TESOL/LOTE Lesson Plan

Your name Rebekah Vass

School or Centres name Nganmarriyanga School
Class name and location 4/5/6
Stage or level in curriculum framework being used NT multi year level framework alongside ACARA
Title or theme of lesson Healthy Eating Choices
Date, time and duration of lesson 22.08.16 x2 1hour lessons
Number of students in class Approximately 16

What is the current unit of work/theme/topic?

Health : Nutrition

What overall aims are you trying to achieve in this unit / theme / topic?

-For the students to be able to identify between the different food groups.
-For students to understand that it is okay to eat junk food but in small amounts.
-For students to gain vocab around healthy eating
-For students to be able to develop three healthy meals for their upcoming outdoor ed camp.
What are the intended outcomes of this particular lesson? And how do these contribute to the overall aims?
-For all students to be able to identify the food groups and at least one food that belongs in each.
-For all students to be able to identify and create a healthy meal.

What is the relationship of this lesson with other lessons? What came before? What's coming next?

Students have done nutrition lessons each year at school, with nutrition being a major focus in remote communities. Students understand and can identify what a health food is however, have not
learnt about the different food groups and the healthy eating plates. Students have been told that in this unit they will create three healthy dinners for camp based on the healthy eating plate, they
then will cook these meals, filming themselves so that on camp they can cook these meals with no teacher assistance (by watching the videos). Students have a health word wall in which words are
added visually. Students also write these words in the back of their health book which creates a health glossary for them.

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 TESOL/LOTE Lesson Plan

Specific language features /

focuses This lesson will continue to have a vocabulary focus, which will come naturally from the learning throughout the lesson and the word wall/glossary as well. It will also have
- text or discourse type / genre a pronunciation focus when creating the cooking videos in particularly.
- language structures
- vocabulary
- pronunciation etc.
Skills focus -Drawing and fine motor skills , when drawing foods that belong in each category
L, S, R, W -Writing recipes
Other learning skills: (e.g. using a -Spelling in recipes
keyboard, dictionary skills, creating a table -Speaking/ pronunciation within the short cooking films.
in a document, read a map, etc.)

Cultural objective(s) Their will be a specific cultural focus about the bush tucker. Students will place bush tucker foods into the healthy eating plate food categories, and can use bush tucker
within the meals they create for camp if they like.

Content objective(s) The students are expected to have already have some prior knowledge about what is a healthy food and what is not healthy.

Stage or level in the curriculum being

used
NT multi year levels: Level 3-6
e.g. VELS outcomes if teaching Prep-Year
10, CSWE outcomes if teaching in AMEP ACARA Health & Physical education : Year 5

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 TESOL/LOTE Lesson Plan

Assessment criteria and assessment methods

-The students own healthy eating plate that they create in their books
-The students 3 videos upon the 3 different meals
-The students ability to create three different healthy meals

Planning your evaluation How will you identify the effectiveness of your teaching? How will you get this information?
-Whether the students are able to create three healthy meals with no help from me
-Whether the students can correctly place most foods into the correct food category

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 TESOL/LOTE Lesson Plan
Procedure of lesson
Stage of lesson Task Objectives
What are specific objectives
that you want to achieve after
each task to meet the overall
objective(s) of the lesson?
Stage 1 Introduction
How will you engage and stimulate the interest of the -Circle time: Discussion
students? Include questions that you will ask and about what we will be
descriptions of visual or other materials you will use. doing for the rest of the
day
-Brainstorm on the
interactive white board
about what food groups do
we know already.
Stage 2 Body of lesson Task 1 -Watching healthy eating
Describe each task or activity in the food groups cartoon and
order to be undertaken. Start a new then writing these groups
task each time the teacher or students on the board.
behave in a different manner. State an
estimated length of time for each task. -Choosing up to 10 words
What preparations have you made for to add to Keeping Safe
early finishers of each task so that word wall.
they will be extended in a relevant and
interesting way?
Time Teacher action
How long is What will you do? What prompting questions or
each task? instructions will you give? How will you monitor
student progress and needs?
10minutes - Begin & facilitate discussion
around what we will be doing
for the rest of the day
- Assistant teacher to write the
ideas on the interactive white
board as a brainstorm
10minutes - ensure each student has their health
book out and is copying the final
introduction brainstorm from the
board.
-Facilitate class discussion getting
each pair to say one word to add to
the word wall
Student action
What will students be doing? Will students be
working alone, in pairs, small groups. Will
they all be doing the same activities? etc.
-Students will sit in a circle and
engage positively to the
discussion about what food
groups they know already.
-getting health book from student
tub
-getting a pencil to write
-copying brainstorm into your
book from the whiteboard by
themselves
-choose some words to add to
the word wall. Add these into the
class discussion, to be added to
the word wall with a partner.
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Stage of lesson
If more than 6 tasks are planned, you
can add additional rows to this table
TESOL/LOTE Lesson Plan
Task Objectives
What are specific objectives
that you want to achieve after
each task to meet the overall
objective(s) of the lesson?
Task 2 The Healthy Food Plate
-Sticking the foods into the
correct category on the
healthy food plate (Protein,
fruit and veg, dairy, CHO
and sugar & fatty foods).
-Add at least 6 bush tucker
into the groups.
Task 3 -Circle Time:
Students will sit at the front
of the room on the mat in a
circle. Students are to
choose three meals that
will be healthy for their
camp and can be placed
on the healthy eating
plate.
-Students go back to their
desks and draw the three
meals off the board
however, they also will
write the ingredients
needed.
Time Teacher action
How long is What will you do? What prompting questions or
each task? instructions will you give? How will you monitor
student progress and needs?
20minutes -Teaching assistant to hand out page
of food and healthy eating plate.
-Help students with foods they may
be unsure with.
-Instruct students to choose 6 bush
tucker foods, at least, and add these
to their healthy eating plate.
20 -Facilitate discussion around the
minutes three meals that the students are
choosing.
-Teaching assistant to draw the three
meals on the board, as we are going,
on the healthy eating plate to ensure
we cover all aspects as a class.
Student action
What will students be doing? Will students be
working alone, in pairs, small groups. Will
they all be doing the same activities? etc.
-Students to get the two sheets,
scissors and glue. Also to grab
their health book still. Students
need to stick the foods into the
correct food groups by
themselves. Students then need
to add bush tucked to their health
eating plate and stick into their
health book.
-Students to positively engage in
discussions
-Students to copy the three meals
into their health books.
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 TESOL/LOTE Lesson Plan

Stage of lesson Task Objectives Time Teacher action Student action

What are specific objectives
that you want to achieve after
each task to meet the overall
objective(s) of the lesson?
Task 4 AFTER LUNCH:
For students to identify the
ingredients and what food
group they belong to. They
also need to make the
different meals in three
groups and film it step by
step to create a video.
How long is What will you do? What prompting questions or
each task? instructions will you give? How will you monitor
student progress and needs?
50min -Buy ingredients at lunch time from
the shop
-Set out the ingredients.
-Provide three ipads
-Have cookers set up on three
different stations
-Assist students with pronunciation
and oral sentence structure.
What will students be doing? Will students be
working alone, in pairs, small groups. Will
they all be doing the same activities? etc.
-Choose the ingredients they
need for their groups meal
-Place the ingredients into their
different food groups (film this
and annotate it)
-Cook meal following the recipe
and filming/annotating each step.

-Create film on imovie on the ipad

Task 5 Concluding and 10min Listen to students and -Each student is asked to tell me
consolidating knowledge correct/facilitate where needed. a bush tucker food from a food
category I choose
Ask each student what their favourite
part of the lesson was when they are -Line up quietly with hands to
lined up ready to go back to their yourself
classroom.
-Choose your favourite part of the
Inform students we will watch the lesson and tell the teacher.
videos next class.

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 TESOL/LOTE Lesson Plan

Resources and materials used in lesson Include the names of published materials, print and electronic, handouts or other documents you have prepared, equipment, etc.
-Interactive White Board
-White board & markers
-You tube/ Laptop/ Projector connections
-Healthy eating plate worksheets
-Word Wall brick cards
-Ipads
-Food
-Cookers etc..

Your evaluation of the lesson Complete this part after the lesson has been taught. What did your students learn? What did you learn about your students from this lesson? What did you learn about your teaching
from this lesson? What worked and what didnt?

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TESOL/LOTE Lesson Plan