Grade 6. Georgia Performance Standards Self-Guided Tour for Teachers 22 English/Language Arts Standards Met

Transcription

1 Grade 6 Georgia Performance Standards Self-Guided Tour for Teachers 22 English/Language Arts Standards Met Standards are addressed through a self-guided tour of the World of Coca-Cola. Standards may be fulfilled in more than one area of the attraction. Please feel free to ask ambassadors to tell your class about their specific areas as you tour. Teachers may choose to ask students to bring paper and pencil in an empty book bag for some activities listed below. Look for the Coca-Cola red bottle to direct you to the appropriate student activities. ELA6LSV1 The student participates in student-to-student, student-to-teacher, and group verbal interactions. The student: b. Asks relevant questions. f. Actively solicits another person s comments or opinions. h. Responds appropriately to comments and questions. j. Gives reasons in support of opinions expressed. m. Writes a response to/reflection of interactions with others. ELA6LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. Critical Component: When responding to visual and oral texts and media (e.g. television, radio, film productions, and electronic media) the student: b. Identifies the tone, mood and emotion conveyed in the oral communication. ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: b. Applies knowledge of common graphic features (i.e. graphic organizers, diagrams, captions, illustrations, charts, tables, graphs). d. Identifies and analyzes main ideas, supporting ideas, and supporting details. ELA6RC2 The student participates in discussions related to curricular learning in all subject areas. The student: b. Responds to a variety of texts in multiple modes of discourse. f. Recognizes and uses the features of disciplinary texts (e.g. charts, graphs, photos, maps, highlighted vocabulary). ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student: a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Write texts of a length appropriate to address the topic or tell the story. ELA6W2 The student demonstrates competence in a variety of genres. Critical Component: The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that: b. Establishes a statement as the main idea or topic sentence. c. Develops a controlling idea that conveys a perspective on the subject. e. Develops the topic with supporting details. h. Concludes with a detailed summary linked to the purpose of the composition.

2 The attached activity document should be printed out for each student. They will fill out questions as they proceed through the World of Coca-Cola attraction. Teachers may choose to have the writing assignment at the end of the document completed in class after discussion, or at the attraction before you leave. Note to Teacher...students will need room to write their responses. I have given about what space they will need for each answer. This document could be 3 pages long.

3 Language Arts Activity Document Name Directions: Take this document with you as you tour the World of Coca-Cola. Answer the questions as you proceed through the attraction. 1. Ask another student what his/her opinion is concerning the first two leaders of The Coca-Cola Company (John Pemberton and Asa Candler). Were they competent? How were they different? Summarize your partner s response below. Tell why you either agree or disagree with your partner. Include a sentence or two about how you and your partner interacted. Was there disagreement? Did one person dominate the conversation? 2. After listening to a number of video presentations, write your opinion of the mood, tone and emotion that you notice in these videos. Be sure to state which video or videos you are documenting. 3. Find one chart, diagram, illustration, or graph to evaluate. Answer the following questions about the text feature you have chosen: a. What is the text feature about and where is it found? b. What is the text feature trying to show you? c. Is the text feature effective? (Does it give you information clearly in an understandable way?) 4. Choose one informational plaque from any gallery and answer the following questions: a. What is the title of your plaque? b. What is the main idea of this plaque?

4 c. Give two supporting ideas from this plaque that support the main idea. d. Give two supporting details from the plaque. e. How would you evaluate the effectiveness of this plaque? Was enough information given? 5. Write a five paragraph essay to describe how The Coca-Cola Company has grown into an international company and your opinion about its growth. Make sure you include a topic sentence, have lots of supporting details, and conclude with a paragraph that has a good summary of your essay. Use the back of this page for your essay if you are writing it at the attraction.

5 Grade 6 Lesson Plan 22 English/Language Arts Standards Met Pre-visit Activity ELA6LSV1 The student participates in student-to-student, student-to-teacher, and group verbal interactions. The student: b. Asks relevant questions. f. Actively solicits another person s comments or opinions. h. Responds appropriately to comments and questions. ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: d. Identifies and analyzes main ideas, supporting ideas, and supporting details. ELA6RC2 The student participates in discussions related to curricular learning in all subject areas. The student: b. Responds to a variety of texts in multiple modes of discourse. f. Recognizes and uses the features of disciplinary texts (e.g. charts, graphs, photos, maps, highlighted vocabulary). ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student: a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Write texts of a length appropriate to address the topic or tell the story. ELA6W2 The student demonstrates competence in a variety of genres. Critical Component: The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that: b. Establishes a statement as the main idea or topic sentence. c. Develops a controlling idea that conveys a perspective on the subject. e. Develops the topic with supporting details. h. Concludes with a detailed summary linked to the purpose of the composition. Objectives 1. Students will conduct research on The Coca-Cola Company. 2. Students will complete a time line of Coca-Cola history. 3. Students will work in groups of two to conduct research. 5. Students will construct a five-question test to give to the class based on the material presented from their research. Materials Access to the Internet Paper and pencils Time 2-3 Hours

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7 Procedure 1. Discuss with students that the field trip to the World of Coca-Cola is coming soon. It is important that they know a little bit about what they will see before beginning their trip. 2. Group students into pairs. 3. To help students get familiar with the history of Coca-Cola and be better prepared for the field trip, students will go to: and complete their own time line of Coca-Cola history. Students must also research at least two other events in Coca-Cola s history to add to their time line that are not included at the above Web site. 4. Groups of students will then research one of the events on their timeline further and write one to two pages to explain the event in detail. Pictures should be printed that will further illustrate this event if relevant. 5. Students will write a five-question quiz to give to students in the class after presenting their research. Discuss with students what makes up a good question (can be answered by listening to presented material, concerns relevant information, etc.). 6. Allow students to present their research and give the short quiz when finished. 7. When all students are finished presenting, discuss what makes a good quiz question. Closing Tell students that the stories they have heard from each other s research will be further discussed on the field trip, as well as other stories about the history of Coca-Cola. During the field trip; each student will be given a form to fill out as they progress through the attraction. Remind students to read through the document before beginning their trip through the attraction. Assessment Teachers may choose to assess both the presentations, as well as the quizzes produced by students. Post-visit Activity ELA6LSV1 The student participates in student-to-student, student-to-teacher, and group verbal interactions. The student: f. Actively solicits another person s comments or opinions. h. Responds appropriately to comments and questions. j. Gives reasons in support of opinions expressed. ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: d. Identifies and analyzes main ideas, supporting ideas, and supporting details. ELA6RC2 The student participates in discussions related to curricular learning in all subject areas. The student: b. Responds to a variety of texts in multiple modes of discourse. ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student: a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Write texts of a length appropriate to address the topic or tell the story. ELA6W2 The student demonstrates competence in a variety of genres. Critical Component: The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that: b. Establishes a statement as the main idea or topic sentence. c. Develops a controlling idea that conveys a perspective on the subject. e. Develops the topic with supporting details. h. Concludes with a detailed summary linked to the purpose of the composition.

8 Objectives 1. Students will use the Internet to compare and contrast Asa Candler from Coca-Cola s early history to a modern day entrepreneur, Bill Gates. 2. Students will complete a Venn diagram to compare and contrast the two entrepreneurs. 3. Students will choose a project to show what they have learned. 4. Students will work in groups. 5. Students will write a three to five paragraph essay expressing their opinion. Materials Access to the Internet One copy per student of attached Venn diagram Instruction in the use of the Power Point Microsoft program Paper, pencil Time 3-4 Hours over 2-4 Days Procedure 1. Brainstorm with your class the facts they know about Bill Gates. Write these facts on the board. 2. Review with your students what they learned about Asa Candler on their trip to the World of Coca-Cola. Write these facts on the board as well. 3. Get students into groups of three. 4. Explain to students that both Bill Gates and Asa Candler had a major impact on their respective corporations. Students will use the next two to four class periods to conduct research on Bill Gates and complete a Venn diagram that compares and contrasts Gates and Candler. Students will use information about Asa Candler gained during their field trip and conduct research as needed. Students will then complete a Power Point presentation outlining the accomplishments of these two men. Power Point presentations must include a brief history of the men, how they are alike, how they are different and their accomplishments. 5. Once students have completed their Venn diagram, check it for accuracy before allowing groups to move to the Power Point presentation. 6. Complete Power Point presentation. 7. Present Power Point presentations to the class. Closing Conduct a short discussion about how the ability to innovate impacted the lives and companies of Asa Candler and Bill Gates, as how their innovations are still well as impacting our lives today. Assessment Assess the Power Point presentation of each group, checking to make sure information is correct and all requested areas are included in the presentation.

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