Lesson Plan: for lesson on: Chocolate Unit, Day 1
Teacher’s name
Marcie Curry
Date to be taught
April/May 2011
Class
7th-8th grade Literacy Hour
Volunteers expected
Supplies needed
Cornell Note Form, 8 laptops, Quiz
Objectives
The students will be able to:

Examine the history of chocolate by taking notes from a website
Opener
Time needed: 5
*Quiet Activity*: Double Negatives Review
On chart paper, the teacher will post the following sentences to be corrected by the students
in their journals. 1. I’m not going to buy no chips; 2. She can’t make friends with nobody.; 3.
That attitude won’t get you nowhere.
Teacher will review answers and discuss the double negative grammar rule.
Mini-lesson content
Time needed: 5
Teacher will pass out sample Cornell Note form and discuss it’s uses and benefits
Process
Activity 1: Research and Note taking. Students will divide into groups of 2. They will read the
article on-line called “The History of Chocolate” from the website:
http://www.exploratorium.edu/exploring_chocolate/index.html They will take notes using the
Cornell method as they read together.
Time needed: 30
Learning Style addressed: People Smart, Word Smart
Activity 2: Assessment: Teacher will give a 6 question comprehension quiz (open notes) to
make sure that students took appropriate Cornell notes during the activity
Time needed: 5
Lesson Plan: for lesson on: Chocolate Unit, Day 2
Teacher’s name
Marcie Curry
Date to be taught
April/May 2011
Class
7th-8th grade Literacy Hour
Volunteers expected
TBD
Supplies needed
8 laptops, projector, screen, process map forms
Objectives
The students will be able to:

Show through process mapping the method of chocolate making
Opener
Time needed: 5
*Quiet Activity*: Analogies Review
On chart paper, the teacher will write the following analogies for students to finish in their
journals.
1. Ancient is to old and Funny is to ____________.
2. Cushion is to sofa and _________________ is to ___________________.
3. Dr. Martin Luther King, Jr. is to the “I have a dream speech” as _____________ is to
_______________.
4. Create your own analogy
Teacher will discuss with class
Mini-lesson content
Teacher will introduce process mapping by giving an example of Choosing a high school.
Students will determine the “process” of choosing a high school and the teacher will visually
capture their thoughts in a process map.
Time needed: 5
Process
Activity 1: Students will use the Exploratorium website again to learn about the process of
chocolate making. In groups, they will read the article “From bean to bar” and create a
process map
Time needed: 30
Activity 2: As a class, we will watch the Hershey video about how chocolate in made in
Hershey, PA
Time needed: 5
Learning Style addressed: People Smart , Art Smart, Picture Smart
Lesson Plan: for lesson on: Chocolate Unit, Day 3
Teacher’s name
Marcie Curry
Date to be taught
April/May 2011
Class
7th-8th grade Literacy Hour
Volunteers expected
TBD
Supplies needed
6 different types of chocolate with varying percentages of cacao, a comparison matrix form
Objectives
The students will be able to:

Use a comparison matrix to compare 6 different types of chocolate
Opener
Time needed: 5
*Quiet Activity*: Was vs. Were review. Teacher will put the following sentences on chart
paper for the students to complete on their own in their journals.
1. Teachers was/were supposed to arrive before 8 a.m.
2. Following the rules was/were never important to him.
3. The litter of kittens was/were born in the barn.
Teacher will review rule and answers with students
Mini-lesson content
Time needed: 5
Teacher will discuss what a comparison matrix is by comparing the following on the white
board: duck, fish, human, dog. Using the comparison matrix, to compare their ability to talk,
walk, swim and fly.
Teacher will also discuss the differences between a comparison matrix and a Venn Diagram
Process
Activity 1: Students will work in groups to compare 6 different types of chocolate. They will
compare these factors: appearance, taste, smell, ingredients, and packaging. They will
produce a comparison matrix to report their findings.
Time needed: 30
Learning Style addressed: People Smart, Word Smart
Lesson Plan: for lesson on: Chocolate Unit, Day 4
Teacher’s name
Marcie Curry
Date to be taught
April/May 2011
Class
7th-8th grade Literacy Hour
Volunteers expected
TBD
Supplies needed
8 laptops, reference scavenger hunt
Objectives
The students will be able to:

Utilize resource materials, such as: atlas, thesaurus, dictionary, almanac, &
encyclopedia
Opener
Time needed: 10
*Quiet Activity*: Formal vs. Informal letter review
In journals, students will write a sample formal letter and a sample informal letter
Discuss differences as a class.
Mini-lesson content
Teacher will discuss the uses of the following:
Atlas: collection of maps and geographical info; Thesaurus: to find synonyms and antonyms;
Almanac: to find weather forecasts, planting info, and sunrise/sunsets,; Encyclopedia: a
summary of facts
Time needed: 5
Process
Activity 1: In groups, students will complete the reference scavenger hunt using these
websites: dictionary.com, worldatlas.com, thesaurus.com, almanac.com and
encyclopedia.com
Time needed: 25
Learning Style addressed: People Smart, Picture smart, Word Smart
Lesson Plan: for lesson on: Chocolate Unit, Day 5
Teacher’s name
Marcie Curry
Date to be taught
April/May 2011
Class
7th-8th grade Literacy Hour
Volunteers expected
TBD
Supplies needed
8 laptops, direct object practice sheet
Objectives
The students will be able to:

Examine the benefits and risks of chocolate consumption
Opener
Time needed: 8
*Teacher will teach the steps for finding a direct object in a sentence
Step 1: cross out all prep. phrases
Step 2: underline subject once and verb twice
Step 3: ask who? Or what? After the verb to get the direct object
Examples: 1. The jugglers threw the bowling pins high into the air.
2. The cats drank their milk quickly
3. The letter told mom and dad the information.
Students do practice worksheet quietly and then go over as a class
Mini-lesson content
Ask students what they believe are risks and benefits of eating chocolate. Make a T
chart to show their information
Time needed: 5
Process
Activity 1:
Time needed: 35
Students will read the on-line article on Exploratorium “Health Help or Risk” and make a new
list of benefits and risks. We will look up unfamiliar words on dictionary.com
Learning Style addressed: People Smart, Word Smart
Lesson Plan: for lesson on: Chocolate Unit, Day 6
Teacher’s name
Marcie Curry
Date to be taught
April/May 2011
Class
7th-8th grade Literacy Hour
Volunteers expected
TBD
Supplies needed
Poster boards
Objectives
The students will be able to:

Use persuasive techniques to create an advertisement for either the risk of
chocolate consumption or the benefits of chocolate consumption.
Opener
Time needed
5
*Quiet Activity*: Context Clue review. Students will work quietly on a context clue worksheet.
Review answers as a class
Mini-lesson content
Time needed: 10
Teach persuasive techniques: logos, ethos and pathos
Process
Activity 1: Students will get into groups of 3 and create either a commercial or poster ad using
at least one technique (logos, pathos, or ethos) to convince an audience to either stop eating
chocolate or to eat more chocolate
Time needed: 15
Activity 2: Group presentations
Learning Style addressed: People Smart, Word Smart, Art Smart
Time needed: 10
Lesson Plan: for lesson on: Chocolate Unit, Day 7
Teacher’s name
Marcie Curry
Date to be taught
April/May 2011
Class
7th-8th grade Literacy Hour
Volunteers expected
TBD
Supplies needed
Recipe cards, semi sweet chocolate chips, sweet, condensed milk, microwave, 9x9 pans,
spatula, foil
Objectives
The students will be able to:

Follow a recipe to make fudge in groups
Opener
Time needed
5
*Quiet Activity: Figurative language review. On chart paper, teacher puts following examples
up for students to determine which figurative language is being used:
1. The waves ripped through the city, tore through the houses and pounded the dam.
2. You are what you eat.
3. Busy as a bee
Mini-lesson content
Time needed: 5
Go over the fudge recipe as a class and wash hands
Process
Activity 1: Students will get into groups to make fudge
Time needed: 15
Activity 2: Play review game and eat fudge after it’s been refrigerated for 15 minutes
Time needed: 10
Learning Style addressed: People Smart