2. Bread, by Any Other Name... A Curriculum Project By Katie Delahunty Sarah Diaz Cristina Loftus

3. Philosophy n Our Goals - Individual to Communal - Thematic & Transformative - To increase knowledge about cooking through social studies, science, math - To promote a classroom environment that values other cultures - To support all learners through modeling

4. Essential Questions n What is bread? n What does bread look like? n How can we incorporate activities that use Multiple Intelligences into our lessons? n How can we integrate the theme of bread or dough and community across different content areas? n How does bread or dough and their preparation vary across different cultures?

5. Essential Questions cont. n What is the difference between a mixture and a compound? n How many of _____ do we need in order to make ___? n How many ____ do we need so that everyone gets one? n How long will it take to bake?

6. Integrated Subject Areas– Social Studies Social Studies & Multiple Intelligences Social Studies & Community What is community? Social Studies & Bread What is bread? Where does bread come from? Where do we see bread in our home/school? Where do we see bread in our community? Let’s make bread! How does bread/dough and their preparation vary across cultures?

7. Integrated Subject Areas– Mathematics n Math and Multiple Intelligences n Math and the Community –Bake Sale n Math and Quantity/ Counting –How many of _____ do we need in order to make ___? –How many __ do we need so that everyone gets one? n Math and Time –How long will it take to bake?

8. Integrated Subject Areas– Science n Science and the Multiple Intelligences n Science and the Community n Science and Baking –Observations and the five senses –Identification of mixtures and compounds –Leavened and unleavened bread

9. Language Development and Language Separation n Language Development –Specific vocabulary for each unit –Opportunities for students to interact with the language and vocabulary through speaking, listening, reading, and writing n Language Separation –Teacher selects which lessons will be conducted in English/Spanish based on students’ needs and school requirements –Modifications may be needed to better address students’ needs –During our lesson implementation many students did not speak any Spanish, which made it difficult to conduct the lesson solely in Spanish

10. Success in Language Development Skills n Increase in community vocabulary in English & Spanish - Family, Culture, New York, South Bronx n Increase in bread vocabulary in English & Spanish -Bakery, pizza, tortilla, sandwich n Students were able to chart and name the different stages of bread - Seed, wheat, flour, dough, bread

11. Challenges in Developing Language Skills n Student populations –English and Spanish language learners n Early Childhood Education Practices vs. Bilingual Education methodology n Visitors in the Classroom –We (the group) are not their permanent teachers n Background Knowledge –Students had little prior knowledge of the concepts we taught and materials we used

12. The Social Studies Lesson Description of the Lesson –Introduction- Pan Pan Pan –Minilesson- Stages of bread –Observe- Pan Especial/ Pan Típico –Chart/Reflect –Closing

13. The Social Studies Lesson n Successes of the Lesson –Teachers & Students were flexible –Adapted to circumstances (rain, snack time, change of schedule, etc.) –Hands on (with student’s snack) n Changes –Change Differentiation n Special Bread & Everyday Bread were Ambiguous – Go Outside

14. The Proof n Social Studies Video Social Studies Video Social Studies Video

15. The Science Lesson n Description –Introduction: Think-Pair-Share about the sense of smell –Book: El Olfato by Maria Rius –Modeling –Exploring the sense of smell –Review predictions and compare –Closing

16. The Science Lesson Continued n Successes –The students enjoyed the hands on activity –The students were introduced to new types of bread and bread ingredients n Changes –Introduce the five senses ahead of time –Provide meaningful experiences with the five senses –Familiarize students with vocabulary –Familiarize self with the management and behavioral style implemented in the classroom –Have sets of partners work in groups with a teacher/aid

17. The Evidence n

18. The Mathematics Lesson n Description of the Lesson –Introduction: Concepts of making predictions and making estimations –Estimation: How many “cupfuls” will fill the glass? –Measuring –Results: Estimations vs. Actual Measurement –Making Playdough –Closing

19. The Mathematics Lesson n Successes of the Lesson –Active Minds and Active Hands –Eager Kids with Smiling Faces –Students Were Fairly Well-Behaved n Changes –Start at the Beginning –Have Everything Pre-measured –Vocabulary Development and Separation

20. The Playdough nnnnnnnn

21. Insights Through Planning n Pre-Lesson –Details! Details! Details! n During Lesson –Flexibility, Ability to adjust lesson plan –How to gage the appropriate next step of plan through learners interest, participation & inquiry n Post Lesson –Ability to evaluate curriculum design based on student work and teacher conferences.

22. Insights Through Teaching n Pre-Lesson –Know your students –Anticipate possible issues that might arise during the lesson implementation n During Lesson –Be flexible and able to modify lessons with little notice –Always have a plan B that includes extensions and varied approaches –Establish behavior and management procedures early on and stick to them n Post Lesson –Reflect and assess –Plan for repeated exposure to topic

23. Insights Through Assessment n Pre-Lesson –Planning and Writing Assessment Pieces –Anticipating Results n During Lesson –Watchful Eyes of a Teacher –Thoughtful Responses, Following Directions n Post Lesson –Closure Responses –Written Results

24. Affects on Katie’s Future Teaching n Flexibility n Planning and Teaching in Teams Provides Great Support n Kinesthetic activities are essential but classroom management is more difficult when they are implemented.

25. Affects on Cristina’s Future Teaching n Establish and practice behavior and classroom procedures n Be flexible and plan ahead for potential complications n Know your students (prior knowledge and capabilities) n Time management

26. Affects on Sarah’s Future Teaching n Cool Under Pressure n Teaching for All Learners n Know Your Students n Stop, Collaborate, and Listen n Assessment

27. Thank you!