Running head: LESSON PLAN ASSIGNMENT 1

LESSON PLAN INFORMATION

Subject/course: Language (Writing) Date: June 9th, 2022

Grade: Two Lesson title: My Recipe

Unit: Procedural Writing Lesson #: 10

LEARNING OUTCOMES: Overall and specific expectations from MoE curriculum

Overall Expectation

2. Draft and revise their writing, using a variety of informational, literary, and graphic forms
and stylistic elements appropriate for the purpose and audience

Specific Expectation

2.1 Write short texts using several forms (e.g. a recipe describing the procedure for cooking a
favourite food)

LANGUAGE GOALS: Describe what the students are expected to learn in terms of specific
language for this lesson (vocabulary, grammar, structures, etc.)

Students have been exposed to the following vocabulary, grammar, and language structures
throughout the unit. However, during this lesson, students will be expected apply these
learnings in their own recipes.

Vocabulary
 Cooking verbs: preheat, cook, bake, boil, grill, toast, dice, slice, cut, peel, grate,
squeeze, add, season, pour, stir, mix, heat, rinse
 Ingredients: dependent on each student’s individual recipe. Some examples include:
bread, tomatoes, pasta noodles, cheese, butter, salt, pepper, etc.
 Kitchen items: toaster, oven, microwave, measuring cups, tablespoon, teaspoon,
mixing bowl, cutting board, spoon
Grammar
 Transition words: first, then, next, after, finally, lastly
 Steps are presented in present tense
 Each step has numbers to represent the order
Structure
Common language structures students must know are:
 “1. First, slice the tomatoes and cucumbers”
 “2. Then, add tomatoes and cucumbers to the mixing bowl”
 “3. Lastly, add salt and pepper to the mixing bowl”
*Ultimately, these structures can be altered depending on what ingredients are used in each
recipe, but the vocabulary and grammar are static
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LESSON PLAN ASSIGNMENT

SUCCESS CRITERIA: Describe the learning goals from the students’ perspective (e.g.: “I
can…”)

I can…
o Number each step
o Use transition words to begin each step
o Write easy to follow step-by-step instructions
o Order my procedure in the correct way
o Use appropriate recipe vocabulary
o Draw pictures that match words

PRE-ASSESSMENT: Describe the students’ prior knowledge needed for this lesson

Prior to this lesson, students have:

 Brainstormed their favourite foods, meals they like to eat on special occasions, and
meals they want to learn how to make
 Learned key vocabulary found within recipes and helped create a word wall
- Examples: cut, mixing bowl, peel, add, measure
 Practiced using vocabulary verbally with the class and in groups
- Examples: “add salt and pepper to the mixing bowl”; “peel potatoes”
 Learned what procedural writing is and its elements
- Examples: list of specific instructions, not too short/long, steps are numbered/use
of sequence adverbs (1, 2, 3 or first, next, lastly), easy to follow
 Practiced ordering illustrated and pre-written recipe steps as a class, in groups, and
individually
 Chose a meal to create a recipe for and explained why they chose this meal
- The meal should have at least 4-5 steps
 Brainstormed the materials and ingredients they need for their recipe and recorded this
information on paper
- Example: toaster, knife, frying pan; mayonnaise, bread, tomatoes, lettuce, bacon
 Created rough illustrations to plan the procedure of their chosen recipe
- Participated in a one-on-one conference with the teacher to explain each picture and
ensure all steps were depicted
- *This is what students will be building off in this lesson

LESSON PLAN STRUCTURE (minds-on, action & consolidation) 

Minds-On (15-20 minutes)

 The lesson will begin with students being
paired up and receiving a deck of cards
depicting illustrated recipe steps of making a
cheese and tomato sandwich (example
pictured to the right, but the cards will be
incorrectly ordered when given to the students
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LESSON PLAN ASSIGNMENT

and presented on the board)

 Students will have a few minutes to familiarize themselves with the pictures and ask
for clarifications if needed
 As a class, the teacher and students will discuss what is happening in the cards and
create a caption for each picture
 The teacher will record the students answers underneath each picture on the board
- Students will be encouraged to use correct terminology such as, “slice the cheese”
 Following this, the students will participate in an activity similar to picture dictation
- The teacher will read the captions the students created out loud and they will use
the cards they received at the beginning of the lesson to put them in the correct
order
- This activity will last about 2-3 minutes
 Afterwards, a few pairs will share their answers with the class
- The teacher will divide the white board into different squares that are numbered
and titled with transition words (first, then, next, etc.)
- As students are sharing, the teacher will manipulate the pictures and captions on the
board into the correctly titled box (“then…
cut the tomatoes”) to highlight the
importance of transition words
- The teacher will emphasize how students can
order the pictures differently
- For example, they could slice the cheese and
tomatoes before spreading the butter on the
bread
*The minds-on portion of the lesson is supposed to show students how to use illustrations to
write a procedure, use transition words, and organize the steps in the correct order

Action (20 minutes)

 Students will work individually on the recipe they have previously chosen
 Each student will be given a graphic organizer
- The graphic organizer will be divided into individual boxes (similar to how the
board was during the minds-on activity)
- There will be a word box at the top of the page with numbers and transition words
students can reference to correctly label each box
 Students will be instructed they are going to use their graphic organizer to write a
recipe like they did during the minds-on activity
- They will need to use the rough illustrations of their procedure they have
previously completed to draw new detailed pictures at the top of each box and
- They will also need to write short captions such as, “2. Then, slice the cheese”
underneath to represent their pictures
 Remind students to: use transition words, refer to word wall containing recipe
vocabulary, and draw/write their procedure in the correct order

Consolidation (10-15 minutes)

 Following the action phase, students will be divided into groups of 4-5 to share their
procedure
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LESSON PLAN ASSIGNMENT

 Students will be encouraged to provide a quick description of the recipe and explain the
procedure
 Those who are listening will be provided with response prompts posted on the board to
provide meaningful oral feedback following each student’s presentation. Some prompts
include:
- “What did your classmate do well?”
- “How did your classmate’s recipe differ from yours? Or, how was it similar?”
- “Were you able to easily follow along with your classmate’s procedure? Why or
why not?”

*Extension of Learning*
 To further learning, students should combine the work they have completed on the
materials, ingredients, and procedure for their recipe on one nicely organized paper
 Students should create a presentation of their recipe to share with the whole class
- This is a great way for students to learn about each other’s favourite foods and
(hopefully) foods from different cultures!

MODIFICATIONS AND DIFFERENTIATION: Describe how you will modify and

differentiate learning to accommodate ELLs

Accommodations
ELLs may:
 Receive extra time
 Have someone scribe for them
- Teacher can write the procedure captions in highlighter, so student can trace their
writing
 Use speech-to-text dictation to write their procedure
 Use a bilingual and picture dictionary to translate words
 Receive preferential seating (near the front and close to the word wall)
 Use a word wall or be provided with a personalized vocabulary list
- Includes detailed definitions/pictures
 Receive teacher proofreading
 Write the procedure in their L1 first, then do their best to translate it
 Use concrete and visual supports throughout the writing process
- Teacher should have a variety of objects (ex. mixing bowl, measuring cup, spoon,
etc.) ready for ELLs to play and decide if that is what they need for their recipe

Modifications
ELLs may:
 Pick a recipe with fewer than 4-5 steps
 Work in pairs/groups with a friend or those from similar cultures
 Dictate their procedure verbally
 Use illustrations to represent their procedure rather than using words
 Be assessed by a modified rubric
- For example, if an ELL is using only illustrations, they will be assessed on if their
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LESSON PLAN ASSIGNMENT

procedure is clear through visuals

 Labelled graphic organizer (1. First, … 2. Then, … 3. Lastly, …)
- Or teacher can personalize the ELL’s graphic organizer with a word bank
- Example: “1. First, _______ the tomatoes” where the student will be expected to
use the word bank to fill in the word “slice”

ASSESSMENT: Describe how you will assess all students to find out where they are at with
their learning at the end of this lesson

There should be two types of assessments throughout and at the end of this lesson:

Formative Assessment
 Observe students while they are drawing/writing their procedure
- Offer feedback
- Students can use this feedback to make improvements to their recipe
 Observe students as they listen and offer feedback to their classmates
- Remind them to use prompts
- Reinforce the idea of constructive and positive feedback

Summative Assessment
 At the end of the lesson, students will be assessed on their procedural writing skills
with a rubric
- This rubric will be assessed based on two expectations: MET and NOT YET
- There will be four categories:
1. Content: the recipe is easy to follow
2. Organization: the recipe includes all necessary steps in the correct order
3. Language Structure: the recipe includes appropriate grammar, vocabulary, and
spelling
4. Visuals: the visuals accurately represent the step-by-step procedure

RESOURCES & MATERIALS

To be successful, students will need:

 Deck of pre-illustrated recipe steps
 Action phase graphic organizer (for students to draw/write their procedure)
 Previous completed work (ex. rough illustrations of procedure)
 Pencil
 Pencil crayons (to colour their drawings)
 Personalized vocabulary lists (for ELLs)
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LESSON PLAN ASSIGNMENT

Reflection

The accommodations help teachers in adapting this lesson plan to ensure the success of

ELLs in the classroom. Firstly, this written activity is intended to be completed individually, but

ELLs can work in pairs or groups if they feel more comfortable. Not only will this increase

conversational talk among the group members, but it also encourages joint construction where

students are learning with and from each other (Gibbons, 2014).

Secondly, teachers can utilize a dual-language approach by allowing students to

incorporate other languages in this activity. For example, an ELL can write their procedure using

their L1, and if achievable, then translate it to English. This accommodation demonstrates

support to an ELL’s L1, cultivates a culturally diverse classroom, and improves writing skills

because the ELL is more likely to make crucial connections between their L1 and English

(Ontario Ministry of Education, 2008). Similarly, an ELL can dictate their procedure for the

teacher to write it in highlighter, so they can trace over the writing (Gibbons, 2014). Although

the ELL is not processing their thoughts into written words, they are still practicing their writing

skills by focusing on correct spelling, grammar, and punctuation.

Furthermore, school can be an intimidating place for ELLs because they are trying to

grasp English and meet curriculum expectations simultaneously (Ontario Ministry of Education,

2008). Therefore, it is essential for ELLs to receive extra time on their assignments because this

will provide them with ample opportunities to process what they want to write. Also, it will make

their language learning more meaningful, as they can continuously reflect on what they wrote

(Gibbons, 2014).

Lastly, teachers should have concrete objects such as, a mixing bowl, measuring cups,

and cutlery, available for students to reference during the writing process. When ELLs are

uncertain about what cooking verbs they need to use, the teacher can demonstrate the actions
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LESSON PLAN ASSIGNMENT

using these objects to support them in their understanding (Ontario Ministry of Education, 2008).

In addition, ELLs can use these objects to build on prior knowledge of cooking with their

families at home. I believe most students would be familiar with cooking vocabulary in their L1,

so giving students the ability to see and manipulate real-life objects will support them in making

connections to English, and ultimately increase learning opportunities. Overall, providing

accommodations for ELLs will facilitate their success and support them in their understanding,

confidence, and achievement of the expectations.

References

Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching second language

learners in the mainstream classroom (second edition). Portsmouth, NH: Heinemann.

Ontario Ministry of Education (2008). Many roots, many voices: Supporting English language
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LESSON PLAN ASSIGNMENT

learners in every classroom. A practical guide for Ontario

educators. http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf

Ontario Ministry of Education (2008). Supporting English language learners: A practical guide

for Ontario educators, Grades 1 to 8.