lesson plan going out to eat and going to the grocery...

Lesson Plan – Going Out to Eat and Going to the Grocery Store

Class duration: 1 hour Materials: attendance sheet, writing utensils, scratch paper, FRIENDS video clip and

means to project video, envelopes with grocery store item cards and partitive cards SWBAT: Interact successfully with restaurant and grocery store service employees.

Time Lesson 1: Procedures/Task Actions Materials/Equipment

1-2

min Business + Attendance. Take attendance.

Attendance sheet and

writing utensil

3-5

min Opening Reflection. Ask Ss to journal about their experiences in restaurants and grocery

stores in the US since their arrival. Encourage Ss to reflect on what

has gone well, what has been difficult and why they think that is.

Extra scratch paper

and writing utensils

40-45

min Going Out to Eat. Tell Ss we will be watching a video clip (vc) and assign each student

a character in the vc to pay special attention to. Make sure every

character is covered.

Play vc once after having asked Ss to write down what actions their

character is trying to accomplish in the clip (i.e. Are they trying to

order? Are they trying to take an order?)

Play vc twice more after asking Ss to try to write down their

characters’ lines as close to word for word as possible.

Instruct Ss to get into groups with all other Ss responsible for that

same character and compare scripted lines.

Put Ss in new groups, with one person for each character per group,

and allow them time to organize their scripts (i.e. who says what

when). Suggest Ss number their lines and/or write the last word of

the line before theirs so they know their cues. Give them time to

practice in groups.

Have a volunteer group or two role-play the scene for the class.

Ask Ss to go journal for 3 min about what language felt natural to

them in the scene and what felt especially forced, unfamiliar, or

unnatural.

Instruct Ss in groups to make any changes they feel would make their

lines more natural, while still getting across the same meaning.

Allow Ss time to practice and talk through the new script.

Have each group present their new script. Ss not presenting should

be taking notes on what was changed. Take notes to give oral

feedback after the skit it complete.

Congratulate Ss on successful paraphrases, enthusiastic acting, etc. If

their paraphrases did not quite work, explain why. Alternately, allow

classmates to make comments first if time allows.

FRIENDS Video Clip

(Appendix A) and

means to play and

project video clip for

whole class

7-10

min Going to the Grocery Store. Have Ss get into groups of four and hand each group an envelope.

Have Ss match the grocery store items with the correct partitive.

Go over matches with whole class and discuss any which resulted in

confusion.

d fd ff

Envelopes with

grocery store items

and partitives

(Appendix B)

3-5

min Closing Reflection. Ask Ss to journal about the two activities. Encourage Ss to reflect on

what they found helpful or useful, what new words or phrases they

learned, and what they still wished they knew how to say.

Extra scratch paper


Lesson Plan – Service Learning Opportunities in San Francisco: What is Service

Learning? What Does it Mean to Me?

Class duration: 1 hour Materials: attendance sheet, writing utensils, scratch paper, FRIENDS video clip and

means to project video, envelopes with grocery store item cards and partitive cards SWBAT: Investigate socialization opportunities that meet a community need related

to personal and professional interests

Time Lesson 2: Procedures/Task Actions Materials/Equipment

1-2

min Business + Attendance. Take attendance.

Attendance sheet and

writing utensil

3-5

min Opening Reflection. Ask Ss to journal about their experiences in the city of San

Francisco. Encourage Ss to reflect on what has gone well, what has

been difficult and why they think that is.

Extra scratch paper


Matching Activity. Put Ss in groups of four and give each group an envelope.

Have them match the definition cards with the causes cards that

could apply to them.

Go over their answers for the example cards as a class and discuss

any where different groups have chosen different causes cards.

Envelopes of causes

and cause definitions

(Appendix C)

What is your cause? Play video on service in San Francisco.

Put Ss in groups of four and pass out the packets of handouts. Each S

should have the worksheet and each group should have one packet of

handouts.

Ask Ss to read through the handouts and record the appropriate

information on the ws. Encourage students to divide up the handouts

and work.

As Ss work, create space on the board for groups to write up their

ratings of the handouts from group favorite to group least favorite.

Have groups rate the handouts from favorite/most interested and

least favorite/least interested. And record their results on the table

you drew on the board.

As you average the scores on the board to determine the top three

handouts, have Ss journal about why they liked some organizations

and events and why they didn’t like others.

Go over the three most popular organizations and events with the

class.

Pair Ss and have them discuss the top three.

Take a vote with Ss eyes closed after the discussion to determine the

top organization or event.

Organizations and

events handouts

(Appendix D)

Worksheet to record

information from

handouts and to rate

handouts (Appendix

E)

Whiteboard and dry-

erase markers

3-5

min Closing Reflection. Ask Ss to journal about the two activities. Encourage Ss to reflect on

what they found helpful or useful, what new words or phrases they

learned, and what they still wished they knew how to say.

Extra scratch paper


Appendix A

Friends - Everyone orders in the Restaurant: (start-1.00 min mark)

https://www.youtube.com/watch?v=I53n7ldcSGo

https://www.youtube.com/watch?v=I53n7ldcSGo

Appendix B

Bread

Cheese

Butter

Soap

Chocolate

Ice Cream

Wine

Beer

Water

Lettuces

Cabbage

Broccoli

Eggs

Yogurt

Milk

Jam

Cucumber

Potatoes

Oranges

Grapes

Microwave

Popcorn

Peanut

Butter

Cream

Cheese

Macaroni

and Cheese

Chips

Pickles

Crackers

Raisins

Honey

Cereal

Rice

Beans

A loaf of

A slice of

A bar of

A bottle of

A head of

A cup of

A carton of

A tub of

A bunch of

A bag of

A box of

A jar of

A six-pack of

A container of

Appendix C

Causes:

Animals

People with

Disabilities

Immigrants

& Refugees

Veterans

Hunger,

Homeless &

Housing

Children &

Youth

Seniors

Women

Definitions:

Organizations like the Humane Society of the United States, PAWS,

and the Shelter Pet Project. A good option for animal lovers!

The leading nonprofit provider of housing and supports for people

with disabilities is Volunteers of America. They operate housing and

supportive living programs that are changing the lives of people.

Organizations like the International Rescue Committee who focus on

issues like the following: Anti-trafficking, Child Soldiers,

Humanitarian Aid, Immigration and Citizenship, New Roots Refugee

Agriculture, Organizations Assisting Refugees, Resettling Refugees,

Urban Refugees, Water and Sanitation, etc.

Organizations like the Disabled American Veterans Association

(DAV) offer a wide range of opportunities for individuals who want

to help our nation’s heroes by volunteering at VA hospitals, driving

veterans to appointments, etc.

Organizations like Hungervolunteer.org and Feeding America

provide opportunities for collecting food, raising money,

preparing/serving/distributing food, raising public awareness,

growing and distributing farm-fresh food, etc.

From volunteering as a reading tutor at the library to coaching sports

teams, there are so many opportunities to reach out and serve the next

generation in your community.

Organizations like Elder Helpers work to connect the younger

generations with their elders. Volunteer opportunities include: regular

social visits, helping to pick up groceries, preparing meals, etc.

There exist a wide variety of these volunteer opportunities, from

women’s crisis and recovery centers to mentoring programs.

Appendix D

http://www.elderhelpers.org/volunteer/signup.php

http://www.elderhelpers.org/volunteer/signup.php

http://www.volunteermatch.org/search/opp2027904.jsp


For 40 years, Shanti peer support volunteers

have been providing emotional and practical support to

underserved San Francisco residents battling life-

threatening illnesses. If you would like to tangibly

enhance the life of someone who needs it the most, we

encourage you to contact us and learn more about this

truly unique opportunity. As a peer support volunteer, you will:

--Go through the internationally-recognized Shanti

Model of Peer Support training

--Be matched 1-on-1 with a client to whom you will

provide companionship, a non-judgmental ear and light

practical assistance

--Join a community of thoughtful, supportive

volunteers and staff

For this program, we ask for a commitment of 2

to 6 hours a week for at least 6 months. We also

organize support groups once a month, and ask all

volunteers to attend. The 2-6 hours can be done

according to volunteer's schedules--a lot of our

volunteers visit their clients on weekends or evenings--

so it's definitely flexible.

If you decide to enroll in the Peer Support

Program there is a mandatory volunteer training. Each

interested volunteer must attend ALL of the training

dates. The purpose of this training is to prepare

volunteers to work with individuals with life-threatening illnesses. The training will supply

information about breast cancer and HIV/AIDS, as well as teach communication and

listening skills through a variety of interactive exercises. The training is pretty intensive, but

our volunteers typically find it to be an enriching, community-building experience.

You can make an invaluable difference to an underserved person battling breast

cancer or HIV/AIDS- and have your life changed in the process.

Shanti was founded in 1974. Since its inception, Shanti has trained more than 18,000

individuals in the Bay Area and 600 organizations around the world in compassionately

providing emotional and practical support to clients grappling with life-threatening illnesses

and poverty. Recognized as the first community-based AIDS Organization in the world,

Shanti serves over 2,000 underserved San Francisco residents with breast cancer or

HIV/AIDS annually.

To learn more about how to get involved, please contact Erin Flynn at 415-674-4708 or

[email protected]



Appendix E (print worksheet double-sided)

Name of Organization or

Event

What it the organization or

event about?

What could we do to help?

When would we go? How

long would it take?

Would we only help one

time or would we help more

than once?

One time event

Repeated event

Where would we go?

How would we get in

contact with them?


Event

What it the organization or event about?



long would it take?



than once?

One time event

Repeated event

Where would we go?

How would we get in

contact with them?


Event


event about?



long would it take?



than once?

One time event

Repeated event

Where would we go?

How would we get in

contact with them?

Name of Organization or Event


event about?



long would it take?



than once?

One time event

Repeated event

Where would we go?

How would we get in

contact with them?


Event


event about?



long would it take?



than once?

One time event

Repeated event

Where would we go?

How would we get in

contact with them?


Event


event about?



long would it take?



than once?

One time event

Repeated event

Where would we go?

How would we get in

contact with them?

lesson plan going out to eat and going to the grocery...

Documents