Standards Correlations

R.1, R.2, R.3, R.4, R.7, R.9, W.2, SL.1, L.4, L.6

Learning Objective

Students will synthesize information from two texts on the history of candy in America.

Key Skills

synthesizing, text features, vocabulary, cause and effect, central idea, drawing conclusions, critical thinking, informational writing

Complexity Factors

Purpose: The texts explain how mass production made candy widely accessible in the U.S. and how our views on candy have changed over time.

 

Structure: Both articles follow a mostly chronological structure.

 

Language: The language is conversational.

 

Knowledge Demands: Some familiarity with candy, American society, and basic nutrition facts will be helpful.

Levels

Lexile: 600L-700L 

Guided Reading Level: Q 

DRA Level: 40

Lesson Plan: How Candy Took Over America / Candy for Dinner?

Essential Questions

  • How and why have our diets changed over time? 
  • What role does food play in our culture?

Literature Connection

  • Novel: The Candymakers by Wendy Mass
  • Nonfiction: Your Body on Sugar by Anita Yasuda

1. Preparing to Read 

Activate Prior Knowledge (10 minutes)

Have students prepare to read the articles by taking our fun Interactive Prereading Quiz, “Test Your Candy Knowledge.” The quiz will activate students’ prior knowledge about candy, provide new facts on the topic, and get students excited to read.

Preview Text Features (15 minutes)

Guide students to locate the articles in their magazines or at Action Online. Then preview the text features by asking the following questions:

  • What do you think the titles “How Candy Took Over America” and “Candy for Dinner?” suggest the articles will be about?  Sample answer: The title “How Candy Took Over America” suggests that the article will explain how candy became popular in the United States. The title “Candy for Dinner?” suggests that the article will discuss whether candy can be a meal.
  • Find the image of the Necco Wafers and read its caption. Who invented Necco Wafers? How are Necco Wafers different from the candy we’re used to seeing in stores today? (Hint: Compare them with the types of candy pictured with the title of the first article.) Sample answer: Necco Wafers were invented by Oliver Chase. Compared with the brightly colored candies shown in the images near the title of the first article, Necco Wafers appear dull and plain.

Preview Vocabulary (10 minutes)

  • Point out the vocabulary boxes.  Read the words (pharmacist, craved, textures, nutrition, marketing) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow.

Make a Plan for Reading

Before students start to read, walk them through a reading plan: 

  • Set a purpose for reading by telling students that the articles give information about the history of candy and how our attitudes toward sweets have changed over time.
  • Tell students that after they read, they’ll synthesize information from the two articles to better understand the history of candy and our perceptions of it.

2. Reading and Unpacking the Text

Read the articles. (Higher- and lower-Lexile versions are available on the Story page at Action Online. Click Presentation View to access an audio read-aloud.) Then discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (20 minutes)

  • How did Chase’s lozenge-making machine affect candy makers and candy eaters? (cause and effect) Before Chase’s invention, candy was expensive, and only a few kinds were available. Chase’s machine allowed candy makers to make big batches of candy and sell them cheaply. As a result, eating candy became more common. The increase in popularity led  to more competition among candy companies and more varieties of candy being made.  
  • What is the central idea of the section “Candy Bar Classics” in the first article? (central idea) The central idea is that, even while candy makers continue to invent new types of candy, some of the popular candies of long ago are still popular today.  
  • Based on the second article, why were chocolate bars marketed as complete meals in the past? (drawing conclusions) In the past, chocolate bars were marketed as full meals because people didn’t know much about nutrition and balanced eating. They knew food gave them energy, but didn’t understand the benefits of different types of food. This led some to think that chocolate bars could replace a proper meal.
  • Based on the two articles, how did candy become popular in America? (synthesizing) Candy became popular in America thanks to inventions like Oliver Chase’s candy-making machine, which made candy cheaper and more available. New flavors and types of candy, like Milton Hershey’s milk chocolate, also made candy more appealing. Advertising and competition between candy makers also played a part in making candy popular.

Critical-Thinking Questions (10 minutes)

  • Based on the second article, what should you consider before choosing a protein bar as a meal? (critical thinking) Before eating a protein bar as a meal, you should check to see how much sugar it has. If you’re trying to make a healthy choice, you should know whether the protein bar contains as much sugar as a candy bar. 
  • What was good about candy becoming more available in the U.S.? What was bad about it? (critical thinking) When candy became more available, businesses grew and candy lovers were able to enjoy many interesting types of candy. But making inexpensive candy available everywhere also made it very easy to eat too much sugar, which can lead to health problems.

3. Skill Building and Writing

Learn Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Project the task below on your whiteboard or share it with students in your LMS.

Plan a Museum Exhibit

A museum exhibit is usually made up of a number of items that are all related to a certain topic. After reading the two articles about the history of candy, plan a small exhibit on the subject.

First, think about the people and items mentioned in the articles (Oliver Chase, Milton Hershey, Chase’s machine, types of candy, and so on) and choose five that you will include in your display. Think about which items might interest museum visitors the most. An image of old-fashioned medicine? Some examples of penny candy? A chocolate bar that was sold as a complete meal?

Next, write a label for each item. At the top, write the name of the item (for example, “Photograph of Milton Hershey”). Then, in one or two sentences, explain the importance of the item (for example, “Hershey created creamy milk chocolate, which became incredibly popular”). 

When you’re done planning your display, exchange plans with a partner. Discuss which items you chose to include and why.

Language-Acquisition Springboard

Teach descriptive writing with everyone’s favorite subject: food!

The author uses a number of adjectives to describe candy and other treats: sticky, sweet, chewy, waxy, gooey, fluffy, and creamy. 

Ask students to identify which senses the writer uses in these descriptions (taste and touch). Then ask them to think about their favorite food. After giving them a minute to imagine the food in all its mouthwatering glory, have them come up with a few words or sentences to describe how it feels and tastes (and looks and smells and sounds too, if the mood strikes them).

You can review the following list of adjectives to help students with their writing:

  • buttery
  • crispy
  • crumbly
  • fruity
  • grainy
  • greasy
  • juicy
  • mushy
  • salty
  • spicy
  • tangy

Looking for more ELL support? Download our full lesson plan and scroll to p. 5 to find questions that will help your ELLs respond to the text at the level that’s right for them.

Text-to-Speech