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Document Sample
Homework
Helper:
Tutoring
ALAMEDA COUNTY OFFICE OF EDUCATION
SHEILA JORDAN, SUPERINTENDENT
313 WEST WINTON AVE. • HAYWARD, CA 94544-1136
www.acoe.org
Staff
PROJECT OVERVIE W
Description
This project overview section is intended to give a general conception of the
Homework Helper: Tutoring Service-Learning project. It will take you five weeks to
complete the project. Each week follows the Service-Learning process of meeting a
local community need, learning information on an issue/topic, planning and preparing the
project, conducting service, and reflecting and celebrating the results of the project.
Within each week, there are one or three lessons. Each lesson identifies a theme and
main activity to support. Please use this document when planning.
Week One—Establishing a Community Need
Lesson 1 Theme: Facts about literacy in the United States.
Main Activity: Create a pie chart illustrating a fact.
Lesson 2 Theme: Value of a community need.
Main Activity: Approve a community survey.
Lesson 3 Theme: Review of the community survey.
Main Activity: Analyze the community survey and draw conclusions.
Week Two—Learning About Homework Tips to Assist in Tutoring and
Volunteering in Schools
Lesson 1 Theme: Learn about homework tips for parents.
Main Activity: Read an article on homework tips.
Lesson 2 Theme: Learn the role of community agencies.
Main Activity: Listen to a community-based organization (CBO) presentation.
Lesson 3 Theme: Learn about the role that local individuals play in tutoring.
Main Activity: Listen to the speaker presentation.
Week Three—Project Planning
Lesson 1 Theme: Plan your project.
Main Activity: Fill out the planning project worksheet.
Lesson 2 Theme: Set up your Service-Learning project.
Main Activity: Identify student roles.
Lesson 3 Theme: Set up project logistics.
Main Activity: Review student roles. (over)
Homework Helper: Tutoring Overview/Introduction Page i
Week Four—Service
Lesson 1 Theme: Provide service.
Main Activity: Provide tutoring and homework assistance.
Week Five—Reflection and Celebration
Lesson 1 Theme: Evaluate the project.
Main Activity: Work on reflection activity.
Lesson 2 Theme: Celebrate the Service-Learning project.
Main Activity: Party and pass out certificates.
Overview/Introduction ii Homework Helper: Tutoring
Staff
Introduction
The purpose of the Homework Helper: Tutoring project is to provide an
After School Service-Learning component to your program. The Home-
work Helper: Tutoring Service-Learning project was created to provide
after school assistance to students.
The project takes five weeks for completion with one to three lessons
per week. Each lesson starts out with an overview table that includes a
clear student objective. Under the objective is a table. The table iden-
tifies three activities (pre, main, post) to meet the objective. For each
activity, the overview identifies how to prepare, conduct, and estimate
the amount of time needed for completion.
The lessons also include supplemental handouts for students. These
should be reproduced for students. Please look in the upper right-hand
corner for the designated student marking. In the lower right-hand
corner, you will find week and lesson indicators along with the page
number.
Please take time to familiarize yourself with the curriculum before
working with your students. Contact a Service-Learning expert for ad-
ditional assistance if needed.
(over)
Homework Helper: Tutoring Overview/Introduction Page iii
Staff
How to Use the Curriculum
GENERAL CONCEPTION
The curriculum is intended to be user friendly for use in an After School program. Each lesson is
designed to be incorporated in a 40-50 minute segment of the After School academic enrichment
section. Each Service-Learning project provides both a strong service and learning component.
Please follow the steps below for efficient use:
Step One: Project Overview Introduction
Review the general Project Overview of the curriculum guide. Locate the week that your class will
be working on and familiarize yourself with the week title, number of lessons, theme for each lesson,
and major activity. This will give you a sense of what will be accomplished.
Step Two: Week Composition
Review the section of the guide that you will work on. Each week of the curriculum has two to three
lessons.
Step Three: Lesson Composition
Review the lesson overview page. The overview page gives you an objective for the day. A table
follows with identified activities, lesson preparation and estimated time to complete each activity.
Each activity describes what to do (description) and how to do it (method). After reading and under-
standing the overview, please reproduce the student handouts and thought questions that follow the
overview page(s). (thought questions are optional)
Overview/Introduction iv Homework Helper: Tutoring
Homework
Helper:
Tutoring
Week One
Establishing a
Community Need
Homework Helper: Tutoring: Week One Page 1
Staff
LESSON ONE
Facts About Literacy
in the United States
Overview
Objective: Students learn three facts about literacy in the United
States.
Activity Method Lesson Preparation Time
1. Fact Sheet
• Reproduce handout #1
Describe three facts about literacy in Class Discussion 5 minutes
and give to each student.
the U.S.
2. Pie Chart • Divide students into three
Create a pie chart that reflects the Group Work groups and assign one fact
fact assigned to your group. per group.
• Distribute markers and
Share a completed pie chart for each Class Discussion 30 minutes
crayons to complete the pie
fact with the entire class.
chart.
• Reproduce handout #2 and
give to each student.
3. Journal Completion • Distribute journals or
Individual Journal
Write thoughts about lesson #1 in a notebook paper for students 5 minutes
Writiing
journal. to write their thoughts.
Supplemental Activity
Students may work on Thought Questions (Student Handout #3). This is an optional assignment.
Homework Helper: Tutoring: Week One Lesson One: Page 3
Student Handout #1
Homework/Volunteering
Statistics
Fact Sheet
Directions:
Your group will be assigned one of three facts about homework and parent school volunteering in
the United States. Each group should read their fact and have every student draw a pie chart that
reflects the fact. Students should share their completed pie chart with other group members.
Discuss the pie charts as a whole class.
Group One:
Fact One (Parent Volunteering and Education)
• There are 26% of parents with a GED who will volunteer in school. Seventy-four percent of par-
ents with a GED are not interested in school volunteering.
Group Two:
Fact Two (Homework Tips)
• There are 89% of public K-8 schools that provide information to parents about helping their
children with homework. There are 11% of K-8 schools that do not provide this information.
Group Three:
Fact Three (Homework Signage)
• Three in 10 parents report that their children’s school requires them to sign for completed
homework. Seven in 10 parents that report that their children’s school does not have a require-
ment.
Homework Helper: Tutoring: Week One Lesson One: Page 5
Student Handout #2
Pie Chart
Fact Sheet
Directions:
Draw a pie chart that reflects the fact assigned to your group from handout #1. Share the completed
drawing with other group members.
Use the following space to create your pie chart.
Homework Helper: Tutoring: Week One Lesson One: Page 7
Student Handout #3
Thought Questions
Directions:
The following questions are for you to think about after completing Lesson One activities. The
questions may be answered as a whole class, in groups, or individually.
Question #1—Which fact about parent volunteering or homework helping
stood out?
Question #2—Why was your pie chart fact important?
Question #3—What did you learn today about the role of the school and
parent involvement with homework?
Homework Helper: Tutoring: Week One Lesson One: Page 9
Staff
LESSON TWO
Value of a Community Need
Overview
Objective: Students determine if providing homework help meets a
local community need.
Activity Method Lesson Preparation Time
1. Reasons for Project
Describe if providing homework help Class Discussion • Use a flip chart with the
or tutoring would meet a community heading “Reasons for the
need. Project.” 10 minutes
Make a list of reasons for doing the Brainstorm a list of • Markers
project. reasons
2. Community Needs Survey
(Draft) • Reproduce and distribute
the community survey draft.
Review the draft of a community Class Discussion
(handout #1)
needs survey. (handout #1)
• Distribute sheets of paper
• Make additional changes to the Class Discussion to make additional survey 15-20 minutes
survey and gain class approval for changes.
draft.
• Reproduce and distribute
• Create a list of people who will take Group Work documentation survey sheet.
the survey. (handout #2)
• Share the list with the entire class. Class Discussion
3. Journal Completion
Turn to a partner and discuss if it will Student Pairing 5 minutes
be easy or hard to administer the (oral discussion)
survey.
Supplemental Activity
Students may work on Thought Questions (Student Handout #3). This is an optional assignment.
Homework Helper: Tutoring: Week One Lesson Two: Page 11
Student Handout #1
COMMUNITY NEEDS SURVEY
Homework Helper: Tutoring
Student Directions:
Please distribute the following survey to three to five individuals in the community.
Survey Directions:
The Community Needs Survey has been designed to gather information on your feeling that
providing services that benefit your school is meeting a local community need. The survey should
take approximately 10 minutes to complete. Thank you for your time.
COMMUNITY NEEDS SURVEY
Homework Help
1. Do you help your child with homework?
2. What subjects does your child have the most difficulty with?
3. How many minutes of homework does your child have every night?
4. Are the homework assignments easy or difficult for your child?
5. Would you like additional homework help for your child in the After School program?
Tutoring
6. Does your school provide you with tips for helping your child with homework?
7. What kind of tutoring would benefit your child? (homework helper or reading reinforcement)
8. Are there organizations in the community that provide tutoring help?
Homework Helper: Tutoring: Week One Lesson Two: Page 13
Student Handout #2
COMMUNITY NEEDS SURVEY
Documentation Sheet
Directions:
Complete this documentation sheet once you have administered the Community Needs Survey to
three people. List the names of all individuals who took the survey along with the date. Each person
who filled out the survey should date and sign their name.
Your Name: Date:
Name (Print) Date Signature
Homework Helper: Tutoring: Week One Lesson Two: Page 15
Student Handout #3
Thought Questions
Directions:
The following questions are for you to think about after completing Lesson Two activities. The
questions may be answered as a whole class, in groups, or individually.
Question #1—What were the most important reasons for conducting a
community needs survey?
Question #2—Who did you select to take the community survey? Why did
you choose these individuals?
Homework Helper: Tutoring: Week One Lesson Two: Page 17
Staff
LESSON THREE
Review of Community Needs Survey
Overview
Objective: Students review results from the Community Needs
Survey and draw conclusions.
Activity Method Lesson Preparation Time
1. Analysis of Survey • Distribute journals or
Write a paragraph on whether it was Individual Journal notebook paper for students 5 minutes
easy or hard to administer the survey. Writing to write down their thoughts.
2. Community Survey Results
Review the results of the community Class Discussion • Supply a flip chart to review
needs surveys. and summarize results from 30 minutes
Summarize question results from all all surveys collected.
surveys collected.
Draw individual conclusions from the Class Discussion • Reproduce and fill out
survey results (handout #1). conclusion/evidence table. 10 minutes
(handout #1)
3. Conclusion Statements • Bring arts/crafts paper to
Write and create conclusion Individual Students class along with markers.
statements based on main activity. • Bring tape for students to 5 minutes
Display the conclusion statements in Arts and Crafts hang up their conclusions in
your classroom. the classroom.
Supplemental Activity
Students may work on Thought Questions (Student Handout #2). This is an optional assignment.
Homework Helper: Tutoring: Week One Lesson Three: Page 19
Student Handout #1
Conclusions
Directions:
Write one or two conclusions based on the Community Needs Survey. Please think about how and
why you made the conclusions. Share your conclusion sheet with a partner and then the entire class.
Conclusion #1
Conclusion #2
Homework Helper: Tutoring: Week One Lesson Three: Page 21
Student Handout #2
Thought Questions
Directions:
The following questions are for you to think about after completing Lesson Three activities. The
questions may be answered as a whole class, in groups, or individually.
Question #1—How many surveys were collected by your class? Was this
enough information for accurate results?
Question #2—Were the conclusions hard to make?
Question #3—Did having the conclusions on display remind you of the
project’s importance?
Homework Helper: Tutoring: Week One Lesson Three: Page 23
Homework
Helper:
Tutoring
Week Two
Learning about
Homework and
Tips for Parents
Homework Helper: Tutoring: Week Two Page 25
Staff
LESSON ONE
Learning About
Homework and Tips for Parents
Through Readings
Overview
Objective: Students learn about homework in the United States and
tips for parents.
Activity Method Lesson Preparation Time
1. Article Introduction
Introduce an article by giving a brief Class Discussion • Read handouts #1 and #2. 5 minutes
overview and what to look for.
2. Article Reading
Divide students into two groups and Individual Work
assign each group a section of the (reading article)
article. • Reproduce and distribute
Group #1 - Homework in the U.S. article sections to each
(benefits and negative group. (handouts #1 and #2) 40 minutes
effects) • Reproduce and distribute
Group #2 - Homework tips for Group Work handout #3 to each group.
parents (completing
Have students summarize their section summary sheet)
of the article. (handout #3)
3. Journal Completion • Distribute journals or
Individual Journal
Write thoughts about what you notebook paper for students 5 minutes
Writing
learned from the article in a journal. to write their thoughts.
Supplemental Activity
Students may work on Thought Questions (Student Handout #4). This is an optional assignment.
Homework Helper: Tutoring: Week Two Lesson One: Page 27
Student Handout #1
Homework in the United States
Group #1
Fact Sheet
Directions:
Read the following article section on homework in the United States. Upon completion of the read-
ing, summarize what you have read. (Use handout #3.)
Homework has been a part of students’ lives since the beginning of formal schooling in the United
States. In the early 20th century, the mind was viewed as a muscle that could be strengthened
through mental exercise. Homework in the 1040s fell out of favor because it was closely associated
with repeating material. In the 1950s, Americans worried that education was not hard enough and
that homework could speed up learning. In the 1960s, parents were concerned that homework was
crowding out social experiences and outdoor activities. In the 1990s, there was a push for more
homework because of the rise of academic standards.
Homework has benefits. It can improve remembering and understanding of schoolwork. Homework
can help students develop study skills that will be of value after they leave school. Homework teach-
es that learning takes place anywhere, not just in the classroom. Homework can also foster character
traits such as independence and responsibility. It teaches children to manage time.
Homework can also have a negative effect on children. Some students will grow bored if they are
required to spend too much time on homework. Homework can prevent children from taking part in
leisure and community activities. Homework can also promote cheating through the copying of as-
signments or help that goes beyond tutoring.
The National parent Teacher Association (PTA) suggest that 10-20 minutes of homework for grades
K-2, 30-60 minutes for grades 3-6; and greater amounts for middle and high school students. Short-
er and more frequent assignments may be more effective than longer but fewer assignments. Young
children have short attention spans and need to feel that they have successfully completed a task.
Source: Adapted from United States Department of Education
Homework Helper: Tutoring: Week Two Lesson One: Page 29
Student Handout #2
Homework Tips
for Parents
Group #2
Fact Sheet
Directions:
Read the following article section on homework tips for parents. Upon completion of the reading,
summarize what you have read. (Use handout #3.)
Research shows that parent involvement can have either a positive or negative impact on the value
of homework. Parent involvement can be used to speed up a child’s learning. Homework can involve
parents in the school process and enhance parents’ appreciation of education. Parent involvement
may also interfere with learning. For example, parents can confuse children if the teaching techniques
they use differ from those used in the classroom. Parent involvement can turn to interference if par-
ents complete tasks that the child is capable of completing alone.
Some of the general homework tips for parents are:
• Make sure your child has a quiet, well-lit place to do homework.
• Make sure the materials your child needs, such as paper, pencils, and a dictionary, are available.
• Help your child with time management. (Set time to do homework.)
• Be positive about homework.
• When your child asks for help, provide guidance, not answers.
• When the teacher asks that you play a role in homework, do it.
• If homework is meant to be done by your child alone, stay away.
• Reward progress in homework.
• Stay informed. (Talk with your child’s teacher.)
Source: United States Department of Education
Homework Helper: Tutoring: Week Two Lesson One: Page 31
Student Handout #3
Article Review
Directions:
In your group, please summarize what you have read in your article. Share the results of this page
with the entire class.
Name of article:
Summary of article:
Homework Helper: Tutoring: Week Two Lesson One: Page 33
Student Handout #4
Thought Questions
Directions:
The following questions are for you to think about after completing Lesson One activities. The ques-
tions may be answered as a whole class, in groups, or individually.
GROUP 1—Homework in the United States
Question #1—How has the value of homework differed in previous decades
in the United States?
Question #2—What are two benefits of homework?
(over)
Homework Helper: Tutoring: Week Two Lesson One: Page 35
GROUP 2—Homework Tips for Parents
Question #1—What is the positive impact of homework on parents?
Question #2—How can parent involvement hurt learning?
Question #3—What are two general homework tips for parents?
Page 36: Lesson One Homework Helper: Tutoring: Week Two
Staff
LESSON TWO
Learning the Role of a
Community Agency
Overview
Objective: Students learn the role of a community agency to assist
students with homework or tutoring.
Activity Method Lesson Preparation Time
1. Community Agency
• Talk to the CBO
Background Information
Class Discussion representative and ask for 5 minutes
Provide information on the guest biographical information.
speaker.
2. Community-Based
Organization (CBO) • Plan seating arrangement and
Presentation training resources needed for
Class Presentation 10-20 minutes
A CBO representative talks about the CBO representative. (VCR/
agency, services provided to assist overhead projector)
students with homework or tutoring.
3. Community Agency Form • Reproduce handout #1 and
Individual Work 15 minutes
Fill out the community agency form. distribute to students.
Journal Photo Display
Take pictures of the CBO Assign student to
take photographs. • Camera
representative.
• Poster paper Additional class
Create a poster display of the pictures • Markers period
along with a display of resource Group Work (make • Tape
information given out by the CBO poster)
representative.
Supplemental Activity
Students may work on Thought Questions (Student Handout #2). This is an optional assignment.
Homework Helper: Tutoring: Week Two Lesson Two: Page 37
Student Handout #1
Community Agency Form
Directions:
After you have heard the guest speaker, please complete this form. Turn in the completed form to
your teacher.
Name of Agency
Service(s) Provided
Numbers Served
Impact of the Service
What have you learned from the agency representative?
How does the guest speaker fit into your Service-Learning project?
Homework Helper: Tutoring: Week Two Lesson Two: Page 39
Student Handout #2
Thought Questions
Directions:
The following questions are for you to think about after completing the Community Agency Form.
The questions may be answered as a whole class, in groups, or individually.
Question #1—Do you feel that the community agency provides a valuable
service to the community?
Question #2—How does the community agency help students with their
homework?
Question #3—Can the community agency play a role as a partner in the
Homework Helper: Tutoring project?
Homework Helper: Tutoring: Week Two Lesson Two: Page 41
Staff
LESSON THREE
Learning the Role of Volunteers
in Assisting Students
Overview
Objective: Students learn the role of volunteers (heroes) as partners
in assisting with homework help or tutoring.
Activity Method Lesson Preparation Time
1. Volunteer (Hero) Background Talk to guest speaker before
Provide information about the local the visit on the service(s) that
Class discussion 5 minutes
individual who will visit the class. assist students and also obtain
biographical information.
2. Volunteer Presentation Plan seating arrangement and
Local individual talks about the training resources needed for
Class presentation 10-20 minutes
services provided to assist with guest speaker. (VCR/overhead
homework or tutoring. projector)
Guest Speaker Form Reproduce handout #1 and
Group work 15 minutes
Fill out the Guest Speaker Form. distribute to students.
3. Letter Writing Reflection Provide paper, pen, stamps,
and envelope for letter writing. Additional class
Write group letters to thank the guest
Group work period needed
speaker. Reproduce handout #2 and for this activity.
distribute to students.
4. Local Hero Hall of Fame Group Work
Start a Hall of Fame with pictures Group members
of each guest speaker (local hero). Provide camera to take
should take Additional class
Each picture should have a caption photographs.
photographs, period needed
below describing their service to the determine Hall of Provide craft paper for for this activity.
community. Fame location, and captions.
create captions for
pictures taken.
Supplemental Activity
Students may work on Thought Questions (Student Handout #3). This is an optional assignment.
Homework Helper: Tutoring: Week Two Lesson Three: Page 43
Student Handout #1
Guest Speaker Form:
Tutoring Volunteers
Directions:
After you have heard the guest speaker volunteer, please complete this Guest Speaker Form. Turn in
the completed form to your teacher.
Name
Occupation
Description of successes with students
What have you learned?
Are there other individuals in the community who are heroes centering on providing homework help
or tutoring?
Homework Helper: Tutoring: Week Two Lesson Three: Page 45
Student Handout #2
Letter Writing Sample
Directions:
Please have your group write a letter thanking the guest speaker for talking to your class. Below is a
sample letter format for guidance.
DATE
NAME OF GUEST SPEAKER
ADDRESS
CITY, STATE, ZIP CODE
DEAR Mr./Mrs./Ms./Dr.,
OPENING PARAGRAPH: Thank the guest speaker. Mention the date of the talk and what he/she
talked about in general terms.
MIDDLE PARAGRAPH: Specify what you liked best about the talk and how the information will as-
sist in the Homework Help: Tutoring project.
CLOSING PARAGRAPH: Thank them again and invite the speaker back in the future.
SINCERELY,
NAMES OF STUDENTS IN YOUR GROUP
SCHOOL
AFTER SCHOOL CLASS
Homework Helper: Tutoring: Week Two Lesson Three: Page 47
Student Handout #3
Thought Questions
Directions:
The following questions are for you to think about after completing the Guest Speaker Form. The
questions may be answered as a whole class, in groups, or individually.
Question #1—Is it hard for schools to get volunteers to help students with
tutoring?
Question #2—Would you want to do volunteer work in the community?
Question #3—Can you think of other people who volunteer in the
community to help students?
Homework Helper: Tutoring: Week Two Lesson Three: Page 49
Homework
Helper:
Tutoring
Week Three
Project Planning
Homework Helper: Tutoring: Week Three Page 51
Staff
LESSON ONE
Planning a Service-Learning
Project
Overview
Objective: Students learn to plan a Service-Learning project.
Activity Method Lesson Preparation Time
1. Icebreaker Question
Distribute journals or notebook
Answer question: Have you ever Individual Journal
paper to write responses to the 5 minutes
planned ahead of time for a project/ Writing
question.
trip?
2. Project Planning Sheet • Divide students into three
Complete the Project Planning groups and assign questions
Sheet. The sheet describes project Group Work on the Project Planning Sheet
to complete. 30 minutes
resources, people/organizations, steps Class Discussion
of plan, obstacles, and results. • Reproduce handout #1 for all
students.
3. Reflection Pairing
Students discuss roles and Pairing Students
5 minutes
responsibilities in the planning (Oral Conversation)
process.
Supplemental Activity
Students may work on Thought Questions (Student Handout #2). This is an optional assignment.
Homework Helper: Tutoring: Week Three Lesson One: Page 53
Student Handout #1
Project Planning Worksheet
Directions:
Fill out the Project Planning Worksheet section that has been assigned to your group. Relate this
information to the whole class. After all groups have reported, please complete the remainder of the
worksheet.
Group #1 (Fill in items 1-4)
1. Project Name
2. Date(s) & Time of Project
3. Tools and material resources needed for the project:
a.
b.
c.
d.
e.
f.
4. People and organizations who can be resources and support:
a.
b.
c.
d.
e.
f.
Homework Helper: Tutoring: Week Three Lesson One: Page 55
Group #2 (Fill in item 5.)
5. Steps of the plan (how to do the project):
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Homework Helper: Tutoring: Week Three Lesson One: Page 57
Group #3 (Fill in items 6 and 7.)
6. Potential obstacles for project:
a.
b.
c.
d.
e.
f.
7. What will happen as a result of accomplishing this project?
a.
b.
c.
d.
e.
Homework Helper: Tutoring: Week Three Lesson One: Page 59
Student Handout #2
Thought Questions
Directions:
The following questions are for you to think about after completing the Project Planning Sheet. The
questions may be answered as a whole class, in groups, or individually.
Question #1—What was the most difficult part of planning your project?
Question #2—Is your plan realistic?
Question #3—How often should your plan be revisited and revised?
Homework Helper: Tutoring: Week Three Lesson One: Page 61
Staff
LESSON TWO
Setting Up Your
Service-Learning Project
Overview
Objective: Students learn to set up a Service-Learning project to
assist students with homework help or tutoring.
Activity Method Lesson Preparation Time
1. Personal Relationship
Write about a person who has helped Individual Journal Distribute journals or notebook
5 minutes
you with your homework or tutored Writing paper.
you in the past.
2. Identification of Services • Distribute handout #1 on
In small groups review the handout on identification of tutoring and
student expertise to assist students Group Work homework helper expertise. 30 minutes
with tutoring or homework help. • Arrange chairs in small
groups.
3. Journal Completion
Write your thoughts on your role in Distribute journals or notebook
Individual Journal
providing services to students. Are paper for students to write 5 minutes
Writing
you comfortable in your role? their thoughts.
Supplemental Activity
Students may work on Thought Questions. (Student Handout #2). This is an optional assignment.
Homework Helper: Tutoring: Week Three Lesson Two: Page 63
Student Handout #1
Identification of Tutoring and
Homework Helper Extertise
Directions:
As a class, please fill out the chart below that identifies students who have expertise (strong knowl-
edge) in a subject area for tutoring. For each student, list the time length (days and minutes) that they
are available.
Subject Area of Time Check if Available
Name of Student
Expertise Available Homework Tutoring
Homework Helper: Tutoring: Week Three Lesson Two: Page 65
Student Handout #2
Thought Questions
Directions:
The following questions are for you to think about after identifying services that you will perform at
your school. The questions may be answered as a whole class, in groups, or individually.
Question #1—How important was it to identify areas of expertise?
Question #2—Were there gaps in students’ availability to tutor or provide
homework help on certain days? Did you have enough tutors in certain
subject areas?
Question #3— What materials do you need to bring to assist in providing
tutoring or help with homework (e.g. paper, pens)?
Homework Helper: Tutoring: Week Three Lesson Two: Page 67
Staff
LESSON TWO
Setting Up Your
Service-Learning Project
Overview
Objective: Students set up project logistics for tutoring and providing
homework help.
Activity Method Lesson Preparation Time
1. Project Logistics
Set up a schedule for tutoring and Distribute handout #1 to be
Class Discussion 25 minutes
helping. with homework filled out by students.
2. Progress Chart
• Distribute handout #2.
Create a chart to keep track of the
progress that you are making with Class Discussion • Review the chart for use after 20 minutes
each student. each tutoring or homework
session.
Supplemental Activity
Students may work on Thought Questions. (Student Handout #3). This is an optional assignment.
Homework Helper: Tutoring: Week Three Lesson Three: Page 69
Student Handout #1
Tutoring and Homework Helper
Schedule
Directions:
As a class, fill in the chart below. The chart identifies student pairings, the subject for homework as-
sistance/tutoring, and length of time for the activity.
Subject Area/ Time for
Tutor/Helper Student
Type of Service Service
Homework Helper: Tutoring: Week Three Lesson Three: Page 71
Student Handout #2
Tutoring and Homework Helper
Progress
Directions:
Please review the chart below to keep track of the student who you are providing homework help or
tutoring.
Your Name
Student’s Name
Day Subject Area(s) Progress Rating
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Wednesday
Thursday
Friday
Homework Helper: Tutoring: Week Three Lesson Three: Page 73
Student Handout #3
Thought Questions
Directions:
The following questions are for you to think about after setting up a schedule and reviewing a prog-
ress chart for tutoring or providing homework help. The questions are to be answered as a whole
class.
Question #1—Why is it important to set up a schedule with specific times
allotted for tutoring or providing homework help?
Question #2—Why is it important to keep track of the progress you make
with the person you are assisting with tutoring or homework?
Question #3—How can classroom teachers become involved in tutoring or
as a homework helper?
Homework Helper: Tutoring: Week Three Lesson Three: Page 75
Homework
Helper:
Tutoring
Week Four
Service
Homework Helper: Tutoring: Week Four Page 77
Staff
LESSON ONE
Providing Service:
Tutoring or Homework Assistance
Overview
Objective: Students perform the service of tutoring or provide
homework assistance to others.
Activity Method Lesson Preparation Time
1. Review of Student Roles and
• Bring a copy of handout #1
Responsibilities
from the previous lesson
Review student roles and Oral Discussion 5 minutes
(Tutoring and Homework
responsibilities in providing Helper Schedule page 71)
homework and tutoring assistance.
2. Homework Helper or Tutoring
90 minutes
Activities Student Participation in • Arrance seating to support
to
Students work to provide tutoring or Service Activity the tutoring activities.
3 hours
homework help to others.
Homework Helper or Turoring
90 minutes
Activities (take pictures) Assign a student to take
• Bring camera. to
Take pictures of students working and pictures. 3 hours
providing service to others.
3. Service Assessment
• Distribute handout #1
Students fill out a student progress
Individual Work (Tutoring and Homework 10 minutes
report on tutoring and homework
Helper Progress)
helping.
Supplemental Activity
Students may work on Thought Questions (Student Handout #2). This is an optional assignment.
Homework Helper: Tutoring: Week Four Lesson One: Page 79
Page 80: Lesson One Homework Helper: Tutoring: Week Four
Student Handout #1
Tutoring and Homework Helper
Progress
Directions:
Please review the chart below to keep track of the student who you are providing homework help or
tutoring.
Your Name
Student’s Name
Day Subject Area(s) Progress Rating
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Wednesday
Thursday
Friday
Homework Helper: Tutoring: Week Four Lesson One: Page 81
Student Handout #2
Thought Questions
Directions:
The following questions are for you to think about after providing tutoring or homework help to other
students. The questions are to be answered as a whole class, in small groups, or individually.
Question #1—Describe the service that you performed. What did you like
best and least about the experience?
Question #2—What is the hardest thing about tutoring or providing
homework assistance?
Question #2—After the experience, would you ever want to be a teacher or
go into the field of education?
Homework Helper: Tutoring: Week Four Lesson One: Page 83
Homework
Helper:
Tutoring
Week Five
Reflection and
Celebration
Homework Helper: Tutoring: Week Five Page 85
Staff
LESSON ONE
Conducting Different Types
of Reflection
Overview
Objective: Students reflect on their Service-Learning project.
Activity Method Lesson Preparation Time
1. Value of Reflection
Oral Reflection (class • Flip chart to write down
Discuss the value of reflecting on a 5 minutes
discussion) reasons to reflect.
project.
2. Reflection Ideas • Distribute handout #1 on
Divide students into three groups reflection ideas
to choose a reflection activity • Report on oral histories from
(scrapbook, visual display, thank you seniors
notes, or project assessment). Group Work (divide
• Scrapbook (paper, markers, 40-90
students into three
tape) minutes
groups)
• Visual Display (poster paper,
markers)
• List ways to improve the
project (paper, flip chart)
Supplemental Activity
Students may work on Thought Questions (Student Handout #2). This is an optional assignment.
Homework Helper: Tutoring: Week Five Lesson One: Page 87
Student Handout #1
Homework Helper:
Tutoring Project
Reflection Ideas
Directions:
Divide into three groups. Each group should choose one activity to work on from the list below.
Share your reflection project with the entire class.
Ideas:
• Create a report on the tutoring and homework helper experience. Describe how each student was
helped.
• Create a scrapbook of the Homework Helper: Tutoring project. Arrange pictures with captions
underneath.
• Design a visual display of the Homework Helper: Tutoring project. The display could be hung up in
front of the school.
• Create a list of ways to improve the Homework Helper: Tutoring project. Present the list to the
entire After School program.
Homework Helper: Tutoring: Week Five Lesson One: Page 89
Student Handout #2
Thought Questions
Directions:
The following questions are for you to think about after completing your reflection activity. The ques-
tions are to be answered as a whole class, in small groups, or individually.
Question #1—Should the Homework Helper: Tutoring project be conducted
next year?
Question #2—What other educational community-based organizations
would benefit from your services of tutoring others?
Homework Helper: Tutoring: Week Five Lesson One: Page 91
Staff
LESSON TWO
Celebrating the
Service-Learning Project
Overview
Objective: Students celebrate the Service-Learning experience.
Activity Method Lesson Preparation Time
1. Hand Out Certificates
• Prepare a certificate for each
Conduct a ceremony and hand out Class Activity student (see handout #1 for 10 minutes
certificates to students. Invite a VIP sample).
to thank the class for their hard work.
2. Celebration Event Pizza Party
Organize a way to celebrate the • Bring refreshments and 15-20
Ice Cream Party
Service-Learning project. decorations. minutes
Dance
Homework Helper: Tutoring: Week Five Lesson Two: Page 93
Student Handout #1
Certificate Sample
Directions:
Below is a sample certificate for your use. Please feel free to create your own certificate to meet
your individual needs.
The After School Service-Learning Program
is presented to
NAME
In honor of your hard work in providing service to the people in our community.
Date Place
Principal After School Coordinator/Teacher
Homework Helper: Tutoring: Week Five Lesson Two: Page 95
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