Activity Overview
Many students may have traditions when it comes to the food they eat at Thanksgiving. Whether everyone in the family brings something or one person cooks for everyone, there's always some staples. In this activity, students will create a Thanksgiving dinner menu that reflects their family's Thanksgiving dinner or the dinner they would plan if it was up to them to decide what would be eaten. The instructions provided point students toward the former activity, but you can edit them if you want to give students the choice to do the latter!
When students have finished their menu poster, they can print it off to bring home as part of their Thanksgiving celebrations. They can also be hung in the classroom for a gallery walk, and facilitate a discussion on what students believe are essential foods to have and why their family may or may not serve certain "traditional" foods, like turkey or pumpkin pie.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a menu of your Thanksgiving dinner!
- Click "Start Assignment".
- Use either the worksheet or small poster layout to create your menu.
- Use textables to describe the menu.
- Add images of food or any other Storyboard That art you'd like to decorate your menu.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Visualizations | Images show creativity and care. | Scenes, characters, and items are appropriate for this purpose. | Images are confusing or do not make sense for this purpose. |
| Evidence of Effort | Work is complete, thorough, and neat. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading. |
Activity Overview
Many students may have traditions when it comes to the food they eat at Thanksgiving. Whether everyone in the family brings something or one person cooks for everyone, there's always some staples. In this activity, students will create a Thanksgiving dinner menu that reflects their family's Thanksgiving dinner or the dinner they would plan if it was up to them to decide what would be eaten. The instructions provided point students toward the former activity, but you can edit them if you want to give students the choice to do the latter!
When students have finished their menu poster, they can print it off to bring home as part of their Thanksgiving celebrations. They can also be hung in the classroom for a gallery walk, and facilitate a discussion on what students believe are essential foods to have and why their family may or may not serve certain "traditional" foods, like turkey or pumpkin pie.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a menu of your Thanksgiving dinner!
- Click "Start Assignment".
- Use either the worksheet or small poster layout to create your menu.
- Use textables to describe the menu.
- Add images of food or any other Storyboard That art you'd like to decorate your menu.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Visualizations | Images show creativity and care. | Scenes, characters, and items are appropriate for this purpose. | Images are confusing or do not make sense for this purpose. |
| Evidence of Effort | Work is complete, thorough, and neat. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading. |
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