Fayette County Helpers: Life Skills

Table Setting Course

Lesson Plan

LGFayette County Helpers: Life Skills Table Setting Lesson Plan 1

Table Setting Lesson Plan

Pre-Class Preparation

Facilitator

Materials

The following materials are needed by the facilitator for a successful

class.

Table Setting Lesson Plan

Flip Chart - Welcome

Flip Chart - Objectives

Flip Chart – Formal Place Setting

Flip Chart – Informal Place Setting

Flip Chart – Table Etiquette

Demonstration table setting

Note: The classroom may not have a chalk board or white board so the

flip charts will be made of the 3M Post-It Flip Chart paper.

Student Materials The materials needed for the table setting class should be enough to

accommodate 10 students. The place settings should be plastic to prevent

breakage. All 10 place settings should be placed in the same box in

preparation for identification activity.

Formal place setting

Plates Utensils Glasses

Dinner plate

Salad plate

Bread plate

Napkin

Dinner fork

Salad fork

Knife

Spoon

Soup Spoon

Butter knife

Dessert fork

Dessert spoon

Water Goblet

Tea Glass

Coffee cup &

saucer

Handouts

True/False Worksheet

Pens

24 hour checklist Confirm room assignment. (Sometimes the classroom will be in use

by other classes the day before this class is presented).

If the room is available then…

Room Set Up

The room should have table and chairs to accommodate 10 students and a

table large enough to place the demonstration table setting. The

demonstration table should be placed in a location conducive to having

the students gather around it.

Materials

Facilitator and student materials should be placed in the room.

The Flip Charts can be placed on the wall as needed.

1 hour checklist Set up the room if the room was unavailable the day before.

Re-check Facilitator and Student Materials to make sure

everything is present and accounted for.

Put the Welcome and Objectives Flip Charts on the wall that is

visible to all students.Fayette County Helpers: Life Skills Table Setting Lesson Plan 2

Introduction to Table Setting Course

(Gagne Events 1-3)

Gaining Attention

5 – minutes

Point to Flip Chart – Welcome

In your own words:

Welcome the students, identify yourself and the course.

Have the students introduce themselves and why they are in the course.

Direction

2 – minutes

Point to Flip Chart – Objectives

In your own words:

We are going to spend an hour together today. At the end of this class

you should be able to without error:

identify utensils used in a formal places setting,

properly set a formal table setting,

relate at least five rules of table etiquette.

You will each receive handouts that will help you meet these objectives.

The handouts are yours to take.

Recall

1 – minute

In your own words:

Have any of you ever been seated at a table and not known which fork is

yours? Or have any of you been asked to set the table and weren’t sure

what went where?

This course is designed to help you be more comfortable and confident

about table settings and what to do when seated at one.Fayette County Helpers: Life Skills Table Setting Lesson Plan 3

Content I of Table Setting Course

(Gagne’s event 4)

Utensil Identification & Placement

Introduction

4 – minutes

Put up/Point to Flip Chart – Formal Table Setting

In your own words:

Let’s start with the formal table setting. The only real difference between

a formal setting and informal table setting is the informal table setting

only has those pieces that are needed. So the formal table setting is a

great place to start.

Pass out handouts.

(Have the students gather around the demonstration table so they can

have a better look, if that is something you are comfortable with.)

In your own words:

You will notice in your handout that each utensil is labeled and there are

diagrams of both formal and informal table settings. Also listed in your

handouts are common rules of table etiquette. Feel free to write whatever

notes will be useful to you in your handouts.

Now we will identify each utensil and place it where it goes.

Plates

1 – minute

Pick up the dinner plate, show to class, place in proper place on

table.

In your own words:

The dinner plate is placed in the center of the person’s space one inch

from the edge of the table.

Pick up the salad plate, show to class, place on dinner plate.

In your own words:

If a salad will be served from the table the salad plate is originally placed

on the dinner plate. If salad is served as part of the main course the salad

plate is placed to the left of the forks.

Forks

1 – minute

Pick up dinner fork, show to class, place to left of dinner plate.

In your own words:

The dinner fork has longer tines than the salad fork. The dinner fork is

placed to the left of the dinner plate and is also set one inch from the edge

of the table.

Pick up salad fork, show to class, place to the left of the dinner fork.

In your own words:

The salad fork has shorter tines than the dinner fork and is placed to the

left of the dinner fork. The salad fork is also placed one inch from the

edge of the plate.

Knife

1 – minute

Pick up the knife, show to the class, place to the right of the dinner

plate.

In your own words:

The knife is placed to the right of the dinner plate with the blade toward

the plate. The knife is also placed one inch from the edge of the plate.Fayette County Helpers: Life Skills Table Setting Lesson Plan 4

Spoons

1 – minute

Pick up the dinner spoon, show to the class, place to the right of the

knife.

In your own words:

The dinner spoon is smaller than the soup spoon. The dinner spoon

should be placed to the right of the knife. The dinner spoon is also

placed one inch from the edge of the table.

Pick up the soup spoon, show to the class, place to the right of the

dinner spoon.

In your own words:

The soup spoon has a larger bowl than the dinner spoon to accommodate

soup that is served with the meal. The soup spoon is placed to the right

of the dinner spoon.

Glasses

1 – minute

Pick up the water goblet, show to class, place above the knife.

In your own words:

The water goblet is smaller than the ice tea glass. The water goblet is

placed above the knife.

Pick up the ice tea glass, show to class, place to the right of the water

goblet and above the spoon.

In your own words:

The ice tea glass is also known as the iced beverage glass. The ice tea

glass is placed to the right of the water goblet and above the spoon.

Bread plate and

butter knife

1 – minute

Pick up the bread plate, show to class, place above the forks.

In your own words:

The bread plate is a small plate that is used to hold an individual’s bread.

This plate is placed above the forks.

Pick up the butter knife, show to class, place on bread plate parallel

to the edge of the table.

In your own words:

The butter knife is used to spread butter on an individual’s bread. The

butter knife should be placed on the top of the bread plate parallel to the

edge of the table.

Dessert fork and

spoon

1 – minute

Pick up the dessert fork and spoon, show to class, place above the

dinner plate parallel to the edge of the table.

In your own words:

The dessert fork and spoon are smaller than any of the other utensils.

They are placed above the dinner plate parallel to the edge of the table.

Coffee cup and

saucer

1 – minute

Pick up the coffee cup and saucer, show to class, place to the right of

soup spoon.

In your own words:

If coffee or hot beverage is served during dinner the coffee cup and

saucer are placed to the right of the spoons.Fayette County Helpers: Life Skills Table Setting Lesson Plan 5

Napkin

1 – minute

Pick up napkin, show to class, place to the left of the forks.

In your own words:

There is no hard and fast rule for the placement of napkins. Napkins can

be place in creative ways in the table setting. Napkins are placed to the

left of the forks or if creatively folded place on the dinner plate or in the

ice tea glass.

Formal vs.

Informal

2 – minutes

Compare the two Flip Charts – Formal and Informal Place Settings

In your own words:

Now that we have completed a formal table setting, please notice in your

handout that an informal table setting is diagramed for you. An informal

setting is placed for everyday meals and only includes the utensils that

will be used for the meal which is usually just one course.Fayette County Helpers: Life Skills Table Setting Lesson Plan 6

Activity I for Table Setting Course

(Gagne’s events 5-7)

Utensil Identification & Placement

Application

feedback – level 1

3 – minutes

In your own words:

Ask the students if they have any questions or comments?

Answer any questions they might have.

Application

feedback – level 2

10 – minutes

Make the box of place settings available to the students.

In your own words:

In this box are the things you need to place a formal table setting. Come

up to the box and get the pieces you need, take them to your table and

arrange them in the proper order.

Application

feedback – level 3

(Time combined with

level 2 above.)

Roam around the room offering help and evaluating the students’

place settings.

In your own words:

Feel free to ask me and each other for help. I will circulate through the

room to see how you all are doing and answer any questions you might

have.Fayette County Helpers: Life Skills Table Setting Lesson Plan 7

Content II for Table Setting Course

(Gagne’s event 4)

Table Etiquette

Introduction

2 – minutes

Put the Flip Chart – Table Etiquette on the wall.

Have the students seat themselves and regain their attention.

In your own words:

Now that you all know the pieces of a table setting and where to put them

let’s go over some etiquette rules so that you know how to use them. The

list of rules that are in your handouts, that we will cover today, is not an

exhaustive list. But it covers the high points.

Rules

8 – minutes

Point to the Flip Charts – Table Etiquette and Table Setting, and the

table setting that has been placed on the table as needed.

During the lecture demonstrate as many of the following rules as

possible.

In your own words:

Seating

When you are seated place your napkin in your lap.

During the meal

Wait until the hostess takes the first bite before you begin eating.

Use your utensils from the outside in. For your soup you would use

your soup spoon. Recall it is on the outside of your place setting.

For your salad you would use your salad fork.

Once a piece of flatware has been picked up never put it back on the

table (knife on top edge of the plate blade in and fork centered on

plate),

Never butter a whole piece of bread; instead break off a bite size

piece butter it then eat it (biscuits are the exception),

When passing salt and pepper place the shakers on the table and

always pass both even if only one was requested,

After the meal

Place knife and fork together at the “3:15” position on plate to signal

your done with meal,

Place napkin on table when you leave table. Fayette County Helpers: Life Skills Table Setting Lesson Plan 8

Activity II for Table Setting Course

(Gagne’s events 5-7)

Table Etiquette

Application

feedback – level 1

3 – minutes

In your own words:

Ask the class if there are any questions or comments? Students might

ask about other rules of etiquette that were not covered in the class. If

they are valid rules of etiquette encourage other classmates to write them

down.

Application

feedback – level 2

8 – minutes

Pass out the true/false worksheet.

In your own words:

Please select a partner or group with which you would like to work. Here

are true/false worksheets that will help review the information we just

covered. Please feel free to ask me for help if you feel you need it.

Application

feedback – level 3

4 – minutes

In your own words:

Let’s quickly go over the true/false worksheet. I will read the question

number and then state whether the answer is true or false. If an answer

does not match what you have, please stop me and we can discuss the

question.

Read the answers to the questions.Fayette County Helpers: Life Skills Table Setting Lesson Plan 9

Closure for Table Setting Course

(Gagne’s events 8-9)

Evaluation

8 – minutes

In your own words:

Comment on the students’ participation in the class. As an evaluation of

whether the students’ met the objectives in the course ask the following

questions of the class and allow the students to respond verbally:

What are some utensils that you will find in an informal place

setting?

What are some utensils that you will find in a formal place setting?

Which rule of etiquette was new to you?

With which rule of etiquette were you already familiar?

You have successfully met the objectives of the table setting course as

stated at the beginning of our time together.

Generalize

2 – minutes

In your own words:

Now that you are familiar with and have practiced setting a formal place

setting you are ready to apply what you have learned at home. It is fun to

sit at a properly set table even if it is for an informal meal.

Knowing which utensil is used for what can help you make a good

impression when meeting new people for dinner and can prevent

embarrassing mistakes; like taking someone else’s fork or water!

Synthesize

2 – minutes

In your own words:

Having a working knowledge of table setting and etiquette can help you

in job interviews that sometimes take place over lunch or dinner.

Knowing how to set a table could help you get a job in a restaurant or at a

department store’s house wares department.

You are only able to make a first impression once; proper table etiquette

can help make your first impression a favorable one.

Resources

1 – minute

In your own words:

It has been mentioned that this class is just the basics, you might want to

refer to your handout for additional resources for more extensive

information about table setting and table etiquette.

Final thoughts

2 – minutes

Pass out the course evaluations.

In your own words:

Thank you all for coming to the class. I hope you found it enjoyable and

informative. Please take a moment fill out the course evaluation. Please

leave it on the table next to the box when you put your table setting back

into the box. When you come back to the community center we’ll ask

you to fill out another evaluation to let us know if and how you have used

the information in the class.

Good-bye!

Make yourself available to any students that may have any

remaining questions.Fayette County Helpers: Life Skills Table Setting Lesson Plan 10

Post Class Procedure

Materials After the class is over be sure the materials for the table setting course are

properly stored so that they will be available and in good condition for

the next class.

Facilitator Materials

Place the flip charts in the flip chart organizer.

Wrap/pack the demonstration place setting.

Return all facilitator materials to the store room

Student Materials

Make sure that all 10 place settings are in the box.

Pick up pens/pencils.

Make copies of handouts and the true/false worksheet from the

originals.

Place all student materials in the store room.

Room Clean off the tables and push in the chairs.

Pick up any trash.

Turn off the light.

Course evaluation Collect the course evaluations, give them to Jeff Kelly.