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Primary Subject Area: English/Language Arts |
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Grade Level: 1 - 2
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Overview:
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Students will become familiar with how to write a recipe. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 2 class periods (50 minutes each) |
Content Standards:
- Standard 1
Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. - Standard 2
Students write competently for a variety of purposes and audiences. - Standard 3
Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
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Benchmarks:
- ELA-1-E5
reading, comprehending, and responding to written, spoken, and visual texts in extended passages; (1,3,4)- ELA-2-E4
using narration, description, exposition, and persuasion to develop compositions (e.g., notes, stories, letters, poems, logs); (1,4)- ELA-3-E2
demonstrating use of punctuation (e.g., comma, apostrophe, period, question mark, exclamation mark), capitalization, and abbreviations in final drafts of writing assignments; (1,4)
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Grade-Level Expectations (GLEs):
- Grade 1
15.
Retell important facts from informational text
(ELA-1-E5)
29.
Independently write a variety of grade-appropriate compositions, including:
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simple letters, notes, and stories
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simple informational descriptions
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simple rhymes and poems
(ELA-2-E4)
33.
Use standard English punctuation, including:
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correctly writing common contractions such as isn't, we’ll and I'd
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periods, exclamation points, and question marks at the end of sentences
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commas to separate words in a series
(ELA-3-E2)
34.
Capitalize the first word of a sentence, names of people, the pronoun I, and the names of months and days
(ELA-3-E2) - Grade 2
24.
Develop grade-appropriate compositions, for example:
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friendly letters
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poems
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stories
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informational descriptions with some detail
(ELA-2-E4)
28.
Use standard English punctuation, including:
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commas in the greeting and closure of a letter, between a city and a state, and in dates
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apostrophes in contractions
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periods in abbreviations
(ELA-3-E2)
29.
Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation and closing of a friendly letter
(ELA-3-E2)
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Interdisciplinary Connections:
- Mathematics : Number and Number Relations
In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools. - Mathematics : Measurement
In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.
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Educational Technology Standards:
- Identify, explain, and effectively use input, output and storage devices of computers and other technologies (e.g., keyboard, mouse, scanner, adaptive devices, monitor, printer floppy disk, hard drive).
( 5, 6 )- Use accurate and developmentally appropriate terminology (e.g., cursor, software, hardware, pull down menu, window, disk drive, hard drive, CD-ROM, laser disc) when referring to technology.
( 6 )- Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools,digital cameras,graphing software) for communication,presentation,and illustration of thoughts, ideas,and stories.
( 1, 3, 4 )
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Objectives:
The students will:
- explain what a recipe is,
- create their own recipe, and
- write a recipe in complete sentences using correct punctuation and capitalization.
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Lesson Materials and Resources:
- Book about making or following a recipe, such as Potluck by Anne Shelby, or a children’s recipe book
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Technology Tools and Materials:
Hardware:
Computer
Software:
KidPix or other clip art program
Other:
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Background Information:
Students should know a recipe provides a simple list of ingredients and steps to follow in the preparation of a food item. Students should know the steps in making a sandwich. Students should also be able to write in complete sentences using correct punctuation. |
Lesson Procedures:
- The teacher will:
- discuss what recipes are and ask the children if their mom or dad uses recipe books to cook from.
- read a children's recipe book orally to the students;
- ask the students to think of their favorite foods;
- instruct students individually to write a recipe for a favorite food;
- remind the students that a recipe has steps to follow in order of what comes first, middle, and last: for example, review the steps in making a sandwich to illustrate this point;
- remind the students to write in complete sentences; and
- instruct the students to illustrate their recipes with pictures or clip art.
- The students will:
- write rough drafts of their recipe first;
- write final drafts after consulting with the teacher; and
- use KidPix clip art, or other software, to write and illustrate their recipes.
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Assessment Procedures:
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Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
Teachers must follow special needs student's Individual Educational Plan (IEP) or 504 Modification Plan.
NON-READER
Below Grade-Level Reader/Writer
1. Procedure 1. Pair the ESL or educationally disabled student with an academically on-level one. Have the educationally disabled or ESL student to phonetically write their recipes.
2. Procedure 2. The on-level acadmically functioning student can assist with checking to see if the recipe is sequenced before the teacher consultation.
3. Procedure 2 and assessment procedures. The on-level academically functioning student can assist with the written draft, revision, proofreading and publishing. An electronic speller can be used (e.g., Franklin Language Master, spells and pronounces the word). Other programs that can be used to read it to the student (e.g., ReadPlease, Write OutLoud) to reinforce word recognition, vocabulary, correct spelling and grammar. To assist with the drafting of the recipe, a word prediction program if available, will allow the educationally disabled or ESL (English as a Second Language) student to select a desired word from an on-screen list. These programs help users increase written productivity, accuracy, and increase vocabulary skills through word prompting.
STUDENTS WITH SENSORY IMPAIRMENTS
Visual Impairments
1. Procedures 1-2. Preferential seating is recommended
2. Procedure 1. and the example produced by the teacher. For information on the board or a television monitor, the student can use a monocular.
3. Large print materials; enlarged font and color text can be added to reproduced materials.
4. Procedure 2 and assessment procedures. Use the Microsoft windows magnifying function or high contrast feature of text in the accessibility file of Windows 2000/XP or software that provide similar functions (e.g., ZoomText).
5. Procedure 2 and assessment procedures. A hands free page magnifier can be used to enlarge the reproduced documents.
Students With Hearing Impairments
1. Preferential seating is recommended. Seat the student near you (for auditory reasons and to reduce distractibility).
2. Procedure 1 and 2. Pair with a typical hearing student to assure understanding of directions.
3. Procedure 1. If the student is unaided, an amplified listener with a headphone may be used.
4. procedure 1. Repeat or rephrase if the student has missed information; repeat the questions/comments of the other students so that the Hearing Impaired student is able to hear it through the FM microphone; frequently check for comprehension and call the student's name for redirection.
5. Procedure 2. When using the computer with audio, increase the volume.
6. Model appropriate verbalizations for the student and give him/her the opportunity to use verbal language.
Additional Accommdations/Modifications suggestions found under "Helpful Links-General Classroom Accommodations."
----- written by Eloise Hawkins
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Reproducible Materials:
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Explorations and Extensions:
- The students will take a tour of the cafeteria to observe recipes being followed by the technicians/cooks.
- The students will combine the recipes into a class recipe booklet for parents and the faculty.
- The students will post recipes in the cafeteria.
- The students could create healthy food recipes and also visit the school cafeteria to prepare some of these recipes.
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Lesson Development Resources:
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Reflections:
Students understand the process and procedures for developing a recipe. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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