Lesson Plan - Cooking and Literacy

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					                                Lesson Plan – Cooking and Literacy

Essential Skills practiced in this lesson:

   •   Reading
   •   Working with Others
   •   Oral Communication
   •   Document Use
   •   Numeracy

Your learner has set some learning goals around
reading in the context of family and cooking. In
what seems to be an ocean of possibilities you are
finding it difficult to come up with one specific idea. You call READ Saskatoon and from our wide
selection of resources we lend you a Large Print Reader’s Digest that has an excellent article about
business and baking. We also provide you with a recipe to help get the ball rolling ... or the cookie
                                                        indicates
dough rolled. At your meeting with your learner she indicates that she would like to work on
reading comprehension, spelling and phonics. You leave feeling nervous to plan a lesson that you
have never done before and so you refer to the READ website to follow this lesson plan. Not only do
you have a detailed, specific lesson plan to follow for this session and many more (as everything
your learner has chosen to work will take more than one session), you now also have a lesson plan
that can be your template for future lesson plans!




Before the Lesson:

Before you meet with your learner to use this lesson plan, try
out these tips:

1. Ask your learner what skills she would like to work on.

2. Locate the article “Recipe for Success” in your Large
   Print Reader’s Digest. (click here to access article) or copy
   this link and visit the website: http://www.rd.com/your-
   america-inspiring-people-and-stories/dancing-deer-
   founder-helps-homeless/article88632.html

3. Read the article and start to develop your first learner
   centred lesson plan! Turn to Section 5 of your READ
   Saskatoon Tutor Training binder to get started.

4. Keeping your learner’s goals in mind, review the lesson
   plan we have developed for you and make any
   adjustments as necessary.

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5. Refer to Section 3 of your READ Saskatoon Tutor Training binder and turn to the page titled
   “Using Experience to Read”. This refers to DTRA - Directed Thinking Reading Activity.

6. Review this technique and look at the article,

7. Look at the photo in the article and think about topics you could discuss with your learner as
   you look at the photo together.

8. Look at the first paragraph of the article and copy it out either by typing it or handwriting it.
   Now highlight every 5th or 8th word as you are going to make a Cloze activity (refer to Section 3
                                     more
   of your tutor training binder for more information on this activity) keeping in mind that the
   words you choose to eliminate should be easily identifiable with the words before and after
   them so the learner can logically guess them. Rewrite or retype the paragraph eliminating the
                                                                          paragraph,
   highlighted words and grouping them in a scrambled list below the paragraph, leaving blanks
   in their place in the paragraph. Save this for your session with your learner.

9. Let’s start by making a lesson plan: on a sheet of paper; follow the “Lesson Plan” template in the
   binder or photocopy it. You can choose from four different templates; one has been selected for
                                                      different
   your use here.

10. Fill in the time and date, the learner’s name and your name.

11. Write down your warm up activity for the next session, this could be a short conversation about
    each other’s week and what you did.

12. Review the skills your learner identified as wanting to work on and write these down in the
    section that says “Learning skill to be presented”

13. Then choose an exercise to help the learner build this skill, in this case your first exercise could
    be reading the article.




During the Lesson

At your session with your learner, try out these tips:

1. Take out your lesson plan and start with your warm up activity.

2. Read the article together, this might mean you reading it first while tracking with your finger so
   your learner can follow along. Then, you might read it again, sentence by sentence and have
   your learner repeat you after each sentence.

3. After you read the article make sure you take a break.




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4. Now select two or three exercises to isolate the skill your learner would like to develop, plan to
                                                                       would
   use only one but this way you will have two additional exercises if you need more or if your
   learner does not like the one you planned to use.

5. Make a list of the words in the article your learner had trouble reading and make this your
   “Sight Words” list. For more information on Sight Words, refer to Section 3 of your Tutor
   Training Binder.

6. From your Sight Words list, underline or circle the words that can be used for a Phonics lesson.
   (refer to Section 3 of your Tutor Training Binder to read more about Phonics).

7.    Look at the photo in the article and ask the learner what she thinks the article is about based on
     the picture. Read the title together and talk about the words and the meaning. Why did the
     writer choose this title? This is your DTRA activity.

8. Discuss baking cookies, this could be used for a Language Experience Story (refer to Section
   3 of your Tutor Training Binder for more information on this activity).

9. You could use the recipe to develop a numeracy activity, perhaps converting the measurements
   in the recipe. If your learner uses this recipe to bake cookies at home, suggest it as a family
   activity and ask your learner to tell you about the experience of working with others to bake
   cookies.

After the Lesson

1. Make notes about the lesson, what worked, what didn't, what could you do differently next
   time, etc.

2. Review the lesson plan and check to see if there are any activities you can carry over into the
   next session. Check to see if you can use the same lesson plan and continue with the activities
   you planned or if you will need to prepare an additional lesson plan as well.




Some helpful hints:

1. You may not finish everything listed in this lesson plan in one session

2. What may feel like a setback to you might be progress for your learner

3. Document and record everything you work on in your sessions so your learner can start to build
   a Learning Portfolio




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                                    Sample Lesson Plan


Date: _________________    Learner’s Name: _____________      Tutor’s Name: ___


                                                             Notes and/or observations

Time:        Materials:

7pm – 8pm       •   Reader’s Digest Large Print Article:
                    “Recipe for Success” pgs.37-40, August
                    2008

                •   Prepared Cloze Activity

                •   Cookie Recipe


Five         Warm up:
Minutes
                •   Conversation about week


10 Minutes   Review and Overview:

                •   Discuss learner’s goals again and
                    write them down in a place both of
                    you can refer to often

                •   Discuss how reading this article can
                    help meet those goals ***Visit lesson
                    plan on setting goals***


15 Minutes   Lesson Part A (these are more than you
             need, always over plan so you can carry over
             into your next session, reducing your amount
             of planning, and adjust as needed)

                •   Read title of article together and
                    discuss why it is called “Recipe for
                    Success” (DRTA)

                •   Read first paragraph of article and
                    underline or circle any words your
                    learner has trouble with



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                •    Create a sight words list using these
                     words



             Learning skill to be presented:

                •    Comprehension

                •    Spelling

                •    Writing


             Learning Exercise:

                •    Sight words list

                •    Cloze activity

                •    Phonics from sight words


10 Minutes   Break


15 Minutes   Lesson Part B

                •    Choose words to work on phonics

                •    Ask learner to recount a time they
                     baked cookies, use this as a Language
                     Experience Story


             Learning skill to be presented:

                •    Comprehension

                •    Spelling

                •    Writing


             Learning Exercise:

                •    Language Experience Story

                •    Discuss cookie recipe together




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5 Minutes   Summary and Homework:

              •   Review work covered in lesson, relate
                  it back to goals, and plan for what
                  learner would like to achieve for next
                  lesson and give homework if learner
                  would like homework. Make sure the
                  homework is based on the skill they
                  would like to build.




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                 Cloze Activity: Fill in the blanks using the words listed below



Trish Karter was a ____________Boston artist, living in a
_________old house that always needed work, when her asked
for__________. His wife, Suzanne Lombardi, was
____________a bakery but had to carry pots and pans to
rented kitchens throughout the__________. Could Karter help
her figure out how to make a __________doing what she
loved?

Karter and her husband thought Lombardi's baked
_________were terrific, so they _____________ $20,000 in the
business. Lombardi was able to open her own shop, but soon
she was ____________. "Crushed!" says Karter. "So I thought,
I'll take a few months off, get some ________ in place, and
clean up her desk -- she had a foot-and-a-half ________ of
                                   -
unprocessed CODs." That was 14 years ago, and Karter has
been at Dancing Deer __________ Company ever since.

Everything Karter does, she does full _________. She left
college early to help her father through ____________ (he'd
developed systems for recycling cans and bottles), worked on
the first version of __________ TV, did huge real estate deals in
New York, and invented a radio-wave tracking __________to locate lost pets.




        goods              Baking          advice                      collar


        systems            city            overwhelmed                 successful


        living             tilt            bankruptcy                  running


        invested           satellite       stack                       big




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Peanut Butter Chocolate Chip Cookies

1/2 cup unsalted butter, softened
1 1/2 cups dark brown sugar
1/2 cup white sugar
1/2 teaspoon salt
2/3 cup peanut butter
2 eggs
1 1/2 teaspoons vanilla extract
2 1/2 cups all-purpose flour
2 teaspoons baking soda
2 cups semisweet chocolate chips


Directions:


                                                   butter,
Preheat oven to 350. In large bowl, cream together butter, sugars, salt and peanut butter. Beat in
eggs and vanilla and then add the flour and soda. Mix well and then add chips. Roll balls of
dough and drop onto greased cookie sheet 2" apart. Flatten a bit with the bottom of a glass. Bake
10 - 12 minutes and then let cool.




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