Home Plan - [JG3-L1-U3-LC5-23 Health and Safety – Cooking – The Extra-good Sunday]

The document covers safety rules in a cooking lesson where students analyze characters, language, and text details while cooking with Ramona and Beezus. Throughout the lesson, the girls face cooking challenges, showing resilience and teamwork and receiving supportive feedback from their parents. The document also provides a structured approach for a writing task, including steps like reading instructions, completing an ingredients list, understanding formal and informal language, and planning an informative paragraph using a graphic organizer. Students are encouraged to reflect on the lesson, complete their writing task, and prepare for the next lesson.

Contents

• Pages 1—20: Safety rules importance.
• Pages 21—41: Cooking challenges overcome.
• Pages 42—46: Structured writing approach

This section of the document discusses the importance of safety rules in the context of a cooking lesson where students are required to understand characters, formal and informal language, and analyze details from a text. Specific details include a story about Ramona and Beezus cooking dinner, using formal and informal language examples, completing graphic organizers to understand characters’ actions and ways of dealing with challenges during cooking, as well as interpreting characters’ reasons for certain actions. The document also emphasizes the differences between formal and informal language and how to apply them appropriately.

Ramona faces a dilemma while cooking – whether to follow the correct temperature instructions for the corn bread or bake it alongside the chicken at a higher temperature. Beezus suggests sticking it in the oven regardless. Beezus improvises dessert with pear halves and apricot jam. The girls face challenges while cooking, including partially cooked chicken and spilled ingredients. Although the dishes may not turn out perfectly, the family appreciates the effort, cheering everyone up. The parents are encouraging and fair, willing to help clean up the messy kitchen without criticizing the girls.

This section of the document provides a structured approach for introducing students to a writing task: 1. Students (S) read the instructions. 2. S orally completes the ingredients list for their how-to essay with the guidance of the teacher (T). 3. S is reminded to complete the ingredients list after class. Additionally, there are reminders for students to reread “The Extra-Good Sunday,” answer questions about safety rules, understand formal and informal language, and plan an informative paragraph using a graphic organizer. Students are also encouraged to reflect on what they have learned during the lesson, read a paired selection titled “Imagine a Recipe,” complete their writing task, review the lesson, and preview the next lesson.