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AFTER READING
OBJECTIVES
OBJECTIVES
  • Formulate an inquiry question that is connected to this week's lesson focus.
  • Effectively and efficiently find, evaluate, and communicate information related to an inquiry question using electronic sources.
New Literacies
Synthesize
Analyze
Communicate
Navigate/Search
Identify Questions
Day 5
Day 4
Day 3
Day 2
Day 1
OBJECTIVES
  • Review terms and ideas related to outlines.
  • Create an outline for a topic.
Practice Book
Practice Book 3.2 p. 90
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE FOOD FROM DIFFERENT CULTURES
Use the following 5-day plan to help students conduct this week's Internet inquiry
activity on food from different cultures. Remind students to follow classroom rules
when using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the lesson focus question: How can food from different cultures be mixed? Brainstorm ideas for specific inquiry questions about food from different cultures. For example, students might want to know about traditional fare in Sweden or the various kinds of breads prepared in other cultures. Have students work individually, in pairs, or in small groups to write an inquiry question they want to answer.
Navigate/Search Start a simple Internet search. After students have compiled a list of the sites they would like to analyze, show them how to bookmark Web sites. Bookmarks allow students to go to a site immediately, instead of keyboarding the complete address. Students may bookmark the sites today, but they will not analyze them until Day 3. Remind students that they should always have teacher permission before they bookmark Web sites.
Analyze Have students explore the Web sites they identified on Day 2. Have them scan the sites for information that will help answer their inquiry questions. Students analyze information to see if it is relevant to their question. Students can print pages that contain useful information and highlight relevant details.
Synthesize Have students synthesize information from Day 3. Remind them that when they synthesize, they integrate important and relevant ideas from various sources to create an answer to their inquiry questions.
Communicate Have students share their inquiry results. They can use a word processing program to create a short informational article for a class book about food from around the world.
DAY 5
RESEARCH/STUDY SKILLS
Outlining/Summarizing
TEACH
Show students a cookbook and explain that this is a kind of guide. Have them suggest
what this guide is used for. Help students see that the cookbook is a guide for preparing
food. Point out that an outline is like a guide, or a plan, for a written work. Review the
following terms and concepts.
  • A summary is a statement of the most important ideas about a topic or text. You can summarize what you read in a reference source.
  • An outline is a way to organize ideas in a summary. An outline shows main ideas and details.
  • An outline is used to organize information you are going to put in a written work. Arrange details about a main idea with that idea in the outline.
On the board, write the outline shown below. Point out the use of Roman numerals,
letters, and Arabic numerals. Explain that this is just the start of an outline. Students will
work in pairs to add to the outline with a variety of food examples. They can add numbers
and letters to the outline as they wish. With the class, discuss the following questions.
1. What are some examples of poultry? (chicken, turkey)
2. What are some examples of carbohydrates? (bread, cereal, rice)
Food Groups
Cook Book
ASSESS
As students work on their outlines, check that they use the numbers and letters
appropriately. Make sure they understand how to group similar ideas together under
the same topic.
For more practice or to assess students, use Practice Book 3.2, p. 90.