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Constructivist Lesson Plan Format

Poetry Lesson
Read Aloud of How to Bake Bread
Skill Confronted: Food Consumption (In Terms of how it is a sequence)
Lesson Overview
Objectives/Assessment

The students will understand that baking is a step-by-step sequence after


they hear and participate in the Read Aloud of How to Bake Bread
Formative: I will observe the participation and engagement of students
during the Read Aloud. The grand conversation and the activity that takes
place will ensure that students understand sequence and the order in which
things work.
Summative: The whole class will go through a discussion both about the
poem and the baking of bread. After this, the teacher will administer the
summative unit assessment in which students will pick one of the four
sequence related activities covered in this unit based on which one was
their favorite. The students will then sit in groups based on which item
they pick. The students will get in their groups and discuss why this
activity was their favorite. Then they will come up with the sequence of
this activity together. After this each student will be asked to write the
steps using the first, next, then, last format.

Related State Standard:


1.2.2: Identify text that uses sequence or other logical order.
1.W.8: With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question
Management of :
Time: Read Aloud: 7-10 minutes
Ask and Answer: 5 minutes
Bread Activity: 10 minutes
Group Discussion: 5-7 minutes
Unit Writing: 20 minutes
Materials: How To Bake Bread poem, Flour, Eggs, Oil, Yeast, salt and
sugar. An anchor chart for each group so that the teacher and students can
brainstorm about each activity. A piece of writing paper for each student to

complete their writing. A projector so that students can read the poem with
the teacher during the response portion of the read aloud.
Space: The students will sit on the carpet during the read aloud and the
grand conversation. Groups will form in four different spots of the
classroom.
Behavior: During the read aloud, I will monitor the class to ensure that
students are paying attention and understand the read aloud. I will also
make sure that students are respectful to one another and the teacher by
raising their hands for questions and being quiet when others are talking
(These expectations correspond with the classroom rules).

Differentiation and Culturally-Responsive Practices

In the grand conversation, I will discuss that creating food is a process. Everyone
needs food so this is an appropriate topic to use.
With the read aloud, the group dialogue and the individual writing response, each
kind of intelligence will have an opportunity to engage throughout the lesson.
The students in class who struggle with reading will be supported by their peers
and the teacher through the read aloud experience.

Building Background Knowledge


Activating Background Knowledge: Has anyone in class ever baked? Or seen anyone bake?
What is your favorite part of the baking process? Mine is mixing everything together. Today we
are going to read about baking, and then we are going to bake something together. Now, recently
we have been talking about sequence, we will need to use our knowledge of sequence to
understand how to bake bread.
Purpose: Today I am going to read you the poem, How To Bake Bread, lets see if we can
identify the steps necessary to bake bread.
Essential Questions: What steps do we need to use to make bread?
Constructing Understanding:
Read Aloud: I will read the poem to them using a special voice to place emphasis
on various steps of the bread baking process. (poem is attached at the end of the
lesson)
Grand Conversation: After I read the poem, we will read the poem together
assigning different parts of the poem for the students and teachers. The teacher

will have the students read every 5th line and the last two lines of the poem. Then
the teacher will ask some questions about the poem.
o Did you like the poem?
o What did you like about it?
o Does this poem make you want to do anything?
o Could we bake right now?
o What are some important steps to baking?
Using New Understanding:

Extension/Independent response activities: After the grand conversation


and the read aloud takes place, the teacher will say, Class, how about we
bake some bread? For this the teacher will have some already baked
bread, some already risen yeast and then the ingredients necessary to make
some bread. Now class, I have the ingredients for the bread, lets mix
them together. For certain ingredients, the teacher will ask a student to
participate. Each student will get an opportunity to mix the dough. At this
point the teacher will show the class the risen yeast. Class, for the sake of
time, I will show you yeast that has already risen. See this is how bread
looks right before it is ready to bake. Then the teacher will show the class
the already baked bread. After this the teacher will create a list of the steps
necessary to bake bread on the anchor chart. This will be the closure to
check for understanding.

Closure
The steps will be listed as follows:
o Put yeast in the bowl
o Put two eggs in the bowl
o Pour two cups of flour in the bowl
o Pour cup of sugar in the bowl
o Pour 1 teaspoon of salt in the bowl
o Pour tablespoon of oil in the bowl
o Mix together
o Let it rise
o Punch it down
o Put it pan
o Cook in oven for an hour
Listing these steps in a chart format will allow the teacher to see if the students are understanding
the material.

Summative Assessment: Now class, these last four lesson have all been about what? Thats
right, sequence. I want you to take a minute to think about which activity was your favorite.
(The teacher will not allow the students to choose todays lesson because they all created the list
of steps right before this group activity. The students will be assigned to one of three tables based
on their choice. If the groups are not well balanced, then the teacher will have to change the
groups accordingly based on knowledge of his students.) Class on each table is an anchor chart,
each group has a writer (at this point the teacher will assign a writer), the writers job is to write
down the sequence of the activity you have chosen. Lets go over the first step in each sequence.
For recycling, the first step is sorting. For problem solving the first step is naming the problem.
For the story More Than Anything Else, the first part is Booker going to work. Now, you are only
allowed to have six steps so choose carefully.
I realize this may take awhile and I may have to pull the whole class back together but I
would like to see if my class can handle this responsibility. I will walk around and provide
guidance to each group. If the class works hard I will read them their favorite book when we are
done The Book With No Pictures by B.J. Novak. This should provide incentive to behave during
group work. It may even be appropriate for the teacher to stop discussion every few minutes and
have each group share their progress. Now, this would be time consuming but it is the best way
to ensure progress. Finally, the teacher will say Class now that everyone has their list created, it
is time for each member to write what they have learned. Write this sequence in your own words
using the first, next, then, last format. Does everybody understand? Okay, I will give everyone a
piece of paper, put your name on it and begin!
This writing should give an accurate assessment of whether understanding of sequence has taken
place. If the sequences are not written or explained correctly, then the teacher may have to
reteach the process of sequence. Hopefully this is an effective unit to engage students and get
them excited about things they can do and use in their everyday lives! If not, I will be flexible,
adapt and improve!