what a company! - turner broadcasting systemi.cdn.turner.com/cnn/tour/pdf/school.trip/grade3.pdf ·...

TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.

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

http://www.cnn.com


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)


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


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


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.


KEYS TO LEARNING

GREAT COMPANIES!


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.


KEYS TO LEARNING

GREAT COMPANIES!



ELA3W2 Critical Component:The

studentproducesinformationalwriting(e.g.procedures,report,correspondence)that:



c.Includestheappropriatepurpose,expectations,andlengthfortheaudienceandthegenre.

d.Includesrelevantexamples,facts,anecdotes,anddetails.

e.Usesorganizationalstructureforconveyinginformation(chronologicalorder,causeandeffect,similaritiesanddifferences,questionsandanswers).

f. Usesavarietyofresources.

g.Providesasenseofclosure


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.


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


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


KEYS TO LEARNING


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


ELA3W1 Thestudentdemonstratescompetencyinthewritingprocess.Thestudent:

a.Beginstoselectafocusandanorganizationalpatternbasedonpurpose,genre,expectations,audienceandlength.

b.Writestextofalengthappropriatetoaddressthetopicortellthestory.

ELA3W2 Thestudentbeginstowritein

avarietyofgenres,includingnarrative,informational,persuasive,andresponsetoliterature.

Critical Component:Thestudentproducesinformationalwritingthat:



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


KEYS TO LEARNING


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)

what a company! - turner broadcasting systemi.cdn.turner.com/cnn/tour/pdf/school.trip/grade3.pdf ·...

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