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This lesson provided by:
Author: Capri Day
System:Tuscaloosa City
School:Southview Middle School
Lesson Plan ID: 33159
Title:

Ducks, Frogs, and Hogs: Creating a Menu for the Duck Commander Family

Overview/Annotation:

In this lesson, students will create their own expository/informational texts based off of the nonfiction book Duck Commander Family: How Faith, Family, and Ducks Built a Dynasty. Students will choose one character from the book and create a menu based on the character's personality and lifestyle. Students will use the culture of the text and other details to support their ideas for menu options.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
ELA2013(7) 10. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.7.1]
ELA2013(7) 12. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). [RI.7.3]
ELA2013(7) 21. Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.7.2]
Local/National Standards:  
Primary Learning Objective(s):

  • Students will be able to use textual evidence to create a menu that is an accurate representation of a character's lifestyle and personality.
  • Students will be able to produce an organized, coherent expository tex based off of information learned through the interactions of individuls in a text and inferences drawn from the text.
Additional Learning Objective(s):  
Approximate Duration of the Lesson: Greater than 120 Minutes
Materials and Equipment:

  • Copy paper for menu
  • Book: Duck Commander Family: How Faith, Family, and Ducks Built a Dynasty
  • Characterization graphic organizer:

http://mdillon.weebly.com/uploads/8/5/6/7/8567115/scan0016.jpg

Technology Resources Needed:
Background/Preparation:

  • Students should have read portions of or the entirety of Duck Commander Family: How Faith, Family, and Ducks Built a Dynasty.
  • Students should be familiar with informational texts and the importance of conveying detailed and accurate information.
Procedures/Activities:

Before:

1.  Students will work with a partner to complete a characterization graphic organizer (link included in materials) based on their favorite character from the book.

2.  They will list character traits that describe the character's personality, thoughts, actions, and values. They may use their book as a tool to help them list their character traits.

3.  Students will then, color their character an get up and share their graphic organizer with the class.

During:

4.  The teacher will play the eating frogs video clip (attached) for students.

5.  Students will then create a Venn Diagram comparing and contrasting the way the Roberston's eat with the foods that we value in our culture. Responses will be shared out loud.

After:

6.  Students will create a menu (informational/expository text) based on the food that their favorite character values in the text. This menu should be well-organized and include sections for appetizers, entrees, beverages, and dessert selections. Descriptions of food items should be included that are inviting and creative. Students should also add graphics to the menu for visual appeal.


Attachments:**Some files will display in a new window. Others will prompt you to download. Frogs,ducks,andhogsCreatingaMenu.docx
Assessment Strategies:

Students will be assessed on the creation of their menu. (Rubic attached)

Extension:
 
Remediation:

Students needing extra assistance may be provided with sample menus to draw from.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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