MULTIDIMENSIONAL UNIT
Kathy Currie
THEME: FOOD
TOPIC TO BE DEVELOPED: COOKING
LEVEL: INTERMEDIATE (GRADE 7-9)
EXPERIENTIAL GOAL:
Students will be able to cook a food of their choice and present it to the class at the food fair.
STEPS:
ASSESSMENT: This will occur throughout the unit, and will be based mainly by method of observation and from the portfolio of the students work kept throughout the unit.
Things To Look For During Observation:
-the students are able to communicate using vocabulary they are covering in the unit
-students use all the resources available, assisting their ability to communicate and complete assignments
-students are able to present information about the person they interviewed to the rest of the class
-students are able to follow cooking directions to make their final product
-students are able to display their food and interesting facts for the rest of the class
A STUDENT WOULD RECEIVE A GRADE OF;
EXCELLENT IF...
-they were able to communicate clearly, using full sentences.
-presented their work to the class in an original manner
-they accurately followed directions to assignments and recipes
-they use resources provided for extended learning
-actively completed and participated in all the activities
GOOD IF...
-new vocabulary was used correctly, not necessarily in full sentences
-put expected amount of effort into their project and assignments
-participated in all the activities with some enthusiasm
-able to use resources to some degree in assisting them with assignments or acquiring general knowledge
AVERAGE IF...
-acquired some of the new vocabulary introduced in the unit
-completed all activities and assignments to minimum requirement
-presented their cooking to class but did no extra work on appearance of display
PORTFOLIOS: Students work should be collected throughout the entire unit, as a form of noting their progress.
Should include the following:
-cooking vocabulary prior to the unit
-copies of their favorite recipes they wrote out themselves
-copy of the song or rhyme they created
-list of cooking vocabulary acquired throughout the unit
-interesting facts they learned about their food and the country it comes from
-list of resources they used in acquiring these facts or vocabulary etc.
-a journal entry stating what they have learned as a result of the unit
-written assignment that accompanies their food fair presentation
LESSON 1
OBJECTIVES:
-Students will be able to identify different foods and utensils used in cooking
-Students will be able to sing a song that reviews different fruits and vowel sounds
-Students will be able to list vowels and compare their pronunciations
-Students will be able to identify vocabulary they have previously acquired that relates to cooking
-Students will be able to work cooperatively in small groups
MATERIALS:
-overhead projector
-song written out on overhead
-handouts of the song -enough for everyone in the class
-tape player and tape of song
-cooking utensils and different foods
-bag that is not see through
-the names of the items written on separate pieces of paper- enough for each group
-book "Mouse Mess," by Linnea Riley
PROCEDURE:
-read the class a story "Mouse Mess " to introduce the topic of food and cooking
-as a class, brainstorm words related to cooking and food, the teacher should write down these words on the board so they are visible to the students
-show the students the different food and cooking utensils going over each of their names as you present them
-a list of these words should also be posted for reference and reinforcement
-place each of the objects into the bag one at a time, repeating its name as you put it into the bag.
-one at a time pull an item out of the bag, have students working in groups of 2 or 3 and providing each group with all the names of the items in the bag on separate sheets of paper
-when they know the correct name, have them hold up the piece of paper they think states the correct name.
-to make this more competitive, keep score, giving a point to the team that held up the correct answer first.
-hand out copies of the song they are about to learn
-play a tape of the song "I Like To Eat Apples and Bananas," if not available sing it for them yourself.
-have the words on the overhead so they can follow along
-explain that the song uses all the vowel sounds and review these sounds with the class
-repeat the song a second time and encourage them to sing along
- repeat at least one more time having the whole class sing along with you and the tape
-end the lesson by putting all the objects back into the bag naming them as a whole class
-have the students bring in a copy of their favorite recipe for next class,
it might be a good idea to have an example to show them
LESSON 2
OBJECTIVES:
-Students will review the vocabulary introduced last class
-Students will practice making true statements about the objects in the bag
-Students will be able to ask questions to a partner about their favorite recipe
-Students will be able to present this information to the rest of the class
-Students will be able to sing the song from last class
-Students will be able to discuss where you can buy food and what you need to consider when going grocery shopping
MATERIALS:
-bag of objects from last class
-overhead of words to song
-extra recipe cards
-envelope containing pictures of foods, there should be 2 pictures of each food
PROCEDURE:
-sing the song " I Like To Eat Apples and Bananas"
-review the objects in the bag, by taking each one out, identify it as a whole class and place them around the room with a sign of what it is
-review what an interview is
-explain that the recipe cards they brought in are going to be the topic of discussion for our interviews
-explain that with a partner they will conduct a three-step interview
-as a class decide on the questions they want to include in the interviews
-pass around an envelope, and have each student pick out one picture
-ask them to find the person that has a similar picture to their own and that will be their partner
-with their partner choose a place to sit somewhere in the class
-give them 5-7 minutes for each interview
-stop them after 5-7 minutes and get them to switch roles
-come back together as a class and have each group introduce their partners according to the questions previously decided
-conclude the class with a discussion on "where you need to go to buy the ingredients in their recipes" and "what are some things you need to consider before you go grocery shopping?" ( a list could be made on the board or chart paper)
-explain that the class will be going on a field trip tomorrow to the grocery store
LESSON 10 FOOD FAIR
OBJECTIVES:
-Students will display the food they have prepared to the rest of the class
-Students will inform other classmates of the interesting facts they discovered
-Students will be exposed to other foods from different places and some facts about
those places
-Students will work cooperatively in partners to complete this assignment
-Students will be able to use the vocabulary they have acquired during the unit while communicating with other students and the teacher
MATERIALS:
-survey of the food they would prefer to cook
-assessment sheet
-materials students may have asked to borrow for the food fair
-resources; books, internet access, pictures etc.
PROCEDURE:
-In preparation for the food fair...
-students will have completed the survey earlier in the unit asking them to rank the foods they would like to cook
-based on their answers to this survey, the students will be put into partners with another classmate that enjoys cooking the same food
-with their partner they will need to do some research on the food they have chosen during class and on their own time
-resources will be available to them ex. Internet, cookbooks, books that contain info on the country which their food comes from etc.
-students will have received a copy of the assessment and criteria sheets, stating what is expected of them in this project
-students will have created a background or display for their project at the food fair
-students will have written up directions they followed to cook the food and the interesting facts they discovered, including the resources used. This should be ready to hand into the teacher the day of the fair
-the classroom will be set up in stations with each group occupying their own station
-one of the partners will man the station while the other partner visits each of the other stations
-after ten minutes or whatever time is sufficient for all the stations to be visited the partners switch places
-during this time, the teacher will visit each station, completing the assessment sheet or writing down notes about the projects to later assist with the assessment sheets
-class will conclude with a discussion about what they liked best about the food fair, what they would have done differently and any other comments they have
-each student will receive a cookbook, put together by the teacher from all the recipes used in the interview and the food fair
RESOURCES
Gordon, Alice. 1972. Games For Growth. Chicago: Science Research Associates.
New York: Mosby-Year Book, Incorporated.
Richard-Amato, Patricia. 1996. Making It Happen. New York: Longman.
Second Languages Bulletin, June 1990. The Canadian Association of Second Language Teachers
MOCAP pgs. 1, 11-12
http://www.lingolex.com
I LIKE TO EAT APPLES AND BANANAS
VOWELS: A E I O U
I like to eat, eat, eat apples and bananas
I like to ate, ate, ate apples and bananas
I like to ite, ite, ite ipples and bininis
I like to ote, ote, ote, opples and bononos
I like to ute, ute, ute, upples and bununus
SURVEY
1. MY FAVORITE FOOD IS .....
2. I LIKE TO COOK .............
3. IN ORDER FROM MY FAVORITE TO LEAST FAVORITE I WOULD CHOOSE TO COOK FOR MY PROJECT.........
A) COOKIES __
B) PIZZA __
C) BREAD __
D) POUTINE __
E) CHINESE FOOD __
F) OTHER ___ (What other ideas do you have?)
CRITERIA FOR PROJECT
Your project should include the following.....
A) an original display or background for the food fair
B) a write up that consists of the recipe followed to cook the food, interesting facts about your food or where it comes from and the resources used
C) samples of the food you cooked for other classmates to try during the food fair
D) effort will be noted and will effect your mark