Girls Learn International

8/6/2019 Girls Learn International

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Page 1 of 76FUNDRAISING FOR KENYAN SCHOOLS 2005 Citizen School Inc.July 2006 All rights reserved.

A resource guide for teaching quality Fundraising andAdvocacy apprenticeships.

Version 1.0 July 2006

Advocacy for GirlsEducation


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This curriculum was compiled and edited by Kelly Dwyer.

IN GRATEFUL ACKNOWLEDGEMENT

CITIZEN SCHOOLS WOULD LIKE TO THANK THE FOLLOWING INDIVIDUALS ANDORGANIZATIONS FOR THEIR CONTRIBUTIONS TO CREATING THIS CURRICULUM GUIDE:

GIRLS LEARN INTERNATIONAL,TM

LINDA WELLS

ALEXANDRA BUDABIN

DAN BLOCKER

MARNE DAY

MARIA VILLAREAL

STUDENTS FROM THE IRVING MIDDLE SCHOOL ;ROSLINDALE MA

STUDENTS FROM THE DEVER ELEMENTARY SCHOOL;DORCHESTER MA

EMILY BENT


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TABLE OF CONTENTS

1. CURRICULUM IMPLEMENTATION GUIDE .. 4-7

2. DESCRIPTION OF THE WOW! 8

3. GETTING TO WOW!TEMPLATE 9

4. GETTING TO WOW!10 WEEK LESSON PLAN 10-11

5. LESSON ONE PLAN &RESOURCES .. 12-22

6. LESSON TWO PLAN &RESOURCES 23-40

7. LESSON THREE PLAN &RESOURCES ... 41-45

8. LESSON FOUR PLAN &RESOURCES. 46-56

9. LESSON FIVE PLAN &RESOURCES . 57-60

10. LESSON SIX PLAN &RESOURCES .. 61-66

11. LESSON SEVEN PLAN &RESOURCES ... 67-71

12. LESSONS 8,9&10HELPFUL GUIDANCE .72-73

13. LESSON PLAN TEMPLATE . 74-76


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DESCRIPTION OF THE WOW

WOW Stamp of Approval

REAL: The money is donated to an actual school in Kenya which focuses on girlseducation.

ADDS VALUE: Communities will be educated on the issues of girls education inKenya as well as have an opportunity to contribute to a solution for the problem.

PUBLIC: The fundraising activity should utilize resources from their entirecommunities (schools, families, neighborhoods) and during this fundraising, they willbe given a chance to educate their audience on the topic of girls education.

TEACH BACK: Apprentices need to teach back information about the challenges ofgirls access to education in Kenya in order to be successful fundraisers andadvocates.

APPRENTICES WILL ORGANIZE A COMMUNITY-BASED FUNDRAISING ANDAWARENESS RAISING CAMPAIGN ABOUT THE ISSUES OF GIRLS EDUCATION INKENYA. MONEY WILL BE DONATED TO A PARTNER CLASSROOM AT A SCHOOL IN

KENYA. STUDENTS WILL HAVE AN OPPORTUNITY TO TELL THEIR COMMUNITIESABOUT THE BARRIERS TO GIRLS ACCESS TO EDUCATION IN KENYA AND OTHERDEVELOPING COUNTRIES.


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Information to begiven out at the final

presentation.

Getting to WOW! Template

Learning Objectives

2. New Basic Skill

Leadership:Students are

able to set a goaland track their

progress.

1. New Basic SkillLeadership: Studentsare able to articulatein writing or speaking

how what theylearned is connected

to the largercommunity.

What do I want to teach?

Fundraising and advocacy to promotegirls education in Kenya.

Students will organize a fundraising campaign for a schoolin Kenya and host an awareness raising presentation to

their school and community.WOW!

Letters that can besent to potential

donors.

ProductsneededfortheWOW

!

Flyers and posterswith information

about Kenya.

A wellrehearsedpitch to

explain ourproject.


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Week Stage Lesson Objectives:What do we need to get done

today?

Learning

Objective:

What will the

students learn

today?

Activities

1Learnnewskills

MODEL WOW em!

- To learn aboutlife in Kenya- Connectingwhat youve

learned to the

community

- Begin workon OurSchool book- Same orDifferent- Kenyan factspuzzles- Determinethe WOW

2Learnnewskills

MODELLearn about your

Partner Classroom- To learn aboutlife in Kenya- Connect whatyouve learned to

the community

- Fact bookscavenger hun- UNICEFstatistics- Begindonation letter

3Learnnewskills

MODELCreate an advocacy

strategy

- To learn howadvocacy andfundraising arerelated- Connect what

youve learned tothe community

- Create anadvocacystrategy- Mapping ournetworks

- Set ourfundraisinggoal

4Produce SCAFFOLD

Written advocacy - To teach backinformationabout Kenya- Connect whatyouve learned to

the community

- Mail donationletters- Create classnewspaperarticle- Create classpetition

5Produce SCAFFOLD

Posters & Flyers - To explain theproblems inKenya- Connect whatyouve learned to

the community

- Use photosand factsheets tocreate postersand flyers- Practice youpitch (videos)

WOW Plan


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6Practice COACH Practice your Pitch

- Trackprogress

towards your

goal

- Practice youpitch:Collectingsignatures foryour petition

- Practice youpitch: watchand reviewVideotape

7Practice COACH

Practice finalpresentation

- Review factsabout Kenya- Trackprogress

towards goals

- Jeopardy!- Reviewvideotapesfrom last week

8Practice COACH

Practice final

presentation/Final Collection date

for donations

- Track

progress

towards yourgoal

- Data Analysis

- Finalpresentation

practice- Mathchallenge wordproblems

9Practice

FADE First Campaign - Trackprogress

towards your

goal

- Connect whatyouve learned to

the community- Teamwork:share the spotlight

- Campaign foKenya- Teachbackflyers- CollectSignatures foryour petition

10Perform

WOW!FADE

FinalCampaign/Presentation

of check

- Connect whatyouve learned to

the community

- Trackprogress

towards your

goal

Presentinformationand fundraisinachievementsto yourcommunity!


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Lesson 1Name of theApprenticeship:

Kenya Schools

Pre-Planning

Lesson Objectives: What do we need to get done today?By the end of the lesson, the students will:

1. Write a letter describing themselves to a Kenyan friend.2. Know what the WOW activity will be.

Learning Objectives: What will the students learn today?By the end of the lesson, the students will have learned:

1. The similarities and differences between children in Kenya andBoston.

2. Identify the main issues facing education in Kenya.3. To identify and begin to address stereotypes about people in Africa.

Agenda based on the lesson plan. Post in the room for the students to see.

1. Opening Ritual2. Review Agenda and Set Context:

Reviewing Ground Rules3. Activity: Letters to Kenyan children4. Activity: Same/Different5. Activity: Puzzle Pieces6. Activity: Determining the WOW!

7. Closing and Teach Back8. Clean up

10 Minutes5 Minutes

10 Minutes15 Minutes20 Minutes20 Minutes

5 Minutes5 Minutes

Preparation and Space Set up:1. Flipchart to create class rules2. Flipchart with guiding questions for letters (p.9)3. Map showing Kenya and Kajado.3. Prepare Kenya "puzzles" and flipchart to introduce facts (p. 12-13)4. Markers and paper for writing letters.5. Partner classroom book (if availabe from Citizen Schools)6. Example pages for the biography book (by CT and TL) - see ritual

VocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.Proverb - a common belief or "saying"Fundraising - gathering money for a certain causeDonations - money or gifts that is given to a group to help them

Lesson Plans


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Materials and EquipmentFlipchartsMarkersPaperKenya facts "puzzles" (p.12-13)

Various current photos of people in Kenya of all ages, etc.(p. 10-11) - pleaseadd your own, as well!A world or African Map, showing Kenya.

Planning the Lesson

Opening Ritual (It should be tied to the focus of yourApprenticeship and this session if possible)

Time: 10 Minutes

The opening ritual will be the creation of a scrapbook about Our School. Thescrapbook will be sent to the partner classroom at the end of the apprenticeship,

to give students in Kenya an idea about what school is like in America. Thepartner classroom will also create a scrapbook that can be shared with studentsin the apprenticeship. This is available through the National ApprenticeshipDepartment.

Introduce the concept & This is Us

This book will be about us, our school and our lives in America and we will sendit to the students at our partner school. They have also created a book abouttheir school (show book if possible). Every lesson, we will have a new page toadd with a question or topic.

1. Take a photo of the class that will go into the center of the page. All thestudents should use markers, glitter and pens to write their names aroundthe central photo

2. Each student gets a biography page (handout to be glued in later).3. Students should think about things they want to put into the book that

express them, including photos (these will not be returned), pictures orsymbols, etc. The CT and team leader should show examples. Studentsshould think about what they want for their page and bring them for thenext lesson.

Set the Context and Review Agenda Time: 5 MinutesPost visual agenda (use outline in this template for guidance)Explain that the group will be working together for the next 10 weeks to come upwith a plan for raising money for a school in Kenya.Say - In order to be successful as a group, we need to determine rules that wewill follow to help us work together.


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Create group rules on a flipchart and post them every lesson.

ACTIVITIES (Please factor a 5 minute break in the middleof 1 activity or in between 2 activities)

Time: 60 minutes

Activity 1: LETTERS TO KENYAN CHILDREN Time: 10Min

Includes demonstration, guided practice, individual or group practice. Be sureand link to your learning objectives.

Our partner school is the Isinya Primary School inKajiado Kenya (show on a map). This school isfor grades 1-8 and the children are ages 9-17.

Write a letter to a child in Kenya telling themabout yourself and your life in America.

In these letters, we can describe what our livesare like and ask questions about their lives.Post the 'guiding questions' (page 9) on aflipchart to help students decide what to writeabout.

Objective- This activity is anopportunity to createinvestment in the projectthrough attaching thefundraising with real people.- The letters can also be an

opportunity to reveal anystereotypes about thepartner country that can beaddressed in future lessons.

Activity 2:SAME/DIFFERENT Time: 15 MinIncludes demonstration, guided practice, individual or group practice. Be sureand link to your learning objectives.

Divide students into groups of 3-4 and handeach group a worksheet with two columns:"same" and "different."Explain that you will pass around sets of twopictures of people in Kenya (you can usepersonal photos, pictures from books or theinternet, but be sure the photos are current). Asa group, the students have to list all of the thingsthey see about the pictures that are the "same"as life in Boston and all the things that are"different."

Give each group 3-5 minutes with each group ofpictures, and then share as a class all of thethings the smaller groups have written on theirworksheets.

ObjectiveThe group can learn whatlife is like in modern Kenya,build understanding of thepartner country andpotentially break downstereotypes.


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Activity 3: PUZZLE PIECES Time: 20 MinIncludes demonstration, guided practice, individual or group practice. Be sureand link to your learning objectives.Divide the team into two groups. Each groupgets a set of puzzle pieces (pgs. 12-13) with

questions and answers written on them. Theyneed to match the question with what they thinkthe answers might be. If they put the puzzletogether correctly, they should see an image thatinvolves Kenya in the background. The first teamto assemble both puzzles is the winner.

End the activity by reviewing all of the factslearned from the puzzles and posting them on aflipchart.

ObjectiveStudents are learning facts

about the partner communityand school that they can usewhen creating fundraisingmaterials.

Activity 4: DETERMINE THE WOW! Time: 20 Min

Since we only have 10 weeks to work together,we need to decide what we can do to raise somemoney for the Isinya Primary School in Kenyaand let people know about the problems there.Some ideas are: having a charity bake sale, acar wash, etc. Does anyone have any otherideas?The CT should allow the group to brainstorm for5-7 minutes. Then the CT should narrow theideas down to three based on student interestand feasibility.

Among the three ideas, vote on the best one.Dont forget that whatever the idea is, thereshould be some element ofpresentation/awareness raising that happensduring the WOW! week (week 10).

ObjectiveTo create a group investmentby allowing students to comeup with a plan for raisingmoney for the Kenyan schooland telling people about theproblems with education inKenya.

Closing & Teach Back Time: 5 MinutesReview what you covered in this session and tell them what is coming for thenext session. Be sure students learned by having one or more of them teachback.Ask the following questions to check comprehension:

- Why don't girls in Kenya go to school?- Who can find Kenya on a map?- What is our WOW! Going to be?


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Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?Collect flipcharts, put away markers, puzzles, return all CTs materials to them,

put up desks, etc.


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Ritual Handout: Biography page

My Name is: My Age is:

My Family (draw or glue a picture or write):

My Home(draw or glue a picture or write):


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Flipchart: Guiding Questions for writing lettersto Kenyan Children

Guiding QuestionsWhat is your name?Where do you live?How old are you?

Where do you go to school?What subjects do you learn in school? Which

ones are your favorite(s)?How many people are in your family? What are

their names?What do your parent(s) do for work?

What are your favorite foods?What do you like to do in your free time?


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Photos of People in KenyaSome of these and other photos are found at:

http://www.maasaigirlseducation.org


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Photos of People in Kenya


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Whatdochi

ldreninKenyado

iftheydontgotoschool?

Workinthefields,

take

careofbabies,carr

y

water,cookandclean

thehouse.

Whydontsomechildrenin

Kenyagotoschool?

Their

familiescannotpayfor

tuition,

booksoruniform

s.

Domoreb

oysorgirlsgo

toschoolinKenya?

Many

moreboysgotosc

hool.


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Lesson # 2Name of theApprenticeship: Kenyan Schools

Pre-Planning


1. Set our fundraising goal.2. Collect information for our fundraising letters.


1. Leadership: Connect what we've learned to the larger community.2. To learn about our partner classroom and community.

3. To learn about the issue of global girls' education4. To learn how to analyze statistics about global girls' education5. Learn how advocacy and fundraising are connected.


1. Opening Ritual2. Review Agenda and Set Context3. Activity: Fact Book Scavenger Hunt4. Activity: UNICEF education table5. Activity: Begin writing a Donation Letter

6. Closing and Teach Back7. Clean up

5 Minutes5 Minutes25 Minutes30 Minutes10 Minutes

10 Minutes5 Minutes

Preparation and Space Set up:

You will need access to computers and internet for this lesson Visit http://www.maasaigirlseducation.org for up to date information about

Kenya and the Isinya Primary SchoolVocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.Masaii Kajiado Kenya

UNICEF Statistic RatioPercentMaterials and EquipmentDonation letter form letter (p. 41)Primary Resources about the partner classroom and community (Available fromCitizen Schools)Kenya Scavenger Hunt Book (pgs. 30-34)


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Copies of the UNICEF Education Table (download the most recent version):http://www.unicef.org/sowc04/sowc04_tables.html

Books about Kenyan children: Useful books include:Facing the Lion: Growing up Maasai on the African Savannah by Joseph

Lemasoli-LekutonWe Come from Kenya (part of the "We Come From" series) by Wambui Kairi(editor)

A World map showing Kenya and KajiadoFlipcharts:

Vocabulary (p. 40)UNICEF Education Table (p.40)UNICEF Education Table worksheet (p.40)Donation letter brainstorm flipchart (p.40)


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Lesson # 2

Planning the Lesson

Opening Ritual (It should be tied to the focus of your

Apprenticeship and this session if possible)

Time: 5 Minutes

This is usAsk each student to come up, glue their biography page into the book (if theyhave them). Afterwards, look at the book as a group.

Set the Context and Review Agenda Time: 5 MinutesProvide Apprentices with a visual agenda written on flipchart paper and tapedup in the classroom

ACTIVITIES (Please factor a 5 minute break in the middle

of 1 activity or in between 2 activities)Time: 60 minutes

Activity 1: Kenya Scavenger Hunt Time: 25 MinutesIncludes demonstration, guided practice, individual or group practice. Be sureand link to your learning objectives.

Divide students into two groups and hand outthe Kenya fact book. Place books about Kenya,primary resources as well as biographies in themiddle of the room.

Using the internet, books and partner classroomprofile (pgs. 36-39 - check with Citizen Schools tobe sure you have a recent copy!), students have20 minutes to find the answers to as many of thequestions as possible.

Students will be given three points for eachquestion they find the answer to.

The winning group will get a prize in the nextlesson.

One useful website is:www.maasaigirlseducation.org

ObjectiveTo allow students to do

research and learn aboutKenya.


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Activity 2: UNICEF Education Table Time: 30 MinutesIncludes demonstration, guided practice, individual or group practice. Be sureand link to your learning objectives.

Display flipchart of UNICEF statistics.Explain: We will now look at some statistics

that help us understand how many people inKenya go to school. A statistic is (readdefinition).

Review the definitions of percent and ratio byasking the following questions and doing thecalculations on the board:

How many students are in this classroom?How many of the students in this classroom

can speak Spanish (are boys/girls, etc.)?What is the percentage of students who can

speak Spanish, etc.?What is the ratio of those who speak Spanishto those who do not?

What is the ratio of those who speak Spanishto total students in this class?

Ask: Why do you think someone would want toknow this information?

Mention that many international human rightsorganizations use information like this to decide

how bad a problem is or try to get people to help.

Pass out UNICEF tables and worksheets. Brieflyexplain what UNICEF is. Fill in the United Statesas a class, showing students how to locate thecorrect column and put it into the box (note thatthere are no available statistics for somecategories).

Students should work in pairs or groups of 3-4 tofill in the numbers on the worksheet by using the

UNICEF report. The blank boxes at the bottomare for students to fill in two-three countries oftheir choice. (10 Minutes)

As a class, go over the answers you got for eachbox and discuss. Use a flipchart version of theworksheet and call up volunteers to write theiranswers on the flipchart.

ObjectiveTo learn some statistics

about education in Kenyaand understand what theymean for our project.


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Now review:Is the literacy rate in Kenya higher or lower

than in all of South Africa?(lower)Does that mean that more people or less

people can read in Kenya than in SouthAfrica?(less)Do more boys or girls go to primary school in

Kenya?(boys)Secondary School?(Boys)

How many more boys than girls go to primaryschool in Kenya?(2%)

Secondary School?(3%)Do more kids go to primary school or

secondary school in Kenya?(primary school)How many more kids go to primary school

than secondary school?(44% more girls; 39%more boys)What percent of people in Kenya use the

internet?(2%)Everyone in the class stand up. What is XX%(the percentage of girls who go to primary school)of this class? If we lived in Kenya, this is how

many girls would be in primary school?

Now ask: What was interesting about this chart?Based on this chart, what things are needed for

education in Kenya? (more people need to go tosecondary school, more people need to haveaccess to phones and the internet, more girlsneed to go to school) How can we tell people thisinformation so that we can help?

Display the flipchart Barriers to girls education inKenya and discuss some of the reasons that it isparticularly difficult for girls in Kenya to go toschool. (also visit www.maasaigirlseducation.orgfor more information on this).


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Activity 3: Begin Writing Donation Letter Time: 10 Minutes

Includes demonstration, guided practice, individual or group practice. Be sureand link to your learning objectives.

As a group, use the flipchart (p. 40) tobrainstorm information to include in your donationletter. The CT should type up the brainstormedletter at home - it will be used in a future lesson.CT: See sample student letter template on p.41for more information

Objective

To apply what we learnedabout education and life inKenya to writing a letter thatwill encourage others tohelp.


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Closing & Teach Back Time: 10 MinutesReview what you covered in this session and tell them what is coming for thenext session. Be sure students learned by having one or more of them teachback.

All students should line up in the center of the room. One side is "agree" andone side is "disagree". When the CT reads a statement, everyone must move toone or the other side. There is no remaining in the middle.Read the following statements:

Kenyan children are different from us.Kenyan children need our help.

I would like to go to a Kenyan school.

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?

If you are not using your regular classroom, be sure students return chairs, etc.to their place.


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Kajiado

Name:


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Our partner classroom is located in KENYA. Get threepoints for every question you answer below.

Name two countries that are near Kenya:

What are the colors of the Kenyan flag?

What do the colors on the Kenyan flag mean?

What is the weather in Kenya?

Bonus (one point): What is a drought? Why is it important inKenya?


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What cities are near Kajiado?

Why dont some children go to school inKajiado?

BONUS QUESTION: What are the menin this picture doing?


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Our partner classroom is theISINYA PRIMARY SCHOOL.You get two points for every question you answer correctlyon this page.

HINT: USE THE PARTNER CLASSROOM HANDOUTFROM YOUR CITIZEN TEACHER.

In what city is Isinya Primary School located?

What other cities are near Isinya Primary School?

How does Isinya Primary School make learning fun?

What are the challenges of learning at Isinya Primary

School?

Draw a picture of what you imagine Isinya Primary School tolook like:


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Worksheet

UNICEF EDUCATION & HUMAN RIGHTSSTATISTICS (2004)

Country Adult LiteracyRate

(2000)

% of studentswho attend

primary school(2000)

Ratio of studentswho attend

secondary school(2000)

Number per 1of population

(2001)

Male Female Male Female Male Female Internetusers

Phouse

United States

South Africa

Kenya

Sub Saharan

Africa


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a. Name of Partner Classroom:

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Description of Girls Education in Partner Country/Community

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d. Number of classes and range of grades

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e. School curriculum


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Vocabulary Flipchart

Kenya: a country in Eastern AfricaKajiado: A city in KenyaMasaii: A tribe (group) of people who live in Kenya

Strategy: A plan for doing something.

UNICEF Vocabulary FlipchartUNICEF Education Statistics

UNICEF: An international organization that protects the rights of children.Statistic: Numbers that helps you understand what a group of people or things islike.Ratio: Comparing two numbers by dividing them.Percent: A number that tells you a part of a whole.

Literacy rate: Number of people who can read and write.

Adult Literacy Rate: the percentage of total adults who can read and write

Percentage of students who attend primary school:(Number of students who attend primary school/total number of students in thecountry)*100

Ratio of Secondary school students:Number of students who attend secondary school/Total number of secondary

aged students

Number per 100 of population (percent):Number/100

Barriers to Girls Education in KenyaCost of EducationGirls get married early (11 or 12 years) because families can save moneyMany families dont feel it is worth the money to educate girlsPeer pressure to marry early

Fear of girls getting pregnant before they are marriedSchools are too far from villagesThe Maasai are nomads

Letter Brainstorm FlipchartWhat are the problems in Kenya?How will our WOW! help with this?Who can help us?How people can help us:


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Sample Student Donation Letter

Dear Friend.

My name is: _____________________. I want to tell you about

the Isinya Primary school in Kajiado Kenya.

There are 600 students at the Isinya Primary School. They areages 9-14. It costs $30 to buy uniforms, books and shoes to sendchildren to this school, but they do not have a lot of money.Because of this, many families can only send one of their childrento school, and many girls do not get sent to school.

The Isinya Primary School needs money for:1.

2.

I think we should help the Isinya Primary school because:

1.

2.

3.

Please help us if you can.

Thank you,


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Lesson # 3Name of theApprenticeship:

Kenya Schools

Pre-Planning


1. Set a fundraising goal.2. To create an advocacy strategy.


1. To learn how and why people do fundraising.2. Leadership: to connect what we've learned to the larger

community.3. Leadership: to set a goal and track our progress.


1. Opening Ritual2. Review Agenda and Set Context3. Activity: Set our fundraising goal4. Activity: Create an advocacy strategy5. Activity: Map our networks6. Closing and Teach Back

7. Clean up


5 Minutes

5 MinutesPreparation and Space Set up:You may need to use an LCD projector and laptop to display digital photos on awall or board in the classroom.2 flipcharts "Cost of Life in Kenya" and "Advocacy Strategies" need to be created(see p. 48)VocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.

Advocacy Strategy Petition Campaign

Materials and Equipment

3-4 polaroid or digital cameras LCD& laptop (if using digital camerasCost of Life in Kenya flipchart (p.48) Advocacy Strategy flipchart (p. 48)Clipboards and paper Pens, pencils and markers


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Lesson # 3

Planning the Lesson



Time: 10 Minutes

This is our schoolAs a group, draw a map on 8.5X11 piece of paper. The school should be in thecenter. Draw other interesting places/people/things in the community. Glue in photosif possible.

Set the Context and Review Agenda Time: 5 Minutes

Provide Apprentices with a visual agenda for the lesson

Provide apprentices with a visual of the overall WOW! plan and where we fall in this

plan (ie week 3 what will we get done?)

ACTIVITIES (Please factor a 5 minute break in the middle of 1activity or in between 2 activities)

Time: 60 minutes

Activity 1: Set our fundraising goal Time: 10Minutes

Includes demonstration, guided practice, individual or group practice. Be sure and linkto your learning objectives.

Review the flipchart "cost of life in Kenya" (p.XXX) and the statistics from last week.

Use a flipchart to present the following questionsto the class:1. How many students are in this class? Howmuch would we have to raise to send that manystudents to school?2. How much would we have to raise to build onenew classroom at our partner school?3. How many students can learn in one

classroom?4. How much would we have to raise to buildenough classrooms for the number of students inthis group to go to school?

Based on this information, what should ourfundraising goal be? Discuss and vote.

Objective

To set a fundraising goal basedon the cost of living in Kenya andthe resources we have availableto us.


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Activity 2: Create an advocacy strategy Time: 20minutes


SAY: If we sent out letters to people, and eachperson who received a letter sent us $1, howmany people would we have to send letters to?What about if each person sent us $5?How much would each person in this group haveto raise to reach our goal? Write the equationson a board or flipchart.

We are now going to create a "strategy" or planfor how we will reach our fundraising goal.

Use a flipchart (p. 48) to show differenet types ofadvocacy strategies. As a group, decide whichstrategies you will use and add new strategies ifyou choose (use the guidelines below).

GUIDELINES:1. Do not take on more than two strategies inone row2. Be sure to have one strategy from eachrow3. Be sure to choose "presentation at WOW

event" as one strategy.

Brainstorm who the audience for each activitycould be. In the next activity, we will takephotographs of potential audiences.

Objective

To make sure we are advocatingin a variety of ways, anddetermine the audience for ouradvocacy.

Activity 3: Mapping our Resources Time: 30minutes

Includes demonstration, guided practice, individual or group practice. Be sure and linkto your learning objectives.Divide students into groups of 4-5. Give each

group a polaroid or digital camera, clipboard andpaper.

Before leaving the classroom, overview theactivity with students using a flipchart(10 Minutes)

As a class, you are going to walk around your

Objective

To learn about the resources inour community that we can usefor our advocacy campaign &decide how we will use them.


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school and community and find places, peopleand things you can use to help in your advocacycampaign.

When you see a person, place or thing that can

help your project, take a photos of it with peoplefrom your group and write a description at thebottom of each photograph (or on a sheet ofpaper for digital photos).

Groups should spend about 15 minutes walkingaround taking photos. Each group should take 5-7 photos.

Return to the classroom. If necessary, use anLCD projector and laptop so groups can present

digital photos. Each group should stand up,present their photos, and where they think it cango on the advocacy strategy.

IE "Our group took a photo of the park across thestreet. We can use the park to display postersand flyers or we can ask people in the park tosign our petition."

Closing & Teach Back Time: 5 MinutesReview what you covered in this session and tell them what is coming for the

next session. Be sure students learned by having one or more of them teachback.Randomly show 2-3 pictures from the photo scavenger hunt and have a

volunteer student teach back how that item will be used.

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?Be sure you collect all of your cameras!


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Cost of Life in Kenya Flipchart

Cost of an average home (made from mud bricks, no electricity, no water):$20/month

Cost of building one school room with walls and a blackboard: $100

Total cost of schoolbooks for one year: $15

Cost of room and board for one year: $75

Cost of one year in school: $30 for primary school (grades 1-9); $430 forsecondary school (grades 9-12)

Advocacy Strategies Flipchart

Type of Advocacy What we can do Who is theaudience?

Petitions/Position papersLetters

Press Releases*(newspapers)

Written

(Class Choice)

PostersFlyers

Visual (Class choice)

Presentation at WOW event

Getting signatures on ourpetition

Oral

(Class Choice)

*CT: Mail all press related information to Alexandra Budabin [email protected] for approval.


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Kenya Schools

Pre-Planning


1. Create their written strategies for advocacy.2. Mail letters to potential donors.

Learning Objectives: What will the students learn today?By the end of the lesson, the students will be able to:

1. Teach back in writing - information on the problems of life in Kenya.2. Connect what theyve learned to the larger community.


1. Opening Ritual2. Review Agenda and Set Context3. Activity: Writing a press release4. Activity: Writing a petition/positionpaper5. Activity: Mailing our letters6. Closing and Teach Back

7. Clean up


5 Minutes5 Minutes

Preparation and Space Set up:Invite a guest speaker from a local newspaper or magazine to help studentswrite a press release about their activities.Use a laptop and LCD projector to write a press release as a group.

VocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.campaign press release petition

Materials and EquipmentLCD & Laptop computer (and screen)

Example press releases from local or regional newspapers


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Lesson # 4

Planning the Lesson



Time: 10 Minutes

School in AmericaTurn the page in the book to reveal the next topic - What do we do in school inAmerica?As a group, use a flipchart to create a list of our daily activities. Record what time wewake up, what time we arrive at school, and what lessons we attend all day. (seep.55 for an example).



Provide apprentices with a visual of the overall WOW! Plan and where we fall in thisplan (ie week 4 what will we get done?)


Time: 60 minutes

Activity 1: Writing a press release (guest speaker fromlocal newspaper to facilitate?)

Time: 25Minutes


Introduce your guest speaker, if applicable.

As a group, brainstorm the different types ofnewspapers we know in our community.

Introduce a press release review what a pressrelease is and show examples if possible.Brainstorm as a group why should we do apress release?

Use the flipchart (p. 54) to review the Five Wsof press releases.

Now, as a large group, brainstorm what the fiveWs of our press release should be.

Pass out copies of local newspapers. What

ObjectiveTo set a fundraising goal based

on the cost of living in Kenya andthe resources we have availableto us.


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stories stand out to students? What makes astory interesting? How can we make our storyinteresting so that people will read it?

As a group, use the computer and the guidelines

on p. 54 to write a press release that explainswhat our advocacy campaign is and how peoplecan help.

CT: Be sure you mail this press release [email protected] review

before releasing itActivity 2: Writing a petition/position paper Time: 20

minutesIncludes demonstration, guided practice, individual or group practice. Be sure and linkto your learning objectives.

Introduce the vocabulary word petition. Explain

that a petition is a short written document thatthe students can collect signatures on. Ifsomeone signs a petition they are giving theirsupport to a campaign.

Review the flipchart/template p. 54 and hand outthe worksheet (p. 55) and example (p. 55)

Divide the class into two teams. Each teamshould write a position paper (no longer than onepage) as a group, using the template, example

and the press release.

Teams should assign the following jobs: (usea flipchart p. 54)

1. Scribe takes notes on what the group says2. Question master uses the template to askguiding questions to help the group.3. Typist writes (in full sentences) the finalthoughts of the group on the computer.

Explain that there will be a competition for who

can get more signatures on their petition. Thebetter a petition is, the more people will sign it.

Objective

To create a written articlestrategy that can be used in localnewspapers to get the wordabout our action out to thecommunity.


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Activity 3: Mailing our letters Time: 15minutes


Pass out typed copies of the letter the groupwrote in Lesson 2.Ask an apprentice volunteer(s) to read the letterout loud.Explain that now we are going to mail theseletters to people.Give each student 5 addressed envelopes(addressed with contacts of the CT, staff, schoolor community contacts), and 5 blank addressedenvelopes.

Create an "assembly line" for stuffing envelopes.Each envelope should contain:1. A cover letter from the CT (see example p.56 )2. A copy of the group written letter (unsigned).3. A copy of the donation form (see examplep. 57)

Each student should take 10 copies of each letterfrom the assembly line. After students areseated, have each student sign their copies of thegroup letter.

Demonstrate how the envelopes should bestuffed, noting the order of the pagesand methodof foldingeach letter.

Give students up to 10 minutes to stuff all of theirenvelopes.

Collect the addressed envelopes.

Explain that the blank envelopes are for studentsto send out themselves. As a group, brainstormpeople the students could send their letters to (iefamily, teachers, friends, neighbors, churchgroups, etc).

Using a flipchart, review the proper way toaddress an envelope.

Objective

To create a written article thatpeople can sign if they want tosupport our campaign.


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Give students 5 minutes to address their ownenvelopes, if they do not know the addresses oftheir contacts, tell them to write only their nameson the top line.

Closing & Teach Back Time: 5 MinutesReview what you covered in this session and tell them what is coming for the nextsession. Be sure students learned by having one or more of them teach back.Ask students:

What are the 5 Ws?What is a petition?Why do we need to be clear and short in a press release?

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?

Everyone should remember to bring pictures/magazines/books for next week!CT: Save your "Five W's" flipchart for next week's lesson.


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Example Position Paper

Citizen Schoolswww.citizenschools.org

Citizen Schools at the Washington Irving Middle School & Girls LearnInternational Inc. Position Paper

December 20, 2005

The problem is that there are 121 million children across the globe that are notgetting education. 65 to 70 million of more than half of them are girls. Which isnot good; the reason why they are not getting education is because their familycannot afford it to send them. Families tend to send their male children to schoolif they can afford to send just one child. Girls living in Kenya ages 10-16 are notgetting education.

We are working with Girls Learn International a non-profit service learninginitiative involving American girls in the international effort for global girlseducation. Girls Learn International Chapters are based in middles schools andhigh schools in urban, suburban and rural communities. Each Girls LearnInternational Chapter is pared with a Partner Classroom providing qualityeducation to girls in a community in which girls have traditionally been deniedaccess to, or discouraged from commencing or completing, education.

The gross enrollment ratio for females is 88% less that of males, in secondaryschool from 1988-2002. Our partner school does not have enough schoolsupplies. There are 550 kids that go to the school. There are 40 desks in theentire school. There are 8 teachers and 8 classes ranging from 1st through 8thgrade. That means each classroom has at least 1:68 student teacher ratio. Yet,some of the kids dont go to school because they cant afford it. The kids that goto Insinya Primary School are members of Maasai tribe. Some facts of theMaasai tribe is that the women are great beaders. They traditionally have been anomadic people.

One girl from Insinya Primary School, Margaret is a 8 year old and living with hergrandmother. Her parents died of AIDS. She has no money for her school fees.Did you know that $30 would pay here school fees for the year and get herschool supplies?

Our Girls Learn International Chapter from now through December 14th will beselling Parkwayopoly board games to promote town pride in Roslindale andWest Roxbury. All proceeds will be donated to our partner classroom so theycan purchase school supplies and support the campaign for universal girlseducation.


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WORKSHEET: Petition Paper TemplateName of SchoolCitizen Schools & Girls Learn International

Paragraph 1Name the problem: What problem are we trying to solve? (2-3sentences)Give an example of the problem: Tell one story of how theproblem is important (2 sentences)

Paragraph 2Talk about the partner community: Where is the partner

community? What kinds of people live there? What are theproblems of life there? (3-4 sentences)Talk about the partner classroom: How many students are in theclassroom? How many girls/boys are in the classroom? (3sentences)

Paragraph 3Solution: What is our groups solution to this problem? (2-3sentences)Who we are and how you can help: What can people do to help

us with our solution (name three ways)? Who do we want helpfrom? (3-4 sentences)

Example Daily activity chart:6:30 AM I wake up, my Mom gives me breakfast, I get dressed.7:00 AM I get on the bus to come to school.7:30 AM The bus arrives at school. I go to homeroom class and hearannouncements.7:45 AM My first class is Math with Mr. Smith.9:15 AM We are dismissed to our second class. My second lesson is historywith Mrs. White.10:45 AM We are dismissed to our third lesson. My third lesson is Reading. Iam reading Shiloh right now.12:15 PM - I eat lunch in the cafeteria with my friends. For lunch I usually eat apeanut butter sandwich, an apple and juice.1:30 PM School is over2:00 PM - I go to my after school program called Citizen Schools.5:30 PM Citizen Schools is over I get on the bus and go home.


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Dear Friend,

Citizen Schools is an after-school program dedicated to helping students build academicand leadership skills through real-world projects that add value to their community.

In Fall 2005, Citizen Schools entered into a partnership with another educational non-profit, Girls Learn International . The goal of Girls Learn International is to involveAmerican students in the international effort for universal girls' education. Through thisorganization, schools and organizations in America are matched with a sister school in adeveloping country. American students are empowered to become advocates for girls attheir sister school, through raising awareness about girls education as well as raisingfunds to support girls education at their sister schools. Citizen Schools is proud toannounce that our sister school is the Isinya Primary School in Kajado, Kenya. Todate, Citizen Schools has donated over $700 to the Isinya Primary School.

This Spring, a group of students at the Paul A. Dever school in Dorchester areparticipating in an apprenticeship to raise money for the Isinya Primary School. We havedecided to collect donations of used clothing, shoes, books and toys which are in goodcondition and will be sold at a yard sale at the Dever School (325 Mt. Vernon St.Dorchester) on May 5th, 2006. Additionally, we will be holding a presentation on May11, 2006 to raise awareness about the educational needs of children in Kenya. All of theprofits from these activities will be given to the Isinya Primary School through GirlsLearn International .

It costs only $30 to send one girl in Kenya to school for an entire year.

We hope that you will support these activities by donating your used clothing, shoes,books or toys, attending our presentation or making a donation through the mail. Pleasesee the attached response sheet for further details on how you can become involved in ourfight for universal girls education.

Thank you,

Kelly Dwyer

Volunteer Citizen TeacherPaul A. Dever School Spring 2006

For more information about Citizen Schools and Girls Learn International,please visit our websites.

Citizen Schools: www.citizenschools.orgGirls Learn International: www.girlslearninternational.org


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Please complete this response sheet and mail (or email

[email protected]) to:

Kelly DwyerCitizen Schools308 Congress St.Boston, MA 02210

Deadline for all donations is May 4th. Please make checks payable to:Citizen Schools

Name:

Email:

Phone:

Address:

Please check one of the following:

Yes! I would like to donate used clothing, books, shoes or toys in good condition.Please collect my donation on (circle one):

April 9 April 16at the following address (within Boston only, please):

_________________________________________

Yes! I would love to donate used clothing, books, shoes or toys in goodcondition. I will drop off my donation Mon.-Fri. between 9AM and 6PM at theCitizen Schools office at the Paul A. Dever School on or before May 3rd.

I am unable to donate any used clothing, books, shoes or toys at this time,please accept my check donation made out to Citizen Schools(please enclosehere). This donation is tax deductible.

I am unable to donate any money or items at this time. I would like to RSVP toattend the yard sale on May 5th, 2006.

I am unable to donate money or items at this time. I would like to RSVP to attendthe presentation on May 11th, 2006.


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Lesson # 5

Planning the Lesson



Time: 10 Minutes

School in AmericaTurn the page in the book to show the next question: What is good/bad about school

in America?As a group, make a flipchart of "pluses" and "minuses" about going to school inAmerica. Does anyone know someone who went to school somewhere else?

Optional: Interview someone who went to school in another country about whatschool was like there. Make a list of what is the same/different. Bring it to the next

lesson.



Provide apprentices with a visual of the overall WOW! plan and where we fall in thisplan (ie week 5 halfway there! what will we get done?)

Remind students that we are halfway finished with our campaign, and give them anupdate on any funds collected so far (HINT: it is useful to create a visual such as athermometer to show how close you are getting to your goal!)

Introduce vocabulary (p.58)


Time: 60 minutes

Activity 1: Review the five Ws Time: 10Minutes


Use the flipchart created in lesson 4 to review thefive Ws of our press story and petition.

Ask which of this information should we useon posters or flyers we are creating today?

Show 2-3 examples of flyers or posters for otherevents. Ask: What types of slogans can wewrite on our posters to make people want to getinvolved? What other information should we

Objective


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include?

Record the class answers on a flipchart andmake sure it remains displayed for the rest of thelesson.

Activity 2: Create Collages, Flyers and Posters Time: 40minutes


Divide the group into small groups of 3-4students. Give each group a posterboard, set ofmarkers, ruler and pencil. As a group, theyshould decide where they will write words, andwhere they will put pictures. Use some examples

to show how a good poster has a mix of writtenand visual messages. Some posters may havewords in the middle, and pictures on the edges,words at the top and pictures on the bottom, etc.When the group has decided where they will writewords, they should use the pencil and ruler tocreate a border around that area.

When a group is finished writing their poster text,they should raise their hands and the CT can givethem magazines, photos, glue and scissors to

finish decorating their poster.

When the group is finished with their poster, giveeach individual an 81/2X11 piece of blank paperto create a flyer. A flyer is a smaller version ofthe poster and should contain the sameinformation.

ObjectiveTo work as a group to createposters to advertise ourcampaign.

Activity 3: Displaying our posters Time: 10minutes

Includes demonstration, guided practice, individual or group practice. Be sure and linkto your learning objectives.As a group, brainstorm places within and aroundthe school where we can hang our posters andflyers if necessary, refer back to the advocacystrategy created in lesson 3. Walk around theschool as a group and display your posters andflyers (be sure to save some flyers to photocopyand hang outside of the school as well).

ObjectiveTo find places in our school andnearby community that we canhang our posters.


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Closing & Teach Back Time: 5 MinutesReview what you covered in this session and tell them what is coming for the nextsession. Be sure students learned by having one or more of them teach back.

Ask students: What did you like/not like about working as a group?

What was the most important thing to include in your posters and flyers?

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?Be sure all the materials are collected. Extra things should be thrown away.


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Kenya Schools

Pre-Planning


1. Practice their "pitch."2. Collect signatures for their petition.


1. Explain to potential supporters why they should help their cause.2. Connect what theyve learned to the community (leadership).

3. Set a goal and track their progress towards it (leadership).


1. Opening Ritual2. Review Agenda and Set Context3. Activity: Creating our "pitches"4. Activity: Divide into teams for petition5. Activity: Collect petition signatures6. Closing and Teach Back7. Clean up


5 Minutes5 Minutes

Preparation and Space Set up:Invite a guest speaker from a local newspaper or magazine to help studentswrite a press release abo

VocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.pitch campaign petition


LCD & Laptop computer (and screen)


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Lesson # 6

Planning the Lesson



Time: 10 Minutes

School in AmericaIf anyone did the optional assignment, have them present what they learned. Turn

the page in the book to the next question: What are our favorite/least favoritesubjects?

Each person should write their favorite/least favorite subject in the book under theproper column.



Provide apprentices with a visual of the overall WOW! plan and where we fall in thisplan (ie week 4 what will we get done?)


Time: 60 minutes

Activity 1: Creating our pitches Time: 10Minutes


As a group, go around the room and say why youare doing this apprenticeship. Next, brainstorm alist of ways people can support our campaign (iesign the petition, donate money, etc.).

Now use the flipchart (p. 66) to think aboutreasons different types of people might donate tothe campaign.

Each student should be given a chance to do a 2-3 minute pitch to a different type of person. Apitch is like a commercial. Ask students:Where do you see pitches in your life? (ie in acommercial)

Each student should choose a role play cardfrom a hat (use the list on p. 67 to create role playcards). They will be videotaped. After their

ObjectiveTo practice presentation skills

and learn how to "pitch" todifferent people we mightmeet.


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pitch, the class will vote by applause whetherthey think the person would support thecampaign.

As the students are presenting, point out good

examples of oral presentation skills( eye contact,speaking volume, appropriate body language,etc.)

Discuss the different times students may usepitches such as the ones they just practiced:

- getting signatures for petition- fundraising- to tell a story about themselves

Activity 2: Writing a Petition/position Paper Time: 20minutes


Explain that we are going to go out to thecommunity in two teams (the same groups thatwe wrote our petitions with in lesson 4). Dividethe group back into those teams and pass outcopies of the petition and advocacy strategy onclipboards. Allow the team 3-5 minutes to re-read their petition.

The team to collect the most signatures andaddresses on their petition gets a prize. Theyhave 20 minutes.

Use the flipchart (p. 66) to review the objectivesof the next activity. Explain that every teammember will be given a different job. Use theflipchart (p. 66) to explain the different jobs andlet the teammates take 2 minutes to determinethe jobs. If more than one team member wantsthe same job, the team should agree to switch

roles after a certain amount of time.

After the team members have all assigned roles,be sure each group has a clipboard, pens andpaper and assign one adult (CT or staff member)to each group.

Mark the time and give the teams a deadline in

ObjectiveTo explain, in writing, about our

campaign and give others achance to support us.


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20 minutes to return to the classroom.

Activity 3: Collecting Signatures Time: 30minutes

Includes demonstration, guided practice, individual or group practice. Be sure and link

to your learning objectives.

As a group, each team should use the advocacystrategy to decide where they are going to go tocollect their signatures. The team should also seta goal for how many signatures they think theycan collect. They have 20 minutes to collect asmany signatures as possible.

When each team has returned to the classroom,count up the number of signatures and give the

winning team their prize.

ObjectiveTo use our pitches to collectsignatures for our petition andshow the range of support for ourcampaign.

Closing & Teach Back Time: 5 MinutesReview what you covered in this session and tell them what is coming for the nextsession. Be sure students learned by having one or more of them teach back.Ask students:

What do you think made a good/bad "pitch"?Who signed/did not sign our petitions?How many total signatures have we collected?

Clean Up Time: 5 Minutes

What roles can you designate for each student to build team accountability?Collect all of the cameras and other materials


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FLIPCHART: People who can help with our campaign

Person How can they help?A TeacherA Business Owner

Our ParentsOur Friends

FLIPCHART: Goals of the petition

1. To tell people about the problem.2. To get people to sign our petition.

3. To tell people how they can help.

FLIPCHART: Jobs for our team

1. Petition holder holds the petition, tells people where to sign, keeps track ofthe number of signatures and reports to the group.2. Asker asks people if they want to sign the petition.3. Campaigner explains what the problem is (there can be two of these).4. Timekeeper keeps track of time, tells the group when time is running out.


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A Teacher A Store Owner

A Store Owner Your School Principal

Your Friend A Parent

A banker A police officer

A High School Student A Citizen Schools staffperson


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Lesson # 7

Planning the Lesson



Time: 10 Minutes

Girls' Education in AmericaTurn the page to reveal the next question: Do girls go to school in America? How

many girls/boys are in our class? In our apprenticeship group? Optional: Interviewyour mother/aunt/grandmother about when they went to school. Use the handout (p.

73) to ask them questions.


ACTIVITIES (Please factor a 5 minute break in the middle of 1

activity or in between 2 activities)

Time: 60 minutes

Activity 1: Jeopardy! Time: 20Minutes


Divide the group into two teams. Team memberswill be called up, one by one to come to the frontof the room and answer a question. If they knowthe answer, they should be the first to indicate(CT should establish, ring a bell, raise their hand,grab an object between the two contestants). Ifthey answer correctly, they get points, if theyanswer incorrectly, the other contestant has anopportunity to steal. If he/she does not know theanswer, he/she may consult with their teammates. If they answer incorrectly, reveal theanswer.

If no one buzzes in after 2 minutes, both mayconsult with their team mates.

Flip a coin to determine who gets to choose acategory and point value first. After that, the lastperson to answer a question correctly gets tochoose.

Keep score on a flip chart. The winning teamgets a prize.

ObjectiveTo review the information welearned in lesson 2 in a fun andcompetitive way.


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Jeopardy Questions:Category: Kenya

100 What part of the world is Kenya in? Eastern Africa.200 What is the weather in Kenya? It is very hot and try (a drought).300 What is the cost of one year of school in Kenya . About $30.

400 How many children attend the Isinya Primary School? About 600.500 What is a Masaii? A cultural group (tribe) of people in Kenya andTanzania.

School100 What do children in Africa do if they dont go to school? Look after

babies, cook, clean the house, bring in water, work in the fields.200 Why is it important for girls to go to school? Because the entire

community will benefit, they will have more healthier, more educated children,they could become leaders in the community.

300 How many children in the world dont go to school? About 121

million.400 What things do schools need money for? Books, school supplies,uniforms, furniture (desks, benches, etc.).

500 Who protects education for all children as a human right? The UnitedNations.

Vocabulary100 Fundraising the act of raising money or supplies for a group.200 Donation something someone gives to a charity or group.300 Campaign an action planned to teach people and help raise money.400 Kajiado the city in Kenya where the Isinya Primary school is located.500 Drough a long period of hot weather with no rains or water.

Wildcard!100 What part of the worlds uneducated children are girls? About 2/3.200 If we raise $1,000, how many children can we sent to school? About

34.300 What is 2/3 of 121 million? About 81 million.400 What is the United Nations? A group of unified world leaders who

help protect the rights of the worlds people.500 Does the United States have a higher literacy rate than Kenya? Yes.

Flipchart: Good pitches

Make eye contact with your audience Speak loud enough for everyone to understand If you are using a poster, make sure you point to it correctly Look at your audience to be sure they understand what you are saying Speak slowly and clearly Stand up straight


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Handout: Interview yourmother/sister/aunt/grandmother about school

1. Where did you go to school when you were in 7th grade?

2. Were there many girls in your school/class?

3. Did boys and girls go to school together?

4. Did boys and girls take the same lessons?

5. If girls did not go to school, why not?

6. Were boys treated differently than girls in school?


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Lessons 8, 9 & 10

The final lessons of your apprenticeship will largely be driven by the specificproject you and the students devise. For these lessons, it is imperative thatyou work with your team leaders to develop lesson plans that utilize your time

and allow students to feel successful in the project.

Below are some tips for these three lessons which can be used asguidelines.

Rituals for Lessons 8, 9, 10

- Report on the optional interviews from lesson 7 what is unique about girlseducation in America? Write that in your book.

- Decorate the cover of your book with items that represent yourselves, your

school and your community.

Lesson 8: Check in on your progress and practice your final presentation

1. Calculate how much money you have raised so far and how much youhave left to raise.2. Devise a number of math word problems to help students understand themoney that they have. For example:

- How many more (tshirts, etc.) would we have to sell to meet our goal?- How many more people would have to donate $ 1/5/10 for us to meet

our goal?- How much money have we raised for every day we have worked on

our campaign?- How much money will we have to raise every day from here on to meet

our goal?- How many books/uniforms/etc. could we buy with the money we have

raised so far?- How many students have we sent to school so far?

Lesson 9: First campaign

1. Give students specific roles, or let them choose roles.2. Create a visual tracker (ie a thermometer) to show your audience howmuch money you are trying to raise, and how much you have raised.

Lesson 10: Final campaign and WOW! Presentation

1. Allow students moments for scripted and unscripted teach back.2. Allow other students/friends/siblings an opportunity to ask questions.


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Lesson #Name of theApprenticeship:

Kenya Schools

Pre-Planning


1.2.


1.2.


1. Opening Ritual2. Review Agenda and Set Context3. Activity:4. Activity:5. Activity:6. Closing and Teach Back7. Clean up

MinutesMinutesMinutesMinutesMinutesMinutesMinutes

Preparation and Space Set up:

VocabularyWhat terms or concepts will you introduce in this session? Postthese for the students to see.



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Lesson #

Planning the Lesson



Time: 10 Minutes



Time: 60 minutes

Activity 1: Time:Minutes


Objective


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Documents

Girls Learn International