Name: Kirsten Mahler Host Teacher: Mr.

Kane
School: Makefield Elementary School Date: November 8, 2018
Time Frame of Lesson: 2:00pm - 2:45pm Subject: Reading
Topic: How Pizza Conquered America Grade Level: 4th

Lesson Essential Question: How can we find important information to use to compare and
contrast different texts on similar topics?

Standards:

● CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining

what the text says explicitly and when drawing inferences from the text.

● CCSS.ELA-LITERACY.RI.4.8 Explain how an author uses reasons and evidence to

support particular points in a text.

Learning Objectives and Assessments:

Learning Objectives Assessments

SWBAT compare and contrast the stories of “Find the Evidence” Worksheet
how two foods from abroad became popular
in the United States

SWBAT identify evidence to support their “Find the Evidence” Worksheet

answers to comprehension questions

Materials:
● StoryWorks Magazine (How Pizza Conquered America)

● Pencil

● “Find the Evidence” Worksheet

Pre-lesson assignments and/or prior knowledge:

● Students are familiar with finding and using textual evidence to support their answers to

questions.

Lesson Beginning:
 Ms. Mahler will begin by having the students take out their StoryWorks magazine, but

not open them up yet. Ms. Mahler will provide the students with a vocabulary worksheet where

they will match difficult words to their definitions to do before they read the story. After the

students complete the vocabulary worksheet, Ms. Mahler will review it with them to make sure

they have the proper definitions matched to the right words, she will encourage the students to

keep the sheet out while they read in case they need to refer to it while reading the story.

Instructional Plan:

Ms. Mahler will begin by having the students take out their StoryWorks magazine, but

not open them. She will provide the students with a vocabulary worksheet where they will match

difficult words to their definitions. After the students complete the vocabulary worksheet, Ms.

Mahler will review it with them to make sure they have the proper definitions matched to the

right words. She will encourage the students to keep the sheet out while they read in case they

need to refer to it while reading the story. Students will then be asked to open to the story How

Pizza Conquered America on page 15. Ms. Mahler will ask the students how many of them eat

pizza, and if they can imagine a world without pizza. She will then tell the students that they are

going to find out how pizza came to America, and how it became as popular as it is now. The

students will partner read the story How Pizza Conquered America so that they are familiar with

the information in the story before going back to find evidence to support the answers they will

provide on the “Find the Evidence” worksheet. The students will then work in teacher selected

groups on answering questions 1-6 on the “Find the Evidence” worksheet using the story.

Ms. Mahler will instruct the students to return to their seats after approximately 10 to 15

minutes depending on the needs of the groups. When the students are back at their seats, Ms.

Mahler will ask the students how many of them eat sushi, but since it’s not very likely that 4th
graders eat much sushi, she will also ask how many of their siblings or parents enjoy sushi. After

that question, she will inform the students that sushi was once an unpopular food in America,

much like pizza, and also like pizza, sushi has become incredibly popular nationwide. For the

sake of time, Ms. Mahler will read Sushi Takes Over to the students while they follow along in

their magazines. After having heard and read the story, the students will be asked to answer

questions 7 and 8 on the “Find the Evidence” worksheet. Question 7 will address Sushi Takes

Over, and question 8 asks the students to compare Frank Mastro from How Pizza Conquered

America and Noritoshi Kanai from Sushi Takes Over.

Closure:

When the students have finished answering questions 7 and 8 on the “Find the Evidence”

worksheet, Ms. Mahler will have the students share their answers within their groups. She will

then ask each group if they had similar or different answers, and she will ask them to share the

answers that they had. Should an answer have already been said, Ms. Mahler will ask that

students only share answers that differ from those that have already been said. About 2 minutes

before the end of the writing block Ms. Mahler will have the students put away their magazines

and get themselves ready for science.