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LE Title: Thanksgiving Receipts |
Author(s):Renee Kotary |
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Grade Level: 2 |
School Address: West Winfield Elementary, West Winfield, New York 13491 |
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Topic/Subject Area: Language Arts |
School Phone/Fax: |
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Email: mkotary@borg.com |
LEARNING CONTEXT
Purpose or Focus of Experience: This learning experience has been designed to focus on listening and writing skills at the second grade level. The experience will focus on learning to listen and listening to learn. After practicing listening skills students will combine their new listening skills with writing skills to create a class cookbook of favorite Thanksgiving recipes.
Connection to Standards:
ELA 1 Students will listen and write for information and understanding.
ELA 3 Students will listen and write for critical analysis and evaluation.
MST 2 Students will access, generate, process and transfer information using appropriate technology such as a word processing program and a digital camera.
Essential Question:
Why is it important to listen?
Content Knowledge:
Prerequisite Knowledge
Students Understand and Use:
-sentence format
-correct conventions of writing such as punctuation, capitalization, spelling
or phonetic spelling
-awareness of order and sequence
-PrintShop Deluxe
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Declarative |
Procedural |
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Listen to absorb information |
Write a directions paragraph using correct format |
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Organize information for relevance |
Establish a topic |
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Be aware of order and sequence through the use of procedural signal words |
Write sentences in sequential order developed around a topic |
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Structure a paragraph in logical order using the key words of order: first, then, next, last etc. |
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PROCEDURE
(Chronologically ordered description of all teacher & student activities and interactions.) DAY 1 Launch Activities After listening to the poem, “It’s Happy Thanksgiving,” by Jack Prelutsky students will participate in a class discussion about their favorite Thanksgiving recipe and who in their family prepares it. Through the use of the word mapping strategy the key word, “recipe” will be written on a chart page and the students will list as many association words as possible. This page will be used later in the experience as a word bank. DAY 2 Students will list rules for good listening using the “use of all senses” strategy. The list should include: Eyes are for Watching Ears are for Listening Lips are Closed Hands are Still Feet are Quiet After reminding students to use the new skills for listening, the teacher will tell students of her favorite Thanksgiving recipe. Introduction of the key sequential procedural words will be taught and posted in the room on a chart. Day3 Using cut and paste sentence strips, students will put the steps to making the teachers applesauce recipe into correct sequential order. Use of the key order words such as, first, then, next and last, will be added by the student at the beginning of each sentence. The teacher will model the correct order of sentences and procedural words. Her final product will depict a well-structured directions paragraph. Review rules for good listening. Assign homework (see attached letter to parents) Day4 Culminating Activities After a short review of the sequential procedural words and the correct form for writing a paragraph, students will write their recipes from memory! As students begin finishing paragraphs they may peer conference. To improve content and edit. Day 5 Using the program Print Shop Deluxe students will create an electronic document, which will be used to compile a class cookbook. |
INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
This learning experience may take place in a regular heterogeneously grouped class or in an inclusion class. Modifications to meet IEPs take place with a special education teacher and a title I remedial teacher.
Enrichment activities can be planned for some students. Some examples may include:
the recipe for a good friendship
the recipe for a good book
the recipe for the perfect birthday party.
TIME REQUIRED
5 days
ASSESSMENT PLAN
Students will be assessed throughout the experience. Specifically the teacher will assess for the understanding of good listening skills by observation and questioning. On day three each student will construct a directions paragraph using sentence strips which they will cut and paste in a paragraph format. The classroom teacher will immediately evaluate this activity as she moves through the classroom working with each child individually. This is a good time for the remedial or special education teacher to be in the room.
A formal rubric has been designed to evaluate the student’s understanding and performance of the main objectives of the lesson: that being the ability to absorb and understand information and the procedural task of writing a direction paragraph. It must be noted that the end product is meant to be written in clear, logical and coherent order. The main idea of the lesson however is to assemble a cookbook of how children perceive
a recipe should be prepared. The end result should be humorous and entertaining. By assessing too formally the spontaneity of the final outcome may become lost.
Rubric
Listening for Information
3 points for:
-Demonstrates a good understanding of what has been conveyed orally
-Aware of what is relevant and what is not
2 points for:
-Fair understanding of information of what has been conveyed orally
-Somewhat aware of what is relevant and what is not
1 point for:
-Absorbs information with difficulty
-Shows some awareness of what is relevant and what is not
0 points:
-Demonstrates little or no understanding of listening skills
-Has no idea of what is relevant and what is not
Organization of a direction paragraph
3 points for:
-Establishes and maintains a clear focus
-Shows a logical and coherent sequence of ideas through the use of procedural signal words
2 points for:
-Generally focused
-Shows a clear attempt at organization
1 point for:
-Lacks focus
-Shows little or no organization
0 points for:
-Shows no idea of what is expected
-Can not organize ideas coherently
Letter to Parents
Dear Parents,
Our young learners need you! We are putting together a cookbook of some of our favorite Thanksgiving recipes. The children all have a favorite dish they enjoy. They’ve told me about some and they sound delicious! We would like to compile these recipes in a class book. You can help us.
Our students have spent much time on learning to be a good listener. We would appreciate your help in having them LISTEN to how you prepare their favorite recipe. Tell them what it is called, the steps for preparing it, the ingredients and the cooking time. DON’T WRITE anything down except the name of the recipe.
Let’s see how well they listened to you!
Thank you,