The following Pennsylvania Spanish Standards and the American Council on the Teaching of Foreign Languages [ACTFL] will provide guidelines for focus of goals:

Pennsylvania Academic Spanish Standards

12.1 Communication in a Target Language

12.1.B             Know common vocabulary, forms and structures used in basic speaking and writing.

12.1.B.1          Speak common and write vocabulary, phrases and structures during activities with the teacher and classmates.

12.1.B.1.a        Greetings, farewells and courtesy expressions (S-1.M)

12.1.B.1.d       Daily life skills (S-3.A)

12.1.E.1           Find words in magazines, commercials and advertisements influenced by the target language.

                        12.5  World Languages in the Community

12.5.A.1.a       Face to face interaction
Greeting people and saying goodbye (S-1.M)
Listen and choose the appropriate response to basic questions (S-1.Q)

12.5.A.1.c       Audio and video tapes

12.6 Classical World Languages in the Community

12.6.A.1          Know where in the local and regional community knowledge of classical language and culture is useful.

12.6.B.1.c        Latin as the basis of two-thirds of English vocabulary

ACTFL World Standards

Communication

Communication in Languages Other than English

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Connections

Connect with Other Disciplines and Acquire Information

Standard 3.1  Students reinforce and further their knowledge of other disciplines through foreign language.

Communities

Participate in Multilingual Communities at Home & Around the World

Standard 5.1: Students use language both within and beyond school setting

*http://www.actfl.org/files/public/StandardsforFLLexecsummrev.pdf

YouTube videos in Spanish:  These YouTube commercials serve as models for what teachers may expect as a final product. Over the course of the unit, students will view different videos to help them with the composition of their own videos. Students will view these TV commercials in class. This will provide them with a visual of what they will need to demonstrate, later, in their understanding and interpretation of Spanish, to their classmates. They will have They will create brief lessons using and teaching Spanish to their classmates, thus reinforcing their own language acquisition of Spanish. They will achieve this by producing a YouTube video, on their own.

Suggested sites for students to following steps to create a video:

https://www.shopify.com/blog/how-to-make-videos

https://m.wikihow.com/Make-a-YouTube-Vide

*Students are already very adept at creating videos on their own.

Teacher introduces the unit by telling the students that this unit is going to be about learning how to speak and practice Spanish in more useful and practical ways. First, they are going to practice Spanish by role playing at a McDonald’s restaurant, buying at their local Papi store, and ordering at a restaurant. This will also be useful later for when they take their field trip to an actual restaurant to practice their Spanish by ordering in Spanish. This is the basis for which the video will be produced.

Teacher then explains that students will view different videos about McDonald’s. The idea of doing this is to expose them to different videos about McDonald’s and provide them with examples. [Assign homework for students to find their favorite McDonald’s commercials, and share in class the next day.]

Teacher will then inform students that at the end of this unit, they will be responsible for producing a 3-5 minute video to showcase and teach their fellow classmates how to speak Spanish by doing one of these:

• order a McDonald’s breakfast, and drink
• buy an item at a Papi Store
• work at a McDonald’s taking an order

Teacher checks for understanding of the goal by asking students to explain the task to another student, who may or may not understand.

Show video: https://youtu.be/sqkL6D0ScR0 “working a day at my first job (McDonald’s)”

Tyler Oakley returns to a McDonald’s back home in Michigan where he once, a decade earlier, worked as a crew team member , and loved it!

Students with complex special needs learn best through doing tasks. For this reason, all lessons in this unit will be rooted in the Quality Teaching for English Learners (QTEL) vision.  While this vision is most often used in association with English language learners, this approach also works extremely well with students with special needs who often struggle in traditionally taught general education classrooms. QTEL is best described as working to provide educators with tools they need to accelerate language development, academic literacy, and disciplinary knowledge. These strategies can be best described as a three act lesson in which students are:

1. Introduced to the lesson through a series of open ended exploration based questions and tasks with no right or wrong answers developed to promote higher level thinking and questioning in a safe learning environment. Examples of activities students will use to become acquainted with material are:
   1. Think, Pair, Share
   2. Novel Ideas
   3. Round Robin Sharing
   4. Brain Dump
2. Given interactive tasks in which they engage more deeply with the concept through real world application and materials through conversation and exploration. Some examples of interactive tasks students will be using are:
   1. Sort and Label
   2. Read with a Focus
   3. Carousel
   4. Sort and Match
   5. Jigsaw
   6. Interview
   7. Observation
   8. Job Shadowing
   9. Informal Observations
3. Encouraged to expand their learning by becoming the lead learners within the lesson and sharing what they have discovered concretely with the rest of their classmates. Some of the ways students will share their learnings are:
   1. Final Product
   2. Collaborative Poster
   3. Power Point Presentation
   4. Mock Interviews
   5. Ethnographies

PA Common Core Standards

The standards describe what students should know and be able to do with the English language, prekindergarten through Grade 12. The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms.  The standards most commonly used throughout this lesson are listed below:

ELA Standards

• CC.1.4.11–12.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

• CC.1.4.11–12.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

• CC.1.5.11–12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Math Standards

• 2.1.5.B.1 Apply place-value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals.
• 2.1.5.B.2 Extend an understanding of operations with whole numbers to perform operations including decimals.
• 2.2.5.A.4 Analyze patterns and relationships using two rules.

The three sample lesson plans that follow with depicted activities represent the

beginning, middle and end of the unit with students completing additional activities and lessons to supplement between lessons connecting working in the fast food industry with required life and vocational skills.

(Sample Job/Task Cards)

(Sample of McDonald’s Application Modified Template)

References

            People who know how hard I can work

I declare that the information contained in this application is correct to the best of my knowledge and understand that any omission or incorrect information is just cause for the rejection of my application or dismissal in accordance with the Company policy. If hired, I understand that I may be transferred to another restaurant because of promotions, training or staffing requirements. I also agree that, at all times, I will follow the rules and regulations of the Company. I authorize the Company, or its agents, to verify the information provided, and to obtain any other information relevant to this application. This information may be obtained by telephone or in writing from educational institutions, my current or former employers, financial institutions, personal information agents and my personal references. This consent is valid during the consideration of my application for employment, and if I am hired, for the duration of my employment.   (This is directly from a McDonald’s Job Application found online in June of 2019).

Signature:  __________________________________________

Date: _______________________

(Sample of resume template)

My Resume

Goals for the Year

Education

Skills

References

            People who know how hard I can work

Sample Sort and Match Cards

Cards will be cut out and placed in an envelope in random order

Jig Saw Expert Group Problems

Name:                                                                                                 Color Group:

Jig Saw Activity Share Out Group Graphic Organizer

Team Color:

One question my group still has is …

Collaborative Poster Rubric

Group Members Names:

Cashier Math Homework

Name:                                                                         Date:

EDUCATIONAL FIELD TRIP PERMISSION SLIP

Dear Parent or Guardian:

An educational field trip has been scheduled for your child’s class to conclude our transition unit on McDonald’s.  School board policy requires each child to have advance written permission to go on a field trip.  Students who do not have prior written permission will not be able to participate in the field trip.

Please complete the lower section of this form and return it to school immediately.

Thank you.

Teacher: Ms. Smith, Ms. Z and Classroom Assistance          Date: ___________

Date of field trip:                                 Approximate Time: 10:00am – 11:00 am

Destination: McDonald’s Restaurant on Front and Girard Ave, Philadelphia PA.

Your child will need: Money if he/she would like to purchase anything from the menu

Mode of transportation:  Bus ______     School Van ______     Walking ___X___

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Sign, detach and return this portion to Ms. Smith at Kensington CAPA High School

I have read the information above and give my permission for

(student’s name) _______________________

From Kensington CAPA High School to attend the field trip to McDonald’s

On ­      at 10 am.  I understand that my child will be traveling by bus ______ school van ______ walking ___X___ (please check the appropriate one).

Teacher:   Ms. Smith              Department/Grade: Room 201 Life Skills

Parent/guardian Signature      _________________

Emergency Phone Number ____________________

Additional Information (medication, allergies etc.) _______________________________

Student Field Trip Behavior Agreement

I, _________________________________________, wish to participate in this educational experience to observe and interview employees at McDonald’s.  I understand that while I am on a field trip I represent Kensington CAPA High School and that all school rules still apply while on the trip. I promise to be KCAPA PROUD and pay close attention to being respectful to all and remaining united as a community with my classmates while we are guest at McDonald’s.

Signature:___________________________________

McDonald’s Employee Interview Template

First Name of Person Interviewed:

Name(s) of Students giving the interview:                                                            

Date of interview:

Ethnography/Interview Presentation Rubric

Food Service Industry

            Books and resources with information about McDonald’s and other fast food chains.

Mcdonalds Interview: 12 Must Know Questions and Answers

https://worknearyou.net/mcdonalds-interview-questions/

Actual interview questions student may encounter when applying for a job at McDonald’s.

Ozersky, J. (2008). The hamburger: A history. New Haven: Yale University Press.

As stated on the book jacket this fast-paced and entertaining book unfolds the immense significance of the hamburger as an American icon. Josh Ozersky shows how the history of the burger is entwined with American business and culture and, unexpectedly, how the burger’s story is in many ways the story of the country that invented (and reinvented) it.

Schlosser, Eric (2001). Fast Food Nation: The Dark Side Of The All-

American Meal. Boston : Houghton Mifflin.

As stated by several internet reviewers: This book, Fast Food Nation describes how the fast food industry has reduced the overall food quality worldwide, created poor working conditions for millions of people and ruined public health.

Top 10 Tips For Teens Completing Job Applications

Alison Doyle – https://www.thebalancecareers.com/job-application-tips-for-teenagers-2061581

Simple and easily integrated tips for teenagers to use when filling out job applications and completing resumes.

Working At Mcdonald’s: Interviews & Employment | Mcdonald’s

https://www.mcdonalds.com/us/en-us/careers/working-with-us.html

First-hand accounts from McDonald’s employees about employee satisfactions and the benefits of working for the McDonald’s Corporation.

Educational

            Books, websites and other resources dealing with special education and curriculum development for students in the state of Pennsylvania.

Only Four Out Of Ten Working-age Adults with Disabilities Are Employed

Martha Ross-Nicole Bateman-Martha Ross-Nicole Bateman – https://www.brookings.edu/blog/the-avenue/2018/07/25/only-four-out-of-ten-working-age-adults-with-disabilities-are-employed/

This article found through a Google search examines the lack of people with disabilities who are attaining gainful employment after graduating high school at the age of 21.

People with Disabilities in America’s Workforce: Time For …

https://ici.umn.edu/products/impact/251/1.html

This website looks into the connect between the lack of jobs in the workforce and the lack of gainful employment for individuals with disabilities. Information from the U.S. Bureau of Labor Statistics projects dramatic growth during the current decade in many industries and occupations in which people with intellectual and developmental disabilities have not typically been represented up until the time of the report.

Idea Indicators | Project10

http://project10.info/DPage.php?ID=310

As the nation’s special education law, IDEA provides rights and protections to children with disabilities and to their parents. This website provides insights and information for parents about their rights and the rights of their children.

Individuals with Disabilities Education Act (idea): What You Need to Know

Andrew Lee – https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/individuals-with-disabilities-education-act-idea-what-you-need-to-know

View Standards – Sas – Sas – Pennsylvania Department Of …

https://www.pdesas.org/Standard/View

PA academic standards that describe what students should know and be able to do with the English language, prekindergarten through Grade 12.