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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 Updated June 2015 © 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 Updated June 2015 © 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