Unit Topic : Functional Text
Author : Lynne Harwood
Grade : 5-8 Subject : Language Arts
Big Idea : Functional text is everyday reading that we do throughout our lives.
Essential Questions :
-What is the purpose of functional text?
-What features of functional text help us understand it better?
-How do we interpret functional text?
Unit Outcome : The students will investigate various forms of functional text related to running a business and make applications by writing a business report.
Common Core Standards
Informational Text:
6.RI.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
6.RI.7: Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
Prior Knowledge :
-General comprehension of central ideas in text.
-Familiarity with some types of functional text.
-Ability to locate information in text.
Differentiation Plan :
Differentiation specific to each performance objective and for student sub-groups (Gifted,
English Language Development, and Special Education) will be included in individual lesson plans. General strategies of differentiation will include:
-Leveled texts
-Guided reading groups
-Cooperative Learning groups
-Choice Boards for self-selected activities
-Extension options
-Modeling

Task Analysis of Daily Objectives :
Objective
TSW interpret instructions by listing steps in a flow map.
TSW analyze a recipe by creating their own.
TSW interpret food labels by comparing and contrasting.
TSW investigate various forms of functional text related to running a business and make applications by writing a business report.
Reading
Learning Target
I can determine the order of instructions.
I can analyze the parts of a recipe.
I can compare nutrition facts and ingredients of food labels.
I can investigate functional texts and apply information to give business advice.

Lesson Title : Reading Instructions
Grade : 5 th
– 8 th
Subject : Language Arts
Standards :
6.RI.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
6.RI.7: Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
Lesson Objective : The students will interpret instructions by listing steps in a flow map.
Learning Target : I can determine the order of instructions.
Materials :
-Set of instructions for a practical task
Procedures :
Sub-Objective Teacher Actions Student Actions Check for
Understanding
Observation Activate Knowledge Have students
Preview Text discuss the benefit of being able to interpret directions
Model previewing
Read Text text (headings, illustrations, etc.) and circulate as students finish
Scaffold reading of text and pause to ask questions
Discuss with partner and class
Preview text with partner
Read text along with class
Observation
Observation/Oral
Answers
Flow Map Circulate as students put steps into flow map (make sure they summarize)
Take instructions and organize into a flow map
Flow Map
Modifications
Heterogeneous
Partners
Heterogeneous partners
Scaffold Reading: interactive, partners, choral, call and response, independent
Modify number of boxes

Lesson Title : Reading Recipes
Grade : 5 th
– 8 th
Subject : Language Arts
Standards :
6.RI.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
6.RI.7: Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
Lesson Objective : The students will analyze a recipe by creating their own.
Learning Target : I can analyze the parts of a recipe.
Materials :
-Copies of a one-page recipe
Procedures :
Sub-Objective Teacher Actions Student Actions
Activate Knowledge Think-Pair-Share on experience with cooking
Guided Reading
Practice
Read recipe together; ask comprehension questions throughout
Writing recipes Circulate as students write their own recipe (include
Ingredients and
Procedures sections)
Sharing Circulate as students share in small groups
Think-Pair-Share on cooking
Answer questions; participate in discussion
Write recipe based on own knowledge and following structure
Share recipe with group
Check for
Understanding
Observation
Answered questions/Observation
Whole Group
Cold Call
Written recipe
Observation
Modifications
Heterogeneous
Partners
Self-selected food item
Heterogeneous
Groups

Lesson Title : Reading Food Labels
Grade : 5 th
– 8 th
Subject : Language Arts
Standards :
6.RI.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
6.RI.7: Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
Lesson Objective : The students will interpret food labels by comparing and contrasting.
Learning Target : I can compare nutrition facts and ingredients of food labels.
Materials :
-Two food labels for similar products (i.e., whole vs. skim milk)
Procedures :
Sub-Objective Teacher Actions Student Actions
Activate Knowledge Define food label as a class; discuss why people would be want to read a food label
Reading Food
Labels (Guided)
Facilitate reading of first food label— vocabulary, location of information, etc.
Have students answer questions aloud
Compare/Contrast
Venn Diagram
Circulate as students compare/contrast the two similar food labels
Participate in discussion
Locate various items in food labels; answer questions
Create a Venn
Diagram of the food labels with a partner
Check for
Understanding
Observation
Venn Diagram
Modifications
Whole Group
Answered questions Whole Group
Cold Call
Heterogeneous
Partners

Lesson Title : Reading Unit Outcome Project
Grade : 5 th
– 8 th
Subject : Language Arts
Standards :
6.RI.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
6.RI.7: Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
Lesson Objective : The students will investigate forms of functional text related to running a business and make applications by writing a business report.
Learning Target : I can investigate functional texts and apply information to give business advice.
Materials :
-Reading Unit Outcome Project Guidelines
-Checklist and Grade Sheet
-JJ’s Ice Cream Hut functional text materials
-Partner Evaluation Sheet
Procedures :
Sub-Objective Teacher Actions Student Actions Check for
Understanding
Observation Project Delineation Determine partners by method of your choice prior to project.
Go over guidelines and circulate as students select display option
Functional Text
Analysis
Circulate as pairs analyze each section of functional text
With partner, ask clarifying questions; make choice for display
Application Display Circulate as students use their Final
Analyses to create their display
With partner, read the texts, answer the comprehension questions, and make decisions on possible changes
Create display using
Final Analyses and display choice
Questions and Final
Analysis done
Display
Plan Business
Report
Rough Draft
Model brainstorming and planning for report and circulate as pairs work
Review introduction, conclusion, and
Use Final Analyses from Reading Unit
Outcome to fill in brainstorming graphic organizer
Write the business report with an
Brainstorming and
Planning Graphic
Organizer (Flow
Map, Outline, etc.)
Rough Draft
Modifications
Heterogeneous
Partners
Heterogeneous
Partners
Heterogeneous
Partners
Self-selected display option
Heterogeneous
Partners
Refer to Model
Heterogeneous
Partners

Revise and Edit
Final Copy
Partner Evaluation body; circulate as students write
Guide students through revision of sentence structure and word choice; have students peer edit for conventions
Either circulate as students publish final copy or assign as homework to type or hand write
Distribute evaluation and circulate as students answer introduction, body, and conclusion
Make changes to rough draft as necessary
Write final copy either on computer or paper
Answer questions honestly and without consulting partner
Changes written on rough draft
Final Copy
Evaluation
Refer to Rubric
Heterogeneous
Partners
Use reference materials
Handwritten: require both students to write
Independent completion

John and Julia Golden have been running JJ’s Ice Cream Hut for five years.
They make decent profits, but they think that they could manage their company with better stewardship.
Because of this, they have hired you to be their business consultants. John and Julia want you to look over several different parts of their business—
Employees and Operation Hours, Nutritional Facts, and Ice Cream Flavors and
Pricing—to see what they can do better. They have provided graphs, charts, menus, schedules, and comments from a customer survey.
Your job is to analyze all of the data they give you and make decisions that would increase the money JJ’s Ice Cream Hut makes. You will need to decide whether to add, stop, or change the way certain things are done. Once you have made those decisions, you will write a business report to John and Julia that explains your suggestions. You will also create a display by choosing one of the following options:

Employees/
Hours
Nutritional
Facts
Flavors
Display
Business
Report
Partner
Evaluation
Post
Assessment
TOTAL

Mon. 2:00 PM to 9:00 PM
Tues. 2:00 PM to 9:00 PM
Wed. 2:00 PM to 9:00 PM
Thurs. 2:00 PM to 9:00 PM
Fri. 2:00 PM to 9:00 PM
Sat. 10:00 AM to 9:00 PM
Sun. CLOSED to
700
600
500
400
300
200
100
0
Customers
Workers

Survey Comments
Love your ice cream! Wish you were open on Sundays so we could visit after church!
-Peter S.
Reply to Peter S.
Come on, man! Everybody needs a break on the weekend. Keep up the good work, JJ!
-Sally G.
Last Friday, we waited in line for 30 minutes before we could get to the counter...you didn’t have very many people working!
-Brown Family
Can you stay open later on Saturdays? My friends and I like to go out late!
-Jenny J.
You aren’t open in the mornings! That is so not cool...everyone wants ice cream for breakfast!
-Andy W.
256
128
317
215
5
Questions
1. How many hours is the store opened during the whole week?
2. On which days is the store opened the longest?
3. How many customers come to the store on Thursday?
4. Which day is the busiest? About how many workers are there then?
14
132
97
229
263
5. Do the number of workers each day make sense with the store hours for each day?
6. According to the comments, what are some changes the customers want to see?
Final Analysis : Write your ideas for change. You can add, take away, or change any of the store hours, number of workers, and business days.

Ice Cream Sold By Flavor : John and Julia currently have eight flavors. It is possible for them to make 10 flavors total. Below is a table that shows how much of each flavor they sell each week.
Flavor
Vanilla
Chocolate
Mint Chocolate Chip
Peanut Butter
Coffee
Birthday Cake
Blue Raspberry
Cheesecake
Number Sold
275
315
250
25
205
175
230
300
Single Scoop: $1.50
Double Scoop: $2.00
Flavors
Vanilla
Chocolate Peanut Butter
Mint Chocolate Chip
Coffee Birthday Cake
Cheesecake
Blue Raspberry
First topping free! All other toppings $0.50 extra!
Toppings
Syrup: Chocolate, caramel, or strawberry
Oreos
Sprinkles Peanut Butter Cups
Peanuts
Coconut Gummy Bears
M& Ms
Marshmallows
Extras
Ice Cream Sundae: $3.50 Milkshake:
$2.50 Root Beer Float: $2.25

Survey Comments
Could you add a flavor that is sugar free or low fat?
-Emily P.
JJ’s Ice Cream is the best! How about more toppings, like cereal or candy bars?
-Derek J.
Reply to Derek J.
I prefer cereal for breakfast, not on my ice cream!
-Stephanie D.
You’re scoops are so small! You should make them bigger or charge less $$$$!!!
-Paul R.
How many root beer floats can you fit inside a bathtub?
-Jon S.
551 20
232
175
458
49
199
152
76
617
Questions
1. Which ice cream flavors are the most popular?
2. Which flavor hardly ever gets sold?
3. How much does it cost to get a single scoop with three toppings?
4. What is the difference in price between a milkshake and a root beer float?
5. How much more is a double scoop than a single scoop?
6. According to the comments, what are some changes the customers want to see?
Final Analysis : Write your ideas for change. You can add, take away, or change any of the ice cream flavors, toppings, extras, or prices.

Survey Comments
Could you add a flavor that is sugar free or low fat?
-Emily P.
I want more fruit flavors!!!
-Tommy D.
If I’m allergic to peanuts, can I eat your ice cream?
-Missy O.
You should make calorie-free ice cream!
-DeJuan R.
551 20
332
45
2
157
45
15
559
135
I hope your ice cream has good vitamins in it.
-Kelly K.
Questions
1. How big is a serving size of ice cream?
2. Which current flavor has the most calories?
3. How much fat does the low fat ice cream have?
4. What vitamins are in the ice creams?
5. Does making ice cream sugar free affect any of the other nutrition facts?
6. According to the comments, what are some changes the customers want to see?
Final Analysis : Write your ideas for change. You can add, take away, or change any of the ice cream flavors or serving sizes.

Your Name: __________________________ Your Partner: _________________
1. How well did you and your partner get along?
5: We always got along and never got in an argument.
4: We had one or two arguments, but we cleared it up ourselves.
3: We had several arguments, but we figured it out ourselves.
2: We had several arguments and we had to have a teacher help us clear it up.
1: We always argued and could not clear it up even with the teacher’s help.
2. Did you share the work equally?
5: We each did exactly the same amount of work.
4: We mostly did the same amount of work.
3: My partner did way more work than me.
2: I did way more work than my partner.
1: Neither of us did much work.
3. How well did you both stay on task?
5: We were always working and never got sidetracked.
4: We only got sidetracked once in a while.
3: We got distracted several times.
2: We hardly ever stayed on task.
1: We were never on task.
4. Would you want to work with this partner again?
5: Absolutely, I will always want to work with this partner.
4: I would like to work with this person again, but I would be okay with others.
3: It would be okay to work with this person.
2: I would really prefer to work with someone else.
1: I will never work with this person again.
5. Do you prefer to work with partners or by yourself?