Lesson Plan:
How to Make a Peanut Butter and Jelly Sandwich
Grade Level/Subject 9-12 English-Language Arts English Proficiency Early Advanced CA Standard/Objective ELD Standard - Listening/Speaking Strategies and Applications (Grades 9-12)
- Varies ways of speaking based on purpose, audience, and subject matter.
- Gives oral presentations.
English-Language Arts Standard - Listening and Speaking Strategies (Grades 9-10)
1.3 Choose logical patterns of organization (e.g. chronological, topical, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause.Key Concepts writing instructions, reading instructions, writing and delivering a "how-to" speech Assessment Students will complete a performance-based assessment by writing and delivering their own "how-to" speeches, lasting one to two minutes, on any topic that they choose. The students will also be assessed on the work they do in pairs to practice their speeches. The teacher will collect the written speeches after each student presents his or her speech. Contextual Clues plate, peanut butter, jelly, two slices of bread, knife, word bank Strategies cooperative pairs, mini-lecture, brainstorming, acting/TPR (making the peanut butter and jelly sandwich) Key Vocabulary informational/"how-to" speech; peanut butter, jelly, bread, knife, make, sandwich, spread, directions, audience, steps, first, second, third, fourth, finally Graphic Organizers
INTO:
Begin the lesson by calling students' attention to the peanut butter, jelly, bread, plate, and utensils on the table in the front of the room. Ask students to raise their hands if they have ever had a peanut butter and jelly sandwich. Ask students if they have ever had to give someone instructions on how to do something. "Did the person understand their instructions?" "How did they give the instructions so that the other person could understand them?" Give students five minutes to write down instructions in English for how to make a peanut butter and jelly sandwich. Tell them that you will use their instructions to make a sandwich when everyone has finished writing. Review key vocabulary (listed above) and write the words on the board so that the students can write the instructions.
THROUGH:
The teacher will introduce the students to informational speeches and prepare them to write their own "how-to" speeches in this lesson.
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When the students have finished writing, tell them that you are ready to make a delicious peanut butter and jelly sandwich, but you need them to tell you how to make one. Have students volunteer to read their instructions to you. Try to make the sandwich. Follow the directions exactly. If a student misses a detail, such as "opening the jar of jelly," explain to the class that there is not enough information and ask another student to read his or her directions. Continue this exercise until you have made the sandwich successfully or until the students understand how much detail they need to include in their instructions so that someone else can complete the task if he or she has never done it before. Make the connection between this exercise and the "how-to" speeches that the students will prepare and deliver. Emphasize the importance of giving clear and detailed instructions. This relates to the English-Language Arts standard/objective of being able to organize one's thoughts in a logical pattern in order to inform a particular audience about a certain topic.
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To help students prepare to write their own "how-to" speeches, create a web on the board of possible topics that the students can write about. Ask the students to contribute their own ideas. Remind them that they will be speaking to an audience of their peers and that they should consider topics that will be of interest to this particular audience. The web should look like this:
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Using an overhead transparency, show students how to make a flow chart of the steps that are included in a "how-to" speech. Explain that this will help them to organize the steps of their "how-to" speeches before they write them out on a sheet of paper. Fill in the sample flow chart on the transparency using the complete instructions for making a peanut butter and jelly sandwich that the students gave you earlier in class. The sample flow chart would look like this:
Instructions for each box might be: "put bread on plate," "open container of peanut butter," "use knife to spread peanut butter on one side of one slice of bread," etc. Have the students help you label each box as "first," "second," "third," etc. so that they understand the logical progression of steps and how to write them out in their speeches.
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Also, remind the students that they should begin their speeches with a statement that helps the audience relate to their topic, and they should end their speeches with some sort of concluding statement. Give an example of opening and closing statements using the peanut butter and jelly sandwich process, such as "When you wake up late and have to rush to get ready for school, a peanut butter and jelly sandwich is the easiest lunch to make! Here are the short steps you will need to follow in order to make this sandwich . . ." For a concluding statement, you might use this example: "Now, you have a delicious and satisfying sandwich that you can look forward to eating at lunch, and you even have time to spare to finish fixing your hair before rushing out the door!"
BEYOND:
Explain to the students that they will be writing their own one to two minute "how- to" speeches and delivering them to the class the next day. They can choose a topic from the board or they can make up a different topic. Make sure that every student has chosen a topic. Pass out a blank flow chart to each student. Give the students time in class to begin their speeches by filling out the flow chart. After they have completed the flow charts, organize the students into pairs and have them explain the flow charts to each other to make sure thattheyhave not left out any details.
Have the students complete the speeches for homework by writing the speech out on a sheet of paper. Remind students that they should try to make their "how-to" speeches both interesting and informative. Tell them that their speeches will be assessed on the following criteria: strong opening and closing statements, inclusion of all necessary details, logical organization of steps, and use of public speaking strategies discussed in class. Explain that this assignment is designed to help them with their speaking and writing skills and how these skills apply to the real world. Throughout their lives they will have to give information to others in an informative way. For example, in a job they might have to give a presentation on how they completed a task or someone may ask them to give them directions on how to get somewhere. People constantly have to communicate by giving oral instructions, and these "how-to" speeches help students to practice this skill both orally and in written form.
Remind the students to practice their speeches at home in front of a mirror. For this oral presentation, they should work on speaking slowly, enunciating, and making eye contact with the audience. They can refer to their speeches when they are giving the presentation, but they should try not to just stand in the front of the room and read the instructions. Act out all of these public speaking strategies for the students so that they understand what you are saying. Have the students start giving their presentations during the next class.
