School-To-Career

School-To-Career

Teacher Externship

Submitted by:

Linda G. Young

Amesbury High School

May 31, 2006

The Pettengill House

Community Social Service Agency

LESSON PLAN 1: FOOD PANTRY SORTING & STOCKING

GOAL 1: To identify and sort all pantry items into stocking groups, including canned goods, dry goods, household items, toiletries, baby items, breads and desserts.

Objectives:

·  Under supervision students will sort all food drive items into

Identified groups as noted above.

·  Bins will be clearly marked using visual icons to assist with

Identification.

·  Students will be instructed to inspect for damage (dents, open containers etc. and year stamp)

·  Questionable items will be put into a separate identified bin for supervisor to inspect.

·  Process will continue until end of each delivery is complete

GOAL 2: To categorize groups into smaller sub groups

Once complete all bins and sorted items will be broken down in smaller sub groups to prepare for placement on pantry shelves.

Objectives:

·  Canned Goods: sorted into soups, vegetables, canned pasta and sauces, fish/meats and other

·  Dry goods will be sorted into sub groups including crackers, pastas, box desserts and other

·  Household goods will also be divided into separate sub groups including toilet paper, paper towels, trash bags, laundry and cleaning items.

·  Toiletry items will also be divided into sub group categories including dental care, shampoos, soaps, and personal hygiene items.

·  Breads and Desserts will be identified and placed in appropriate pantry space.

·  Fresh and frozen produce will remain under the supervision of adult / trained staff.

GOAL 3: Stocking of Pantry Shelves.

Objectives:

·  Once sorted, bins will be brought to identified pantry space to be stocked.

·  Students will line up all items neatly to be clearly viewed and identified by consumer.

·  Students will demonstrate knowledge of “facing” the shelves so that the labels of each item are clearly visible

·  Empty bins will be put into bin storage area

·  Bins with items remaining will be set aside for next delivery

·  Supervisor will provide oversight and assistance

·  Supervisor will provide quality control and examine identified damaged items.

·  All damaged items will be discarded in proper area.

LESSON PLAN 2: ADDRESSING ENVELOPES FOR STATE AGENCY APPLICATIONS

GOAL: Students will address, and stamp business envelopes to be utilized for ongoing mailings with use of visual completed product

Objectives:

·  With assistance from supervisor, students will stamp agency return

envelope on top left corner of business size envelopes. Practice will be provided using scrap paper prior to introduction of envelopes.

·  Students will copy state agency name and address using appropriate set up in center of envelope. Students will be provided practice using scrap paper prior to writing on envelopes.

·  Students will be instructed in use of postage machine setting, which will remain constant with these envelopes. Students will master setting postage amount into machine, insertion and removal of envelope, quality control and resetting of postage amount.

·  All envelopes will be combined and placed neatly facing same direction

LESSON PLAN 3: COPYING, COLLATING AND STAPLING

GOAL: USE OF COPY MACHINE, COLLATING AND STAPLING.

Objective:

·  Students will become familiar with copying machine procedures

including placement of original, number of copies, and collation

techniques.

·  Students will learn to recognize copy machine symbols and identify need. i.e. out of paper, paper jam.

·  Students will learn copy machine procedures for collating items, removal of said items and resetting of copy machine.

·  Students will learn proper procedure for stapling of properly aligned collated items, in left hand corner or as indicated by supervisor.

·  Students will re stock paper, clean up work area and close down copy machine at the end each job.

Linda G. Young

Connecting Activities

Teacher Externship Lesson Format

June 2006

The Pettengill House

Community Social Service Agency

LESSON PLAN: FOOD PANTRY SORTING & STOCKING

Energizer:

1.  Take a field trip to the local supermarket and view how they organize their products. (1 hour)

2.  Obtain a store flyer and observe how food items are grouped together. (10 minutes)

3.  Sort and categorize pictures of items. (15 minutes)

Massachusetts Frameworks Addressed:

Content: English Language Arts

Strand: Language

General Standard 4: Vocabulary and Concept Development

Students will understand and acquire new vocabulary and use it correctly in reading and writing.

Possible Entry Points: Associate meaning of words with objects or actions

Identify objects or actions

Content: Mathematics

Strand: Patterns, Relations, & Algebra

Learning Standards for: Patterns, Relations, and Functions

K.P.1 Identify the attributes of objects as a foundation for sorting and classifying

Possible entry points: Identify, sort and classify a small number of objects by common attributes

Objective 1: To identify and sort all pantry items into stocking groups, including canned goods, dry goods, household items, toiletries, baby items, breads and desserts.

Resources Needed:

Transportation to local supermarket

Assorted canned goods, toiletry items, etc. (some in damaged condition so students can learn to discriminate)

Bins

This activity can first be broken down and presented in small steps in the classroom before the students are actually transported to Pettengill House to perform the actual task.

Learning Activities:

·  Under supervision students will sort all food drive items into

Identified groups as noted above.

·  Bins will be clearly marked using visual icons to assist with

Identification.

·  Students will be instructed to inspect for damage (dents, open containers etc. and year stamp)

·  Questionable items will be put into a separate identified bin for supervisor to inspect.

·  Process will continue until end of each delivery is complete

Objective 2: To categorize groups into smaller sub groups

Once complete all bins and sorted items will be broken down in smaller sub groups to prepare for placement on pantry shelves.

Learning Activities:

·  Canned Goods: sorted into soups, vegetables, canned pasta and sauces, fish/meats and other

·  Dry goods will be sorted into sub groups including crackers, pastas, box desserts and other

·  Household goods will also be divided into separate sub groups including toilet paper, paper towels, trash bags, laundry and cleaning items.

·  Toiletry items will also be divided into sub group categories including dental care, shampoos, soaps, and personal hygiene items.

·  Breads and Desserts will be identified and placed in appropriate pantry space.

·  Fresh and frozen produce will remain under the supervision of adult / trained staff.

Objective 3: Stocking of Pantry Shelves.

Learning Activities:

·  Once sorted, bins will be brought to identified pantry space to be stocked.

·  Students will line up all items neatly to be clearly viewed and identified by consumer.

·  Students will demonstrate knowledge of “facing” the shelves so that the labels of each item are clearly visible

·  Empty bins will be put into bin storage area

·  Bins with items remaining will be set aside for next delivery

·  Supervisor will provide oversight and assistance

·  Supervisor will provide quality control and examine identified damaged items.

·  All damaged items will be discarded in proper area.

Guiding Questions:

1. What is a food pantry?

2. What does a food pantry look like?

3. Why do we have food pantries?

4. Why should we sort items in a food pantry?

5. What might happen if we did not sort food items in the pantry?

Assessment Piece: Food Pantry Sorting and Stocking Rubric

Pettengill House
Food Pantry Sorting and Stocking

Name: ______/ Teacher: Mrs. Young
Date : ______/ Title of Work: ______
Criteria / Points
1 / 2 / 3 / 4
Identify and sort All pantry items in appropriate stocking groups / 2 out of 10 items are grouped appropriately / 5 out of 10 items are grouped appropriately / 8 out of 10 items are grouped appropriately / 10 out of 10 items are grouped appropriately / ____
All pantry items have labels facing front / 2 out of 10 labels are facing front / 5 out of 10 labels are facing front / 8 out of 10 labels are facing front / 10 out of 10 labels are facing front / ____
Damaged cans and items will be identified and discarded / 2 out of 10 items will be properly identified and properly discarded / 5 out of 10 items will be properly identified and properly discarded / 8 out of 10 items will be properly identified and properly discarded / 10 out of 10 items will be identified and properly discarded / ____
____
____
Total----> / ____
Teacher Comments:
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Teacher Externship

Having taught in the field of special education for over 25 years, I have seen many changes within the school system and the family structure. We have become an “age of information” system. The “fast-changing global economy” has definitely presented implications for the Merrimac Valley. It is our duty as educators to be certain that our youth are well prepared for the vocations and trainings that confront them. Having the opportunity to participate in a teacher externship has given me the ability to prepare my students in the best way possible. I have had the chance to “revitalize school curricula with relevant, technical workplace applications” for my students.

The students I work with at Amesbury High School typically choose to stay within the area once they graduate from high school. Many of the students in my program have developmental disabilities and may need some modifications or accommodations to their academic environments as well as their working environments. The Learning Center at Amesbury High School provides intensive academic/organization/emotional support for our students, as well as a strong life skills/vocational component. We firmly believe that exposure to authentic experiences in the work environment and in the educational setting contribute to each student’s capacity to benefit from meaningful learning experiences.

Work experiences are tailored to maximize the developmental assets of each student in order to help the student build his or her skills. Most notably, the students would need familiar school support staff with them for on the job training before the natural supports of the working environment would comfortably take over. In order to help prepare these students for careers, we participate with the students in their internships/volunteer sites until they are able to work independently or with natural support personnel. Deb Smith, the Executive Director of Pettengill House, was kind enough to allow me to participate in a teacher externship at the Pettengill House. She listened to my concerns regarding student employment “readiness” and we discussed how we could best assist the Pettengill House to help prepare the students for positions within the Pettengill House agency.

The Pettengill House is a social service agency formed in 1994 and recently celebrated its 12th anniversary. The Pettengill House was formed by a diverse group of local residents specifically to address the needs of The Greater Salisbury Community. The original goals were primarily prevention related. However, very early in the process it became clear that the organization’s clientele were primarily concerned with survival issues, those of food, clothing, shelter, and safety.

The Mission states: “The Pettengill House mission is to support and coordinate community services, empowering people of all ages through advocacy, prevention education, and direct services.”

In order to support this mission, Pettengill House provides:

·  Emergency assistance

·  Case management

·  Home visits

·  Counseling

·  Basic needs – food, clothing, shelter

·  Parenting classes

·  Referrals

·  Advocacy

·  Mass Health

·  Consults

·  Assessments

·  Food Pantry

·  Saturday Night Meals Program

·  Juvenile Diversion Program

·  Discretionary Fund Services

·  School/Home Community Liaison

·  Prevention Education

The Pettengill House currently provides school link services to the following school systems:

Number of children served

·  Amesbury Public Schools 141

·  Newburyport Public Schools 43

·  Pentucket Regional Public Schools 16

·  Triton Regional Public Schools 158

·  Georgetown Public Schools 4

·  Other schools 77

In reviewing the myriad of services that The Pettengill House provides to our local communities, it became evident to me that this would be a perfect agency in which to perform my teacher externship. The benefits would be more than two-fold, but most importantly, I would be able to provide some personal assistance to an excellent community agency, while devising job skills for many of my high school students with special needs.

The Pettengill House presented me with a variety of job skills that can be modified or adapted for the students to perform successfully and eventually independently. Specific vocational skills that could be available to students include, but are not limited to, skills that would be used in offices, drug stores, grocery stores, etc:

·  Filling out a job application

·  Role playing a job interview

·  Separating/sorting toiletries from articles donated by hotels

·  Sorting/Stocking shelves in the food pantry

·  Sorting/Stocking food as it arrives from deliveries

·  Filling orders from the food pantry

·  Carry out of goods from the pantry

·  Facing the shelves

·  Running the copy machine

·  Filing

·  Sorting mail

·  Post office delivery

·  Addressing, stamping envelopes

·  Simple word processing for thank you donation letters

·  Clipping related press releases

·  Culminating activity would be a video describing all of the services that Pettengill House provides to the community. Students could assist in shooting and editing the video.

·  Other tasks that would be deemed appropriate by Ms. Smith

My Teacher Externship provided me with the opportunity to participate in all of the above activities. A total of three Lesson Plans have been designed to specifically address some of the needs stated above.

The Lesson Plans include:

Lesson Plan 1: Food Pantry Sorting and Stocking

Lesson Plan 2: Addressing Envelopes for State Agency Applications

Lesson Plan 3: Copying, Collating and Stapling

Please refer to Lesson Plan attachments.