Building a Sense of Community
By Caroline Wyman

I begin by building a lesson around our community. We first discuss the many jobs that people hold—police officer, firefighter, baker, mail carrier, doctor, etc. We then make bubble charts that describe the roles these workers play and how they impact our daily lives. Since everyone has such great ideas about jobs they want to explore, we talk about a few jobs each day, continuing until all are covered.

As the holidays approach, I pull out the bubble chart that describes the job of mail carrier. We review their role and how they affect our lives. We talk about the different types of mail and about how exciting it is to receive a letter with our name on it. I bring in mail that I have received and explain where to put the stamp and the mailing and return addresses on the envelope. Some students will share a letter or postcard they have received. We all agree that we could not experience the joy of receiving a letter or postcard were it not for our mail carriers.

I then redirect the conversation and talk about people in our community who might not have the pleasure of receiving mail very often. For example, senior citizens in nursing homes or assisted living facilities.

Prior to this discussion, I will contact a neighborhood senior center. The center’s coordinator identifies a list of seniors who don’t receive many visitors or who seem to be lonely. We match each student with a senior, who becomes their “special friend.” The students are very excited when they learn the name of their senior friend and look forward to sending letters to them, knowing that they will be sending more than just mail—they also will be sending much joy and happiness.

Before any letters are sent, we have a lesson on the proper way to write a letter. Letter-writing techniques include how to address an envelope, writing beginning, middle, and ending paragraphs, using descriptive words, checking spelling, and reading over the letter before it is sent. This can be done as a writing workshop lesson or along with centers.

Once letters are written, the children can get creative and personalize them even more with color and pictures and whatever else they want. Then it’s off to the mailbox! We write several more letters over a three-week period. And then—the best part. We take a field trip to the senior center.

The excitement of finally meeting their special friend is almost overwhelming. And the excitement goes both ways. Each senior has learned about their student friend and is also anticipating the meeting.

Before the trip, I give a little precautionary talk about older people—grandmas, grandpas, older aunts and uncles—so that everyone knows what to expect and won’t be alarmed by any of the seniors or the facility. But by the time the children and seniors meet and everyone shares cookies and juice (usually provided by the center), we all end up having a wonderful time.

I conclude our visit by reading aloud The Polar Express by Chris Van Allsburg. This is a sentimental story that has meaning for all age groups. Before we leave, each student presents his or her senior friend with a bell necklace that reinforces the story’s important message of always believing. We say our goodbyes, which sometimes are teary, and head back to school.

To wrap up our visit, we share our thoughts and feelings about our trip. It’s always a very positive experience. The students understand that they have brought a tremendous amount of joy to someone else’s life. They are proud of themselves and empowered by knowing that they have contributed to their community. This, by far, is my favorite lesson to teach—a lesson that initially is taught through letter writing and appreciating other people’s jobs, but that is really learned only when it is felt in the heart.

Caroline Wyman has a degree in Sociology and a Masters in Elementary Education and is the administrator for TeacherNet.com.