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Tuesday, August 27, 2019

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 

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