Schools Breakfast Week
1 Hook/Attention Getter
-Ask students to remember what we have learned about during this week's lesson (Schools Breakfast Week)
-Tell students that they will be doing some research today to find different prices for items in a recipe
-Remind students of how to log onto the computers (Username: firstinitiallastname, Password: ****)
-Students sit at their spots at the whole-group table and listen to the teacher give instructions
2 Direct Instruction
-Instruct students to which computer they are to go to
-Students should follow directions with little to no prompting from the teacher or assistant
-Students will log on to the computers with little to no prompting from the teacher or assistant
3 Independent Practice
-Help specific students with varied amount of support
- P: Heavily supported from a teacher or an assistant
- T, G, & J: Mildly supported from a teacher or assistant
- M: Slightly supported ONLY if he self-advocates and asks for help
- MM, C, & CC: Independent
-Students will use the Fast Lane online shopping website to search for the items on the recipe
-Once they find the item and its price, they will write it down on the recipe next to the item
-Students will then go to the Padlet link (sent out to their emails) to answer the following questions:
- What item cost the most on their list?
- What item cost the least on their list?
- How much money do you think we should bring to the store to make sure we have enough for all the items we need to buy?
-Students will answer the comprehension questions on the Padlet link
Key Standards Supported
Reading Informational Text
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.