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1. A Mini Unit on Fruits and Vegetables E. J. Glatt
2. Introduction Topic
Fruits and vegetables
Likes and dislikes
Presentation of likes
3. The Students Grade 4
Bet Sefer Afek
Experimental ecology school
Middle class Socioeconomic level
4. Purpose of the Unit By the end of the mini-unit, students will be able to:
Name and identify at least 5 different types of fruits and 5 different types of vegetables
ask and answer questions about food and express their likes and dislikes about food
present information about their friends' likes and dislikes of food.
5. Standards/Benchmarks Domain: Social Interaction: foundation level
Students interact and convey simple messages. Students interact using basic vocabulary and comprehensible, but not necessarily accurate, syntax.
Ask and answer simple questions about familiar topics and everyday situations such as family, school, personal interests.
express feelings, likes and dislikes.
6. Standards/Benchmarks Domain: Presentation: foundations level
Students present information about personal topics, orally and in writing, using basic organizational skills.
Pupils use basic vocabulary and simple syntax.
1. Design a means for collecting information such as a questionnaire, and list the results.
7. Lesson 1: The Fruit Objective:
Students will be able to identify and name 5 types of fruit.
Time: 30 minutes
Flash cards of different kinds of fruit
Food Cards, cue-cards or pieces of paper with the names of different fruit on them. On the reverse side should be a picture of the food or the Hebrew translation on the back. One for every student. At least 9 or 10 should have the names of fruit on them.
pencils and paper for each student
8. Procedure Motivator: Sing and explain the song "Apples, peaches" (in the tune of "Tell me when your birthday comes")
"Apples, peaches, pears and plums,
oranges, bananas, here we come.
Grapefruits, mangos and a guava,
Raspberries, blueberries and papaya."
9. Procedure Show the student flashcards of various fruit.
Say, for example, an apple is a fruit, an orange is a fruit.
Have students repeat after you.
Hand out the food cards.
Students now go around the classroom, and must find and list in their notebooks the names of five fruit with their Hebrew translations and/or pictures.
10. Anticipated Problems and Solutions 30 Students walking around a cramped room can be a problem.
The students must first be told that they must only walk quietly.
Have a cue for the students to stop moving and listen.
11. Assessment Ask random students to name a fruit.
Ask students to quiz each other on foods, whether or not they are fruits and observe.
12. Reinforcment Fruit worksheet
13. Reflection of lesson 1 It was slightly difficult to control the students moving around the room.
Students also yelled across the room telling their friends who had the fruit cards.
Most, however, were more familiar with the vocabulary at the end of the lesson.
Next time, I disallowed any talking higher than a whisper.
14. Summary of other lessons Learning vegetable vocabulary
Differentiating between fruits, vegetables, and other foods.
15. Summary of the other lessons Vegetable vocabulary
Likes and dislikes
16. Summary of other lessons Presentation of survey results
17. Other songs: Vegetable song "Carrots, peas and broccoli,
Vegetables are good for me,
18. Corn and peppers on my plate,
Potatoes, onions, it's not too late,
19. "Carrots, peas and broccoli,
Vegetables are good for me,
20. Other songs:
I like chicken, I like liver
Meow Mix,Meow Mix please deliver
21. General Reflection I thought that the project was a good way to introducing the children to expressing their feelings and their own likes and dislikes as well as the likes and dislikes of others.
The presentation portion was less than a smashing success ( despite a small listening task)
but the children enjoyed the songs and the vocabulary of many of the students was greatly increased by the end of the unit.
I also found that the confidence level, in terms of speaking in English, was increased for some of
22. General Reflection I think, while it does not seem that this project involved a large amount of risk-taking, I thought that a substitute teacher getting the students away from their textbooks was risk-taking enough (the teacher I replaced temporarily only used the textbooks in the large classes in Rosh HaAyin).