Homemade Holidays

Grade Level: 9-12 grades

Subject/Content: English/Process Paper

Summary of Lesson: Students write a process paper detailing how to make a homemade gift for the holidays

Focus Questions: How do you write directions to make a homemade gift?

Resource(s): Student Resource Center-Gold

Procedures:

1. Access the article "Homemade Holiday Gifts" by Frances Janisch using Student Resource Center-Gold
2. Read the article with the students pointing out key elements of process writing: what the specific process is, the equipment/materials needed, how long the process takes, how many steps are in the process, etc.
3. Instruct students to assemble in groups of four to five people and share any homemade gifts they have given or received. Encourage them to share ideas from their own unique religion and/or culture. Have them continue brainstorming by adding their own new gift ideas. Encourage them to go beyond the box of food. Suggest homemade soaps, woodcrafts, paintings, and clothing. After ten minutes have one member from each group record on the board the most "unique" gift idea
4. Instruct students to choose one gift idea to write their process paper on
5. Assign the prompt: Write a process paper detailing the process of making your chosen gift. Your paper must include what the process is, the equipment/materials needed, how long the process takes, and the detailed steps to completing the process. Use transitions like first, second, third

Steps/Activities by Student(s):

1. Access the article "Homemade Holiday Gifts" by Frances Janisch using Student Resource Center-Gold
2. Read the article with classmates and your teacher.Try to identify the key elements of process writing: what the specific process is, the equipment/materials needed, how long the process takes, how many steps are in the process, etc.
3. Assemble in groups of four to five people and share any homemade gifts you have given or received. Share ideas from your own unique religion and/or culture.Continue brainstorming by adding your own new gift ideas. After ten minutes have one member from your group record on the board the most "unique" gift idea
4. Choose one gift idea to write your process paper on.
5. Write a process paper detailing the process of making your chosen gift. Your paper must include what the process is, the equipment/materials needed, how long the process takes, and the detailed steps to completing the process. Use transitions like first, second, third

Outcome: Students write a process paper detailing how to make a homemade holiday gift

Related Activities: Students exchange papers with another student. They follow their partner's process paper to actually make the holiday gift. The gifts are given to the author of the gift's process paper

Standard Date: Approved 1998

Content Standard(s):

• NL-ENG.K-12.1: Reading for Perspective
• NL-ENG.K-12.2: Understanding the Human Experience
• NL-ENG.K-12.3: Evaluation Strategies
• NL-ENG.K-12.4: Communication Skills
• NL-ENG.K-12.5: Communication Strategies
• NL-ENG.K-12.6: Applying Knowledge
• NL-ENG.K-12.9: Multicultural Understanding
• NL-ENG.K-12.11: Participating in Society
• NL-ENG.K-12.12: Applying Language Skills

Performance Indicators:

• At Level 1, the student is able to:
• Identify key elements of process writing
• At Level 2, the student is able to:
• Collaborate in a group to understand different cultural perspectives
• At Level 3, the student is able to:
• Demonstrate ability to write a process paper

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer based technology
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications

ISTE NETS for Students

• Creativity and Innovation
• Communication and Collaboration
• Critical Thinking, Problem-Solving & Decision-Making

Information Power; Information Literacy Standards 1-4:

• The student who is information literate accesses information efficiently and effectively
• The student who is information literate evaluates information critically and competently
• The student who is information literate uses information accurately and creatively
• The student who is an independent learner is information literate and pursues information related to personal interests
• The student who is an independent learner is information literate and appreciates literature and other creative expressions of information
• The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society
• The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information