... Continuing on with the unit
Using the school menus that the students created as a starting point, the class will describe and discuss cultural customs and taboos as far as what can be eaten. Shidents will debate whether or not we are sensitive to people with food allergies and cultural dtflerences. They will then return to their school menus and make any additions or changes they wish~ftking into account the needs of different groups of people.
Leading up to the experiential goal, this unit wdl continue on va& a sh* of eating disorders. One activity that will occur is a discussion on eating disorders. The class will be divided into groups and asked the following questions, as well as any other questions that the class comes up with: What leads to eating disorders? What in society promotes eating disorders? Who is affected? Students discussion groups will be based on the think-pair-share format. Pairs will share their ideas, forming a larger group of four. Each group member has,a role- recorder, moderator, reviewer, and reporter.
To introduce the experiential goal, the teacher will discuss some important points to keep in mind when creating a poster or radio or television announcement look at Subject matler, lettering, message, vocabulary used, how to make, postershelevision visually appealing to audience, and ask some questions: Who is the audience? What language is used? How can youmake it interesting for people to look at, read, or listen to? In other words, how can you grab people's attention?