UNIT OVERVIEW
Emily Post, renowned author and speaker, said on the subject of etiquette, “Manners are a sensitive awareness of the feelings of others. If you have that awareness, you have good manners, no matter what fork you use.”
Many families gather around the dinner table for holidays, at a restaurant, or at other gatherings that require a quiet manner. This series of lessons instructs students about the importance of using correct manners by teaching how to set a table complete with folded napkins and how to fold the American flag by reading, following, and giving oral multi-step directions. Students write expository paragraphs and analyze messages conveyed in various media as they view various media connected with flag etiquette.
ESSENTIAL QUESTIONS
§ What purpose does being able to read and follow multi-step directions serve in our society?
§ Why is it important to be able to give clear and concise oral multi-step directions?
§ What are the essential elements of expository writing?
§ What are media messages and some examples of each?
§ Why is it important to be able to analyze messages conveyed in various media?
§ What are manners?
§ What is the importance of manners?
§ Are manners the same all over the world?
UNIT PLAN
This unit consists of a series of sequenced lessons. Each lesson begins with a listing of specific information including sources of literature, handouts, words to know, and formative assessments. Each lesson contains sequenced learning activities designed to provide scaffold instruction (building in previous knowledge) and practices to develop student mastery of skills.
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Lesson One |
Easy Etiquette § Literature: Rules to Live by Linda Knaus, Rebecca Who Slammed the Doors for Fun and Perished Miserably, Stop Sniffling § Supplies: transparencies of poems, directions for napkin folding, overhead, napkins, construction paper, scissors, glue, tape § Handouts: Napkin Ring (Parts A and B), directions for napkin folding § Formative Assessment: provided |
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Lesson Two |
Ready, Set § Literature: Table Manners by Gelett Burgess § Supplies: Placemats; paper plates, cups and plastic dinnerware; overhead; proper table setting website § Handouts: plate, silverware, glassware, formal place setting, informal place setting § Formative Assessment: provided |
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Lesson Three |
Mannerly Writing § Literature: Learning by Judith Viorst, Thank-You Note by Judith Viorst, If We Had Lunch at the Whitehouse, Mind Your Manners § Supplies: Copies of poems § Handouts: Mind Your Manners article from web § Formative Assessment: provided |
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Lesson Four |
Mannerly Messages § Literature: None § Supplies: Magazine pictures showing disrespect for the American flag § Handouts: Pictures showing respect for the American flag; pictures showing disrespect for the American flag; examples of political slogans § Formative Assessment: provided |
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Lesson Five |
Performance Event § Literature: None § Supplies: Pictures of respect and pictures of disrespect for the American flag § Handouts: None § Formative Assessment: provided |
GRADE-LEVEL EXPECTATION CONTINUUM
TARGETED LEARNING represents the specific Grade-Level Expectations (GLEs) that are taught and assessed in this unit. Student mastery of these skills is expected at this grade level. PREVIOUS LEARNING indicates student’s probable beginning skill level. FUTURE LEARNING provides the “next step” for instruction or student application of communication arts skills and concepts. Bolded terms are glossary items.
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Read and follow multi-step directions to complete a task.
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Give clear and concise oral multi-step directions to complete a task. |
LS2 Give clear and concise oral multi-step directions to complete a task. |
Give clear and concise multi-step directions to complete a complex task.
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Write expository paragraphs with a main idea, three or more supporting details, and a concluding sentence.
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W3C Write expository paragraphs (emphasizing compare/contrast) with an effective topic sentence, three or more supporting sentences and a concluding sentence |
Write expository paragraphs (including cause and effect) with a main idea, three or more supporting details, and a controlling sentence.
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Identify and explain the intended message conveyed through oral and visual media. |
IL2 Analyze messages conveyed in various media (e.g. videos, pictures, websites, artwork, plays, and/or news programs). |
Identify and explain viewpoints conveyed in various media (e.g., videos, pictures, websites, artwork, plays, and/or news programs). |
SHOW-ME STANDARDS ALIGNMENT
Goal 1: Students in Missouri will acquire the knowledge and skills to gather, analyze, and apply information and ideas.
1.5 Comprehend and evaluate written, visual, and oral presentations
1.7 Evaluate the accuracy of information and the reliability of its sources
1.8 Organize data, information, and ideas into useful forms for analysis or presentation
Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.
2.1 Plan and make written, oral, and visual presentations for a variety of purposes and audiences
2.3 Exchange information, questions, and ideas while recognizing the perspective of others
BIBLIOGRAPHY
Bennett, Barrie, and Ralhusin, Carol. Beyond Monet, The Artful Science of Instructional Integration. Canada: Bookation, Inc. 2001
Dakos, Kalli. If You’re Not Here, Please Raise Your Hand. “If We Had Lunch at the White House.” NY: Simon and Schuster, 1990
Kagan, Spencer, Cooperative Learning. CA: Kagan Cooperative Learning.
Marzaro, R., Pickering, D., and Pollock, J. Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
Viorst, Judith. If I Were in Charge of the World and Other Worries. “ Learning” and “Thank-You Note.” NY: Macmillan, 1986.
Lesson 1: “Rebecca Who Slammed Doors for Fun and Perished Miserably : in the book Reflections on a Gift of a Watermelon Pickle…and other modern verse by Hilarie Belloc, Scott Foresman, and Co., 1966
Directions for folding napkins: www.interiordec.about.com/cs/napkinfolding and www.hormel.com.templates/knowledge/knowledge
Lesson 2: “Table Manners” by Gelett Burgess: in the book Goops and How To Be Them, Gelett Burgess, New York: Frederick A. Stokes, 1990
Picture of formal and informal place settings: http://www.culinary-yours.com/proper_table.html
Lesson 3: “Learning’: by Judith Viorst:
‘Mind Your Manners”:
Lessons 4, 5, Examples of pictures depicting proper respect or disrespect of the American flag:
Lesson 5: Directions for flag folding: www.usflag.org/fold.flag.html. www.ushistory.org/betsy/flagetiq.html
Lesson 7: Video clips can be found at: www.feedbackvideo.com or www.leadingvideo.com
CREDITS
Unit written by Margie Spradley, Kathy Berkbuegler, Debbie Rowles, Dena Branstetter, MAP Plus Communication Arts Content Leaders,
South Central Regional MAP Center/University of Missouri, Rolla.
Template for poinsettia napkin ring was created by Dena Branstetter, Potosi R-3 School District
Directions for folding poinsettia napkin rings were written by Kathy Berkbuegler, Rolla School District, and Margie Spradley, Valley R-6 School District