Name: Subject: Grade Level: Dates: Timeframe: Lesson Title: Pre-teaching data: Describe any pre-tests, formal or

informal assessment measures you are using to determine what your students have mastered and what they need to learn.

Teresa Franks Creative Writing 7th 8th grade 5-7 class periods Menu Design Familiar with the informal and formal assessment results of students general writing abilities While there are no Tennessee standards for Writing as a course, there are some English/Language Arts standards that apply. GLE 0701.3.1 Write in a variety of modes for different audiences and purposes. GLE 0701.3.4 Refine strategies for editing and revising written work. GLE 0701.1.1 Demonstrate control of Standard English through grammar usage, and mechanics (punctuation, capitalization, and spelling). GLE 0701.2.6 Deliver effective oral presentations. GLE 0701.2.7 Participate in work teams and group discussions. Writing is not always a solitary activity; in real life situations, writing is often accomplished within a team. Writing complete, descriptive, and appropriate entries for menu items challenges the students to use adjectives and sensory details . Writing 8th grade students have a high-stakes writing test in February. Students will need practice writing in several genres and from several perspectives.

Standards Addressed: (Write out which State and/or

local standards drive this lesson.)

Rationale for Lesson

(Explain the relationship of this lesson to the Standards, Unit Goals, to your previous lessons, and to any data you have collected from teacher-made and/or school assessments.

High-Stakes Skills Addressed/SIP Support:

(What high-stakes skills will this lesson support? These high-stakes skills are identified via your schools standardized testing program. In most public schools, the School Improvement Plan (SIP) should identify and address these skills.)

Content to be covered:
(Briefly list the topics which will be covered during this lesson.)

Adjectives, Sensory Details, Required Information

Materials and equipment needed and sources used:

(Include everything you will need during this lesson.)

menu examples food adjectives handout assignment description and rubric computers with Microsoft Word or page layout software, and web design software/site The students will create menus using appropriate software, to be published in print or online (group choice) 23 students: 8 boys, 15 girls SES level: ranges from upper middle class to working class Interests (self-reported): reading (most love to read), sports (football and basketball), how things

Technology Integration:
(Explain how you will be using technology in to this lesson. Include how you and/or your students will be using technology during this lesson.)

Description of learners:
(Describe what you already know about your students: Race, Gender, SES Level, Interests, Abilities, Learning disabilities, Learning Styles, Behavior, etc.)

work, animals, and the environment. Learning Disabilities: none that have been disclosed to me, however several students exhibit signs of specific language disability (SLD) Learning Styles: quite varied, with several kinesthetic and auditory learners Behavior: Overall, their behavior is exceptional. Writing Ability: The writing ability ranges from exceptional to rudimentary ELLs: Two students are ELLs Adaptations for individual differences
(Based on the information you provided about your students, what specific adaptations will you make during this lesson to meet these identified differences?)

Graphic organizers (nonlinguistic representation), group roles, leveled assignments, auditory and visual modes, kinesthetic mode (presentation) While students close their eyes, Ill read a tantalizing description of a hot fudge sundae. Review sensory details and adjectives Menu design is not as simple as it may seem. Youll have to describe the food accurately while making it appealing. Youll also have to consider dietary warnings and required information. Students and teacher brainstorm elements that must be present on a menu, using real-life menus as an example. In a group, students will design a restaurant theme, name, and categories (entrees, desserts, etc.). They will work individually on 1-4 menu items within each category, then work together to create 1 group item per category. Finally, they will use Microsoft Word or other software to create and publish their menus Evaluated on individual and group contributions

Activities and procedures:

Engagement/Motivation (How will you

excite the students to learn while building on prior knowledge.)

Exploration (Something you and your students

do together. This may involve the review of prior information.)

Explanation (New information.)

Extension (Application of the new information

to a new situation.)

Evaluation (How will your students know that

they have mastered the objectives?)

Assessment methods: Formative: (For each objective, indicate how

you will know if your students are moving towards mastery during the lesson?)

Summative: (For each objective, how will you

know if your students have mastered your objectives at the end of the lesson?)

Each student submits his/her best menu item to me on an index card; I give feedback before end of class. We discuss as a class some of the submissions; homework reviews; group conferences; informal checks. Group and individual rubrics Group work, business-related work (real life), graphic organizers and other differentiated resources and tools for learning styles Health Sciences, Healthy Choices The menus are required to have at least 3 healthy items. FDA labeling, nutrition information, and ingredients are disclosed. Knowledge through presentation Application through writing, will apply creative use of adjectives and sensory details Synthesis through writing and designing a restaurant menu

Research-Based / Best Practices addressed:

(Cite which Best Practices and/or other research-based strategies will be incorporated into this lesson.)

Subject Integration:
(What other subject areas in your schools curriculum will this lesson support and how will you integrate it/them into this lesson?)

Plan for Higher Order Thinking / Critical Thinking Skills

(Indicate specifically how you will develop higher order thinking skills during this lesson.)