Everyone has a favorite meal-foods that conjure up fond memories or set one’s taste buds to watering. Today, I propose we harness students’ stomachs and attach their memories of food to vocabulary word meanings. How do we do it? Ask students to write out the items that would make up their perfect meal –and then describe each portion using vocabulary words.
With this tasty vocabulary activity students get to write about a subject they love, and then attach those positive associations to vocabulary words-a win, win for everyone (except perhaps a few stomachs that may start grumbling).
Have students fill out each food item on the sheet (or they can list each menu item on their own paper).
Explain to students which vocabulary words they will be using in their descriptions (a specific word list, unit list, etc).
Have students write a description of each food item using the vocabulary words on their list. Explain to students that they may go down their vocabulary lists looking for words that can describe their first food item and write as much as they can using those words. Once a word is used, they can cross it off their list. Then, they can go down their lists again, looking for words that describe their second food item. They can continue to go down their vocabulary lists until all their words are used.
Have students draw pictures of their food items or perhaps find clip art or photos that match their descriptions. Label these drawings with the vocabulary words.
If you have extra time: Have students find a partner and trade meal descriptions. Then students could explain to each other, using vocabulary words, why they like or dislike the other’s perfect meal.
Displaying the work: consider displaying the meal descriptions-possibly on a picnic tablecloth.
Do other teachers already have a similar lesson or fun item for displaying the end result? I’d love to hear what you do in your classrooms or suggestions for improving this lesson!
Writing Standard 1. Write arguments to support claims, using valid reasoning and evidence.
Writing Standard 2. Write informative/explanatory texts through the effective selection, organization, and analysis of content.
Writing Standard 4. Produce clear and coherent writing in which the development, organization, and style are appropriate
Writing Standard 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, etc.
Writing Standard 10. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
Language Standard 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Language Standard 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Language Standard 4. Determine or clarify the meaning of unknown words
Language Standard 5. Demonstrate understanding of word relationships and nuances in word meaning.
Language Standard 6. Acquire and use accurately a range of general academic and domain-specific words and phrases; demonstrate independence in gathering vocabulary knowledge