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Name: Shannon King

Date Submitted: Friday, October 11, 2013 Date Taught: Monday, October 15, 2013

Subject: Social Studies Title: Service Learning Project

TEKS/Content Standards:

(12) Citizenship. The student understands the impact of individual and group decisions on communities in a

constitutional republic. The student is expected to:

(A) give examples of community changes that result from individual or group decisions;

(B) identify examples of actions individuals and groups can take to improve the community; and

(C) identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the

common good.

Lesson Objectives: The students will learn what the term issue means. They will be able to name several issues and

identify those that are important in the community. Finally they will decide (vote) on one issue they want to study.

Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words):Cigarettes cause cancer. Smoking is the number one cause of deaths due to lung cancer, emphysema, and other

serious diseases. For every person who dies of smoking-related illness, 20 more suffer from a chronic disease due

to smoking. Smoking doesnt just hurt you. Second-hand smoke from your cigarettes is a serious danger to your children

family, and friends. Smoking is the single most preventable cause of death and disease. Cigarettes cause more deaths

than cocaine, auto accidents, AIDS, alcohol, heroin, fire, suicide and homicide combined. The costs to our society include

over 400,000 lives lost every year in the U.S.-- over 1200 each day -- and $50 billion annually in lost productivity and

increased health care costs. Cigarette smoke contains over 4,800 chemicals, 69 of which are known to cause cancer.

Smoking is directly responsible for approximately 90 percent of lung cancer deaths and approximately 80-90 percent of

COPD (emphysema and chronic bronchitis) deaths. About 8.6 million people in the U.S. have at least one serious illness

caused by smoking. That means that for every person who dies of a smoking-related disease, there are 20 more people

who suffer from at least one serious illness associated with smoking. Among current smokers, chronic lung diseaseaccounts for 73 percent of smoking-related conditions. Even among smokers who have quit chronic lung disease

accounts for 50 percent of smoking-related conditions. Smoking is the cause of 1 in 5 deaths in the U.S. annually. And

tobacco use is the leading preventable cause of death. Every day over 3,800 teens, 18 and younger, smoke their first

cigarette. While, 1,000 teens start smoking on a daily basis. A single cigarette contains over 4,800 chemicals, 69 of which

are known to cause cancer. Secondhand smoke contains over 7,000 chemicals, including 70 cancer-causing chemicals.

Tobacco use is the leading cause of preventable illness and death in the United States. It causes many different cancers

as well as chronic lung diseases such as emphysema and bronchitis, heart disease, pregnancy-related problems, and

many other serious health problems. Each day, more than 3,600 people under 18 smoke their first cigarette, and more

than 900 begin smoking on a daily basis. In 2011, an estimated 19 percent of U.S. adults were cigarette smokers.

Approximately 18% of high school students smoke cigarettes. In 2011, nearly 18% of high school boys were current cigar

users. From 2005 to 2011, the proportion of adult smokers declined from 20.9% to 19.0%. Cigarette smoking causes an

estimated 443,000 deaths each year, including approximately 49,400 deaths due to exposure to secondhand smoke. 8.6

million people live with a serious illness caused by smoking. On average, smokers die 13 to 14 years earlier than

nonsmokers. Lung cancer is the leading cause of cancer death among both men and women in the United States, and

90% of lung cancer deaths among men and approximately 80% of lung cancer deaths among women are due to smoking

Smoking causes many other types of cancer, including cancers of the throat, mouth, nasal cavity, esophagus, stomach,

pancreas, kidney, bladder, and cervix, as well as acute myeloid leukemia. People who smoke are up to two to four times

more likely to suffer a heart attack than nonsmokers, and the risk increases with the number of cigarettes smoked.

Smoking also causes most cases of chronic obstructive lung disease. Among youth who persist in smoking, a third will die

prematurely from smoking. An estimated 88 million nonsmoking Americans, including 54% of children aged 311 years,

are exposed to secondhand smoke. Nonsmokers who are exposed to secondhand smoke at home or work increase their


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lung cancer risk by 2030%. Nonsmokers who are exposed to secondhand smoke at home or work increase their heart

disease risk by 2530%. Each year, primarily because of exposure to secondhand smoke, an estimated 3,000

nonsmoking Americans die of lung cancer, and more than 46,000 die of heart disease. Children are at particular risk for

exposure to secondhand smoke: 53.6% of young children (aged 311 years) were exposed to secondhand smoke in

20072008. While only 5.4% of adult nonsmokers in the United States lived with someone who smoked inside their

home, 18.2% of children (aged 311 years) lived with someone who smoked inside their home in 20072008. Babies and

children who breathe secondhand smoke are sick more often with bronchitis, pneumonia, and ear infections.

Prerequisite Skills:

Students will have to identify what a problem is. Students will have to know what a community is. Students will have toknow what it means to volunteer.

Materials/Supplies/Technology:

Note Cards

Chart Paper

Images of Community Problems

Websites about service learning:www.kidsconsortium.org/35.php

Markers

Laptop/Computer access

Lesson Instructional Model (circle appropriate model(s) for the lesson):

Inquiry/5E LiteracyRead Aloud SS Role-playing

Word Study Simulation

Guided Reading Service Learning

Shared Reading Learning Center

Direct Instruction Literature Circle/Novel Study Cooperative Learning

Shared Writing Debate/Conflict Resolution

Writing Workshop

Other: _____________________________

Steps/Sequence of Activities Correlated to Instructional Model:

1. Show students images of community issues. Focus on defining problem, community, and volunteer.2. Ask what they see in each image. (Show one image at a time)record answers.3. What are some other issues in our community?Record answers4. Narrow down the list to two of the most important issues, and model reasons why that issue is important. Write

one sentence as an example. (Ex: It is important for puppies to have a home because they are adorable; all pets

deserve a home; responsible students take care of animals.)

5. Talk about voting in simple terms.6. Write down your choice and write a sentence.7. Vote on issue.8. Collect cards- announce winner and if necessary have a runoff election.9. Now we have our issue! Congrats!10.Okay we have to fix this issue! Be thinking and ready to start a revolution!

Differentiation:

Students may draw a picture of the issue or find one on the computer.Evaluation:

Students will vote on an issue to study and state why they think that issue is important.

Analysis of Assessment(s):

Did each student come up with at least one issue and one reason?

Jaysen: Yes

Jack: Yes

Journee: Yes

Christian: Yes

Ethan: Yes

Asharah: Yes
http://www.kidsconsortium.org/35.phphttp://www.kidsconsortium.org/35.phphttp://www.kidsconsortium.org/35.phphttp://www.kidsconsortium.org/35.php


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Leslie: Yes

Reflection:

After today I am so excited to get to work on this project. My students got so into deciding what issue they wanted to

study. It was awesome to see third graders so passionate about so many different issues. For next time, I would tell the

teachers to use discretion when picking the topic. There were some that I knew would be difficult too difficult for this

project and the amount of time we had, so I eliminated it. Everyone is so excited about the project and kept asking me

when we get to start!

Name: Shannon King

Date Submitted: November 1, 2013 Date Taught: November 4, 2013

Subject: Connecting Content: Service Learning Title: Smoking


(26) Social studies skills. The student uses problem-solving and decision-making skills, working independentlyand with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options,consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the

solution

(11) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods

of time and produce evidence of their reading. Students are expected to read independently for a sustained

period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g.,

generate a reading log or journal; participate in book talks).

Lesson Objectives:

The students will research websites and articles that I provide them. They will take notes from content specific

nonfiction text. The students will be able to identify characteristics of a persuasive letter by filling out a graphic

organizer.

Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words):

Cigarettes cause cancer. Smoking is the number one cause of deaths due to lung cancer, emphysema, and other







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who suffer from at least one serious illness associated with smoking. Among current smokers, chronic lung disease

accounts for 73 percent of smoking-related conditions. Even among smokers who have quit chronic lung disease





























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Know vocabulary

Note taking

Categorizing information

Parts of a letter


Chart Paper

Non fiction TextNote cards

Highlighting pens

Graphic Organizer (research category boards)








Writing Workshop

Other: ____Research and Fact Finding___


Launch:

Today is the big day! We will be starting our Service Learning project! A few weeks ago we picked the topic of smoking.

Today we are going to begin research and look at a persuasive letter. Before we beg in lets talk about why this issue is

important to us.

After we have discussed our issue for 3-5 minutes, I will introduce the persuasive letter to the group. I will pull out the

persuasive letter and read it together. I will explain the identifying factors of a persuasive letter. I will ask my students

What are some features that are in this letter? Be sure they recognize (below) and put what they say on an anchor

chart that we can refer back to when researching.

Opinion at the front Site websites Embedded facts Restates opinion/solution

Explain that we need research when we are writing persuasive letters to convince the person reading it of our opinion.

We must back up what we think (or our opinion) with FACTS!

Introducing research strategy:

When we are researching, we cant just copy exactly what the articles say. I will tell my group that when researching

we will be using a strategy called Very Important Points. You will only have a certain number of sticky notes to mark in

this article. These points need to be significant to you. That may mean they are points of personal connection, interest,

or confusion.

I will have 3 sticky notes on each article to mark the points that they feel are important and full sticky notes to write that

VIP on after theyve gone through the whole article. When theyve written one point, they can go and post it up on the

research category boards (LAWS, STATISTICS, FACTS, PREVENTION) Ill have taped up on the wall. They will leave their

VIPs in the articles so we dont have the same important facts in each one. Everyone will find something different in


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each article and bring something new each article.

I need to make sure that when they are taking notes on each article/picture that they are not copying word-for-word what is in the article. To do this I will need to model how to take notes on an article and paraphrase.

I need to also make sure to tell them to cite the sources. We are allowed to use other peoples writing, but wehave to give them credit. Good writers do this. To cite our sources, each article will have a corresponding sticky

note color that goes with it, and it will be printed on that color paper. That way, we can keep it straight in our

minds, which facts are from which article.

Now we will begin our research. Today we will focus on printed materials. I have articles, statistics, pictures, and bookthat they can work through. I will give each student an article. I will have them pour over the articles for 7 min using the

VIP strategy and research category board, and then they switch with the other members of our group.

Differentiation:

3 notes are acceptable and some students can draw sketch of main fact or idea. Complete graphic organizer with the

group.

Evaluation:

Each student will complete 5 notescomplete graphic organizer with facts, people, location, history, current history,

content specific issues, organizations. Bullets are acceptable.

Analysis of Assessment(s):Did each student write or draw 3 sticky notes for each article?

Jaysen: Yes

Jack: Yes

Journee: Yes

Christian: Yes

Ethan: Yes

Leslie: Yes

Asharah: Yes

Reflection: The VIP was an awesome strategy to use for my group. We have had issues in the past with summarizing.

Each student would only write or tell me exactly what was on the page. It was frustrating because each time we would

go over it, it wouldnt make sense to them. I thought that this might be a good way for the students to pick out the most

important points of the articles, and relay them to me without reading directly from the sheet. It worked really well and

they loved the strategy with sticky notes.

Name: Shannon King




110.13.(b)(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting,

revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a

genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of


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strategies (e.g., brainstorming, graphic organizers, logs, journals);

110.13.(b)(20)(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you noteto a friend) and that use appropriate conventions (e.g., date, salutation, closing);

110.13.(b)(21) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions

of a specific audience on specific issues. Students are expected to write persuasive essays for appropriateaudiences that establish a position and use supporting details.

110.13.(b)(18)(B) use technology to create written and visual material such as stories, poems, pictures, maps,

and graphic organizers to express ideas

Lesson Objectives:

Students will review the opinion letter. Students will create a graphic organizer that includes a strong opinion, three

logical reasons to support their opinion and develop reasons based on research.












who suffer from at least one serious illness associated with smoking. Among current smokers, chronic lung diseaseaccounts for 73 percent of smoking-related conditions. Even among smokers who have quit chronic lung disease










users. From 2005 to 2011, the proportion of adult smokers declined from 20.9% to 19.0%. Cigarette smoking causes anestimated 443,000 deaths each year, including approximately 49,400 deaths due to exposure to secondhand smoke. 8.6











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Know vocabularyCategorizing information

Letter Writing

Persuasive vocabulary


Graphic organizers

Anchor charts

Research charts

Markers

Highlighters

Sticky notes/cards

Non-fiction text for students to refer back to








Writing Workshop

Other: ________Interviewing_________


Launch:

1. We will review the elements of a persuasive letter through the anchor chart that we made last week.a. The Introduction should grab attention, and briefly explain the topic or issue.b. Then you must state your opinion and use strong language to clarify.c. The argument must be based on research and is made up of you series of logically organized reasons.d. The conclusion provides a solution to the issue or challenges the reader thinks or acts differently.

Summarize your opinion and argument.

2. Next we will determine the audience for the lettera. Who would be the best person to send it to?

i. Stay within the communityii. Think local3. Explain graphic organizer

a. I will have the graphic organizer blown up to poster size and have it filled out with my opinion.b. Opinion writers put their opinion sin the introductions to their letters. Therefore as a writer it is

important to write a strong opinion statement and to use words and phrases that signal to the reader

that an important is coming.

i. In my opinion..ii. I feel/ think that

iii. Personally..iv. It is my belief that


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c. I will show a good/bad opinion statement so they can see what not to do.d. Also I will have starter statements for opinions. (The blank article states)e. Arguments and Reasons Section

i. The most important thing is WHY they think that!!ii. Utilize sources!

iii. Make sure they know to develop arguments/ reasons and use their research (LOOK ATREASEARCH CATEGORY BOARDS FOR IDEAS)

Differentiation:

Students can draw sketch of main fact or idea they learned from the interview. Complete graphic organizer with the

group.

Evaluation:

Students will bullet a short response to the interview writing at least one good argument that they learned about their

issues. Note to teacher: Think about counter arguments and working towards persuasive letter.


Jack Achieved Notes

Express a strong opinion statement. Yes Jack was done first and had the best

graphic organizer!

Provide at least three logical reasons

to support opinion.

Yes

Develop reasons with evidence and

research.

Yes

Journee Achieved Notes

Express a strong opinion statement. Yes


to support opinion.

No She wrote 2 logical reasons!


research.

Yes

Jaysen Achieved Notes



to support opinion.

Yes


research.

Yes Jaysen had TONS of evidence that

he remembered off the top of his

head.


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Leslie Achieved Notes



to support opinion.

Yes


research.

Yes

Christian Achieved Notes

Express a strong opinion statement. Yes Christian kept trying to put evidence

or reasons into his opinion

statement! It was cool to see him

already trying to do what I was

setting up for them to do later.


to support opinion.

Yes

Develop reasons with evidence andresearch.

Yes

Ethan Achieved Notes



to support opinion.

Yes


research.

Yes

Asharah Achieved Notes



to support opinion.

Yes


research.

Yes

Reflection:

This graphic organizer was SO helpful!!! Explaining it was a little difficult at first, but once I showed them my example,

everyone ran with it. I think it will be amazing for when they start to write their actual letters. I had a few start on their

letters today. We also laid out all of our research materials on the floor so they could go find evidence that matched

their reasons! Everyone did such a good job, and they even sited their sources without being asked or reminded!


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Name: Shannon King




110.13.(b)(21) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actionsof a specific audience on specific issues. Students are expected to write persuasive essays for appropriate

audiences that establish a position and use supporting details.

Lesson Objectives:

Students will write a persuasive letter.







over 400,000 lives lost every year in the U.S.-- over 1200 each day -- and $50 billion annually in lost productivity andincreased health care costs. Cigarette smoke contains over 4,800 chemicals, 69 of which are known to cause cancer.










Tobacco use is the leading cause of preventable illness and death in the United States. It causes many different cancersas well as chronic lung diseases such as emphysema and bronchitis, heart disease, pregnancy-related problems, and






















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Know vocabulary

Categorizing information

Letter writing

Parts of a letter


Lined Paper

Research ChartsGraphic Organizers

Example letter

Computer








Writing Workshop

Other: ________Interviewing_________


Launch: We are going to finish our letters today by drafting our conclusions. I am going to read a few topics and

conclusion sentences, and I want you guys to tell me why they are good.

Topic: Winter sports are lots of fun. / Conclusion: I always look forward to participating in winter sports. Topic: Last summer, I went to Hawaii with my family. / Conclusion: I enjoyed spending time with my family in

Hawaii

1. Strong conclusionsa. Types:

i. Summary of the issue or topic addresses: this strategy often incorporated one or two strongstatistics

1. Not the best choiceii. A rhetorical question: This strategy definitely leaves your reader thinking

iii. A strong quotation from a reliable source.1. Smoking is the number one cause of preventable death. (center for disease control)

2. Writinga. Edit and revise independently

3. Student Checklista. Look at persuasive letter checklistb.

Student self assess their letterc. Revise as necessary

d. Collect students revision and checklists4. Read letters and score them

Differentiation:

If students have a hard time coming up with a concluding sentence on their own, I will be walking around helping them

come up with ideas.

Evaluation:

I will evaluate their letters with the same rubric as the first on-demand writing samples.



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Jack:12

Jaysen: 14

Journee: 22

Christian: 21.5

Ethan: 14

Leslie: 16

Asharah: 19.5

Reflection:

Reading their letters was so much fun! The kids had a blast with this, surprisingly! They loved the idea that they were

actually sending these letters to people that matter. I let each student pick who they wrote their letter to, rather than

picking one person, because I thought it would be more meaningful to them! They really liked looking up each person,

and they had so many good ideas about who to write to. It made more work for me, but was so worth it because the

kids put so much more effort into it.

Name: Shannon King


Subject: Smoking Prevention in Waco, Texas

(20) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with

others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider

advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, generate options,

predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision.

Lesson Objectives: The students will create an advocacy project that summarizes key ideas in providing informationabout the issue and possible solutions. The project will end with some form of public service announcementeither

electronically or on poster board.




to smoking. Smoking doesnt just hurt you. Second-hand smoke from your cigarettes is a serious danger to your children,
















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90% of lung cancer deaths among men and approximately 80% of lung cancer deaths among women are due to smokingSmoking causes many other types of cancer, including cancers of the throat, mouth, nasal cavity, esophagus, stomach,














Vocabulary

Advocacy

Smoking info (laws, statistics, facts)


Poster boards

Markers

Highlighters

Sticky notes/ cards

Non-fiction text for students

Graphic organizer

Research charts


Inquiry/5E LiteracyRead Aloud SS Role-playingWord Study Simulation





Writing Workshop

Other: Advocacy Project

Steps/Sequence of Activities Correlated to Instructional Model: Students will gather information from their persuasive

letter and interviews and combine into a public service announcement. The final project can be a powerpoint, on poster


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board or filmed.

Differentiation: The children can work together in creating a single project. There may be a different levels in details

with children who finish early.

Evaluation:Each student must make one poster with at least one fact and one drawing.


Jaysen: Yes

Jack: Yes

Journee: Yes

Christian: Yes

Leslie: Yes

Ethan: Yes

Asharah: Yes

Reflection:

Today was the most fun yet. My students loved making their posters and hanging them around the school. They put somany good facts and drawings. I would have a few ideas already thought out in case some cant come up with ideas on

their own. Journee and I had to take some time, together, to figure out what she was going to put on her poster, but in

the end we got it figured out. I would also recommend that each student make his or her own poster. It was way more

fun that way! Then, when students got finished they helped those who were still working.

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