Description
This single-day lesson introduces students to the 5K race fundraising event used by a newspaper staff from Rockville, Maryland. Students read and annotate background information about the publication and event before analyzing a Q-and-A transcript of an interview with the student organizers and adviser during the 2014-2015 school year. Then, based on discussion, they generate a list of important considerations for conducting a large-scale fundraiser. Finally, they complete an exit ticket and homework assignment to demonstrate their understanding of the lesson content.
Objectives
- Students will analyze and evaluate a case study about a large-scale fundraiser used by a student media staff.
- Students will generate a list of considerations for implementing large-scale fundraisers in small and large discussion groups.
- Students will synthesize their opinion about the implementation of large-scale fundraisers in writing.
Common Core State Standards
| CCSS.ELA-LITERACY.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. |
| CCSS.ELA-LITERACY.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. |
| CCSS.ELA-LITERACY.SL.9-10.1A | Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. |
| CCSS.ELA-LITERACY.SL.9-10.1C | Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify or challenge ideas and conclusions. |
| CCSS.ELA-LITERACY.SL.9-10.1D | Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. |
| CCSS.ELA-LITERACY.W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization and analysis of content. |
Length
60-70 minutes
Resources
Handout: Large-scale fundraising case study
Handout: Large-scale fundraising supplementary materials
Handout: Large-scale fundraising exit ticket
Handout: Large-scale fundraising response
Sticky notes
Lesson step-by-step
1. Large group discussion — 8-10 minutes
Present students with the question, “Which of the following fundraisers do you think would bring in the most money: a bingo night/silent auction, a 5K race or a car wash?” You might project the question on the board, print the question on an entrance ticket, use an online response tool like Google Forms, Kahoot or Socrative, or verbally ask the question. You could have students think-pair-share, write their answer down or respond in a Q-and-A format. Record student responses using a whiteboard, document camera, PowerPoint notes, poster paper or other preferred recording method.
2. Read the case study — 15-25 minutes
Distribute the large-scale fundraising case study and supplemental materials. Depending on your students, give them 15-25 minutes to read and annotate the case study and sort through the materials, and then determine three considerations that a publication should take into account when implementing a large-scale fundraiser. Some considerations they might suggest include:
- Promoting the event
- Creating signs
- Making T-shirts
- Have multiple ways to make money at the event
- Students to organize the event
- The teacher takes care of legal issues
- A way to manage the money
- A way to manage registrations
- A registration process
- Requirements for participation
- A grade for participation
- Refreshments for participants
- Entertainment for participants
- Support from your community
- Announcements at school
- Email blasts to the school community
- Time to set up and clean up
- Work with law enforcement
- A budget for the event
- A timeline for planning the event
3. Small group discussion — 10-15 minutes
As students finish, prompt them to move to groups of 3-4 students. Give each group a packet of sticky notes and tell students to write one of their considerations on each sticky note (there should be 9-12 sticky notes total, depending on the size of the group). Once they have their sticky notes, they should place them into three categories: ital, secondary, supplementary.
4. Large group discussion — 10-15 minutes
Ask each group to report its considerations from the vital, secondary and supplementary categories. If some considerations are in more than one category, ask each group to explain why they feel it should be in either of the categories, then prompt the class to vote on which category the consideration should be in. Some considerations will be repeated, which is fine. Students should record three considerations from each category at the top of their exit ticket form. Make sure students include the following considerations in either the Vital or Secondary category:
- Promotion plan for the event
- Have multiple ways to make money at the event
- Students to organize the event
- A registration process
- Requirements for participation
- Support from your community
- Time to set up and clean up
- Work with law enforcement
- A budget for the event
- A timeline for planning the event
5. Exit ticket — 5 minutes
Prompt students to complete the rest of their exit ticket and then submit it to you. While they are doing this, distribute the homework assignment.
6. Homework
Students should consolidate their thoughts about implementing large-scale fundraisers in written form, or they may draw a diagram to show their thinking. You might grade this as part of the case study rubric grade or as a completion grade.
Differentiation
In a 1:1 environment, consider using digital collaboration tools for students to respond to the warm-up question and when they are working in small groups.
For less-ready readers or students with limited English proficiency, distribute the case study in advance or consider reading it aloud as a class. Students also could read together with a partner, switching off reading each paragraph out loud and then summarizing together before moving on. These students might also complete one analysis sheet together instead of every student completing the work alone.
The homework assignment contains two options for different learning styles — students may either write their responses or create a diagram. You might also allow students to complete this assignment online.