DANIELSON MODEL LESSON TEMPLATE

Class: Young Living 1 (7-8 grade) Date: November 8, 2021

Unit: Food Preparation Lesson Title: Table Setting and Etiquette
Content Standard Alignment:
5.6 Examine factors that affect meal management

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar
to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students
should be able to answer.

Students will be able to:

 identify various tableware items
 practice place settings
 analyze table etiquette

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional
sequence? How does this lesson support the next lesson in this instructional sequence?
 students need to understand proper table setting and etiquette to create an enjoyable atmosphere and
show respect

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials
such as text books, technology equipment, science equipment or supplies, art materials or equipment.
 PowerPoint
 Table Setting worksheet
 Table Manners worksheet
 Sheet of paper for drawing table setting

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
 table etiquette is only practiced in fancy restaurants and settings
 table setting does not have an effect on meals
 general table setting errors

Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of
the lesson.

Etiquette: the rules indicating the proper and polite way to behave
Dinnerware: plates, bowls, cups, platters, and other serving pieces
Flatware: knives, spoons, and forks
Glassware: drinking glasses
Introduction-
Anticipatory Set:  introduction of myself (5 min)
 why do we care about table setting and etiquette? (2 min)
 define three components of table setting (5 min)

Instructional Activities:
Includes questioning techniques,
grouping strategies, pedagogical
approaches.
 fill out table setting worksheet as we discuss slides 4-10 (15 min)
o have them draw proper table setting (5 min)
 fill out table manners worksheet as we discuss slides 11-21 (20 min)
o when passing food, which direction does it go?
o what do you do with your napkin? what can you use it for?
o what is the appropriate amount to tip your waiter?
o why should we practice proper etiquette in and outside of the
 home?
Wrap Up-
Synthesis/Closure: 
tipping etiquette (5 min)

summary: when you use basic principles of setting the table and using
manners you can create a pleasant atmosphere for you and your guests
 questions?
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural linguistic needs.

Group work will help student

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if
available submitted along with the lesson plan as attachments.

 table setting and table manners worksheets

 answers to reflective questions on whether image is proper etiquette or not
 students will present a drawn table setting