Beacon Lesson Plan Library

Elaborate Cupcakes

Judy Fox
Citrus County Schools

Description

This lesson is a delicious fun way for your students to gain a better understanding of how to use elaboration in their writing. Students use several of their senses in this lesson.

Objectives

The student uses supporting ideas, details, and facts from a variety of sources to develop and elaborate the topic.

Materials

-Unfrosted cupcake (1)
-Frosted cupcake (1)
-Frosted and decorated cupcake (one per student)
-Chart paper
-Marker
-Students will need paper and pencil

Preparations

1. Gather materials for lesson
2. Make cupcakes the night before, making sure you have one frosted and decorated cupcake per student, one cupcake not iced and one cupcake only frosted no decorations. (Option: ask parent to make cupcakes)
3. Locate chart paper and marker

Procedures

1. Tell the students that you brought a special, sweet treat for each of them. Play this up. (Option: If a parent volunteered to make the cupcakes, invite him/her to the lesson and reword this step. Example: Today Mrs. Smith, Tommyís mother made a special treat today for each of you)

2. Show the class the cupcake that is plain and tell them they each get a cupcake just like this one for their special treat. Pretend that you donít notice how plain it is. While the students are moaning and groning ignore this and continue with directions. Let the class know that they will use their cupcakes as the topic of their writing today. They will be working on elaboration and tell everything they know about their cupcakes.

3. Ask why they are not really excited about a plain, old cupcake? Let them share their answers.

4. Tell the students that you made a mistake and you didnít notice that you had such a plain treat. Pull out the cupcake with only frosting on top. Once again tell them that this is what they all get for their treat.

5. Have students give reasons why they would much rather have the frosted cupcake instead of the plain cupcake? List these on the chart paper for the class to see. If the students get stuck the teacher can lead the discussion and ask students what they see?, Smell?, Will it taste good?

6. Pretend to begin to distribute the rest of the cupcakes to the class, but again tell them you made a mistake and this time pull out a cupcake with frosting and decorations.

7. Have students add reasons why they would much rather have the frosted decorated cupcake instead of the plain cupcake. Explain that these are words that we can use in our writing to support elaboration. Also explain that some of the studentsí writing is like the cupcake with no icing, and is very boring for the reader, others write like the cupcake with just icing, they have all they need, but it is still not very exciting. Tell the class they should be striving to be the cupcake with icing and decorations. This is a writing that the reader can have a great image in his of her mind when they read the writing.

8. Distribute the cupcakes to each student but they cannot eat them yet.

9. With paper and pencil out on each desk students need to write paragraphs about their cupcakes. Each student is to demonstrate the use of supporting ideas, details, and facts to show elaboration from the sources of smell, taste, and sight. Students may use words they came up on the chart paper.

10. While the students are working at their desk the teacher needs to be circulating among the students, helping where needed and giving feedback to the students. When the paragraphs are completed the students may enjoy their cupcakes.

11. Allow students an opportunity to read their paragraphs from the assessment to the class.

Assessments

Students write a paragraph and demonstrate the use of supporting ideas, details, and facts and will show elaboration from the sources of smell, taste, and sight.
Assess students' paragraphs to see that they write a paragraph using four or more detail sentences to complete the paragraph. Focus on the use supporting ideas, details, and facts to develop and elaborate the topic,

Extensions

Extension: This would also be a great introduction to a FCAT type expository writing prompt. Most people enjoy eating cupcakes. Think why you enjoy cupcakes. Now explain why you like eating cupcakes.
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