1. Lesson 16 Community Service Intermediate social communication

2. Objectives: Students will explore the work of different charitable organizations and list the objectives of these organizations. Student will explore their own school and discuss needs that they know of or that they discover on their campus. Students will brainstorm different projects that would help their school, select one within their reach to impact, and plan, execute, and evaluate the plan as a team Social Emotional Learning Standards*: Plan, implement, and evaluate participation in a group project. Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. Contribute to the well-being of one’s school and community. Work cooperatively with others to plan, implement, and evaluate a project to meet an identified school need. Work cooperatively with others to plan, implement, and evaluate a project that addresses an identified need in the broader community. *Taken from the Illinois State Board of Education: (California has not yet adopted SEL Standards ) http://www.isbe.state.il.us/ils/social_emotional/standards.htm

3. Task 1: Have the students access the website Volunteermatch.org There, they should search for opportunities around their neighborhood or los angeles in general. They should click on the links to the organizations requesting volunteers. In pairs, students fill out a chart (Attachment 1—next slide) that identifies each organization, the goal and plea of the solicitation, and what the organization is asking for. Have small groups determine how they would spend $1000 if they had that much money to donate. Which groups would receive money, and why? After each group makes a decision and responds, debrief with the idea that there are many worthy causes, and we should choose carefully those we support. The important idea is that we all should be giving back at some level.

5. Task 2: We can also support helping organizations by volunteering. What are some ways that you know people volunteer in order to be helpful? [Girl Scout Leaders, volunteer firefighter, candy-stripers at hospitals, big Brothers, etc]. Have any of you ever worked as a volunteer before? Tell us about the experience. How did it make you feel? Tomorrow, we are starting on a project that will end with this class serving the school. Let’s talk about some needs that you know the school has. Begin a brainstorming session listing needs/ problems at the school. If time allows, the students begin a walking tour to look over the campus and generate some ideas. They can look at the physical campus, and they also might run into some teachers, administrators, and/or custodians that they can ask for ideas. (See Attachment 2– next slide)

7. Task 3: Small group project Back in small groups, have the students in each group come up with a proposal for a service project at the school (Project Proposal- next slide). The group must take into consideration any expenses that would need to be covered, and how they might fund the project. The group puts their proposal into a Word or PowerPoint document to and prepares to communicate their ideas to the class.

9. Task 4: Group presentation Groups present their proposals. The class votes and chooses one proposal to work on, or the teacher can decide that they will work on smaller projects by group, or the two best project proposals, etc. Task 5 Gather materials and begin the project. Task 6: After the Service: Evaluate Task 7: Games Capture the Flag Ultimate Frisbee Rollick Team Sardines

10. Key Skills*: Understands and uses appropriate nonverbal behavior/gestures. Understands and monitors the attentional focus of self and others. Self-regulates emotions. Follows the rules of conversation (initiation, maintaining, ending conversation). Engages in reciprocal interaction: sharing intentions, emotions, interests. *Adapted from: The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, Amy C. Laurent, and Patrick J. Rydell

11. Common Core Standards: Writing Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. History & Social Science 12.2 Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others.