Do I have Spinach in My Teeth?
Social Skills for Success

Content Knowledge

Declarative

• Make a list of social skills that people use everyday (background knowledge).
• Make a list of information desired to know about social skills and etiquette.
• Make a list of situations where special skills of etiquette are needed and where more information is desired (background knowledge).
• Describe the role of a diner with respect to other diners and to the wait staff of the restaurant (cause and effect relationship).
• Etiquette terminology/features
• Make a list of inaccurate behaviors viewed from a video.
• Revise list of inaccurate behaviors after viewing corrected videotape.
• Deductive reasoning
• Problem solving models
• Business letter to local restaurant requesting information.
• Note-taking/revising

Procedural

• Use proper procedures in small/large group discussions.
• Analyze perspectives/recognize points of view - diner vs. customer
• Infer/hypothesize/generalize - compare and contrast
• Plan and execute an evening out (whole group).
• Create a PowerPoint presentation about an assigned social skill/etiquette area.
• Create a "How-to" video on assigned social skill/etiquette area.
• Research assigned etiquette area within groups using a WebQuest provided by the teacher and other reference sources.
• Use Microsoft Publisher to create a brochure/pamphlet on their assigned etiquette/social skills area.
• Edit the etiquette brochure/pamphlet and PowerPoint presentation.
• Draw conclusions.
• Identify trends/solutions to an etiquette/social skill problem presented.
• Synthesize/prioritize information to be able to recognize relationships.

Essential Questions

• What makes some people more popular and accepted than others?
• How would you define a socially acceptable and a socially unacceptable person?
• How and where do social skills affect your life?
• If you had to plan and execute an evening out at a fancy restaurant, what skills would you need to know in order to be socially acceptable?
• What are some etiquette/social skills you want to learn more about?
• If presented with a social skill/etiquette dilemma, how would you solve the problem?
• What are some ways that you, as a class, could raise money for a field trip?

Miscellaneous Notes on Implementation

• When grouping students, the teacher(s) will choose who will be in each group based on their computer experience and whether they are classified students with special needs. Teachers will give an informal survey to students to determine who has Internet, Microsoft Publisher, HyperStudio and PowerPoint skills. The groups will have at least one student with computer expertise in each group. Also, special education students will be divided up in order to make the groups heterogeneous. Should there be a low proportion of students with appropriate computer skills, the teacher will take time during class within the first two weeks to educate students. Also, ninth period (after school) computer literacy classes will be set up with the technology teacher.
• Many communities lack the necessary fundraising opportunities due to a saturation of money raising events from other organizations. This can be alleviated by directing students to think of fundraisers they can perform outside their local community (ie) car washes and bake sales in Watertown. If the funds are still short, students can be directed to brainstorm organizations they believe would donate money to their cause (ie) local teacher’s union, parent organizations, American Legion and/or the school itself. If a class is still having difficulty, the lunch could be sponsored by the school cafeteria, but with modifications. The lunch or dinner would be more formal than a typical school meal (tablecloths, napkins, no trays, special location, etc.). Students could make the menu themselves while working with the cafeteria staff.
• For teachers who are concerned about how seriously the students will take this unit, a real life experience that students can relate to could be incorporated into the unit; namely school dances such as the Prom or Christmas Ball. The unit could also be taught at a different grade level, prerequisite skills for the learning experiences are minimal as far as academic content. We believe this unit could be taught to grades eight through twelve. Obviously younger students would most likely need more direct instruction as far as computer skills.

AUTHOR BIOGRAPHIES

• The authors of this unit, Gail Filas and Sonya Esposito, are the current Class of 1999 advisors at Sackets Harbor Central School. Gail Filas was also the advisor to the Class of 1995 and the Yearbook editor/advisor for three years. Each of these experiences have enabled the authors to become proficient at fundraising and guiding students to meeting their financial goals. Because of these duties, the authors have a large amount of background knowledge as far as planning successful money raising ventures and believe that the monetary goals of this project are feasible as well as realistic. Please feel free to contact either of them if you do not feel confident about the planning and execution of the dining out field trip.
• Gail Filas has worked at Sackets Harbor Central School for seven years as the high school resource room teacher. This unit would be easily adaptable for special education students and was actually written with them in mind. Many classified students have great difficulty with social skills and would benefit tremendously from direct instruction while in the general education classroom. Special education students at Sackets Harbor are taught through a pull-out model, but this unit would work by having the resource teacher push-in to the English Ten classroom at least fifteen minutes each day. Learning experiences would be team taught by both teachers with students working in heterogeneous groups arranged by the teachers.

Initiating Activity (day 1)

Declarative Knowledge:

• Make a list of inaccurate behaviors viewed from a video.
• Revise list of inaccurate behaviors after viewing corrected videotape.

Procedural Knowledge:

• Use proper procedures in small group discussions.
• Analyze perspectives/recognize points of view
• Infer/hypothesize/generalize - compare and contrast

Essential Question:

• If you had to plan and execute an evening out at a fancy restaurant, what skills would you need to know in order to be socially acceptable?

Connection to ELA Standards:

1. Read, write, listen, and speak for information and understanding.

• Interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams and electronic data bases intended for a general audience.
• Compare and synthesize information from different sources.
• Relate new information to prior knowledge and experience.

3. Students will read, write, listen, and speak for critical analysis and evaluation.

• Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.

4. Students will listen, speak, read, and write for social interaction.

• Listen attentively to others and build on others’ ideas in conversations with peers and adults.
• Express ideas and concerns clearly and respectfully in conversations and group discussions.
• Skillfully using the language conventions for a wide variety of social situations, such as informal conversations, first meetings with peers or adults, and more formal situations such as job interviews or customer service.
• Use verbal and nonverbal skills to improve communication with others.

Connection to Career and Occupational Standards

3a. Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

• Listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form.
• Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills.
• Demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner.
• Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision.

1. Procedure:

• Students will be broken up into groups of three to four individuals. Each group will be given a worksheet (Graphic Organizer/Appendix 1) that will direct them to watch a video of a couple planning and executing a night out on the town. The directions will indicate that there are twenty-five social skill errors in the video and they, as a group, will need to list as many social mistakes that they think they have seen. This activity will be set up as a contest with the group who has the most accurate list the winners.
• The video will need to be made by the teacher and should contain two parts. The first part should be the "evening gone wrong" section. There should be at least twenty-five identifiable social/etiquette mistakes that high school students could recognize with minimal difficulty. The mistakes could be contained in both the planning and initiation of the evening as well as during the actual dining experience. The second part of the video would be a repeat of the second, but with the actors pointing out their social errors.

1. Assessment:

• Observation...the teacher will monitor the discussions by circling the room.
• Student worksheet with lists of the errors they found while viewing the video.
• Large group discussion...once students have watched the video and critiqued it for social errors in their small groups, they will be brought back together into the large group circle to share their ideas. Students will then view a corrected version of the evening out, fill in the appropriate column in the graphic organizer, and compare their lists with what the actors point out as the true mistakes.

Learning Experience #1 (day 2)

Declarative Knowledge:

• Make a list of social skills that people use everyday (background knowledge).
• Make a list of information desired to know about social skills and etiquette.
• Make a list of situations where special skills of etiquette are needed and where more information is desired (background knowledge).

Procedural Knowledge:

• Use proper procedures in small/large group discussions.
• Draw conclusions.

Essential Questions:

• What makes some people more popular and accepted than others?
• How would you define a socially acceptable and a socially unacceptable person?
• How and where do social skills affect your life?
• If you had to plan and execute an evening out at a fancy restaurant, what skills would you need to know in order to be socially acceptable?
• What are some etiquette/social skills you want to learn more about?

Connection to ELA Standards:

1. Read, write, listen, and speak for information and understanding
2. Organize information according to an identifiable structure.
3. Relate new information to prior knowledge and experience.

4. Students will listen, speak, read, and write for social interaction.

• Listen attentively to others and build on others’ ideas in conversations with peers and adults.
• Express ideas and concerns clearly and respectfully in conversations and group discussions.
• Skillfully using the language conventions for a wide variety of social situations, such as informal conversations, first meetings with peers or adults, and more formal situations such as job interviews or customer service.
• Use verbal and nonverbal skills to improve communication with others.

Connections to Career/Occupational Standards

3a. Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

• Listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form.
• Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills.
• Demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner.
• Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision.
• Select and use appropriate technology to complete a task.
• Select and communicate information in an appropriate format.
• Understand the material, human, and financial resources needed to accomplish tasks and activities.

1. Procedure:

• Sheets of chart paper are to be put up around the room with various social/etiquette skills and social occasions. Each paper will be divided into two columns, "What I Know" and "What I Want to Know" about the topic listed at the top of the paper. Examples of topics/subtopics that could be used as headings include:
• Communication skills...what a good talker does and doesn’t do (do you know how to make introductions, keep up a conversation, choose appropriate topics of conversation – what topics are typically taboo, etc.).
• How to be a good customer/diner (do you know how to tip, return food, get the server’s attention, split the check fairly in a large group, etc.?)
• How to use your silverware (supply a picture of a full table setting with each piece numbered; have students list the numbers of the silverware they do and do not know how to use and then have them try to the name the use of the ones they think they do know) and the napkin (where and how to use).
• What social skills make people more and less successful/popular (one column will be labeled for the successful/popular skills and one for skills that would make you unsuccessful/unpopular).

Students will be directed to go around the room and fill in the information that is being sought. Once the students have completed the task, the teacher will review with the class what has been written. Students will be asked to verbally elaborate on comments they made on the poster sheets. The teacher will then hold on to the papers to go over with students at the end of the unit to correct any misinformation and to see if student’s questions were answered.

1. Assessment:

• Observation...the teacher will monitor the discussions by circling the room.
• Student posters of what they think they know about certain social skills and what they want to learn about specified areas.
• Large group discussion...once students have completed filling in the chart paper, they will be brought back together into the large group circle to share their ideas. The teacher will read through the comments students wrote for each category and will get the opportunity to clarify any ideas that might have been misunderstood. This will also give the students a chance to discuss with one another the differing views they might have about manners and etiquette.
• At the end of the unit, the students will once again go over the charts to compare their comments on what they thought they already knew with what they learned from over the past few weeks. The students will also check to see which of their "want to know" questions were answered.

Learning Experience #2 (daily)

Declarative Knowledge:

• Deductive reasoning.
• Etiquette terminology/features.
• Problem solving models

Procedural Knowledge:

• Use proper procedures in small/large group discussions.
• Draw conclusions.
• Analyze perspectives/recognize points of view.
• Infer/hypothesize/generalize - compare and contrast.
• Identify trends/solutions to an etiquette/social skill problem presented.
• Synthesize/prioritize information to be able to recognize relationships.

Essential Questions:

• How and where do social skills affect your life?
• If presented with a social skill/etiquette dilemma, how would you solve the problem?

Connection to ELA Standards:

1. Read, write, listen, and speak for information and understanding.

• Organize information according to an identifiable structure.
• Relate new information to prior knowledge and experience.
• Interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams and electronic data bases intended for a general audience.
• Compare and synthesize information from different sources.

3. Students will read, write, listen, and speak for critical analysis and evaluation.

• Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.
• Analyze, interpret, and evaluate information, ideas, organization, and language from academic and nonacademic texts.

4. Students will listen, speak, read, and write for social interaction.

• Listen attentively to others and build on others’ ideas in conversations with peers and adults.
• Express ideas and concerns clearly and respectfully in conversations and group discussions.
• Skillfully using the language conventions for a wide variety of social situations, such as informal conversations, first meetings with peers or adults, and more formal situations such as job interviews or customer service.
• Use verbal and nonverbal skills to improve communication with others.

Connection to Career and Occupational Standards

3a. Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

• Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills.
• Demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner.
• Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision.
• Select and communicate information in an appropriate format.

1. Procedure:

• Students will be presented with daily Bellringers that will be composed of a social skill/etiquette dilemma from the "GOOD HOUSEKEEPING" and/or "MRMANNERS" webpage (see Appendix 11). The problem will be displayed by overhead or written on the board for students as they enter the classroom. The initial three-five minutes of class will be for the students to copy down the situation in their notebooks and to write an answer using their background knowledge of social conventions. Their answer should be written in the format of a letter used for an advice column. Once students have written their responses, have some volunteer to share their answers with the class. Finally, the teacher will read the answer that was published in the magazine and have students critique the suggestion based on their background knowledge and research. Also, a checklist has been provided in Appendix 9 to hold students accountable to completing the Bellringers.

1. Assessment:

• Observation...the teacher will monitor the discussions by circling the room.
• Student responses to the social skill/etiquette dilemma.
• Large group discussion...once students have completed their responses to the problem, they will be brought back together into the large group circle to share their ideas. The teacher will monitor the responses to see how realistic and accurate they are. This activity will once again allow students a chance to discuss with one another the differing views they might have about manners and etiquette.
• Weekly quizzes on the answers provided by "GOOD HOUSEKEEPING" or "MRMANNERS" webpage.
• Bellringer checklist

Learning Experience #3

(days:3, 5, 7, 9)

Declarative Knowledge:

• Etiquette terminology/features
• Note-taking/revising

Procedural Knowledge:

• Synthesize/prioritize information to be able to recognize relationships.
• Use proper procedures in small/large group discussions.

Essential Questions:

• What makes some people more popular and accepted than others?
• How would you define a socially acceptable and a socially unacceptable person?
• How and where do social skills affect your life?

Connection to ELA Standards:

1. Read, write, listen, and speak for information and understanding

• Interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams and electronic data bases intended for a general audience.
• Compare and synthesize information from different sources.
• Organize information according to an identifiable structure.
• Develop information with appropriate supporting material, such as facts, details, illustrative examples or anecdotes, and exclude extraneous material.
• Relate new information to prior knowledge and experience.
• Distinguish between relevant and irrelevant information and between fact and opinion.

3. Students will read, write, listen, and speak for critical analysis and evaluation.

• Evaluate their own and other’s work based on a variety of criteria.
• Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.
• Analyze, interpret, and evaluate information, ideas, organization, and language from academic and nonacademic texts.

4. Students will listen, speak, read, and write for social interaction.

• Listen attentively to others and build on others’ ideas in conversations with peers and adults.
• Express ideas and concerns clearly and respectfully in conversations and group discussions.
• Skillfully using the language conventions for a wide variety of social situations, such as informal conversations, first meetings with peers or adults, and more formal situations such as job interviews or customer service.
• Make effective use of language and style to connect the message with the audience and take into account the ideas and interests expressed by the person receiving the message.
• Use verbal and nonverbal skills to improve communication with others.

Connection to Career and Occupational Studies

3a. Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

• Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills.
• Demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner.
• Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision.
• Select and communicate information in an appropriate format.

1. Procedure:

• Students will watch a video from the WHAT EVERY KID SHOULD KNOW ABOUT MANNERS, FACE TO FACE: FACILITATING ADOLESCENT COMMUNICATION EXPERIENCES or TABLE MANNERS FOR KIDS...TOTS TO TEENS (see Appendix 11) video series four times during the duration of the unit. Each video will outline/teach a social skill and/or rule of etiquette. Students will be directed to take notes while watching the video. After the viewing is complete, the teacher will pair students to compare and revise their notes ("think, pair, share"). Once the students have shared their information in pairs, the whole group will discuss what the main points of the teaching segment were. The information gained from the videos will help students with their research for the culminating activities and provide them with the information to include in their individual etiquette pamphlets. Also, a checklist is provided in Appendix 9 to make students accountable for the material in the video.

1. Assessment:

• The information presented in the videos will be assessed during the weekly English quizzes.
• The teacher will circle the room during the video and sharing time to check students’ progress.
• Student copy of notes.
• Video notetaking checklist in Appendix 9

NOTE: THIS WOULD BE A GOOD LISTENING/NOTETAKING ACTIVITY TO PREPARE STUDENTS FOR THE ELEVENTH GRADE ELA TEST.

Learning Experience #4 (day: 4)

Declarative Knowledge:

• Problem solving models
• Business letter to local restaurant requesting information.

Procedural Knowledge:

• Plan and execute an evening out (whole group).
• Draw conclusions.
• Synthesize/prioritize information.

Essential Questions:

• How and where do social skills affect your life?
• If you had to plan and execute an evening out at a fancy restaurant, what skills would you need to know in order to be socially acceptable?

Connection to ELA Standards:

4. Students will listen, speak, read, and write for social interaction.

• Listen attentively to others and build on others’ ideas in conversations with peers and adults.
• Express ideas and concerns clearly and respectfully in conversations and group discussions.
• Skillfully using the language conventions for a wide variety of social situations, such as informal conversations, first meetings with peers or adults, and more formal situations such as job interviews or customer service.
• Using a variety of print and electronic forms for social communication with peers and adults.
• Make effective use of language and style to connect the message with the audience and take into account the ideas and interests expressed by the person receiving the message.
• Use verbal and nonverbal skills to improve communication with others.

Connections to MST Standards:

2. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

• Use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text based presentations.
• Systematically obtain accurate and relevant information pertaining to a particular topic from a range of source, including local and national media, Internet sources, libraries, and industries.

Connection to Career and Occupational Studies

3a. Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

• Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills.
• Demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner.
• Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision.
• Select and use appropriate technology to complete a task.
• Select and communicate information in an appropriate format.
• Understand the material, human, and financial resources needed to accomplish tasks and activities.

1. Procedure:

• Students will write business letters (based on the rubric in Appendix 3) on a word processor to a local restaurant (1812 Steak & Seafood or The Brew Pub) requesting a copy of their current menu. They will also be directed to garner information about special group prices for their optional dinner field trip. Other information they should ask for will include requesting a reservation date and time along with suggestions as to appropriate attire for the restaurant’s atmosphere. Once the students receive the requested information, a learning experience will take place in which the students will plan a budget and fundraisers to achieve their monetary goal. Also, a checklist is provided in Appendix 6 as a guideline of requirements for the letter.

1. Assessment:

• The letters will be written in the "writing process" format. After the individual student has edited/revised their own letter, they will switch letters with a partner and edit each other’s work. The final copy will be submitted to the teacher for final review and graded according to the attached rubric (Appendix 3).
• Business letter checklist in Appendix 6

**WE SUGGEST THAT THE TEACHER CONTACT THE RESTAURANT TO TOUCH BASE WITH THEM AS TO THE

PURPOSE AND FEASABILITY OF THE FIELD TRIP. IT WOULD BE WISE TO FIND OUT WHAT MEALS ARE EASIER FOR THEM TO SERVE TO A LARGE GROUP AND DATES BY WHICH THEY NEED THE MENU CHOICES.

Learning Experience #5 (day: 10)

Declarative:

• Deductive reasoning
• Problem solving models

Procedural:

• Use proper procedures in small/large group discussions.
• Analyze perspectives/recognize points of view - diner vs. customer
• Infer/hypothesize/generalize - compare and contrast
• Plan and execute an evening out (whole group).
• Draw conclusions.
• Synthesize/prioritize information to be able to recognize relationships.

Essential Questions:

• What are some ways that you, as a class, could raise money for a field trip?

Connection to ELA Standards

3. Students will read, write, listen, and speak for critical analysis and evaluation.

• Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.

4. Students will listen, speak, read, and write for social interaction.

• Listen attentively to others and build on others’ ideas in conversations with peers and adults.
• Express ideas and concerns clearly and respectfully in conversations and group discussions.
• Skillfully using the language conventions for a wide variety of social situations, such as informal conversations, first meetings with peers or adults, and more formal situations such as job interviews or customer service.
• Use verbal and nonverbal skills to improve communication with others.

Connection to Career and Occupational Studies

3a. Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

• Listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form.
• Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills.
• Demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner.
• Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision.
• Understand the material, human, and financial resources needed to accomplish tasks and activities.

Connections to MST Standards

7. Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

• Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively, gather and process information, generate and analyze ideas, observe common themes, realize ideas and present results.

1. Procedure:

• Once students receive their responses from the restaurant owners, complete with a copy of their current menu, they will now need to plan their budget and means to acquire the money. The teacher must ask students to set some guidelines for the dinner. Suggested topics would include:
• Will students be allowed to order from the whole menu or from a select list of entrees?
• If students are allowed to order whatever they want, will there be a price cap per student?
• If the students will be allowed to order from a specified list, what will the choices be?
• What will be included with dinner (i.e.) appetizer, dessert, etc.?

Students will be broken up into groups of three to four individuals once the guidelines have been specified. The groups will be given a copy of the Student/Group Budget sheet to fill out (see Appendix 2, Student/Group Budget). Each group will be responsible for producing a budget of projected costs for their group for the afternoon out according to the guidelines set earlier in the class. Students will be expected at this time to choose their personal menu, complete with the prices, for the afternoon in order to give the restaurant notice. Also, the groups need to formulate a list of fundraiser suggestions they could use to earn the money while in their small groups.

Once the students have finished within their small groups, the class will be brought back together to share their information and put together a whole class budget. Finally, students will share their list of suggested fundraisers and choose which ones they feel would be the most effective and realistic to accomplish their monetary goal.

2. Assessment:

• Observation...the teacher will monitor the discussions by circling the room.
• Copies of student budgets will be collected and evaluated for correct mathematical operations.
• Assessment will also be based on...
• How much money students raise through fundraisers with respect to the goal they have set for themselves.
• How closely their budgeted amount needed compares to the actual bill at the restaurant.

Culminating Activity

(days: 11-15)

Declarative Knowledge:

• Deductive reasoning.
• Etiquette terminology/features.
• Problem solving models

Procedural Knowledge:

• Use proper procedures in small/large group discussions.
• Draw conclusions.
• Analyze perspectives/recognize points of view.
• Infer/hypothesize/generalize - compare and contrast.
• Synthesize/prioritize information to be able to recognize relationships.
• Create a PowerPoint presentation about an assigned social skill/etiquette area.
• Create a "How-to" video on assigned social skill/etiquette area.
• Research assigned etiquette area within groups using a WebQuest provided by the teacher and other reference sources.
• Use Microsoft Publisher to create a brochure/pamphlet on their assigned etiquette/social skills area.
• Edit the etiquette brochure/pamphlet and PowerPoint presentation.

Essential Questions:

• What makes some people more popular and accepted than others?
• How would you define a socially acceptable and a socially unacceptable person?
• How and where do social skills affect your life?
• If you had to plan and execute an evening out at a fancy restaurant, what skills would you need to know in order to be socially acceptable?

Connection to ELA Standards:

1. Read, write, listen, and speak for information and understanding.

• Organize information according to an identifiable structure.
• Relate new information to prior knowledge and experience.
• Interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams and electronic data bases intended for a general audience.
• Compare and synthesize information from different sources.

3. Students will read, write, listen, and speak for critical analysis and evaluation.

• Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.
• Analyze, interpret, and evaluate information, ideas, organization, and language from academic and nonacademic texts.

4. Students will listen, speak, read, and write for social interaction.

• Listen attentively to others and build on others’ ideas in conversations with peers and adults.
• Express ideas and concerns clearly and respectfully in conversations and group discussions.
• Skillfully using the language conventions for a wide variety of social situations, such as informal conversations, first meetings with peers or adults, and more formal situations such as job interviews or customer service.
• Use verbal and nonverbal skills to improve communication with others.

Connection to MST Standards:

2. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

• Use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text based presentations.
• Systematically obtain accurate and relevant information pertaining to a particular topic from a range of source, including local and national media, Internet sources, libraries, and industries.
• Use graphical, statistical, and presentation software to present projects to fellow classmates.

4. Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

• Use a computer system to connect to and access needed information from various Internet sites.

7. Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

• Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively, gather and process information, generate and analyze ideas, observe common themes, realize ideas and present results.

Connection to Career and Occupational Studies

3a. Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

• Listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form.
• Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills.
• Demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner.
• Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision.
• Select and use appropriate technology to complete a task.
• Select and communicate information in an appropriate format.
• Understand the material, human, and financial resources needed to accomplish tasks and activities.

1. Procedure:

• The culminating activity will be divided into two components, a group presentation and an individual project.

Group Presentation

At the beginning of the unit, students will be broken up into small groups of three to four individuals. Each group will be given an area of social skills/etiquette to research. The groups will be expected to use a variety of resources, including a teacher-made WebQuest, in order to find information to use in their presentations to the class. The students within the group will be expected to teach the class about their research topic during the third week of the unit. Students will be given class time (days 2, 4, 6, 8) to research their topics and to put together their lesson. Presentations are to be made using either HyperStudio or PowerPoint software. A rubric will be given to students when the topic is assigned (see Appendix 4). Refer to Appendices 10 and 11 for references to books and websites that could be used for the WebQuest and/or student research. Also, a checklist has been provided in Appendix 7 as a guideline for students.

Suggested topics:

• Grooming/hygiene/posture
• Gender rules of good manners (opening doors for women, pulling seat out, paying for your date’s meal, etc.)
• Dining skills...use of place setting, napkin, how to eat specific foods
• Communication...introductions, making conversations, initiating/maintaining conversations

Individual Projects

(due date will be one week after the last group presentation has been given) Each student will need to make a pamphlet or brochure on Microsoft Publisher. The project guidelines will direct students to outline the skills they have learned in the following areas: communication (making introductions, speaking skills, body language, etc.), dining etiquette (use of utensils, napkin, tipping, ordering, etc.), gender rules (behavior expected from each sex) and general rules of etiquette (hygiene, posture, politeness, etc.). A rubric will be given to students when the project is assigned (see Appendix 5) as a guideline. Also, a checklist has been provided in Appendix 8 as a guideline for students.

1. Assessment:

• Student presentations and individual projects will be assessed according to the attached rubrics (see Appendices 4&5).
• Students will be quizzed on the information presented by the groups at the end of the week unit and during weekly quizzes.
• Students will be assessed according to the checklists located in Appendices 7 and 8.

Extending and Refining

• Consumers need to know a number of mathematical operations and problem solving strategies in order to be successful. Students will be given direct instruction throughout the unit in real world mathematics operations. Students will learn how to compute tax and tip (working with percentages), estimate totals (rounding, adding decimals, mental math), splitting the restaurant bill evenly (division), budgeting money, etc. Students will receive the majority of direct instruction in these areas within the first two weeks of the unit, roughly 2-3 times per week for roughly ten minutes with practice work to be assigned and graded. Supplemental activities will be used for the remainder of the time to strengthen the newly acquired skills. Material will be taken from the Menu Math remedial series.

COMPARING ANALYZING ERRORS DEDUCTION

• Now that students have planned their evening out at a local restaurant and raised the money needed through various fundraisers, students will actually go through with the experience. The experience will be videotaped for examination the next school day. The best thing to do would be to have at least two cameras set up in order to capture all students as accurately as possible. While watching the video in school, students will complete a graphic organizer very similar to the one used in the initiating activity (appendix 1). One column would be used to mark positive behaviors they witness, while another column will be used to document blunders they observed. Students will be directed to observe themselves in the video, if possible, when completing the chart. If this is not possible, they will be asked to critique the group as a whole. Students will share with the class their observations.

COMPARING ERROR ANALYSIS

DEDUCTION CLASSIFYING

Additional Activities

• Students will write a letter of thanks to the restaurant where they dined for their field trip. The letter will be written in the writing process format and will be graded according to the Rubric and Checklist contained in Appendices 3 and 6.
• The students will be taken, as a class, to the computer lab in order to get on the Internet to take the Interpersonal Communication Skills Test located at http://www.queendom.com/commun. Students will print their responses and results of the evaluation and write a one-page reaction paper. Students will be directed to summarize the highlights of their scores and give their impressions/reactions to how the program analyzed their communication skills. This assignment will not receive a number grade, but rather scored as a homework assignment and scored with a check system (Ö + excellent, Ö good, Ö- adequate).
• Periodically during the unit, the teachers will initiate role-playing activities such as making introductions and conversations, how to pull a chair out for a woman, maintaining eye contact, posture, getting the server’s attention, etc. The teachers will role play the situation and then ask for student volunteers to try their hand at playing out the scene. This activity will be assessed through observation and by granting participation points to student volunteers. The students will also gain participation points by exhibiting proper communication and social skills while in class (i.e.) pulling the chair out for a female student, sitting appropriately during class, maintaining eye contact while speaking with the teacher, appropriately gaining the teacher’s attention, etc.

• Students will be given the opportunity to gain extra credit and refine their knowledge of the social skills and etiquette rules they have learned by making a "How-to" video of their own. Students can work in groups of up to five students. The task for each group will be to produce, direct and act out a video similar to the one they viewed the first day of the unit. The groups will be expected to make two scenes for their video...one that has at least twenty social/etiquette errors and a corrected version explaining what went wrong and "how-to" fix the mistake. Students will also be expected to make a compare/contrast graphic organizer for students to use when viewing the two segments. The worksheet that was used with the initiating activity can be used as a model by the groups.

Unit Schedule

Initiating Activity (day 1)

Learning Experience #1 (day 2)

Learning Experience #2 (daily)

Learning Experience #3

(days:3, 5, 7, 9)

Learning Experience #4 (day: 4)

Learning Experience #5 (day: 10)

Culminating Activity

(days: 11-15)

Optional Activities Schedule

• Menu Math 2-3times/week
• Computer Software Instruction- as needed
• Presentation Research – as needed
• Role playing activities 2-3 times/week

Assessment

• Participation grade: students will be given a worksheet that will be used to keep track of how much they participate in class during the whole quarter, not just for the unit. Each time a student volunteers to give an answer, role-play a situation or make an appropriate comment on the topic, they will receive a sticker. The grade will be computed by making the student who has the largest amount of stickers the baseline number for making a scaled grading system. For example, if the largest number of stickers given was fifty, a student would receive a one hundred if they earned forty-fifty stickers, a ninety for thirty-forty stickers, an eighty for twenty-thirty stickers, a seventy for ten-twenty stickers and a sixty for zero–ten stickers. The scale would change for each quarter depending on the baseline number of stickers.

• Weekly quizzes on information covered during the past five days.
• Business letter rubric and checklist…Appendices 3 and 6.
• Student budgets will be evaluated for correct mathematical operations.
• Group presentation rubric and checklist…Appendices 4 and 7.
• Individual project rubric and checklist…Appendices 5 and 8.
• Menu math practice work will be collected and graded with the check-mark system.
• Thank you letter will be graded based on the rubric and checklist in Appendices 3 and 6.
• Communication skills test summary will be graded with the check-mark system.
• Video note-taking and Bellringer checklists.

AN EVENING OUT…WHAT WENT WRONG?

DIRECTIONS: YOU WILL BE WATCHING A VIDEOTAPE OF A COUPLE PLANNING AND EXECUTING AN EVENING OUT. UNFORTUNATELY, THEY MADE A NUMBER OF SOCIAL/ETIQUETTE MISTAKES WHILE OUT FOR THE EVENING, TWENTY-FIVE TO BE EXACT. YOUR TASK, WITHIN YOUR GROUPS, IS TO SEE IF YOU CAN SPOT THEIR ERRORS AND FILL IN THE CHART BELOW ACCORDINGLY. ONCE WE ARE FINISHED WATCHING THE VIDEO, WE WILL WATCH A CORRECTED VERSION OF THE DATE, FILL IN THE RIGHT SIDE OF THE CHART, AND DISCUSS OUR ANSWERS. ANY QUESTIONS?

WHAT DO YOU THINK WENT WRONG?

PLANNING THE EVENING

COMMUNICATION

EATING SKILLS/ETIQUETTE

SOCIAL MANNERS

APPENDIX 1

WHAT REALLY DID GO WRONG!

PLANNING THE EVENING

COMMUNICATION

EATING SKILLS/ETIQUETTE

SOCIAL MANNERS

STUDENT/GROUP BUDGET

APPENDIX 2

Assessment Criteria for Business Letter

Excellent ("A")

• The letter is correctly written in block format.
• Sentence structure varies in length and structure.
• Vocabulary is sophisticated.
• The tone of the letter is appropriate for the intended audience.
• There are no grammatical errors.
• The following information is requested: menu, special group prices, reservation date, appropriate attire.

Good ("B")

• Block format is mostly correct.
• Sentence structure somewhat varies in length and structure.
• Some vocabulary is sophisticated.
• The tone of the letter is mostly appropriate.
• There are very few grammatical errors.
• Most of the information is requested.

Acceptable ("C")

• An attempt at block format is made, but there are a few mistakes.
• Sentence structure tends to be simple.
• Vocabulary is simple.
• The tone of the letter is not quite appropriate for the audience.
• There are some grammatical errors.
• Only some of the information is requested.

Unacceptable ("D")

• The format is not recognizable as block.
• Sentences tend to be choppy.
• Vocabulary is simple or incorrect.
• The tone is inappropriate.
• There are many grammatical errors.
• Much of the requested information is omitted.

APPENDIX 3

Assessment Criteria for Group Presentation

Excellent ("A")

• Each member of the group shared an equal role in the actual presentation.
• The individual did not read from a script.
• The presentation was well organized.
• The presentation included information from the WebQuest.
• The presentation was made with Hyper Studio or Power Point.
• The presentation included two pictures, three different transitions from slide to slide, three different colors, and other vehicles of creativity (such as sound).
• The students are dressed nicely (dress shirt, dress pants).
• The presentation was ten minutes.
• The information was accurate.
• The individual spoke using correct Standard English.

Good ("B")

• Nearly all the group members shared an equal role.
• The individual periodically glanced at a script.
• The presentation was mostly organized.
• The presentation included information from WebQuest.
• The presentation was made with Hyper Studio or Power Point.
• The presentation included nearly all the graphic requirements.
• The students are dressed informally.
• The presentation was nearly ten minutes.
• The information was mostly accurate
• The individual made very few mistakes in Standard English.

Acceptable ("C")

• Half of the group members shared equal roles.
• The individual read from the script.
• The presentation lacked organization.
• The presentation included information from WebQuest.
• The presentation was made with Hyper Studio or Power Point.
• The presentation included a few of the graphic requirements.
• The students are dressed informally.
• The presentation was between seven and eight minutes.
• Some of the information was inaccurate.
• The individual made some errors in Standard English.

Unacceptable ("D")

• The group members did not share an equal role.
• The individual read from the script.
• The lack of organization hindered comprehension of the material being covered.
• The presentation was made with Hyper Studio or Power Point.
• The graphics were minimal.
• The students were dressed inappropriately (T-shirts, torn or baggy jeans).
• The presentation was less than seven minutes.
• Much of the information was brief or inaccurate.
• The individual made many errors in Standard English.

A Zero

• The presentation did not include information from WebQuest

And/or

• The presentation was not made with Hyper Studio or Power Point.

APPENDIX 4

Assessment Criteria for Pamphlet or Brochure

Excellent ("A")

• The student uses all sides of the pamphlet.
• The pamphlet includes the following graphics: three pictures from Clip Art, three borders, four different colors, three different fonts, title is created with Word Art.
• The information in the pamphlet is accurate and complete.
• The student used correct Standard English.
• The pamphlet was created on Microsoft Publisher.

Good ("B")

• The student uses all but one side of the pamphlet.
• The pamphlet includes most of the graphics required.
• The information is mostly accurate.
• The student uses mostly Standard English.
• The pamphlet was created on Microsoft Publisher.

Acceptable ("C")

• The student uses few of the sides available.
• The pamphlet includes few of the graphics required.
• The information is limited and/or inaccurate.
• The student uses limited Standard English.
• The pamphlet was created on Microsoft Publisher.

A Zero

• The pamphlet was not created on Microsoft Publisher.

APPENDIX 5

BUSINESS LETTER

CHECKLIST RUBRIC

_____1. The letter is generated on Microsoft Word.

_____2. The letter is correctly written in block format.

_____3. Sentences vary in length and structure.

_____4. Vocabulary is sophisticated (avoid a lot for example).

_____5. The tone of the letter is appropriate for the intended audience.

_____6. There are no grammatical errors.

_____7. The letter includes a request for a menu.

_____8. The letter includes a request for special group prices.

_____9. The letter includes a request for information concerning a reservation date.

_____10. The letter includes a request for information about appropriate attire.

Note: each item is worth ten points.

APPENDIX 6

GROUP PRESENTATION

CHECKLIST RUBRIC

_____1. Each member of the group shared an equal role in the actual presentation.

_____2. The individual did not read from a script.

_____3. The presentation was well organized.

_____4. The presentation included information from the WebQuest.

_____5. The presentation was made with Hyper Studio or Power Point.

_____6. The presentation included two pictures, three different transitions from slide to slide, three different colors, and other vehicles of creativity (such as sound).

_____7. The students are dressed nicely (dress shirt, dress pants).

_____8. The presentation was at least ten minutes.

_____9. The information was accurate.

_____10. The individual spoke using correct Standard English.

Note: each item is worth ten points.

APPENDIX 7

PAMPHLET OR BROCHURE

CHECKLIST RUBRIC

_____1. The student uses all sides of the pamphlet.

_____2. The information in the pamphlet is accurate and complete.

_____3. The student uses correct Standard English.

_____4. The pamphlet is created on Microsoft Publisher.

_____5. The pamphlet includes at least three pictures from Clip Art.

_____6. The pamphlet includes at least three borders.

_____7. The pamphlet includes at least four different colors.

_____8. The pamphlet includes at least three different fonts.

_____9. The title of the pamphlet is created with Word Art.

_____10. The pamphlet is turned in on time.

Note: each item is worth ten points.

APPENDIX 8

BELL RINGERS/VIDEO NOTES

CHECKLIST RUBRIC

Directions: You are required to work diligently on all bell ringers, including notes from videos shown. All work must be in your three-ring notebooks.

_____1. The date is written every day.

_____2. The bell ringers / notes are completed.

_____3. The entries are neatly written (we need to be able to read them).

_____4. Correct answers or additional notes provided by the teacher are included.

_____5. The entries are numbered and in order.

Note: each item is worth twenty points.

APPENDIX 9

BIBLIOGRAPHY

BALDRIDGE, LETITIA. THE AMY VANDERBILT COMPLETE BOOK

OF ETIQUETTE: A GUIDE TO CONTEMPORARYLIVING.

GARDEN CITY, NEW YORK: DOUBLEDAY & COMPANY, INC., 1978.

BUEHNER, CAROLYN. IT’S A SPOON, NOT A SHOVEL, DIAL, 1995.

BRAINARD, BETH AND SHEILA BEHR. SOUP SHOULD BE SEEN,

NOT HEARD! 1990.

CLAIBORNE, CRAIG. ELEMENTS OF ETIQUETTE: A GUIDE TO TABLE MANNERS IN AN

IMPERFECT WORLD, NEW YORK: WILLAM MORROW, 1992.

CRAIG, BETTY. DON’T SLURP YOUR SOUP: A BASIC GUIDE TO

BUSINESS ETIQUETTE. NEW BRIGHTON, MINNESOTA:

BRIGHTON PUBLICATIONS, 1991.

JAMES, ELIZABETH AND CAROL BARKIN. SOCIAL SMARTS:

MANNERS FOR TODAY’S KIDS, CLARION, 1996.

MARTIN, JUDITH. MISS MANNER’S MANNERS GUIDE FOR THE MILLENIUM, NEW

YORK: PHAROS BOOKS, 1989.

MARTIN, JUDITH. MISS MANNER’S GUIDE TO EXCEEDINGLY CORRECT BEHAVIOR, NEW

YORK: WARNER BOOKS, 1982.

POST, ELIZABETH L. AND JOAN M. COLES. EMILY POST’S TEEN

ETIQUETTE, HARPER COLLINS, 1995.

ROOSEVELT, ELEANOR. ELEANOR ROOSEVELT’S BOOK OF COMMON SENSE ETIQUETTE,

NEW YORK: THE MACMILLAN COMPANY, 1962.

VISSER, MARGARET. THE RITUALS OF DINNER, NEW YORK: PENGUIN BOOKS, 1991.

WHITE, ROSE V.. MEAL TIME ETIQUETTE, NEW YORK: EMILY POST INSTITUTE, 1964.

VIDEOS

WHAT EVERY KID SHOULD KNOW ABOUT MANNERS. AMAZING

ADVANTAGE FOR KIDS/SWENSON-GREEN PRODUCTION, 1994; 60 MINUTES (1-800-848-5798).

TABLE MANNERS FOR KIDS…TOTS TO TEENS. PUBLIC MEDIA

VIDEO, 1993; 34 MINUTES (1-800-262-8600).

FACE TO FACE: FACILITATING ADOLESCENT COMMUNICATION EXPERIENCES.

COMMUNICATION BUILDERS, 1993 (602-323-7500).

APPENDIX 10

Websites

http://www

• espoir.com/etiquette/adult.html
• detnews.com/1997/accent/9708/13/08130042.html
• tiffany.com/how/etiquette/quiz.htm
• /formal.htm
• cuisinenet.com/glossary/tableman.html
• cuisinenet.com/glossary/use.html
• cuisinenet.com/glossary/napkin.html
• cuisinenet.com/glossary/tips.html
• cuisinenet.com/glossary/fingers.html
• family.disney.go.com
• mrmanners.com/about.html
• mrmanners.com/answers/dropped fork.html
• /passedgas.html
• /hat.html

/jacket.html BOTH THE

/corsage.html MRMANNERS.COM

/dessert.html AND

/pastaspoon.html HOMEARTS.COM

emailthanks.html CAN BE USED FOR

• homearts.com:80/gh/advice/a7postb5.htm THE DAILY

/advice/b8post11.htm BELLRINGER!

/advice/98post21.htm

/advice/a7postf1.html

/advice/a7postb1.html

/advice/87postb4.htm

/advice/97postb3.htm

/advice/10postb8.htm

/advice/29post21.htm

/food/09pastb8.htm

/food/07picnb4.htm

• moneyminded.com/worklife/ahead/57post31.html
• moneyminded.com/worklife/ahead/57post21.html
• bsu.edu/careers/manners.html
• metroactive.com/papers/sfmetro/08.10.98/dining1-9830.html
• queendom.com/commun_frm.html
• westernsilver.com/etiquette/column4-html

APPENDIX 11