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Mealtime Manners Manners for the Real World Mealtime Manners Objective: Youth will… Core Curriculum Area: Family and Consumer Sciences Learn and apply good table manners during meals at home, school and special occasions. Suitable Delivery Modes: Club Special Interest Camp Curriculum to Use: School Enrichment This lesson plan, pre- and post-tests, your choice of two Mealtime Manners Grade Levels: 4-12 handouts. One version of the handout is suitable for grades 4-12. The second version is more suitable for grades 6-12. Life skills: Marketable skills, self-esteem, self- This lesson can also be used with Home Environment Projects Unit 2: Living with responsibility, decision-making, others and Unit 3: Where I Live. University of Kentucky College of Agriculture critical thinking, communication, Cooperative Extension Service. Both pubs can be downloaded at: social skills, nurturing relationships http://dept.ca.uky.edu/agc/pub_dept.asp?dept=4-H+Programs. Total Time: 45 minutes Background Information for the Presenter: Materials Needed: Large sheet of paper In today’s world the traditional family dinner may not occur as often as it has in the Markers past. Busy schedules, homework, favorite TV shows, cell phones and other Food and dining ware for activity distractions have transformed meal time into eating in the living room around the TV, in the bedroom while studying or in the car on the way to practice or the next Advance Preparation: community meeting. Because of this, youth may not have the opportunity to learn Review lesson and practice good table manners. In this lesson youth will learn the importance of Make copies of pre- & post-tests good table manners and how to use basic table manners. This lesson is a good and handout for each participant follow-up to the lesson on how to set the table. Gather supplies for the activity Evaluation Tool: Pre-Test: (10 minutes) Conduct test with participants. End of meeting questionnaire Pre/post-test Open-ended questions Distribute the pre-test, self-assessment #1 and pencils. Instruct teens to Activities & games write their name at the top and circle the best answers on the pre-test and Checklist respond to each statement on the assessment. Collect the sheets. (After the Show of hands final session, you will compare responses to the post-test and give the sheets Interview to your 4-H agent. The answer key is on pp. 112-113.) Quotes Distribute the member’s manual to each participant. Ask members to write their name on the cover. 1 Essential Elements: Introduction: (<5 minutes) Share with participants. Strive to include as many of the elements as possible in each Being considerate of others is an important life skill that will help you get what you session. want, but also will help you become a respected, productive person in society. Using good manners is about being considerate of others and using good common Positive relationship with a caring sense. If someone says “Hi” to you, it is common courtesy to respond back with adult “Hello” and/or ask, “How are you?” Being considerate of others at the table and for Inclusive environment the person who prepared or provided the meal is the courteous thing to do. This Safe emotional & physical includes your family meals at home, dinner at a friend’s home or attending a nice environment banquet celebrating a special occasion. Engagement in learning Opportunity for mastery Opportunity to see oneself as an Today we are going to review the basics of good table manners so that you will feel active participant in the future comfortable and prepared for any dining experience. Opportunity for self-determination Opportunity to value and practice service for others Activity 1: Name Your Manners (10 minutes) Conduct activity with participants. To learn more, check out: https://nifa.usda.gov/resource/essentia Using a large sheet of paper and different colored markers, ask the participants to l-elements-4-h, give examples of good table manners. Discuss and explain the practice that each https://www.ag.ndsu.edu/pubs/yf/youth dev/yd1482.pdf, person lists so that everyone in the group understands. If needed, mention points https://nifa.usda.gov/sites/default/files/ on the Mealtime Manners handout that have not yet been mentioned. resource/Experiential_Learning.pdf, http://4-h.org/ Activity 2: Practice Your Manners (10 minutes) Standards (KOSSA): Conduct activity with participants. Communications AA.1. Utilize effective verbal and non- If space allows, have the participants sit down at a table set for a simple meal or verbal communication skills refreshments. Have them pass bowls or plates of food. Let them practice the table AA.2. Participate in conversation, manners that the group just reviewed. If a sit-down-at-the-table situation is not discussion, and group presentations possible, serve simple refreshments so that the participants can practice manners EC.2. Use language and manners related to finger foods. See additional ideas under “Presenter Tips.” suitable for the workplace EC.3. Demonstrate polite and respectful behavior toward others (5 minutes) Reflect: 21st Century Skills: To complete the experiential learning model, discuss these or similar questions with participants. [http://florida4h.org/clubs/files/101.10_Using_Experiential_Learning_Model.pdf ] Learning and Innovation Skills- Communication and Collaboration Share: “How did this activity make you feel?” “What did you enjoy about this Apply Technology Effectively lesson?” Communicate Clearly Articulate thoughts and ideas Process: “Have you ever been around someone who did not have good effectively using oral, written and manners?” “How did it make you feel?” nonverbal communication skills in a variety of forms and contexts Generalize: “Why is it important to have good table manners?” “How will having Listen effectively to decipher good table manners benefit you in the future?” meaning, including knowledge, values, attitudes and intentions Use communication for a range of Apply: “What types of situations in life require you to demonstrate good table purposes (e.g. to inform, instruct, manners?” motivate and persuade) 2 Post- Test: (5 minutes) Conduct test with participants. Distribute the post-test and pencils. Instruct teens to write their name at the top and circle the best answers on the post-test and respond to each statement on the assessment. Collect the sheets. Extended Learning: Ways to extend learning beyond this lesson. Plan a special dinner for your family or friends. Include invitations, table decorations and banquet style table setting. Take photos and create a scrapbook page to enter in the state fair. Presenter Tip: Having a table set with place settings and a center piece will set the tone for the activity. A simple meal may include frozen pizza, vegetables and dip and fruit salad or pudding. These items will allow discussion about cutting foods, eating finger foods and the dessert course. Here are ideas of actions to practice: Seating oneself at a table (with clean hands, removed hats, and cell phones stowed away) Eating soup. Each person will need a bowl and spoon. This motion can be practiced with real or imaginary soup Passing bowls and salt/pepper Breaking bread into bits, buttering the bread, using a bread plate and butter knife Ordering from a menu If you plan for this as only a taste, give instructions on amount to take. If teen members are getting ready for 4-H or school events which include formal dinner situations, this is a great opportunity to prepare them in advance. The teen might just end up at the same table with a donor, potential employer or the guest of honor. Reporting Your Success: As a result of this lesson, youth were able to… Initial outcomes: As a result of this lesson, youth were able to: Recognize that good mealtime etiquette is a non-verbal cue to confidence and experience (discussion) Identify foods that are challenging to eat (discussion) List three or more behaviors that are considered “good mealtime manners” (Activity A) Intermediate Outcomes: Youth: Practice good meal time manners at home, school and in the public (Activity B or Extended learning activity) Classify foods as finger foods or non-finger foods 3 Long Term Outcome: Youth: Create a positive image that will contribute to leadership opportunities, advancement in education, employment, and strengthening families and communities. Credits/Adapted From: Kent, Heather. C. & Brinkley, Monica. L. (n.d.) Manners for the real world curriculum project. University of Florida IFAS Extension., Retrieved August 28, 2012 from http://nwdistrict.ifas.ufl.edu/4H/Manners/manners.htm. With the authors’ permission, this lesson plan was adapted for use in Kentucky 4-H by Lynnette Allen with input from the Family and Consumer Sciences After-School Kits Design Team, September 2010. The team is made up of Extension Agents Lynnette Allen, Breckenridge County; Martha Arterburn, Allen County; Kim Cox, Morgan County; Natasha Lucas, Owsley County and Martha Welch, Extension Specialist for 4-H YD, 04-2016. 4 Manners for the Real World Mealtime Manners Answer Key Pre- and Post-Test Circle the letter of the best answer 1. Where should you place your napkin when you sit down at the table? a. In your lap b. Tuck into the front of your shirt c. To the left of your plate d. In the center of the table 2. Which foods are OK to eat with your fingers? a. Strawberries b. Cookies c. Corn on the cob d. All of the above 3. While dining your cell phone rings, what should you do? a. Ignore it and say “It’s not my phone” b. Silence the ring and step out of the room if you need to answer the phone. c. Answer the phone and talk while finishing your meal. Mark “T” if the statement is true or “F” if the statement is false.
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