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How Do We Make A Peanut Butter and Jelly Sandwich

By Gary Payne,2014-03-18 16:52
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    How Do We Make A Peanut Butter and Jelly Sandwich?

I. Standards and Objectives

A. PA Academic Standards

    PA Academic Standards for Reading, Writing, Speaking, and Listening:

1.4.5

B. Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports,

    instructions).

    ; Include cause and effect.

    ; Develop a problem and solution when appropriate to the topic.

    ; Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations,

    photographs).

1.5.5

    A. Write with a sharp, distinct focus identifying topic, task and audience.

    B. Write using well-developed content appropriate for the topic.

    ; Gather, organize and select the most effective information appropriate for the

    topic, task and audience.

    ; Write paragraphs that have a topic sentence and supporting details.

C. Write with controlled and/or subtle organization.

    ; Sustain a logical order within sentences and between paragraphs using meaningful

    transitions.

    ; Include an identifiable introduction, body and conclusion.

    D. Write with an understanding of the stylistic aspects of composition.

    ; Use different types and lengths of sentences.

    ; Use precise language including adjectives, adverbs, action verbs and specific

    details that convey the writer’s meaning.

    ; Develop and maintain a consistent voice.

    E. Revise writing to improve organization and word choice; check the logic, order of

    ideas and precision of vocabulary.

F. Edit writing using the conventions of language.

    ; Spell common, frequently used words correctly.

    ; Use capital letters correctly.

    ; Punctuate correctly (periods, exclamation points, question marks, commas,

    quotation marks, apostrophes).

    ; Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions and

    interjections properly.

    ; Use complete sentences (simple, compound, declarative, interrogative,

    exclamatory and imperative).

Enduring Understandings:

    ; Descriptive writing provides readers with the opportunity to understand new

    information.

Essential Questions:

    ; How can descriptive writing benefit readers?

    ; How do informational pieces of literature support our everyday lives?

Knowledge Skills:

    Students will know:

    ; The five steps to writing a paragraph:

    o Chose a topic

    o Write paragraph

    o Revise paragraph

    o Proofread paragraph

    o Make final copy to share

    ; Expository writing is intended to convey information or explain what is difficult

    to understand.

Students will be able to:

    ; Write a paragraph using each of the five steps.

    ; Make a peanut butter and jelly sandwich.

    ; Discuss one another’s writing.

    ; Present their written piece.

    ; Write complete sentences

    ; Revise their writing strategies

II. Identifying Assessment

    1. Pre-assessment: Teacher will ask students, “Describe the steps you would

    use to write a paragraph?”

    2. Formative Assessment: Students will write an expository piece explaining

    how to make a peanut butter and jelly sandwich.

    3. Summative Assessment: The teacher will collect the students paragraphs and

    grade the students writing based upon the preformed rubric

    4. Accommodations for low level writing student: Help student generate ideas

    to write about. Have student organize information. Have student use

    dictionary during writing. Have teacher or high level writing student

    proofread and edit student’s piece.

III. Identifying Lesson Activities

Procedure

1. Ask students, “Describe the steps you would use to write a paragraph?”

    2. Inform students, “Today we will be writing about how to make a peanut butter

    and jelly sandwich.”

    3. Hand out and discuss rubric. (the expectations for their writing: big boy and

    big girl sentences,

    4. The teacher will tell the students that they will form a paragraph(s) on a pre-

    determined topic: How to Make a Peanut Butter and Jelly Sandwich. 5. Have students write and craft a paragraph(s) describing how to make a peanut

    butter and jelly sandwich with one piece of bread.

    6. After the students form their paragraphs, ask one or two students to read their

    paragraph to the class.

    a. Teacher should follow instructions and make a peanut butter and jelly

    sandwich based on the student’s paragraph.

    b. Be sure to follow exactly what the instructions say (verbatim).

    c. Students will leave out essential details in paragraph and the peanut

    butter and jelly sandwich should not turn out as expected.

    7. The teacher will now conduct a classroom discussion of the strengths of the

    various paragraphs and discuss aspects that may need improvement. The

    teacher will use the video projector and laptop computer to display the

    Revising PPT to the class. This PowerPoint contains various questions that

    will help to focus the children’s revising process. The teacher will discuss all

    of the questions.

    a. Have students discuss the reasons why their instructions failed.

    b. Inform students that their writing must be very specific

    8. The teacher will now have the class revise their originals drafts and add

    additional information to make their paragraphs more specific. 9. After the children have completed their paragraphs they will share, edit and

    proofread their paragraphs with the help of their partner. (partner as assigned

    by seating chart)

    10. After revising with a partner, the students will rewrite the paragraph on another

    piece of paper.

    11. Ask for a few responses and attempt to make another peanut butter and jelly

    sandwich.

    a. Teacher should follow instructions and make a peanut butter and jelly

    sandwich based on the student’s paragraph.

    b. Be sure to follow exactly what the instructions say (verbatim).

    c. Students will leave out essential details in paragraph and the peanut

    butter and jelly sandwich should not turn out as expected.

    d. Have students discuss the reasons why their instructions failed.

    e. Inform students that their writing must be very specific

    12. Collect the paragraphs

    * Teacher must be aware of allergic reactions to peanuts among students within the

    classroom. If so, peanut butter can be substituted with butter or Fluffer Nutter.

    Materials:

    ; 21 pieces of bread ; 21 peanut butter packets

    ; 21 jelly packets ; 21 plastic knives ; Lined paper

    ; Overhead

    ; pencil

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