Lesson Plan
Unit: Food Service and Etiquette Framework: Food and Nutrition 7.2 & 7.3
English Language Arts SLE: W.4.9.5;W.4.10.4;W.4.11.4;W.4.12.4
CCSS: WHST 9.8, 10.8
Authors: Heather Neumeier and Ellen Magie
 What concept within the framework is to be developed? What is the specific objective of
the lesson?
Describe table appointments
Explain principles of table settings
 What do students probably already know about the content?
The students will already know the basic tableware, such as forks, spoons, knives, plates, and
glassware.
 What don’t they know?
The students do not know the proper locations of the tableware.
Basic table appointment vocabulary
Contrast of contemporary and traditional table settings
 Is there potential for misconception?
Yes, the students may be confused by the different types of table settings and when to use
them.
 What should students be able to do at the end of the lesson?
The students should be able to tell the difference between a traditional and contemporary
table setting. They will also place tableware in the correct position.
 What resources are available to develop the concept?
Pen
Scissors
Glue (optional)
Paper
Glencoe-McGraw Hill pages 256-260
Worksheet with proper place setting of a formal dinner
Test with proper place setting of a formal dinner
Alpha Blocks worksheet
Worksheet with pieces of place settings untitled
Formal dinner from goggle images
 What questions will focus students’ thinking on the concept and help guide learning?
What would happen if you were invited to a formal dinner and realized you were unfamiliar
with the place setting and the function of each piece of tableware?
How do you know which fork to use?
How can you properly set a formal place setting?
Can you tell the difference between a formal and a traditional place setting?
 How will I assess students’ understanding of the essential concepts and major details?
Alpha blocks
Pre assessment of the placement of tableware
Questioning
Test
Description of Lesson
Part of
Lesson
Before
Strategy
Alpha
Blocks
What Students Will Do
What Teacher Will Do
Students will be given one minute to
observe the Google image of the
formal dinner.
The teacher will have the Google
image of a formal dinner on the
smart board when the students
enter the room.
Students will be given the Alpha
Blocks organizer and asked to find a
word for each block in one minute.
Students will pair up and be given
three minutes to share with their
partners and try to find a word for
each letter on the Alpha Blocks
organizer.
Then explain how to use the Alpha
Blocks organizer and monitor the
students’ progress.
The teacher will lead the whole
group discussion of brainstorm on
Alpha Blocks.
And then the class will compare
answers aloud.
Activity
During
Test
After
Exit slip
Students will cut out each piece of
tableware in a formal table setting
from the worksheet.
The teacher will give the students
the worksheet that contains each
individual piece of tableware.
Students will try to place the pieces
of tableware correctly using their
desk as a place setting.
The teacher will monitor while the
students cut out pieces.
The students will then look at the
worksheet with the proper
placement of tableware and match
their setting with the worksheet.
The students will be tested over the
locations of each piece of the formal
place setting.
The students will recall the picture
of the formal dinner and analyze
their new knowledge of formal place
settings.
The students will record three
concepts learned during the lesson
on the back of their Alpha Block
organizer.
The students will turn the sheet into
the teacher as an exit slip.
The teacher will give the students
the worksheet with pictures of a
formal place setting.
The teacher will explain the
placement and function of each
piece of tableware.
The teacher will give the students
the test and monitor their progress.
The teacher will monitor students to
see if the correct concepts are being
recorded.
The teacher will then collect the exit
slips.