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Food & Stories · Lesson 6Published: 2026-04-26

Creating Recipe Stories

Learners will use their family interviews to create multimodal recipe stories.

SUBJECTEnglish Language Arts
GRADE3rd Grade
Illustration of a classroom

Learning Objectives

  • I can have collaborative discussions with my friends, my family, my teacher, or other community members on a topic. I can build on others’ ideas and express my own ideas clearly. (CCSS.ELA-Literacy.SL.3.1)
  • I understand that I can tell a story in many different and creative ways.

Essential Questions

  • How can I transform my family’s food story? What creative techniques can I use to help me tell my family’s story?
  • How can I use a mentor text to help inspire me?
  • In how many different ways can I tell my story?

Lesson Plan

Bring learners together and remind them of the beautiful connections they made with their families and their classmates through their family interviews. Refer to the collaborative drawings from last class and remark on how evocative and emotional they are. Take your time going through them and asking learners to explain what they drew and why. Point out that they sound like storytellers and have created a rich tapestry of stories!

Ask your learners: how can we transform these beautiful beginnings of a story into something that others can share in? What could a combination of a recipe and interview story look like? Let your imagination run wild!

Take initial ideas and scribe on the board. Some ideas include: pieces of dialogue, pictures of food, images of family members, a short story of a memory related to the food, the recipe itself, etc.

Point to the “Ways I can tell my story” chart from lesson four to illustrate that learners have practiced these modes of storytelling already.

Materials

NEEDED MATERIALS
  • Learners’ home interviews
  • “Ways I can tell my story” chart from lesson 4
  • Collaborative drawings from the previous lesson
  • A3 paper, markers
  • Optional: colored paper, food magazines, scissors, glue
  • Portfolios

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