Service+Learning

Service Learning Syllabus =Goal:=

Objective(s):
Based on [|Honnet-Porter and Poulsen's], "Principles of Good Practice for Combining Service and Learning" (1989)


 * Engage in responsible challenging action for the common good.
 * Provide opportunities to reflect critically and deeply.
 * Identify clear learning goals for students involved.
 * Identify needs for those defined with needs.
 * Recognize responsibilities as personal commitments.
 * Identify changing circumstances will necessitate continual reflection to align needs with providers by establishing living networks.
 * Adopt an attitude of genuine, active, and sustained commitment.

Student Expectations/Competencies:
Based on this [|article], "Academic Service Learning: Myths, Challenges, and Recommendations" by Jeff Howard at the University of Michigan


 * 1) Grades will be based on demonstration of learning.
 * 2) Students will be able to demonstrate an understanding of the rationale behind service learning.
 * 3) Students will be expected to complete assigned readings to help fortify student civic outcomes and participate in robust discussions in class to solid connections between activism and civic mindedness.
 * 4) Students will be expected to build relationships with community stakeholders.
 * 5) Students will be prepared to assume an active role of service within the community and understand how learning supports their role.
 * 6) Students will gain a better understanding of their community by applying knowledge they have gained.
 * 7) Students will be engaged in learning activities that are harvested from the community in which they live including the global community.
 * 8) Students will understand the difference between private and individualized to public and collective.

=Theoretical Perspectives:=

[|John Dewey] was a progressive educator in the 20th century with powerful insight. He believed learning is what we do naturally. He believed that learning is constructed and it occurs within an open society between two learning organizations that are both ongoing and interacting.

Grading: [[image:whitswiki/Edmon Low.jpg width="392" height="324" align="right"]]
100-90% = A

89-80% = B

79-70% = C

69-60% = D

59% - below = F

Please note that many assignments will be **self-evaluated** using a rubric constructed by the teacher. Grades are meant to be a reflection of demonstrated learning. This class will not be subject to exams on a weekly basis, nine week basis, or semester basis. Instead student performance will be based on competencies attained. These competencies will be assessed through daily effort and daily contribution as different issues are examined, prioritized, and selected. Learning will be assessed by:


 * Discussions (For example: blogs, grand conversations, debates, Skype sessions, Twitter, Pinterest)
 * Written assignments (For example: journals, quick writes, research and reflections, interviews and transcriptions, mind maps)
 * Culminating activities (For example: multimedia projects such as VoiceThreads, ToonDoos, Glogsters, iMovies, Narrables, Flickr, group projects, and other projects the teacher assigns)

Learning will also be facilitated with the use of technology from such online resources such as: Google Alerts, Remind 101 (for class announcements), Wikis, and DropBox. This, however, is not an exhaustive list of resources. The teacher reserves the right to make adjustments to the syllabus as needed.




 * Attendance ** is expected. Absences will require an admit. Assignments are to be turned in Friday of each week in student folder. These folders will be returned on Monday of the following week.

** Resources: ** [|National Service Learning Clearing House] [|National Youth Leadership Council]

** Essential Questions: ** 1. Should we serve to learn or learn to serve? 2. What difference did I make?

//** Lesson Plan **//

11 Monday RI 9-10.2 Evaluation and Re-evaluation of criteria Watch Battell for Kids

**Vocabulary** **Compare and Contrast**

media type="custom" key="23673082" media type="custom" key="23672836" Tuesday Wednesday Thursday Friday || RI 9-10.1 || Viewed [|Narrable]created from interviews with Asher student and Steve Ballinger with Mertz Viewed YouTube clip, [|"Save The Beach"] and read, "The Important Book" Article, [|"Service Learning: A Balanced Approach To Experiential Education"] (Furco, 1996) Skype with Mrs. Magby and Interview [|"I Have A Dream"]Dr. Martin Luther King, Jr. || Identified issues Brainstormed Power Words 28/14/10 Assigned interview/questions Grand conversation || Tuesday Wednesday Thursday || RI 9-10.2 and .10 || "I Have A Dream" Dr. Martin Luther King, Jr. 50th ann/historical Washington DC '63 [[http://%3Cobject%20width=%22420%22%20height=%22245%22%20id=%22msnbc2e00d1%22%20classid=%22clsid:D27CDB6E-AE6D-11cf-96B8-444553540000%22%20codebase=%22http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=10,0,0,0%22%3E%3Cparam%20name=%22movie%22%20value=%22http://www.msnbc.msn.com/id/32545640%22%20/%3E%3Cparam%20name=%22FlashVars%22%20value=%22launch=52829825&amp;width=420&amp;height=245%22%20/%3E%3Cparam%20name=%22allowScriptAccess%22%20value=%22always%22%20/%3E%3Cparam%20name=%22allowFullScreen%22%20value=%22true%22%20/%3E%3Cparam%20name=%22wmode%22%20value=%22transparent%22%20/%3E%3Cembed%20name=%22msnbc2e00d1%22%20src=%22http://www.msnbc.msn.com/id/32545640%22%20width=%22420%22%20height=%22245%22%20FlashVars=%22launch=52829825&amp;width=420&amp;height=245%22%20allowscriptaccess=%22always%22%20allowFullScreen=%22true%22%20wmode=%22transparent%22%20type=%22application/x-shockwave-flash%22%20pluginspage=%22http://www.adobe.com/shockwave/download/download.cgi?P1_Prod_Version=ShockwaveFlash%22%3E%3C/embed%3E%3C/object%3E%3Cp%20style=%22font-size:11px;%20font-family:Arial,%20Helvetica,%20sans-serif;%20color:%20#999;%20margin-top:%205px;%20background:%20transparent;%20text-align:%20center;%20width:%20420px;%22%3EVisit%20NBCNews.com%20for%20%3Ca%20style=%22text-decoration:none%20!important;%20border-bottom:%201px%20dotted%20#999%20!important;%20font-weight:normal%20!important;%20height:%2013px;%20color:#5799DB%20!important;%22%20href=%22http://www.nbcnews.com%22%3Ebreaking%20news%3C/a%3E,%20%3Ca%20href=%22http://www.msnbc.msn.com/id/3032507%22%20style=%22text-decoration:none%20!important;%20border-bottom:%201px%20dotted%20#999%20!important;%20font-weight:normal%20!important;%20height:%2013px;%20color:#5799DB%20!important;%22%3Eworld%20news%3C/a%3E,%20and%20%3Ca%20href=%22http://www.msnbc.msn.com/id/3032072%22%20style=%22text-decoration:none%20!important;%20border-bottom:%201px%20dotted%20#999%20!important;%20font-weight:normal%20!important;%20height:%2013px;%20color:#5799DB%20!important;%22%3Enews%20about%20the%20economy%3C/a%3E%3C/p%3E|@MTP]] Stories [|National Geographic] Google Alerts and 3 Part Journal (see below) Creating Wiki w/ 4 hyperlinks from Google Alert View [|Raise the Bar] from NYLC || I Have A Dream #dreamday [|Twitter] [|Saving Sam] [|doc] Compare/Contrast Democracy/SL In Five Years I See Myself....... || Wednesday Thursday Friday ||  || [|What Did They Do?] (see below) Instructions for VoiceThread Instructions for Flickr.com and [|CreativeCommons] Project Presentation || Multimedia/demonstrate understand CreativeCommons Culminating Project Project Presentation || Tuesday Wednesday Thursday Friday || RI 9-10.10 and W 9-10.1 || [|Power Thinking Outline] [|Two Column Notes] [|Language for Class Discussions] [|Tweet About Today's Class] PIEE purpose, information, evaluate, exchange || Summarize Key Points/Service L Prepare for use of Two Column N Prepare for discussion and debate Prepare for global sharing || Tuesday Wednesday Thursday Friday ||  || Language for Class Discussions Bad Boys "Don't Believe the Hype" and Rescuing Wolf (see below) Guest Speaker Dwayne Sponsel (see below) Processed Speaker Processed Speaker || transcribe interview/questions Discussion Survey (complete) ||  || Tuesday Wednesday Thursday Friday || RI 9-10.2 and.10 || Poem, Up (see below) Wiki content, Google Alerts, and Twitter - folders back Kids With Courage Contributions- What Is Yours? - Hispanic to Civil War, [|Acrostic Poetry], Lost (see below) Skyped with Dr. Chris Cushing, OSU You Decide Group Project || Adventures and Clarifying Contributio Wordle.net Name Art (Google) and Medieval Learning to serve/Formulated Quest Groups (2) Physical Fit & Recycling || Tuesday Wednesday Thursday Friday || RI 9-10.2 and.10 || You Decide Group Project You Decide Group Project You Decide Group Project You Decide Group Project Field Trip || Instructions handed out to include: research on Ebsco
 * Week || Day || CCSS || Activity || Learning Activity/Outcome ||
 * 2 || Monday
 * 3 || Monday
 * 4 || Tuesday
 * 5 || Monday
 * 6 || Monday
 * 7 || Monday
 * 8 || Monday

OSU Wellness Walk/Culminating || Tuesday Wednesday Thursday Friday || RI 9-10.2 and.10 || Process Field Trip We've Decided We've Decided We've Decided We've Decided || Pictures and [|FaceBook OSU Page] Multimedia project using VoiceThread and Flickr Discuss CreativeCommons and Google Searches Create Digital story using VoiceThread Create Digital story using VoiceThread || Tuesday Wednesday Thursday Friday || RI 9-10.2 and.10 || Group Presentations and What We Decided - [|Recycling VoiceThread] Group Presentations and What We Decided - [|Physical Fitness VoiceThread] Process and Self Evaluate No School No School || Presenting VoiceThread and Defending Project Presenting VoiceThread and Defending Project Self Evaluate Projects - || Tuesday Wednesday Thursday Friday ||  || Evaluation and Criteria Folders returned [|Plinky](bell ringer) What We Are Going To Do (Recyclers fill out paper work for Paper Retriever) What We Are Going To Do (Physical Fitness plan your walk) Dr. Chris Cushing and research team visit Vanguard Magazine [|Why Research?] [|Appitic] || Video on Battelle for Kids - Kids teaching kids Responsibility Matrix Responsibility Matrix Permission slips signed/parental consent Create apps, FB page, etc... || Tuesday Wednesday Thursday Friday ||  || Create Your Own Children's Book About Your Topic Create Your Own Children's Book About Your Topic Create Your Own Children's Book About Your Topic Create Your Own Children's Book About Your Topic Create Your Own Children's Book About Your Topic || [|Blurb] [|Yudu] [|StoryBird] [|Uniflip] [|Simplebooklet] [|Flipsnack] [|ZooBurst] Research the platform you want to use Platform to be used must be turned in Storybird has been set up [|here]
 * 9 || Monday
 * 10 || Monday
 * 11 || Monday
 * 13 || Monday

Mrs. Jodie Riek, OSU grad asst., to visit class || Tuesday Wednesday Thursday
 * 12 || Monday

Friday || RL 9-10.6 RL 9-10.3 (craft and structure/ key ideas) || Create Your Own Children's Book About Topic Discuss meaning ([|JFK's Inaugural Speech]) Pick a teacher and a class to work with Discuss characterization (The Red Badge of Courage) Discuss story elements: purpose, setting, tension (Great Expectations)(Slavery in Constitution) Discuss writing elements: persuasion, opinion, informative, expository (Abigail Adams: Persuading Her Husband) Read poem "Lost" (below) Discuss grading criteria for project || [|Reading Comprehension K12 Reade] [|Reading Comprehension K12 Reader] [|Reading Comprehension K12 Reader] [|Reading Comprehension K12 Reader] Email teacher introducing yourself and your project/cc Watch interactive book, "Fantastic Flying books of Mr. Morris Lessmore" [|Rubric], self evaluation, and presentation || Tuesday Wednesday Thursday Friday ||  || Scratch!! Get Your Game On!! Apply the concepts of game based learning to your project. Why Create? Cricket Scratch Scratch || [|Scratch Resources Wes Fryer] [|Hour of Code]
 * 15 || Monday

[|Virtual Tour of the Sistine Chapel] [] || Tuesday Wednesday Thursday Friday || SL 9-10.1a,b,c, d Come to discuss, work w/peers propel conversation and respond thoughtfully || Bullying Bullying Bullying Bullying Being An Advocate || [] [|Bullying.org] [|Talk About It] [|Football and Bullying] [|Saving Our Waterways] [|Meet The Press - Obama Care] [|Morgan Frazier Hey Bully] || Tuesday Wednesday Thursday Friday || W9-10 Text Type and Purpose Introduce precise claims, distinguish the claim || Bullying Bullying Bullying Bullying Bullying || [|Google surveys] due 12/5/13 responses [|Google surveys] live form [|Google surveys] analysis Google surveys Google surveys ||
 * 14 || Monday
 * 16 || Monday
 * 17

18 || Monday Tuesday Wednesday Thursday Friday || RI 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitlyas well as inferences drawn from the text. || Bullying Bullying Bullying Bullying Bullying

Last week. [|Be an adventurer!!] || Wiki with bullying information forms of, reasons for Scratch (anti-bullying video game) Daily entry about experiences wearing the monitoring devices citing info to support[| from here] Plan Assembly - Stand for the Silent [| Experiment - video on YouTube] [| Band of Brothers video on YouTube] If You Have Ever Been Bullied Vimeo (see below)

Whose Responsibility Is It? [|Nelson Mandella] 20 6 6 - Sandy Hook Statement A Day Video Video || Tuesday Wednesday ||  ||   ||   || Friday, January 3 ||  || Bullying Bullying || Research article PMI technique Research article PMI technique || Tuesday Wednesday Thursday Friday ||  || Research Research Research Research Research || Research use of * (truncation) and " " to keep phrase together Zotero made compatible with Firefox Set up searches in EBSCO - set up your own acct || Tuesday Wednesday Thursday Friday ||  || Critical Lenses - George Washington resigns his commission before the Continental Congress Interactive Whiteboard - How Do We Show What We Have Learned? || []
 * 19 || Monday
 * 20 || Thursday, January 2
 * 21 || Monday
 * 22 || Monday

[|Interactive Whiteboard] || Tuesday Wednesday Thursday Friday ||  || Communicating in the 21st Century - Martin Luther King's transistor radio he used during marches How do we communicate today? No School - Professional Day || [] [|Blind man's dog saves life - Today Show]
 * 23 || Monday

Think Link (see below) and Gizmo Survey in Wiki || Tuesday Wednesday Thursday Friday ||  || Create Your Own Radio Talk Show Create Your Own Broadcast Texting and Driving Texting and Driving Texting and Driving || http://maps.playingwithmedia.com/radio-show/ [|uStream] and Understand Your Audience [|Don't Text and Drive - 10 & 2 R U?] Join [|Sophia] code 82add8 PSA video (see below) Meet Alex Brown write her obituary (see below) Meet and Skype with Jacy Good (see below) || Tuesday Wednesday Thursday Friday ||  || Texting and Driving Texting and Driving Texting and Driving Texting and Driving Texting and Driving || **Write** Our[| Senator] - [|Track current legislation] Utah Prosecuting Attorney (cognitive impairment) Car rolls (see below) Jennifer Smith and [|Focus Driven] Video Contest [|Project Yellowlight] || Tuesday Wednesday Thursday Friday ||  || Texting and Driving Texting and Driving Texting and Driving Texting and Driving No School || [|Read Article Texting] ToonDoos Index cards I Can Change The World [|Kristopher Bronner TEDX] No School || Tuesday Wednesday Thursday Friday ||  || Texting and Driving Texting and Driving Texting and Driving Texting and Driving Texting and Driving || Video Contest Yellow Light (see above) [|Compare States] (Governor's Highway Safety Admin) [|Impaired Driving Report]from State of OK Try the [|texting and driving simulator] from [| It Can Wait] || Tuesday Wednesday Thursday Friday ||  || Texting and Driving Texting and Driving Texting and Driving Texting and Driving Texting and Driving || [|Federal Agencies] Research the different anti texting programs. Essential ?'s What is an activist? See below [|Egypt] - their[| civil war] and use of social media. Website Evaluation, Message Wall, Song in Wiki about change, Who in Your Life Has Made a Change (pic in your wiki), Mindmap about change, Have You Spoken Out? || Tuesday Wednesday Thursday Friday || Key Ideas and Details RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * 24 || Monday
 * 25 || Monday
 * 26 || Monday
 * 27 || Monday
 * 28 || Monday
 * 29-32 || Monday

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they're introduced and developed and the connections that are drawn between them.

Craft and Structure RI.9-10.6 Determine how an author's point of view or purposes in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g. a person's life story in both print and multimedia) determining the details emphasized in each account.

RI.9-10.8 Delineate and eval the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; id false statements and fallacious reasoning.

Writing Standards W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and info clearly and accurately through the effective selection, organization, and analysis of content.

Production and Distribution of Writing W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology 's capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate info into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing W.9-10.10 Write routinely for a range of tasks, purposes, and audiences.

Speaking and Listening Comprehension and Collaboration SL.9-10.1 Initiate and participate effectively in a range of collaboratively discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.9.10.2 Integrate multiple sources of info presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Presentation of Knowledge and Ideas SL.9-10.4 Present info, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substnace, and style are appropriate to purpose, audience, and task.

SL.9-10.5 Make strategic use of digital media (e.g. textual, graphical, audio, visual, interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. || Texting and Driving || Presentation - Do Something!! Decide...what is the root/prob?

Research (become knowledgeable about the topic Skype/Senator. Argue for or against.


 * Background - Compare [|Feb, 2011] report to [|Oct, 2013] report

What is the problem? Listen to NPR (Nat'l Public Radio)


 * [|NPR] (Seven different reports and audio recordings on T&D)

How will we fix it? Should we address the issue by making adults aware or teens aware?


 * [|The Chaperone Zone]
 * [|ZED Parents' Guide]


 * [|Keys2Drive]
 * [|StartSmart]

Use facts. Use text to support claim.


 * [|Data from National Safety Council]
 * [|Research reports from Traffic Safety Culture]
 * [|Governor's Highway Safety Administration (Oklahoma)]

Organizations that are taking action.
 * [|AAA Foundation for Traffic Safety]
 * [|Oklahoma Highway Safety Office]
 * [|FocusDriven.Org]
 * [|National Safety Council]
 * [|US Department of Transportation]

What is currently being done?
 * [|Current AAA projects]
 * [|Manage the Risks, Manage the Road]
 * [|Legislation from FocusDriven.org]

Culminating Project(s)

[|Prezi]

Display Table (pledges, tips, games, simulations, videos, demos, quizzes)

Announcements over the intercom

Visit our Senator - Write a bill to present to him

Wiki

Ning

Other work we have done above (lockers, obit, letter to, article summarization, facts, goal, PSA)

Driving Simulator test [] ||

Essential Questions: Can one person really make a difference in this world and cause change? How does society influence the contributions and choices we make? How can we make positive contributions to our society? How does one become an activist?

[|Battistoni, Richard]. 2003. Civic Engagement Across the Curriculum: A Resource Book for Service Learning Faculty in All Disciplines.

//something done.// ||  ||
 * Constitutional Citizenship || Service Learning ||
 * //A focus on individuals and their rights.// ||  ||
 * Communitarianism || Service Learning ||
 * //A consensus/sharing of community values.// ||  ||
 * Participatory democracy || Service Learning ||
 * //A personal responsibility to be active.// ||  ||
 * Public work || Service Learning ||
 * //Work that benefits the public at large.// ||  ||
 * Social Capital || Service Learning ||
 * //The power of people putting their heads together to get//

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Directions 3 Part Journal [|Other Resources] Margarita Maria Lenk 1. What happened? What did you see/do? 2. How did you feel, react, learn about yourself, i.e. your biases, your assumptions, your community? 3. How can you better understand from course texts, concepts, or from the use of media?


 * Assignments **
 * PDF format **





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Lost by David Wagoner (1999) Stand still. The tree ahead and bushes beside you. Are not lost. Where you are is called Here, And you must trust it as a powerful stranger, Must ask permission to know it and be known. The forest breathes. Listen. It answers, I have made this place around you. If you leave it, you may come back again, saying Here. No two trees are the same to Raven. No two branches are the same to Wren. If what a tree or a bush does is lost you, You are surely lost. Stand still. The forest knows Where you are. You must let it find you.

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Essential Questions:

Can one person really make a difference in this world and cause change?

How does society influence the contributions and choices we make?

How can we make positive contributions to our society?

How does one become an activist?  media type="custom" key="24912822"

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