PLANS - LANGUAGE ARTS
The Write Chef: A Lesson in Recipe Writing
Duration: 40 - 50 minutes
Objective: Students will be able to write for a purpose. They will be able to write a recipe, and demonstrate the necessity of the scientific method.
2. Upon completion, the teacher shows the class an already made peanut butter and jelly sandwich and proposes the question, "How do we make this?"
3. The teacher selects an individual to make a pb&j sandwich.
4. While that student is making that sandwich, the others are writing step-by-step each thing she does.
5. When she is finished making the sandwich, another student is selected to make a sandwich STRICTLY following the steps they wrote. Students will quickly see how important it is to have detailed directions in the correct order.
6. Revisit the recipes the teacher brought in to share. Discuss the standard layout most recipes follow. Now, have students must turn their steps into a recipe following a recipe format.
Assessment: For homework, have students make their own healthy snack and write a recipe for it.
Getting the Word Out: Writing a PSA
Duration: 40 - 50 minutes, with additional time needed for assessment
Objective: Students will be able to write a public service announcement.
2. Discuss with the students the similarities, purpose and goals of these announcements.
3. After the discussion, explain to the students that together, they will create a sample PSA on the chalkboard. The PSA should be focused on encouraging their peers to eat a healthy breakfast each morning. When finished, discuss the results.
NOTE: You can carry this as far as you wish. You may choose to have your students record their PSA. They may even want to add music or sound effects. You may choose to have your students work independently or in groups. Make arrangements to have the PSA's read during your school's morning announcements.
The Choice Challenge: Keeping a Food Journal
Objective: Students will maintain a daily record of food they eat and organize the intake into the groups of the food pyramid.
2. After one week of recording, students will tally their food groups. NOTE: Class would need to complete the "Quantity and Quality" lesson before they tally.
3. Students will create individual graphs depicting their food intake after the week of journaling.
Assessment: Using the students weekly total intakes, the class will average the choices on a bar or circle graph and will determine the nutritional value of their choices.
Objective: Students will be able to write a persuasive paragraph.
2. Place chicken bones into the glass of soda.
3. Leave undisturbed for several days.
4. In their journals, students will observe effects of soda on chicken bones.
5. The class will discuss those effects as it relates to the body.
6. Students will write a persuasive paragraph as to why or why not one should drink soda.
7. Students share their paragraphs with classmates.
Teacher will evaluate the paragraphs.
This project has been developed by teachers from Public Schools No. 8 and 18 in Paterson, New Jersey in conjunction with CIESE at Stevens Institute of Technology, Bank Street College, and Saint Peter's College with support through an Eisenhower Professional Development Program that is administered by the New Jersey State Department of Education.
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