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Content Objectives (TEKS): In pairs, students will create a healthy restaurant menu and bring a sample of that menu item to class. (28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement Language Objectives (ELPS): TLW read a variety of restaurant menus. TLW discuss with the class the characteristics of menus/healthy menus. TLW write their own restaurant menu. c5G: Narrate, describe, and explain in writing Needed Supplies Assorted restaurant menus—you can get them from restaurants or find them online at the following websites: http://www.chilis.com/ http://www.redlobster.com/homeflash.asp http://www.rubytuesday.com/ http://www.pandaexpress.com/ http://www.olivegarden.com/ http://www.starbucks.com/ two colors of Post-it notes; each student will need 4 of each color “Restaurant Menu Planning Sheet”, one per pair of students pages for flip book, one set per pair of students copies of “Food Pyramid”, several per pair of students crayons and markers Students will need to bring supplies to do their Menu Demonstration. Estimated Time Frame: 2-3 class periods *Lesson adapted from Readwritethink.org 1 S.E.E. Significant Emotional Experience What pictures can be used to make abstract concepts concrete? View, Preview, Overview, Review 1. Pass out menus. Give each student 4 Post-it notes, three in one color and three in another color. 2. Have them look through the menus. They are to search for “healthy” choices on the menu. Using one color of Post-it notes, they are to label two menu choices as “HEALTHY” and write a brief explanation of why they are healthy. 3. Now, they are to search for “unhealthy” choices on the menu. Using the other color of Post-it notes, they are to label two menu choices as “UNHEALTHY” and write a brief explanation of why they are unhealthy. 4. As a class, review the choices. Discuss what makes restaurant choices healthy or unhealthy. Keep track of student answers on a T-chart on big chart paper in order to keep the list up for students to refer during the rest of the assessment. 5. Look at the menus again. Ask “What things are important to have on menus?” Write answers on the board. 6. Explain: “You and a partner are going to make your own menus for your own restaurants. You get to choose what kind of restaurant you have, but your menu choices MUST BE HEALTHY, following the healthy guidelines that we have learned in this nutrition unit.” 7. On the board, brainstorm what “healthy” means for their menus. 8. Put students in pairs. Do not use small groups, as this will prevent everyone from being able to work on the project. 3 2 DO TALK What activity will get the How can students students engaged in an manipulate the concepts? instructional conversation? Part 1 1. Give each pair of students a copy of the Food Pyramid Sort. They are to work with their partner to sort their menu item. Answer key is attached. 2. Discuss, as a class, whether or not this is a healthy meal choice. Students can write the answers in a HEALTHY/UNHEALTHY chart at the bottom of their paper (see answer key). Part 2 **This project can be done entirely on the computer, or done by hand, or a combination of both. Included are links for your use if you decide to use the computer/website, as well as paper copies if you want everything done by hand. 1. Give each pair of students a “Restaurant Menu Planning Sheet” http://www.readwritethink.org/lesson_images/lesson842/menu- planning.pdf 2. Have them answer the questions to help them plan out their menu. Remind them that they will be running a HEALTHY restaurant. 3. Give each group a copy of the Nutritional Menu Rubric. Go over each requirement so that they understand the expectations. Point out that their menu must have 6 categories: 1. appetizers 2. soups and salads 3. entrees/main dishes 4. side dishes 5. Beverages (Non-alcoholic, of course!) 6. desserts Also, point out the other requirements: --colorful, interesting cover --a game or puzzle for the back cover of menu to entertain children --descriptions of each menu items --items are all nutritious --realistic prices for all items --neat --creative --colorful --good use of English learned so far this year 4. If students are going to hand-write their menu: Give each group a copy of the blank flip book. You can print out a blank flip book at: http://www.readwritethink.org/materials/flipbook/ --Once the page loads, click on “Add a Page Label” until you have 7 pages --Click “Next” --Click “Yes” --Click either printer --See the page navigator on the right? Click on each of the flip book pages. It will say “Enter text here.” Use your backspace key to erase that. DO NOT PUT ANY TEXT. --Click “Print”. Follow the onscreen directions. --This will print out a blank 7 page flip book. Pages should be designed as follows: 1. Cover with artwork and restaurant name 2. appetizers 3. soups and salads 4. entrees/main dishes 5. side dishes 6. Beverages (Non-alcoholic, of course!) 7. desserts 8. (back of page 7) Children’s page 5. If students are going to use the template on the computer, go to the following address: http://www.readwritethink.org/materials/flipbook/ Follow the onscreen directions. Review this site before using it to familiarize yourself with it! 6. Note: Students should plan out on paper BEFORE doing the template on the computer. Pages should be designed as follows: 1. Cover with artwork and restaurant name 2. appetizers 3. soups and salads 4. entrees/main dishes 5. side dishes 6. Beverages (Non-alcoholic, of course!) 7. desserts 8. (back of page 7) Children’s page 4 TRANSFER How can the student demonstrate knowledge of concepts in academic English? 1. Give each pair another copy of the blank Food Pyramid. Explain that they will be demonstrating one of their menu items. 2. Menu Demonstration: Each partner pair is to choose one menu item and make enough of that menu item to serve each student a sample. They must also explain why this item is HEALTHY and NUTRITIOUS. In addition, they should make a food pyramid showing where all of the ingredients for the dish fit, just like they did with the Chinese food meal at the beginning of the lesson. **Note: You will score students using two rubrics: The Menu Magic rubric to evaluate their menu AND the Food Demonstration rubric to evaluate their food demonstration and their final Food Pyramid.
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