WHAT A COMPANY! - Turner Broadcasting Systemi.cdn.turner.com/cnn/tour/pdf/school.trip/grade3.pdf ·...
Transcript of WHAT A COMPANY! - Turner Broadcasting Systemi.cdn.turner.com/cnn/tour/pdf/school.trip/grade3.pdf ·...
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KEYS TO LEARNING
WHAT A COMPANY!
OBJECTIVES• Studentswillgothroughamockentrepreneurialexperience.
• Studentswilllearnwhatproductiveresourcesareneededinbusiness.
• Studentswillusethewritingprocess.
MATERIALS• Drawingpaperorconstructionpaper
• Linedpaperandpencils
PROCEDURE1. RemindstudentsthatthefieldtriptoCNNCenteriscomingsoon.Ifyouhaveaccesstoa
computer,showafewminutesofanappropriateCNNvideotoyourstudents.www.cnn.com
2. TellstudentsthatCNNwasfoundedbyanentrepreneurnamedTedTurner.Until1980,whenCNNfirstaired,televisionnetworksbroadcast30minuteor1hournewsprogramsthatwerescheduledseveraltimesaday.Turnerbelievedthatifitwasavailable,peoplewouldwantanetworkthatcouldprovidenewseveryhourofeveryday.Althoughfewpeopleinthetelevisionindustryagreedwithhim,Turnerremainedcommittedtotheideaandputhiscompany’s
grade 3 pre-visit activity - 90 minutes + presentationSOCIAL STUDIES + LANGUAGE ARTS
Photo: CNN Center Atrium
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KEYS TO LEARNING
WHAT A COMPANY!
timeandmoneyintoitsdevelopment.Withhardwork,CNNgrewsteadilyandbecamealeadingworldwidenewsorganization.Tellstudentsthattodaytheyaregoingtoplaythepartofanentrepreneur.Groupstudentsintopairs.Studentsareco-presidentsofanewcompany.Theirtaskisto:
a. Design a new product or service, or improve an existing one. Draw a picture of the product or service and point out what function it will have for consumers. Tell why consumers would find the product useful.
b. Give the company a name.
c. Determine what productive resources will be needed to produce this product and write a short paragraph outlining why these resources are needed.
d. Write a television commercial for the product. Construction paper is available if pictures are needed. Be sure to edit for spelling and punctuation. Students will present the commercials to the class.
e. Ask students to individually write one or two paragraphs about the challenges entrepreneurs face in bringing a new product or service to the public. Ask students to first write a “sloppy copy”, then continue through the writing process to produce a finished copy to hand in.
SOCIAL STUDIES STANDARDS
SS3E1 Thestudentwilldescribethefourtypesofproductiveresources:
a.Naturalb.Humanc.Capitald.Entrepreneurship
SS3E3 Thestudentwillgiveexamplesofinterdependenceandtradeandwillexplainhowvoluntaryexchangebenefitsbothparties.
a.Describetheinterdependenceofconsumersandproducersofgoodsandservices.
LANGUAGE ARTS STANDARDS
ELA3W2 Thestudentbeginstowriteinavarietyofgenres,includingnarrative,informational,persuasive,andresponsetoliterature.
Critical Component:Thestudentproducesinformationalwriting(e.g.procedures,report,correspondence)that:
a.Capturesareader’sinterestbysettingapurposeanddevelopingapointofview.
b.Sustainsafocusedtopic.
c.Includestheappropriatepurpose,expectations,andlengthfortheaudienceandgenre.
KEYS TO LEARNINGgrade 3 pre-visit activity - 90 minutes + presentation SOCIAL STUDIES + LANGUAGE ARTS
PROCEDURE (CON’T)
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KEYS TO LEARNING
WHAT A COMPANY!
ASSESSMENT1. Assessthedrawingofaproduct,theproductiveresources
studentslistedandthecommercialpresentation.
2. Anindividualgradecanbegivenfortheparagraphinstepe.
CLOSING Askstudentstogiveadefinitionfortheword“entrepreneur.”Askstudentswhyentrepreneursareimportanttoconsumers.AskstudentstolistenandlookforinformationaboutTedTurnerduringtheirvisittoCNN.(BackgroundinformationonTedTurnerandthelaunchofCNNisgiveninthe“TeacherTour”sectionofthissite).Alsoseethepre-visitlanguageartsactivity.Remindstudentstolistencarefullyonthe Inside CNN Studio Tourtolearnmoreaboutbureaus.
grade 3 pre-visit activity - 90 minutes + presentation SOCIAL STUDIES + LANGUAGE ARTS
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KEYS TO LEARNING
GREAT COMPANIES!
grade 3 pre-visit activity - one hour research + one hour preparation + presentationLANGUAGE ARTS
OBJECTIVES• Studentswillworktogethertoproduceawritten
scriptforapretend“news”program.
• Studentswillpresenttheir“news”programtoanotherclassintheformofapuppetshow.
MATERIALS• AccesstotheInternet
• Posterboard,penspaper,magicmarkers,otherartmaterials
PROCEDURETeachers:Groupstudentsintotwotothreestudentspergroup,andgivethefollowingdirections:
1. Inthepre-visitsocialstudiesactivityyoulearnedthatTedTurnerfoundedCNNbecausehethoughtpeoplewouldbeinterestedinwatchinga24-hournewsnetwork.Manycompaniesarestartedbecausesomeonehadagoodideaandwasfearlessenoughtorisktheirownmoneyandreputationonthatgoodidea.
2. TodayyouaregoingtodoresearchononecompanythatstartedinGeorgiatofindouthowthatcompanystartedandgrew.Youwillthendecideonhowyouwillpresenttheinformationyoufoundtotheclass.Youmightchoosetowriteapaper,makeaposter,writeandperformaplayorwriteasong.
3. Chooseoneofthefollowingcompaniesforyourresearch.EachofthemwerefoundedinGeorgia:
a. Coca-Cola
b. Chick Fil-a
c. Home Depot
d. Scientific Atlanta
LANGUAGE ARTS STANDARDS
ELA3C1 Thestudentdemonstrates
understandingandcontroloftherulesoftheEnglishlanguage,realizingthatusageinvolvestheappropriateapplicationofconventionsandgrammarinbothwrittenandspokenformats.TheStudent:
e.Speaksandwritesincompleteandcoherentsentences.
j.Usesresources(encyclopedias,Internet,books)toresearchandshareinformationaboutatopic.
m.Usesappropriatecapitalizationandpunctuation(endmarks,commas,apostrophes,quotationmarks).
ELA3R2 Thestudentacquiresanduses
grade-levelwordstocommunicateeffectively.Thestudent:
a.Readsliteraryandinformationaltextsandincorporatesnewwordsintooralandwrittenlanguage.
f.Determinesthemeaningofunknownwordsonthebasisofcontext.
ELA3R3 Thestudentusesavarietyof
strategiestogainmeaningfromgrade-leveltext.Thestudent:
a.Readsavarietyoftextsforinformationandpleasure.
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KEYS TO LEARNING
GREAT COMPANIES!
grade 3 pre-visit activity - one hour research + one hour preparation + presentationLANGUAGE ARTS
PROCEDURE (CON’T)4. Havestudentsdoresearchtofindfactsabouttheir
chosenGeorgia-basedcompanyontheInternet,inbooks,etc.,andthenwriteaclasspresentationoftheinformationinaninformativeandinterestingmanner.Askthemtomakesureallwordsarespelledcorrectly,thepresentationiscarefullydone,andtheinformationiscorrect.
5. Havestudentspresenttheinformationtotheclass.
ASSESSMENT1. Assessthestudents’abilitytoworktogether
effectively.
2. Assesstheprojectpreparedbystudentsandthepresentationitself.
CLOSINGAskstudentstogiveadefinitionfortheword“entrepreneur.”HavestudentsdiscussqualitiescommontotheGeorgiaentrepreneursresearchedintheactivity.Askstudentstoexplainwhyentrepreneursareimportanttoconsumersandtosociety.
L.A. STANDARDS (CON’T)
ELA3R3
g.Summarizestextcontent.
j.Identifiesandinfersmainideaandsupportingdetails.
ELA3W1 Thestudentdemonstrates
competencyinthewritingprocess.Thestudent:
b.Beginstoselectafocusandanorganizationalpatternbasedonpurpose,genre,expectations,audience,andlength.
c.Writestextofalengthappropriatetoaddressthetopicortellthestory.
d.Usesorganizationalpatternsorconveyinginformation(e.g.chronologicalorder,causeandeffect,similarityanddifference,questionsandanswers).
i.Beginstoincluderelevantexamples,facts,anecdotes,anddetailsappropriatetotheaudience.
j.Usesavarietyofresourcestoresearchandshareinformationonatopic.
ELA3W2 Thestudentbeginstowritein
avarietyofgenres,includingnarrative,informational,persuasive,andresponsetoliterature.
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KEYS TO LEARNING
GREAT COMPANIES!
grade 3 pre-visit activity - one hour research + one hour preparation + presentationLANGUAGE ARTS
L.A. STANDARDS (CON’T)
ELA3W2 Critical Component:The
studentproducesinformationalwriting(e.g.procedures,report,correspondence)that:
a.Capturesareader’sinterestbysettingapurposeanddevelopingapointofview.
b.Sustainsafocusedtopic.
c.Includestheappropriatepurpose,expectations,andlengthfortheaudienceandthegenre.
d.Includesrelevantexamples,facts,anecdotes,anddetails.
e.Usesorganizationalstructureforconveyinginformation(chronologicalorder,causeandeffect,similaritiesanddifferences,questionsandanswers).
f. Usesavarietyofresources.
g.Providesasenseofclosure
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KEYS TO LEARNING
MAKING A PRODUCTIVE RESOURCES COLLAGEgrade 3 post-visit activity - 20 minutesSOCIAL STUDIES
OBJECTIVES• Studentswillshowevidencethattheyunderstandtheconceptof“productiveresources.”
• Studentswillcooperateinacollageactivity.
MATERIALS• 4sheetsofbulletinboardpaper,eachabout3feetlong,putupindifferentareasorstations
oftheclassroom.Onthetopofonepaperwrite“natural”,onthenext,“human”,thethirdwrite“capital”andthelast,“entrepreneurship.”
• Avarietyofmagicmarkers,crayons,pencilsateachpaperstation.
• Smallbell
PROCEDURE1. Reviewwithstudentstheproductiveresourcestheyneededwiththepre-visitsocialstudies
activityastheycreatedtheirowncompany.
2. Asaclass,reviewtheproductiveresourcesusedbyCNNthatwereobservedduringtheInside CNN Studio Tour.
3. TellstudentsthattheyaregoingtomakeaproductiveresourcecollagethatwilldisplayalloftheproductiveresourcesusedatCNN.Bringtheirattentiontoeachofthepaperstations.ShowstudentsthateachstationwilldisplayonetypeofproductiveresourceusedatCNN.
4. Dividestudentsintofourgroups.EachgroupwillhavefourminutesateachofthefourstationstodrawdifferentproductiveresourcesfoundatCNNthatfitunderthatcategory.Stationswillbelabeled:naturalresources,humanresources,capitalresourcesandentrepreneurship.Forthe“Entrepreneurship”collage,studentsmayworktogethertomakepicturestorepresentthequalitiesthatentrepreneurssuchasCNNfounderTedTurnerhadtodrawontobuildabusiness.
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KEYS TO LEARNING
SOCIAL STUDIES STANDARDS
SS3E1 Thestudentwilldescribethefourtypesofproductiveresources;
a.Natural
b.Human
c.Capital
d.Entrepreneurship
PROCEDURE (CON’T)5. Allowstudentstoworkforfourminutesateach
stationandthenringthebellforstudentsrotateinaclockwisemannertothenextstation.Remindstudentsthattheyshouldattempttodrawdifferentresourcesthanthosealreadyfoundontheircollagepaper.AttheEntrepreneurshipstation,theymaycontinueandfinishpicturesalreadystartedbyanothergroup.
6. TakedowntheProductiveResourceCollagepapers.Askstudentstowriteonapieceofpaperthefourtypesofproductiveresourceswithaone-sentencedescriptionofwhateachincludes.
HELPING THE ENGLISH LANGUAGE LEARNERIfyourEnglishLanguageLearnersholdbackinagroupandallowotherstotakethelead,givethesestudentsanopportunitytoleadbyallowingthem(alongwithanyother,moreintrovertedstudents)togatherinonegroup.Inthisway,moreoutgoingstudentswillnotoverwhelmthem.
ASSESSMENT1. Observewhichstudentsmaybehavingtrouble
tellingonetypeofproductiveresourcefromanotherandofferreinforcementlatertothosewhoarestillconfused.
2. Gradetheshortproductiveresourcequizgiveninstep6.
grade 3 post-visit activity - 20 minutesSOCIAL STUDIES
MAKING A PRODUCTIVE RESOURCES COLLAGE
grade 3 post-visit activity - three days/one hour per dayLANGUAGE ARTS
PAGE 9 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
PRODUCING A NEWS PROGRAM
OBJECTIVES• Studentswillworktogethertoproduceanews
program.
• Studentswillexperiencethenewsgatheringandreportingprocessesusedbynewsprograms.
MATERIALS• Videocamera(optional)
• Studentdeskssetupforreporteruse.
• Posterboard,magicmarkersetc.
PROCEDURE - DAY ONE1. Tellstudentsthattheyaregoingtoproducetheir
ownnewsprogrambasedonwhatisgoingonintheirschool.
2. AskstudentstothinkbacktotheirCNNfieldtrip.WheredothestoriesthatarebroadcastonCNNcomefrom?(Reportersfindandresearchthestories.)Whodeliversthenewstothepublic?(Anchorsdeliverthenewsonair.)Howdotheanchorsknowwhattosay?(Thestoriesarewrittenbeforethebroadcaststuduedbythem,andprovidedforthemtoreadfromtelepromptersaswellasprintedhardcopies.)
3. Makealistofareaswithinyourschoolthatreporterscouldgotoinordertofindaninterestingstorytoreport.Makesureyouclearthiswithteachersoradministratorsthatmaybeinvolved.Theseareasmightinclude:theoffice,thecafeteria,thecustodian,anotherclass,PE,musicorart,oranyspecialactivitythatmightbegoingonatthetime.
4. Putstudentsintogroupsoftwotothreeandassigneachgroupof“reporters”anareatovisittofindagoodnewsstory.Explaintostudentsthatthisofteninvolvesjustaskingpeoplewhatisgoingonatthetime.
5. Askeachgrouptogettogetherandmakeup4-5questionsthattheycouldaskanadultintheareainwhichtheywereassignedtocover.Remindstudentsthatwhentheyinterviewpeopleintheschooltheyare
LANGUAGE ARTS STANDARDS
ELA3C1 ThestudentdemonstratesunderstandingandcontroloftherulesoftheEnglishlanguage,realizingthatusageinvolvestheappropriateapplicationofconventionsandgrammarinbothwrittenandspokenformats.Thestudent:
e. Speaksandwritesincompleteandcoherentsentences.
j.Usesresourcestoresearchandshareinformationaboutatopic.
ELA3LSV1 Thestudentusesoralandvisualstrategiestocommunicate.Thestudent:
a.Adaptsorallanguagetofitthesituationbyfollowingtherulesofconversationwithpeersandadults.
b.Recalls,interprets,andsummarizesinformationpresentedorally.
c.Usesorallanguagefordifferentpurposes:toinform,persuade,orentertain.
KEYS TO LEARNINGgrade 3 post-visit activity - three days/one hour per dayLANGUAGE ARTS
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KEYS TO LEARNING
PRODUCING A NEWS PROGRAM
expectedtoactwithcourtesyandgoodmanners.
6. Sendstudentsoutwiththeirquestions,paperandpencilstocovertheirassignedarea.Givestudentsabout20-30minutes.Asanaddedoption,studentsmightchoosetotakeacamerawiththem.Inthatcase,oneofthereporterswouldbecomethephotographer.Picturescouldthenbeusedaspartofthenewsbroadcast(inaPowerPointpresentation,forexample).
DAY TWO1. Gatherstudentstogetheranddiscusstheir
experiencesinthedifferentareasoftheschooltofindinterestingstoriestoreporton.
2. Askstudentsifthestorytheyfoundwasthestorytheyexpected.(Somestudentsmayhavebeenfrustratedthataninterestingstorywasnotavailable,othersmayhavebeensurprisedbyanewsevent.)Askstudentsiftheythinkeverystorythatreportersdiscovergetsonthenews.Whywouldsomestoriesnotbebroadcast?(Notinteresting,relevant,orimportantenough,etc.)
3. Givegroupsofstudentsabout30-40minutestowritetheirinformationintoaninterestingstorytopresenttotheclass.Iftheywishtocreatepostersabouttheirstory,posterboardisavailable.Photoscanbeprintedorloadedintoasystemorprogramfordisplay.Studentsshoulddividetheinformationbetweenthemsothateachchildhastheopportunitytopresentinformation.Eachstudentshouldhavetheirown“newscopy”toreadfrom.
DAY THREE1. Inthefrontoftheroom,setupthreenewsdesks.
Youmightusetwostudentdesksforeachnewsdesk.Chooseoneteamtobetheanchorteam.Theywillopenandclosetheshow,andgivetheirnewsstoryaswell.Theywillthenberesponsibleformovingthenewsshowfromstorytostoryaseachgroupcomesuptopresentwhattheyarereadyto
L.A. STANDARDS (CON’T)
ELA3W1 Thestudentdemonstratescompetencyinthewritingprocess.Thestudent:
a.Beginstoselectafocusandanorganizationalpatternbasedonpurpose,genre,expectations,audienceandlength.
b.Writestextofalengthappropriatetoaddressthetopicortellthestory.
ELA3W2 Thestudentbeginstowritein
avarietyofgenres,includingnarrative,informational,persuasive,andresponsetoliterature.
Critical Component:Thestudentproducesinformationalwritingthat:
a.Capturesareader’sinterestbysettingapurposeanddevelopingapointofview.
b.Sustainsafocusedtopic.
c.Includestheappropriatepurpose,expectations,andlengthfortheaudienceandthegenre.
d.Includesrelevantexamples,facts,anecdotesanddetails.
e.Usesorganizationalstructuresforconveyinginformation,similaritiesanddifferences,questionsandanswers.
f. Providesasenseofclosure.
PROCEDURE (CON’T)
KEYS TO LEARNINGgrade 3 post-visit activity - three days/one hour per dayLANGUAGE ARTS
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KEYS TO LEARNING
PRODUCING A NEWS PROGRAM
reportatoneofthenewsdesks.Ifyouhaveavideocamera,videotapethenewsprogramtoshowtootherclasses.
2. Whenfinished,askstudentswhatproblemsreportersfaceaspartoftheirjob.(Findinganinterestingstory,writingitinaninterestingway,makingsurethatwhattheyreportisaccurate,etc.).
3. Askstudentsifanyofthemwouldbeinterestedinanewscareer(writing,researching,editing,reporting)whentheygetolder.
CLOSINGGatherstudentstogether.Discusswiththeclassthechallengesthatareinvolvedinrunninga24-hournewsnetwork.Askstudentstothinkbacktotheirfieldtrip.ListontheboardthedifferentjobtitlesofpeoplethatareinvolvedwithbringingthenewstoCNNviewers.(Producer,director,technicaldirector,executiveproducer,storyeditors,reporters,anchorsetc.)AskstudentstoshareanyotherthoughtsaboutthenewsbusinessbasedontheirexperiencesinclassandontheirtriptoCNN.
GIFTED CONNECTIONAskgiftedstudentstocontactanelectedofficialorbusinessownerinyourtownorcityandconductaphoneinterviewtodiscoverissuesthattheyareinvolvedin.Askstudentstowriteuptheinterviewandpresentwhattheyhavelearnedtotheclass.
ASSESSMENT1. Assesshowstudentsworktogethertoproduceanewsstory.
2. Askteachersandotheradultsthatyourstudentsworkedwithtoevaluatethecourtesyandbehaviorofthestudent(s)whointerviewedthem.
3. Evaluatethequalityofthenewsbroadcast.
PROCEDURE (CON’T)