Lesson Planning Template

Teacher: Anjli Batra Subject/Class: 1st Date/Period:

grade
Objective(s): What will students know/be able to do at the end of cl1ass?
When/how will I post, state, reinforce, and review the objective(s) during the lesson?
Students will be able to create a recipe using step by step sequencing by the end of class

SWBAT (Students will be able to) define and create a recipe of their choice using step by step instructions
Standards: List the Common Core Standards that align with this lesson.
 CCSS.ELA.-LITERACY.W.1.5. With guidance and support from adults, focus on
a topic, respond to questions and suggestions from peers, and add details to
strengthen writing as needed.
 CCSS.ELA-LITERACY.W.1.8. With guidance and support from adults, recall
information from experiences or gather information from provided sources to
answer a question.
 CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with
relevant details, expressing ideas and feelings clearly.
 CCSS.ELA-LITERACY.SL.1.5. Add drawings or other visual displays to
descriptions when appropriate to clarify ideas, thoughts, and feelings.
 CCSS.ELA-LITERACY.SL.1.2. Ask and answer questions about key details in a
text read aloud or information presented orally or through other media.

Academic Vocabulary: List academic vocabulary specific to this lesson or unit of study.
Culture, recipe, meal, Pancit, Filipino, pride, custom, tradition, ingredients
Lesson Outline
Time Mins Description of Instruction Materials
Opening
10 Preview: How will I preview objective(s), agenda, and assessment? Picture
printouts of
 I will ask the students to share some of their food
favorite dishes from their culture or other cultures
they know about
 Show images of food from around the world that
may be familiar to the students
 I will ask students if they have ever helped a
parent or someone in the family cook

Hook: How will I capture the class’s interest/ motivate them to

learn?
There are so many different dishes from around the
world and to make them we need the recipes. Today we
will read about a girl named Cora and how she learned to
make a dish called Pancit, lets read Cora Cooks Pancit

Mini-Lesson (“I Do”)

How will I engagingly present a digestible amount of material?
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Book -
 I will ask the students if they know what a recipe Cora Cooks
is and then define it Pancit by
 I will begin creating a simple recipe of my own Dorina K.
favorite food from my culture Lazo
 The recipe will help students visualize what a Gilmor
15
recipe is and the different steps it takes to make a
dish
 I will read Cora Cooks Pancit
 I will ask students to define a recipe after reading
the text

Shared (“We Do”)

How will I have students participate in the writing?
 I will ask students to recall the recipe/steps Cora -
used to make Pancit Chart paper
 The students will help me create the recipe used Markers
by Cora to make Pancit
 I will model and think out loud
10
 Students will use this as a guide for their own
recipe books

Independent (“You Do”)

Will students have sufficient opportunity to hone their own writing
craft?

 Students will create their own recipe card of their Paper

favorite food Markers
 Students may color or add drawings to go with Crayons
10 their recipe
 Students will show the steps used to create the
food

Differentiation: Plans for differentiated instruction/instructional

modifications

 G & T: Students will provide a more detailed

recipe card using transitional words to explain the
next step
 Special needs: More time will be allotted for
students and instructions will be repeated
throughout the lesson and one to one assistance if
needed, scaffolding
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 ELL: Students will be given visual aids, will be

able to use pictures to show the different steps

Assessment(s): How will I measure my each student’s mastery of the

objective(s)?Are my assessments aligned with the day’s objective(s)?
Pre-assessment: Outline the steps you will take to evaluate student’s
prior knowledge.
 Yes/no cards
 I will use yes/no cards when asking if the students
know the meaning of the vocabulary words

Assessment of Student Learning: Outline the steps you will take to

evaluate students’ learning. What evidence will I have to assess
whether students have successfully achieved the content objectives?
 The answers discussed in class
 Student participation

Formative Assessments: How will you conduct in-process

evaluations of student comprehension, learning needs, and academic
progress during this lesson?

 The discussions
 The recipe cards
 The class recipe card from the text

Link to Summative Assessments: How will you evaluate student

learning at the end of an instructional unit?

 Students will create a book on their own culture

in which they define culture and illustrate or write
out the various parts of their culture
 End of the year cultural day in the classroom
 This book will be geared towards a rubric
 The recipe card will be a part of the culture book

Closing: How will I revisit objective(s) & ensure understanding?

 Ask the students to share their recipes with a

partner
 Ask them to share a new recipe they learned
about
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