Name: Tony Breska

Date: April 11, 2016

Lesson Title: Food of the Future
Grade Level: 4th
Type of Lesson: Whole Class
Instructional Strategies Used: Teacher Modeling, Think-Pair-Shares,
Class Discussion
Content Area: Reading Comprehension
Subject Matter: Food
Content Standard:
RI.4.1
Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific contextual evidence when
writing or speaking to support conclusions from the text.
RI.4.7
Interpret information presented visually, orally, or quantitatively.
SL.4.1
Engage effectively in a range of collaborative discussions
ELD Standard:
Productive
W.4.1
Supporting own pieces and evaluating others opinions in speaking and
writing.
Lesson Objective: BTEOTL the students will be able to interpret
information presented visually, orally, and quantitatively.
Assessment:
Formative: Group observation and discussion will take place
throughout the lesson.
Summative: Product Based- Students will turn in their completed
work pages at the end of the lesson.
Lesson Modification:
EL: Student will be sitting next to bilingual students in the class, as
well have her worksheet provided to her in Spanish.
Special Needs Student: Student will have designated seating at a
table in the back of the class away from any distractions.
Technology:
N/A
Into:
Have students pick up their Time For Kids magazine and bring it
back to the reading area.
Ask students about what text features they see on the cover.
Ask students if they would like to eat at a restaurant where food
like the salad seen on the cover of the magazine was served.
Read the cover article to the students while they follow along.
Ask students to explain the power words as they come up.
Through:
Now that we have finished the article, ask students some

questions from the article.

How many people eat insects?
Why is eating insects good for people and the environment?
What are the people and groups mentioned in the article
doing to
encourage Americans to add insects to our diet?
Discuss with the class what they think the authors purpose of the
article is.
Explain to the class that they have 2 worksheets on their desk
that they will be filling out with their table groups for the next 510 minutes.
Beyond:
At this point in the lesson the teacher will model the first
question for the students.
After they have worked together to answer the first question the
teacher will have the students return to their seat and complete
the pages.
The teacher will walk around and listen into the groups
conversations and provide additional help when needed.
Reflection:
This lesson went pretty well today. The students were engaged
throughout the entire reading and even were working really hard on
the worksheets. While worksheets are not an ideal task for the
students to complete, they seemed to enjoy the freedom that this page
allowed them (they were creating their own food using bugs). Looking
back I would change the lesson around to give them a much more fun
activity at the end, that incorporated the lesson and group work.