Jake Frumkin Penn Alexander School, 5th Grade, Room 219 Lesson Plan: Introduction of Final Performance Task

Assignment 30 Minutes Goals / Objectives: SWBAT synthesize multiple examples of problems and solutions related to Food Justice as learned in class and integrate these within a personal, creative and related innovation proposal. Standards: CC.1.2.5.B: Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. CC.1.4.5.V: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. CC.8.5.6-8.G: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CC.8.6.6-8.E: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Materials: -Laptop & Smartboard with assignment sheet and rubric loaded - Individual assignment sheets printed for each student - chart paper & marker Classroom Arrangement / Management Issues: Students will be sitting at desks. Normal classroom behavior systems will be in place. I doubt that behavior will be an issue as the students will likely be very engaged in understanding assignment and what is necessary to earn a good grade. I will need to pay particular attention to making sure that less involved students are paying attention to conversation and making necessary notes. Plan: (10 Minutes) I do Introduce assignment: Begin by telling students that they will all be completing a project to show what they have learned from our unit on food justice. Touch on the fact that we are still in the midst of our learning, but that I wanted to give them their assignment so that they can plan ahead, get started working on it and have a context to think about what we will continue to learn. Hand out assignments and give the students 5 minutes to read through them silently and independently encouraging them to write down any questions on the back of their assignment packet. Read through the assignment out loud for the whole class. (10 minutes) We do Introduction of problem and solution anchor chart Remind students that an important part of their assignment (and grade) will be to

integrate information from class about the issues related to access of healthy foods and examples of related socially transformative innovations. Hang chart paper, head with Food Justice and label one side of T-Chart Problems and the other Solutions. Ask the students to take 3 minutes to discuss some of these examples with a partner. Take remainder of time to list examples provided. Depending on the timing and progression of curriculum up to this point, only a handful of examples will be provided. This chart will be hung in the classroom and periodically revisited to add more to each column as the unit progresses. I may ask students to keep a developing record of the chart for themselves connected to their assignment packet, maybe even give them a blank chart to complete. (5-10 minutes) We do Assignment Q&A: Take questions from students and answer them. Move on when it starts to seem like questions are repetitive or overly detailed. Remind students that we will continue to discuss the assignment over the course of the next couple of weeks. Have students pack assignment packets away in their HW folders (give 10 second count) and transition to next lesson. Assessment: Assignment will be assessed based on comprehensive grading rubric. Understanding of the assignment within this lesson will be assessed informally based on conversation, questions asked and examples provided by students. Accommodations: I need to decide if a simpler assignment sheet is necessary for my ELL student. I may call home to explain the assignment to her aunt who speaks English fluently. I also may need to make accommodations for her and for student with IEP who miss significant portions of the day (and material) because of pull out teaching from specialists.

Food Justice Innovation Project Assignment Throughout our literacy, social studies and math lessons, we are continuing to learn that there is a clear lack of equity when it comes to different communities and their access to healthy food. In particular, people have very different abilities to access and purchase fresh, healthy food. We have begun (and will continue) to watch, read about and experience examples around the world and even in our own city, neighborhood and classroom of how to increase personal and community access to fresh food. This is your chance to create your own solution. I want you to be a creative problem solver, but make sure that your creative solution is clearly connected to a real problem that you have learned about, understand and can clearly explain. There are two major components to this assignment: the design, explanation and presentation of your innovation, and a persuasive essay explaining why it is necessary and would be effective. Your innovation may take many forms. You may choose to create a detailed drawing or blueprint, a petition for a political policy, a plan for creating a company or organization, something that you have actually built, or anything else that you choose, propose, and have approved by Mr. Frumkin. In addition to creating your innovation, you must clearly persuade your audience as to why it is necessary and how it will be effective. You will do this through a persuasive essay that should be at least five paragraphs long with a clear main idea and connected evidence with well-developed details. You should make sure that your project is realistic, accessible to people in many economic situations, and addresses a clear need. This does not mean that you should be able to create it immediately by yourself, but you should explain what steps you would take to make your innovation a reality. Use the knowledge that we have built throughout our learning as evidence and inspiration for these things. See the attached grading rubric for a clear description of the characteristics of a top quality assignment.

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