RIC-30008 Eton Mess - Read discuss and understand a recipe

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Eton Mess
Curriculum links
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Teacher information
Activity Content description Elaboration
Text • Read decodable and predictable texts using developing phrasing, fluency, contextual, • Reads and discusses a recipe
semantic, grammatical and phonic knowledge and emerging text processing strategies, for • Follows instructions in a procedure
example prediction, monitoring meaning and re-reading (ACELY1659J O
• Respond to texts drawn from a range of cultures and experiences (ACELY1655) 0
'-
Comprehension • Use comprehension strategies to build literal and inferred meaning about key events, • Understands the steps in a recipe
ideas and information in texts that they listen to, view and read by drawing on growing
knowledge of context, text structures and language features (ACELY1660) O
Word knowledge
Additional teacher
information
• Recognise and know how to use simple grammatical morphemes to create word families
(ACELA1455) 0
• Use visual memory to read and write high-frequency words (ACELA1821) 0
• Explore differences in words that represent people, places and things (nouns, including
pronouns), happenings and states (verbs), qualities (adjectives) and details such as when,
where and how (adverbs) (ACELA1452J O
Definition of terms
Recipe
A recipe is a procedure or set of instructions for preparing a
particular dish, including a list of the ingredients required. A
procedure tells how to make or do something. It uses clear,
concise language and command verbs.
Links to other curriculum areas
• Health and Physical Education
- Recognise situations and opportunities to promote
health, safety and wellbeing (ACPPS01BJ G
• Identifies high-frequency sight words
• Creates plurals of words ending with '-s' and
'-es'
• Identifies adjectives in a text
• identifies double letters in words
Terminology for students
recipe
instruction/step
word
bracket
adjective
double letters
Suggested reading
• Once upon a time in the kitchen: Recipes and tales from
classic children s stories (Myths, legends, fairy and folktales)
by Carol Odell (stories for listening)
• Fancy Nancy: Tea parties by Jane O'Connor
• Tyler makes a birthday cake! (Tyler and Tofu) by Tyler
Florence
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• Tiny pie by Mark Bailey
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Teaching notes
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Text
Comprehension
Teacher information
Teacher information
• This English dessert is traditionally served at the annual cricket
game between Eton College and Harrow School in England.
• The three main ingredients are strawberries, cream and
meringue. Some people believe the dessert was given its name
because a meringue dessert was accidentally crushed by a dog
while in transit to a picnic at Eton. It was served as a 'messy'
dessert of crushed meringues, cream and strawberries.
Introduction
• Discuss desserts with the students. Ask them if they know the
names of some of the more popular desserts. Ask the students
when desserts are served. Ask them what ingredients desserts
usually have. Explain that they will read a recipe that tells how
to make a dessert. Ask them where they might find a recipe.
Discuss the name of the dessert. Does the word 'mess' sound
good or bad in a recipe?
Development
• Read and discuss the text with the students. Assist them with
any unfamiliar words such as units of measure, or the list of
ingredients. One tricky word in this text is 'meringue'. Explain
that this is a French word that is now used in English. Point
out the tricky ending. Explain what the 'Steps' mean. Question
the students to gauge their understanding of what they have
listened to or read.
• While reading, observe and listen to how students use phonic
skills and knowledge to decode words. Assist them to decode
more difficult words.
• If reading the recipe together as a class, correct inaccurate
reading.
• Teachers may need to pronounce some words and exaggerate
the sound being identified to help students answer any
questions relating to phonic skills and knowledge.
• Ask the students to work together to explain how to make Eton
Mess.
Differentiated individual/paired/group work
• Ask the students to work in pairs to list the ingredients and to
illustrate each step of the recipe.
• Allow more capable readers to research their favourite dessert
and make a list of the ingredients needed for it.
• Teachers could work with a small group of less capable readers
to look at all the adjectives in the recipe (this is the focus of
the word knowledge activities, so practice at this point would
ensure higher confidence to answer these questions in a later
lesson).
Review
• Summarise the main features of the recipe.
• The questions on page 52 require the students to be confident
about the general concept of a recipe as well as understanding
a specific recipe for Eton Mess.
Introduction
• Students take turns to retell how to make Eton Mess. They must
list all the ingredients first, then outline the steps to make it.
Development
• Discuss the comprehension activities on page 52, then allow
the students to complete the page independently.
• Question 8 will have different answers, which can lead to an
interesting discussion.
Differentiated individual/paired/group work
• Have students work in pairs to write a recipe for their favourite
sandwich. Encourage them to use the Eton Mess recipe as a
template (stating how many it will serve, the list of ingredients
and the steps).
• With adult support, groups work to create this dessert.
Encourage them to read out each step clearly and follow the
instructions. Discuss hygiene issues and safe food preparation.
(Alternatively, this could be completed as a whole-class activity
and groups asked to carry out different steps in the recipe.)
Review
• The students can read out their recipes for their favourite
sandwich.
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Teaching notes
(continued)
Answers
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Teacher information
Word knowledge
• The activities on page 53 focus on singular and plural nouns,
verbs and double letters in words.
Introduction
• Re-read the text, explaining to the students that the focus will
be on words. While reading, ask them to underline all the plural
words and objectives.
Development
• After reading, ask the students to share the plural words they
found in the recipe. Write a list on the board. Make up a table
with columns to list words ending in 's', words ending in 'es'
and words ending with 'y'. Ask students to give the rules for
making the plural: most words add '-s', but some words add
'-es' (discuss if they can see a rule for adding '-es'). One of the
columns will have plurals made from words ending in 'y' (berry,
berries). Even though this is not the focus of this lesson, draw
students' attention to this feature.
• Revise the term adjectives. Use some of the words in the text,
'yummy' and 'mixed', to demonstrate that adjectives describe
nouns. Give examples and ask for others from the students.
• Discuss the word reading activities on page 53, then allow
students to complete the page independently.
Differentiated individual/paired/group work
• Ask students to draw pictures of the yoghurt, mixer and a
tablespoon then write an adjective to describe each.
• Ask more capable readers to see how many of the steps they
can write in the correct order.
Review
• As a class, ask students to think of other nouns and an
accompanying adjective (not mentioned in the recipe).
Comprehension
1. Answers will vary.
2. (a) blue/purple (b) black/dark purple
3. All should be ticked.
4. grams, tablespoon, teaspoon, ml
5. mixed berries, icing sugar, double cream, vanilla, Greek
yoghurt, meringue nests
6. cream
7. Answers may include lemon meringue pie, baked Alaska,
pavlova etc.
8. Answers will vary.
Word knowledge
1. (a) one (b) more than one
2. (a) dishes (b) brushes (c) boxes (d) buses
3. (a) foxes (b) classes (c) mosses
(d) bushes
(e) lashes
4. (a) yummy (b) mixed (c) small
(d) large (e) soft (f) Greek
5. Teacher check
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Eton Mess - 1
Read the recipe.
Follow the instructions to make a yummy
dessert called Eton Mess.
Serves four people
You will need:
• 260 grams mixed berries
(blueberries, blackberries, strawberries or raspberries)
• 1 tablespoon icing sugar plus 1 teaspoon extra
• 125 ml double cream
• quarter teaspoon vanilla
• 1 x 200-gram pot Greek yoghurt
• 2 meringue nests, broken into pieces
• mixer and bowl
Steps:
• spoon
• large bowl
• small bowls or glasses
1. Put berries into large bowl. Add tablespoon icing sugar and mix
lightly.
2. Put cream, 1 teaspoon icing sugar and vanilla in mixer bowl and
whip until soft peaks form.
3. Fold yoghurt into cream, then add berries and meringue.
4. Spoon into small bowls or glasses. Chill for a few minutes.
5. Eat and enjoy!
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How did you do?
Do you think you could make this? Do you think it would taste yummy?
My learning log When I read this recipe, I could read: 0 all of it. 0 most of it. 0 parts of it.
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Eton Mess - 2
Comprehension
1. Tick the berries you have eaten.
D D
blueberries
blackberries
D D
strawberries raspberries
2. What colour, do you think, are:
(a) blueberries?
(b) blackberries?
3. Tick the things that are part of a recipe.
(a) a list of things you need
(c) the name of the thing you are making
4. Write four units of measure.
D
D
5. Write six ingredients you need to make Eton Mess.
6. Which word means 'fatty liquid on the top of milk'?
7. What other dessert is made with meringue?
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(b)
steps
D
8. Do you think you would enjoy eating this dessert?l Yes J 8
Why? _____________________ _
My learning log
While doing these activities:
I found a __ easy. I I found a __ tricky. I I found a __ fun.
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Eton Mess - 3
Word knowledge
1 . How many? One or more than one?
(a) glass
(b) glasses
8 l more than one J
8 l more than one J
2. Add '-es' to make the words say more than one.
(a) dish _______ (b) brush _______
(c) box (d) bus
3. Change each word in brackets to make it correct.
(a) Three (fox) ________ came near the henhouse.
(b) The two Year 1 (class) ________ went on a trip.
(c) The forest was full of (moss)
(d) The gardener planted (bush) ________ all around the
garden.
(e)
My (eyelash) ________ keep my eyes safe from dust.
4. Adjectives describe nouns-people, places or things. Adjectives can
describe size, shape, colour, number or where things come from.
Write one adjective from the text for each noun.
(a)
______ dessert
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(b) _________ berries
(c)
(e)
______ bowls
______ peaks
(d) _________ bowl
(f) _________ yoghurt
5. Draw a line under the double letters.
mess vanilla berries glasses
chill
small
I can make the plural of 'glass', 'bowl' and 'box'.
My learning log Colour: I know what an adjective is.
I can find adjectives in a text.
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