[Introduction] [The Task] [The Process] [Resources] [Evaluation] [Conclusion]
Picture
this. You are sitting in English class. Mr. Vetter has asked that you plan your senior class sneak
trip. His suggestion is
a trip to Disney World. You have an allowance of $1,000.00 per person for a
seven-day trip. The secretary's voice comes over the intercom and says, "Will
the trip committee chair (that's you) please report to room six?" You hurry off to room six. After
you are seated, your
class sponsors makes the announcement you've been waiting to hear. The school
board has given tentative approval for a class trip to Disney World! But wait,
the class sponsors are saying something else. It seems the board of education
won't give the final go-ahead until they've seen the trip itinerary. And, of
course, they want it "last week."
It has been left to the trip committee
chair to determine the itinerary for the class
trip. The board of education has stipulated that the trip must include a visit
to each of the four parks--Magic Kingdom, MGM, EPCOT, and Animal Kingdom--and
that the class may go to one of the Disney water parks, Blizzard Beach
or Typhoon
Lagoon. They want to know which park will be visited on which
day and also a list of the five "must-see" attractions the class will visit
at each park. They are also interested in where the group will be eating while
at each park. As the committee chair, it is your job not only to
plan the itinerary, but also to produce a brochure and a PowerPoint presentation
which will be presented to the board outlining the details of the trip.
Include the following:
Days
One & Two
- Research the four main parks at Disney World and the three water parks.
- Make a list of five "must-see" attractions from each of the four parks that the class should visit.
- Decide which of the water parks you think the class should visit.
- Make a list of three restaurants from each of the four parks that you think the class should visit.
Day Three
Day Four
Day Five
Day Six
Day Seven
Day Eight
Day Nine & Ten
RESOURCES
|
Components |
Excellent (150-125) |
Good (124-100) |
Incomplete/Unacceptable (99-75) |
|
Oral Presentation |
The presentation was clear and easily understood. The presentation was informative, persuasive and creative, incorporating all components of the project. |
The presentation appeared at times unorganized. Visual aids were not used to their fullest potential. Some of the arguments presented by the board were not sufficiently addressed. |
The presentation showed little to no prior preparation. Visual aids were not used. The presentation was confusing and hard to follow. |
|
Brochure |
The brochure shows that you assessed, evaluated and used a variety of information and sources to come to your final decision. Brochure depicts the five "must see" attractions in each of the four main parks. |
The brochure has some inconsistencies as it relates to the subject matter. The information was sometimes hard to follow. |
The brochure was unclear
and confusing, lacking adequate information to draw an
acceptable conclusion. |
|
Individual Park reports
Due
the end of Day 4 |
Individual Park reports are informative, accurate, descriptive and useful. Reports incorporate the five "must see" attractions, places to eat, and visual aids to enhance understanding. |
Individual Park reports have some errors relating to specific information. Few visual aids are incorporated. |
Individual Park reports are inaccurate. They have few, if any, visual aids. |
|
Cost Comparison Sheet
(in
spreadsheet form)
Due
the end of Day 6 |
Compares prices of airlines, travel dates, hotel accommodations, park prices, restaurants prices, etc. and shows the best deal for the trip. |
Compares some prices for airlines, travel dates, hotel accommodations, park prices, restaurants prices, etc. but doesn't list the best prices for the trip. |
Lists some prices but details and important information has been left out. |
|
Text: |
No misspelling, grammar or punctuation errors are evident. |
A few words are either misspelled or misused. A few grammar or punctuation errors have been found. |
Numerous spelling, grammar and/or punctuation errors are evident. |
|
Individual Journals |
The journal shows that you assessed, evaluated and used a variety of information and sources to create a knowledgeable itinerary. The criteria used was applicable and all tasks were completed. |
The journal has a few daily entries. Journals have some inconsistencies relating to the subject matter. The information was sometimes hard to follow. |
The journals were unclear and confusing, lacking adequate information to draw an acceptable conclusion. Several daily entries not made. |
|
Scale Model |
Model is visually appealing with precise and accurate detail. Model shows an in-depth, creative style taking into account the five "must-see attractions" of the park you choose to replicate. **You may also choose to replicate one of the "must see attractions." This needs to be precise and accurate in detail as well. |
Model depicts a small number of inaccurate representations of your chosen park. Creativity and detail is adequate. |
Model lacks appeal, detail, creativity and design layout. Model is unspecific to the project. |
Your Complete Portfolio
- The brochure and PowerPoint presentation is free of grammatical and/or spelling errors and outlines the order the parks will be visited. It also must:
- identify the five "must-see" attractions at each park
- identify the restaurants where students will eat at each park
- are visually attractive (appealing use of font style, color, and graphics).
- Individual Park reports
- give a brief history of each park
- prioritize and explain the five "must-see" attractions at each park
- identify and explain the restaurants where students will eat at each park
- are visually attractive
- Cost Comparison includes:
- a table showing comparisons between round trip airfares, lodging, food and entertainment per person for each park
- daily expense sheet for an individual going on the trip
- total cost per person for the trip
- are neat and orderly
- An Individual Journal detailing your progress from day to day
- Create a replica of one of the four parks or of one of your "must-see" attractions
CONCLUSION
Being the trip committee chairperson certainly has its rewards, but it also has its responsibilities. Tackling a big project like this one is work, but the end result is worth it. This senior class celebration is probably a dream come true for many of your classmates. Your detailed brochure included the necessary details which the board of education requested before giving its final approval. Now you can go, knowing that you and your fellow class officers worked hard to plan an enjoyable event.
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Buckley, Bobby. "Bobby's Tour of Walt Disney World." 1996. http://pages.prodigy.com/WaltDisneyWorld/main.htm.
Wills, Deborah. "Unofficial Walt Disney World Information Guide." 1996. http://www.wdwig.com.