Lesson Plan

Ugly Foods That Taste Good

Students will be able to identify the main topic of an expository/informational text and ask and answer questions to demonstrate understanding of key details.
Gail F.
Classroom teacher
Horace Mann Elementary School
Anaheim , CA
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My Grades 2
My Subjects English Language Arts, Math, Science, Social Studies, Arts, English Language Learning
Objectives

Students will be able to...

  • engage in a Close Reading lesson to identify the main topic of a nonfiction, multi-paragraph text
  • identify key details
  • Identify main idea for each paragraph
  • annotate a nonfiction article 
  • pair share/discuss a nonfiction article
  • engage in academic discourse
  • read leveled expository text 
Subjects
English Language Arts
English Language Learning
Health & Wellness
Grades 2 - 3
All Notes
Teacher Notes
Student Notes

1 Hook

Activity: Conversing

"Does anyone know the name of these fruits and vegetables?" (Hold up the following and have students answer: cantaloupe, celery, lettuce, mango etc.) *Note: the produce should be spoiled. "Well, what would happen if I just throw all of these healthy foods away?" (toss the produce into a trash can.  Remember, its spoiled, but the students are not aware that the produce is actually spoiled.  I cleaned my frig and used the spoiled produce for my lesson.)  "Why are you upset that I threw the produce into the trash can?"  "You are right, people should not throw good food away, but thousands of pounds of produce is thrown away everyday just because the food is "ugly". Show a photos of ugly produce and bring in actual ugly produce.

One Ton Tomato | Flickr ...

 

Student Instructions
  • Students answer the questions about the names of the fruits the teacher presents.
  • The students will gasp at the discarding of what seems to be perfectly fresh produce.
  • Students will respond that the good food should not be thrown away.

2 Direct Instruction:

Front load by pre-reading the article to the class. Point out various text features and scan the article before reading.  During the second read, engage the students in annotating the text which involves numbering the paragraphs, circling unfamiliar words from the text, underlining key details.  Ask text dependent questions in which the students will be engaged in collaborative discussion.  The questions build upon each other to ultimately lead them to the main topic of the article.

 

 

 

Student Instructions
  • Students will work in pairs to read, annotate, discuss an article to identify the key details
  • Students will identify the main topic by placing a box around the main topic.

3 Guided Practice

Activity: Reading

Guided Practice:

Students will work in pairs to read, annotate, and discuss a paragraph from the article, circle unfamiliar words, underline key details, and place a box around the main topic of the paragraph.

 

Student Instructions

Students will work in pairs to read, annotate, and discuss an article to identify the key details

4 Independent Practice:

Independent Practice: 

Students will work in pairs to complete the article to locate the main idea of the article by annotating, circling unfamiliar words, underlining key details and placing a box around the main topic of each paragraph.  Then students will read the text from their boxes to identify the main topic of the article.

 

5 Wrap Up

Read2Go
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Ask text dependent questions:

  1. What is ugly produce?
  2. Why does more than a 1/4 of all fresh produce never makes it to stores?
  3. What are people being urged to do to avoid or stop food waste?
  4. What is the problem with crooked and off color fruits and vegetables?

A strawberry "man"

Student Instructions

Students answer text dependent questions that lead them to the main topic of the text.