TThehe BreadBread Makers:Makers: MMillersillers aandnd BBakersakers 3 Lesson Objectives Core Content Objectives Students will: Describe the jobs of the miller and the baker in a colonial town Identify the tools used by millers and bakers Identify corn and wheat as the crops needed to make flour Explain why colonial families would buy or barter for items made by tradespeople, instead of making the items themselves Language Arts Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards that are addressed in all lessons in this domain. Students will: Listen to and recognize a variety of texts, including the nursery rhyme “Pat-a-Cake” (RL.K.5) With prompting and support, identify the main topic and retell key details from “The Bread Makers: Millers and Bakers” (RI.K.2) With prompting and support, compare and contrast colonial life and life today on a Venn diagram (RI.K.9) Use pictures from “The Bread Makers: Millers and Bakers” to tell about the events in the read-aloud in the order in which they occurred (W.K.3) With assistance, categorize and organize facts and information comparing colonial tradespeople to present-day tradespeople on a Venn diagram (W.K.8) Describe familiar things, such as bread; with prompting and support, provide additional detail (SL.K.4) 52 Colonial Towns and Townspeople: Supplemental Guide 3 | The Bread Makers: Millers and Bakers © 2014 Core Knowledge Foundation Use frequently occurring nouns and verbs in an oral, shared-language activity (L.K.1b) Identify new meanings for the word shop, and apply them accurately (L.K.4a) Sort objects into categories—smooth and rough—to gain a sense of the concept of the word texture (L.K.5a) Identify real-life connections between words—dough, grind, customers, shop, smooth, rough, and textures—and their use (L.K.5c) Core Vocabulary customers, n. People who buy goods or pay for services Example: There are a lot of customers in line at the grocery store. Variation(s): customer grindstones, n. Two stones used to crush wheat or corn to make flour Example: It was hard to crush the wheat berries by hand using grindstones; it took a long time to make just a little flour. Variation(s): grindstone kneaded, v. Mixed and folded ingredients with one’s hands Example: Through the window of the restaurant, the children watched how the pizza maker kneaded the dough. Variation(s): knead, kneads, kneading miller, n. A tradesperson who works at a mill and grinds wheat or corn into flour Example: If you have a lot of wheat, you can bring it to the miller to make flour. Variation(s): millers yeast, n. An ingredient that, when added to flour and water, makes dough rise or become lighter Example: After my mom added the yeast and kneaded the dough, it doubled in size. Variation(s): none Colonial Towns and Townspeople: Supplemental Guide 3 | The Bread Makers: Millers and Bakers 53 © 2014 Core Knowledge Foundation Vocabulary Chart for The Bread Makers: Millers and Bakers Core Vocabulary words are in bold. Multiple Meaning Word Activity word is underlined. Vocabulary Instructional Activity words have an asterisk (*). Suggested words to pre-teach are in italics. Type of Words Tier 3 Tier 2 Tier 1 Domain-Specific Words General Academic Words Everyday-Speech Words baker aroma bread barter customers* corn flour dough oven grain grind grindstones smooth/rough* kneaded texture* Understanding mill millstone miller tradesperson watermill wheat yeast loaf turn farm trade rise Multiple Meaning shop work Phrases rolling pin baratar aroma grano textura Cognates molinero molino Image Sequence This is the order in which Flip Book images will be shown for this read- aloud. Preview the order of Flip Book images before teaching this lesson. Please note that it differs from the sequence used in the Tell It Again! Read-Aloud Anthology. 1. 3A-1: Breads 2. 3A-2: Wheat field 3. 3A-3: Grindstones 4. 3A-5: Water mill 5. 3A-4: Old millstones 6. 3A-6: Old-fashioned flour mill 7. 3A-7: Baker kneading dough 8. 3A-8: Traditional, wood-fired oven 9. 3A-9: Bakery today 54 Colonial Towns and Townspeople: Supplemental Guide 3 | The Bread Makers: Millers and Bakers © 2014 Core Knowledge Foundation TThehe BreadBread Makers:Makers: MMillersillers aandnd BBakersakers 3A At a Glance Exercise Materials Minutes Then/Now Venn Diagram; Town Map with Image What Have We Already Learned? Cards attached; markers; tape images of bread samples of bread Introducing the Read-Aloud Introducing the Bread Makers 15 chart paper markers Vocabulary Preview: Dough, pizza crust dough or Grind modeling compound Purpose for Listening Image Cards 1 (Wheat) and 2 (Corn); Town Map; The Bread Makers: Millers and yeast, warm water, sugar 10 Presenting the Read-Aloud Bakers or honey; pizza dough or modeling compound Comprehension Questions Image Cards 1–2 Discussing the Read-Aloud 10 Word Work: Customers Complete Remainder of the Lesson Later in the Day Multiple Meaning Word Activity: Poster 3M (Shop) Shop Syntactic Awareness Activity: What Has Changed? Image Cards 12 and 13; Extensions Vocabulary Instructional Activity: images and items that have 15 Texture rough and smooth textures; chart paper; markers; tape Instructional Master 3B-1; End-of-Lesson Check-In: Retelling blank paper; scissors; glue a Sequence of Events or tape Colonial Towns and Townspeople: Supplemental Guide 3A | The Bread Makers: Millers and Bakers 55 © 2014 Core Knowledge Foundation Advance Preparation For Introducing the Bread Makers, bring in samples of bread for students to taste (e.g., chapatis/India, tortillas/Mexico, matzo/Israel, injera/ Ethiopia, mantos/China). In addition, find images of different kinds of bread eaten around the world to show to students. For the Vocabulary Preview and Presenting the Read-Aloud, bring in pizza dough or modeling compound for students to touch and manipulate. Have yeast, warm water, honey or sugar ready in a bowl to demonstrate how yeast causes dough to rise. Note: For every food-related item, be sure to check with your school’s policy regarding food distribution and allergies. For the Vocabulary Instructional Activity, find images and items that have rough and smooth textures (e.g., marble/sandpaper; apples/oranges; silk/ burlap or jute). For the End-of-Lesson Check-In, make a copy of Instructional Master 3B-1 for each student. They will sequence four images to retell how bread is made. Notes to Teacher The story “The Little Red Hen” is referenced in this read-aloud. Be sure that students are familiar with this story. This lesson has many opportunities to do hands-on activities, such as making dough and bread, watching yeast grow, using a rolling pin to shape the dough, and identifying smooth and rough textures. Please plan ahead. Introducing the Read-Aloud 15 minutes What Have We Already Learned? • Remind students that they learned that farm families took trips into town to buy or barter for goods they needed. • Read aloud the information from the Then/Now Venn diagram from Lesson 1, “The Country Family.” • Tell students: “We will use this Then/Now Venn diagram to compare and contrast how tradespeople today are different from early American tradespeople.” Remind students that to compare is to tell how things are similar and to contrast is to tell how things are different. 56 Colonial Towns and Townspeople: Supplemental Guide 3A | The Bread Makers: Millers and Bakers © 2014 Core Knowledge Foundation • Using the Town Map, ask volunteers to orally identify the trade pictured on the Image Cards taped to the Town Map. Remove the Image Cards from the Town Map, and tape them to the intersection or overlapping area of the two circles. • Image 16—Baker • Image 17—Dressmaker • Image 18—Tailor • Image 19—Salesclerk (match with general store) • Image 21—Metalworker (a version of a present-day blacksmith) • Emphasize that these trades were around during colonial times, and they still exist today. • Say to students: “Discuss with your partner how you think these trades might be the same today as they were long ago during colonial times. Then discuss how these trades might be different from what they were long ago.” Allow thirty seconds for partner pairs to discuss. Call on a few volunteers to share. Record student responses onto the Venn diagram. Introducing the Bread Makers • Tell students that in today’s lesson, they will learn about two tradespeople, the miller and the baker. These tradespeople helped with different steps in the process of making bread. Songs and Chants • Tell students: “Today I am going to teach you a rhyme from colonial times about a baker; the rhyme is called ‘Pat-a-Cake.’” • Have students repeat “Pat-A-Cake” with you using a student’s name in the rhyme. Show students how to pantomime rolling, patting, and marking as they sing. Pat-a-cake, pat-a-cake, baker’s man, Bake me a cake as fast as you can; Roll it, pat it and mark it with a [first initial of student’s name], Put it in the oven for [name of student] and me. • Invite partner pairs to say this rhyme together. Encourage pairs to take turns inserting one another’s first initial and first name while clapping out the rhyme together. Colonial Towns and Townspeople: Supplemental Guide 3A | The Bread Makers: Millers and Bakers 57 © 2014 Core Knowledge Foundation Making Connections • Draw a circle in the center of a piece of chart paper. Then, draw a loaf of bread in the center of the circle. Ask students to name breads they like to eat.