Activity Description

Preparation:

1. Gather chart paper and markers
2. Collect sample recipes
    a. For example, a basic chocolate chip cookie recipe
3. Prepare a sample Recipe for Me following the worksheet format and the directions below 
4. Print Recipe for Me worksheets for each student 

Implementation:

Session 1:

1. Review the concept of recipes with students
    a. Ask questions to activate prior knowledge, for example, Does anyone know what a recipe is for? Why
    would I use one?
2. Have students read aloud and discuss several sample recipes
    a. Discuss the characteristics of recipes, for example, they have an ingredient list, they give step-by-step
    directions about how to make something
3. Have students brainstorm vocabulary used in recipes, using the sample recipes as a guide
    a. Include procedural vocabulary (such as “first”, “then”, “next”, “after”) and adverbs (like “slowly”,
    “smoothly”)
    b. Review quantities and units of measurement used in recipes, especially as they relate to classroom 
    math lessons (for example, “teaspoon”, “tablespoon”, “pound”, “half”, “quarter”)
4. Write the recipe vocabulary on a large piece of chart paper for reference

Session 2: 

1. Explain that you will be writing a “Recipe for Me” 
    a. The ingredients in the recipe will be characteristics or traits that describe who you are
2. Share your previously written “Recipe for Me” and have students read it in a shared format
    a. Explain tricky vocabulary after the class read-through
3. Note how the “Recipe for Me” follows the recipe-writing format (ingredients, procedure) and uses some of the vocabulary you discussed
4. As a class or in smaller groupings, have students brainstorm possible ingredients that they might consider for themselves
    a. Review descriptive adjectives
    b. For example: kindness, intelligence, stubbornness, patience, calmness, curiosity, happiness, family,
    freckles, black hair
5. Using the list of recipe vocabulary and their ingredient lists, have students begin a first draft of their recipes
    a. Remind students to match the quantities to their personal characteristics
6. Circulate and support students in following the format and choosing effective language

Session 3: 

1. Have students continue their drafts with your support
2. Once students have finished writing, invite them to share their recipe with a buddy and proofread each other’s work
3. Have students write a final draft onto their “Recipe for Me” worksheet
    a. The box at the top of the recipe is for a picture of the students, which can be taken with a camera or
    drawn by them

Adaptations For

English Language Learners/ESL:

- Supply students with index cards with illustrated traits on them and help students choose which characteristics best represent them

LD/Reading & Writing Difficulties:

- Write a variety of different measurements (for example, 1/2, 1/4, 1/8, 1, 2, cup, teaspoon, tablespoon) and personal traits onto index cards and spread these around the carpet--students can identify the measurement and the characteristic that accompanies it

Cultural Appropriateness & Diversity:

- Encourage students to create unique recipes and promote diversity (this also produces a writing sample indicating students' views of themselves)
- When choosing sample recipes, choose ethnically diverse dishes

Differentiated Instruction:

- Allow students to adapt the complexity of the recipe to their skill-level, for example, some students may have fewer ingredients or less steps

Related References

Evidence:
Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1989). Teaching text structure to improve reading and writing. The Reading Teacher, 42, 130-137.