1: Tips for reading aloud to kids Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Facilitator stands in the front students and holds the book "Mufaro's beautiful daughter." To learn about the best ways to Hold the book close to your face and don't speak read to kids. loudly. Don't show anyone the pictures. Notice that the students can't hear you, so ask them all to stand up (NOT sit) in a circle around you. After about 7-10 minutes, pause and ask students if you are doing a good job (hint: they will say 'no.'). Discuss what you were doing wrong. Use the flipchart "Tips for reading aloud" (p. 60)to review the best ways to read aloud to young children. Activity 2: Practice Reading Aloud Time: 25 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Divide into 2-3 groups of 4-5 students each. Objective To practice reading aloud in small Students should decide within the group who will groups. be the first "reader" and who will be "actors". As the "reader" reads, "actors" should act out the story in pantomime (without using words). Every 3-5 minutes, yell, 'switch.' Every student should get an opportunity to read. (HINT: Before the class, determine optimal, 'switching points' and mark them in your copy, follow along with the groups and call 'switch when one or both are near these points).
If there is time, students should vote on who they felt was the 'best' reader in their group. Call the entire class back together, and ask the 'best' readers to stand in the front of the class and read from the book (you don't need to go over the entire book, but allow each student to read). As a group, discuss what was good/bad about how the students read. Activity 3: Evaluating our Proposals Time: 20 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Divide students into groups. The number of Objective groups depends on the number of proposals you To work as a group and have gotten back. Each group should have no determine the best proposals to more than 1-2 proposals. fund. Pass out a copy of the "evaluation checklist" created from the brainstormed list in the previous lesson (see example p. 62) to each group. Display the flipcharts from lesson 4, and remind students of which needs our survey said were the greatest. Explain that for each checklist item, they are to award a certain number of points to each proposal 1-bad and 5-good. They need to assign the points as a group, and therefore they all need to agree on the points before they assign them. When all of the proposals are evaluated, the 5 proposals with the highest points will be funded. If there is time and there is a tie in the evaluations, you can put it to a group vote, otherwise tell students that the facilitator will break any ties. Some groups may finish before others! For those groups that finish first, they can go back to
practicing reading "Mufaro's Daughters."
Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Volunteer students should talk about which proposals seemed the best to them and why.
Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Preview next lesson: Learn what proposals won, practice reading and come up with fun projects to do for community service day!
Flipchart: Tips for Reading Aloud

1. Be sure there is a comfortable space for everyone to sit. 2. Hold the book so that everyone can see the pictures. 3. Speak loudly and slowly, but not too slow! 4. Allow audience to ask questions or make comments. 5. Ask questions about the story afterwards to see what the audience understood. 6. Use expression in your face. 7. Let children look at the pictures during and afterwards.
Sample: Proposal Evaluation Checklist

Name of Proposal: ________________________________ (note: it's probably best not to include teachers' names on the proposals when you give them to students) Purpose: _______________________________________
Question Does the proposal match the needs that we learned about in our survey? Is the idea new and creative? Is the idea something that people need? Is the budget realistic? Is the idea going to benefit a lot of people? Do we understand what the purpose of the idea is? We want to award extra points (up to 5) for this reason:
1= Bad - 5= Best Score (1-5)
Lesson # 7
Name of the Course:
Get Involved!
Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. To prepare for our community service day. 2. Learn about our WOW! Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Learn how to read aloud. 2. Leadership: connect what we've done to the larger community Agenda based on the lesson plan. Post in the room for the students to see.
1. Opening Ritual 2. Review Agenda and Set Context 3. Activity: Practice Reading aloud 4. Activity: Create Activities to go with the story and assign teams 5. Activity: Learn about winning proposals and the agenda for our WOW! 6. Closing and Teach Back 7. Clean up
Preparation and Space Set up: Flipchart with winning proposals written Agendas for the WOW! (see example page 69) Materials and Equipment Agendas for the WOW! (example page 69) for each student Flipchart with winning proposals Flipchart with agenda for community service day Bright Colored index cards
Lesson # 7
Planning the Lesson

Identity Switch Tell each person to think about one interesting thing about someone (ie I have 2 brothers and one sister) but not to share it with anyone. When the facilitator says "go" - you are to begin going around the room and shake hands with people, tell them your name, and your interesting fact. After you shake someone's hand, you assume their "identity" so you introduce yourself to the next person using that person's name and interesting fact. After the game: 1. Did anyone learn something new about a teammate? Set the Context and Review Agenda Time: 5 Minutes
Next lesson is our community service day! Today we will finalize our plan for that day. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes
Activity 1: Practice Reading Aloud Time: 25 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Students should volunteer or elect teammates to participate in the "read aloud challenge". The To practice reading aloud and three students who are voted the best readers decide who should be "readers" will be assigned "readers" for the community on community service day. service day (assure students that there will be other jobs for everyone). As a group, review the "Tips for reading aloud" flipchart from the previous lesson (page 60). Give readers a few minutes to practice reading to a partner. Let them practice for 5 minutes, and let partners give some feedback. Ask readers to step up to the front of the room.
Hand out brightly colored index cards to the audience. Explain that they are supposed to hold up the index card when they think the reader has done remembered one of the "Tips" from the previous lesson. Allow each student an opportunity to read. Take volunteers to be on the "reader" team for community service day. If it is more than 2-3 students, the facilitator can choose. Ask the "readers" to find a place in the back of the room to practice reading to each other and divide up when they will switch. Activity 2: Creating activities for Community Service Time: 25 Minutes day Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Display the flipchart "Agenda for community Objective service day" (p.XX). To determine roles for community service day and make up Explain that after the story is read, the smaller activities. students will be divided into "stations" that the bigger students will lead. There will be three stations, so as a group, we need to design three activities that will help the younger students learn more about the story. As a group, brainstorm some activities to go with the story choose the best three activities by a vote. (see some example activities on page 66). After about 10 minutes of brainstorming, have students self-select into a team to design one activity. Students should use the planning worksheet (page 67) to plan their activity.
Activity 3: Agenda for the WOW! Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Hand out the "Agenda for the WOW! (see Objective example page 67) to every student. To begin thinking about the WOW! and learn which proposals Use a flipchart to reveal the winning proposals. are going to be funded. As a group, review the agenda, and point out the roles that students can have. Ask the students to think about which role they would like to have in the WOW!. Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Readers should read the book aloud as a group for the entire class.
Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability?
Flipchart: Agenda for Community Service Day

1. 2. 3. 4. 5. 6. 7. Students are seated & Welcomed by each teacher Students sit silently while the story is read Students ask questions Activity 1 Activity 2 Activity 3 Good bye/snack 10 minutes 20 minutes 5 minutes 15 minutes 15 minutes 15 minutes 10 minutes
Ideas for Community Service day Activities

Draw a map of each girls' journey Draw a picture of each girl, and write words you think describe them around the edges Draw a picture of your favorite part of the story Use clay to make a snake like the king's disguise As a group, make a poem or "rap" song giving advice to the daughters or another character Think of songs that teach the same lesson as the book Pretend to "interview" one character from the book for the news Play charades and act out your favorite scene
CommunityServiceDay:Activity PlanningWorksheet
Our Names and jobs: Timekeeper (watches the clock to be sure we are on time): Materials Distributor (hand out and collects materials): Directions (explains directions and answers questions):
Our Activity:
How long we think it will take:
What do we need (ie props, markers, crayons, etc.):
This is what we will do: First: Second: Third:

Sample: Agenda for the WOW!

3:30: Introductions and Welcome Teachers introduce the group and each person says their name and grade. Each guest will introduce themselves and what they do. 3:40-3:50: Presentation Student #1 and #2: Introduction What is philanthropy? (student #1) (student #2) Some philanthropists we learned about Philanthropy Times Students #3 and #4: Funding Teachers' Projects Our survey - give results (student #3) What did teachers tell us on their surveys? (student #4) What projects did we decide to fund and why? (student #4) Students #5 and #6: Our Community Service Day The story Mufaro's Beautiful Daughters - why we chose this book (student #5) Our three activities (student #6) Student #7 and #8: We are Philanthropists What I liked best about this project (student #7) How I will be a philanthropist in the future (student #8) Questions and answers - Remaining students
Lesson # 8: Community Service Day!

Planning and Preparation Tips Communication: Give your partner teacher the agenda at least 2 days beforehand and answer any questions they have. Space: Be sure there is adequate room for each activity to happen at the same time
Set up: Arrive early and check in with the teacher to be sure the classroom is prepared, materials are set up at stations for activities, chairs are set up.
Transitions: Teachers should take the role of helping younger students move between the stations quickly
Timekeeping: Give "warnings" (2 minutes, 1 minute) between transitions Your students will be nervous - so try to be prepared! Agenda
1. Students are seated & Welcomed by each teacher 5 minutes 2. Students sit silently while the story is read 20 minutes 3. Students ask questions 5 minutes ** 5 minute break - allow students to set up activities/check i*********** 4. Activity 1 15 minutes ************ Figure 2-3 minute transitions between each activity ***** 5. Activity 2 15 minutes ************ Figure 2-3 minute transitions between each activity ***** 6. Activity 3 15 minutes 7. Good bye/snack 10 minutes
At the end of the lesson, take a photo of the entire group, which will be displayed on the Philanthropy Times visual!
Lesson # 9
Name of the Course:
Get Involved!
Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Practice our WOW! Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Leadership: connecting our learning to the community. 2. Teamwork: expressing our opinions while respecting others' Agenda based on the lesson plan. Post in the room for the students to see.
1. Opening Ritual 2. Review Agenda and Set Context 3. Activity: Overview our WOW! & determine our parts 4. Activity: Write our speaking parts 5. Activity: Practice our presentation 6. Closing and Teach Back 7. Clean up
Preparation and Space Set up: Set up desks into five small clusters for students to work on their presentations. Materials and Equipment Flipchart: Guidelines for the WOW! Worksheets: Writing our WOW! cut out for each student
Lesson # 9
Planning the Lesson

Opening Ritual (It should be tied to the focus of your Time: 10 Minutes Apprenticeship and this session if possible) Brain Teasers Divide into groups of 3-4 students. Play the brain teasers game from lesson 1 (page 12) in small teams. Remember to switch off readers and answerers. After 5-7 minutes of the game, end, and ask: 1. Were the questions easier or harder than the first time? 2. Did everyone do better or worse? Set the Context and Review Agenda Time: 5 Minutes
Begin by asking how everyone felt about the community service day. What was their favorite/least favorite part? What would have made the day better? Congratulate everyone on a successful community service day and post the photo on the "Philanthropy Times' visual. Next lesson will be our WOW! to the funders with the recommendations for the projects we want to fund. Use the flipchart (p. 75) to review the guidelines for the WOW!. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)
Time: 60 minutes
Activity 1: Review Agenda and Choose Roles Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Hand out the agenda for the WOW! (page 68). Objective Review the agenda as a group and note the roles for students. Ask students to think about which role they would want. Establish areas of the room for the following roles: To determine our parts for our WOW!.
Introduction Our Teachers Survey Community Service Day We are Philanthropists Questions and Answers Tell student to choose one area of the room to sit in. If there are more than two students in one area, facilitators should sort out students according to their strengths. Activity 2: Writing our Parts Time: 20 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Students should use the worksheets on pages Objective 76-80 to write their parts for the WOW! with their To write scripts for our WOW!. partners. If necessary, they should use this time to make flipcharts to go with their presentations (students 4 and 6 especially should create flipcharts with the funded projects - student four and list of activities - student 6). When they are fnished, they should practice reading their parts and partners should give feedback. Activity 3: Practice our presentation Time: 30 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Run through the presentation 2-3 times, giving Objective feedback and allowing students to give each .To practice our presentation. other feedback. Repeat the index card activity from lesson 7 (page 64), but this time, students should begin the activity by holding up their index cards, and each time the speaker makes eye contact, they should put down the card. Students 3 and 4 should practice using their visuals (bar graphs created in lesson 4) in their part of the presentation.
Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Ask students: - What are we excited about for our WOW!? - What are we nervous about? - How can we work as a team so we don't get nervous? Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability?
Flipchart: Guidelines for the WOW! 1. Wear professional (dress/Sunday) clothes. 2. Everyone will have a part and everyone will speak. 3. Be professional and show off what you learned!
Worksheet: Writing our WOW!s

(cut out and distribute to each student)
Student1: WhatisPhilanthropy?
Student2: TheMostInterestingPhilanthropistwelearned aboutwas:
Thisisournewspaper,thePhilanthropyTimes!It shows:
Student3: Themostinterestingresultfromoursurveyswas:
Student4: Mostteachersfelttheywouldusethemoneyfor:
Wechosetofundthefollowingprojects: 1.Because: 2.Because: 3.Because: 4.Because: 5.Because: Page 78 of 85

GET INVOLVED!
Student5: ThestoryMufaro'sBeautifulDaughtersisabout:
Student6: TheactivitieswechosetodoonCommunityService Daywere: 1.
2.
3.
Student7: MyfavoritethingaboutbeinginGetInvolved!Was.
Student8: SomewaysIthinkIcanbeaphilanthropistinthe futureare: 1.
2.
3.
Apprentice9: HowdoyouthinkGetInvolved!madeyoubetterin school?
Student10: Whatotherwayswouldyouliketohelpyourteachers?
Extra Resources Every child is different, and every group is different. You may discover that some of the ideas in this guide are not right for your group. We encourage you to look for other ideas for teaching your students specifically. Please feel free to work together with your partners and create a great learning experience for your students and your community! Resources with more ideas for teaching philanthropy: www.learningtogive.org http://www.readtofeed.org/ Information about reading aloud to students: http://www.education-world.com/a_curr/curr081.shtml http://www.nea.org/classmanagement/ifc040217.html http://www.rif.org/ Team building games: www.teampedia.net
Lesson # Use this template to plan an extra lesson! Name of the Course: Get Involved!
Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. 2. Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. 2. Agenda based on the lesson plan. Post in the room for the students to see.
1. 2. 3. 4. 5. 6. 7.
Opening Ritual Review Agenda and Set Context Activity: Activity: Activity: Closing and Teach Back Clean up
Minutes Minutes Minutes Minutes Minutes Minutes Minutes
Preparation and Space Set up:
Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see.
Materials and Equipment
Lesson #
Planning the Lesson

Set the Context and Review Agenda ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1:
Time: 5 Minutes
Time: 60 minutes
Time: Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective
Activity 2:
Time: Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective
Activity 3:
Time: Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective . Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back.
Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability?

Get Involved!: A Resource Guide For Teaching Children About Community Action and Philanthropy

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Get Involved!: A Resource Guide For Teaching Children About Community Action and Philanthropy

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TIPS FOR TEACHING THIS CURRICULUM

1. Planning most of the lessons in this guide require special preparation,

1. Description of the WOW! At Citizen Schools we call the final presentations ,

5. Alternate Activities for a variety of reasons, the pre-established lesson plans

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THEY WILL ALSO MAKE A PRESENTATION ON THE IMPORTANCE OF

COMMUNITY PHILANTHROPY AND COMMUNITY SERVICE EMPHASIZING THEIR EXPERIENCES IN THE

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Examples of art projects created during community service day.

Recommendations for projects to be funded.

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Get Involved! WOW! Plan

Lesson Objectives: What do we need to get done today?

Learning Objectives: What will the students learn today?

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Be Prepared! Tips for Planning Ahead

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20 Minutes 20 Minutes 15 Minutes 5 Minutes 5 Minutes

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Planning the Lesson

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1) An organization financed by a donation or a legacy AND 3) A base on which a structure rests

What do philanthropists use their money for?

Doing good things for their communities.

- Robin Hood - Bill Gates - The Fantastic Four

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Three decades (30 years)!

Philanthropy = donating something to solve a problem (usually in your community).

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Sunday, May 25, 2003

Got down to business

Has a goal in mind

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How Sheep Can Save the World

LeBron James: Basketball Philanthropist

Rolling in Cookie Dough!

Draw or cut out a picture here!

Who is the philanthropist in this story? How old is she?

What did this person do to help their community?

Where? Where does this person live?

Was this the community they

When did she get the idea for her project?

How does she help her community?

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15 Minutes 5 Minutes 15 Minutes 20 Minutes 20 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up:

Planning the Lesson

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Yes Yes Yes Yes

5. Other (something not mentioned, please specify):

3. Their help made me feel . From, _