Beacon Lesson Plan Library

Green Eggs and Purple Bacon

Ronja Ashworth
Santa Rosa District Schools

Description

Read Green Eggs and Ham by Dr. Seuss. The class cooks and eats green eggs and ham. Students imagine a dish and write a recipe using a logical sequence. Students type, illustrate, and compile recipes into a class cookbook.

Objectives

The student uses basic word processing skills and basic educational software for writing (including but not limited to typing words and sentences, using software to draw and label, printing pictures and stories, locating and opening a file, saving and naming a file).

The student writes simple informational texts (for example, two-step instructions in sequence, directions, reports).

Materials

-Green Eggs and Ham by Dr. Seuss (Random House, 1998)
-Eggs (one for each student)
-Package of cooked ham (lunch meat)
-Green food coloring
-Plastic knives
-Mixing bowls (one for each group of children)
-Wire whisks (one for each group of children)
-Butter (approximately 2 tablespoons)
-Electric skillet (or other heating/cooking device)
-Plastic forks
-Paper plates
-Writing paper
-Pencils
-Computer (word processor)
-Printer
-Cardstock (for book cover)
-Spiral binder
-Crayons
-Recipe cards from attached file (one set for each group)
(Eggs and ham will need to be refrigerated until activity begins.)

Preparations

1. Decide how the two sessions best fit into the class schedule. Options include two sessions in one day or one session each day for two days (may or may not be consecutive).
2. Gather materials.
3. Distribute ingredients for green eggs and ham to each group’s table.
4. Reserve the computer lab (if necessary at your school). If a computer lab is not available, create a schedule for students to use classroom computer(s) or have students edit and rewrite their recipes instead of typing them.
5. Print out recipe cards from the attached file. Make copies so that each group will have a set. Place them in order on each group's table.
6. If the teacher chooses to use the editing checklist in the attached file, he/she will introduce and model the checklist prior to peer tutoring.

Procedures

Session 1:

1. Lesson introduction: Gather attention by asking children if they have ever eaten green eggs. Begin discussion of foods the children like and dislike. Ask questions, such as the following: How would you like to try Purple Bacon? What makes you think you would like/dislike this food?
2. The teacher reads Green Eggs and Ham by Dr. Seuss to the students.
3. Put the children into groups of four (fewer students, if necessary, for classroom management). Each group will need a set of recipe cards, a mixing bowl, a wire whisk, an egg for each student, 1/4 piece of lunch meat (ham) for each student, and green food coloring.
4. Explain to children that they will need to carefully follow the recipe cards. Review the words -first, second, third, fourth, and fifth.- (This is also a good time to remind children that, in reading, if they are unable to read a work, they need to skip that word and read the others to see if the sentence makes sense.) Each child cracks his/her egg and pours it into the bowl, then takes turns mixing with the wire whisk.
5. With plastic knives, each child cuts his/her ham into small pieces and adds the pieces to the egg mixture.
6. Each child adds 4-5 drops of green food coloring, then takes turns mixing again.
7. The teacher puts the butter into the skillet and adds each group’s mixture. Scramble the eggs. Safety Precaution: Explain to children the dangers of the skillet. Discuss how adults use it safely. Encourage the students to watch from a safe distance.
8. Have the students set the tables with paper plates, plastic forks, and napkins.
9. Serve the students. Be brave! The teacher should serve as a model by tasting the green eggs and ham. Encourage all children to taste.
10. Discuss the students’ reactions and have them clean up their tables.

Session 2:

1. Review Session 1 activities. Distribute writing paper and pencils. Ask the children to imagine a dish that they would not like to eat.
2. Explain the meanings of words, such as ingredients, recipe, and instructions.
3. Have the children write step-by-step instructions telling how to make this imaginary dish. Ask questions, such as the following: Which ingredients will you need to make this dish? Where will you get these ingredients? How long will you cook it? and How will you cook it?
4. With partners, have the children edit their papers to the best of their abilities. Circulate around the room and provide assistance as needed.
5. Take the children to the computer lab and have them type their recipes using a word processor. Print the recipes.
6. Children use crayons to illustrate their recipes before giving them to the teacher.
7. The teacher compiles the recipes to make a class book. Use cardstock as the front and back covers. Spiral binding will hold the book together. Display the book in the reading center or in the school library.

Assessments

Teacher Observations of Final Product:
1. Assess the recipes to determine if each student composes a simple set of instructions for simple tasks using logical sequencing of steps.
2. View each child’s final draft to confirm that he/she uses basic word processing skills and basic educational software for writing.
3. Read the recipes to decide if the child effectively communicates ideas and instructions through writing.

Extensions

1. The teacher may choose to offer incentives, such as bravery stickers to encourage children to taste the green eggs and ham.
2. Throughout the reading of the book, the teacher may wish to point out (or have children point out) rhyming words.
3. Parents will enjoy reading the cookbook. Each child can create his/her own cover and add photocopies of the other children’s recipes to create a gift for Thanksgiving, Mother’s Day, etc.
4. Here are some suggestions of other topics that can easily be covered by this lesson:
The student reads the recipe cards for information used in creating the mixture.
The student observes the effects of heating liquids as they experience the cooking process.
The student uses ordinal numbers 1st-5th to follow the recipe.
5. If you do not have access to an electric skillet, you may want to use a microwave or a stove. You can have a volunteer cook the mixture out of the classroom if necessary.
6. Included in the attached file is an editing checklist for students to use in peer tutoring. For first grade children, this checklist will not be useful until the middle or end of the year. The teacher may need to model this checklist prior to peer tutoring without teacher-direction.

Web Links

Web supplement for Green Eggs and Purple Bacon
Green Eggs and Ham

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