LESSON PLAN TEMPLATE

TEACHER Joseph Gangoo, Jenna Porter, Karissa Riofrio, Langille Weatherbee

Subject/Class/Course How to Bake 101

Topic Chocolate Chip Cookies

Grade Level Grade 7 Duration 30 minutes

Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly

language)

GCO: Students will be able to prepare and bake chocolate chip cookies
SCO: 1.2 I can recognize proper utensils needed and use them to measure ingredients (Last
week’s lesson)
SCO: 1.3 I can read a recipe and properly follow the instructions. (Last week’s lesson)
SCO: 1.4 I can plan where to buy the ingredients and what they will cost. (Today)
SCO: 1.5 I can shop for the ingredients needed for my recipe. (Tomorrow’s lesson)

Introduction (8 minutes total)

Greeting (2 minutes): On the whiteboard outside the door it will say “Good Morning
students, please wait until Jenna greets you at the door and she will call your names and
place you into groups”. Each group will also be given a number which will correspond with
numbers on the tables. There will be six tables total.

-Once students enter the classroom Joseph will ask the group which number they are and
show them to their table.
These are the six tables in the classroom that students will be sitting at:
Group 1: Group 2: Group 3:
Paige Lewis Lance Davenport Amy Binet
Martine Boudreau Carlin Arsenault Jillian Wood
Samantha Coates Anthony Munn Interpreter
Karen Linton Katarena Blackett Isaac Trail
Isabelle Letourneau Allen Crousse

Group 4: Group 5: Group 6:

Christian Leger Becky Mellish Stacie Reck
Danielle Burkett Haley Jones Ken Frost
Futong Kang Stephanie Morgan
Rebekah Hudson Kevin Dupuis
Maridelsy Hernandez

Hook and Instructions (1 minute):

Once students sit down at their tables Langille will go over the matching game.
On the tables: An ingredients list for basic vanilla cake and a sheet for the baking tools
matching game (both attached at the back of the lesson plan).

Checking for understanding: Can someone tell me what you will be doing?

Students will play the matching game individually, then discuss the question at the bottom
of the matching game page with their groups. (5 minutes)
At the bottom of the matching game there is a higher order question for students to explore
in their groups: If you were baking the Basic Vanilla Cake and you forgot your tablespoon,
how would you measure out the baking powder?

Transition: Jenna will then raise her hand until the whole class is quiet and looking at
her.

Assessment

Assessment 1: Formative (APK)

- Students will match the proper kitchen utensil with the proper word on their own
(Intrapersonal)
 - Students will then discuss the question at the bottom of the sheet with their group
members (Interpersonal)

Assessment 2: Summative (to be collected at the end of the lesson)

- Students will work in their groups to compile a shopping list using the recipe they
have chosen to bake chocolate chip cookies. They will be given a budgeted amount
of money on their shopping list.
- Their “shopping lists” will be marked on: ensuring all ingredients are on the list,
proper spelling and grammar is used, and whether they followed the given budget.
(Rubric included at the back of the lesson plan.)

Assessment 3: Formative:
- Throughout the lesson, random selection will be used to check for understanding.
We will ask the students to repeat any instructions we give as well as repeat tasks.

Some questions the instructors will ask the students throughout the lesson in order to check
for understanding are:
- If you were baking a Basic Vanilla Cake and you forgot your tablespoon, how would
you measure your baking soda?
- Can you repeat the instructions that were given?
- Do you feel that you could effectively shop for the ingredients in your recipe?

Develop the Instructions (21 minutes)

Introduction: Jenna will then get the students attention at the front of the room.
She will address the students as a grade 7 class and say “we are going to be going over our
fourth lesson today in How to bake things 101. Jenna will then introduce the teachers,
(Joseph, Karissa and Langille) and go over classroom expectations which are (I will raise
my hand and wait for the teacher to answer me before I will speak, I will pay attention and
listen to the teacher when she/he is speaking). Jenna will then go over the agenda, GCO and
SCO that will be written up on the board. (3 minutes)

Agenda:
Matching game
Discussion
GCOs and SCOs
Taste test
Shopping List
Brain break
Closing

Transition to Karissa who will go over the attention getters for today’s lesson.

Karissa will show the students the attention getters for today’s lesson. The first one is when
the teachers raise their hands, students will also raise their hands and have their eyes on the
teacher who is speaking. The second attention getter will be “milk and cookies”. The teacher
will say mmmmm and students will say cookies. Karissa will then do a test run with the
students and say mmmmmm and students will respond and say cookies. (1-2 minutes)

All four teachers (Joseph, Jenna, Langille, Karissa) will pass out cookies and recipes to the
six tables. Langille will ask students to taste test two types of cookies and decide as a group
which recipe they will use. Students will then have to select a recipe as a group that they
will use in next week’s lesson when baking the cookies. (2 minutes)

*Brain Break led by Joe* - Uptown Funk (1 minute)

Teachers will then pass out flyers, shopping list and a rubric to students and they will use
these to look up their ingredients. They will have the option to pick out prices of ingredients
from the flyers OR from the Atlantic SuperStore website. Langille will ask students to get
out their devices to look up prices for any ingredients they cannot find in the given flyers.
Students will then be given 10 minutes to complete the task of finding the prices for their
ingredients, filling out the shopping list/budget sheet and ensuring they have everything
listed and priced correctly for the shopping trip next day. (10 minutes)

Random Selection Question:

Can you repeat the instructions that were given?

Set timer for 10 minutes. If students take less than this, adjust and move on as
necessary.
During this time while the students are completing their shopping lists, the four instructors
will walk around the room, asking questions and helping students with any problems they
have.

At the end of the 10 minutes, Joseph will use the “mmm cookies!” attention getter to
indicate to the students the activity has finished. He will then ask them to hand in their
shopping list one group at a time starting with group 1 and ending with group 6. (1 minute)

After all assignments have been handed in, Jenna will ask the students to place their heads
down on the desk and ask them to “Please put your thumbs up if you feel could go to the
grocery store and buy the ingredients for your chosen recipe, put your thumb sideways if
you are not sure, and down if you are still uncomfortable with this.” After determining
where the students are at with the lesson, we will ask all students to look up, and close the
lesson. (2 minutes)

Joseph will thank students today and say:

“Thank you for all your hard work today, we are very proud of all the effort you put into
your cookie planning this week and we will see you next week to buy our ingredients and
make our cookies!” (1 minute)

Closure

- Students will hand in their group shopping lists as these are going to be assessed.
- *Random name pick out of the cookie jar* Ask a student - Can you tell me why
shopping lists and budgets are important?
- We will ask all students to put their heads on their desks and we will ask the question
“Please put your thumbs up if you feel could go to the grocery store and buy the
ingredients for your chosen recipe, put your thumb sideways if you are not sure, and
down if you are still uncomfortable with this.”
- “Thank you for all your hard work today, we are very proud of all the effort you put
into your cookie planning this week and we will see you next week to buy our
ingredients and make our cookies!”

Materials, Technologies, Safety or Special Considerations

- 2 different recipes
- 2 different chocolate chip cookies
 - Plates for cookies
- Flyers from Sobeys and Super Store
- Kitchen tools for review (teaspoons, tablespoons, cups, etc.)
- Students need devices (we will bring extra in case any are needed)
- Cookie jar for random selection
- Baking tool matching game handout
- Shopping list handout

Special Considerations:
- Extra materials for interpreter
- All recipes are modified to exclude nuts due to an allergy in the class
- Before class we will let the interpreter and Jill know that we are doing a dance brain
break.