tlp_11_mliberge_teacherside

=Teacher Side Template--Mary Liberge=


 * My Lesson Title** "You are what you eat"
 * Grade Level(s):** grade 5
 * Subject Areas:** History and Social Studies


 * Essential Question:** How have immigrants responded to pressures to assimilate?


 * Unit Goal**
 * o1 Your Unit’s goal** To compare and contrast the effect of food advertising on the family food traditions of current day immigrants and early 20th century immigrants**.**


 * Objectives:**
 * o2 Lesson Objective 1** Students will be able to analyze a modern day advertisement and fill out an Advertisement Checklist


 * o3 Lesson** **Objective 2** Students will be able to analyze a primary source advertisement


 * o4 Lesson Objective 3** Students will be able to create a sample nutritious school lunch menu


 * 05 Lesson Objective 4** Students will be able to convey the importance of food traditions


 * Curriculum Standards:**
 * o1 Standard 1 S**tandard 5.27 Explain how Americans were expected to participate in, monitor, and bring about change in their government over, time and give examples of how they do so today


 * Materials/Resources:**
 * o1** Primary source 1 Food advertisements from the Fannie Farmer Cookbooks dated 1896 and 1912


 * o1** Primary source 2 "The New York Times" newspaper article titled "Good school lunches for three cents prove a

success" dated July 3, 1910


 * o2**
 * Primary source 3 A menu taken from "American Kitchen Magazine" dated October 1900-March 1901


 * Primary source 4 A nutrition brochure from the choosemyplate.gov website

March 4, 1916
 * Primary source 5 United States Department of Agriculture Farmer's Bulletin "Food for young children" dated


 * o3** Other Advertising checklist


 * o4** Other Various food advertisements


 * Timeframe: __(Hours)__**

3-4 50 minute class periods


 * __Student Foundational Skills:__**
 * __o1 Skill 1__**
 * students will be able to read and analyze a food advertisement
 * __o2 Skill 2__**
 * students will be able to create a menu using Microsoft word or other software program on the computer
 * __o3 Skill 3__**
 * students will be able to respond to various writing prompts


 * __Activities:__**
 * (1) Day 1**
 * Teacher will introduce the topic of the lesson
 * Teacher will go over the task that is required of students
 * Food traditions will be explained and discussed
 * Students will fill out their "favorite foods" chart
 * Students will pair/share their favorite foods
 * Teacher will show students how to analyze a food advertisement and fill out Advertisement Checklist
 * Students will analyze a food advertisement with their partner and fill out Advertisement Checklist
 * If there is class time, students will discuss their food advertisement findings
 * Students will perform a writing activity responding to the various food traditions of their own household and one or two other students' households from the discussion from class
 * Teacher will describe homework assignment
 * (2) Day 2**
 * Teacher will go over food advertisement homework with class
 * Teacher will discuss what a primary source is
 * Teacher will introduce Fannie Farmer
 * Teacher will model how to analyze a primary source food advertisement
 * Students will fill out advertisement checklist for primary source food advertisements in pairs
 * Teacher and students will discuss food advertisement checklist for primary source food advertisements and will explain any words students didn't understand
 * Students will respond to the day's writing prompt of comparing Fannie Farmer food advertisement with current day food advertisements before leaving class
 * (3) Day 3**
 * Teacher and students will discuss students' writing responses
 * Teacher will introduce day 3 activity
 * Teacher will read excerpts from New York Times article and discuss with students
 * Students and teacher will view primary source menu from 1901 magazine for a 3 day week and discuss
 * Students will view and discuss current day primary source brochure on nutrition from the choosemyplate.gov website and a 1916 primary source menu recommended for children
 * Students will create a menu for immigrant children of the early 1900s using their knowledge gained from the past three days on what foods are nutritional and using what foods may have been available at the time gathering information from the primary source Fannie Farmer food advertisements and 1901 magazine menu


 * __Organizational Notes:__**


 * __(2)__**


 * __Organizational Notes:__**


 * __(3)__**


 * __Organizational Notes:__**


 * __Assessments: Limited to this lesson.__**

**INSERT 5-10 assessment items from Assessment item page.**
 * List by question number. **


 * __o1 Assessment 1__**


 * __o2 Assessment 2__**


 * __o3 Assessment 3__**

= =
 * __Teacher Notes: Helpful lesson tips.__**
 * __o1 Note 1__**
 * have students work in small groups
 * __o2 Note 2__**
 * supply magazine or newspaper advertisements for in class study. also supply some extra food advertisements for students who may not have access to at home magazines or newspapers
 * supply time at end of class for students to start their writing responses
 * __o3 Note 3__**
 * supply time for students to create a menu during class time. this will allows students to be able to work on a computer if they do not have access to one at home