Lesson Aim: Students will read passages to practice finding the main idea and supporting details (review from last week). During the last hour they will sharpen their math skills and learn how to make estimates (McGraw-Hill's Top 50 Math Skills for GED Success). Discussion of homework video: hard and hardly(20 minutes) • Ask S what time she went to bed last night. • If late:
"Oh, so you hardly slept at all last night? (WOB)
"Why? Was it hard for you to get to sleep? (WOB)
• Ask S how much she studied English this past week. • If not much:
"Oh, so you hardly studied English at all this week?"
"Was it hard to find time to study English?"
• Ask S if he ate out this week (explain eat at restaurants) • If one or two times,
"Oh, so you hardly ate out this week at all?'
"Is it hard to find good inexpensive restaurants in your area?"
• Explain that hard is an adjective used with a noun and hardly is an adverb used with a verb. • Look at a sentence on the board and ask Ss to find the parts of speech. • Ask Ss to write three sentences about their lives using hard and three sentences using hardly. • WCFB: Ask volunteers to read their sentences first for hard and then for hardly. Finding the Main Idea (20 minutes)
• Ss read each paragraph silently to themselves. • T reads each paragraph out loud • Ss should complete the exercise alone and then work in pairs to check their answers with partner. • As we go through the answers, discuss. Ask Ss to find the supporting details in the passages where relevant. • Circulate photo of hognosed snake. ABCCC
Marketing Tricks: Finding the Main Idea and Supporting Detail (50 minutes)
• Let's talk about shopping • Who here likes to shop? What do you like to shop for? (Are you addicted to any food?) • Are you brand-conscious? (WOB) • What does brand-conscious mean? • What are some famous brands that you like? Do you wear designer label clothes? (WOB) • Draw Target logo and Nike logos on board. Coke swoosh. • Do you give gift cards (WOB) for presents to friends and family? From which stores? • Do you like to get gift cards? Why or why not? • Do you ever forget to buy things with them? Or have money left over on a gift card and forget about it? • When you buy clothes, do you buy them at regular price or wait for sales? • Are you an impulse buyer? (WOB)
• Hand out the Marketing Tricks passage. • Ask Ss to read it silently to themselves. • T reads aloud to Ss. • T asks Ss to write a short definition of each circled word on the line opposite it. • T puts Ss in pairs and asks them to choose one paragraph to discuss with their table. Do you agree? Do you disagree? Why or why not? • WCFB: One person from each table chooses a reporter.
Vocabulary and Comprehension Section 1-3 • Ss do this alone and then check their answers with their partner
4-8 • T reads each item and gives Ss time to answer. • Ss discuss check their answers with their partner.
• T tells Ss that each paragraph has a main idea also! • Divide the paragraphs among the tables. • What is the main idea of each paragraph? Ss discuss in their small groups. • Remember that the main idea is not always the first sentence of the paragraph.
BREAK (15 minutes) Kitchen Math (50 minutes) • Ask who thinks they are good at math. • Write math anxiety on the board. Tell Ss what this means. Ask if they have math anxiety. • Tell Ss that we are all good at different subjects. It's ok not to be good in some areas. • We've talked a lot about food in this class. Let's try to have fun with math and food!
Counting Calories • T reads top paragraph of Counting Calories • T asks Ss to look at the calorie table. Who needs more calories, girls or boys? Do you believe this? • Part 1: Model first problem. • Ss do problems by themselves, then check their answers with their partners. • Part 2: Model first problem. • Ss do problems by themselves, then check their answers with their partners. • WCFB: Volunteers answer.
Nutrition Facts • T reads top paragraph and directions. • T asks Ss if they ever read Nutrition Labels on foods they buy. • Do they read them before or after they buy them or both? • What do they look for when they read them? (total number of calories, number of servings in pkg., what percent fat? How much sugar? How much protein? • Ss figure out problems by themselves and then check their answers with their partner.
Nutrition Facts (40 minutes) • Do you look at food labels when you're at the store shopping or deciding what to buy? • Do you look at them at home after you've already bought them?
• Go over nutrition vocabulary. Ask Ss if they know these words and to give a definition. Ask Ss for examples of foods that are high in each. (Foods high in HFCS are:
Yogurts
Breads
Frozen pizzas
Cereal bars
Cocktail peanuts
Boxed macaroni and cheese
Salad Dressing
Tonic
Applesauce
• Vocabulary: carbohydrates, sodium, cholesterol, protein, saturated fat, transfat, polyunsaturated fat, high fructose corn syrup, hydrogenated oils, etc. • Research things you don't know. Names and labels can be deceptive. • Hand out nutritional labels and ask Ss to guess what the foods are. Include one healthy food. • 1 cup = 236 grams (google gram to cup convertor) • After they guess, look at each one and talk about what to watch out for (potato chips - fat, coke - sugar) What do you see on the label that might be harmful? What might be good for you? • Serving size. How much would you eat realistically?? 1/2 cup of ice cream? I would eat all of it! • Hand out ingredients primer • Order of ingredients. If sugar is first, is this healthy? Ingredients in order of amount
• Ss discuss: what can you do to eat healthier? Are there foods you eat now that you will consider eating less of? Tell your partner one thing you can do to eat healthier.
Students will read passages to practice finding the main idea and supporting details (review from last week). During the last hour they will sharpen their math skills and learn how to make estimates (McGraw-Hill's Top 50 Math Skills for GED Success).
Discussion of homework video: hard and hardly (20 minutes)
• Ask S what time she went to bed last night.
• If late:
- "Oh, so you hardly slept at all last night? (WOB)
- "Why? Was it hard for you to get to sleep? (WOB)
• Ask S how much she studied English this past week.• If not much:
- "Oh, so you hardly studied English at all this week?"
- "Was it hard to find time to study English?"
• Ask S if he ate out this week (explain eat at restaurants)• If one or two times,
- "Oh, so you hardly ate out this week at all?'
- "Is it hard to find good inexpensive restaurants in your area?"
• Explain that hard is an adjective used with a noun and hardly is an adverb used with a verb.• Look at a sentence on the board and ask Ss to find the parts of speech.
• Ask Ss to write three sentences about their lives using hard and three sentences using hardly.
• WCFB: Ask volunteers to read their sentences first for hard and then for hardly.
Finding the Main Idea (20 minutes)
• Ss read each paragraph silently to themselves.
• T reads each paragraph out loud
• Ss should complete the exercise alone and then work in pairs to check their answers with partner.
• As we go through the answers, discuss. Ask Ss to find the supporting details in the passages where relevant.
• Circulate photo of hognosed snake.
ABCCC
Marketing Tricks: Finding the Main Idea and Supporting Detail (50 minutes)
• Let's talk about shopping
• Who here likes to shop? What do you like to shop for? (Are you addicted to any food?)
• Are you brand-conscious? (WOB)
• What does brand-conscious mean?
• What are some famous brands that you like? Do you wear designer label clothes? (WOB)
• Draw Target logo and Nike logos on board. Coke swoosh.
• Do you give gift cards (WOB) for presents to friends and family? From which stores?
• Do you like to get gift cards? Why or why not?
• Do you ever forget to buy things with them? Or have money left over on a gift card and forget about it?
• When you buy clothes, do you buy them at regular price or wait for sales?
• Are you an impulse buyer? (WOB)
• Hand out the Marketing Tricks passage.
• Ask Ss to read it silently to themselves.
• T reads aloud to Ss.
• T asks Ss to write a short definition of each circled word on the line opposite it.
• T puts Ss in pairs and asks them to choose one paragraph to discuss with their table.
Do you agree? Do you disagree? Why or why not?
• WCFB: One person from each table chooses a reporter.
Vocabulary and Comprehension Section 1-3
• Ss do this alone and then check their answers with their partner
4-8
• T reads each item and gives Ss time to answer.
• Ss discuss check their answers with their partner.
• T tells Ss that each paragraph has a main idea also!
• Divide the paragraphs among the tables.
• What is the main idea of each paragraph? Ss discuss in their small groups.
• Remember that the main idea is not always the first sentence of the paragraph.
BREAK (15 minutes)
Kitchen Math (50 minutes)
• Ask who thinks they are good at math.
• Write math anxiety on the board. Tell Ss what this means. Ask if they have math anxiety.
• Tell Ss that we are all good at different subjects. It's ok not to be good in some areas.
• We've talked a lot about food in this class. Let's try to have fun with math and food!
Counting Calories
• T reads top paragraph of Counting Calories
• T asks Ss to look at the calorie table. Who needs more calories, girls or boys?
Do you believe this?
• Part 1: Model first problem.
• Ss do problems by themselves, then check their answers with their partners.
• Part 2: Model first problem.
• Ss do problems by themselves, then check their answers with their partners.
• WCFB: Volunteers answer.
Nutrition Facts
• T reads top paragraph and directions.
• T asks Ss if they ever read Nutrition Labels on foods they buy.
• Do they read them before or after they buy them or both?
• What do they look for when they read them?
(total number of calories, number of servings in pkg., what percent fat? How much sugar? How much protein?
• Ss figure out problems by themselves and then check their answers with their partner.
Nutrition Facts (40 minutes)
• Do you look at food labels when you're at the store shopping or deciding what to buy?
• Do you look at them at home after you've already bought them?
• Go over nutrition vocabulary. Ask Ss if they know these words and to give a definition. Ask Ss for examples of foods that are high in each. (Foods high in HFCS are:
- Yogurts
- Breads
- Frozen pizzas
- Cereal bars
- Cocktail peanuts
- Boxed macaroni and cheese
- Salad Dressing
- Tonic
- Applesauce
• Vocabulary: carbohydrates, sodium, cholesterol, protein, saturated fat, transfat, polyunsaturated fat,high fructose corn syrup, hydrogenated oils, etc.
• Research things you don't know. Names and labels can be deceptive.
• Hand out nutritional labels and ask Ss to guess what the foods are. Include one healthy food.
• 1 cup = 236 grams (google gram to cup convertor)
• After they guess, look at each one and talk about what to watch out for (potato chips - fat, coke - sugar) What do you see on the label that might be harmful? What might be good for you?
• Serving size. How much would you eat realistically?? 1/2 cup of ice cream? I would eat all of it!
• Hand out ingredients primer
• Order of ingredients. If sugar is first, is this healthy? Ingredients in order of amount
• Ss discuss: what can you do to eat healthier? Are there foods you eat now that you will consider eating less of? Tell your partner one thing you can do to eat healthier.
Homework
Watch video:
http://bit.ly/1aOGsmO
For next class:
Making an appropriate estimate (30 minutes)
McGraw-Hill's Top 50 Math Skills for GED Succes pp. 14-15