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K–12 teaching and learning · from the UNC School of Education

The Taste of Relevance

Students will learn the importance of selecting relevant details by picking the right toppings for an ice cream sundae. This activity gives the students a concrete visual memory of what good details are.

A lesson plan for grades 3–4 English Language Arts

By DPI Writing Strategies

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Learning outcomes

Students will distinguish relevant details that support the focus from irrelevant details.

Teacher planning

Time required for lesson

1 Hours

Materials/resources

  • Ice cream
  • Clear dish
  • Small can motor oil
  • Various toppings (for sundaes)
  • Bottle of ketchup
  • Clear measuring cup
  • Table cloth to cover items

Technology resources

None.

Pre-activities

None.

Activities

  1. Begin with discussion about the importance of “good details” that “fit” a story and move it along versus just “details” that are added in but do not “fit.” Tell students that good details are “relevant,” or “related” to the focus of the story.
  2. Continue the discussion with the statement that good stories should have details that “fit” (support) the focus. The main focus for this activity is as follows:

“Making the ice cream yummier.”

  1. “What kind of details do we need to make the ice cream even yummier?” As you ask the question, hold up a clear dish of plain vanilla ice cream. Ask students to name items that they like on their ice cream. List these items on the overhead or on the board.
  2. Then point to a covered table (behind you). Under the cover, place topping items (those that you know the children will name). Hold up each item that makes the ice cream yummier, tastier.
  3. Explain to the students that these are all “good details” and that they will add to the main focus of making that ice cream “yummier.”
  4. Then pull out the can of motor oil. Ask “Is this a good detail to add to the ice cream to make it yummier?” Of course the students will all say “NO!” You should then pop open the can and pour it into the clear measuring cup. Again point out that it “looks” like it could belong on ice cream, etc.
  5. Hopefully, the students will take issue with adding oil to ice cream. They should tell you that motor oil is poisonous and not a food item (A child once said that not only would it taste bad…but it would kill a person if he/she ate it on ice cream or anything else!”). Ask the students if motor oil is a “bad” detail? Does it belong on or in anything? Could it be a good detail if the focus was different?
  6. Again.…hopefully students will respond with : “It would be a good detail for a car (or anything with an engine)!” A model car or a transparency with a car on it supports discussion to expand that idea.
  7. Repeat this step with ketchup. (After all …ketchup is a food item…you can eat it.…but…Does it taste good on ice cream? Is it a “good detail” for ice cream?
  8. By now students know that ketchup is a good detail for some foods (hot dogs, hamburgers, French fries, etc.) but not for ice cream.
  9. The bottom line is that some details are not bad details, but they simply do not belong in some stories.
  10. Later when conferencing with students or looking at sample prompts with a class, be certain to point out details and ask “Is this a chocolate syrup detail on ice cream or is a motor oil detail on ice cream?” This activity gives the students a concrete visual memory of what good details or what good support is.

Assessment

Can students differentiate between relevant and irrelevant details for an ice cream sundae?

Supplemental information

  • Writing Feature: Support and Elaboration; Focus
  • Writing Process Stage: Revising

Related websites

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Comments

None.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 3

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.08: Focus reflection and revision (with assistance) on target elements by:
      • clarifying ideas.
      • adding descriptive words and phrases.
      • sequencing events and ideas.
      • combining short, related sentences.
      • strengthening word choice.
  • Goal 5: The learner will apply grammar and language conventions to communicate effectively.
    • Objective 5.04: Compose two or more paragraphs with:
      • topic sentences.
      • supporting details.
      • appropriate, logical sequence.
      • sufficient elaboration.

Grade 4

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.08: Focus revision on a specific element such as:
      • word choice.
      • sequence of events and ideas.
      • transitional words.
      • sentence patterns.
  • Goal 5: The learner will apply grammar and language conventions to communicate effectively.
    • Objective 5.04: Compose multiple paragraphs with:
      • topic sentences.
      • specific, relevant details.
      • logical progression and movement of ideas.
      • coherence.
      • elaboration.
      • concluding statement related to the topic.