LESSON FOUR: Class Field Trip Itinerary
Students create fictitious class field trips
R3C Use details from the text (s) to: analyze and evaluate the author’s use of information and logic to express his or her ideas through comprehensiveness of detail selection and organizational patterns.
W3E Compose text for various audiences and purposes, selecting and applying appropriate format, style, tone, and point of view.
§ Sources of literature
o Various sample itineraries/agendas
§ Handouts provided
o Itinerary instructions
§ Words to know
o point of view
FORMATIVE ASSESSMENT Assessment Scoring Guide
Students evaluate other students’ completed itineraries. Students make necessary corrections to their own itineraries.
1. Review outlines. Discuss various formats of outlines. Ask students for real-world examples of when outline are used.
What is an itinerary?
How is it similar to an outline?
When might you use an itinerary?
2. Create a sample itinerary or agenda and discuss with students noting how each hour of the day is accounted for.
Possibilities for sample itineraries/agendas could include past field trips, staff workshops, student club meeting, vacation itinerary from a Travel Agent.
3. Students create an outline of a typical school day. Students account for every minute/hour of the school day.
4. In the computer lab or library, students plan class field trips for one of their existing classes. This field trip should relate to a recently or in-progress unit of study. Students research at least three stops on the trip including lunch. Students create itineraries for a school trip for a class that they are currently taking (e.g., English, math, social studies, etc). They must compile their information into an appropriate and logical format.
For teachers who do not have access to a computer lab, sample driving directions are provided.