Bread to Table Bash

Learning Goals & Products

Learning Goals

Students will be able to investigate how grain becomes bread through bakery, flour mill, grocery store, and garden observations in order to explain the bread-making process.

Students will be able to read and use simple how-to texts and class demonstrations to sequence bread-baking steps and hosting routines.

Students will be able to write and revise invitations and thank-you notes for the dinner party using capitals, spacing, punctuation, and polite language.

Students will be able to practice speaking, listening, and asking/answering questions during partner and group conversations with guests and classmates.

Students will be able to create and present table settings, place cards, centerpieces, and tasting displays that help guests understand the feast.

Students will be able to role-play hosting, greeting, serving, and cleanup tasks using simple props and dramatic choices before the final family feast.

Products

individual

My Bread-to-Feast Research Book and Host Plan

Each student creates a small research book with drawings, labels, and dictated or written pages showing how bread is made, what herbs were grown, and how a guest is welcomed. The book also includes a simple personal host plan with an invitation, thank-you note draft, and one conversation or cleanup job the student can do well.

team

From Grain to Gratitude Feast Shared Dinner Party Experience

The class works together to host the kindergarten practice dinner and the final family exhibition with bread, herb butter, jam, table settings, conversation cards, and a shared welcome routine. Teams present the final problem statement, their improved hosting plan, and a collaborative feast setup that shows how feedback changed their design.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Effective Communication	I can listen to others during shared research and conversations about bread, gardens, and hosting, and I can answer simple questions (who/what/where) with a complete sentence I can help contribute ideas to a group chart or class picture-sorting activity about how bread goes from grain to table.	I can listen to classmates and adults and take turns speaking to share my ideas using grade-1 vocabulary (how/why) I can participate in collaborative conversations by asking or answering at least one question and helping add an idea or detail to our sequence chart or writing with teacher guidance.	I can share what I learned by explaining a few clear steps in order (first/next/then) using my sequence chart or labeled display I can revise my invitation/thank-you note with support by adding details for polite hosting language, and I can present my display to a small group using appropriate volume and eye contact.	I can communicate my learning confidently by clearly presenting multi-step information from my labeled displays and charts (bread-making, herb growth, and hosting routines) and by using conversation-starter cards during role-play I can use props and drama choices to help guests feel welcomed, and I can strengthen my writing and media/demonstrations by responding to feedback and explaining how my work is prepared for sharing.
Deeper Learning Competencies	Collaboration	I can work with a partner during the “From Grain to Gratitude Feast” by sharing materials, taking turns, and following our simple group jobs with teacher support.	I can collaborate in a small group by listening to my teammates, using picture conversation cards to take turns asking and answering questions, and helping keep our class project moving.	I can collaborate with peers to co-plan and revise our work by explaining my ideas, responding to others’ suggestions, and contributing to shared tasks (like labels, table cards, or hosting steps) with less support.	I can lead and support teamwork by resolving small disagreements respectfully, taking initiative for my role, and using our group plan to coordinate hosting and presentation (including using simple props) so everyone feels welcomed.
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can ask simple questions about bread, herbs, and hosting steps during shared experiences, and I can follow the class plan by choosing among 1–2 options with teacher support.	I can use what I observe (smell, texture, and steps) to make a clear guess about what will happen next in the process, and I can explain my guess using sentence starters during group conversations.	I can improve my plan for a recipe, display, or hosting routine by trying different ideas (with simple tools/props) and using feedback to adjust my steps, labels, or speaking roles.	I can compare outcomes from my tests and revisions (e.g., what worked in instructions, table setting, or conversation prompts), and I can solve a new hosting or presentation problem by proposing and choosing a plan with my group.
Deeper Learning Competencies	Content Expertise	I can use pictures, labels, and simple words to show what I learned about how bread is made (grain to bread) and how herbs can be grown and used I can match details to a shared sequence chart with help from adults.	I can explain the steps of making bread and herb items using a beginning-to-end sequence and key vocabulary from our visits I can add details (like what I noticed about smells, textures, and tools) to my drawings or dictated captions to make my learning clear.	I can research and build a “from grain to table” set of instructions by combining information from books, photos, and community experiences I can revise my work with feedback to include accurate steps, labeled ingredients, and clear hosting/role details for presenting to others.	I can independently create and present a complete, organized bread-to-table and hosting display (charts, labels, and brief spoken explanations) that answers questions like where/when/how I can use tools, props, and presentation choices to help guests understand my ideas and I can adjust my display or speaking when something is missing or confusing.
Deeper Learning Competencies	Self Directed Learning	I can use a picture checklist with help to choose a simple next step in my project (like writing an idea, drawing, or sorting cards) and I can try it right away.	I can listen to peer or adult feedback and use it to revise one small part of my work (like adding a label, fixing an invitation word, or improving a recipe step) without needing someone to tell me every move.	I can set a goal for what I will make or practice, use tools/props appropriately to represent my idea, and explain how I changed my work after feedback (what I kept, changed, and why).	I can independently manage my role in the shared project by following our plans and asking thoughtful questions when something is unclear, then I can improve my draft-to-final product and presentation using feedback and my own reflections.
Deeper Learning Competencies	Academic Mindset	I can participate in class planning and choose from options (like a job or role) with support, and I can try new steps during bread, garden, and hosting activities.	I can set a simple learning goal for my project and practice it during work (like “I will follow the steps” or “I will use polite words”), using teacher prompts and checklists to stay on track.	I can use feedback from adults and peers to make a clear improvement to my invitation, label, or hosting routine, and I can explain what I changed and why in a few sentences or a drawing.	I can independently monitor my progress toward my goal, revise my work to strengthen details (sequence, manners, or presentation), and take initiative to support others during rehearsals or the “From Grain to Gratitude Feast.”