service-learning unit plan - guilford county schools grade-social studies.pdfpower, literacy rate,...

Service-Learning Unit Plan

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Title: __On the Rise: Literacy Rates and Standards of Living_________

Grade Level: _6th grade________________________________

Subject:____Education________________________________

Course: ____Social Studies______________________________

Duration: ___semester________________________________

Author: ____Andrea Eubanks______________________________

Stage 1

Big idea and desired outcome

Big Idea: Education (literacy) can significantly improve one‘s life. Desired Outcome: Students will see the relationship between education and standard of living indicators and become advocates for increased literacy in their own community.

Essential Questions (1-2, complex, provocative, ambiguous)

How have educational levels influenced economic development of selected regions in South America? In Europe?

How might data from maps, graphs, and charts demonstrate the influence of educational level on standard of living indicators?

Knowledge and Skills

Knowledge: After completing is this unit, students will

be able to explain the relationship between literacy and economic development

be able to promote early literacy skills in their community

Skills: -Analyzing data - Predicting outcomes -Drawing conclusions - Research skills -Problem solving Vocabulary: literacy economic development economy gross domestic product purchasing power human development index standard of living school life expectancy

Social Studies Goals & Objectives Goal 6: The learner will recognize the relationship between economic activity and the quality of life in South America and Europe. 6.01—Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy. 6.02—Examine the influence of education and technology on productivity and economic development in selected nations and regions of South America and Europe.


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Stage 2

Assessments: Formative and Summative Student Products and Performances

Create visual on value of literacy for assigned region of South America or Europe.

Teams will complete case study on how literacy affects economic development in assigned region of South America or Europe.

Teams will use Venn-diagram to compare and contrast case study findings with literacy values and economic development in the United States (see attachment for U.S statistics).

After research and presentations, students will write a reflection on the importance of literacy in our country.

Students will be graded on completing literacy fair planning sheet (attached) two weeks prior to fair.

Rubrics See attachment.

Stage 3 Academic Instructional Procedures and Activities

Pre-service Academic Learning Activities Investigation Preparation Planning

Instructional Overview Investigation Students will analyze data on literacy rates and standard of living indicators in the United States. Through classroom discussion and small group working sessions, students will investigate activities and strategies they believe would excite young children about literacy. One such activity might be a Literacy Fair. Preparation The school‘s reading coach or media specialist will visit the classroom and lead a lesson on the literacy-related needs she sees in the community. She will also teach the students about the needs of pre-readers, children age 3-5, and how to plan activities and select books for that age range. If the students determine that a Literacy Fair would meet a genuine community need she has shared or they have discovered, students will compile a list of age-appropriate titles to be donated to the fair. They will also compile a list of their own favorite childhood books. Preparing for literacy fair As a class, students could design each aspect of a literacy fair including an icebreaker, pre-reading activity, during-reading activity, and post-reading activity. Students could choose favorite childhood book to read to groups of students. Each participant would experience a total of 3 books during the fair. Students will also give each participant a book as a ―take-away.‖ Academic Activities

1. Students will pick a country in Europe or South America and develop a chart where students will record how the literacy


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rate of a country affects the economic development. Students will also develop a poster which displays that country‘s value on literacy. Poster should show the following information:

Why is literacy important for this particular country?

How does the literacy rate impact the economic advancements of that country?

What changes would you make to the system to help solve the issue of low literacy rates?

What factors influence literacy rate?

2. Divide students into teams of regions depending on the country selected in step #1. Each team will gather information on how education impacts economic development in assigned region. Teams will organize information and present to class.

3. Student teams will complete a PowerPoint comparing the

economies of countries in their region and explaining the reasons for the disparity of wealth. Final slide will compare economy of assigned region to the economy of the United States. (See handout with U.S. statistics).

4. Student teams will predict and then investigate the literacy

rate in Guilford County and predict long range effects if literacy rate remains the same. Teams will brainstorm ways to help increase literacy rate in Guilford County as well as agencies that we could partner with to promote literacy in Guilford County.

Service Activities

Depending on the ideas generated during the brainstorming session, and community needs identified prior, students could host a literacy fair for children ages 3-5 with the following components:

Invitations to neighborhood daycare centers

Skit to be performed for participants emphasizing the importance/joy of reading

Story- time (Students could read favorite childhood book to participants).

Students could gather donations of age-appropriate books to give as gifts for each participant.

Students could secure a literacy coach to speak to daycare workers during literacy fair.

Students could create posters with pictures taken during literacy fair to share with daycare centers.

Closing/ Demonstration Activities

Students will discuss as a class, ―what‘s next?‖ How could an even greater impact on literacy rates be made? Students will invite the Student Support team (principal, assistant principal, curriculum facilitator, counselor, and social worker) at the


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close of the literacy fair project. Students will explain the planning process and celebrate outcomes of the project as well as allow time for question/answer session.

Reflection Activities (share, process, generalize, analyze, evaluate)

At the beginning of the unit, students will engage in an oral reflection by discussing what they expect to learn about literacy and its effect on our standard of living. As a written pre-reflection, students will share their own experiences with learning how to read and the support systems they had in place (or didn‘t have in place). At the end of the unit, students complete a written reflection detailing what they learned from the unit and what they learned from the service experience. They will also participate in a peace circle in which they discuss the successes and shortfalls of the literacy fair. They will conclude with recommendations for improving the process.

Materials Needed Social Studies text Computer Lab CIA Factbook World Almanac Chart paper/markers Rubrics U.S. data Guilford Co. data

Resources Available School library and media specialist School reading coach Social Studies teacher Theater Arts teacher Multi-purpose room


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Lesson One (180 minutes)

Social Studies Goals & Objectives

Goal 6: The learner will recognize the relationship between economic activity and the quality of life in South America and Europe. Materials: computer lab, chart paper, markers, text book, World Almanac, CIA Factbook (online) EQ: What is the relationship between literacy and the economic development of a country?

Activating Strategy: On one side of index card, write the ideal career you would like to have.

On the opposite side of the index card, answer the following question: What level of education

(literacy) is required for that career? After 2-4 minutes, students will turn and talk to arm

partner about career choice, level of education needed for that career, and how choices will

affect our countries economic development. Partners may report out to larger group on

voluntary basis.

Instructional Strategies:

The teacher will lead a discussion on the indicators of economic development (gross

domestic product, human development index, school life expectancy, etc.) emphasizing

that a country‘s literacy rate is a factor in each indicator.

The teacher will model 2 countries: 1 with low literacy rate and 1 with high literacy rate

(share level of economic development and let students guess literacy rate). Resource:

https://www.cia.gov/library/publications/the-world-factbook/geos/us.html

Students will select a country (lottery) and design a poster which displays the value that

particular country places on literacy. Students will use the internet to research

information on selected country. The poster should include the following information:

o Literacy rate for that country

o Factors that influence literacy rate

o Impact of the literacy rate on the economic advancements of that country

o Changes you would make to the system to help solve the issue of low literacy rates

Assessment: Attached rubric will be used to grade students‘ final product (poster).

Closure: Ticket-out-the-door

On sticky note, write a few sentences about how you think the information that you found for

your selected country compares with the United States.

Teacher will collect notes from each student and save for beginning of lesson 3.



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Name______________________________________________________________

Poster Project Rubric

CATEGORY 4 3 2 1

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Graphics - Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Required Elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Knowledge Gained

Student can accurately answer all questions related to facts in the poster and processes used to create the poster.

Student can accurately answer most questions related to facts in the poster and processes used to create the poster.

Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.

Student appears to have insufficient knowledge about the facts or processes used in the poster.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Total points: ______ /20 x 100

= Final Grade______


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Lesson Two (180 minutes)

NCSCOS Objective(s): 6.01: Describe the different levels of economic development and

assess their connections to standard of living indicators such as purchasing power, literacy rate,

and life expectancy.

Materials: computer lab, chart paper, markers, text book, posters from lesson 1

EQ: What is the relationship between literacy and the economic development of a country?

Academic Goal: Students will examine and evaluate the influence of literacy on a region‘s economic development by synthesizing their research skills using a jigsaw format. Students will work together to produce a PowerPoint presentation that highlights their findings.

Social Goal: Each member needs to receive at least checks (√) for each of the social skills listed on the Group Social Skills Sheet.

Activating Strategy: Prior to the beginning of class, the teacher will prepare questions related to the topic of study and write them on sticky notes. Four to five questions are usually enough. Sticky notes are placed underneath student desks/chairs so that they are hidden from view. At the start of the class, inform students that several of them are sitting on "Hot Seats" and will be asked to answer questions related to the topic of study for the day. Students who have questions on sticky notes will then take turns reading the question and attempting to provide an answer.

Suggested questions:

1. What is an important rule to remember when working in groups? 2. What does it mean to remain on task? 3. How do I access PowerPoint on the computer? 4. Does working in a group mean that someone else does all the work? 5. If the group has a question while the teacher is working with someone else, what should we do?

Instructional Strategies:

Group students by regions. Using the poster created from lesson 1, students will teach group members about a country in their assigned region. Students will listen to all group members and then make a hypothesis about literacy and economic development in the region they are studying.

Students will work together to make a title slide for their PowerPoint presentation, a slide that represents each country, and a final slide that summarizes what they learned about their region of study.

Student groups will share their PowerPoint presentations with class.

Assessment: Attached rubrics will be used to grade students‘ group social skills and final product (PowerPoint). Each group will be given a copy of the social skills checklist. The group members will complete the sheet together and submit to teacher.


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Closure: After today‘s class presentations you should have gained a lot of information on literacy and economic development. Take a few minutes and write down what is in your head now (2-3 things you learned).

Group Social Skills Checklist

Name On task Quiet Voice Contributing


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Group Evaluation: Circle the appropriate #

1. We all contributed

1 2 3 4 5

not well ----------------------------------------------------------------------------- very well

2. We used quiet voices

1 2 3 4 5

never seldom fairly often often always

3. We stayed on task

1 2 3 4 5

never seldom fairly often often always

4. Something we could do better next time:

__________________________________________________________________

Group Member Initials:

___________________________________________


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Our Work in PROGRESS Students will use this checklist to ensure that their final PowerPoint presentation is complete and correct. The checklist is similar to the rubric by which their presentation will be graded. Group members:______________________________________________________________ CATEGORY RESPONSIBILITIES

Content o The information we gave was interesting or important to others.

o We were well informed about our topic. o We included reliable, factual information. o We added supportive detail to the main point(s). o We utilized my prior projects for support.

Organization

o We organized ideas in a logical way. o The information and arguments/details were easy to

understand. o We stayed focused and did not get off the topic. o The introduction included a clear statement of the main

point(s). o The body of the presentation contained supportive

details about the main point(s). o We included a strong conclusion.

Visual Aids And Technology Use o Pictures and graphics improved the presentation or reinforced main points.

o Pictures, graphics and their placement were creative. o Presentation was attractive. o Letters and fonts were easily viewed and read by the

entire audience. o Slides contained no spelling or grammatical errors.

Delivery

o We maintained eye-contact most of the time. o We spoke to the entire audience, not just one or two

people and everyone could hear us. o We didn't speak too fast or too slow. o We used standard grammar. o We used notes, but did not read directly from them.


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PowerPoint/Presentation Rubric

4 3 2 1

Content - Accuracy

All content throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate but there is one piece of information that seems inaccurate.

The content is generally accurate, but one piece of information is clearly inaccurate.

Content confusing or contains more than one factual error.

Sequencing of Information

Information is organized in a clear, logical way. It is easy to anticipate the next slide.

Most information is organized in a clear, logical way. One slide or piece of information seems out of place.

Some information is logically sequenced. An occasional slide or piece of information seems out of place.

There is no clear plan for the organization of information.

Use of Graphics

All graphics are attractive (size and colors) and support the topic of the presentation.

A few graphics are not attractive but all support the topic of the presentation.

All graphics are attractive but a few do not support the topic of the presentation.

Several graphics are unattractive AND detract from the content of the presentation.

Text - Font Choice & Formatting

Font formats (color, bold, italic) have been carefully planned to enhance readability and content.

Font formats have been carefully planned to enhance readability.

Font formatting has been carefully planned to complement the content. It may be a little hard to read.

Font formatting makes it very difficult to read the material.

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

Presentation has 1-2 misspellings, but no grammatical errors.

Presentation has 1-2 grammatical errors but no misspellings.

Presentation has more than 2 grammatical and/or spelling errors.

Cooperation Group shares tasks and all performed responsibly all of the time.

Group shares tasks and performed responsibly most of the time.

Group shares tasks and performs responsibly some of the time.

Group often is not effective in sharing tasks and/or sharing responsibility

Delivery

Members spoke at a good rate, volume and with good grammar. They maintained eye-contact while using, but not reading their notes.

Members spoke a little faster/ slower than necessary, or too quietly/ loudly. They used acceptable grammar. They maintained eye-contact, but relied too much on their notes.

Members spoke at a good rate and volume, but used poor grammar. They relied heavily on their notes.

Members demonstrated having paid little attention to rate, volume or grammar. They read nearly word for word from notes.

Total points: ________ / 28 x 100 = Final Score_________________


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Lesson Three (90 minutes)

Social Studies Goals & Objectives: Goal 6: The learner will recognize the relationship between economic activity and the quality of life in South America and Europe. Materials: PowerPoint presentations, United States data sheet (created by teacher), markers, chart paper, journal Resource: https://www.cia.gov/library/publications/the-world-factbook/geos/us.html Activating Strategy: Teacher will compile list of sticky note answers from lesson 1 to share with class. Students will preview predictions made by classmates and choose 2-3 predictions that they support. Instructional Strategies:

The teacher will ask volunteers to share predictions that they support. The teacher will write the predictions on the overhead. The teacher will distribute data sheets and lead a discussion on literacy and economic development in the United States and the factors that influence literacy. Throughout the discussion, the class will confirm or reject predictions made by the group.

Students will return to their group to complete the following activity: use a Venn-diagram (or other graphic organizer) to compare/contrast literacy and economic development in your region of study with information provided about the United States.

Student groups will investigate literacy rate in Guilford County, local community needs related to literacy, and predict long range effects if literacy rate remains the same. Teams will brainstorm ways to help increase literacy rate in Guilford County as well as agencies that we could partner with to promote literacy in Guilford County. Small groups will report out to whole group.

Assessment: Informal observation—student groups will report out to class during whole group discussions.

Closure: Quickwrite---Aha! moment during today‘s lesson or least favorite thing about today‘s lesson.



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Lesson Four (several class periods)

Social Studies Goals & Objectives: Goal 6: The learner will recognize the relationship between economic activity and the quality of life in South America and Europe. ELA Goals & Objectives: Goal 1: The learner will use language to express individual perspectives drawn from personal or related experiences. Goal 2: The learner will explore and analyze information from a variety of sources. Goal 4: The learner will use critical thinking skills and create criteria to evaluate print and non-print materials. Students will:

1. Interact with media specialist, reading coach, and knowledgeable community members to gain pertinent information about local community needs related to literacy.

2. Develop language skills.

3. Develop group skills and learn how to teach others.

4. Create interactive, age-appropriate learning stations that address important areas of early literacy.

5. Perform research to develop their ideas.

6. Organize an event or a project that will help them promote early literacy in their community.

7. Learn how to coordinate with local agencies to provide additional literacy information and resources.

Planning Literacy Fair Start with a reflection activity. Students will use their journals to answer the question: ―Do you think young people can shape public behavior?‖ Have students share their responses with a partner. Students can report out on voluntary basis. If the students have decided that a literacy fair will meet a genuine community need, as a class, decide what the literacy fair project focus should be (early literacy is suggested). Consider the community needs, student knowledge from previous lessons, previous literacy fairs and local resources. Students should also consider what have they learned during the school year and what literacy information they would they like to share with their community. What are the different parts of the focus? Students will choose one focus area and work in groups to create a learning center. (See Creating Learning Stations).


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If they choose to host a literacy fair, assign student volunteers to work on the following items:

Write a letter (or have the students do so) inviting the parents to participate in the literacy fair preparations.

Write a letter to a GCS literacy coach inviting coach to be a presenter to adults during fair.

Design invitations and do a community-wide mailing to local daycare centers.

Design several posters to advertise the event.

Plan a student and community work party to decorate the gym, multi-purpose room, or other location where the fair will take place.

Select student hosts, who will greet guests upon arrival, give them directions on how to participate in the literacy fair, and travel with participants during transitions.

Design a literacy fair schedule for participants.

Students will participate in ―Chalk Talk‖ to reflect on progress of project. The teacher will have charts posted in various places around the room with the following information in the middle:

What do you want to tell the Parent letter, Invitation, and advertisement committees? What do you want to tell the decoration committee? What do you want to tell the student hosts and scheduling committees?

The teacher will give markers to several students. The teacher must stress that this is a silent reflection activity. Several students will be given markers and will be allowed to respond to any question or comment of another student by writing on the chart paper. Students will pass the marker to other classmates when they finish. People write as they feel moved. There are likely to be periods of silence—this is natural, so allow plenty of wait time before deciding it is over. How the facilitator chooses to interact with the Chalk Talk influences its outcome. The facilitator can stand back and let it unfold or expand thinking by: circling other interesting ideas or by writing questions about comments that have been made.

Creating the Learning Stations

In groups, have the students work on various components of the fair (read aloud stations, literacy games, literacy skit). Students should write down and submit to teacher which component they are interested in working on and what they already know about that topic. Teacher will compile list of student interests. The students will decide if there are enough members to work on each component of fair. The teacher may need to make adjustments to ensure each component is covered. The learning centers should be hands-on, interactive, include props, and be accessible to children ages 3-5.

Read aloud stations (3-4 students): Students will choose a favorite childhood story to read to participants. They should have before reading, during reading, and after reading activities for the story. Resources for this component: theater arts teacher, media specialist, language arts teacher

Literacy game stations (3-4 students per game station): Students will design games that address pre-literacy skills. The games should be hands-on, interactive, and fun. Resources for this component: internet search, reading coach, media specialist, suggested activities page


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Literacy Skit (5-6 students): Students will create a skit that shows either the importance or love of literacy. Students will perform the skit for participants. The skit should be interactive and include props. Resources for this component: theater arts teacher, readers theater script, own creativity

Reflection Students will invite the Student Support team (principal, assistant principal, curriculum facilitator, counselor, and social worker) at the close of the literacy fair project. Students will explain the planning process and celebrate outcomes of the project as well as allow time for question/answer session. Students should be prepared to answer the following questions: Why did you choose to address this issue? Why was this issue critical to the community? What has the service learning unit meant to you? How do the ideas that arise from this service learning project affect both my community

and other communities?

Assessment: Students will write a reflection essay (page to page and ½) that will include the following components:

What did you learn from this unit of study?

What was your experience like working within the small groups?

What did you learn about yourself through this experience?

How will you continue working within your community to promote literacy?

Closure: Students will create class superlatives and give awards to celebrate a successful literacy fair.


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Suggested Literacy Game Activities from www.nwt.literacy.ca Same Sounds Game (Ages 4 and up) What you need? A set of index cards on which you've written a few capital letters of the alphabet--one letter on each card. Make another set with the same letters. Choose 10-15 letters. Directions Mix up the alphabet cards and place them face down on the table. Tell child, "We're going to play a game in which you try to find two of the same sounds. When you find two that are the same and you say the sound, you get to pick up the cards. Let me show you how." Turn over one card (for example, T ) and say the sound t. Turn over another card (for example, S) and say the sound s. Ask, "Are the sounds the same?" Your learner says no. "That's right, they are not the same, so I don't get to pick them up." "It's your turn to find the ones that are the same." The child turns over one card and says the sound, then picks a second card and says the sound. If they are the same, he gets to keep the cards. Then he gets to pick two more cards. If the cards are not the same, turn the cards face down and have him try again. If the child does not know the sound, say "This sound is s." The goal of the game is to pick up all the cards. Locomotion Letters This fun activity helps children learn the alphabet. Make letter cards with an action for each letter. Hold up each card and do the action. Ask children to say the letter and the word and do the action too. Children learn through moving. Associating sounds with verbs and movements helps them learn. Here are some examples for letter cards: A – act (extend arms in dramatic fashion) U – understand (scratch head) B – bounce (pretend to bounce a ball) V – vibrate (jiggle all over) C – cut (pretend to cut with your finger) W – walk (walk in place) D – drive (pretend you are driving) X – x-ray (pretend to x-ray hand) E – eat (pretend to feed yourself) Y – yawn (pretend to yawn) F – fly (flap arms as if flying) Z – zoom (brush hands swiftly together) G – gallop (gallop like a horse) H – hop (hop on one foot) I – itch (scratch yourself) J – jump (jump up and down) K – kiss (make a kissing sound) L – leap (leap in the air) M – march (march in place) N – nod (nod head) O – open (open eyes wide) P – push (extend arms and push) Q – quiet (put finger on lip) R – roll (roll on the ground) S – sit (sit down) T – tickle (tickle yourself or someone else)


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Toss a Sound Make a poster board with different pictures with different sounds. Example: Make a poster board with magazine pictures or draw the pictures. Make sure each pictures starts with a different letter. Ask the child to toss a bean bag onto the board and identify the first letter of the picture. Ask them to say another word that begins with the same sound.

What‘s Wrong with this Picture? (Ages 4 and up)

This is a thinking activity. It is good for young children to try and figure out what is wrong or

missing. It helps them differentiate between the same and different.

What you need: Handout, your imagination

Directions

Use the following picture (next page) and ask the child what is wrong in the picture. There are

10 things wrong. Make up your own picture with ‗things‘ wrong. Put items together like a

banana, apple, grapes and a carrot and ask which one doesn‘t belong and why. You can have lots

of fun with this kind of activity.


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