Student(s): Siobhan McKinney, Allie Carpenter, Lauryn Muscio, Sarah Miller, Kim Holzknecht

Mentor Teacher: Lisa Holzknecht, Troy Public Schools

Grade Level: 4 Subjects: Math, ELA, Social StudiesMSU Instructor: Kim Keglovitz Email: kkeglovitz@gmail.com

Name of Project: Books to Benefit

Theme: Literacy/March Reading Month, Homelessness.

Type of Service: Direct Service

Point of Entry: This project is primarily designed to teach students the importance of literacy especially for children who do not have access to books outside of the school setting. Encouraging charity in students to benefit their community members is at the base of this service learning project. Fourth grade level Mathematics, Language Arts, and Social Studies will all be intergrated into the “Books to Benefit” lesson plans.

Project OverviewGive a brief overview of the project you are planning.

“Books to Benefit” is a project designed to give students and their school peers a medium to donate new and used children’s books to a local homeless shelter. Students will plan almost every aspect of this project-- from when book collection will be, where it will be, collection goals and goal tracking, and personal reflection.

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Rationale & GoalState the goal of your SL project.

This service learning project is created to reinforce charity and community building as well as give responsibility to the students in the form of creation of their class project and students’ accountability in terms of their individual jobs.

Effective Practice: MEANINGFUL SERVICEService learning actively engages participants in meaningful and personally relevant service activities.

What community need will you address and how did you determine the need?For March is Reading Month, providing a homeless shelter with books seemed like the perfect service activity. For a local homeless shelter, books are not abundant and we want those who are less fortunate than us to be provided with the same opportunities and equal access to books. By providing a variety of books including different reading and learning levels of reading, we can help give everyone the opportunity to pick up a book. As a class we will help spread learning and enjoyment through reading!

What service will you provide to address the need? The service we will provide will be delivering books of all reading and grade levels to a local homeless shelter to help everyone get involved on reading.

Effective Practice: LINK TO CURRICULUMService learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.

How is this project related to your curriculum? This project is related to the curriculum because it meets many of the standards (for fourth grade, year 2012) in a creative and engaging way. Learning through service and the various creative activities involved in the service project provides a positive learning atmosphere that is encouraging and fun for students.

What are the educational goals? The educational goals specific to the Common Core Curriculum standards vary in the subjects of math, language arts, and social studies. Besides these specific goals, a service project educates the students on the world around them and positive values. These are positive values such as doing things for others for nothing in return, kindness, and giving and sharing. They are educated in building up group support for a cause, realizing what goes on outside of their home-life and on the vast variety of economic situations that people live through.

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Common Core CurriculumList standards and benchmarks met by this project.

Strand: 04SS: (Public Discourse, Decision Making, and Citizen Involvement) TLW: Identify a public policy issue in the U.S., analyze information to solve it, and present the solution to inform others. (Gist: Solving Public Problems)

Strand: 04 ELA: (Speaking and Listening) TLW: Build comprehension through collaborative conversations about grade 4 topics and texts.(Gist: Comprehension and Collaboration)

Effective Practice: REFLECTIONService learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.

What form(s) of reflection will you use with the students to help them identify what they have learned and accomplished? Students will go through several different processes of reflection throughout the project. To track progress and accomplishments, students will complete a progress graph, which will allow them to assess and reflect on their goals. Throughout the duration of the project, students will keep an individual reflection journal (non-traditional: will include many different types of entries – writings, photos, drawings, documents, etc.) as well as compiling a class scrapbook to commemorate the project and share the experience with others (made up of different artifacts from each student.) Students will frequently discuss differences and similarities between their own lives and the lives of those who the project is aimed at helping, discussing what more could be done to help. Finally, as a form of reflection, students will be creating a presentation to be viewed school-wide, which will help to organize and reinforce reflective thoughts.

Effective Practice: DIVERSITYService learning promotes understanding of diversity and mutual respect among all participants.

What types of diverse perspectives and experiences will be explored as part of your project? (i.e.: cultural, generational, abilities/disabilities, learning styles, etc)

Socio-economical – Students will address differences (and similarities) between social classes and how homelessness can affect one’s life, as well as what students can do about it now. This will be done through the discussion of things students have done in the past to help others, talking about problems and issues that need to be fixed, researching what is being done to fix those problems and then developing and implementing an action plan. Students will begin to understand others’ perspectives through activities such as writing narratives from the point of view of a character that lives in a homeless shelter.

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Effective Practice: YOUTH VOICEService learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults.

How will students gain ownership of the project? Students will gain ownership of the project by all having equal opportunities to get involved both through the school book drive and the donating portion of the project. With every child equally participating and helping out, every student can gain a feeling of ownership and pride in his/her own way. This project involves many aspects for the students to experience, from researching to planning to donating; the students will experience it all. Also through this project, we hope that all students will find an aspect of Service Learning that they are passionate about, which will help students be more involved in such projects in the future and help them engage in more experiences similar to this classroom project.

Effective Practice: RECIPROCAL PARTNERSHIPSService learning partnerships are collaborative, mutually beneficial, and address community needs.

Who will you partner with for this project?For this project, we will partner with other classrooms in our school. We will communicate with the other classrooms in order to gain their participation in the book drive. Also, we will partner with a local shelter. They will be the recipient of the books we will collect.

How will students benefit from this partnership?For the school aspect of the project, the students will learn organizational and planning skills from coordinating the drive with the other classes. They will also learn communication skills as well. By working with the shelter, the students will learn how to work with and help out people less fortunate than themselves. Learning to help those in need in the community is a fantastic life lesson.

How will the partner benefit from this collaboration? The kids and adults at the shelter will gain a lot of benefits. They will be able to get many books to read and enjoy. This enables them to further their own reading skills and development, which they may not been able to do on their own time without this drive.

Effective Practice: PROGRESS MONITORINGService learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.

How will you assess the student learning goals?The student’s learning goals can be assessed by doing a follow up assignment to our service learning project. This assignment could ask questions about what the student learned or gained from the service learning experience. Ask the children if they would want to do something like this again, and what they would do different/the same next time around.

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How will you assess your service goals?The service goals can be assessed based on if we were or were not successful in what we accomplished by the end of the project. In our case, if books are delivered to our charity and the children had a constructive and fun learning experience, then our goals were achieved.

Effective Practice: DURATION AND INTENSITYService learning has sufficient duration and intensity to address community needs and meet specified outcomes.

How will you prepare students for this experience?The best way to prepare students for a service learning experience is to first and foremost explain what service learning is. Once they understand what service learning is, then allow the students to come up with their own service learning ideas. The next step is to pick an idea and set a plan of action for how the plan is going to play out. After that, let the service learning project take place! Follow up the project with an overview and reflection.

What are some sample possible activities students might do as part of this project?Some sample possible activities that students might do as a part of this project is to get in groups and discuss what they think service learning is. They could also gather into “teams” and make a service learning project idea and plan. The children can also individually make posters and flyers to put around the school to inform their peers, teachers, and parents about the project. The students will collect books throughout a chosen week. While doing all of this, Common Core Standards will be incorporated into the project to further the students’ learning.

SUSTAINABILITYThe three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.

Describe how your project addresses the issue of sustainability? Environmental stewardship (planet)- Our service learning project requires the

recycling of books which is beneficial for the environment because it gives someone else new reading material without having to buy a new book. This uses less paper, ink, and other resources.

Economic growth (profit)- There does not need to be extra money spent to produce paper, ink, and other resources when people recycle books.

Social progress (people)- There are adults/children that cannot afford to buy their own books to read. By having our students recycle their gently used books, they are helping people that are in need and are also helping educate people who can’t afford books of their own.

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Lesson Plan: Day 1

Choose the Problem

Specific Objectives: • Generate a list of causes/issues • Choose one issue to focus on • Write a description of the problem

Materials: ____ Bold Markers ____ Secret Ballot Box____ Poster Paper ____ 30 Slips of Paper (1/8 page each)

Anticipatory Set: Have students discuss in small groups activities that they have been involved in that have made a difference to somebody else. For example, helping an elderly neighbor, volunteering at a homeless shelter, or picking up trash in a park.

Step-by-Step Procedures: 1. Have students complete the anticipatory set. Introduce the concept of a service learning project as

doing something that the students care about in order to make a difference.2. Ask students if they have any ideas about problems that they care about and would like to change

(share concepts such as homelessness and illiteracy if needed). Write down ideas on poster paper using markers. Group similar ideas together if possible.

3. Have students narrow ideas down to the best five by vote of hands and give each idea a number 1-5. 4. Ask students to voice why they think one idea is more important/better to choose than the others

(discuss as a class for 10-15 mins). 5. Hand out one slip of paper to each student and ask them to write down the number of the idea they

would choose to take part in. Have students place their votes in the “secret ballot box”. 6. Tally votes for each idea on the poster paper. Ask students which idea was the most popular and least

popular. Have students find what fraction of students chose the most popular and least popular idea. For example, 18/30 students chose the most popular idea, and 3/30 chose the least popular idea. Ask students to simplify these fractions as much as possible. So, their answers would be 3/5 for the most popular and 1/10 for the least popular.

7. Write a short description of the problem on the board.

Plan for Independent Practice: N/A

Closure (Reflect Anticipatory Set): Good deeds or community service that students have done in the past can help students think of activities that they would like to get involved with in the future. Some students may have already done similar service to the project that the class chose, but those students will be able to provide advice for the project from experience.

Assessment Based on Objectives: For a more in depth discussion of voting, ask the students to discuss how the class’s version of voting is similar to the voting that takes place in the United States’ presidential elections. Call on students to share their ideas in order to assess their grasp on the connection between our class vote and governmental voting.

Adaptations (For Students with Learning Disabilities): N/A

Extensions (For Gifted Students): N/AStoneShores 2010

Possible Connections to Other Subjects: Government, Core Democratic Values, Simplifying Fractions.

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Lesson Plan: Day 2

Research the Problem

Specific Objectives: • Have students gain a better idea of the problems associated with the project• Conduct research and find out more about such problems, and correlate it with our society today

Materials:____ Flip chart ____ Paper____ Writing utensils

Anticipatory Set: Have students discuss in smaller groups how they would go about finding out information on questions or problems they did not know they answers to. Also, have the kids brainstorm ideas of resources that are available to them for gaining such information (i.e. the library, adults, etc.). Have the kids write down their ideas and share them with the rest of the class.

Step-by-Step Procedures: 1. Have students complete the anticipatory set. 2. Now that the problem at hand has been decided, have students gather into assigned groups and come

up with their own questions about the topic that will be answered in the future via research.3. On the board, maybe write out some suggestions to give them a head start. Questions to provoke

thought can include: Who does this problem affect? In what ways? Is anything being done on this problem now?

4. Once the groups have had a sufficient amount of time to brainstorm, one spokesperson from each group can share the questions, as the teacher records them.

5. Next will be a class brain-storming session. Students will be able to share information they already know about the topic and question. This information will also be recorded on the chart.

6. To tackle the answers that are still missing, the students will break into groups again and look at what was discussed in the Anticipatory Set, and gather information on how they will go about getting more information for this project.

7. Assign the groups to tackle a specific question that remains unanswered. The class will be given multiple days to complete this.

Plan for Independent Practice: N/A Closure (Reflect Anticipatory Set): Many children often face many difficult problems and situations, so the Anticipatory Set helps them realize that there are many outlets for them to gain and access wide varieties of information.

Assessment Based on Objectives: N/A

Extensions (For Gifted Students): N/A

Possible Connections to Other Subjects: Language Arts/Writing

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Lesson Plan: Day 3

Research the Problem Specific Objectives:

• Find out as much information as possible on the topic at hand while giving the children as many opportunities to conduct their own research as possible.

Materials:____ Flip Chart (from previous day)

Step-by-Step Procedures: 1. Have students/group spokesperson to share what information they have found and what they’ve

learned and record this.2. If any questions still remain unanswered, assign students to do more research in order to find the

information.3. After class, interpret the information, research, and key points in order to come up with a Problem

Statement. Hand out copies of this to the class at the next class session.

Plan for Independent Practice: N/A

Closure (Reflect Anticipatory Set): For homework, give the students a worksheet asking them what they thought of their recent research experience and what they learned from it. This will help them evaluate the research they did for this project and learn what to do for future projects that requires research.

Assessment Based on Objectives: N/A

Extensions (For Gifted Students): N/A

Possible Connections to Other Subjects: N/A

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Lesson Plan: Day 4

Decide on a Project that Addresses the Problem

Specific Objectives: • Create a description of the project• Create a time frame for the project

Materials: ____ “Problem Statement” x30 ____ Bold Markers____ Large Flip Board ____ Large Class Calendar____ Secret Ballot Box ____ Slips of paper (1/8 page each) x30____ Large Poster Paper ____ “Seeking Volunteers” letters x30

Anticipatory Set: Ask students to use five of their spelling words for the week to create a paragraph about a time when they helped somebody in need. (Spelling words for the week should relate to the project they are working on). Have students share their paragraphs with a partner.

Step-by-Step Procedures: 1. Pass out copies of the Problem Statement developed last class. Explain that the class is now going to

choose a class project that addresses one of the problems they researched. 2. Display the large class calendar and tell students the approximate span of time they have to work on

the project (Make sure calendar includes all relevant dates, including breaks, exams, other projects). Start a class discussion about possible projects the students have considered. Write all ideas on the large flip board. Remind students that their projects must be attainable within the time span given.

3. Tell students that it is time to choose just one project to work on as a class. Label each project idea with a number. Allow students 10-15 minutes to convince their classmates why one project would be a better fit than the others.

4. Hand out one slip of paper to each student and ask them to write down the number of the project they would choose to take part in. Have students place their votes in the “secret ballot box.” Tally votes to find out which project is chosen.

5. Announce the chosen idea to the class. Using the large poster paper displayed in the front of the classroom, write: a short description of the problem (as decided in the first lesson), followed by a short description of the project, and then the time frame for the project.

6. Send attached “Seeking Volunteers” note home with students at the end of day 4.

Plan for Independent Practice: N/A

Closure (Reflect Anticipatory Set): Give students a homework assignment relating to their spelling words for the week in order to get more practice with the words and build more confidence.

Assessment Based on Objectives: N/A

Adaptations (For Students with Learning Disabilities): If students are having trouble remembering the ideas that were formulated last class, provide a short description of the ideas so that students can contribute to the class discussion.

Extensions (For Gifted Students): Have enthusiastic students create a pros and cons list of each of the projects and present them to their fellow classmates, asking for more pros and cons to add to their list.

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Possible Connections to Other Subjects: Core Democratic Values. Language Arts- Spelling.

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Seeking Volunteers!Dear parents of fourth grade students,

As you may have heard from your child, our class is in the beginning stages of planning and starting a service learning project. The students have decided that they want to collect used children's books and donate these books to a local homeless shelter to benefit children who cannot afford to buy their own books. As you well know, at home literacy is an integral part of a child’s growth. For that reason, I know that this project the students have chosen is a great one!

To get our project up and running, we need help from yourself or anybody you know who would be able to donate children’s books for our cause. We will accept any size donation-- one book or a hundred books! This being said, please review the books before donating them and make sure they are age and subject appropriate (Preschool - 8th grade). Our class will have a book donation box in front of the main office starting on March 26th. Books can be dropped off any time that the school is open (7:30am - 4pm).

We are also looking for parent volunteers who would be willing to transport the books from the school to our local homeless shelter after school on March 30th. If you are available to help on this day, please contact me so that we can plan accordingly.

Our class really appreciates any and all donations that can be made for our project.The book donation box will be available for one month and I will be sending home more letters periodically to remind you of the opportunity. Feel free to contact me if you have any questions about our project or would like more information. Thank you in advance for helping our project run smoothly!

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Lesson Plan: Day 5

Vision Part 1

Specific Objectives: • Define what a vision is• Be able to recall own past visions• Understand why a vision is important• Understand the elements that make up a vision

Materials: ____ 1 Poster Board ____ Different colored markers

Anticipatory Set: Give students and example of a vision, and then give the students 5 minutes to think about a time when they had a clear picture of an important goal and kept that picture in their mind until it became real (what they would call a vision of their own).

Step-by-Step Procedures:1. Have students complete the anticipatory set, and then have a few share their past visions.2. Define what a vision is and then give another example, helping the students rethink what they

classified as a “vision” in the anticipatory set.3. Explain to the class the importance of a vision (for inspiration, guidance, etc.)4. Give the students 5 minutes to rethink if they have had any past visions (same or different from the

anticipatory set) based on the definition and more examples you can think of to better their understanding.

5. Explain to the class (and write on the board) why it is important for a vision to be inspirational, a source of guidance, and “glue.”

6. With a partner, students will share their newer visions and then talk about the inspiration, guidance, and glue that is in their vision. After about 10 minutes call on groups to have them share what they talked about.

7. Ask students what they think are important factors of a vision, then create a chart of the “elements of a vision” including the 4 important elements and the students answers as well. Post the chart at the front of the room.

Plan for Independent Practice: N/A

Closure (Reflect Anticipatory Set): N/A (has been reflected and reviewed enough in procedures)

Assessment Based on Objectives: Through verbal responses after being called on to share their vision or share what was talked about in group discussion.

Adaptations (For Students with Learning Disabilities): If one struggles with verbal communication, have them write down their thoughts, or key words, or things they found interesting during group discussion to share with others. Provide a moment of individualized attention during group discussion or partner sharing to help with any problems or concerns.

Extensions (For gifted Students): N/A

Possible Connections to Other Subjects: StoneShores 2010

Lesson Plan: Day 6

Vision Day 2

Specific Objectives: • Create a project vision• Redefine our vision statement and project description• Practice with estimation and graphing• Maintaining a positive perspective while overcoming obstacles and risks

Materials:

____ Posters ____ Different colored markers ____ Stickers and other things to decorate a poster

Anticipatory Set: Have the students write down their definition of a vision. When they are finished briefly review what a vision is to refresh their memory.

Step-by-Step Procedures:1. Have students complete the anticipatory set. Have everyone close their eyes and lead them through a

story of the future regarding the project. Tell them they are visiting the sites of the project one month after its positive completion: what do you see? How do you feel? Was it a great success? Etc. Have students clearly picture the project in their head as you ask these questions.

2. Have the students partner up and then have them exchange stories of how the project went and what they pictured during their vision.

3. Create a group of four and each group will get a poster board and different colored markers. The groups will creatively present what their combined vision of the project is. They can do this anyway they want, the only stipulation is that there has to be a bar graph estimating how many books they will have after every 5 days within one month’s period of time. (Estimating large numbers of books will help keep the students on track in promoting their project to meet their goal!)

4. After 25 minutes have the students flip their posters over and have them show (on the poster) two obstacles or risks that they may face and how they will overcome these obstacles.

5. Be sure to explain to them the difference between a risk and an obstacle.6. After groups are completed with the posters have them look at the vision statement, and the elements

of a vision and their visions on the poster board to make sure they are in sync.7. Once in sync, each group will share their posters with the class briefly (5 minutes per group).8. After sharing, the posters will sit at the front of the class and I will go through and underline the

similarities in everyone’s visions to help us redefine our vision statement and the project description.9. To end, we will have a class vote regarding the name of the project.10. After class I will type up the name of the project, our revised vision statement and our project

description to hand out to each student for part 3 of “the vision,” based on the visions seen on the poster boards.

Plan for Independent Practice: N/A

Closure (Reflect Anticipatory Set): N/A

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Assessment Based on Objectives: Assessment will be based on the poster boards. They will be graded as either an in-class assignment and/or as participation points. Grading will be based on effort, accuracy of bar graphs, and depth.

Adaptations (For Students with Learning Disabilities): Help may be needed specific to math. Depending on how much help is needed, be prepared with supplies that would aid addition, subtraction and multiplication problems, and with the basic outline of a bar graph (but they would still have to create the literal bars in the graph themselves).

Extensions (For gifted Students): Provide the opportunity/suggest creating more and different tables, graphs, or charts to the poster board expressing data of their choice as long as it relates to the vision.

Possible Connections to Other Subjects: Mathematics: estimation and graphing-- D.RE.04.01; D.RE.04.03; Language arts-- S.CN.04.03; S.CN.04.04.

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Lesson Plan: Day 7

The Vision Part 3

Specific Objectives: • Drawing attention to their project• Creative expression• Proper use of learned spelling words. • Concluded the vision statement- make sure everyone has a complete understanding.

Materials:

____ 7 Large boxes ____ Art supplies for decorating____ Posters

Anticipatory Set: Pass out the sheets with the name of the project, the vision statement, and the project description. Have the students read over it.

Step-by-Step Procedures:1. Have students complete the anticipatory set.2. Check for understanding- go over the sheet with the students and then leave time for plenty of

questions.3. Go over where the students envisioned the book collection boxes, and then come to a conclusion on

where to place the collection boxes throughout the school by voting.4. Split the class up into 7 groups and have the groups decorate a box and then create 3 posters to draw

attention to their project.a. NOTE: posters should provide details like dates, what the project is, who the books are for, and

why this is important.b. Teacher should also check for neat handwriting, and the inclusion of spelling

words that you will put on the board for them to use. (Spelling words will relate to the project this week).

Plan for Independent Practice: During recess students are free to make more creative posters to spread the word.

Closure (Reflect Anticipatory Set): Ask a few students to volunteer to put the boxes in place and hang the posters in the school hallways.

Assessment Based on Objectives: Participation, spelling and handwriting on the boxes and posters.

Adaptations (For Students with Learning Disabilities): A different set of spelling if applicable.

Extensions (For Gifted Students): Harder spelling words if the student is looking for more of a challenge.

Possible Connections to Other Subjects: Art. Language Arts: W.PS.04.01; W.HW.04.01 (Handwriting); W.SP.04.01 (Spelling)

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Lesson Plan: Day 8

Make a Plan

Specific Objectives: • Students learn and implement practical planning techniques• Create a plan for completing the project they’ve chosen• Enter that plan on a calendar for their project

Materials:

_____ Flip chart and marking pens _____ Large sheets of paper_____ Sticky-notes in multiple colors

Anticipatory Set: Determine volunteer needs for this planning phase, and then contact the people you need. Give the volunteers copies of key materials. Start class planning calendar on a large sheet of paper by drawing just the structure of a calendar, with enough boxes to encompass the time frame for our service project. Check school’s academic calendar and enter any holidays or other interruptions on the Class Planning Calendar.

Step-by-Step Procedures:1. Have students complete the anticipatory set.2. Session one- Make a plan for the work ahead. Review the Project Description Sheet. Make any last

minute questions or suggestions now. Now, explain to class that the first step is breaking the overall project into smaller pieces. Brainstorm all the separate jobs that need to be completed. Write all jobs on the board, and form teams of students to take on the jobs the class has defined.

3. Session two- Each team will meet in a different part of the room, and then create a plan for carrying out the job their team has been assigned. Teams break down their jobs into smaller steps and create a Steps List. Team members will then decide who will take responsibility for getting each step done. Figure out how long each step will take. They could also name their team if they want. Once team completes their step list, have each team report it back to the class.

4. Session three- Show the Class Planning Calendar, enter all the finish dates for all the actions from all the teams- using the information the students just put on their Steps Lists. Write these dates on a sticky note and place the sticky notes on the big Class Planning Calendar. Make sure all the sticky notes are in the most suitable spots. Create a smaller version of the Class Project Calendar and hand out a copy to each student as a personal guide for the service project.

Plan for Independent Practice: Each student will have a very specific job assigned to them (A plan and how long it will take/when it needs to take place) that they will work on by themselves. They will then take on their own personal assignment and share it with their group. Then the groups will share their overall dates and plans with the whole class.

Closure (Reflect Anticipatory Set): Big Class Planning Calendar on the board with the sticky notes and everyone has their own individual calendar as a personal guide for the service learning project.

Assessment Based on Objectives: Students learn how to plan and organize, specifically the service learning project, and create a calendar to see the day by day planning.

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Adaptations (For Students with Learning Disabilities): If they don’t understand how to plan or organize, go over it with them one on one until they understand too.

Extensions (For gifted Students): Create a “Team Leader” position and they can be assigned to that job.

Possible Connections to Other Subjects: Language Arts: Informational text, comprehension, process, conventions, discourse, response. Math: Fluency with operations and estimation.

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Lesson Plan: Day 9

Understanding Value of Project

Specific Objectives: • Reinforce importance of project• To imagine being in the shoes of the children who will receive the books collected

Materials: _____Changing Places book (see description at end) _____ Paper and pencil

Anticipatory Set: Read parts of Changing Places: A Kid’s View of Shelter Living each day. Have students choose one of the eight children in the book to focus on specifically.

Step-by-Step Procedures:1. Have students complete the anticipatory set. Discuss as a class some of the experiences the children

in the book have. What would be obstacles for these children that others who have a consistent living situation don’t have to face? How is this different from students’ lives (assuming they do not live in a homeless shelter)? Etc.

2. Instruct students to write a one-page narrative around the character they chose to focus on, imaginatively expanding on what they know about the character already. Remind students to use description, dialogue, effective technique, and clear time sequences.

3. Have students brainstorm on their own for five minutes.4. Partner up and share ideas for two-three minutes.5. Begin writing the narratives after sharing ideas with partner. Narrative will be assigned as homework.

Students can add anything extra to it that they want (ex. pictures, drawings).

Plan for Independent Practice: Students will complete narratives on their own time.

Closure (Reflect Anticipatory Set): Help students recognize how collecting books can make a positive impact in the lives of children similar to those in Changing Places.

Assessment Based on Objectives: Check papers for understanding of the situation a homeless child could face, as well as meeting standards for writing narratives

Adaptations (For Students with Learning Disabilities): May have an extended deadline for turning in the narrative.

Extensions (For gifted Students): Give students the option to incorporate pictures into their narratives.

Possible Connections to Other Subjects: Social Studies (GLCE.P3.04.1.1 - Identify public issues in the United States that influence the daily lives of its citizens). Language Arts (CCS.RL.4.3 – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text, CCS.W.4.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences). Art.

Changing Places: A Kid's View of Shelter Living by Margie Chalofsky, Glen Finland(Contributor), Judy Wallace (Contributor), Ingrid Klass (Illustrator)

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Reading level: Ages 9-12Paperback 61 pages (August 1992) House; ISBN: 0876591616Book Description: The voices of eight homeless children, ages 6-13, are captured here with stunning illustrations that give you a poignant look at shelter life. Here's the voice of Roberto: "Guess what! Mama and I stopped at this Mexican restaurant she talked the owner into a job! She's gonna cook enchiladas or pay ALL RIGHT, MAMA!" Changing Places acquaints children with the issues of homelessness and poverty. It shows, too, how similar children are in their wants, needs, likes and dislikes, no matter what the circumstances.Synopsis: “Captures the voices of eight homeless children, ages 6 to 13... draws a touching picture of children's incredible strength and clarity under very difficult circumstances." Marian Wright Edelman, President Children's Defense Fund.http://homelessed.net/schools/booklist.htm

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Lesson Plan: Day 10

Documenting the Project

Specific Objectives: • Reflect on individual journey through project• Keep a record of class journey through project with the Project Scrapbook

Materials: _____Art Supplies for scrapbook _____Camera _____Scrapbook _____Journals for each student

Anticipatory Set: Ask students to think of something they’ve done in the past and wish they had done more to keep track of their experiences and memories made. For example, have they been on a trip to somewhere exciting but didn’t take any pictures?

Step-by-Step Procedures:1. Have students complete the anticipatory set. Ask students to share their experiences with a partner.

Then as a group, ask a couple students why they wish they had done more to keep track of their experiences. Explain to students the value of keeping a record of the project; they can share it with others, and remember it themselves later on.

2. Pass out journals to each student. Explain that class time will be set aside regularly to record the journey with the project and their observations, assessments and feelings about the project. Only requirements: must have 12 different entries by end of project, must have varied types of entries (ex. standard journal entry, poems, drawings, photos, etc.).

3. Introduce Project Scrapbook. This will be a collection of artifacts from students throughout the process, in addition to the project description and vision statement, to create a written and visual record of the project.

4. Explain rules for using the class camera to take pictures of collecting and allow the camera to be used throughout the project for adding to the Project Scrapbook.

5. Have students start their first journal entry based on the question related to the last lesson “Understanding Value of Project”: What is service and how can I be a part of it?

Plan for Independent Practice: Each student must contribute 3 or more artifacts from the project to put into the Project Scrapbook. These can be pictures, drawings, short summaries of donated books they read during the project – anything that adds to and documents their journey through the project.

Closure (Reflect Anticipatory Set): Have students share some of their journal entries. Explain how this is a good start to recording the journey of the project.

Assessment Based on Objectives: Grade journal entries based on completion, accuracy, and effort.

Adaptations (For Students with Learning Disabilities): Give extra time for journal entries.

Extensions (For gifted Students): May be in charge of putting together the Class Project Portfolio.

Possible Connections to Other Subjects: Language Arts (CCS.W.4.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences, CCS.L.4.2 – Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing). Art.

StoneShores 2010

StoneShores 2010

Lesson Plan: Day 11

Take Action and Monitor Progress

Specific Objectives: • Review goals • Carry out the developed plan• Monitor and assess progress• Identity and fix any problems with project

Materials: ____ iPad w/ Classroom Organizer App (optional) ____Big graph for tracking progress____ 30 copies of class calendar ____ Big copy of class calendar

Anticipatory Set: Have students take the numbers of books from the Lesson Plan Day 6 that groups estimated would be collected each day and average the numbers. These averages will be the goals that students will aim to collect each day.

Step-by-Step Procedures:1. Have students complete the anticipatory set. Call on groups to give the average number of books that

the class hoped to collect for each time (these numbers should be the same, since they are an average). Set these averages as the goals. Create a large, “fillable” graph (see attached model) to mark goals on and track progress throughout the project. Post at front of classroom. Each week, fill in how many books have been collected, and see if students are meeting goals (Is is okay if they are not meeting every goal, encourage them to think of ways to increase number of collected books).

2. Throughout the rest of the lesson, have two groups of students at a time go to check their designated box that they decorated. When they return have them count and sort the books in the area of the classroom designated to stock the books. If there is an iPad available, have students log each book on the Classroom Organizer App. They can do this by scanning the barcode on the book. This will be a fun and easy way to create an inventory of the books that are being donated, and categorize the books for students.

3. While other students are collecting books, have other students stay in their teams. Pass out a class calendar to each group, and post a big class calendar at the front of the room. Have them determine if any adjustments need to be made to the time frame. Are they on track? Does vision still seem doable? Do any additional steps need to be added? Have each group list one thing that is going well and one thing that needs work.

4. Once all groups have reported the totals, choose a group of students to update the progress graph.5. Ask groups to present their things that are going well and things that need work. Adjust the calendar

as needed.

Plan for Independent Practice: N/A

Closure (Reflect Anticipatory Set): Encourage students to bring the project outside of their classroom to other classes. This will help them stay on track with goals for collected books.

Assessment Based on Objectives: Participation points for collecting books and sharing progress reports.

Adaptations (For Students with Learning Disabilities): If student has trouble working on averages of numbers, pair up students so that they do not feel singled out.

StoneShores 2010

Extensions (For Gifted Students): If wanted, students can create a separate graph on the computer to track progress. This would be useful when sharing the project at the finish of it.

Possible Connections to Other Subjects: Mathematics (GLCE.D.RE.04.01 - Construct tables and bar graphs from given data, GLCE.D.RE.04.02 - Order a given set of data, find the median, and specify the range of values, GLCE.N.FL.04.03 - Add and subtract whole numbers fluently). Technology

Example of a graph used to track progress. Include numbers when creating the actual graph.

StoneShores 2010

The Difference He Made  By Randy PooleAmidst the morning mist of the swift returning tideI set out on my daily run, my walkman on my side.Lost within my private world apart from cares and woesI ran along the moistened shore, the sand between my toes.

In the distance, I saw a boy, as busy as can be.He was running, stooping, picking up, and tossing in the sea.Just what he threw, I couldn't tell, I looked as I drew near.It seemed to be a rock or shell - as I approached him I could hear:

"Back you go, where you belong.  Your safe now hurry home.Your family's waiting for you little starfish, hurry on!"It seemed the evening tide had washed the starfish on the shore,And the swift receding water left a thousand there or more.

And this self-appointed savior, was trying one-by-oneTo toss them back into the sea, against the racing sun.I saw his plight was hopeless, that most of them would die.I called out from my private world, "Hey Kid, why even try?"

"Must be at least a thousand here, strewn along the beach,And even if you had the time, most you'll never reach.You really think it makes a difference, to waste your time this way?"And then I paused and waited, just to hear what he would say.

He stooped and took another, and looked me in the eye."It makes a difference to this one sir, this starfish will not die!"With that, he tossed the little life, back where there was hope.He stooped to take another.  I could tell this was no joke.

The words that he spoke to me cut like a surgeon's knife.Where I saw only numbers, he saw only life.He didn't see the multitude of starfish on the sand.He only saw the little life he held there in his hand.

He didn't stop to argue, to prove that he was right.StoneShores 2010

He just kept tossing starfish in the sea with all his might.So I too stooped, and I picked up, and I tossed into the sea,And I thought, just what a difference, that this boy has made in me.http://www.inspirationpeak.com/shortstories/thedifference.html

Reflect and Remember

1. Did you learn anything about yourself throughout the project?

2. Did you learn anything new about your community through this project?

3. Did you learn anything about working with a team? What were challenges and benefits of working in a team?

4. What was one fear you had during the project that you overcame, and how did you overcome it?

5. If you were passing this project on to another class, what are two pieces of advice you would give to other students?

6. Could you see yourself doing another project like this in the future? What would you change if you did?

StoneShores 2010

Lesson Plan: Day 12

Reflect and Celebrate

Specific Objectives: • Discuss and reflect on the project • Identify what went well with the project and what could be improved• Celebrate successes

Materials:

_____Slideshow of pictures _____30 copies of Reflect and Remember sheet _____ Snacks _____30 copies of “The Difference He Made” (attached)

Anticipatory Set: Hand out a copy of “Reflect and Remember” sheet to each student. Give students five-ten minutes to fill it out, reminding them to think of entire experience from start to finish.

Step-by-Step Procedures:1. Have students complete the anticipatory set. Go through most of the questions with students, sharing

your own thoughts and asking them to volunteer answers.2. Pass out to each student a copy of “The Difference He Made”. Read it through with students. Ask

students to determine the theme and give supporting details.3. Now have student write their own ‘making a difference’ poem, based on the experiences they had. It

does not have to follow the same structure or have the same subject, but it should be consistent with the themes discussed in “The Difference He Made”. Give students 5 minutes to work on it, allowing them to work on them through the remainder of the class (celebrating), and assign it as homework if not finished.

4. Celebrate successes! Share a slideshow of pictures of students participating in the book drive, dropping off books, decorating posters/boxes etc. Bring in snacks and drinks to eat while watching this. Afterwards, ask students to volunteer to share some of their journal entries. Present the final Project Scrapbook.

Plan for Independent Practice: Assign as homework the final journal entry: “How have I changed lives and my outlook through this project?” Students may also finish up their poems at home, adding artwork.

Closure (Reflect Anticipatory Set): Ask students to reflect on the experiences of the project (ex. favorite parts of it, challenges faced and overcome, etc.). Congratulate students on their hard work.

Assessment Based on Objectives: Completion of poems, if effort is clearly demonstrated.

Adaptations (For Students with Learning Disabilities): N/A

Extensions (For Gifted Students): Can research other poems to share about making a difference for the next class.

Possible Connections to Other Subjects: Language Arts (CCS.RF.4.4.b – Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings, CCS.RL.4.2 – Determine a theme of a story, drama, or poem from details in the text; summarize the text)

StoneShores 2010

Lesson Plan: Day 13 (May take multiple class sessions to complete presentation)

Begin Again

Specific Objectives: • Share successes with other classes and parents• Develop a plan for passing on project to future classes

Materials: _____Reserve computer lab _____Completed Project Scrapbook _____Request time to present in front of school the success of project

Anticipatory Set: Ask students to think about ways they think they can successfully pass on their project to future classes. Brainstorm with partners or groups.

Step-by-Step Procedures:1. Have students complete the anticipatory set. Listen to suggestions and implement them in final

presentation before school.2. Divide class into committees based on skills: presenters, presentation creators, thank you committee,

future planners. Describe tasks. Presenters will actually be speaking in front of the school; presentation creators will be creating a Powerpoint or other electronic method of sharing project with a large audience; thank you committee will be writing and adding pictures to the Thank you for Donating notes; future planners will be creating a written plan to help guide future students and other classes in carrying on the project.

3. Give instruction on speaking in public, if students need it. Give pointers on speaking such as being prepared, introducing yourself, explaining project highlights, stating the vision, sharing the results, and finishing on time.

4. Give guidance on technology as needed. Circulate between groups to ensure everything is going smoothly.

5. Bring students to computer lab and have them work on their projects; this may take several class periods.

Plan for Independent Practice: Complete project work outside of class as determined by group.

Closure (Reflect Anticipatory Set): Once all the projects are complete, have a gathering in gym or auditorium for students to present. Pass out the written plan to carry on the project to interested students and teachers. Send “thank you for donating” notes out via email when completed.

Assessment Based on Objectives: Assess based on participation. Circulate to ensure all students are being part of their committee.

Adaptations (For Students with Learning Disabilities): Be assigned to teams that they are most likely to excel in.

Extensions (For Gifted Students): Be appointed as team leaders in their projects.

Possible Connections to Other Subjects: Technology, Communication (CCS.SL.4.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace,

StoneShores 2010

CCS.SL.4.5 – Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes), Language Arts (CCS.L.4.3.c – Differentiate between contexts that call for formal English and situations where informal discourse is appropriate), Social Studies (GLCE.P4.04.2.1 - Develop and implement an action plan and know how, when, and where to address or inform)

StoneShores 2010