I. Getting ready to teach Lesson 8 A. General topic of the lesson: A healthy lifestyle B.

General goal of this lesson: Ss will be informed about how to work towards/maintain a healthy lifestyle. C. Learning outcomes: 1. Content based objectives: Ss will be able to a) name the five food groups b) state three benefits of exercise, and c) read and interpret a nutrition guide 2. Linguistic objectives: Ss will be able to a) identify percentages, b) use health/healthy/healthily correctly in writing, and c) explain to a partner how they are healthy D. Vocabulary: fruit, vegetables, health, healthy E. Materials needed: whiteboard & markers, writing paper & pens & worksheets, index cards F. This lesson will include the teachers assessment as required by HPU Practicum II. II. Teaching the lesson Activity 1: Warm up: Introduction healthy lifestyles (15 mins) 1. Tell students that I want to be healthy 2. Stress that both food and exercise is important 3. List healthy food/activities 4. Model sentences with health/healthy/healthily 5. Ask: Why is it important to be healthy? Supervise as Ss chat with classmates Activity 2: MyPlate & Six Benefits (35 mins) 1. Distribute these worksheets 2. Read aloud & explain 3. Ask check-on-learning questions after each 4. Write classmate interview questions on the board 5. Supervise as Ss copy the questions into their notebooks 6. Supervise as Ss interview their classmates Activity 3: Assessment (40 mins) 1. Distribute index cards 2. Read the T/F questions / Ss circle answers 3. Collect index cards 4. Distribute assessment sheets 5. Supervise Ss as they complete 6. Ss released when complete / 10:30am

Activity 4: Closing (10 mins) 1. Collect outstanding assessments 2. Organize conversation groups III. Reflection 5 things that went well: The topic of this lesson was something that all of the students were interested in: health and ways to remain or become healthy. Undoubtedly, health concerns anyone old enough to be responsible for his or her own well-being. Since the students are adults, they have been familiar with the responsibility of keeping themselves healthy for a long period of time. The participation level was very high for this class, which indicated the interest level (and possibility ease of the topic) of the students. When the class voted for whether or not they thought they were healthy, about 80% voted, which is much higher than usual. Finally, the topic was a lifelong learning skill from which anyone could benefit. The class began with a personal disclosure from the teacher about how she was unhealthy. This amused the students since the teacher shared a humorous personal failing, but also because they could all relate to eating less-than-healthy meals. When addressing the vocabulary at the beginning of class, three words in the same family were addressed: health, healthy and healthily. This exposed the students to different parts of speech and forms of the word that they could use accordingly. All three of these words appeared in the lessons reading passage. During the speaking portion of the class, the students interviewed one another about how healthy they are. This activity had a speaking only requirement, as opposed to simultaneously recording what their partner reported. Since the students didnt have to worry about writing, they

spoke more (which improved fluency) instead of just exchanging papers with their classmates to get an answer.

5 things I can improve upon: During the reading/listening portion of the class, the teacher and volunteers from Hawaii Literacy read the articles aloud. In the future, the students can take turns reading aloud or maybe one advanced student could read aloud while the others listened. This would make the activity less teacher-focused and allow one student time to shine and practice their reading. The students were given their assessment by the student teacher during this lesson. The assessment will be evaluated in a separate reflection, however, some notes exist here. First of all, the students are rarely formally assessed at Hawaii Literacy. Perhaps I should have introduced the assessment instead of just presenting the materials like any other. However, I chose to do to avoid building anxiety in the students. Directions about the assessment could have been given to the Hawaii Literacy volunteers as well. For instance, some of the students needed a lot of help and communicated with the volunteers in their first language. Therefore, their assessments may reflect a higher level of competence (based on a higher score), but really, they just received more help. The gap-fill portion of the assessment was very troubling for some of the students because they did not know how to complete it. The pattern seemed to be unfamiliar to them, which surprised me very much. This is because when they receive gap-fill activities otherwise in class, they are during a listening passage or come with a word bank. The trouble emerged here because students were asked to produce. Finally, one of the materials presented had a minor mistake. On the Six Benefits worksheet, benefit number six was listed as exercise boots energy which not only is a spelling

mistake, but actually means the opposite of its intention: exercise boosts energy. This was just a simple mistake, which I cannot agonize over, but served as a reminder to closely review materials before presentation to the class.