Aca emic Service Lear!i!" Project P#a!!

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Teacher(s): Kelly Jameson and Janean Buckborough Main Contact: Kelly Jameson )ate: January *+1$ Phone: 51 !""1!1#$ %mail: Jamesonk&mail'g(su'edu Building: K%C ,akleigh %lementary -rade .e(el: /th05th grade

1irst 2emester: 304 2econd 2emester: January!May

Name of Project: Community Building Project Overview

Give a brief overview of the project you are planning.

The students 5ill learn ho5 to be 6art o7 the community and ho5 to make a66ro6riate decisions' 8e 5ill begin by talking about community and 5hat community means' The students 5ill kno5 5hat community means 5ithin the classroom9 school9 and in their local neighborhoods' The students 5ill go through se(eral community building acti(ities' 8e 5ill 5ork on encouraging the school to make good choices so that they 5ill not end u6 incarcerated' The students 5ill also hel6 out around the school' The students 5ill 6ro(ide 6ositi(e ad(ice and encouragement 7or the school'

Effective Practice: MEANINGFUL SERVICE

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

8hat community need 5ill you address and ho5 did you determine the need: 8e brainstormed9 as a class di77erent needs in the community' 8e then had e(eryone (ote 7or 5hat they 5anted to do' The students and sta77 all agreed that there 5as a need to encourage their 6eers to stay out o7 trouble by making good choices' 8hat ser(ice 5ill you 6ro(ide to address the need: ,ur ser(ice that 5e 5ill 6ro(ide is to encourage the school and class to build community through school assemblies and by 6osting encouraging signs throughout the school' The student;s main ser(ice is to build a more 6ositi(e and encouraging en(ironment'

Effective Practice: LINK TO CURRICULUM

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

<o5 is this 6ro=ect related to your curriculum: This 6ro=ect correlates 5ith our curriculum as 5e used 5riting9 art9 and social skills 5ithin the lessons' This 6ro=ect is being com6leted in a segregated school 7or students 5ith emotional im6airments' There7or9 the student;s main goals on their >%P relate to their social skills' This 6ro=ect directly relates to using a66ro6riate social skills and learning about ho5 to be a 6art o7 the community' 8hat are the educational goals: The students 5ill be able to kno5 5hat community is and ho5 to be a 6art o7 it' The students 5ill be able to create 6osters 5ith ?uotes and sayings to encourage their 6eers'

C$rric$#$m Crafter Co!!ectio!% 555'curriculumcra7ter'com

Stra! : TL&: The learner 5ill be able to be a 6art o7 the community 5ithin their school and learn ho5 to make 6ositi(e decisions' The learner 5ill encourage their community to make 6ositi(e decisions' A itio!a# State Sta! ar % a! 'e!c(mar)% .ist standards and benchmarks met by this 6ro=ect . (You may attach a copy of the Content Standards and
Benchmarks highlighting the items met by this project.) /'1 )escribe the harm7ul im6act o7 harassing beha(iors to both the 6er6etrator and the (ictim' /'* )escribe ho5 to get hel6 7rom an adult 5hen someone is in danger o7 hurting sel7 or others' /'$ )emonstrate strategies to manage strong 7eelings' /'/ Predict situations that might lead to trouble9 including (iolence' /'5 )emonstrate strategies to a(oid situations that might lead to trouble' /'# )emonstrate the ability to manage harassment9 including getting hel6 7rom a trusted adult' /' 2et a 6ersonal goal and 6lan the ste6s necessary to achie(e the goal' /'" )escribe the characteristics o7 6eo6le 5ho can hel6 make decisions and sol(e 6roblems' /'@ %A6lain the decision making and 6roblem sol(ing ste6s' /'1+ )emonstrate making a decision or sol(ing a 6roblem using criteria to e(aluate solutions' /'11 )emonstrate e77ecti(e listening strategies' /'1* )emonstrate ho5 to communicate asserti(ely' /'1$ 466ly the ste6s o7 con7lict resolution to a real or hy6othetical situation' /'1/ 4d(ocate 7or a caring school en(ironment'

Effective Practice: REFLECTION

Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and ones relationship to society.

8hat 7orm(s) o7 re7lection 5ill you use 5ith the students to hel6 them identi7y 5hat they ha(e learned and accom6lished:
The students 5ill re7lect on the 6ro=ect through classroom discussions' 8e 5ill discuss the 6ro=ect and re7lect on their decisions through a discussion' 8e 5ill also com6lete di77erent 5riting assignments such as =ournal re7lections and through eAit cards' 8e 5ill re7lect be7ore9 during9 and a7ter the entire 6ro=ect'

Effective Practice: *IVERSIT+

Service learning promotes understanding of diversity and mutual respect among all participants.
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8hat ty6es o7 di(erse 6ers6ecti(es and eA6eriences 5ill be eA6lored as 6art o7 your 6ro=ect:
(i'e': cultural9 generational9 abilities0disabilities9 learning styles9 etc)

> 5ill ha(e 11 students that 5ill be a 6art o7 this 6ro=ect' ,nly t5o o7 the students are Caucasian and the others are all o7 a di77erent ethnicity' The 7amilies also (ary greatly in their cultural background' 4ll o7 the students are diagnosed 5ith an emotional im6airment9 5hich is also (ery di77erent than general education students' Through this 6ro=ect 5e 5ill discuss the di77erent homes and di(erse 7amilies that the students li(e 5ith and ho5 their decisions can im6act themsel(es and their 7amilies' 2e(eral o7 their relati(es are incarcerated and 5e 5ill be able to talk about the di(ersity 5ithin these situations9 5hich 5ill also allo5 the students to connect 5ith the 6ro=ect'

Effective Practice: +OUT, VOICE

Service learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults.

<o5 5ill students gain o5nershi6 o7 the 6ro=ect: The students 5ill ha(e o5nershi6 in this 6ro=ect because > am allo5ing them to ha(e the leadershi6 role and hel6 decide on 5hat to do' They 5ill be able to each ha(e a role in the 6ro=ect and be able to organiBe 5hat they 5ould like to do' They 5ill all 6artici6ate and all be a 6art o7 the 6ro=ect' %(erything 5ill be decided based on 5hat the students 5ant to do and ho5 they 5ould like to do it' The students 5ill be able to (ote on di77erent 6arts o7 the 6ro=ect and contribute in their o5n 5ay'

Effective Practice: RECIPROCAL PARTNERS,IPS

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

8ho 5ill you 6artner 5ith 7or this 6ro=ect: )uring this 6ro=ect 5e 5ill 6artner 5ith the rest o7 the school9 as the students 5ill (olunteer 7or di77erent e(ents ha66ening 5ithin the school' They 5ill 6artner 5ith the social 5orker as they 5ill all be a 6art o7 a school 5ide assembly 5here they 5ill 6lay a (ideo o7 them being a 6ositi(e 6art o7 the community' 8e 5ill also 6artner 5ith the CMC4 <ealth de6artment' They 5ill ha(e a s6eaker come in e(ery 5eek to discuss ho5 di77erent decisions can in7luence the student;s bodies' They 5ill talk about eating healthy9 eAercising9 and making good decisions' The students 5ill also be 6artnering 5ith the school cook as they hel6 6re6are and ser(e the other students lunch' <o5 5ill students bene7it 7rom this 6artnershi6: The students 5ill bene7it 7rom these 6artnershi6s as they learn ho5 im6ortant it is to ser(e others and build a community 5ith their 6eers' These 6artnershi6s 5ill also teach them that i7 they make good decisions then they 5ill be healthier and ha66ier' The main 6oint o7 these 6artnershi6s is to build community 5ith each other and the school' <o5 5ill the 6artner bene7it 7rom this collaboration: These 6artnershi6s 5ill bene7it 7rom the collaboration by seeing that the youth students 5ith emotional im6airments are ca6able o7 hel6ing others and being 6art o7 the community' The 6artners 5ill see that students 5ith emotional im6airments don;t ha(e to 7ollo5 the stereoty6ical result o7 ending u6 incarcerated9 but that they can hel6 others and are 5illing to
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change' The cook 5ill also bene7it by not ha(ing to hire hel6ers and not ha(e to ser(e all on her o5n but instead ha(e the o5n student body hel6'

Effective Practice: PROGRESS MONITORING

Service learning engages participants in an ongoing process to assess the uality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.

<o5 5ill you assess the student learning goals: > 5ill assess the students learning goals through di77erent =ournaling acti(ities and classroom discussions' > 5ill also assess their beha(ior and use o7 social skills to make good decisions on their 6oint sheets' This is 5here the students 5ill be gi(en 6oints a7ter each sub=ect' The higher the 6oints the more re5ards that they recei(e' Most o7 their goals 5ill be assessed through their e(eryday beha(ior and ho5 they are interacting at home and 5ith their 6eers at school' <o5 5ill you assess your ser(ice goals: > 5ill assess my goals by see ho5 5ell the students are doing and i7 their re7lections align 5ith 5hat my goals are' 8e 5ill assess the ser(ice goals by looking at the 7inal outcome' 8e 5ill discuss the goals as a class and talk about i7 the 7inal goal 5as met and i7 they 7eel that their community is stronger 7rom it'

Effective Practice: *URATION AN* INTENSIT+

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

<o5 5ill you 6re6are students 7or this eA6erience: > 5ill 6re6are the students 7or this eA6erience by 7irst discussing 5ith them 5hat community means and ho5 5e can im6act others' Most o7 the lessons 5ill be done through discussions so 5e 5ill 6re6are the students through a discussion' 8hat are some sam6le 6ossible acti(ities students might do as 6art o7 this 6ro=ect: The students 5ill hel6 ser(e lunch 5ithin the school as a 5ay to encourage the students to hel6 one another' The students 5ill make encouraging 6osters 5ith ?uotes and sayings that 5ill be hung u6 around the school' They 5ill also create a short cli6 to 6lay at a school 5ide assembly that demonstrates di77erent social skills being used' The students 5ill also 6artici6ate in se(eral in class acti(ities that are designed to build community 5ithin the classroom'

SUSTAINA'ILIT+
!he three arms of sustainability are environmental stewardship, economic growth, and social progress. !hink planet, profit, and people.

)escribe ho5 your 6ro=ect addresses the issue o7 sustainability: This 6ro=ect is meant to encourage students that ha(e a high rate o7 being incarcerated to make good decisions' Through these decisions the ho6e is that they 5ill stay out o7 =ail and start to de(elo6 a good li7e 7or themsel(es' ,(ertime 5e are trying to build a community to su66ort and encourage one another'

StoneShores 2010