District: Lowell Area Schools Building: Cherry Creek Elementary

Teacher(s): Carmen Reynolds, Joseph Audia

Main Contact: Carmen Reynolds Email: creynolds@lowellschools.com

Grade Level: 4th Subject(s): Social Studies, ELA

First Trimester:             Second Trimester: x       Third Trimester: x

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Project Overview

Give a brief overview of the project you are planning.

The students will develop an awareness of integration and segregation that is within our communities based today, not by laws, but by proximity and populations. They will meet each other, compare and contrast two diverse cultures inner city vs. a rural setting or predominant minority vs. middle class white suburbia, and participate in problem solving/team building activities.

 

Effective Practice: MEANINGFUL SERVICE

Service learning actively engages participants in meaningful and personally relevant service activities.

What community need will you address and how did you determine the need?

Our goal is to bring two diverse groups together and build an understanding between cultural gaps.

What service will you provide to address the need?

We will provide a number of opportunities throughout the year for students from the two schools to get together for activities, discussions and team-building

Together we will create and provide blankets through to the inner city organizations

 

Effective Practice: LINK TO CURRICULUM

Service learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.

How is this project related to your curriculum?

The project ties into our English/Language Arts standards for reading and writing, as well as Social Studies standards.

What are the educational goals?

Metacognition: prediction, construct meaning, inferring, summarizing, interpretive discussions, use of graphic organizers to deepen understanding.

Process: graphic organizers to generate structure; give examples; give feedback orally to others; writing peer editing; using Voice and word choice in writing. Handwriting is neat and legible. Listening skills: interacting in large and small groups.

Curriculum Crafter Connections www.curriculumcrafter.com

Strand: 04ELA: Reading informational Text

TLW: By the end of the year, TLW read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (Gist: Range of Reading and Level of Text Complexity - Informational Text)

Additional State Standards and Benchmarks

Existing Copy ELA

04ELA: Reading

TLW: Read to analyze the characteristics, sequence of events, and cause and effect relationships of biographical and autobiographical selections. (Gist: Biography and Autobiography)

04ELA: Writing

TLW: Process write an extended response to a prompt, making connections to his/her own experiences. (Gist: Extended Response to a Prompt)

04SS: History

TLW: Use historical thinking and primary and secondary sources to construct a narrative and create a timeline of Michigan's history from statehood to present day.

(Including immigration and the Underground Railroad ties to Michigan, as well as the Civil

Rights movement)

 

 

Effective Practice: REFLECTION

Service 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?

• Letter writing to partners

• Class discussion

• Partner discussions

• Group Problem Solving

 

Effective Practice: DIVERSITY

Service 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)

Cultural and economic diversity will be explored.

 
Effective Practice: YOUTH VOICE

Service 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 choose a book they would like to read. Students at the other school will do the same. This will be the basis for partnering for book talks, letter writing, interviews, etc.

Students will team build, design and create blankets

 

Effective Practice: RECIPROCAL PARTNERSHIPS

Service learning partnerships are collaborative, mutually beneficial, and address community needs.

Who will you partner with for this project?

• Grand Rapids Public Schools

• Mel Trotter Ministries

• Springrove Variety

• BC Pizza

How will students benefit from this partnership?

They will gain an understanding of cultural differences within the two school groups as well as the struggles of homeless people in the inner city.

How will the partner benefit from this collaboration?

Friendships will be established between two diverse groups

Blankets will be distributed for those in need

Recognition of educational partnerships with the business district

 

Effective Practice: PROGRESS MONITORING

Service 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?

• Observation of team building activity and interview activity

• Written Assessment - biography

• Pen pal letter writing

• Social Studies history assessment

How will you assess your service goals?

• Team building and cooperation

• Pen pal letter writing

• Blanket delivery

 

Effective Practice: DURATION AND INTENSITY

Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.

How will you prepare students for this experience?

Students will be prepared through lessons surrounding diversity beginning with Black History Month in January and continuing through May with a final tie up with a Civil Rights speaker (Ruby Bridges) coming to present to both schools together.

What are some sample possible activities students might do as part of this project?

• Reading common fiction and non-fiction books about segregation and civil rights

• Reading common books for enjoyment

• Writing to pen pals at the partner schools

• Interviewing partners in partner schools

• Writing reading partner's biography

• Team building activities with two groups together

• Listening to a Civil Rights speaker present an experience of cultural diversity