Teacher Toolkit

English Language Arts 2nd Grade

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Grade 2

Georgia Performance Standards Self-Guided Tour for Teachers
19 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.

ELAKLSV1 The student uses oral and visual skills to communicate. The student:

  1. Listens and speaks appropriately with peers and adults.
  2. Repeats auditory sequences (letters, words, numbers, and rhythmic patterns).

ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student:

  1. Reads multisyllabic words.
  2. Applies learned phonics skills when reading and writing words, sentences, and stories.

ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student:

  1. Applies letter-sound knowledge to decode quickly and accurately.
  2. Automatically recognizes additional high frequency and familiar words within texts.

ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student:

  1. Reads a variety of texts and uses new words in oral and written language.
  2. Determines the meaning of unknown words on the basis of context.

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 common rules of spelling.
  3. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory/ simple and compound).

ELA2W2 The student begins to write in a variety genres, including narrative, informational, persuasive, and response to literature.

  1. Begins to sustain a focus.
  2. Includes the appropriate purpose, expectations, and length for the audience and genre.

english-language-1-gallery1-2 Location-Milestones of Refreshment, Gallery 1
(John Pemberton Invents Coca-Cola)

Connections

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

  • Ask students to determine what town the soda fountain on display was first used in. They will need to think where this information would be located (around the soda fountain) and read material located in that area. (Plaque on the back wall tells students the soda fountain was located in Toomsboro, Georgia. If students can find the word but cannot pronounce it, help them use the phonics rules they have learned to figure out the word.
  • Early Coca-Cola was advertisements addressed with two ailments. Ask students to find out what these ailments were. (Headache and exhaustion…located on top of the soda fountain). Students should be able to figure out the word, “headache”, however if students have trouble with the word, “exhaustion” give the word to them.
  • Read to your students the story of John Pemberton and the development of Coca-Cola. Ask your students to view the video in the gallery. Ask students to get into groups of two and retell the story to their partner.

 

Location-Milestones of Refreshment Gallery 3
(Early Marketing)

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Connections

This Milestones of Refreshment gallery showcases how Asa Candler used new types of marketing to grow The Coca-Cola Company.

  • Ask your students to take out a piece of paper and a pencil. Ask them to write down all the different ways Asa Candler advertised Coca-Cola. Ask students to think about the sounds in the words as they write.
  • Ask students to share their discoveries with the class.
  • Ask students to write down ten words they already know that are located anywhere in the room. Tell students to be sure and spell their words correctly.

 

Location- Milestones of Refreshment, Gallery 10
(Beverage Choice)

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Connections

This area contains a display of some of the more than 2800 products made by The
Coca-Cola Company that are available throughout the world.

  • Bring your students‘ attention to the poster titled “1983” under the glass case. Ask students to look at the word “Caffeine”.
  • Ask students to sound out this word using the rules they know and the context in which it is used. You may want to read the sign to your class, saying “blank” when you come to the word, “Caffeine”.
  • Ask students to look at the sign labeled “1960”. Ask students to look at the word, “expand”. Ask students to figure out this word as outlined above. Discuss the meaning of the word “expand”.

 

Location- Pop Culture, Second Floor

english-language-1-popculture3

Connections

This area contains many letters written by students and adults about their own Coca-Cola story. Computers are available for students to write their own letters.

  • Read a few of the letters on the “My Coke Story” wall to your students.
  • You can either allow students to write their own stories in the gallery, or you can take stationery back with you and ask students to write the story in the classroom. Letters can be sent back to the World of Coca-Cola.
  • Before students begin, remind them to be careful of spelling and to remember to use capital letters and proper punctuations.

 

Location- Taste It, Second Floor

english-language-1-tasteit3

Connections

This area allows students to taste products manufactured by The Coca-Cola Company from 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.
  • Ask students to read the chart out loud with you as you point to the area being read. Do this a couple of times to improve fluency. As your students branch out to taste different products, ask them to take the time to reread the sign one more time to a friend.

 

Grade 2

Lesson Plan
19 English/Language Arts Standards Met

Learning About the World of Coca-Cola

Pre-visit Activity

ELAKLSV1 The student uses oral and visual skills to communicate. The student:

  1. Listens and speaks appropriately with peers and adults.
  2. Repeats auditory sequences (letters, words, numbers, and rhythmic patterns).

ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student:

  1. Reads multisyllabic words.
  2. Applies learned phonics skills when reading and writing words, sentences, and stories.

ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student:

  1. Applies letter-sound knowledge to decode quickly and accurately.
  2. Automatically recognizes additional high frequency and familiar words within texts.

ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student:

  1. Reads a variety of texts and uses new words in oral and written language.
  2. Determines the meaning of unknown words on the basis of context.

ELA2W1 The student demonstrates competency in the writing process.

Objectives:

  1. Students will use the Internet to learn about the World of Coca-Cola.
  2. Students will read a short story about the World of Coca-Cola building.
  3. Students will use reading strategies to sound out new words.

Materials

  • A copy of the attached story for each child
  • Access to the Internet (one computer to display to class)
  • Access to a black board, or a white board

Time — 45 min.

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Procedures

  1. Discuss with students the upcoming field trip to the World of Coca-Cola. List on the board things your students expect to see on the field trip. Ask how many students have already been to the World of Coca Cola attraction.
  2. Pull up the World of Coca-Cola Internet site at: http://www.worldofcoca-cola.com. Go to the “Virtual Tour” link. With your students, view the different galleries available that your students will visit on their tour. Note that in order to get back to the original page, go to “go back” at the bottom right hand side of the page. Explain to your students that they will be seeing a soda fountain similar to the one where Coca-Cola was first served, and they will find out something very interesting about Coca-Cola in the glass cases located on top of the soda fountain.
  3. Write the following words on the board: Georgia State Capitol, attraction, special and recycled. For each word, discuss with students word attack strategies they can use to figure out each word. (divide word into parts, start with the first letter and say each letter sound out loud, blend the sounds together, look for familiar chunks like prefixes and suffixes, think of a word that looks like the unknown word, etc.)
  4. Pass out the story found below. Ask students to visualize the story as they read it together. Remind students that visualizing what they read helps them remember details. Choral read the story with the class. Then ask students to pair up with a partner and read the story again to each other.
  5. Pass out the questions. Ask students to use the story to find answers to the questions.

Closing

Remind students that they will need paper and pencils in their backpack for the field trip. Ask students to be prepared to share one thing they learned about the World of Coca-Cola attraction in the story that they did not already know before taking their field trip.

Assessment

Use the attached questions for a formal assessment. Informally assess student‘s reading by listening as they read in groups of two.

 

The World of Coca-Cola

The original World of Coca-Cola building was located near the Georgia State Capitol building in Atlanta, Georgia. It opened in 1990 and was there for 17 years. More people visited the World of Coca-Cola during that time than any other indoor attraction in Atlanta! The new building that you will visit opened on May 24th, 2007.

You will see a number of short movies on your field trip. One of the movies is in 4-D. That means you will wear special glasses and things will look like they are right in front of you! The seats even move!

The World of Coca-Cola building was built as a “green” building. That means when they built the building The Coca-Cola Company used lots of recycled materials and built it so it would use less energy than a normal building. The carpets are made out of recycled plastic bottles!

In the last room, you will visit “Taste It”, you will get to taste over 60 different drinks that Coca-Cola makes all over the world. Be sure to taste one called “Beverly”. It may surprise you!

You will learn many different things on your trip to the World of Coca-Cola. Be sure to pay close attention to your teacher. She will be pointing out interesting things during your trip. We hope you have fun and learn a lot on your field trip!

Questions:

  1. Where are you going on your field trip? _______________________________________________________________
  2. When did the new World of Coca-Cola open? _______________________________________________________________
  3. What do the seats do in the 4-D movie? _______________________________________________________________
  4. What kind of building is the World of Coca-Cola? _______________________________________________________________
  5. Approximately how many different drinks are located in the “Taste It” room? _______________________________________________________________

Answers for teachers:

  1. The World of Coca-Cola
  2. The new World of Coca-Cola opened May 24th 2007.
  3. The seats move.
  4. The World of Coca-Cola is a green building.
  5. There are more than 60 different drinks in the “Taste It” room.

Thank You Mom and Dad

Post Visit Activity

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

  1. Communicates effectively when relating experiences and retelling stories read, heard, or viewed.

ELA1R1 The student demonstrates knowledge of print. The student:

  1. Identifies the beginning and ending 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.

ELA1W1 The student begins to demonstrate competency in the writing process. The student:

  1. Write texts of a length appropriate to address a topic and tell a story.
  2. Describes an experience in writing.

Objectives

  1. Students will use writing to communicate with parents.
  2. Students will communicate in writing their field trip experience.
  3. Student will see a model of a letter written by the teacher.
  4. Students will use new words learned in their letter.

Materials

  • Paper and pencil
  • Access to blackboard or whiteboard

Time — 30 min.

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Procedure

About two days before your “Snack Shop Day,” print off coins or use coins from your classroom math kit. Students will earn money through good behavior such as bringing back homework (10 cents), good behavior in the hall (25 cents) and so on. Students can keep their coins in a zip lock bag in their desks.

  1. Write the words: Georgia State Capitol, attraction, special and recycled on the board. Review these words with your students. Review word attack strategies used to figure out these words before the field trip.
  2. Ask students to review highlights of the trip to the World of Coca-Cola. Write the highlights on the board.
  3. Tell students that they are going to write a thank you letter to their parents thanking them for helping to pay for the field trip. Review with students the form in which a letter is written. Include the date in the upper right hand corner; include a greeting and a closing.
  4. Tell students that somewhere within their letter they must use at least one of the new words located on the board.
  5. Model letter writing for students either on the board or by using large paper. Teacher can pretend to be writing to his/her parents about his/her experience at the World of Coca-Cola.
  6. Allow students to write their letters to parents. Remind students to think about capital letters and periods.

Closing

Allow students to read their letters to either the class or to a neighbor.

Assessment

Teachers can use the letter to assess letter writing skills, use of capital letters and periods, and the ability to retell their experiences.