2.

Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Sharon Kim

Date Subject/ Topic/ Theme Language Arts: Making a Recipe Grade __2______________

I. Objectives
How does this lesson connect to the unit plan?
- This lesson is the second lesson of the unit plan. Students will practice writing their own recipes for stone soup and brainstorm different types of cooking
verbs.
- Once the students write their own recipe for “Cactus Soup” they will be able to recall the sequence of the ingredients very quickly, and this will help the
students compare and contrast the different recipes of Stone soup for different books.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
• Brainstorm various cooking verbs and use them in sentences. Ap
• Learn what a recipe is and learn how to write a recipe (Ingredients, cooking verbs & sequencing steps) U
• Create their own recipe of “Cactus Soup” C
• Reflect on their “Cactus Soup” ingredient sequence activity, and compare their design with other students. An
• Sing along with the “Stone Soup” video and follow the dance steps. *
• Share about a time when students cooked their own food. Answer questions like: What did they make? Was it easy or *
hard? An
• Analyze the different cooking verbs that exist and see how they are different to each other.
Common Core standards (or GLCEs if not available in Common Core) addressed:
Language Standards K-4:
5. Demonstrate understanding of word relationships and nuances in word meanings.
a) Identify real-life connections between words and their use (ex. describe foods that are spicy or juicy)
b) Distinguish shades of meaning among closely related verbs (ex. Toss, throw, hurl) and closely related adjectives (ex. Thin, slender, skinny, scrawny)
Writing Standards K-5:
2. Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Speaking and Listening Standards K-5:
1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a) Follow agreed-upon rules for discussions.
b) Build on others’ talk in conversations by linking their comments to the remarks of others.
c) Ask for clarification and further explanation as needed about the topics and texts under discussion.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite - Students must have an idea of what sequencing is like and would have completed the “Cactus
knowledge and skills. Soup” ingredient sequence activity.
- Students should know what a recipe looks like and how they are a step-by-step process.
Pre-assessment (for learning):
- Students have already completed a worksheet that asks students to write down the procedures
or the recipe for making a peanut butter and jelly sandwich.
- Students will talk to each other about an experience they had about when they cooked by
themselves. What did they need and how did they feel? Was it easy or hard? What kind of
food did they make?

Formative (for learning):

- Students brainstorm and share about the various cooking verbs or terms that are used when
Outline assessment
chopping vegetables. (The teacher will show pictures of them with the different spelling
activities
terms)
(applicable to this lesson)
- Students will listen to “Let’s Make Stone Soup”. Students will listen to it and sing a long to
the lyrics. Students will discuss how it shows the ingredients and recipe in order to make
soup.
- Students will watch the teacher model how to write a recipe for Stone Soup.

Formative (as learning):

- Students will show a thumbs up if they understand how to make a recipe for cactus soup.
Students will show a thumbs down if they don’t understand how to make a recipe for cactus
soup.

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 Summative (of learning):
- Students will write their own recipe for “Cactus Soup” using the cooking verbs they learned.
(Students will reference the ingredient sequence activity while they are writing down the
recipe.)
- Some students will present what they have learned by volunteering to read the recipe they
wrote and share it with their classmates.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Engagement
Provide options for self-regulation- Provide options for comprehension-
expectations, personal skills and
strategies, self-assessment &
reflection
- Students will show
thumbs up or thumbs
down to show that they
understand how to write a
recipe for Cactus soup.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
- Students are going to
talk about how their
family cooks and
makes food, so they
are challenged to
participate and talk to
one another.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
- Students will have time
to discuss about a
cooking experience
they had. What
different types of food
can the students make
by themselves?
Representation Action and Expression
Provide options for executive
activate, apply & highlight functions- coordinate short & long-
- As a class, students will term goals, monitor progress, and
participate and help the modify strategies
teacher write a recipe - Short term goals would
other than stone soup. be for students to write a
This will show how much recipe about “Cactus
students comprehend Soup”, but for long term
about writing a recipe, goals, students will be
and students can apply able to sequence events in
the vocabulary they order.
learned in this lesson.
Provide options for language, Provide options for expression and
mathematical expressions, and communication- increase medium
symbols- clarify & connect of expression
language - Students are
- Students are able to brainstorming and
connect the words used talking with each other
for cooking with visual orally, and students
symbols and pictures. will also have time to
write their thoughts
down in words.
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
- The teacher will - Students will sing the
provide pictures while Recipe song and dance
explaining the different to the actions for it.
types of cooking verbs, This will increase
so that it would be movement and help
helpful for students to students to see a short
visualize and see the summary of a recipe.
differences.

Materials-what materials Projector to show Youtube video (Stone Soup song)

(books, handouts, etc) do Cooking verbs with pictures poster
you need for this lesson Sequencing worksheet that students worked on the previous day
and are they ready to “I can write a recipe” worksheet
use? Teacher’s example of Cactus Soup recipe.

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 1. Individual work: Students will be seating at their seats when they are comparing their activity
sheet with their friends. Discuss with one another at their tables.
2. Carpet Large Group: Students will come to the carpet and sit down facing the projector.
Students will talk to a partner and then watch a video.
3. Large group: Students will look at teacher modelling recipe on the whiteboard.
4. Individual work: Students will go back to their tables to write their own recipes.
How will your classroom
5. While students work on their recipes, they will be able to reference the worksheet they
be set up for this lesson?
worked on the previous day which has the spelling of the vegetables written out.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation - Students will reflect on their experiences

(opening/ on making the Cactus Soup sequence
introduction/ worksheet, and compare their pieces with
engagement) other friends.
- Students will share with their partner
10 about a cooking experience they had with
mins. their family. (What did you cook? What
did you and your family make? Who made
it with you?)
- Students will watch a dance video about - Students will be asked to sing along and
“Stone Soup” and follow along the song follow the dance moves in the video.
and dance to it.

- Students will talk about the “Stone Soup”

video and discuss what ingredients they
could see.
- For both small and big group discussions,
Development the teacher should remind the students to
(the largest build on each others’ talk and link their
component or comments to the remark of others.
main body of - The teacher will discuss how it shows the
the lesson) ingredients and recipe in order to make
stone soup.
- Discuss about the various cooking verbs - Students will see how the verbs are similar
or terms that are used when chopping to each other but still
vegetables. (Bring pictures that show the
15 different words – cut, dice, slice, grate,
mins.

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 spread, pour, peel…)
- Students will watch the teacher model
how to write a recipe for stone soup and
use cooking verbs in front of the sentence.
Explain and write down the ingredients
used, what ingredients I need to put in - Students who are ELL students, or have
first, and what I have to do last. cognitive disabilities can either write less
- Students will write their own recipe for steps, or draw pictures instead of writing
“Cactus Soup” and use the cooking verbs things out.
20 they learned. They will be able to
mins. reference the ingredient sequence activity
while they are writing down the recipe.
- Ask the students to show a thumbs up if
they understand how to write the recipe,
and students will show a thumbs down if
they don’t understand.

5 -10 - A couple of students will volunteer to read

Closure
mins. and show the recipe they made, and share
(conclusion,
it to their classmates.
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

Stone Soup song & dancing:

https://youtu.be/REPs8t9qE7g
RA Stone Soup 03 Ending Song. (2018). YouTube. Retrieved 11 November 2018

Children acting out Stone Soup video:

https://youtu.be/gGovRkdR75M
Stone Soup by Tom Chapin. (2018). YouTube. Retrieved 11 November 2018

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