Technology-Connected Lesson Plan s1

Technology-Connected Lesson Plan

Title: Taste of Louisiana Grade Levels: Grades 9th - 12th Curriculum Areas:  Family and Consumer Science Measurable Objectives:  TSW use online resources to explore the different cultures, such as French, Italian, Irish, German, African American, Native American and Spanish.  TSW identify the various cultures that affect the foods commonly eaten in Louisiana.  TSW create a newsletter and/or PowerPoint presentation emphasizing the different cultures in Louisiana. Common Core  Reading Standards for Informational Text 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.  Speaking and Listening 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to

1 enhance understanding of findings, reasoning, and evidence and to add interest.  Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LA Content Standards: {FAM.9-12.5.3.2} Evaluate and apply nutrition information. Determine nutrient requirements across the life span addressing the diversity of people, culture, and religions. {FAM.9-12.3.2.3} Analyze personal and social forces that impact human growth and development across the life span. Explain the effects of gender, ethnicity, and culture on individual development. Technology Standards:  Technology Productivity Tools (Resource Access and Utilization Foundation Skill) Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to work collaboratively in developing technology-rich, authentic, student-centered products.  Technology Communication Tools (Communication Foundation Skill)  Students use telecommunications to collaborate, publish, and interact with peers, experts and other audiences.  Students use a variety of media and formats to communicate and present information and ideas effectively to multiple audiences.

Technology Connection:  Computer w/Internet Access  Publisher  Microsoft PowerPoint  Online Resources Louisiana’s Living Traditions http://www.louisianafolklife.org/LT/CSE/creole_food_trad.html The Gumbo Pages http://www.gumbopages.com/index.html#louisiana Chef John Folse Website http://www.lpb.org/programs/tasteofla/ Justin Wilson’s Website 2 http://www.justinwilson.com/ Italian Traditions http://www.folklife.uno.edu/italian-culture-in-independence/ Germans in Louisiana http://www.hnoc.org/collections/gerpath/gerpathindex.htm

Irish Culture in Louisiana http://irishneworleans.com/danny.htm Native American Tribes of Louisiana http://www.native-languages.org/louisiana.htm Spanish Tradition in Louisiana http://www.questia.com/library/book/the-spanish-tradition-in- louisiana-by-samuel-g-armistead-israel-j-katz.jsp African-American Traditions of Louisiana http://www.louisianafolklife.org/LT/Articles_Essays/creole_art_africa n_am_oral.html NIET/TAP Rubric  Motivating Students: The teacher sometimes develops learning experiences where inquiry, curiosity, and exploration are valued.

 Presenting Instructional Content: Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson. Examples, illustrations, analogies, and labels for new concepts and ideas.

 Questioning: Questions are purposeful and coherent.  Academic Feedback: Feedback is sometimes used to monitor and adjust instruction.

 Thinking: Generate a variety of ideas and alternatives.  Analytical Thinking -participants analyze, compare and contrast, and evaluate and explain information.

 Practical Thinking - participants use, apply, and implement what they learn in real-life scenarios.

 Creative Thinking - participants create, design, imagine, and suppose.  Problem Solving: -Identifying Relevant/Irrelevant Information -generating ideas -creating and designing

 Activities and Materials: -support the lesson objective -are challenging -elicit a variety of thinking -relevant to participants lives -incorporate multimedia and technology 3 -incorporate resources beyond the school curriculum text Procedures:  Background Information: Louisiana's complex blending of cultures over 300 years produced distinctive regional food traditions for which we are known worldwide. Each cultural group has retained food traditions, and even within cultural groups, traditions vary from community to community, and family to family.  Students should be divided into pairs or groups using the attached “Cultural Assignment Cards” with assignments of various Louisiana cultures. Each group should receive an assignment card for cultural research and recipe research for a particular cultural group.  Students will go to the computer to complete their research on food customs and/or cultures of their assigned area. Allow students to use filtered search engines or the sites listed above under Online Resources.  Students who were assigned to research food customs will create a newsletter in MS Publisher emphasizing the food of their culture. The recipe research group will include various recipes and information about food preferences of their assigned cultural group. What types of food are associated with your group? Include some recipes that show the influence of your assigned “cultural” group. What ingredients are prominent in most of the recipes?  Students who were assigned to research a particular culture group of Louisiana will prepare a PowerPoint presentation emphasizing key points about their assigned culture. The presentation should include facts and pictures about their cultural customs. What parishes in Louisiana are the most populated with your “cultural” group?  Allow students to share their newsletter and presentations with the class. Materials:  Various Louisiana Cookbooks  Cultural Assignment Cards Assessment:  Completed Newsletter  Completed PowerPoint presentation Teacher’s Name:  Kathy Prine School:  C.M. Fagan