Teacher Toolkit

English Language Arts 7th Grade

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Grade 7

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

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ELA7LSV1 The student participates in student-to-student, student-to-teacher, and group verbal interactions. The student:

  1. Asks relevant questions.
  2. Responds to questions with appropriate information.
  3. Displays appropriate turn-taking behaviors.
  4. Actively solicits another person‘s comments or opinions.
  5. Responds appropriately to comments and questions.
  6. Gives reasons in support of opinions expressed.
  7. Clarifies, illustrates, or expands on a response when asked to do so.

ELA7LSV2 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:

  1. Identifies the techniques used to achieve the effects studied in each instance.

ELA7R1 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:

  1. Identifies and uses knowledge of common graphic features to draw conclusions and make judgments (e.g. graphic organizers, diagrams, captions, illustrations).
  2. Applies knowledge of common organizational structures and patterns (i.e. logical order, cause and effect relationships, comparison and contrast, transitions).

ELA7RC2 The student participates in discussions related to curricular learning in all subject areas. The student:

  1. Responds to a variety of texts in multiple modes of discourse.
  2. Recognizes and uses the features of disciplinary texts (e.g. charts, graphs, photos, maps, highlighted vocabulary).

ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. The student:

  1. Demonstrates an understanding of contextual vocabulary in various subjects.
  2. Uses content vocabulary in writing and speaking.

ELA7W2 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:

  1. Develops a controlling idea that conveys a perspective on the subject.
  2. Creates an organizing structure appropriate to purpose, audience, and context.
  3. Develops the topic with supporting details.
  4. Excludes extraneous and inappropriate information.
  5. Follows an organizational pattern appropriate to the type of composition.

SS7RC1 Students will enhance reading in all curriculum areas by:

  1. Reading in all curriculum areas
  2. Building vocabulary knowledge

The attached activity document should be printed out for each student. They will answer questions as they proceed through the World of Coca-Cola attraction. The quiz created by students can be used as an assessment tool upon returning to the classroom.

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.

 

Language Arts Activity Document
World of Coca-Cola
Name___________________________

Directions:
Take this document with you as you tour the World of Coca-Cola attraction. Answer the questions as you proceed through the attraction.

  1. As you proceed through the attraction, make a list of ten questions that you can give to another student that can be answered after visiting the World of Coca-Cola attraction. Include an answer key. Remember to focus on big ideas instead of small details. After you return to class, you will be exchanging these questions with a partner.
  2. After reading the text and watching the videos in gallery 8 of Milestones of Refreshment (International Expansion), write one paragraph outlining one cause and effect that is discussed in this gallery.
  3. Once you have completed the Milestones of Refreshment galleries, ask another student to give their opinion about which innovation of The Coca-Cola Company led to the greatest expansion of the company. Make sure your partner supports their opinion with facts by asking follow-up questions to help him/her express reasons for their opinion. Summarize their response below.
  4. What effect do you think the videos and written media wish to illicit in the minds of the visitors to the World of Coca-Cola? What techniques has the company used to achieve these effects? Have these techniques been effective? After writing your paragraph below, on the back of this sheet of paper make a simple rubric and show where on this rubric you believe the techniques used at the World of Coca-Cola would fall in effectiveness.
  5. As you proceed through the attraction, take note of the plaques outlining green technology that has been incorporated throughout the attraction. Upstairs, outside of the 4-D movie you will notice a number of charts outlining techniques used to make the World of Coca-Cola a green building. Write a three-paragraph explanation concerning why you think the World of Coca-Cola has chosen to focus their attention on green technology, and the effect this effort has on their guests. Make sure you use many supporting details, only include pertinent information, and think about an organizational pattern that will make sense to your reader.

 


 

Grade 7

Lesson Plan
28 English/Language Arts Standards Met

Give Me a Job!

Pre-visit Activity

ELA7LSV1 The student participates in student-to-student, student to teacher, and group verbal interactions. The student:

  1. Asks relevant questions.
  2. Responds to questions with appropriate information.
  3. Displays appropriate turn-taking behaviors.
  4. Actively solicits another person‘s comments or opinions.
  5. Responds appropriately to comments and questions.
  6. Gives reasons in support of opinions expressed.
  7. Clarifies, illustrates, or expands on a response when asked to do so.

ELA7R1 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 understand and expertise and produces evidence of reading that:

  1. Applies knowledge of common organizational structures and patterns (i.e. logical order, cause and effect, relationships, comparison and contrast, transitions).

ELA7RC2 The student participates in discussions related to curricular learning in all subject areas. The student:

  1. Responds to a variety of texts in multiple modes of discourse.

ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. The student:

  1. Demonstrates an understanding of contextual vocabulary in various subjects.
  2. Uses content vocabulary in writing and speaking.

ELA7W2 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:

  1. Develops a controlling idea that conveys a perspective on the subject.
  2. Creates an organizing structure appropriate to purpose, audience, and context.
  3. Develops the topic with supporting details.
  4. Excludes extraneous and inappropriate information.
  5. Follows an organizational pattern appropriate to the type of composition.

SS7RC1 Students will enhance reading in all curriculum areas by:

  1. Reading in all curriculum areas
  2. Building vocabulary knowledge

Objectives:

  1. Students will conduct research to discover job opportunities available within The Coca-Cola Company.
  2. Students will use research information to produce a recruiting poster for Coca-Cola.
  3. Students will role-play Coca-Cola recruiters at a job fair.
  4. Students will write a one-page report about working for The Coca-Cola Company.

Materials

Time — 2-3 Hours

social-studies-1-time

Procedure

  1. Remind students that the field trip to the World of Coca-Cola is coming soon. To help them become more familiar with the company, they will be doing research on job opportunities within Coca-Cola.
  2. Ask students what careers they think they might be interested in when they graduate. List these careers on the board.
  3. Tell students that there are many jobs within the Atlanta area that they might really enjoy, but they don‘t know anything about those jobs yet. Today they will be doing research on jobs available within The Coca-Cola Company.
  4. Group students into groups of two. Tell students that their job is to go to:
    http://www.virtualvender.coca-cola.com/na_application.jsp and find out about 3 jobs available at Coca-Cola, the educational requirements for the job, what the job requires, where it is located, and other pertinent facts.
  5. Ask students to use the Web link: http://www.thecoca-colacompany.com/careers/http://stage.worldofcoca-cola.coml to research what people think about working for Coca-Cola.
  6. When all research is completed, give each group a piece of poster board. Each group will produce a recruiting poster, based on information learned in the research, which could be used by Coca-Cola at a job fair.
  7. Hold a job fair in your classroom. Ask 1/2 of your class to be people interested in finding employment at a job fair. Ask the other 1/2 to use their poster to draw in people who seem interested in The Coca-Cola Company. Remind students that when they represent a company, they must present the company in the most positive way possible, giving reasons why their company is the best to work for. Give 10-15 minutes, then switch positions.
  8. Ask students to write a one-page paper about working for Coca-Cola today.

Closing

As students view the World of Coca-Cola attraction, ask them to be aware of job opportunities within the Coca-Cola Company throughout its history. Remind students that 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 the trip through the attraction.

Assessment

Teachers may choose to assess both the poster and the written work.

 


What a Good Question!

Post-Visit Activity

ELA7LSV1 The student participates in student-to-student, student to teacher, and group verbal interactions. The student:

  1. Asks relevant questions.
  2. Responds to questions with appropriate information.
  3. Displays appropriate turn-taking behaviors.
  4. Actively solicits another person‘s comments or opinions.
  5. Responds appropriately to comments and questions.
  6. Gives reasons in support of opinions expressed.
  7. Clarifies, illustrates, or expands on a response when asked to do so.

ELA7RC2 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.

ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. The student:

a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.

Objectives

  1. Students will be answering questions written during the visit to the World of Coca-Cola attraction.
  2. Students will work in groups to pick the five best questions from their group.
  3. Students will compile the ten best questions from the class.
  4. Students will answer the ten questions chosen to be the best by the class.
  5. Students will analyze what makes a good question.

Materials

Time — 1 Hour

social-studies-1-time

Procedure

  1. Ask students to take out their ten questions written at the World of Coca-Cola attraction. Give them a few minutes to add/subtract whatever they think is needed.
  2. Ask groups of two students to exchange questions written at the World of Coca-Cola attraction and answer their partner‘s questions.
  3. Allow pairs to discuss the answers, and eliminate 3 of the most ineffective questions on their own question list.
  4. Ask each pair of students to pair up with one or two more pairs of students, making groups of 4-6 students. Each group must look over the questions written by each member of the group, then put together the top five best questions from the group.
  5. Get the class together and discuss the questions chosen within each group and why each group thought their choice was a good and valid question for a test.
  6. Decide on ten questions students think would be valid for a test. Write the questions on the board.
  7. Ask students to take the test individually.

Closing

Ask students what they learned about choosing good test questions in this activity. Ask if they think this activity might be useful in helping them study for tests in the future.

Assessment

Going through the process outlined above allows students to evaluate the value of test questions as well as review information gained during the trip. Teachers may choose to take grades from the test questions chosen by the class.