CREATING A MENU AND ORDERING IN

A GERMAN RESTAURANTLeslie Decker

Curriculum Plan for “Creating and Menu and Ordering in a German Restaurant”

Purpose and Rationale

Learners

Prerequisites

Educational Goals and Objectives

Content

Instructional Plan

Assessment

Purpose and RationaleThe purpose and rationale of this unit is to access information about the names of foods in German, about different types of cuisine in the German-speaking world, and about the vocabulary, customs, and language for ordering in a German-speaking restaurant.

In addition, students will plan and create a menu for their own restaurant, and make a short video depicting a scene in a restaurant. The video will include a section teaching their lists of helpful phrases.

The idea for this unit grew out of a need for a helpful way to incorporate the wealth of real-world information available from restaurant and language websites into a centralized area to help secondary language students learn how to find it and take responsibility for their language development.

Learners

The activities in this lesson are designed for secondary (7th to 12th grade) German language learners. It can also be used with younger learners who have the necessary prerequisites, and college or adult learners.

PrerequisitesThe ability to navigate web pages and use internet search engines

The ability to use basic publishing software such as Microsoft Publisher or Adobe Indesign to create a menu layout.

The ability to use cameras or smartphones to film a video

The ability to use simple video editing software

The ability to read German at a novice level to navigate simple German language websites.

Educational Goals and Objectives

The goal of this unit is to allow students to research information about German foods, cuisines, restaurants, and eating culture, and prepare a menu and a video demonstrating how to order in that restaurant, to share with others.

LOTE TEKS• §114.22• Use the internet to research the names of different foods and cuisines in German and German-speaking countries

(2B, 3A; 3B)• Use the internet to research what a German-language menu looks like (3A, 3B, 2A, 2B)• Use the internet to research German words phrases and customs of use in a restaurant. (2A, 2B, 3A, 3B, 4B,4c)• Design and create a menu for their own restaurant. (2B)• Write, preform and record a short video demonstrating a scene in a restaurant, and teaching their words, phrases,

and customs. (1A, 1C, 2A, 4B, 4C)

Cross-curricular:• Social Studies: Students compare and contrast different cultures• Technology: Students use video and publishing software to create menus and videos.

Content

This unit includes the following concepts:

• Names of foods• Names of cuisines and their ingredients• Cultural backgrounds of certain cuisines

German foods

• Restaurant behaviors (seating, cutlery, paying, tipping)• Restaurant vocabulary and phrases, use of the formal

register• Modal verbs (möchten, wollen)

German restaurant language and

culture

Instructional PlanThis Unit will consist of 4 activities

• Students will use the online resources to gather information regarding food and cuisine. They will use a paper worksheet to record the information found.

Activity 1:

•Students will use the information they created to write a restaurant menu for an establishment in a particular German-speaking region. They will choose from various desktop publisher templates to help them, and will refer to real-world menus as well as teacher requirements when designing the menu. The menu must contain elements specific to that region.

Activity 2:

• Students will use the online resources to gather information about appropriate language and behavior in German-speaking restaurants. They will use a paper worksheet to record the information found.

Activity 3:

• Students will write and perform a restaurant dialogue, on video, using the information found. They will incorporate their menu into the video. In addition, they will include a section teaching others about the specific language phrases and cultural information they have learned.

Activity 4:

Assessment

The teacher will use rubrics for the menu and video.

The teacher will grade the worksheets for accuracy.

Contact Information

For more information about this curriculum unit, contact the author:

Author: Leslie Decker

Affiliation: Texas Tech University (Graduate Student)

Email: leslie@familydecker.org

Credits:

The following resources were used in the development of this unit plan:

Texas Education Agency: Texas Essential Knowledge and Skills. Retrieved September 13, 2014 from http://ritter.tea.state.tx.us/rules/tac/chapter114/ch114c.html.

Rubistar. Retrieved September 13, 2014 from http://rubistar.4teachers.org/.

Video Assessment Rubric

Menu Assessment RubricStudent Name:     ________________________________________

CATEGORY 4 3 2 1Writing - Grammar There are no grammatical mistakes in

the menu.There are a few grammatical mistakes, but they do not impede comprehension.

There are a number of grammatical mistakes, that may impede comprehension.

Several grammatical errors in the menu. Comprehension is impeded.

Spelling & Proofreading No spelling errors. 1-3 spelling errors. 3-5 spelling errors. Several spelling errors in the menu.

Attractiveness & Organization The menu has exceptionally attractive formatting and well-organized information.

The menu has attractive formatting and well-organized information.

The menu has well-organized information.

The menu's formatting and organization of material are confusing to the reader.

Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics.

Graphics go well with the text, but there are so many that they distract from the text.

Graphics go well with the text, but there are too few and the menu seems "text-heavy".

Graphics do not go with the accompanying text or appear to be randomly chosen.

Elements included All elements (food/drink/desert categories) are included in the menu. The menu is regionally appropriate.

80-90% of the elements (food/drink/desert categories) are included in the menu. The menu is somewhat regionally appropriate.

70-80% of the elements (food/drink/desert categories) are included in the menu. The menu is minimally regionally appropriate.

Fewer than 70% of the elements (food/drink/desert categories) are included in the menu. The menu is not regionally appropriate.

Date Created: September 13, 2014