How To Write A Restaurant Review Assignment

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Lesson Plan

So What Do You Think? Writing a Review

 

Grades9 – 12
Lesson Plan TypeStandard Lesson
Estimated TimeFour 50-minute sessions
Lesson Author

Publisher

 

Preview

OVERVIEW

Teenagers are often outspoken and opinionated. Writing reviews of the literature they read gives them a chance to express their ideas while developing style and voice. This lesson uses discussion of student opinions about yesterday's lunch or a popular TV show serves as an introduction to the genre of reviews. Students then read and analyze conflicting reviews. After examining samples of movie, music, restaurant, and book reviews, students devise guidelines for writing interesting and informative reviews. They then produce their own reviews of the literature they're reading in class. Finally, students compare their ideas and their pieces with published reviews of the same piece of literature.

Though this lesson is illustrated with examples from student and professional reviews of Raymond Carver's writing, the techniques can be used with whatever literature students are reading.

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FEATURED RESOURCES

Components of a Review: This handout gives an overview of what is normally included in a critical review.

Review Guidelines: Students can use these guidelines when writing their own critical reviews.

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FROM THEORY TO PRACTICE

While it's important for students to learn to read and evaluate critical commentary, "Each reader has a right-and even a responsibility-to form his or her own opinions, based on that reader's reading and understanding of a piece of literature, and to be able to support those opinions with solid reasons" (97).

When students express ideas on an author's work that are also noted by critics, "it presents a perfect opportunity to introduce critical commentary naturally into class discussion in order to promote a deeper understanding of the literature" (100).

Further Reading

Rubenstein, Susanne. 2005. Raymond Carver in the Classroom "A Small, Good Thing." Urbana, IL: NCTE.

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Standards

NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS

1.

Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

 

3.

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

 

4.

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

5.

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

 

6.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

 

7.

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

 

8.

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

 

9.

Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

 

12.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

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Resources & Preparation

MATERIALS AND TECHNOLOGY

  • Sample reviews of various types (movie, music, restaurant, book, etc.), both print and online

  • Specific reviews of the literature students are reading

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STUDENT INTERACTIVES

Grades   K – 12  |  Student Interactive  |  Writing & Publishing Prose

Printing Press

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

 

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PRINTOUTS

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WEBSITES

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PREPARATION

  • Collect a variety of reviews, from both online and print resources, to supplement those that students will contribute. As you gather these resources, be sure that you locate:

  • Make appropriate number of copies of handouts.

  • Test the ReadWriteThink Pinting Press on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

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Instructional Plan

STUDENT OBJECTIVES

Students will

  • read a variety of different kinds of reviews.

  • determine the qualities and characteristics of an effective review.

  • use critical thinking skills to formulate their own opinions about a writer's work.

  • apply their knowledge to write their own reviews.

  • compare their ideas and their work to that of professional reviewers.

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Session One

  1. In this first class session, work to generate interest in writing a review-and to convince students that they do have strong and valid opinions.

  2. Begin by asking students what they thought of yesterday's cafeteria lunch or last night's sitcom. Encourage them to be specific, using questions such as the following to guide discussion:

    • If lunch was "gross," what made it so?

    • If the show was "really funny," why did it make them laugh?
  3. Ask students why they go to certain movies, buy specific CDs, or choose to eat in particular restaurants. Encourage them to explore where they get their "recommendations" from.

  4. Invite students to share both positive and negative experiences they have had as a result of listening to someone else's opinion.

  5. Lead the discussion to a point where students begin to see that word-of-mouth recommendations and published reviews essentially serve the same purpose: to comment on and evaluate a work or an event.

  6. Share two conflicting reviews with students.

  7. As a class, students should note:

    • the kind of information included in both reviews.

    • the specific points the reviewers agree and disagree about.

    • any differences in focus between the reviews.

    • which review is more entertaining—and why.

    • which review is more convincing—and why.
  8. Ask students to list various kinds of reviews and to suggest where they can find these reviews (newspapers, magazines, journals, and online).

  9. For homework, ask each student bring one to three reviews to class.

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Session Two

  1. In this second session, focus on helping students determine the qualities and characteristics of a good review.

  2. In groups of three or four, ask students to share the reviews they collected as homework, compiling a list of features that are evident in each review. These include:

    • the name of what is being reviewed

    • a clear statement of the reviewer's opinion (i.e., a thesis)

    • specific examples that support the reviewer's opinion

    • a particular tone (use of humor, sarcasm, authority, etc.).
  3. Students should also note differences seen in reviews of various types, such as the following:

    • book reviews may include quotations from the work.

    • restaurant reviews may discuss atmosphere.

    • both music and literary reviews may trace developments in the writer/musician's history.
  4. Each small group should choose one review to read to the class along with their own short oral analysis.

  5. As a conclusion to the activity, the class as a whole should compile a list on the board or on chart paper of qualities that contribute to a good review. If desired, share the Components of a Review handout, which reviews the parts of a review.

  6. The teacher should collect all reviews students brought in for homework for use in future sessions.

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Session Three

  1. In this third session, work to get students to focus on the particular attributes of a book review in preparation for writing their own reviews of the literature they're reading.

  2. Ideally, the teacher should have a selection of book reviews from those collected from students the previous day. In case students have not brought in book reviews, the teacher should have such reviews available. These reviews should be carefully chosen so that their content is accessible to students. It's best if some reviews focus on works students may have read while others are of work unfamiliar to students.)

  3. In small groups of three or four, have students examine a book review and break it down into its components to determine how the introduction, the body, and the conclusion allow the writer to make his/her points.

  4. Next, students should examine the particular style of their group's review and determine how the writer achieves a unique voice. Each group should try to determine the tone of their review (i.e., pompous and authoritative, humorous, enthusiastic, analytical, etc.) by noting such things as word choice, sentence structure, and use of detail. If students have collected reviews written by the same reviewer, these "elusive" qualities may be easier to spot.

  5. Invite a class discussion about how a review combines the informative aspects of straight journalism with the "pizzazz" of personal narrative.

  6. Finally guide students to consider the importance of audience by asking questions such as the following:

    • Where did your review appear?

    • What do you know about this publication?

    • Who do you think the audience for this publication would be?

    • What would a reader who had read the book take from the review?

    • What would a reader unfamiliar with the book take from the review?

    (Note: It's important for students to recognize that the reviewer never wants to spoil the work for the reader by giving away too much!)

  7. By the end of the session, ask students to compile a class list of broad, basic guidelines for writing a review. Example guidelines are also available.

  8. Now that students have looked critically at reviews, they are ready to start writing their own review.

    • Invite students to begin writing the first draft of a review based on the particular piece(s) of literature the class is studying.

    • If students are reading one book, that one work would be the focus of the review.

    • If students are reading more than one work (i.e., a number of short stories, poems, or essays) by an author, the review can cover any or all of this material.
  9. Ask students to design a rating system to include with the written review. The system can be as traditional as 1-5 stars or something more creative.

  10. As with all writing, students use the process approach in writing this review. Portions of class periods will be spent in response and revision with the teacher determining how much additional guidance is needed. If students need additional guidance with their review, direct them to Scholastic's Write a Book Review with Rodman Philbrick. This site breaks down the process of writing a book review with step-by-step instruction.

    NOTE: Older students tend to get the style and tone of a review quite quickly, while younger students often produce something more like a book report in the early drafts. Writing instruction should be geared to the ability of each class.

  11. Use the Writing a Review Checklist as a guide to help students draft and edit their reviews.

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Session Four

  1. In this fourth session, introduce critical commentary into class discussion.

  2. When the students have completed their reviews, invite them to publish their reviews using one of the options on the ReadWriteThink Printing Press. Print them when they are complete.

  3. With their final drafts complete, have students read professionally written reviews on the same text and compare their ideas as well as their writing to these reviews. Depending on the accessibility of these reviews, you can collect all published material or students can be assigned this task. (It's for this reason that this aspect of the assignment works best if the writers reviewed are contemporary.)

  4. When comparing their reviews with the published pieces, students should find points that are raised in both. This process demystifies critical commentary and allows students to feel comfortable discussing the work of reviewers. For example, one of my students writes of his appreciation of Carver's "deadpan humor."

  5. Teachers can use such excerpts to generate lively classroom discussion. If desired, use the this suggestion for creating a classroom discussion.

  6. After all students have reacted to each excerpt, invite the class to break into pairs or small groups, with each group responsible for sifting through the material on one of the papers.

  7. Finally, have students present conclusions based on their peers' responses to the critical commentary.

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EXTENSIONS

  • Reviews are meant to be published, with the material and opinions shared with an interested audience. Possible publishing options include:

    • a classroom bulletin board displaying reviews, accompanied by artwork and photographs of the authors.

    • a class compilation of reviews. Students can use the ReadWriteThink Printing Press to compile their reviews in a reader-friendly format.

    • a class publication with all reviews collected in a booklet, brochure, or binder and saved for future classes who will be studying the same author. This collection can be added to over the years to create an "historical perspective" on a particular works/authors.

    • submissions to print and online publications that seek reviews. (Note: Teen Ink seeks student written reviews on all topics.)

  • When students are comfortable with discussing shorter pieces of critical commentary, they can participate in other focused activities involving analysis of entire reviews. Such activities include:

    • writing an individual response to a review to then share with the class.

    • revising and rewriting their own original reviews to address points raised by the professional reviewer.

    • working with a partner and each taking a side in response to a review, with one student proving the reviewer is "right" and the other proving him/her "wrong."

  • When students are comparing different types of reviews, invite them to use the Venn Diagram interactive.

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STUDENT ASSESSMENT/REFLECTIONS

  • Grade the review as a complete writing assignment.

  • As students write and revise their reviews, guide their work with the Review Checklist, a worksheet that outlines the vital features of a good review and asks students to verify that their final review includes these specific features. This checklist can be used by the teacher in evaluating the review.

  • Students can assess their own work and learning by completing a Reflection Sheet that is handed in with the review. As with all reflection sheets, the form should include 4–5 questions that make writers really think about their pieces and the process that led to their creation.

  • Publish student reviews using one of the options listed above to provide further feedback and assessment for students.

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Related Resources

LESSON PLANS

Grades   11 – 12  |  Lesson Plan  |  Standard Lesson

Professional Writing in Action! Publishing Student Reviews Online

Writing professional reviews teaches students to understand audience, content, and publication guidelines. In this lesson, students put these into practice as professional writers critiquing, designing, and publishing reviews on Amazon.com.

 

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STUDENT INTERACTIVES

Grades   K – 12  |  Student Interactive  |  Writing & Publishing Prose

Printing Press

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

 

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CALENDAR ACTIVITIES

Grades   5 – 8  |  Calendar Activity  |  October 8

Read a book! This week in October is Teen Read Week.

Students are encouraged to read a variety of books and participate in a book club in celebration of Teen Read Week.

 

Grades   K – 6  |  Calendar Activity  |  October 1

Find favorite book picks in the Children's Choices.

Students create lists of their favorite books and then the class creates a "Top Picks" class booklist. Students can use the Book Cover Creator to create a book jacket for their favorite book.

 

Grades   7 – 12  |  Calendar Activity  |  May 14

Star Wars creator George Lucas was born in 1944.

Students use the Hero's Journey interactive to describe how Luke Skywalker meets each stage of his journey, and then brainstorm other works that use the formula.

 

Grades   5 – 12  |  Calendar Activity  |  May 16

The first Academy Awards ceremony was held in 1929.

Students make lists of their favorite and least favorite movies and brainstorm qualities that make a film good or bad. Next, students write a movie review for a film they have seen.

 

Grades   7 – 12  |  Calendar Activity  |  May 18

Raymond Carver was inducted into the American Academy and Institute of Arts and Letters in 1988.

Students identify characteristics of Carver's work and compare them to other authors, as well as to literary minimalism. Students then write original poems or short stories in minimalist style.

 

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PROFESSIONAL LIBRARY

Professional Library  |  Book

Raymond Carver in the Classroom: "A Small, Good Thing"

Rubenstein offers specific, classroom-tested strategies for teaching Raymond Carver's short stories and poems in the high school English classroom.

 

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ACTIVITIES & PROJECTS

Grades   9 – 12  |  Activity & Project

Speak Up! Writing a Review

This activity gives teens an opportunity to write reviews on the movies, television shows, music, restaurants, and books they love—and hate!

 

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Comments

Cristen Faulkenberry

April 15, 2012

I did this with my seniors that I have for student teaching and, for the most part, it went okay. However, the four 50-minute plans got reduced to just one 50-minute class period. This may be partially my fault for not having enough questions for discussion for them, but it still helped them generate book reviews to begin their literary analysis projects.

 

 

  • Sample Food Reviews printable
  • Post-it notes
  • Chart paper and markers
  • Craft Observation of Review Writing Chart printable
  • Reviews of local restaurants (preferably popular and inexpensive places students are likely to have visited)
  • Self-Reflection Form for Review Writing printable
  • Writing paper and pencils
  • Two kinds of food, enough for students to try both
  • Plastic sandwich bags, two per student
  • Food Review Lingo: The Language of Food Critics Word List printable
  • Food Review Rubric printable
  • Optional: Sample Student Food Review: Sparkling Grape Jell-O printable
  • Optional: Transparencies and overhead projector or computer and projector
  1. Using a sheet of chart paper, make a large version of the Craft Observation of Review Writing Chart printable.
  2. Make class sets of the Sample Food Reviews printable and the Self-Reflection Form for Review Writing printable.
  3. If you are planning to use the Food Review Rubric printable instead of making your own as a class, make two class sets of the printable. Otherwise wait until after the class discussions about qualities of food reviews and after you have collected feedback from students to write up your own rubric.
  4. For Part 3, you will need food samples for students to eat and then write about. Prior to this exercise, purchase two different brands of one food or two completely different foods with a point of comparison. For our study, we compare state-declared treats (e.g. Tennessee's Moon Pies vs. Louisiana's Aunt Sally's Pralines. You can always decipher this distinction at airports!). Whatever you choose, make sure you have enough of each sample for all students to try both samples. Divide the food up into plastic sandwich bags if necessary.

Optional: If you want to provide the Food Review Lingo: The Language of Food Critics Word List printable as a reference for students to use while writing, make a class set.

Optional: If you want to use the Sample Student Food Review: Sparkling Grape Jell-O to demonstrate the revision process, make a transparency or load the file on your computer to project in the classroom.

Part 1: The Appetizer

Assessment Note: Use Part 1 for "kid-watching" observation, and do not worry about having students complete a written review independently just yet. Think of this as time to gather a starting point for your students on what they need for future instruction.

Step 1: Inform students on the planned genre study and why you are opening up the year with it as your first study (e.g. helpful for reading response journal, book selection assistance from each other, high interest, builds onto larger studies for the year, etc.). Also let your students know that you will break reviews up into three main categories: food, movies, and books.

Step 2: Pass out copies of the Sample Food Reviews printable, along with one or two post-it notes. Ask students to write a quick response about what they noticed while reading the piece.

Step 3: Have students turn to a partner and share their written notes. Take this time to determine what students are and are not looking at. Listen for the language used as well. Don't be discouraged if the talk is simple and broad (e.g. "It was good."). You will change that with your modeling, discussions, and ongoing feedback, but you have to know where to start first.

Step 4: Ask students if they can determine the purpose behind the piece shared. Why did the author write it? Who is it for? Allow time for each student to turn to a partner first before calling on individual students for a classroom discussion.

Step 5: Post a blank chart on the wall that follows the format of the Craft Observation of Review Writing Chart printable.

Step 6: Using the gradual release model (to, with, and by), begin a conversation on what you noticed as a teacher of writers. Take the "watch me" approach by modeling your thoughts out loud as you read the article again and discuss what you are noticing before, during, and after the read. Your ability to talk models what students will soon be looking for at the end of the study, so be descriptive as possible.

Step 7: Ask students to use the back of their Sample Food Reviews handout to write down why it would be beneficial to use sensory images with food reviews. Collect the handout as well as the post-it notes at the end of class.

Reflection: Take a moment to record your observations of the language students used, students' written responses and post-it notes, etc. Use this for future instruction.

Part 2: Creating and Selecting the Main Course — Cooking Something Good Together!

Assessment Note: Depending on how the first session went, you will want to model the above approach with several pieces until you feel confident that your students are grasping what to look for in a review. Continue modeling your thoughts out loud as an exemplar for students. I also recommend sharing your personal reflection notes with the class as a method of informative assessment for your students.

Step 1: Announce that you have enjoyed looking at food reviews in class together and depend on these types of reviews outside of school often. Share any reviews you have read that inspired you to visit a unique location that would have been overlooked without a compelling review. What did you like about the place? How accurate was the reviewer? Share your experience with the class in a way that models the genre of food review.

Step 2: Announce to your class that they are not quite ready to "cook" by themselves, but that you believe they are ready to cook together with your help (the to-with-by approach).

Step 3: Read a local newspaper food review to your class. Select a location that is popular (and inexpensive) for many of your students. Ask for their opinions of the article itself (not of the food just yet).

Step 4: Tell the class, "We have been studying food reviews, and many of you have eaten here before. Do you think, if we wrote one together, we could create a review better than this one?" If students seem hesitant, reassure them that you will be writing this together as a class.

Step 5: Use a sheet of chart paper to brainstorm ideas. Use the Craft Observation of Review Writing Chart format for organization and narrow your focus to one or two items served at the restaurant.

Step 6: Once your brainstorming session is complete, number your ideas in a logical order for writing a draft.

Step 7: Write the review together, modeling the process of crossing out, circling spelling that you are unsure of, etc. Depending on the time you have, you may complete the writing solely or you may share the pen with your students.

Step 8: Ask students to critique the writing with the Self-Reflection Form for Review Writing printable.

Part 3: Time for Dessert! — Hands-On Research

Assessment Note: If you use the workshop method, use this time to individually discuss and assist students with review writing. One-on-one conferencing is beneficial for the teacher and the student. Keep suggestions simple, such as, "I like how you are..." or "I am noticing that..." Offer one area of improvement with a plan to help the student succeed.

Also, it is important to take reading capabilities into consideration when evaluating writing abilities. You can only write as well as you can read. Providing reviews that are just outside of your student's writing capabilities are ideal. Completing a running record on a child will aid you in selecting appropriate review articles as well as acceptable writing goals.

Step 1: Tell students that published food reviewers have to complete "research" on the foods and restaurants they write about. Inform students that although you would like to take them out to a restaurant of choice, you are hoping a taste session in class will do.

Step 2: Pass out two samples of different types of food. You can keep it simple with two types of chips or integrate some geography with state-declared treats.

Step 3: Ask students to eat and think like a food critic. You may want to ask students to eat the food in silence so they can fully appreciate and think about their sensory observations.

Step 4: Post the sensory observation chart from the day before and tell students that you know they are ready to create some reviews on their own.

Step 5: First, ask students to reflect on what they have learned by writing down tips they have learned. Have students share that with a partner before discussing as a class.

Step 6: Invite students to incorporate these suggestions into their writing and let the writing begin. You may want to distribute the Food Review Lingo: The Language of Food Critics Word List printable for some more support.

Step 7: As students are writing, move around the room and read the notes students just wrote down. Use this informal assessment as a tool to determine who you need to work with in depth. You may want to work with a few students one on one or pull a small group of students to the floor for a mini-session. Consider modifying the assignment for students that are not ready to write independently (e.g. pairing up with a partner).

Step 8: Invite a few students to share their work. Ask each student if they would mind receiving some positive and helpful feedback. Share your observations with the class.

Part 4: Time to Clean Up — Ready to Look Neat and Pretty

Assessment Note: Writing rubrics can be a great resource for assessing your students' growth. I often create a rubric with the help of my class and allow a student and teacher rating with room for feedback. Although written feedback takes time, I have noticed that if you give quality feedback in the beginning, your need to write longer notes decreases as the year goes. Many authors recommend a balance of rubric use. Be careful not to overuse them as your only tool of assessment.

Step 1: Inform students that you have read through both the tips they created as well as their personal reviews. Tell students that although you are pleased with the individual improvement of writing, you believe it can be strengthened some more. This may be a good time to share your experiences with revision and editing (e.g. this article for myself!). Discuss how a care for grammar aids your readers for understanding and engagement. In my case, I have an editor that helps make those final edits and revisions, but I owe it to her and my readers to take care with grammar and conventions.

Step 2: Pass out the Food Review Rubric or a rubric based on your class discussions and students' notes that combines all of the tips and suggestions discussed in class. Tell students that they are accountable for these components as they have been looking at them in detail.

Step 3: Pass back the reviews from the previous session along with another copy of the Food Review Rubric (or your class version).

Step 4: Model revision using the class-created review from Part 2, or use the Sample Student Food Review: Sparkling Grape Jell-O printable as an example. Use the rubric as a guide for improvement. What's missing? What can be taken out?

Step 5: Invite students to use the rubric to improve their reviews from Part 3.

Step 6: Later on in the day, invite students to swap papers with a partner and use the rubric for further recommendations.

Step 7: Allow students time to create a final version of the taste-tasting review or a new food review of choice. Remind students that you will use the Food Review Rubric (or your version) to assess their final writing.

Step 8: Invite students to share their pieces with the class during an author share time.

Step 9: Publish food reviews in a class newsletter and send it home to families.

Optional: End this lesson with an international food tasting celebration!

Interest plays a critical role in this study, so evaluate your students' reactions to certain topics and authors. A simple thumbs up/thumbs down approach works. If one particular author or establishment seems to interest your students more than another, take the opportunity to really narrow in your study.

Support your not-there-yet students with an opportunity to work with a parent at home, present orally through labeled pictures, or share with one partner rather than the entire class. Use your on-going assessments to pull small groups or individual students aside for one-on-one sessions.

  • Incorporate photograph by encouraging students to eat, photograph, and write about a restaurant they ate at for their review.
  • Ask students to review food at home as a unique homework assignment.
  • Invite students to compare two food items or restaurants, as reviewers do sometimes.
  • Send the reviews to your local newspaper for publishing.
  • Incorporate an international flair with a food tasting event from around the world.

We have a weekly newsletter and updated website that contain all of our class happenings. A majority of my students have internet access at home, so I provide some of the online resources we view in class as an at home activity. Reviews will also be printed up for each student to take home to their family. Parents will be asked to support inquiry experiments of different food products in the home.

Assessment Awareness: Consider educating parents through your newsletters on the importance of time and formative assessment. Students need time to refine what they have learned in class, and parents appreciate learning how you differentiate and modify your plans for their child through formative assessment.

  • Using the gradual release of responsibility model, allow your students to show growth throughout the unit of study. Heavier consideration of learned skills will be placed on final versions after time has been given to experiment with conventions, style, and layouts.
  • Provide flexibility in your schedule. If your students take the interest somewhere not planned, be open to shifting reviews. For example, students may prefer to write about their favorite food item rather than the chips you provided.
  • Observation of language used at the beginning and end of the unit: Has it improved?
  • Various responses on post-it notes, self-reflection sheet, and tips learned in class
  • Small-group instruction and one-on-one conferences
  • Peer review
  • Review rubric with an option for student and teacher rating, as well as an area for written feedback

For a comprehensive look at assessment, read Assessing Writers, Assessing Writing by Steve Peha of Teaching That Makes Sense, Inc. (Copyright 1995-2008 by Teaching That Makes Sense, Inc. Used by permission. For more free teaching materials visit the Teaching That Makes Sense website.)

NCTE Standards

  1. Students read a wide range of print to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
  2. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

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