Symbols-As restaurant owners, students will need to use the internet and local real estate books to determine buildings of interest in which they will open their restaurant. Students will also use the internet to research the given ethnicity as well as Skype to conduct interviews with students from the appropriate country to gather relevant information. Students will need to view a variety of menus for ideas and comparisons. They may interview local restaurant owners. Students will have to read recipes to learn cooking lingo. Students will pay particular attention to advertisements for restaurants and descriptive language. They will need to take into consideration the font, color techniques and logo. Students will view the food network to determine how to prepare a meal for an audience.

Cognitive Processes-The students will need to process information and conclude a good spot for their business.  Students will need to compare/contrast menus and costs. Students will need to research ethnic food items and categorize them. Students will create attractive ethnic menus. Students will present their menu, flyer and commercial to a local restaurant owner and classmates. Students will prepare a meal using sequencing, measurement, interpretation and synthesis.

Discourse Forms-As restaurant owners, students will develop an appropriate name and logo, as well as a menu, flyer and commercial for their ethnic restaurant. They will prepare a sample item for classmates for advertisement to attract business to their establishment.

Authentic Problem: Harlingen is a city with limited available resources for families to spend time together. The people in our community often complain that there is nowhere to eat in Harlingen. Eating out is a great way for families to spend time together and share stories. It is also a good way for them to explore various cultures and appreciate the diverse menu selections contributed by these cultures.  Can you provide an ethnic restaurant that has an inviting and relaxed atmosphere for families to sit around the dinner table and share the happenings of their day?

Strategies: The students will become ethnic restaurant owners for this authentic lesson. They will be given a particular ethnicity for which they will be required to build a restaurant for. The students will be responsible for selecting a desired real estate spot and name for their establishment. They will also need to decide their desired hours of business. The students will then have to create full menus including appetizers, entrees, soups/salads, sides, desserts, beverages, etc. In order to accomplish this, the students will need to research the country of the given ethnicity to determine the popular foods for that region and appropriate symbols, sayings or drawings to decorate their restaurants and menus. Students must also create a flyer to be passed around as advertisment for their business. To complete the project, they will assist in the preparation of a dish for their classmates and restaurant owners from the community to sample.

Disciplinary Structures: Research real estate options and ethnic background of food to be served, Decide on a name, logo and sign, Develop a menu, Use persuasive vocabulary for menus, Correct grammar usage in menus and advertisment, Descriptive language to entice customers, What environment to provide for an authentic experience for my audience, Edit menus and flyer, Sequence menu and meal preparation, Hours of business, Farenheit Celsius for cooking temperatures, Measuring cups, measuring spoons, recipe and ingredients are tools needed to complete a meal, Cost of food items, Fractions for measuring ingredients, Symbols, beliefs,and dress related to ethnic background to create a proper environment for the restaurant, Technology to create menus, flyer and commercial.

Disciplinary Processes: Conduct research, Gather information, Organize data, Revise and edit writing, Choose appropriate spoken and written language, Compare/Contrast information from local restaurants, Use standard tools for measuring capacity, time, temperature, Identify cost, Use of maps, Read to increase knowledge of a country, Provide examples of cultural heritage, Create written and visual materials

Disciplinary Discourse: The students will become restaurant owners and decide a location for their restaurant. They will need to take in to account areas of popularity, traffic flow, age of desired clientele. They will need to decide a name and sign for their business. The students will develop a menu for a particular ethnicity by gathering recipes specific to the country. The menu should include ingredients, portion size, identification of heart healthy dishes, and identification of appetizers, entrees, desserts and beverages. It should also include the cost of the items.  The flyer and commercial should reflect the desired atmosphere through the use of color, symbols, language and font.

Cooperation-The students will cooperate with members of their group as well as individuals of the business community and children from other countries.

Collaboration-The learner will share the information gathered with classmates and local restaurant owners.

The learner must take on the role as owner of an ethnic restaurant.

The learner will need to complete the following tasks to effectively place themselves in that role:

-Research and decide upon an appropriate real estate locale.

-Determine appropriate name for business.

-Determine hours of the business.

-Determine the ethnic background of the restaurant.

-Decide dress of wait staff.

-Research the ethnicity to determine dishes native to that country.

-Pick the most popular dishes and sort them according to category to be added to the menu.

-Determine reasonable costs by scoping out the competition.

-Develop advertisement for their business.

The learner will:

-Reasearch good business spots by interviewing a real estate agent.

-Interview local restaurant owners to determine popular/nonpopular dishes to decide their menu options.

-Obtain copies of menus from local restaurants for information.

-Use the internet to research the given country and ethnic dishes as well as cultural traditions, symbols, etc.

-View United Streaming videos for the same information as above.

-Interview students from other countries via SKYPE.

-Research ads and commercials of restaurants that are successful.

The learner will:

-Develop a name that is ethnically appropriate and design a sign.

-Create a list of foods and sort them according to category.

-Create a menu in Microsoft Publisher containing the foods and respective prices.

-Make the menu appealing by adding ethnic appropriate visuals.

-Develop a flyer and a commercial to advertise for their restaurant.

-Design a costume for their wait staff that is ethnically related.

-Prepare a dish for their classmates dressed in uniform.

The learner will:

-Meet with real estate agents to discuss popular locations.

-Meet with restaurant owners to discuss challenges with their businesses and menus as well as good points.

-Meet will students from a specific ethnic background via SKYPE to discuss dishes, cultural heritage, special celebrations.

-Share finding with their classmates and restaurant owners.

§110.7. English Language Arts and Reading, Grade 5.

(1) The student listens actively and purposefully in a variety of settings. The student is expected to determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate

(4) The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening; compare oral traditions across regions and cultures

(5) The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion; demonstrate effective communications skills that reflect demands such as interviewing, reporting, requesting, and providing information

(13) The student inquires and conducts research using a variety of sources.

(14) The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures

(15) The student writes for a variety of audiences and purposes, and in a variety of forms (19) The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to use available technology to support aspects of creating, revising, editing, and publishing texts; refine selected pieces frequently to "publish" for general and specific audiences (25) The student produces visual images, messages, and meanings that communicate with others

§111.17. Mathematics, Grade 5.

(5.10) The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems.

(5.11) The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius)

§113.7. Social Studies, Grade 5.

(6) The student uses geographic tools to collect, analyze, and interpret data

(13) The student understands the impact of supply and demand on consumers and producers in a free enterprise system

(23) The student understands the contributions of people of various racial, ethnic, and religious groups to the United States