Sarah Swartz

January 15, 2020

Professor Evnitskaya

Cooking up a Lapbook Part 1

The Title
The title of this lapbook is “Cooking.” Prior to teaching the elements and
vocabulary of cooking, we will learn common foods and kitchen vocabulary. This
lapbook will be an accumulation of new vocabulary and practicing structuring sentences
with verbs.
The Content
On the front cover, you will see the title as well as the student’s name. There are
also two photographs; one shows a person cooking in the kitchen with various supplies
such as pots and mixing bowls. The second picture has a display of five specific mixing,
straining, and hand tools. Students can choose where each of the pictures are placed
and colored, as long as they are on on the front cover.
On the inside left cover are two pockets titled “countables” and “uncountables.”
Here, the students will divide the list of ingredients and food into the previously stated
categories. Students will refer to their notes and using the strategy, “Red Robin student
coaching” to review their answers with a partner.
The entire back of the inside folder will give students the space to display which
foods they enjoy cooking and which foods they do not enjoy cooking. These will also be
used to practice simple sentence structures such as, “I like cake.” Which can grow into,
“I like to bake cakes” and, “I do not like to chop carrots.”
The right side of the inside cover will be the “Sentences” category. Students will
lift the right side of the paper to complete the simple sentence statements. They will also
glue a photo of the verb behind the statement. Students will be given 5 sentences to
finish including:
● I can grill…
 ● I can boil…
● I can stir…
● I can peel…
● I can bake…
Characteristics
The students I am created this lapbook for are boys in third grade, ages 7-8.
These students are expected to learn new vocabulary and create short structured
sentences, using templates as I have provided. These students have studied basic
English vocabulary and simple sentences for 3 years along with Spanish and Basque.
Teaching Objectives
This project will implement Project-based learning PBL by investigating and
responding to a complex question, problem, or challenge. This will promote manual
activity rather than memorization or verbalize and allows learners to participate in the
learning process. In this project, students will be able to:
1. Engage in organized cooperation work carried out independently.
2. Implement new and previous knowledge to solve a problem or achieve an
object (presenting).
3. Learn by doing.
4. Use information gap activities to involve the transfer of information from
one place into a form that they can understand and is presentable to their
peers.
Procedure
All students will create their own lapbook but they will practice, coach/correct,
and present in small groups. First, students will receive their supplies. Individual
supplies will include: (1) green folder, (5) sentence statements, (20) black and white
food pictures, (20) food names, (2) cover photos, and (6) cooking titles.
The templates that students are given will simply instruct students on which
activities should go on which cover. The placement and color is up to them. As I stated
before, students will
 Students will then present, which I will explain as the assessment.
Assessment
First, they will practice and coach each other using the Coaching Red Robin
Structure. Then, students will present simple sentence structures such as: the food they
enjoy, what they can cook, and the style in which foods cook (boil, bake). To grade, I
would use the following rubric

3 2 1

Structure The presentation The presentation The presentation

was well- organized was clear and was somewhat
and easy to concise and easy to unclear and could
understand. follow but missed use more
1-2 elements. organization.
Language Student used the Student used Student did not use
(grammar and BEST sentence adequate sentence correct sentence
syntax) structure/syntax (0-5 structure/syntax. structure/syntax.
mistakes). (6-10 mistakes). (11+ mistakes).
Pronunciation Speaks clearly and Speaks mostly Speaks unclearly
distinctly. (0-5 clearly and and distracts from
mistakes). distinctly.(6-10 the presentation
mistakes). (11+ mistakes).
Delivery Very well prepared Presenter was well Strong dependence
and delivers in a prepared and on notes and
clear manner, delivered ideas with hesitation. Some eye
without depending lots of eye contact. contact and good
too much on notes. Appropriate voice voice volume, tone
volume, tone and and pacing.
pacing.
Creativity Lapbook is creative, 3/4 of the previous 2/4 of the previous
well organized, elements. Good elements. Little effort
colorful. Maximum effort was put in. was put in.
effort was put in.
Total /15

References
Templates, photos, and clip art created on: Canva
Van Den Braden, Kris. “Perceptions of Teachers towards the Implementation of
TaskBased Language Teaching: A Case Study in a Vietnamese University.”
International Journal of Humanities, Social Sciences and Education, vol. 3, no. 12,
2016, pp. 164–181., doi:10.20431/2349-0381.0312006.

Villalobos, Olmedo Bula. “Content-Based Instruction: A Relevant Approach of Language

Teaching.” Innovaciones Educatives, 15 Jan. 2014.

Cooking up a Lapbook Part 2

Please click the following link to access the video. Please note, this video is unlisted
and is only available with the following link.
https://youtu.be/lzWAd3CQvEk