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Alton Towers Resort
Real World Performance Tasks
Real World
Real Life, Real Data, Real-Time - These activities put students into real life scenarios
where they use authentic writing, text, tasks and other prompts to solve problems. In
the Coasters series, we use information from theme parks and update our data regularly.
Note - some data/information has been simplified to the appropriate level.
Engaging
Relevant – Students today are familiar with and enjoy amusement park rides, making these activities very
relevant to their everyday lives. To pique their interest further, try asking the Your Challenge question to the
class first.
Authentic Tasks - Through these tasks, students learn about marketing an organization with informational
writing and are prompted to form ideas about how they would solve real life problems. A glossary is included
to help them with the unfamiliar domain specific terms used.
Student Choice - Each set of activity sheets is available in multiple versions where students will do the same
activities using information for different amusement parks (e.g., Busch Gardens, Hershey Park, Six Flags). You
or your students can pick the location that most interests them.
Modular
Reading Activity - The tasks always start with two prompts (text or visual) relating to the text type which
students must annotate. The questions are aligned to common core standards, as set out in the Teacher
Guide. This principal activity (or Level 1 as it is labeled to students) can be used in isolation.
Writing Activity - For the Level 2 questions, students are required to integrate the knowledge they have
gained from the prompts into a short piece of writing.
Challenge - The Challenge requires students to continue in their work from the task in a spoken form linking to
speaking and listening standards. This forms part of a simulation within a role to solve a real world problem
and requires critical thinking at Webb’s Depth of Knowledge Levels 3 / 4.
Finale - This is an optional extension activity, designed to provide additional opportunities to develop the real
world activity in the classroom, through a longer authentic writing task.
Customizable
All of the performance tasks are provided in Word so that they can be differentiated to add, remove, or edit
questions or even add space for students to show their work. Suggested customizations for each task are
given in the Teacher Guide.
Community
We would love you and your students to let us know how the activity is going. Join the conversation on
Twitter starting your tweet with @nextlesson and using #Coasters.
Updated June 2015
© NextLesson 2015
Informational Reading & Writing
Teacher Guide
Sound bite for Students: “In the real world, we have to attract business to an organization by informing the
media of exciting events.”
Skills Practiced:
Level 1 (Reading):
- Determine the central ideas of a text
- Recognize how facts and definitions are used to develop a topic
- Analyze the role of particular paragraphs within a text
- Examine author purpose and how quotations contribute to the development of an idea
Level 2 (Short Writing):
- Develop a topic with relevant facts, definitions, and quotations
Challenge (Speaking & Listening):
- Engage in a collaborative discussion to meet specific goals
Finale (Long Writing):
- Write an informative text using each of the skills covered in the activity.
Standards Addressed:
See following page.
Differentiation & Teaching Tips:
General:
- Choose the edition local to your classroom or allow students to work with different editions.
- You could introduce the task with a discussion of amusemenet parks and of press releases.
Level 1:
- Read through the instructions with students, emphasizing the premise and review the glossary as a class.
- Increase difficulty: Ask students to explain the role of facts and definitions to the development of ideas.
- Decrease difficulty: Provide hints on the paragraphs where the definition and facts can be located.
Level 2:
- Students may be allowed to conduct further research on the amusement park.
Challenge
- Differentiate within groupings decided upon and by editions of the task if appropriate.
Finale
- Review the learning throughout the task to remind students of the points numbered (1) – (4).
- Refer back to work already completed on informational writing.
- Allow students to choose their own writing task or decide on one as a whole class.
- Provide students with a copy of the rubric when completing their writing.
Updates:
At NextLesson we strive to engage students with data that is real and real-time. This lesson uses data as of
June 2015. Please come back for the most recent updates.
Updated June 2015
© NextLesson 2015
Informational Reading & Writing
Common Core ELA Standards Addressed
RI.7.2
Level 1:
Reading
RI.7.5
RI.7.6
Level 2:
Short
Write
W.7.2.B
SL.7.1
Challenge:
S&L
Determine two or more central ideas in a text and analyze their development
over the course of the text; provide an objective summary of the text.
Analyze the structure an author uses to organize a text, including how the major
sections contribute to the whole and to the development of the ideas.
Determine an author’s point of view or purpose in a text and analyze how the
author distinguishes his or her position from that of others.
Develop the topic with relevant facts, definitions, concrete details, quotations,
or other information and examples.
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.
Write informative/explanatory texts to examine a topic and convey ideas,
W.7.2 concepts, and information through the selection, organization, and analysis of
relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information, using strategies such as definition, classification,
W.7.2.A comparison/contrast, and cause/effect; include formatting (e.g., headings),
Finale:
graphics (e.g., charts, tables), and multimedia when useful to aiding
Long Write
comprehension.
W.7.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations,
or other information and examples.
W.7.2.F
Provide a concluding statement or section that follows from and supports the
information or explanation presented.
1
Updated June 2015
© NextLesson 2015
Alton Towers Resort
Name: ________________________________
You are a Marketing Manager working for
Alton Towers Resort. You are preparing a new
campaign focused on a special event to attract
guests to the park and you need to make sure
to get the word out to the public.
Your Challenge: How can you announce your special
event to the world?
LEVEL 1
You can tell the media about a special event through a press release. A press release should
make the event look interesting enough for the media to include an article about it, and should
also include all the information you would want them to include in their article. As part of your
research for planning your park’s special event, you have decided to examine a press release for
a special event from another popular amusement park.
Analyze how the press release below provides information to the media.
On Sunday, April 27, Sesame Place®, the nation’s only theme park 1. An effective press release gets to
based entirely on the award-winning show Sesame Street®, will open
the point right away.
exclusively for Autism Speaks as part of Autism Awareness Month,
offering children diagnosed with Autism Spectrum Disorder and their
Explain the two main ideas of the
families a fun-filled day at the park. Autism Speaks is the world’s
press release using information
leading autism support organization, dedicated to advocating for the
from the introductory paragraph.
needs of individuals with autism and their families.
“This Autism Awareness Day is a very special time at the park and we
are so excited to offer an exclusive day at the park for Autism Speaks
members,” said Bob Caruso, Sesame Place Park President. “At
Highlight in blue an example of an
Sesame Place, we’re all about being a kid or being a kid again, and 2.
explanation or definition that is
this event is the perfect example of how the park can bring that spirit
used to develop information in the
to life for all families.”
introductory paragraph.
In consideration to the needs of individuals with autism, special
accommodations have been made throughout the park. Designated 3. Highlight in red three facts given
in
the
press
release
that
quiet areas, low sensory shows and volume adjustments will allow all
demonstrate
how
the
park
will
family members to have an enjoyable day. Families will also have
access to an extensive resource fair, allowing parents to learn about
accommodate guests with autism
available products and services and connect with similar families.
and their families.
By partnering with Autism Speaks to better understand the needs of 4. What is the purpose of the final
individuals with autism, Sesame Place is ensuring that families of all
paragraph?
types will be able to experience the joy of Sesame Street brought to
life at Sesame Place. For further information contact
[email protected].
1
Updated June 2015
© NextLesson 2015
Alton Towers Resort
Press releases often include a quotation to further develop the main idea of the announcement,
while also offering a human element.
A recent press release from one of your competitors, included several quotes from the President
of their parks about the upcoming park season nationwide.
Your assistant pulled two quotations out of the press release for you.
- “Our researchers have visited parks all over the world to ensure that our new coasters
incorporate the most innovative designs.”
- “We are especially proud to be taking part in the Read to Succeed Program. To encourage a love
of reading, students who have completed six hours of recreational reading can earn a free ticket
into our park.”
5.
Explain the significance of each of the quotations separately. What was the author of the
press release highlighting by including each of these quotations?
6.
a.
What was the purpose of the quotations used in the first press release about Sesame
Place?
b.
How was the quotation about Sesame Place, in the full press release above, similar to
those about Busch Gardens Williamsburg?
2
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© NextLesson 2015
Alton Towers Resort
LEVEL 2
As well as including details about your special event, your press release will include background
information about Alton Towers Resort that will be appealing to the thrill-seeking public.
Your marketing assistant provides you with some background information on the park and the top
rides that you might want to include.
Location:
Opening date:
Staffordshire, United Kingdom
1860
Facts:
2.7 million visitors each year; 41 different rides; 9 roller coasters
Attraction
Vertical
Drop
(feet)
Cost to
Build
Time
(m:s)
Nemesis
104
£10m
1:20
Oblivion
180
£12m
1:15
Rita
52
£8m
0:49
Manufacturer
Bollinger &
Mabillard
Bollinger &
Mabillard
Intamin AG
Maximum
Speed
(miles per hour)
50.0
68.0
61.0
7.
Is all of this information relevant to be included in your press release about your special
event and the park generally? If not, what information do you think is not relevant?
8.
After your introduction about the special event, one of the other paragraphs in your press
release will include general information about the park. Write this paragraph giving
general information about the park including relevant facts, details and information.
Your assistant can provide any other information you need on the park.
9.
Write a list of questions for your assistant, setting out the further information you would like
him to research.
3
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© NextLesson 2015
Alton Towers Resort
Challenge
You have set up a meeting with the rest of your marketing team to develop the special event that
will entice guests to the park this season.
1.
2.
As a team, decide on one idea for your special event and work out the details of the event
to be distributed to the media through your press release.
At least one member of the group should take notes to ensure that the following key
elements are included in your discussion:
-
Decide on the main idea of your event. Maintain focus; simple is often better!
-
Develop at least three facts that readers would want to know to better understand
what the event would involve. A band? A performance? A charitable opportunity?
-
Consider how the input from a representative of the park could further enhance the
excitement of your event.
Conclude your meeting by summarizing your idea into one sentence and make sure that all
parties have a clear understanding of the event details.
4
Updated June 2015
© NextLesson 2015
Alton Towers Resort
Finale
You can choose one of the following Finale activities to extend your learning.
Remember what you have learned in this activity: (1) Get to the point with the main idea in your
introduction; (2) Develop your information with relevant facts, explanations and definitions; (3)
Include a meaningful quotation to develop your information; and (4) Summarize your main point with
a concluding statement.
1.
Write a press release announcing the special event at Alton Towers Resort. Review the rest
of this task to ensure that all pieces of a press release are included.
2.
For the Alton Towers Resort website, you can write your own article. Write the article that
you would want to result from the press release you have been working toward.
3.
The President of Alton Towers Resort has not yet approved your idea. Write her an email
explaining the details of the event. Anticipate any questions that she would ask, and include those
explanations to make a stronger presentation of your information.
4.
Alton Towers Resort has chosen a charity to support for the year. The park’s brochure will
include an article about this charity, why you are supporting it, and what you will be doing to
support it. Research a charity of your choice and write the article to include in the brochure.
5.
Find a print ad published for Alton Towers Resort. Identify the main concept being
promoted in that ad. Write a press release to accompany the ad by “translating” the visual
information into text. Follow the same structure for a press release from headline to conclusion.
5
Updated June 2015
© NextLesson 2015
Alton Towers Resort
Glossary
Autism Spectrum Disorder – a brain Media – professionals who work in
disorder that impairs a person’s ability to television, newspapers, and radio.
communicate and interact with others.
Parties – members of a group.
Marketing Manager – a person whose job
is to advertise an organization or product Press release – an official statement from
(see also Job Background section).
an organization sent to members of the
media to give information on a particular
topic.
Updated June 2015
© NextLesson 2015
Alton Towers Resort
Job Background
Quick Facts: Advertising, Promotions, and Marketing Managers
2012 Median Pay
Entry-Level Education
Work Experience in a Related Occupation
On-the-job Training
Number of Jobs, 2012
Job Outlook, 2012-22
Employment Change, 2012-22
$115,750 per year 
$55.65 per hour
Bachelor’s degree
See How to Become One
None
216,000
12% (As fast as average)
25,400
What Advertising, Promotions, and Marketing Managers Do
Advertising, promotions, and marketing managers plan programs to generate interest in a product or service.
They work with art directors, sales agents, and financial staff members.
Work Environment
About 24 percent of advertising and promotions managers worked for advertising agencies in 2012. About 16
percent of marketing managers worked in the management of companies and enterprises industry.
How to Become an Advertising, Promotions, or Marketing Manager
A bachelor’s degree is required for most advertising, promotions, and marketing management positions.
These managers typically have work experience in advertising, marketing, promotions, or sales.
Pay
In May 2012, the median annual wage for advertising and promotions managers was $88,590. The median
annual wage for marketing managers was $119,480 in May 2012.
Job Outlook
Employment of advertising, promotions, and marketing managers is projected to grow 12 percent from 2012
to 2022, about as fast as the average for all occupations. Advertising, promotions, and marketing will continue
to be essential for organizations as they seek to maintain and expand their share of the market.
Updated June 2015
© NextLesson 2015
Alton Towers Resort
ANSWER KEY
LEVEL 1
On Sunday, April 27, Sesame Place®, the nation’s only theme park 1. Students should explain the two
based entirely on the award-winning show Sesame Street®, will open
main ideas as:
exclusively for Autism Speaks as part of Autism Awareness Month,
1-the April 27 date when Sesame
offering children diagnosed with Autism Spectrum Disorder and their
Place will be open only for
families a fun-filled day at the park. Autism Speaks is the world’s
Autism Speaks families; and
leading autism support organization, dedicated to advocating for the
2-what Autism Speaks does for
needs of individuals with autism and their families.
autistic individuals and their
families.
“This Autism Awareness Day is a very special time at the park and we
are so excited to offer an exclusive day at the park for Autism Speaks
(Suggested: 2 points)
members,” said Bob Caruso, Sesame Place Park President. “At
Sesame Place, we’re all about being a kid or being a kid again, and
this event is the perfect example of how the park can bring that spirit
2. See example highlighted in blue.
to life for all families.”
(Suggested: 1 point)
In consideration to the needs of individuals with autism, special
accommodations have been made throughout the park. Designated
quiet areas, low sensory shows and volume adjustments will allow all 3. See facts highlighted in red.
family members to have an enjoyable day. Families will also have
(Suggested: 1 point for each fact
access to an extensive resource fair, allowing parents to learn about
up to 3 points)
available products and services and connect with similar families.
purpose of the final
By partnering with Autism Speaks to better understand the needs of 4. The
paragraph
is to draw all of the
individuals with autism, Sesame Place is ensuring that families of all
information in the press release
types will be able to experience the joy of Sesame Street brought to
life at Sesame Place. For further information contact
together. It also tries to make
[email protected].
Sesame Place look good in terms
of its partnership with Autism
Speaks and the fun that can be
had at the park.
Also contact information is given
for people who want more
information.
(Suggested: 2 points)
Updated June 2015
© NextLesson 2015
Alton Towers Resort
5.
In the first quotation, the author is highlighting the fact that the park competes with
the best in the world, is well researched and uses new, innovative designs. This is to
make the park sound attractive to visitors.
In the second quotation, the author is highlighting how the park also participates in
education projects. This is to make the park sound like it also cares about people.
(Suggested: 1 point for each)
6.
a.
The purpose of the quotations was to highlight both the partnership with Autism
Speaks and the fun that can be had at the park.
(Suggested: 1 point)
b.
The quotations are similar in that they both aim to highlight the fun that can be
had at the park and also the participation of the park in programs to help
people.
(Suggested: 2 points)
LEVEL 2
7.
Students may note that the information about the cost and who manufactured the
roller coasters may not be relevant.
(Suggested: 1 point)
8.
Use the rubric below to grade students’ writing for this question by highlighting each
bulleted skill at the level achieved.
(Suggested: 5 points maximum)
CCSS
W.7.2.B
9.
5- Exemplary
4- Proficient
3- Approaching
2- Developing
1- Beginning
Students apply
exemplary
understanding to:
* develop the topic
with relevant facts,
definitions,
concrete details,
quotations, or other
information and
examples
Students can
proficiently:]
Students can:
Students
inconsistently:
Students need
assistance to:
* develop the topic
with relevant facts,
definitions,
concrete details,
quotations, or
other information
and examples
* develop the topic
with relevant facts,
definitions,
concrete details,
quotations, or other
information and
examples
* develop the
topic with relevant
facts, definitions,
concrete details,
quotations, or
other information
and examples
* develop the topic
with relevant facts,
definitions,
concrete details,
quotations, or
other information
and examples
with no errors.
with minor errors
or omissions.
with errors or
omissions.
Students should have written a list of questions that would help them find out relevant
information to include in their press release, such as opening times, directions, or
admission costs.
(Suggested: 1 point for each question, up to 4 points)
Updated June 2015
© NextLesson 2015
Alton Towers Resort
Challenge
Use the rubric below to grade students’ speaking and listening skills for this question by
highlighting each bulleted skill at the level achieved.
(Suggested: 25 points maximum)
CCSS
SL.7.1
5- Exemplary
4- Proficient
Students apply
exemplary
understanding to:
Students can
proficiently:]
* engage
effectively in a
collaborative
discussion
2- Developing
1- Beginning
Students can:
Students
inconsistently:
Students need
assistance to:
* engage
effectively in a
collaborative
discussion
* engage effectively
in a collaborative
discussion
* engage
effectively in a
collaborative
discussion
* engage
effectively in a
collaborative
discussion
*build on others'
ideas and express
their own
clearly
with no errors.
*build on others'
ideas and express
their own
clearly
with minor errors
or omissions.
*build on others'
ideas and express
their own
clearly
Students apply
exemplary
understanding to:
* follow rules for
collegial
discussions
Students can
proficiently:
Students can:
*build on others'
ideas and express
their own
clearly
with errors or
omissions.
Students
inconsistently:
* follow rules for
collegial
discussions
* follow rules for
collegial
discussions
* follow rules for
collegial
discussions
* follow rules for
collegial
discussions
* track progress
toward specific
goals and
deadlines
* track progress
toward specific
goals and
deadlines
* track progress
toward specific
goals and deadlines
* track progress
toward specific
goals and
deadlines
* track progress
toward specific
goals and
deadlines
* define individual
roles as needed
* define individual
roles as needed
with no errors.
* define individual
roles as needed
with minor errors
or omissions.
* define individual
roles as needed
with errors or
omissions.
* define individual
roles as needed
*build on others'
ideas and express
their own
clearly
SL.7.1.B
3- Approaching
Updated June 2015
]
Students need
assistance to:
© NextLesson 2015
Alton Towers Resort
Finale
Use the rubric below to grade students’ writing for by highlighting each bulleted skill at the
level achieved.
(Suggested: 20 points maximum)
CCSS
5- Exemplary
4- Proficient 3- Approaching 2- Developing
1- Beginning
Students
apply
Students
can
Students
Students need
W.7.2.A
exemplary
understanding to:
* introduce a topic
clearly, previewing
what is to follow
* organize ideas,
concepts, and
information, using
strategies such as
definition,
classification,
comparison/contra
st, and cause/effect
W.7.2.B
W.7.2.F
Students apply
exemplary
understanding to:
* develop the topic
with relevant facts,
definitions,
concrete details,
quotations, or other
information and
examples
Students apply
exemplary
understanding to:
* provide a
concluding
statement or
section that follows
from the
information or
explanation
presented
Updated June 2015
proficiently:]
Students can:
inconsistently:
assistance to:
* introduce a topic
clearly, previewing
what is to follow
* introduce a topic
clearly, previewing
what is to follow
* introduce a topic
clearly,
previewing what is
to follow
* introduce a topic
clearly, previewing
what is to follow
* organize ideas,
concepts, and
information, using
strategies such as
definition,
classification,
comparison/contra
st, and
cause/effect
with no errors.
* organize ideas,
concepts, and
information, using
strategies such as
definition,
classification,
comparison/contras
t, and cause/effect
* organize ideas,
concepts, and
information, using
strategies such as
definition,
classification,
comparison/contr
ast, and
cause/effect
with errors or
omissions.
Students
inconsistently:
* organize ideas,
concepts, and
information, using
strategies such as
definition,
classification,
comparison/contra
st, and cause/effect
* develop the
topic with relevant
facts, definitions,
concrete details,
quotations, or
other information
and examples
with errors or
omissions.
Students
inconsistently:
* develop the topic
with relevant facts,
definitions,
concrete details,
quotations, or
other information
and examples
* provide a
concluding
statement or
section that follows
from the
information or
explanation
presented
Students can
proficiently:]
* develop the topic
with relevant facts,
definitions,
concrete details,
quotations, or
other information
and examples
with no errors.
Students can
proficiently:
]
with minor errors
or omissions.
Students can:
* develop the topic
with relevant facts,
definitions,
concrete details,
quotations, or other
information and
examples
with minor errors
or omissions.
Students can:
* provide a
concluding
statement or
section that follows
from the
information or
explanation
presented
* provide a
concluding
statement or section
that follows from
the information or
explanation
presented
* provide a
concluding
statement or
section that
follows from the
information or
explanation
presented
with no errors.
with minor errors
or omissions.
with errors or
omissions.
Students need
assistance to:
Students need
assistance to:
© NextLesson 2015