Let's become chefs!

The following is designed to teach students the characteristics of a recipe. The characteristics to be taught about this genre are: the step-by-step directions, ingredient words and numerical measures.

A lesson plan for grades 3–4 English Language Arts

By Sarah Ann Parker

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Related topics

• Learn more about cooperative learning, language arts, organization, recipes, sequential order, and word choice.

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Learning outcomes

Students will:

• learn new vocabulary words usually used in a recipe.
• learn various dry and liquid ingredients used in a recipe (flour, syrup, etc.)
• learn names of baking tools (cup, spoon, etc.)
• learn “tie-together” words used in a recipe (next, first, etc.)
• learn common time/measurement words and terms used in a recipe (1 hr., pound, etc.)
• learn that a recipe is written in two parts: the ingredients and the directions for mixing the ingredients.

Teacher planning

Time required for lesson

2 hours

Materials/resources

• the menu section out of your local newspaper (one per student) or internet recipes
• student copies of Mac ‘n Cheese recipe
• overhead transparency of Recipe Writing Rubric
• Chart paper/markers
• Sentence Strips with Recipe Directions (1 set per group)
• Frozen strawberries
• Bananas
• Apple juice
• Plain non-fat yogurt
• Paper cups
• Blender

Activities

1. Brainstorm orally with students where they have seen recipes. Have students tell experiences they have had previously with preparing recipes.
2. Handout copies of Mac ‘n Cheese recipe. Show students overhead transparency of the Recipe Writing Rubric. Go through rubric for transition words and adverbs, having students highlight each feature in the recipe with a different color. Discuss the other features from the rubric that they find in the recipe.
3. Divide students into cooperative learning groups. Using the menu section of the newspaper or recipes from the internet, pass out an assignment for each group. The group findings should be recorded on a piece of chart paper. The group assignments will be one of the following:
   • List all of the words that are an example of measurement or time (example: 3 oz., 1 hr.)
   • List all of the words that are an example of a dry ingredient (example: corn mill, salt)
   • List all of the words that are an example of a liquid/wet ingredient (example: mustard, milk)
   • List all of the words that are an example of a “tie-together” word (example: first, next)
   • List all of the words that are an example of a tool used to prepare a recipe (example: spatula, spoon)
   • List all of the words that are an example of action words (example: pour, pre-heat)
4. After giving students 15-20 minutes to complete the group work, have a presenter share their listings orally to the entire class. Also, discuss new words and terms orally.
5. Give each group one set of the Mystery Milkshake Sentence Strips. (You can cut them out in advance or have students cut them apart for you).
6. Have students arrange the sentence strips into the correct order, using logical sequence and transition words as clues. Once groups have arranged their sentence strips into logical order, give each group a copy of the correct recipe and have them make revisions to their recipe.
7. In groups have students prepare the recipe, discussing steps, etc. Then let students enjoy the milkshake.
8. As a final activity, create a class book of favorite recipes. Have students select their favorite recipe they use at home and write it down. Have them revise their recipes with their group members or a partner, using the recipe writing rubric as a guide for revision. Collect final drafts of recipes into a class recipe book.

Assessment

After students have enjoyed the milkshake put the following multiple choice type questions that are patterned like end-of-grade test questions on the overhead or board. Have students answer the questions about the recipe they have just prepared. Go over these answers with students and discuss.

1. What is the first step in this recipe?
   • Put the strawberries in the blender.
   • Measure the ingredients.
   • Spoon yogurt over the fruit.
   • Make sure the blender is unplugged.
2. Which action word describes what you do with the banana?
   • Peel
   • Slice
   • Squash
   • Chop
3. When is the yogurt added in the recipe?
   • Before the strawberries are added.
   • After the apple juice is poured.
   • After the banana is peeled.
   • Before the blender is unplugged.
4. How long should you blend the ingredients?
   • Fifteen seconds.
   • Twenty to thirty minutes.
   • Twenty to thirty seconds.
   • Two to three minutes.
5. Which word signals the last step in the recipe?
   • Finally.
   • First.
   • Next.
   • Then.

Answers: 1.D 2.A 3.B 4.C 5.A

Supplemental information

Comments

Students thoroughly enjoyed this lesson. The fact that the recipe took no cooking was great for the classroom. An additional activity could be to have students bring in a favorite recipe and print it on the computer. This could be compiled to use as gifts for Mother’s Day or Christmas.