Cooking Comprehension

Bloomsburg University

Stephanie Handwerk
Jessica Treskolaski
Bernadette Baker

SPECED 358-01
Dr. Johan van der Jagt
November 13th, 2014

LESSON FOUNDATION
Name: Bernadette Baker, Stephanie Handwerk, Jessica Treskolaski
Grade Level: 3 Grade
Subject Area/Subject Content Explanation: Reading: Comprehension
Time Allotted: 60 Minutes
THEME: Cooking
rd

Standards/Anchor
Subject Area - 1: Reading, Writing, Speaking, and Listening
Standard Area - 1.1: Reading Independently
Grade Level - 1.1.3: Grade 3
Standard - 1.1.3D: Demonstrate comprehension/understanding before reading, during
reading, and after reading on grade level texts through strategies such as retelling,
summarizing, note-taking, connecting to prior knowledge, supporting assertions about
text with evidence from text, and non-linguistic representations.
Anchor Descriptor - R3.A.1.4: Identify and explain the main ideas and relevant details.
R3.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting
details from text. Note: Items may target specific paragraphs. Items might ask about
information in the text that is most important or helpful for understanding a particular fact
or idea. Items may require recalling key information stated in the text.
Objectives:
Low Level: Given a sheet of paper and a pencil, the students will write a summary with
at least three sentences about the main idea of a text with an 80% accuracy level.
Main Objective (Mid Level): Given a sheet of paper and a pencil, the students will write
a summary with at least five sentences about a main idea of the text with a 90% accuracy
level.
High Level: Given a sheet of paper and a pencil, the students will write a summary with
at least seven sentences about a main idea in the text with 99% of the information correct.
Essential Questions:
1. What are the ingredients in your favorite food you like to make?
2. How do you start to cook a meal?
3. What do we need in front of us to be able to cook a meal?

Bernadette Baker 5/7/2015 5:16 PM

Comment [1]: NCTE standard 4.2 align
curricular goals, teaching strategies, and
organization of environment and learning
experiences

Pre-Assessment:
(Readiness level questionnaire)
Name: ____________________
Read each question carefully and answer each question to the best of your ability.
1. List two important things you need to start cooking.
_____________________
_____________________
2. What is a recipe?
___________________________
3. Why is it important to be able to read the recipe correctly?
_____________________________________________________
4. Identify two recipes that you enjoy reading and cooking.
_______________________
_______________________
5. When you are reading the back of an ingredient you are reading the calories, the grams
of sugar, fat, etc. What are those called?
________________ ________________
6. When cooking, a blender is used for ________________________.
7. When you start to cook a meal, do you have to read and follow the ingredients in a
specific order or can you put any ingredient in your meal at any point?
________________________________________
8. Why do people cook a meal?
_______________________________________
9. List three tools that we can use to measure our ingredients with.
_________________ ___________________ ___________________
10. Where can we find recipes at?
____________________________________
11. List three school subjects that are used when cooking a meal.
__________________ ____________________ ___________________
12. Explain why people use recipes when cooking.
______________________________________

____________________________

Bernadette Baker 5/7/2015 5:17 PM

Comment [2]: NCTE standard 2.1 create
inclusive environment
NCTE standard 4.4 promote respect/support
for differences

Formative Assessment During the Lesson:

Student

Creativity level

Logical level

Name:

(what students come up

(how the students are thinking and

with on their own)

bringing it to a discussion)

LESSON BODY
Materials and resources needed:
A copy of the story: Stone soup: An old tale retold for each child in the classroom
Paper
Pencils
Timer
Recorders
A computer with a video recorder
Lesson Procedures:
This lessons objective is for students to summarize a story. Students will need paper, a
pencil and the story. The teacher models how to summarize and the students practice in
groups. Students will produce an accurate summary on their readiness level.
INTRODUCTION:
Motivational Device:
Show the students three different recipe pages; each recipe uses very few (limited
amount) ingredients. After students have looked at the recipes (numbers one through
three below), show students video of Rachel Ray cooking show (number four below).
1.) http://www.food.com/recipeprint.do?rid=104975
2.) http://www.food.com/recipeprint.do?rid=48641
3.) http://www.food.com/recipeprint.do?rid=14788
4.)http://www.rachaelraymag.com/videos/v/80745854/desserts-in-a-snap-angel-berryparfaits.htm?q=Food?psrc=metaq

Bernadette Baker 5/7/2015 5:18 PM

Comment [3]: NCTE standard 4.10
integrate formal/informal assessment into
instruction and interpret/communicate results

Interdisciplinary Reference
Today class, we will be reading the story Stone Soup. While we are using this story in
our reading class to talk about summaries you will also use it in your math class to
discuss doubling recipes with multiplication.
Objective is stated:
We are going to read a story together and after we have finished reading you should be
able to write down a summary of the story. Remember that a summary is a short
paragraph of the main parts of the story, and a paragraph should have at least five
sentences. Does anyone have any questions about what we will be doing?
(Students are given the opportunity to ask questions)
Model:
Hello students. I will be reading the first paragraph of our short story Stone Soup today
starting with Three soldiers at the top of the page to the last line above the first red line
which ends with among themselves. After I read the paragraph I will summarize it
aloud and write it down so everyone can see.
(After completion of paragraph)
After I finished reading this paragraph, I thought of the main idea of this section in five
complete sentences. These are: three soldiers who were coming home from different
wars. The soldiers were so hungry because they had not eaten in two days. On their way
home they wanted to have dinner and find a place to eat. They saw a village nearby but
were afraid of strangers. They heard that soldiers were coming down the road so they
talked with one another. This is an example of what we will be doing after we finish
reading the whole story, not just one section. We also will be taking turn on who is
reading so I will be asking for volunteers for who would like to read out loud.
Guided Practice:
Who would like to read first?
(Call on who raises his or her hand. Have each person read to an end of each section (the
red line) and then call on the next reader.)
You may stop there, thank you for reading, is there another person who would like to
continue our reading? (Continue with this routine until the story is finished).
Good job reading, thank you for everyone who helped our class read this story. Now
that we finished reading the whole story from beginning to end, we are going to take two
minutes to think to ourselves about what we just read. By yourself, so you will not be
speaking out loud, so the room will be quite, think of a summary. After you think of the
summary in your head, you will turn to your group and share your summary with your
group members. I will set a timer, once the timer goes off we will work with our group
members to collaborate our ideas together.
(Set a timer for two minutes and allow the students to think to themselves, making sure
that the room is quiet and there are no talking, you may have to remind some students of

Bernadette Baker 5/7/2015 5:16 PM

Comment [4]: NCTE standard 2.3
demonstrate reflective practice, professional
involvements, collaboration
NCTE standard 4.3 integrate
interdisciplinary teaching

thinking to themselves and not talking to others at this time. When the timer goes off,
turn the timer off and state)
I hope everyone came up with a really great summary. Now turn to your group members
and discuss what you thought of during the last two minutes we spent thinking about the
story that we just read. I will set the timer for four minutes so when you hear the timer go
off, we will gather our thoughts to an end in our separate groups you may start when
the timer goes off state as everybodys thoughts are coming to an end, we are going to
turn our discussion in our small groups to a whole class discussion who would like to
start first (chose one at a time who are raising their hands quietly, once they are done
sharing ask if there is anybody else that would like to add on to their summary. By stating
that was a great summary does anybody else have anything that they would like to add
to your friends summary? if there is a point that nobody else has a summary to share
ask does anybody have any questions that they would like to ask and talk about?
Key Questions:
1. What can you comprehend from the short story that we read?

Bernadette Baker 5/7/2015 5:19 PM

Comment [5]: NCTE standard 4.10

2. What are the ingredients in the book and what did they make?
3. Have you ever been in the same situation as one of the characters in the
story?

(Hungry for food not sure what to make and/or where to find food)

Independent Practice Activities-Student Choice

Each student will come up with a summary of their own comprehension of the
short story that we had read. They are still sitting in their groups, but working
independently at their own speed with this assignment.

Bernadette Baker 5/7/2015 5:18 PM

Comment [6]: NCTE standard 4.8 help
students make meaning through personal
responses

Process Table
Objective based on our Standards:
Given a sheet of paper and a pencil, the students will write a summary with at least five
sentences about a main idea of the text with a 90% accuracy level.
Auditory

Visual

Kinesthetic-Tactile

Group Type

The students will

listen to the story
three times before
writing their
summary.

The students
will look at the
story the whole
time while
writing a
summary.

Students can think and

share their thoughts
with their group
members before
writing their summary.

Low-Lack in a
number of task
analyzed skill areas

The students will

listen to the story two
times before writing
their summary.

The students
will look at the
story once
before writing
the summary.

The students can talk

to one person in their
group then come to
their thoughts to write
their summary.

Middle (Average)
learner on level

The students will

listen to the once
before writing their
summary.

The students
can not look
back at the
book while
writing their
summary.

The students can

freely move around
the classroom to find a
comfortable location
to gather their
thoughts before
writing.

High/Advanced
Know more than at
regular
instructional level

Product Table
Objective based on Common Core Standards:
Given a sheet of paper and a pencil, the students will write a summary with at least five
sentences about a main idea of the text with a 90% accuracy level.
Auditory

Visual

Kinesthetic-Tactile

Group Type

The students can

record their
summary, and be
able to listen to
their own voice
anytime.

The students will

record everybody in
the group, through a
recording app on the
computer, and be able
to watch themselves
talk about their
summary.

With another
member of your
group, come up with
a way to represent
the story by acting
out.

Low-Lack in a
number of task
analyzed skill areas

Students will
share their
summaries with
their group
members.

The students will

record themselves with
a partner, through a
recording app on the
computer, and be able
to watch themselves
talk about their
summary.

Make a role play or

skit, of what your
summary would be
of the story.

Middle (Average)
learner on level

The students will

share their
summary with
the class outloud.

The students will

record themselves
through a recording
app on the computer,
and be able to watch
themselves talk about
their summary.

Make a Rachel
Ray or any other
type of cooking
show, to represent
the content in the
short story that we
read.

High/Advanced
Know more than at
regular
instructional level

Post Assessment:
Pass out, to all students, an index card. When every student has one, announce
before we leave today please write down your answers to two questions that i will be
asking you First question what is one thing that you can retell from the story that we
read today? Give students time to think and answer then say question two, how can you
relate your life to the story Stone Soup. Once everybody is finished please hand me
your card and have a great rest of your day, and feel free if you have any questions you
may ask them.
Closure:
Review and summarize the short story that the class came up with and share it
aloud so the class can hear it. As a class, ask the class as a whole if they understood the
essential questions and if they have any questions about them. Go over each question
while periodically checking for comprehension so they students can further understand
the answers. Tomorrows lesson is about how to break down (segment) a vocabulary
word that is unfamiliar to the class (ex: unbelievable; un-believe-able).

Bernadette Baker 5/7/2015 5:19 PM

Comment [7]: NCTE standard 4.10

References
Brown, M. (1975). Stone soup: An old tale retold. Retrieved from
http://www.michaelppowers.com/prosperity/stonesoup.html
Kim. (2002). Christmas mint cookies. Retrieved from
http://www.food.com/recipeprint.do?rid=48641
Mamma, Parrot Head. (2004). Easy, festive chocolate holiday pretzels.
Retrieved from http://www.food.com/recipeprint.do?rid=104975
Mirj. (2001). Cool-aid play dough.Retrieved from
http://www.food.com/recipeprint.do?rid=14788
Ray, R. (2012). Desserts in a snap: Angel-berry parfaits [video]. Retrieved from
http://www.rachaelraymag.com/videos/v/80745854/desserts-in-a-snap-angelberry-parfaits.htm?q=Food?psrc=metaq

Formative Assessment:
Learning Profile Questionnaire
Name:_________________________
Date:__________________________
Please carefully read each statement and circle: Yes or No.

1. I rather have notes in front of me.

Yes or No

2. I prefer the teacher to write on the board.

Yes or No

3. Do you make repetitive movements while trying to sit still?

Yes or No

4. I enjoy seeing pictures while I learn.

Yes or No

5. I rather listen to my teacher than reading the notes myself.

Yes or No

6. I enjoy hands on activity.

Yes or No

7. Do you follow directions better when directed by teacher?

Yes or No

8. I rather start a project without reading directions.

Yes or No

9. Do you enjoy reading?

Yes or No

10. Do you understand better when you discuss materials in class?

Yes or No

11. While taking a test, do you often say the questions out loud?

Yes or No

12. Do you like to involve your emotions and feelings while learning?

Yes or No