Students: Lisa Naud

Course: EDU 521

Grade: K/1
Topics: How to Make Breakfast

Professor: Prof. Ricket Moroney

Date: 4/22/15
Content Area: Life Skills

INTRUCTIONAL OBJECTIVE (LESSON OBJECTIVE)

After a class lesson about breakfast and participating in a class discussion on How to
Make Breakfast students will be able to discuss facts about breakfast. Students must
state at least two facts about how to make breakfast in order to achieve the objective of
the lesson.
CCLS/ +NYS STANDARDS AND INDICATORS
New York State Alternative Assessment (Standards for Students with Severe
Disabilities)
Health Alternative Assessment
1. Students will develop, demonstrate and practice positive health behaviors, skills and
choice making.
Indicator:
This will be evident when students can identify healthy choices for their
breakfast.
Alternate Level - Listening and Speaking
1. Oral communication in formal and informal settings requires the ability to talk with
people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Indicator:
This will be evident when students demonstrate social skills during class
discussion.
Alternate Level - Thinking Skills
1. Thinking skills lead to problem solving and allow the application of knowledge to new
and unfamiliar situations.
Indicator:
This will be evident when students are asked to recall facts about the lesson.
Showing their ability to reflect and think about their answer.
New York State Common Core Standards
CCSS.ELA-LITERACY.SL.K.1
1.Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
Indicator:
This will be evident when students demonstrate social skills when engaging in
class discussion about making healthy breakfast decisions.

CCSS.ELA-LITERACY.SL.K.4
1. Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
Indicator:
This will be evident when students show the ability to identify healthy breakfast
choices and the sequencing that goes into preparing a bowl of cereal.
The ISTE National Educational Technology Standards (NETS8S) and Performance
Indicators for Students
NETS 3. Research and Information Fluency
1. Students apply digital tools to gather, evaluate, and use information.
Indicator:
This will be evident when students participate in an interactive activity prepared
by the teacher.
NETS 4. Critical Thinking, Problem Solving, and Decision Making
1. Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and, make informed decisions using appropriate digital tools and
resources. Students: plan and manage activities to develop a solution or complete a
project
Indicator:
This will be evident when students use apps that enrich the material they learned
during the lesson.
MOTIVATION (ENGAGING THE LEARNERS)
Teacher will begin class by passing around a taste of a banana; we will discuss the
benefits of a banana and how it relates to the benefits of having breakfast.
MATERIALS

Bowl
Cereal
PowerPoint Presentation
Interactive Activity
Milk
Banana
Glogster

Pencils
Youtube Video
Breakfast Apps
SMART Board
iPad

LEARNING STRATEGIES
Group Discussion: Students will begin lesson with a group discussion about
breakfast. During this time teacher will ask students why they think they need to
eat breakfast, along with healthy options when eating breakfast.
Technology based learning: Students will participate in activity in which we
review our interactive poster created with Glogster. Students will then participate
in interactive smart board activity in which they sort good and bad breakfast
choices. Technology based instruction will continue when students watch a video
from YouTube on how to prepare a bowl of cereal.
Direct Teacher instruction: Teacher will demonstrate with class assistance how
to make a bowl of cereal. We will discuss the items needed for making a bowl of
cereal.
Group Discussion: To wrap up the lesson, students and teacher will participate
in class discussion where students will be asked to state two facts about making
breakfast.

ADAPTATIONS (EXCEPTIONALITY)

Student(s) with Autism:

This student will work 1:1 with classroom aide, and be given support on
how to accurately identify facts about the breakfast.
This student will be allowed to use the iPad for enrichment following the
lesson; this student will use the apps Breakfast Food! and More
Breakfast.

Student(s) who are non-verbal

This student will use a PECS communication system. This communication
system will speak for student when she/he selects the image they have
selected.
This student will be allowed to use the Ipad for enrichment following the
lesson; this student will use the apps Breakfast Food! and More
Breakfast.

DIFFERENTIATION OF INSTRUCTION

Differentiation by kind of instruction: During the lesson the teacher will use
several teaching strategies. By having direct teacher instruction, group activities,

and use of technology each student will learn the material in several different
ways.

Differentiation by learning style: During the lesson the teacher will incorporate
different learning styles. The lesson includes tactile learning with its interactive
technology features, it also benefits visual and auditory learners.

DEVELOPMENTAL PROCEDURES
Students will begin the lesson by having a class discussion on why we need to eat
breakfast in the morning. (Do students understand why they need to eat breakfast
in the morning?)(Are students engaging in the lesson?)(Do the students
understand the difference between a healthy breakfast and an unhealthy
breakfast?)
After discussing why we eat breakfast in the morning, teacher will open up
premade Glogster that offers students an interactive poster board discussing the
benefits and how to make a breakfast. (Is this use of technology effective for the
students?)(Are the students learning from the interaction of this poster board?)
(Are students acting age appropriate?)
Students will then participate in interactive sorting activity for making healthy
breakfast choices. (Are students aware of the differences between a healthy and
unhealthy choice?)(Are students benefiting from this interactive form of
technology?)
Following the sorting activity students will watch a video describing how to make
a bowl of cereal. (Are students paying attention to the video?)(Are the students
behaving while watching the video?)(Are they beginning to understand the
concepts of how to make a bowl of cereal?)
Students will participate as a class as we make our own bowl of cereal together.
(Are students cooperating with teacher instruction?)(Do the students remember
the sequence of making a bowl of cereal?)
To wrap up the lesson students will be required to tell us two things about
breakfast. The teacher will keep track on a data sheet for assessment of the lesson.
(Can the students properly answer the questions?)

ASSESSMENT

Students will be able to state two facts about breakfast at the end of the lesson.

Teacher Name: Ms. Lisa Naud

Student Name:

How to Make Breakfast

________________________________________

CATEGORY

2 Points

1 Point

0 Points

Discussion

Participates in
discussion
without shouting,
listens to others
speak, pays
attention to
teacher/presenter

Sometimes
participates in
discussion or
shouts during
discussion,
sometimes listens
and pays
attention

Does not
participate in
discussion, does
not listen to
others or pay
attention to
teacher/presenter

Behavior

Remains in seat
unless asked,
keeps hands and
feet to self, treats
others with
respect, uses
appropriate
language and
voice level

Occasionally out
of seat, keeps
hands and feet to
self, treats others
with respect,
uses appropriate
language and
voice level

Always out of
seat, does not
keep hands and
feet to self, is not
respectful to
others, uses
improper
language and
voice level

Understandi
ng

Students have a
deep
understanding of
what breakfast is
and can identify
proper and
improper
breakfast
choices.

Students have a
general
knowledge of
breakfast and can
identify some
proper breakfast
choices.

Student does not

understand the
concept of
breakfast. They
cannot identify
any proper
breakfast
choices.

INDEPENDENT PRACTICE

Following the lesson on a how to make breakfast, students will be required to

assist their parents in preparing their breakfast the following morning. Students
can assist in a small way, such as getting a bowl or a spoon. A homework
checklist will monitor this where they will be responsible for completing chores.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: The teacher will re-teach the lesson using more
visuals and at a slower pace for the students who did not obtain the objective.

Academic Enrichment: The student will use the classroom Ipad for further
enrichment. Using the Apps Breakfast Food! and More Breakfast they can
further their knowledge on breakfast.

Common Core Standards. (2015, January 1). New York. Retrieved from

TEACHER REFERENCES

http://www.corestandards.org/ELA-Literacy/W/9-10/
How to make the Perfect bowl of cereal [Motion picture]. (2012). United States:
Youtube.

https://www.youtube.com/watch?v=Lh3zkzAbQL4

Power Up Your Breakfast. (2015, January 1). Retrieved April 22, 2015, from
http://www.healthyeating.org/