Before:
Note: There is no set timeline for this portion; however, it must be completed before the letter exchange process.
Read aloud the poem and picture books. Students will then be asked to summarize each.
For the books, take students through the processing of condensing the stories to create “summary poems.” [Use Directions and an example of a “Summary Poem” based on Effie’s Image]
The summary poems will be read to students and displayed on the board. Each will be analyzed line-by-line and annotated on the board with student input.
Students will once again be asked to write why they believe Kibud Zekenim is an important value and we will compare their new responses to their originals.
Students and Seniors will both complete a survey. In this way, each will know a little about one another to help facilitate their letter writing.
During:
Teacher will provide examples of proper letter writing etiquette
--example: Write date at top of letter, include “Dear____, “body of letter, closing, and signed name
--provide examples of how to address an envelope
Utilizing their understanding of Kibud Zekenim students will write their first letter-and send via email or post. Discuss with students what they might include in this letter, for example:
-- name, age, school
-- special interests
--questions you would like them to answer (brainstorm some of these with the class)
Before mailing, teachers should make photocopies to begin a collection of letters written and received. (For those using emails, consider printing copies of their letters.)
When letters are received from seniors, the teacher will again make photocopies (or print if emailed) for each student’s collection.
This process may continue for much of the school year, keeping in mind that students and seniors will eventually meet in person
Students will be asked to write reflections on a consistent basis throughout the letter writing process.
--Reflections may be formal or informal. They may be a free-write or prompt based.
For example: What have you learned about your pen pal? What do you have in common/don’t have in common? Have you learned something new during this process?
After:
Arrange a special meeting of students and seniors, either a field trip to the senior center or through videochat. If students are meeting with their pen pals digitally, be sure to arrange individual meetings rather than a group encounter to make sure that the pair can have time to talk.
Students will write one final time about Kibud Zekenim in a formal piece. They should include lessons they have learned and any preconceived ideas they had and how those ideas changed, for example they might answer questions such as:
· Was your pen pal who you expected?
· Did the pen pal seem different in person than through their letters? What was the same and what was different?
· What about your pen pal impressed you the most? Surprised you? Inspired you?
Facilitate a “Grand Conversation” (student sit together in a circle) to discuss the importance of the Jewish value, Kibud Zekenim and how this connects with the value, G’milut Chasadim.
Teacher will hand out the copies of letter correspondence and student can create a journal/binder/folder etc. to hold their own letters.