lesson title do i have to use those sticks
Lesson Title: Do I Have to Use Those Sticks? Use and Etiquette of Eating with
Chopsticks
Author: Teri Fulton
Class and Grade level(s): 4th & 5th grade classes, Language Arts
Goals and Objectives – The student will see how customs of one culture influence another
culture and how, throughout history, certain customs have traveled and are now in everyday life. The
student will have first hand experience using chopsticks, learning to use them by following technical
text, and become familiar with some of the etiquette that goes along with the use of these utensils. A
cursory look into the food of various Asian countries will give the student an understanding of how
chopstick use evolved. The student will compare and contrast the eating customs (knife, fork and
spoon) with those of an Asian country and will write a persuasive piece on the use of a utensil of his
choice, using the 6-trait model.
Curriculum standards addressed:
Language Arts:
Standard 1: Reading- The student reads and comprehends text across the curriculum.
Standard 2: Literature- The student responds to a variety of text. Benchmark 2: The student understands the
significance of literature and its contributions to various cultures.
Indicator- 2: Compares and contrasts various languages, traditions, and cultures found in literature. 3: makes
connections between specific aspects of literature from a variety of cultures and personal experiences.
Standard 3: Writing- Learners write effectively for a variety of audiences, purposes, and contexts. Benchmark 3: The
students use ideas that are well developed, clear and interesting. Benchmark 9: The students use a variety of
modes of writing for different purposes and audiences. Indicator 5: writes persuasive pieces (e.g., personal
opinion). Benchmark 8: the students use standard American English conventions.
Standard 4: Research- The student applies reading and writing skills to demonstrate learning.
Time required/class periods needed: This lesson would take 5 lesson periods of about 45
minutes each. This lesson will serve as a touchstone for future discussions on customs and the way in
which they come into common use in a blended society.
Primary source bibliography:
http://www.japan-guide.com/e/e2039.html Shows actual hand using chopsticks
http://www.calacademy.org/research/anthropology/utensil/ Anthropology Online Exhibits showing
ancient eating utensils.
Other source bibliography:
Friedman, Ina. How My Parents Learned to Eat. Illustrated by Allen Say
http://www.echopsticks.org/ History and use of chopsticks
http://www2.gol.com/users/issott/JRHome/Convention/Chopsticks.html Use and etiquette
Lauber, Patricia. Fingers, Forks & Chopsticks. New York: Simon & Schuster, 1999.
http://www.index-china-food.com/food-culture.htm
Required materials/supplies:
* Chopsticks for everyone
* Pencils
* Writing paper
* Chart Paper
* Map of World to locate countries and how customs were passed from country to country
* Book- How My Parents Learned to Eat by Ina Friedman
* small bowl to hold: dried beans, cotton balls, beads, M&Ms, buttons and other small items
available
* computer access
Vocabulary:
custom, utensil, chopsticks, and etiquette
Procedure:
Day 1: The teacher will show a pair of chopsticks and chart what the students Know about
them. Then, she will ask what questions they might have about chopsticks, and chart those
questions (Want to Know). In a 3rd column, she will leave a space to chart what they Learned
after the lesson is completed. This is called a K-W-L Chart. In contrast, she will show
traditional English/American utensils and have a brief discussion about their use.
Day 2: The teacher will show a map of the world and locate China, Korea, Japan and any other
country in Asia that the students have personal experience with. She will initiate a discussion
of eating habits. In order to do this, she will have to be familiar with the material. She can teach
about regional cooking and show pictures from a cookbook to illustrate the type of food she is
talking about. Then, she can proceed with information about chopsticks and tell the students
about their origin. There can be a brief discussion of American regional food.
Day 3: Each student will be given a copy of the attached sheet of technical text on the use of
chopsticks and a pair of chopsticks. They will practice picking up a variety of materials from
small bowls. This could be chaotic so plan for classroom management to make it as calm as
possible. (Possible arrangement could be cooperative groups of 4 with 4 small bowls of each
item to practice with.) After the students are a little comfortable with the chopsticks, discuss the
appropriate etiquette that goes along with their use. A brief discussion of American etiquette
should allow them to see the similarities and differences. A Venn diagram could be created at
this time to graphically display their reactions. Planning ahead with the school cafeteria,
students would then be allowed to take their chopsticks to lunch and try eating their food in a
traditional Asian style. After lunch, each student will journal about his experience with
chopsticks in preparation for a writing assignment the next day.
Day 4: The teacher will read, How My Parents Learned to Eat to the class. Using the journal
entries from the previous day, each student will write a persuasive essay of at least three
paragraphs in defense of the utensil that he feels makes the most sense to eat with. Using the
6 trait Writing Model, he will draft, revise, edit and publish.
Day 5: The teacher will complete the K-W-L Chart with the students, finding out what they
learned about chopsticks from this experience, and making sure that all the questions that had
been generated were answered. This would be an excellent time to discuss how customs from
different cultures filter into our American life on a daily basis. A chart could be generated and
kept going for the entire year, highlighting any new customs that the students become aware in
their daily life and the country of origin.
Assessment/evaluation:
the evaluation for this lesson will be in the final written essay and anecdotal notes that the
teacher has kept on each student for their participation, attitude, and effort during the lessons.
Chopsticks
Author: Teri Fulton
Class and Grade level(s): 4th & 5th grade classes, Language Arts
Goals and Objectives – The student will see how customs of one culture influence another
culture and how, throughout history, certain customs have traveled and are now in everyday life. The
student will have first hand experience using chopsticks, learning to use them by following technical
text, and become familiar with some of the etiquette that goes along with the use of these utensils. A
cursory look into the food of various Asian countries will give the student an understanding of how
chopstick use evolved. The student will compare and contrast the eating customs (knife, fork and
spoon) with those of an Asian country and will write a persuasive piece on the use of a utensil of his
choice, using the 6-trait model.
Curriculum standards addressed:
Language Arts:
Standard 1: Reading- The student reads and comprehends text across the curriculum.
Standard 2: Literature- The student responds to a variety of text. Benchmark 2: The student understands the
significance of literature and its contributions to various cultures.
Indicator- 2: Compares and contrasts various languages, traditions, and cultures found in literature. 3: makes
connections between specific aspects of literature from a variety of cultures and personal experiences.
Standard 3: Writing- Learners write effectively for a variety of audiences, purposes, and contexts. Benchmark 3: The
students use ideas that are well developed, clear and interesting. Benchmark 9: The students use a variety of
modes of writing for different purposes and audiences. Indicator 5: writes persuasive pieces (e.g., personal
opinion). Benchmark 8: the students use standard American English conventions.
Standard 4: Research- The student applies reading and writing skills to demonstrate learning.
Time required/class periods needed: This lesson would take 5 lesson periods of about 45
minutes each. This lesson will serve as a touchstone for future discussions on customs and the way in
which they come into common use in a blended society.
Primary source bibliography:
http://www.japan-guide.com/e/e2039.html Shows actual hand using chopsticks
http://www.calacademy.org/research/anthropology/utensil/ Anthropology Online Exhibits showing
ancient eating utensils.
Other source bibliography:
Friedman, Ina. How My Parents Learned to Eat. Illustrated by Allen Say
http://www.echopsticks.org/ History and use of chopsticks
http://www2.gol.com/users/issott/JRHome/Convention/Chopsticks.html Use and etiquette
Lauber, Patricia. Fingers, Forks & Chopsticks. New York: Simon & Schuster, 1999.
http://www.index-china-food.com/food-culture.htm
Required materials/supplies:
* Chopsticks for everyone
* Pencils
* Writing paper
* Chart Paper
* Map of World to locate countries and how customs were passed from country to country
* Book- How My Parents Learned to Eat by Ina Friedman
* small bowl to hold: dried beans, cotton balls, beads, M&Ms, buttons and other small items
available
* computer access
Vocabulary:
custom, utensil, chopsticks, and etiquette
Procedure:
Day 1: The teacher will show a pair of chopsticks and chart what the students Know about
them. Then, she will ask what questions they might have about chopsticks, and chart those
questions (Want to Know). In a 3rd column, she will leave a space to chart what they Learned
after the lesson is completed. This is called a K-W-L Chart. In contrast, she will show
traditional English/American utensils and have a brief discussion about their use.
Day 2: The teacher will show a map of the world and locate China, Korea, Japan and any other
country in Asia that the students have personal experience with. She will initiate a discussion
of eating habits. In order to do this, she will have to be familiar with the material. She can teach
about regional cooking and show pictures from a cookbook to illustrate the type of food she is
talking about. Then, she can proceed with information about chopsticks and tell the students
about their origin. There can be a brief discussion of American regional food.
Day 3: Each student will be given a copy of the attached sheet of technical text on the use of
chopsticks and a pair of chopsticks. They will practice picking up a variety of materials from
small bowls. This could be chaotic so plan for classroom management to make it as calm as
possible. (Possible arrangement could be cooperative groups of 4 with 4 small bowls of each
item to practice with.) After the students are a little comfortable with the chopsticks, discuss the
appropriate etiquette that goes along with their use. A brief discussion of American etiquette
should allow them to see the similarities and differences. A Venn diagram could be created at
this time to graphically display their reactions. Planning ahead with the school cafeteria,
students would then be allowed to take their chopsticks to lunch and try eating their food in a
traditional Asian style. After lunch, each student will journal about his experience with
chopsticks in preparation for a writing assignment the next day.
Day 4: The teacher will read, How My Parents Learned to Eat to the class. Using the journal
entries from the previous day, each student will write a persuasive essay of at least three
paragraphs in defense of the utensil that he feels makes the most sense to eat with. Using the
6 trait Writing Model, he will draft, revise, edit and publish.
Day 5: The teacher will complete the K-W-L Chart with the students, finding out what they
learned about chopsticks from this experience, and making sure that all the questions that had
been generated were answered. This would be an excellent time to discuss how customs from
different cultures filter into our American life on a daily basis. A chart could be generated and
kept going for the entire year, highlighting any new customs that the students become aware in
their daily life and the country of origin.
Assessment/evaluation:
the evaluation for this lesson will be in the final written essay and anecdotal notes that the
teacher has kept on each student for their participation, attitude, and effort during the lessons.