After-school Service Learning class
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There is no more Service Learning classes this school year.  Thanks to all the students who helped out in our Service Learning class this year!  We will start Service Learning class up again in October 2017.

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The Service Learning group will meet from October 2016 to May 2017 on Tuesdays from 4:15-5:40.  Mr. Streit will be visiting Language Arts clastsrooms in late September to provide information about this group.  Any student in grades 6-8 is welcome to attend.

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On Tuesdays from 4:15-5:40, Mr. Streit teaches a Service Learning class in Room 213.  There is no cost to attend this class.  Any student in grades 6-8 is welcome to attend.  Regular attendance is appreciated but not required.
 

Here is a class description, and the learning targets and standards covered in this class:

Class Description:  In the Service Learning class, students will follow the IPARD framework (Investigation, Planning/Preparation, Action, Reflection, Demonstration) to develop their reading/writing/presentation skills while working on three intensive projects throughout the school year.  The first project will involve planting a native plant garden and vegetable garden on school grounds (including having speakers come out to instruct the class).  The second project will involve communicating with and visiting a senior center.  The students will choose the third project.  The investigation, planning, reflection, and demonstration stages for each of these projects will involve reading nonfiction texts, writing plans and writing reflectively, and presenting the work done with multimedia and presentation boards.

Learning Targets
* I can research and identify a community need and its root causes.
* I can read and interpret nonfiction texts to investigate a service-learning project.
* I can write out a plan and collaborate with others to best achieve a service-learning project, including clear goals, a clear timeline, roles, and follow-up procedures.
* I can implement the service-learning plan and collect evidence of the impact.
* I can write reflectively to understand the connections I made and what is being learned in the service-learning project.
* I can showcase what I implemented and what I learned in our service-learning project, and incorporate recommendations for the next project.

Language Arts State Standards addressed
* 6.7.7.7/7.7.7.7/8.7.7.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
* 6.7.9.9/7.7.9.9/8.7.9.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
* 6.5.1.1/7.5.1.1/8.5.1.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
* 6.5.7.7/7.5.7.7/8.5.7.7: Integrate and Evaluate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
* 6.7.1.1/7.7.1.1/8.7.1.1: Write arguments to support claims with clear reasons and relevant evidence.
* 6.9.4.4/7.9.4.4/8.9.4.4: Present claims and findings, and emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details.
* 6.9.5.5/7.9.5.5/8.9.5.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Differentiation
Service learning is an additional way for students to improve reading/writing/presenting skills and access the Language Arts (and other subjects) curriculum.  Students will be using many Language Arts skills in unique ways and in ways not often present in a traditional classroom.  In the Service Learning class itself, students will have opportunities to choose projects important to them and to choose roles that give them opportunities to shine and grow.