World Cup Lesson Plan: Create a Promo

Grade Levels: 3-5, 6-8

This lesson plan, adaptable for grades 3-8, invites students to explore BrainPOP resources to learn about the World Cup–the world’s biggest sporting event. They’ll find out how countries qualify to compete, where it’s held, who the fans are, the history of the tournament, and more. Students then work together to produce a promo for an upcoming or past World Cup.

Lesson Plan Common Core State Standards Alignments

Grade: 06, 07, 08

CCSS.ELA-Literacy.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Grade: 06, 07, 08

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Grade: 09, 10

CCSS.ELA-Literacy.RH.9-10.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Grade: 03

CCSS.ELA-Literacy.RI.3.3

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Grade: 03

CCSS.ELA-Literacy.RI.3.7

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Grade: 04

CCSS.ELA-Literacy.RI.4.3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Grade: 04

CCSS.ELA-Literacy.RI.4.7

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Grade: 05

CCSS.ELA-Literacy.RI.5.3

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Grade: 05

CCSS.ELA-Literacy.RI.5.4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Grade: 06

CCSS.ELA-Literacy.RI.6.3

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Grade: 06

CCSS.ELA-Literacy.RI.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Grade: 07

CCSS.ELA-Literacy.RI.7.3

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Grade: 07

CCSS.ELA-Literacy.RI.7.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Grade: 08

CCSS.ELA-Literacy.RI.8.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Grade: 08

CCSS.ELA-Literacy.RI.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Grade: 09, 10

CCSS.ELA-Literacy.RI.9-10.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Students will:

Brainstorm what they know about the World Cup.
Conduct research on the upcoming World Cup or a past one.
Use Make-a-Map to identify National Parks and their features.
Use Make-a-Movie to produce a World Cup promo.

Materials:

Internet access for BrainPOP
Interactive whiteboard
Class set of Web Graphic Organizer (alternative to Make-a-Map)

Preparation:

Preview the movie World Cup to plan for any adaptations.
Assign the World Cup Make-a-Map and Make a Movie using the Assignment Builder.
If students will be working offline, make copies of the Web Graphic Organizer.
Bring in and display books, posters, etc. about the World Cup (optional)

Lesson Procedure:

Ask students to share anything they know about the World Cup. Encourage them to contribute even simple facts, like what sport it’s all about. Jot their ideas on the board.
After students brainstorm, tell them they will now watch a BrainPOP movie about the World Cup that will cover everything they’ve ever wanted to know about this popular sporting event.
Show the movie World Cup on the whiteboard or other large display to the whole class. Turn on the closed caption option to aid in comprehension.
After watching the movie once through, have students independently open the Make-a-Map assignment on their own devices or computers. Instruct them to create a concept map in which they will answer the following 5W questions about the World Cup using details from the movie: Who (who plays and who are the fans)? What is it? Where is it held? When is the World Cup? Why do fans enjoy it? Remind them that they can incorporate clips and images from the movie into their maps. Have them watch the movie within Make-a-Map, pausing to add information to their concept maps.
Have students save or print out their concept maps. Then working with a partner, tell students to open the Make-a-Movie assignment. Explain that they will now use their concept map notes and further research as needed to create a commercial promoting the upcoming World Cup or they can go back in time and promote a past World Cup. If you want students to cover different World Cups, you can assign each pair a different year.
Circulate as pairs are working, helping as needed. If you brought in resources, encourage them to use those as well.
Finally, have students present to their groups.

Extension Activities:

Have students put their soccer smarts to the test by playing Meaning of Beep: Soccer.
Divide the class into groups of six. Assign each person in the group a different World Cup Related Reading to read. Then have them share what they learned with the rest of the group.

Filed as: 3-5, 6-8, CCSS.ELA-Literacy.RH.6-8.4, CCSS.ELA-Literacy.RH.6-8.7, CCSS.ELA-Literacy.RH.9-10.4, CCSS.ELA-Literacy.RI.3.3, CCSS.ELA-Literacy.RI.3.7, CCSS.ELA-Literacy.RI.4.3, CCSS.ELA-Literacy.RI.4.7, CCSS.ELA-Literacy.RI.5.3