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Comparison Cards # 9, 10 Menu: Yummy Café,

Menu: The Food Factory

Extend Language (see page 11) Help students to expand their language use and incorporate more specific, varied, and academic vocabulary into their repertoires.

two 30-minute lessons

- Comparison Cards # 9, 10, and/or digital version to use on the interactive whiteboard

partners and whole class or small groups

Grade Two Oral Language Assessment Scale (see pages 30−31)

• Show students The Yummy Café menu and invite them to think about what this menu is telling them.

• Once students have had time to formulate their thoughts, invite them to share their thinking with a partner. Tell students that after they share with a partner you are going to ask several students to share their thinking with the group.

• Offer prompts to stimulate discussion: - What do you notice about this menu? - What are the choices on this menu? - What looks interesting about this menu? - What steps does the menu show to help us with ordering a meal? - Have you seen a menu like this before? How is it the same or different?

• Point to the captions on the menu (1. Pick Your Main. 2. Add a Side. 3. Choose a Drink. 4. Don’t Forget Dessert.). Discuss what each caption tells the reader.

Oral Language Teaching Strategy:

Time:

Materials:

Grouping:

Assessment:

FOCUSING ON THE PICTURE

Analyzing/making connections

What is this menu card telling us? What is it showing? You’re right, Ben. This menu card gives us information about what we can order at a restaurant.

There are many items to choose from on this menu. The numbers tell me the sequence I should think about when placing my order. I’ll read what it says, and then I want you to take a moment to think what you would order for each section.

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• Introduce the boy and girl puppets to students. Use the puppets to simulate a restaurant scenario. Use phrases such as, “Welcome to Yummy Café. My name is Ellen and I will be your server today.”; “Here is our menu. For $8.99 you have many choices. Do you have any questions?”; “May I take your order?”; “Hi, Ellen, I’m Ben. Can I please get...?”

• Using the concept of semantic webs, highlight alternatives for transitional words that Ben can use to place his order.

- Teacher: You say “Can I please get?” but you could also say, “May I please have” or “I would like to have...” or “I will have...” Are there any other ways you would place your order? Let’s jot them down.

- Teacher: Ben just said, “Can I get chicken strips and mashed potatoes and juice and chocolate pudding.” There are lots of other words that we can use other than “and” to make your order clear. We can use the headings on the menu. We could say, “For my main course, I will have chicken strips with a side of mashed potatoes. To drink, I would like apple juice and for dessert I would like chocolate pudding, please.” Let’s make a list of other ways that you could place your order.

• Invite students to tell another story by taking turns to role-play the characters ordering from the menu.

• Show students The Food Factory menu and invite them to think about what this menu is telling them.

• Point to the labels on the menu. Discuss what each label tells the reader.

• Offer prompts to stimulate discussion:

- What can you tell by looking at this menu?

- What do you notice about the size of the meals on each menu? - What does it mean when it says, “All meals include a drink and dessert.”? - What do you think about the

food choices on this menu? - I notice that one menu has a price of

$8.99 and the other menu has a price of $7.99. What do you think is the reason for the difference in prices on the menus?

Use the girl and boy puppet templates from the Between Friends BLMs (see page 139) to create stick puppets. Cut out the figures and glue them to craft sticks to allow you and the students to make imaginary selections from the menu. As well, provide a small version of the menu with check boxes, clipboard, and pencil.

Tip: Teaching

GOING DEEPER

Analyzing/making connections

What do you notice about this menu based on what we saw on the Yummy Café menu? You’re right, Sam. This is another menu giving us information about what we can order at a restaurant.

When we look at this menu, we see that there are many items to choose from. This time I don’t see a number sequence, but my eyes want to follow the pipe to check out all of the choices

I want you to take a moment to think to yourself what you would order for your meal.

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• Once students have had time to formulate their thoughts, invite them to share their thinking with a partner. Tell students that after they share with a partner, you are going to ask several students to share their thinking with the group.

You may conclude the lesson at this point and do the second part on the next day, or you may decide to continue and do Connecting and Predicting as part of the first lesson.

• Ask students to draw on their personal experiences to make connections to the menus. Prompts might include:

- Describe a time when you used menus to help you order food. Where were you?

- If you were at either the Yummy Cafe or the Food Factory, which foods would you prefer to order?

- What did you notice about the way the food on each menu is presented?

- Why do you think Yummy Café called the first item you order the “Main”? - If you could choose which menu to order from, which menu would you

choose? Explain why.

• Tell students that they are going to have time to share their ideas with a partner and then you are going ask several students to share their ideas with the group. Encourage students to use their time with their partner to prepare what they will tell the group.

Listen in on the discussions, encouraging students to use more specific and varied vocabulary in their responses.

Tip: Teaching

CONNECTING

If you decide to do Connecting and Predicting on the second day, begin your lesson by reviewing with student ideas from the previous lesson.

Tip: Teaching

Making connections

How are these two menus the same or different from ones you have seen or used with your families?

Jesse

Teacher

I went to McDonald’s and they don’t have a paper menu. Their menu is on the wall. It has pictures, and I just had to order a number. My food came with a drink and a toy.

Did the pictures on the menu help you order? How did you know your food came with a drink? Could you only order by number or was there another way to order your food?

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• Draw students’ attention to the setting of each painting.

• Ask students to think about the events that might come next after you place your order from a menu at a restaurant. Invite students to make their predictions about what might happen next.

• Draw students’ attention to the price for the meals highlighted on each menu. Ask:

- What price do you think Ben would have to pay if he wasn’t full and decided he wanted to order another item?

- Why would menus not all look the same?

• Discuss the title of each menu. List alternate words for “yummy” and discuss the meaning of “food factory” with students.

• What would you tell Yummy Café or The Food Factory about their menu to make it better?

• Show students several examples of menus. Discuss the food choices included and how the menus are organized.

• Create a menu together—using cut-out magazine or grocery flyer pictures, drawings, or print. Model how to role-play a restaurant scene. Take on the role of the server and choose a student to be the person who orders. Then have the students role-play the scene with a partner.

• Discuss the four food groups and have students list which foods from each menu fall under each food group.

• Provide students with blank pieces of paper to create their own menus. Students can post their menus and have a gallery walk so all students can see the menus. Students can then choose which menu they would like to order from and role-pay the scene with a partner.

PREDICTING

Predicting

Predicting

LESSON EXTENSIONS

FOLLOW-UP ACTIVITIES