Subject: Language Arts Grade: Seven

Standard: # 2 Reading Comprehension (focus on informational materials)

Key Concept: Locate information by using a variety of consumer and public documents.

Generalization: Choose a product to purchase and research it in Consumer Reports for the best one to buy. Watches, radios, or other small appliances should work well for this research project.

Background: Students are working on understanding where to find information that helps make decisions. In this lesson, they are looking at products as consumers. They need to be familiar with advertisements and consumer magazines.

This lesson is tiered in product according to readiness.

Tier I: Struggling Learners: Knowledge/Comprehension Activity

These students need work that helps them comprehend the issue at hand. In this case, they want to find criteria that will help them decide what is good to buy. They need to pick a product that can be easily found in Consumer Reports. A watch, radio, TV, hair dryer , CD, or video game would be good choices. They need to choose one. As they read the report, they need to create two lists of criteria to help them judge which product to buy. The first list is labeled "Positive Attributes of the Product". The second list is labeled, "Negative Attributes of the Product". They need to choose two types of the product they have chosen and write the positive attributes and negative attributes on the list created. Then they need to find advertisements in magazines or newspapers for each of these products and clip them out. Finally, they need to take two different colors of markers and underline the words they find on their advertisements that match the items on the lists they created. Based on what they find, they should be able to suggest to the group which product to buy.

Tier II: Grade Level Learners: Analysis Activity

These students should pick a product they wish to analyze according to criteria in Consumer Reports. Products suggested in the Tier I activity would work here too, or any product they are interested in and can find in the Consumer Report. They need to read the analysis in the report, noting what criteria the magazine lists and which brand names of the product rate the highest on each criterion. They should make a list of the order of the products by brand. Now look for advertisements in the Sunday Paper for any mention of any of the list of products. Based on what the advertisement states, analyze the way the product is advertised according to what the Consumer Report states about the particular product. Based on findings, be ready to suggest which product is the best to buy and why. Consider cost in recommending the product as well as other criteria.

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Tier III: Above Grade Level Learners: Synthesis Activity

These students will again generate a list of products they would like to research in the Consumer Reports. Before reading the magazine, however, they should generate a list of criteria they think is important for the magazine to rate. In other words, they should analyze the product they choose first according to what they think is important to know about this product when they buy it. Make a list of these criteria. Next, read the report of this product., checking their own criteria to see if they identified important criteria on their own. List the criteria listed in Consumer Reports. Which products are the leading brands and what criteria is important to check? Did they agree with the Consumer Reports on essential elements to know about products? Write a paragraph in defense of research before a consumer buys a product.

Assessment: Since each group researched material using Consumer Reports, this is a perfect activity to share as a large group. This activity can be done individually or in small groups (of whatever size you choose--twos, threes, or fours work well). At the culmination of the activity, have individuals or groups share what they found and what they would suggest for all consumers concerning their product. They each have a product to hand in at the end of this activity.

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