Teacher Toolkit

English Language Arts 1st Grade

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Grade 1

Georgia Performance Standards Self-Guided Tour for Teachers
12 English/Language Arts Standards Met

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  • 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.

ELA1LSV1 The student uses oral and visual strategies to communicate. The student:

  1. Recalls information presented orally.
  2. Responds appropriately to orally presented questions.
  3. Communicates effectively when relating experiences and retelling stories read, heard, or viewed.

ELA1R1 The student demonstrates knowledge of concepts of print. The student:

  1. Identifies the beginning and end of a paragraph.
  2. Demonstrates an understanding that punctuation and capitalization are used in all written sentences.

ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student:

  1. Reads and listens to a variety of texts and uses new words in oral and written language.

ELA2W1 The student demonstrates competency in the writing process. The student:

  1. Writes text of a length appropriate to address a topic and tell the story.
  2. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity
    and difference, answering questions).

Location-The Hub

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Connections

The mural in the Hub is a representation of the seven continents starting with North America on the far left. The letters and various languages move you from one continent to the other throughout the artwork.

  • Ask students to look around the hub, and find an area where there are lots of words. (The mural above the stairs). Explain to students that this is an artist‘s representation of the continents. Explain the word “continent” to your students. (They are the largest land areas on earth. There are 7 continents.) Ask students if they know the names of any of the continents. (North America, South America, Africa, Asia, Australia, Europe, Antarctica)
  • Ask students to find the area with words written in English. Ask students to identify any words they know. Read the words together.
  • Bring students’ attention to the words in other languages. Discuss that other countries have their own languages and that they are written differently.
  • Ask students to find one language that is totally different from all the others (Chinese, etc.)

 

Location-Milestones of Refreshment, Gallery 1
(John Pemberton Invents Coca-Cola)

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Connections

This Milestones of Refreshment gallery showcases the time in which John Pemberton invented Coca-Cola.

  • Ask students to look at the coupons located on the top of the soda fountain. Choose one coupon for your students to look at. Ask students to find words they can identify in the coupon. Read the coupon aloud to your students then ask pairs of students to take turns reading the coupon to each other.
  • Ask students to look at the text panels found throughout the room. Ask students to count the number of periods in their panel. If a panel has a total of 5 periods, how many sentences does the plaque have? (5)

Location-Milestones of Refreshment, Gallery 4
(Early Bottling)

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Connections

This Milestones of Refreshment gallery showcases how bottling operations expanded throughout the United States (as shown on the bottle wall) and the world (as shown by the yellow truck from Argentina).

  • Ask your students to look at the Special Delivery sign beside the yellow truck (pictured above).
  • Ask students to point out where the paragraphs begin and end. Look at other signs in the room. Ask students to find paragraphs on the signs and point out where they begin and end. Ask students what is found at the beginning of each paragraph. (Capital letter)
  • Read the sign noted above to your students. Ask students: What did this truck carry? (Coca-Cola) How long was the truck at sea on its way to Atlanta? (One month)

Location- Pop Culture, Second Floor

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Connections

This area contains a section called “My Coke Story” as well as computers for writing.

  • This area has many letters from both children and adults who have told their “Coke Story”. Read some of these letters to your children. Ask students to tell their own story to the class.
  • You can either allow your students to complete their written stories on the computer at the World of Coca-Cola, or you can take stationery that is provided for you back to the classroom. Stories written by your students in your classroom can be sent back to the World of Coca-Cola.

Location- Taste It, Second Floor

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Connections

This area allows students to taste products manufactured by the Coca-Cola Company around the world.

  • Bring your students‘ attention to the “Packaging from Nature” sign. Read the flow chart to your students, bringing their attention to the pictures as you read the caption.
  • Discuss the word, “packaging”. Ask students what other things need packaging. (Toys are bought in packaging, food is often in packaging, etc.)
  • Ask students: What plant used to make plastic cups? (Corn) What is the corn sugar turned into? (Pellets)
  • Ask students to retell the story of how a plant becomes a plastic cup.

 

Grade 1

Lesson Plan
12 English/Language Arts Standards Met

Learning the Words of Coca-Cola

Pre-visit Activity

ELA1LSV1 The student uses oral and visual strategies to communicate. The student:

  1. Recalls information presented orally.
  2. Responds appropriately to orally presented questions.
  3. Communicates effectively when relating experiences and retelling stories read, heard, or viewed.

ELA1R1 The student demonstrates knowledge of concepts of print. The student:

  1. Identifies the beginning and end of a paragraph.
  2. Demonstrates an understanding that punctuation and capitalization are used in all written sentences.

ELA1R5 The student acquires and uses grade-level words to communicate effectively.

Objectives:

  1. Students will learn to read the seven continent names and will match continent names with continent shapes on a globe.
  2. Students will learn to read words that will be useful on their fieldtrip such as: Coca-Cola, bottle, and packaging.
  3. Students will read a Coca-Cola story to prepare for their field trip.

Materials

  • A copy of the attached story for each student
  • A globe
  • 6-7 sets of Word cards (attached) containing each of the following: North America, South America, Australia, Africa, Antarctica, Europe, Asia, Coca-Cola, bottle, packaging, and continents

Time — 45 min.

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Procedures

  1. Discuss with students their upcoming field trip to the World of Coca-Cola. Ask what they predict they will see. What would students like to learn?
  2. Explain to students that there are a few words that they will need to learn before going on the field trip. Introduce students to each of the word cards. Match word cards for the continents to the continents found on your school globe. As a group, go over the word cards a few times until you feel most students are familiar with the words.
  3. Divide your class into groups of three. Give each group of three students a set of word cards. Ask one studentto be the “teacher” and quiz the remaining two students in their group with the word cards. Students should take turns naming the cards. If they get stuck, the other student can help name the word. Students take turns being the “teacher”.
  4. Once students have had the opportunity to practice the word cards, give them the attached story. Read the story to the students first as they read along silently on their own story sheet. Then choral read the story together as a class. Finally, divide your class into groups of two. Children will take turns reading the story to their partner.
  5. Ask students to use a red crayon to color the word at the beginning of each sentence. Ask students to color the sign (period, explanation point, etc.) that is at the end of each sentence blue.
  6. Allow students to draw their memory of a Coca-Cola bottle.

Closing

Ask students to name the continents on a globe as you point to them on the map. Tell students that the large Coca-Cola bottles they read about in their story are located in the lobby at the World of Coca-Cola. These bottles were made by many countries and sent to the World of Coca-Cola to celebrate the Olympics that were held in Atlanta in 1996. Tell students that they will be seeing a big picture called a mural at the World of Coca-Cola. This picture uses words and colors to represent the continents. Tell them to keep an eye out for this big picture in the Hub.

Assessment

  1. Listen to students as they read the story to each other.
  2. Once your students have colored the beginning and ending of each sentence, collect the stories to assess each student‘s understanding of this concept.

The World of Coca-Cola
Name________________________________________

You will soon be going to the World of Coca-Cola! You will see many things. You will see big bottles from many places. They are very big!

Do you know all of the continents? Can you name them? They are North America, South America, Asia, Africa, Antarctica, Europe, and Australia. You will see a big map of the continents on the floor in one of the rooms on the field trip.

You will also learn about packaging. Packaging is what you put something in. When you buy a toy, is it packed in packaging? Coca-Cola has packaging too. It is the bottle that holds your drink!

You will get to taste drinks made by The Coca-Cola Company from all over the world, too. Yum! Everyone likes that room!

Draw a picture of a Coca-Cola bottle in the space below.

Word Cards
North
America
South
America
Asia Africa
Europe Antarctica
Australia Bottle
Coca-Cola Packaging
Continent

 


Letter to a Coke Bottle

Post-Visit Activity

ELA1LSV1 The student uses oral and visual strategies to communicate. The student:

  1. Recalls information presented orally.
  2. Responds appropriately to orally presented questions.
  3. Communicates effectively when relating experiences and retelling stories read, heard, or viewed.

ELA1R1 The student demonstrates knowledge of concepts of print. The student:

  1. Identifies the beginning and end of a paragraph.
  2. Demonstrates an understanding that punctuation and capitalization are used in all written sentences.

ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student:

  1. Reads and listens to a variety of texts and uses new words in oral and written language.

ELA2W1 The student demonstrates competency in the writing process. The student:

  1. Writes text of a length appropriate to address a topic and tell the story.
  2. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions).

Materials

  • Lined paper and pencils
  • The Coca-Cola bottle students received as they left the attraction

Time — 30 min.

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Procedure

  1. Review with students what they learned on their field trip. Include information about continents, packaging, and the letter writing area. Ask what surprised them about their field trip.
  2. Ask students to put the bottle they were given before leaving the attraction in the corner of their desk.
  3. Ask students to write a letter to their Coca-Cola bottle telling it some things they learned and saw during their field trip. Remind students that each sentence starts with a capital letter and ends with a period. Ask students to end by drawing a picture of their favorite part of the field trip.

Closing Activity

Ask students to read their stories to the class.

Assessment

Use the story for assessment.