Unit
Public, Workplace, and Consumer Documents--BART
Local Objective
At the end of this unit, students will be able to...
a. Analyze information in consumer documents.
Objective used to evaluate students
Yes
Assessment Activity
1. The students will be assessed by participating in classroom discussions and completing independent activities on the objective of analyzing information in consumer documents.
2. At the end of the selection, students will complete a selection test to evaluate the mastery of analyzing information in consumer documents.
Level of Expectation
80%
List of concepts and Evaluation Types
| Concept | Evaluation Type |
| Selection Test | PE |
| Consumer Document Questions | CR |
Learning Activity
The students will:
1. Participate in a class discussion about if you have ever ridden a bus, subway, or train system. How did you or your family plan their route, fares, transfers, and schedules. Play close attention to the documents you might need to consult before planning a trip on public transportation.
2. Read the Consumer Document about the BART system map.
3. Complete the "Analyzing Information in Consumer Documents" questions.
4. Complete a study guide.
5. Take a selection test on the Consumer Document about the BART system map that requires us the analyze information in a consumer document.
Instructional Method
The teacher will:
1. Begin lesson by asking how many students have ridden a bus, subway, or train system. Discuss how students planned their route, fares, transfers, and schedules. This lesson will introduce students to the documents they might need to consult before planning a trip on public transportation.
2. Guide students as they read the section about Sam and her grandfather planning a commute to San Francisco.
3. Discuss and model how to complete the "Analyzing Information in Consumer Documents" questions.
4. Discuss the study guide for the selection test.
Content Standards
CA 3
Process Standards
1.7, 1.6, 3.1, 3.4, 3.6, 3.5, 2.4
Equity/Workplace Readiness
| MSIP Code | MSIP Indicator |
| R/I | Research/Information Skills |
Resources
Holt Elements of Literature
Markerboard
Correction Exercise
Enrichment Exercise
Independent Reading
Using the Internet, plan a trip using public transportation
Special Needs
Peer Coaching
Tutoring
Modified Assignments
GLEs v1.0
| GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
| CA/1/3/A/07/a | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Text Features | Grade 7 | Analyze the features of consumer texts, such as product information and instructional data to clarify meaning |
| CA/1/3/C/07/a | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Text Elements | Grade 7 | Use details from text to
- summarize author's ideas
- make predictions
- make inferences
- evaluate the accuracy of the information
- analyze propaganda techniques
- analyze two or more nonfiction texts
< sequence events
< compare and contrast
< find cause effect
< compare author s viewpoint and provide support
- identify problem solving processes and explain the effectiveness of solutions
|
GLEs v2.0 and CLEs
| GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
| CA/R/3/A/7/a. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Text Features | 7th Grade | Explain and analyze text features to clarify meaning, emphasizing consumer texts |
| CA/R/3/C/7/a. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Text Structures | 7th Grade | Use details from text to demonstrate comprehension skills previously introduced |
| CA/R/3/C/7/e. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Text Structures | 7th Grade | Use details from text to evaluate the accuracy of the information |
| CA/R/3/C/7/k. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Text Structures | 7th Grade | Use details from text to analyze the text to identify problem solving processes and explain the effectiveness of solutions |
Objective Notes/Essential Questions
| Date | Note/Question |
| 7/6/2010 9:28:51 AM | Guiding Questions:
1. What various documents does Sam use to plan her commute?
2. What information does this map show?
3. Why does this map print each train line in a different color?
4. What does this heading suggest about the information below?
5. Why is this information presented as a list of separate items?
6. Why will Sam need to pay attention to this section of the page?
7. What information does this ticket guide not give the rider?
8. Who would be most likely to want a blue ticket? Why?
9. On which factors does BART determine these discount fares?
10. How long is the trip from Walnut Creek to Embarcadero?
11. Which two options for securing sceduling information are offered here?
|