S VICE L ER EARNING IN ACTION€¦ · these skills, learning in chaotic and impoverished schools...

SERVICE LEARNING IN ACTIONTRANSFORMING A MISSION STATEMENT TO A

SCHOOL-WIDE CULTURE OF CIVIC ENGAGEMENT

You must be the change

you wish to see in the world.

Mahatma Gandhi

Cathryn Berger Kaye, M.A.CBK Associates

Author, T h e Co m p le t e Gu id e to Se rv ic e Le arn in g

All materials in this packet unless otherwise notedhave been developed by Cathryn Berger Kaye, M.A. CBK Associates All Rights Reserved

Select pages excerpted from: The Complete Guide to Service Learning Second Editionby Cathryn Berger Kaye, M.A. ©2010Used with permission from Free Spirit Publishing, Inc., Minneapolis, MN; 1-800-703-7322; www.freespirit.com All Rights Reserved

Documents also excerpted from Strategies for Success, A Learning Curriculum that Serves by Cathryn Berger Kaye, M.A. ©2009 All Rights Reserved

To duplicate all or select pages of these materials, please contact: Cathryn Berger Kaye, [email protected]/397-0070

Visit www.abcdbooks.org for free curriculum , to order books and for additionalservice learning resources

Concepts forService Learning

Service + Learning

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SKILLS

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BIG IDEAS

CBK Associates © 2010

From The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action (Revised & Updated Second Edition) by Cathryn Berger Kaye, M.A., copyright © 2010. Free Spirit Publishing Inc., Minneapolis, MN; 800-735-7323; www.freespirit.com. This page may be reproduced for use within an individual school or district. For all other uses, contact www.freespirit.com/company/permissions.cfm.

Quotable QuotesChoose a quote and follow these ten steps.

Step 1: Draw the quoteMake a picture that visually represents the quote. Integrate the words of the quote into the picture or the frame. Consider unique ways to display the finished art piece.

Step 2: Find the meaningWrite a paragraph explaining what the quote means to you.

Step 3: Opinions & feelingsWhat do you think about the quote? Do you agree or disagree with it? Write your thoughts in a paragraph. How does this quote make you feel? Describe your feelings in a separate paragraph.

Step 4: Be creative!Write a poem, short story, song, or other creative work that includes the quote.

Step 5: Who in history?Find out who made the quoted statement and when. How was the statement influenced by world events at the time, and what relevance does it have today?

Step 6: The moral of the story is . . .Write a brief story with a conflict between two char-acters; characters can be people, animals, or objects. End your story with a life lesson that can be explained through the quote. Conclude with the line, “The moral of the story is [insert the quote].”

Step 7: Comparative studySelect a second quote to compare with the first one. How are their messages alike and different? Consider, for example: “Education is not preparation for life; education is life itself.” —John Dewey, and “Life is either a daring adventure or nothing.” —Helen Keller.

Step 8: Putting the quote into practiceHow can the quote be used to teach or influence oth-ers? How could it be used in a service learning activity?

Step 9: What quote will I be remembered by? Write a quote of your own for which you’d like to be remembered.

Step 10: Reflect by answering one of these questions.• What about this quote is most memorable to you?

• Write a letter to the author of this quote, sharing both your thoughts and feelings.

• Who would you like to give this quote to, and why? Describe how you could present the quote to this person so that it has the effect you intend.

How We Learn

By ALISON GOPNIK Published: January 16, 2005, New York Times Education Supplement

EVERYTHING developmental psychologists have learned in the past 30 years points in onedirection -- children are far, far smarter than we would ever have thought. Their brains are moreconnected, more flexible and more active than they will ever be again. They already think abstractly,reason and draw the right conclusions from data.

Take cause and effect. The conventional wisdom, going back to Piaget, had been that preschoolerswere ''pre-causal'' thinkers. But studies now show that even toddlers are able to discover subtle andcomplex causal relationships. In our cognitive development lab at the University of California atBerkeley, 2- to 4-year-olds are given a machine with different combinations of gears and switchesthat make other gears go. The typical 4-year-old quickly figures out how it works, even wherecomplicated reasoning is required -- the sort that sophisticated ''data mining'' computers use. Thepreschoolers performed these feats by carefully noting just what the machine does and when, byattentively watching what adults do to it and what happens as a result, and by playing with themachine themselves.

So here's the big question: if children who don't even go to school learn so easily, why do childrenwho go to school seem to have such a hard time? Why can children solve problems that challengecomputers but stumble on a third-grade reading test?

When we talk about learning, we really mean two quite different things, the process of discovery andof mastering what one discovers. All children are naturally driven to create an accurate picture of theworld and, with the help of adults to use that picture to make predictions, formulate explanations,imagine alternatives and design plans. Call it ''guided discovery.''

If this kind of learning is what we have in mind then one answer to the big question is that schoolsdon't teach the same way children learn. As in the gear-and-switch experiments, children seem tolearn best when they can explore the world and interact with expert adults. For example, BarbaraRogoff, professor of psychology at the University of California at Santa Cruz, studied childrengrowing up in poor Guatemalan Indian villages. The youngsters gradually mastered complex skillslike preparing tortillas from scratch, beginning with the 2-year-old mimicking the flattening of doughto the 10-year-old entrusted with the entire task. They learned by watching adults, trying themselvesand receiving detailed corrective feedback about their efforts. Mothers did a careful analysis of whatthe child was capable of before encouraging the next step.

This may sound like a touchy-feely progressive prescription. But a good example of such teaching inour culture is the stern but beloved baseball coach. How many school teachers are as good at essaywriting, science or mathematics as the average coach is at baseball? And even when teachers areexpert, how many children ever get to watch them work through writing an essay or designing ascientific experiment or solving an unfamiliar math problem?

Imagine if baseball were taught the way science is taught in most inner-city schools. Schoolchildrenwould get lectures about the history of the World Series. High school students would occasionally

reproduce famous plays of the past. Nobody would get in the game themselves until graduateschool.

But there is another side to the question.

In guided discovery -- figuring out how the world works or unraveling the structure of makingtortillas -- children learn to solve new problems. But what is expected in school, at least in part,involves a very different process: call it ''routinized learning.'' Something already learned is made tobe second nature, so as to perform a skill effortlessly and quickly.

The two modes of learning seem to involve different underlying mechanisms and even differentbrain regions, and the ability to do them develops at different stages. Babies are as good at discoveryas the smartest adult -- or better. But routinized learning evolves later. There may even be brainchanges that help. There are also tradeoffs: Children seem to learn new things more easily thanadults. But especially through the school-age years, knowledge becomes more and more engrainedand automatic. For that reason, it also becomes harder to change. In a sense, routinized learning isless about getting smarter than getting stupider: it's about perfecting mindless procedures. This freesattention and thought for new discoveries.

The activities that promote mastery may be different from the activities that promote discovery.What makes knowledge automatic is what gets you to Carnegie Hall -- practice, practice, practice. Insome settings, like the Guatemalan village, this happens naturally: Make tortillas every day and you'llget good at it. In our culture, children rich and poor grow highly skilled at video games they play forhours.

But in school we need to acquire unnatural skills like reading and writing. These are meaningless inthemselves. There is no intrinsic discovery in learning artificial mapping between visual symbols andsounds, and in the natural environment no one would ever think of looking for that sort ofmapping. On the other hand, mastering these skills is absolutely necessary, allowing us to exerciseour abilities for discovery in a wider world.

The problem for many children in elementary school may not be that they're not smart enough butthat they're not stupid enough. They haven't yet been able to make reading and writing transparentand automatic. This is particularly true for children who don't have natural opportunities to practicethese skills, learning in chaotic and impoverished schools and leading chaotic and impoverishedlives.

But routinized learning is not an end in itself. A good coach may well make his players throw theball to first base 50 times or swing again and again in the batting cage. That will help, but by itself itwon't make a strong player. The game itself -- reacting to different pitches, strategizing about baserunning -- requires thought, flexibility and inventiveness.

Children would never tolerate baseball if all they did was practice. No coach would evaluate a child,and no society would evaluate a coach, based on performance in the batting cage. What makes forlearning is the right balance of both learning processes, allowing children to retain their nativebrilliance as they grow up.

Alison Gopnick is co-author if “The Scientist in the Crib” &

professor of psychology at the University of California at Berkeley

Cathryn Berger Kaye, M.A. © 2007CBK Associates

EFFECTIVE TEACHING METHODS:PROCESS and PRACTICE

Learning occurs as students revisit . . . reapply . . . integrate. Effective teaching methods engagestudents in varied, developmental experiences that reinforce skills and knowledge leading towardcompetencies and confidence.

Activity Standards CharacterAspects

Content &Skills

FurtherApplication

Each One,Teach One

One MinuteThink Tank

Define This

Plus Delta

Book Search

Reading Flow

Toss Ins

Book Tour

To Remember:

EssentialElements forService Learning


Across the CurriculumEnglish/Language Arts Social Studies/History Languages

Theater, Music, & Visual Arts Math

Physical Education Computer Science


The Five Stages of Service Learning Inventory and InvestigationUsing interviewing and other means of social analysis, students:

• catalog the interests, skills, and talents of their peers and partners.

• identify a need.

• analyze the underlying problem.

• establish a baseline of the need.

• begin to accumulate partners.

Preparation and PlanningWith guidance from their teacher, students:

• draw upon previously acquired skills and knowledge.

• acquire new information through varied, engaging means and methods.

• collaborate with community partners.

• develop a plan that encourages responsibility.

• recognize the integration of service and learning.

• become ready to provide meaningful service.

• articulate roles and responsibilities of all involved.

• define realistic parameters for implementation.

ActionThrough direct service, indirect service, research, advocacy, or a combination of these approaches, students take action that:

• has value, purpose, and meaning.

• uses previously learned and newly acquired academic skills and knowledge.

• offers unique learning experiences.

• has real consequences.

• offers a safe environment to learn, to make mistakes, and to succeed.

ReflectionDuring systematic reflection, the teacher or students guide the process using various modalities, such as role play, discussion, and journal writing. Participating students:

• describe what happened.

• examine the difference made.

• discuss thoughts and feelings.

• place experience in a larger context.

• consider project improvements.

• generate ideas.

• identify questions.

• encourage comments from partners and recipients.

• receive feedback.

DemonstrationStudents showcase what and how they have learned, along with demonstrating skills, insights, and outcomes of service provided to an outside group. Students may:

• report to peers, faculty, parents, and/or community members.

• write articles or letters to local newspapers regarding issues of public concern.

• create a publication or Web site that helps others learn from students’ experiences.

• make presentations and performances.

• create displays of public art with murals or photography.


Getting Ready for Personal InventoryEvery student brings interests, skills, and talents to the class. Your task is to discover what those are by doing a personal inventory. Using the Personal Inventory form, you will interview another student to discover abilities and interests that will be helpful to the group. Complete this form to prepare.

Coming to TermsWhat’s the difference between these three terms?Interest:

Skill:

Talent:

Active ListeningList three signs that someone is being a good listener.

1.

2.

3.

List three behaviors to avoid when listening:

1.

2.

3.

Form groups of three. One person speaks about a subject for two minutes, one person listens, and one person observes the listener and notes the following:

• Examples of good listening:

• Ideas for improvement:

Now, switch roles and repeat.


InterviewingQuestions for Getting InformationLook at the Personal Inventory form. What questions will you ask to find out the person’s interests?

Encouraging QuestionsSometimes, people need a little encouragement to answer a question. If the person you are interviewing says, “I don’t know,” be ready with a response like:

1. “Everyone has interests. For example, I’m interested in ��. So, what about you?”

2. Add another response:

3. Add another response:

Probing QuestionsA probing question goes deeper. For example, if you ask, “What are your interests?” and the person you are interviewing answers “Music,” what would you ask next? Hint: A person could listen to music and/or play a musical instrument, and there are many kinds of music.

Write two sample probing questions:

1.

2.

Note Taking Tips• Write legibly so you can read your writing later.

• Be on the lookout for key words.

• Do not use complete sentences. Notes are meant to be short phrases and words that capture key ideas.

• Add a tip of your own:

Getting Ready for Personal Inventory (continued)


Personal InventoryInterests, skills, and talents—we all have them. What are they?

Interests are what you think about and what you would like to know more about—for example, outer space, popular music, or a historical event like a world war. Are you interested in animals, movies, mysteries, or visiting faraway places? Do you collect anything?

Skills and talents have to do with things you like to do or that you do easily or well. Do you have an activity you especially like? Do you have a favorite subject in school? Do you sing, play the saxophone, or study ballet? Do you know more than one language? Can you cook? Do you have a garden? Do you prefer to paint pictures or play soccer? Do you have any special computer abilities?

Work with a partner and take turns interviewing each other to identify your interests, skills, and talents and to find out how you have helped and been helped by others. Then, compile a class chart of your findings. This will come in handy on your service learning journey.

Interests: I like to learn and think about . . .

Skills and talents: I can . . .

Being helpful: Describe a time when you helped someone.

Receiving help: Describe a time when someone helped you.


Gathering Information About a Community NeedWhat does your community need? Use the questions in the following four categories as guides for finding out. As a class, you might agree to explore one topic, for example, how kids get along at school, hunger and poverty, or an environmental concern. Or you might decide to learn about general needs at school or in the surrounding area. Form small groups, with each group focusing on one category and gathering information in a different way.

Finding out about ��

MediaWhat media (newspapers—including school newspapers, TV stations, radio) in your community might have helpful information? List ways you can work with different media to learn about needs in your community.

InterviewsThink of a person who is knowledgeable about this topic in your area—perhaps someone at school or in a local organization or government office. Write four questions you would ask this person in an interview.

An interview with ��

Questions:

1.

2.

3.

4.


SurveyA survey can help you find out what people know or think about a topic and get ideas for helping. Who could you survey—students, family members, neighbors? How many surveys would you want completed? Write three survey questions.

Who to survey: How many surveys:

Questions for the survey:

1.

2.

3.

Observation and ExperienceHow can you gather information through your own observation and experience? Where would you go? What would you do there? How would you keep track of what you find out?

Next Step: Share your ideas. Make a plan for gathering information using the four categories. If you are working in small groups, each group may want to involve people in other groups. For example, everyone could help conduct the survey and collect the results. Compile the information you learn into a list of community needs.

Gathering Information About a Community Need (continued)


Progress MonitoringWhat progress monitoring methods will you use?

Date __________

Step One: Establish your baseline—what is the need?

Date __________

Step Two: What noticeable changes have been made?

Date __________

Step Three: What other changes have taken place?

Date __________

Step Four: Describe evidence of your progress.

Date __________

Step Five: Provide a summary of your findings.

q Observation

q Data Collection

q Interviews

q Surveys

Other Methods:q ��q ��

FOUR KINDS OF ACTION

DIRECT INDIRECT

ADVOCACY RESEARCH

Setting the Course for REFLECTION in Service Learning

Because . . . REMEMBER THIS:

Reflection Is Not Reflection Is

Multiple Intelligences

Linguistic

Logical-Mathematical

Bodily-kinesthetic

Spatial

Musical

Interpersonal

Intrapersonal

Naturalist

Existential

Can Look & Sound Like Integrated into Reflection

I D E A S

Cathryn Berger Kaye, M.A. © 2010 CBK Associates


Four Square Reflection Tool

What happened? How do I feel?

Ideas? Questions?


Grade level(s): ��

Essential Purpose or Question:

Content—Learning About:

Service Need:

Service Idea:

Investigation of the Need:

Preparation and Planning:

Action:

Reflection Methods:

Demonstration to Others:

Youth Voice and Choice:

Curricular Connections:

q English/Language Arts:

q Social Studies/History:

q Mathematics:

q Science:

q Languages:

q Art and Music:

q Technology:

q Other:

Skills Being Developed:

Books and Other Media Used:

Community Partners:

Planning for Service Learning


Planning for Service Learning (continued)

Opportunities for Students to:• Experience and explore diversity:

• Participate in progress monitoring:

• Learn about careers:

• Strengthen social, emotional, and character traits:

• Make global connections:

• Develop leadership:

Duration of the Service Learning Experience (approximate timeframe):

Teacher Collaboration:

Public Awareness or Presentations Planned (including media, alerting public officials, recognition, and celebrations):

Tangible Product(s) from the Experience:

Additional Notes:


Grade level(s): ��

Essential Purpose or Question:

Content—Learning About:

Service Need:

Service Idea:

Investigation of the Need:

Preparation and Planning:

Action:

Reflection Methods:

Demonstration to Others:

Youth Voice and Choice:

Curricular Connections:

q English/Language Arts:

q Social Studies/History:

q Mathematics:

q Science:

q Languages:

q Art and Music:

q Technology:

q Other:

Skills Being Developed:

Books and Other Media Used:

Community Partners:

Planning for Service Learning


Planning for Service Learning (continued)

Opportunities for Students to:• Experience and explore diversity:

• Participate in progress monitoring:

• Learn about careers:

• Strengthen social, emotional, and character traits:

• Make global connections:

• Develop leadership:

Duration of the Service Learning Experience (approximate timeframe):

Teacher Collaboration:

Public Awareness or Presentations Planned (including media, alerting public officials, recognition, and celebrations):

Tangible Product(s) from the Experience:

Additional Notes:


Clarifying Roles for Success with Service LearningService Learning Experience:��

Current Percentages of Engagement: �� Teacher �� Students

Desired Percentages of Engagement: �� Teacher �� Students

Role of Teacher—K–12 Service-Learning Standards for Quality PracticeMEANINGFUL SERVICE

LINK TO CURRICULUM

REFLECTION

DIVERSITY

YOUTH VOICE

PARTNERSHIPS

PROGRESS MONITORING

DURATION AND INTENSITY

Role of Students—Five Stages of Service LearningINVESTIGATION & INVENTORY Personal Inventory:

Media:

Survey:

Interview:

Observation/Experience:

PREPARATION & PLANNING

ACTION Direct:

Indirect:

Advocacy:

Research:

REFLECTION Journal:

Discussion:

Visual:

Kinesthetic:

Creative Nonfiction:

DEMONSTRATION Talents/Skills Utilized:

Going Blue:The WaterExperience


Across the CurriculumEnglish/Language Arts Social Studies/History Languages

Theater, Music, & Visual Arts Math

Physical Education Computer Science

Going Blue: Why Our Oceans and Waterways Matter andWhat Kids Can Do to Protect Them

THE TOPICS OUR QUESTIONS

Environmental DisastersThe Gulf Oil Spill threatens coastlines,ecosystems, and marine life. Containing thedamage challenges scientists andenvironmentalists.

Water ShortageGlobal conflict between countries isincreasingly likely to stem form the lack ofavailable natural resources, including water, andthe political and economic consequences ofthis lack of necessities.

Climate ChangeCO2 increases can damage our oceans bycausing ocean acidification, effecting the overallhealth of the ocean and the food chain. Impactreaches from melting glaciers to damages coralreefs, and more.

Trash and PlasticsA full 80% of pollution in the marineenvironment comes form land-based sources,e.g., chemical fertilizers, waste products , andlitter. It takes over 1,000 years for a plasticbottle to biodegrade.

Everyday Actions: What you Buy,What you EatOur choices matter—overfishing can result inloss of jobs, lost biological diversity, andecosystem collapse. Choosing products thatminimize use of chemical fertilizers andpesticides is better for us and our oceans.

E-WasteWhen electronic waste is disposed ofimproperly, toxins enter our waterways.Recycling and refurbishing provides low costresources and reduces manufacturing waste.

Your WatershedThe entire planet is a watershed in which all thewater eventually ends up in the ocean.Knowing about your watershed help you takecare of your corner of the ecosystem.

Excerpts from Going Blue: A Teen Guide to Saving Our Oceans, Lakes, Rivers & Wetlands by Cathryn Berger Kaye, M.A. withPhilippe Cousteau ©2010 used with permission from Free Spirit Publishing, Inc., Minneapolis, MN; 1-800-703-7322;www.freespirit.com All Rights Reserved


Gathering Information About a Community NeedWhat does your community need? Use the questions in the following four categories as guides for finding out. As a class, you might agree to explore one topic, for example, how kids get along at school, hunger and poverty, or an environmental concern. Or you might decide to learn about general needs at school or in the surrounding area. Form small groups, with each group focusing on one category and gathering information in a different way.

Finding out about ��

MediaWhat media (newspapers—including school newspapers, TV stations, radio) in your community might have helpful information? List ways you can work with different media to learn about needs in your community.

InterviewsThink of a person who is knowledgeable about this topic in your area—perhaps someone at school or in a local organization or government office. Write four questions you would ask this person in an interview.

An interview with ��

Questions:

1.

2.

3.

4.


SurveyA survey can help you find out what people know or think about a topic and get ideas for helping. Who could you survey—students, family members, neighbors? How many surveys would you want completed? Write three survey questions.

Who to survey: How many surveys:

Questions for the survey:

1.

2.

3.

Observation and ExperienceHow can you gather information through your own observation and experience? Where would you go? What would you do there? How would you keep track of what you find out?

Next Step: Share your ideas. Make a plan for gathering information using the four categories. If you are working in small groups, each group may want to involve people in other groups. For example, everyone could help conduct the survey and collect the results. Compile the information you learn into a list of community needs.

Gathering Information About a Community Need (continued)

PREPARE

Discussion Circle Roles

Adapted from The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic

Curriculum, & Social Action (Revised & Updated Second Edition) by Cathryn Berger Kaye, M.A., © 2010. Used with permission of

Free Spirit Publishing Inc., Minneapolis, MN: 800-735-7323; www.freespirit.com. All rights reserved.

Form groups of four for your discussion. Assign each person in the group one of the four “connector” roles below. Each connector’s job is to lead a portion of their group discussion about the content from a specific point of view. He or she asks the questions listed (along with others that come to mind) and encourages group members to respond. Each person leads his/her share of the conversation for four minutes, allowing approximately one minute for each person to answer, and one minute for the connector to answer as well. Write notes and ideas on the Discussion Circle. To begin, review these tips for effective group discussions:

PERSONAL CONNECTOR

Ask questions that connect the content to group members’ experiences, such as:1. What does this information have to do with you or others you know?2. Are you reminded of any situations you have been in or know about similar to those

described in the article? What happened? 3. How have you or people you know resolved similar situations? TOPIC CONNECTOR

Ask questions that connect this content to other information you know about this topic, such as: 1. What new ideas did you learn about this topic? 2. What situations described are you familiar with from personal experience? 3. What additional questions do you have about this topic? SERVICE CONNECTOR

Ask questions that connect this content to ideas for service plans, such as:1. Did any noteworthy, helpful action take place in what you have read? 2. What service ideas did you think of when you read this? 3. What resources did you learn about that could be helpful as you create a plan of action? LEARNING CONNECTOR

Ask questions that connect this content to learning opportunities, such as: 1. What would you like to learn more about as a result of this content? 2. What related topics have you learned about or experienced in school? 3. What do you think people your age would learn from reading this?

• Use active listening skills. • Ask questions. • Take turns speaking. • Welcome all comments.

PREPARE

Discussion Circle

Adapted from The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic

Curriculum, & Social Action (Revised & Updated Second Edition) by Cathryn Berger Kaye, M.A., © 2010. Used with permission of

Free Spirit Publishing Inc., Minneapolis, MN: 800-735-7323; www.freespirit.com. All rights reserved.


Literature Circle for ��

Literary ConnectorPers

onal Connector

Service Connector Learning C

onnecto

r

Topic

Strategies for Success with Literacy Meeting Challenges Cathryn Berger Kaye, M.A. © 2009 All rights reserved.

Preparing for an Interview with

In groups, develop questions based on the resume receivedand the information you hope to learn. Each group prepares adifferent category of questions; several categories are provided and othersmay be added as is relevant for this interviewee. Review questions with theclass for feedback. Decide how the interview will be conducted.

Questions

• Career Path

• Education

• Everyday Work and Responsibilities

•

•

InterviewProcedureWho will do

what?

Greet Guest

IntroduceGuest

Explainthe Purposeto the Guest

FacilitateInterview

Keep Time

Thankthe Guest

Escortfrom Class

WriteThank You

Letter

PAGE: 24

Strategies for Success with Literacy Meeting Challenges Cathryn Berger Kaye, M.A. © 2009 All rights reserved.

An Interview with

Write your category and questions for this interview.

Key words Notes

Summary

PAGE: 25

FOUR KINDS OF ACTION

DIRECT INDIRECT

ADVOCACY RESEARCH

Literacy andLiteratureConnections forService Learning


Literature Circle RolesForm groups of four to discuss a story.Assign each person in the group one of the “connector” roles below. Each connector’s job is to lead a group discus-sion about the story from a specific point of view. He or she asks the questions listed (along with others that come to mind) and encourages group members to respond. Write notes and ideas on the Literature Circle.

To begin, review these tips:

Tips For Effective Group Discussions

• Use active listening skills

• Ask questions

• Take turns speaking

• Welcome all comments

Personal ConnectorAsk questions that connect the story to group members’ experiences, such as:1. Do characters remind you of people you know? How?2. Have you been in situations similar to those described in the book? What happened?3. How have you or people you know resolved similar situations?

Literary ConnectorAsk questions that connect this story to other stories group members have read, such as:1. Which characters remind you of characters from other stories? Why?2. What situations are similar to what happens in other stories? Why?3. What might a character in this story say about these other characters or situations? Why?

Service ConnectorAsk questions that connect this story to ideas for service projects, such as:1. What needs to be fixed in this situation?2. Did any characters in this story participate in service activities?3. What service ideas did you think of when you read this story?

Learning ConnectorAsk questions that connect this story to learning opportunities, such as:1. What would you like to learn more about as a result of this story?2. What topics in this story have you learned about or experienced in school?3. What do you think people your age would learn from reading this story?


Literature Circle for ��

Literary ConnectorPers

onal Connector

Service Connector Learning C

onnecto

r

Similarities and Differences: Good friends

First read: As you read, write on the page. Underline a sentence you like and write a comment in themargin, like “good, short.” Circle a well used word. Write questions, thoughts, or comments that comes tomind in the margin.Second read: What is similar or different about your life and what is described?Place a large S by similarities, and a D by differences.At the end, be sure you have made at least ten notes or markings on the page.

Your Response. On the next page, write a response to the Good Friends chapter following a similarformat. Use short and long sentences. Include several words you circled. Interview students for quotes.Use the following paragraph chart as a guide and adapt as needed. Write only paragraphs 1-3 at home.You will complete the last two parts in class: the question and student responses, and the closing paragraphwith a teacher comment.

Paragraph 1 - 9 sentencesParagraph 2 - 3 wordsParagraph 3 - 8 sentencesA question with 4 responsesClosing paragraph of 3 sentences including a teacher comment

Strategies for Success with Literacy Growing Community Cathryn Berger Kaye, M.A. © 2009 All rights reserved.

They say Tanzanians are the friendliest people on earth. We would not know.We can tell you this, though: When two people pass each other on our footpaths, theysay hello. We greet and shake hands all the time, eager to exchange news. We careabout unity. We treat strangers as friends. We show respect and good behavior in thelanguage we use. When someone enters a room or we want their attention, we saykaribu sana (most welcome) several times. When we need something, we say not onlytafadhali (please) but also naomba (I beg of you).

And we smile.Since few people leave our village, friendships last a lifetime. We make friends

at the places you would expect: church, school, special events, and celebrations.Our nearest neighbor may live a ten-minute walk away, but we call on each other forcompany and help. Disputes are rare and they never last long. We do not snatch fromone another. We share. Only once in ten years has a case of stealing in our villageneeded to go to the court in Karatu. We do not have a court here.

When you are our age, what makes someone a good friend?A good friend is someone you can exchange ideas with. -TRIPHONIA

A good friend helps you with your subjects. - HEAVENLIGHT

A friend is someone who values you. - SYLVESTER

Heavenlight is my best friend. She has good behavior. She keeps secrets.We talk about science studies together, and we laugh, too. -SHANGWE

The walk from one point to another in our village can be long. It strengthensfriendships along with muscles, one of our teachers says. We share stories that goon for kilometers.

The LITERATURE and SERVICE LEARNING PROCESSCONNECTION

Five Stages of Service Learning K-12 Service Learning Standards

Investigation

Planning

Action

Reflection

Demonstration

Meaningful Relevant Service

Linking to Curriculum

Reflection

Diversity

Youth Voice and Choice

Reciprocal Partners

Progress Monitoring

Duration and Intensity

Cathryn Berger Kaye, M.A. © 2008CBK Associates

FROM MISSION STATEMENT to SERVICE LEARNING

Key Nouns

Key Verbs

Understanding

Evidence: Curricular

Evidence: Cultural

Visual

Cathryn Berger Kaye, M.A., CBK Associates ©2011 All Rights Reserved

And the Mission is: And Service Learning is:

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