Cofer's Rules & Expectations

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FNW Agenda Week of August 26, 2019

Time	Day 1:  Monday	Day 2: Tuesday	Day 3: Wednesday	Day 4: Thursday	Day 5: Friday
10-15 minutes  Activator   (Warm-Up Prep for Lesson Outcomes; Review or Preview)	Warm Up:  narrative about their first encounter with a “new food”. *share responses with the class*	Warm Up:  YouTube clip:  American Kids try….	Warm Up:  YouTube Clip:   Eating rats in Africa   {Q & A}	Warm Up:  Teacher will show You Tube clip: Exotic Food from around the world. Students will get a visual of different foods from other countries.	Warm Up:  YouTube-   Sanford and Son: Visit Japanese home
15-20 Minutes  Extension of Activator   (Connect to yesterday’s or today’s learning/collect work/introduce or reference Essential Question or standard; re-teach material in a different way)	Standard:  HUM-FNW-3 Analyze factors that influence food choices and quality of diet.  Essential Question:  How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?	Standard:  HUM-FNW-3 Analyze factors that influence food choices and quality of diet.     Essential Question:  How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?	Standard:  HUM-FNW-3 Analyze factors that influence food choices and quality of diet.  Essential Question:  How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?	Standard:  HUM-FNW-3 Analyze factors that influence food choices and quality of diet.  Essential Question:  How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?	Standard:  HUM-FNW-3 Analyze factors that influence food choices and quality of diet.  Essential Question:  How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
35-40 Minutes  Lesson Activities:  Introduce content/skills of the day   (Group work, teacher lecture, lab, math problems, writing, assessment, etc.)	Whole class will discuss 6point graphic organizer “Your Food Choices” {students provided two facts per category} -   Students will work on Chapter 3  Content and Academic Vocab Word Splash.	Direct Instruction: 1. Teacher will show Ch. 3 PPT Foods of the United States and Canada.     Students will take notes.   2. Students will work on Chapter 3 ELA worksheet p. 16/17. {Evaluate Influences} Will discuss answer whole group  3. Students will work with a partner to complete “And the Country is…” worksheet. Will check with the whole class	1. Chapter 3 Food & Culture Concept questions   1-10   2. Chapter 3 handout p.21/22	1. Teacher will explain Food & Culture Project.   -Expectations  -Rubric	1.Teacher will discuss Ethnic Cuisine Buffet {9.6.19 and Food and Culture Project  2. Start research for Food & Culture project.
Differentiation
10-15 minutes Summarizer/Formative Assessment:  Exit strategy, Sum it Up, Check for Understanding, end of class quick assessment, written response, summarizing strategy, ticket out the door, etc.	Summarizer:  Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities   Unit 2 Test –Chapter 3 and Chapter 4  Food and Culture Project	Summarizer:  Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities   Unit 2 Test –Chapter 3 and Chapter 4  Food and Culture Project	Summarizer:  Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities   Unit 2 Test –Chapter 3 and Chapter 4  Food and Culture Project	Summarizer:   Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities   Unit 2 Test –Chapter 3 and Chapter 4  Food and Culture Project	Summarizer:  Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities Unit 2 Test –Chapter 3 and Chapter 4  Food and Culture Project