Name:

Morgan Stacy

Date: 12/21/2014

Southwestern College-Educator Preparation Program

Unit Template with Lesson Plan format
Directions: Use the following template for unit and lesson planning.

Unit Title:
Grade level(s) ELL High School

Goals: In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math. Use state
standards for other disciplines.
Standards include:
For all other subjects useStandard:
Science: (F) Science in Personal and Social Perspectives: Personal Health
Health: (1.5.1) Describe the relationship between healthy behaviors and personal health
(5.5.5) Choose a healthy option when making a decision.
(8.2.1) Encourage peers to make positive health choices

Code:

What will student know, understand, be able to do as a result of this unit?

Know (nouns)
Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this
context.

Vocabulary: have a firm grasp of the listed words in both their language of origin and English. Which includes usage,
pronunciation, and definitions
Classification: be able to classifying food into various categories depending on what they are made of.
Problem-Solving: students should be able to use the knowledge to improve their diet by analyzing what they are
currently eating

Be Able to Do (Verbs)

List the verbs that are key learning

targets, then determine the cognitive
demand level (Blooms) with verbs in
context by placing a checkmark in the
appropriate square:

Vocabulary Acquisition
Food Pyramid/favorite meal
classification
Vitamin/Nutrient/Advertisement
Food Label C&C

Level I

Level II

Level III

Level IV

Level V

Remember
Memorize
facts,
definitions, &
formulas

Understand
Perform
Procedures

Apply
Demonstrate
understandin
g

Analyze
Conjecture
,
Generalize,
Prove

Evaluate/
Create Solve
non-routine
problems;
make
connections

This standard means a student will know and be able to do(use your own student friendly words)

Students will be able to describe what makes up a healthy meal, and use that knowledge to make better food
choices.
Essential Questions: What big idea question(s) focus this unit? Think: broad overarching question that can bridge subject
areas and units.-This unit wont end the learning on this question.

How can I use my knowledge of nutrition to make better meal choice and become healthier.

Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question.

How does eating food from a variety of food groups help my health?
How can I use food labels to help improve my food choices?
How can I change my current diet to include healthier options?

Summary: In the space below, write a brief summary for the unit. Provide a concise overview of your unit explaining what is to be learned
and how students will attain the learning goals.

I am teaching this unit because I have noticed that many of the students have become overweight since coming to America,
and analysis:
it had occurred
todo
me
might
aware
of nutrition,
and
choice
that
come
along with
healthy
eating. Also,
Data
What data
youthat
havethey
showing
the now
need be
for this
unit/lesson(s)?
How
does
the data
indicate
differences
in learner
needs?
students
that differences
come from
world
countries
are often hungry,
they come tointervention,
America they
have a fear of
When
will these
bethird
addressed
(small
group differentiation
duringand
core,when
Tier II-supplemental
Tiermight
III-intensive
becoming
hungry
again.
I
would
like
to
reassure
these
students
that
they
will
be
taken
care
of,
and
that
it
is
necessary
for them
intervention)?
to eat healthy in order to stay healthy. With this class I am allowed to choose what I teach as long as the students learn the
English they need to pass the End of Year Instruction exam during their second year of education in America. This lesson is a
great Segway into macronutrients and the digestive system. It is also a great way for me to gage what the students have
learned about science and nutrition before coming to America. Last, there are a lot of English words that can be learned in this
unit that will be helpful to my students in their everyday lives in America.
Data type: Students have shown a need for a lesson on Nutrition because of their meal choices at lunchtime. Several
students have also shown significant weight gain since the beginning of school.
Analysis details: The majority of the class could not classify the food group of their favorite foods when asked in passing
conservation. Several students also asked for meals that will help them get big muscles.

Assessment: (How will you know students have learned? It is important to think about your assessment before planning lesson(s). How will the
student(s) demonstrate they have met the objective? Formative Assessment should be conducted regularly throughout the lesson(s). Preassessment may be conducted prior to lesson(s). Summative assessment will generally be at the end of a unit or series of lessons on similar
learning goals. Assessment may be informal-teacher observation, checklist, journal entry, practice tasks. It may be formal-written task,
performance task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you progress

through planning or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students are meeting the
objectives.
Performance Task(s):

Through what authentic performance tasks will students demonstrate the desired understandings?

By what criteria will performances of understanding be judged?

All student work in done in their notebooks, then at the end of the class they get their work checked to see if they
understood the lesson. It is at this point I can help the students correct any misconceptions about the material.
Everyone in my class ends up getting a hundred if they tried, because I make the student go back and correct anything
they got wrong during the lesson. Anything that requires the student to perform verbally is done one-on-one using the
students notebook or flashcards.

Other Evidence:

Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate
achievement of the desired results?
How will student reflect upon and self-assess their learning?

Formative1. Checkpoints throughout the lesson written in their notebooks.

2. Observing participation
3. Class Discussion questions
Summative1. End of unit Vocabulary Test 11/25
2. End of Unit Information Test 12/12

Materials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This
may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or
needed by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.

1.
2.
3.
4.
5.
6.

7.

Smart board
Picture of the Food Pyramid
Notecards
Markers, map colors or crayons
Science notebooks
My Plate, Myself 1-A Worksheet

7. Serving up MyPlate handout

8. Build a Healthy Meal Handout
9. Comparing Food Label Worksheet
10. Nutrient Knowledge Handout
11. Vocabulary word list

Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.
Session
1
2
3
4
cont

Instruction and Learning Experience

Vocabulary Acquisition
Food Pyramid and favorite meal classification
Nutrients and Vitamin Lesson
Comparing and Contrasting Food Labels.

Lesson 1
Lesson title: Unit Vocabulary Acquisition
Objective (s): What taste category do foods fall into?
Students should be able to recognize pictures of the English words and match them together.
Students should be able to compare and contrast the taste of food.
Assessment: 1) Did students correctly categorize their favorite foods according to the four categories of
taste: sweet, sour, salty or bitter.
Meeting the needs of various learners/accommodations:

All students in this class operate at a 1-2 on the WIDA scale, which means they speak, write and read little
to no English.
Higher performing students who finish quickly will help other students in understanding the task. This
helps the teacher because of the language barrier. Students with disabilities, or who are unable to write
words of their favorite foods will be allowed to draw pictures of the food. The inability to write in the
students first language is very common because the students often originate from 3rd world countries.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening: 10 MINUTES
KWL chart What do I know about foods that help promote a healthy diet?
Instruction:
Student will go over the list of vocabulary words saying each of them out loud several times. For
their notes students will have to make flashcards for each word. On one side of the card the word will
appear in their language, and on the other side the card will contain the word in English with a picture of
the word below. Students will also be provided with definition for each word, which will be written in their
notebooks. Last, an emphasis will be placed on the four categories of taste.
Practice:
Guided Practice 1: The teacher will provide 1 example for each category of taste.
Guided Practice 2: The class will discuss other foods that fit into the categories and list them in their
notes

Guided Practice 3: The class will classify the tastes of the foods they ate at lunch
Independent Practice 1: The students will choose one example and draw it on their flashcards.
Independent Practice 2: Students will look through magazines classifying the taste of food they see.
Closing; Students will play match with their shoulder partners. One student will lay his cards with the
English facing up, and the other student will place his cards with the Spanish facing upwards, then
students will match the cards. When a student finds a match he will have to say the word in English and
Spanish out loud.
After Assessment: All students met the objective for this lesson, but it was too easy for some students.
In the future I will need to provide something extra for the higher-level students. I should have been better
prepared with examples for bitter foods. The only food the class and I could come up with was beer and
coffee, and we ended up using Google for better examples.

Lesson 2
Lesson title:
Objective (s): How can you change your current diet to become healthier?
Assessment:
1) Are the students able to correctly categorize their favorite foods in English in their notebooks
2) Oral Vocabulary Test at the end of the week.
Meeting the needs of various learners/accommodations:
All students in this class operate at a 1-2 on the WIDA scale, which means they speak, write and read little
to no English.

Higher performing students who finish quickly will help other students in understanding the task. This
helps the teacher because of the language barrier. Students with disabilities, or who are unable to write
words of their favorite foods will be allowed to draw pictures of the food. The inability to write in the
students first language is very common because the students often originate from 3rd world countries.
During individual guided practice students who exhibit a higher understanding of the topic will also classify
the taste of their favorite foods in English using the vocabulary words learned in the first lesson.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening:
Students are allowed 10-15 minutes to answer the following questions in their first language.
What is your favorite meal?
What specific foods and drinks are apart of this meal?
How would you describe this meal to another student?
The students will then be asked to share their favorite foods, and why they enjoy them.
Instruction: Each food belongs to a different food group. All students will draw their own version of the
food pyramid, and the teacher will explain what each group means. The students will also learn how much
of each group should be included in each meal. During this time vocabulary words for the unit will be
reviewed because they come directly from the pyramid. Last, the teacher will explain that having a meal
complete with each food group is considered a healthy meal.
Practice: (35 MINUTES)

Guided Practice 1: The teacher will provide her favorite meal, and list what foods go in which group on the
pyramid. She will then explain to students why or why not it is healthy.
Guided Practice 2: The teacher lists the meal the students ate at lunch, and they put the food into groups
together. The class then discusses if the meal is healthy.
Independent Practice: The students list the food in their favorite meal, and put them into groups. The
students will then decide if the meal is healthy, and what they need to add to make it healthier.
Closing; (5 MINUTES)
Exit Ticket What is one thing you learned about making a healthy meal using the food
pyramid?
After Assessment:
This lesson worked really well with all students, which is hard in such a diverse class. All students
were able to classify their favorite meals into groups, but there was a common confusion on certain foods.
One of the biggest confusions was which group beans belonged in; even the higher-level students got this
question wrong. Most of the students wanted to classify beans as a grain, which was puzzling to me. The
students were engaged the entire time, which is odd for this class. I attribute this to the students being
able to use their favorite meals, which provides the students with a purpose for the assignment. The only
trouble I had was helping students classify cultural meals that we do not eat in the United States. There
were many meals in Spanish that I could not identify, and therefor could not help my students with, but
that is where my higher-level students came in. Overall, I would count this lesson a success.
Lesson 3
Lesson title: Vitamin and Nutrient Lesson
Objective (s): Why is it important to eat a variety of foods?.

Assessment:
found.

Advertisement for a vitamin showcasing what it does for your body, and where it can be

Meeting the needs of various learners/accommodations:

Higher-level learners have to write in complete sentences on their advertisement, whereas other students
can just use words or phrases all in English.
Lower level students are only required to use English words for the vocabulary words we have learned, and
their original language or pictures for all other words.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening: Reviewing the pronunciation and definition for the vocabulary words: minerals, vitamins and
nutrients.
Instruction:
Students copied notes off of the board for several common vitamins and mineral. We
also discussed where they were found, and what they did for your body.
Practice:
Guided Practice: Students reviewed the teachers favorite meal and listed the vitamins and minerals from
the meal
Guided Practice 2: Students reviewed what they ate for lunch, and listed the vitamins and minerals they
consumed

Independent practice: Students reviewed their favorite meal, and listed the vitamins and minerals that
were present. They also listed extra foods that would go with the meal that would increase their nutrient
intake.
Closing; Choose one vitamin or mineral, and write a magazine advertisement for it. Illustrate the
advertisement to make it look appetizing for other people. Students must include where the nutrient is
found, and what it does for your body.
After Assessment: For this lesson I should have shown the students more examples of advertisements.
Because if the language barrier, some of the students didnt completely understand what I was asking.
The drawing were less like advertisements and more like an illustration of a food that contained their
chosen vitamin.

Lesson 4
Lesson title: Comparing and Contrasting Food label
Objective(s):What foods should I eat less of, and why? How can I make better choices?
Assessment:
Unit Test
Comparing Food Labels Worksheet
Meeting the needs of various learners/accommodations:
Higher-level students must answer the questions written in English at the bottom of the page. This will
require them to break down the sentence using the English words they know to comprehend what they are
reading.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening:
Students will pull out food or drinks they have in their backpack and they will discuss the labels with their
partners
They should decide if the food is healthy. Why or why not?
Instruction:
The teacher will walk through the different parts of the food label, highlighting
vocabulary words and explaining unknown words to students. The teacher will also review
portion sizes with the students.
Practice:
Guided Practice: The teacher will walk the students through the four labels on the handout, and they
will discuss the highs and lows of each food. The class will then decided together which food is the
healthiest alternative.
Guided practice: The teacher will walk the students through the first round of boxes in part 2 of the
worksheet, labeling the serving size for each food item
Independent practice: The students will then fill in the rest of the boxes for each food. This will
require them to read the food label, and pick out the information that is needed to fill in the blank.
Closing;
Unit Test Students will exhibit understanding by being able to answer essential questions.

After Assessment: I should have come up with more of my own questions, instead of using the
questions provided my choosemyplate.gov. I had a hard time translating the questions into Spanish, and
the students had a hard time coming up with answers. I also didnt follow the lessons plans very closely,
but adapted to fit the needs of my students. The lessons plans were originally for 5th and 6th grade
students, but I picked out what would apply to my classroom, and use the information. Over half of the
questions the lesson plan provided werent usable for my test, and I ended up making questions up on the
spot. All tests in my class are oral because of the language barrier.

All handouts can be found at the following website:

http://www.choosemyplate.gov/kids/downloads/ServingUpMyPlate-level3-TeachersGuide.pdf
Also, much of the above lesson plan was adapted from the link.

I also used an article from everythingESL.net, titled Teaching About Nutrition, but I cannot find the link.