Standards-Based Lesson Plan

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Exploratory Course Introduction Course X Concentration Course Capstone Course

Home Economics Careers and Technology Subject Matter: ___Foods and Nutrition______

Lesson Title and Duration / Foreign Foods – 2 weeks
Learner Outcomes /
Objectives (Write on the board so students and visitors are aware of student learning outcome) / ·  To identify and make a dish from a foreign country
·  To design a written and oral presentation describing the climate, geography, cultural points of interest for a foreign country.
Standards (the California State Standards addressed in this lesson)
California State Standards for Career Technical Education http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf / HTR – A10.8 Standard 24: Food Culture and Etiquette
Describe commonly accepted food customs as well as table setting, meal service, and
etiquette practices of the United States and other cultures.
24.4 Identify cultural differences affecting the preparation and service of food.
(HTR – A10.8.4)
24.5 Research and compare food preparation techniques, table settings, meal
etiquette, food habits, and traditions of different cultures. (HTR – A10.8.5)
24.6 Describe the influence of such factors as culture, geographic region, and
socioeconomics status on food choices and habits. (HTR – A10.8.6)
Materials
Needed / Handout – country and specific topic to report on, computer for research and typing report, poster paper for presentation, glue, scissors, contraction paper, rubrics.
Differentiated Learning Needs
Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) / Posters of foreign foods and pictures taken from abroad travel and foods from those countries saying we will be ‘traveling’ to some of these places.
Teaching the Lesson
Ø  Modeling – how will you demonstrate the skill or competency?
Ø  Instructional Strategies – how will you deliver the lesson?
Ø  Check for Understanding – how will you ensure the skill or competency is understood by the students? / Demonstrate on google and find 3 reliable sources to retrieve correct information, how to do an advanced search to narrow down sites. Students are given an outline to follow and fill in with their information and guide lines for pics to get for poster presentation.
Differentiated Learning Needs
Guided Practice /
Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. / Students are researching online while teacher moves above monitoring students to see they are on correct sites and finding correct information.
Differentiated
Learning Needs
Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned. / Have students print websites address needed for their report, cut and paste or bookmark them for next class if needed.
Independent
Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. / Students are asked to brainstorm ideas on how to present information in front of class and with table deco and to decide on a recipe to prepare for the class that represents that country.
Differentiated Learning Needs
Summarize,
Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. / Students are to peer review each other’s’ report/information and make corrections, add to or change before presenting to class at future date set by teacher.