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Celebration of Living History

Lesson 5:

From Unit Living History-An Intergenerational Philanthropy
Project

Lesson

Handouts

Academic Standards

Philanthropy Framework

3rd-5th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Biography; Listening; Speaking; Voice
PHIL:	1 genOn; Reflection; Service Project; Social Capital
SOC:	Common Good; Primary/Secondary Sources; Volunteerism

Purpose:

This lesson is a celebration to culminate this intergenerational project. The students make a final visit to the senior center or retirement home where all the participants gather for a snack and a farewell celebration. Students give their published Living History Books to their senior friends. Each pair of students reads their book aloud to their senior. Back in the classroom, students debrief the entire project through journal entries, reflections, Venn diagrams, etc.

Duration:

One Hour at the Retirement Home One Forty-Five Minute Class Period

Objectives:

The learners will:

experience a sense of pride in giving time and talent as well as his/her quality work.
read his or her “Living History” aloud in a clear, loud voice.
express appreciation to his/her senior friend.
reflect on the entire project through journaling, Venn diagrams, etc.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

Students will present their senior friend with the Living History book. This farewell visit provides companionship and a further chance for students to bond with a senior. Students and seniors may continue to write letters to each other through the school address. Note: Students should not give out personal addresses or phone numbers without parental permission.

Materials:

Optional: flowers for each senior
Cookies and punch, enough for all participants
Balloons for decorating and an optional poster or banner

Handout 1: Venn Diagram One--Places
Handout 2: Venn Diagram Two--People
Handout 3: Living History Reflections

Instructional Procedure(s):

Anticipatory Set:
Discuss the meaning of “community.” The classroom is a community of people who share a place to work and learn. It is important to get along with others in the community, share and abide by rules. The senior center or retirement home is another community. Ask the students to list ways that the seniors form a community. Talk about the larger community that the school, the retirement home and others in the local area form. Ask the students why it is valuable to form relationships with people of different backgrounds, ages and living situations within the larger community.

Prepare the students for their final visit to the retirement home. They should have their completed books with them. Tell the students that on this visit, they will be celebrating a partnership with the senior. Remind students to be respectful and polite at all times.
Students meet with their senior friends. They read their book to their senior in a clear voice, loud enough to be heard. They will give the book to the senior to keep.
When they have finished reading the book, the students may serve punch and cookies for their friend. They may visit with their senior friend, introduce the senior friend to their friends or other adults. The senior friend may introduce the students to friends as well.
After a time of visiting, they will say their thank-yous and their goodbyes, and return to school.
In the classroom students will share verbally, and in writing, responses and reflections of the entire Living History project (see Assessment below).

Assessment:

Students will be assessed by teacher observation during the celebration at the retirement home. Did the students speak clearly, use manners, follow directions, etc.? They will also be assessed by journal entries and other assessment projects. See Venn Diagram One--Places and Venn Diagram Two--People (Attachments One and Two). See the Living History Reflections, Attachment Three.

School/Home Connection:

Invite family guests (as well as administrators and school board members) to join the class for this very special occasion. Teach the students in advance how to make a formal introduction.

Cross-Curriculum Extensions:

Take digital pictures of the event to publicize their achievements in the local newsletter or local paper or television station. Or, invite the local news to the event.

Lesson Developed By:

Kathleen Veenstra
Reeths-Puffer Schools
Central Elementary School
Muskegon, MI 49445

Handouts:

Handout 1Print Handout 1

Venn Diagram One--Places

Compare and contrast the places that you and your senior friend live. Write details about your home in the circle on the left. Write details about your senior friend’s home in the circle on the right. Write details your homes have in common in the intersection of the two circles.

My Home __________'s Home

Handout 2Print Handout 2

Venn Diagram Two--People

Compare and contrast you and your senior friend. Write details about yourself in the circle on the left. Write details about your senior friend in the circle on the right. Write details you have in common in the intersection of the two circles.

ME __________(Friend's Name)

Handout 3Print Handout 3

Living History Reflections

Complete the sentences or answer the questions honestly to reflect on the Living History project with your senior friend.

On my first visit to the senior center or retirement home, I
____________________________________________________
____________________________________________________
____________________________________________________
Now when I go to the senior center or retirement home,
I___________________________________________________
____________________________________________________
____________________________________________________
When I first met my senior friend, I
____________________________________________________
____________________________________________________
____________________________________________________
Now my senior friend and
____________________________________________________
____________________________________________________
____________________________________________________
Doing this project about someone else’s life made me feel
____________________________________________________
____________________________________________________
____________________________________________________
I think our Living History book
____________________________________________________
____________________________________________________
____________________________________________________
To accomplish this goal (writing the book), my partner, __________________, and I had to use the skills of (tell which five skills you needed the most and how you used them):
____________________________________________________
____________________________________________________
____________________________________________________
The hardest part of this project was
____________________________________________________
____________________________________________________
____________________________________________________
The best part of this project was
____________________________________________________
____________________________________________________
____________________________________________________
Using philanthropy and giving to others made me feel
____________________________________________________
____________________________________________________
____________________________________________________
This project could be improved by
____________________________________________________
____________________________________________________
____________________________________________________
I have learned
____________________________________________________
____________________________________________________
____________________________________________________