Class: Stage 2 Year 4.

Key Learning Area:

Time: 60 minutes.

English
Lesson Topic: Food and familys cultural influences.
Recent Prior Experience: Students wouldve explored language features of the book
identifying foreign words and phrases, and analyzed the text and images. Students would
have also explored the book Lets Eat focusing on the Topics Family and Working Together.
Students wouldve been asked to research family food traditions and bring in a recipe. This
lesson is the third in a series focusing on culture, language and family.
Syllabus
Indicators of Learning for this lesson:
Assessment:
Outcome(s):
EN1- 8B:
- Open ended
- EN2-8B: identifies
discussion:
Identify organizational patterns and
and compares
Students will be
language features of print and visual
different kinds of texts
assessed on
texts appropriate to a range of purposes.
when reading and
participation levels
Responds to a wide range of texts
viewing and shows an
and the thinking
through discussing, writing and
understanding of
strategies used to
representing.
purpose, audience
develop responses
Understand how texts vary in complexity
and subject matter.
to the questions.
and technicality depending on the
- EN2-10C: thinks
- Think-Pair- Share:
approach to the topic, the purpose and
imaginatively,
The Teacher wil
the intended audience
creatively and
observe students in
EN2-10C:
interpretively about
their responses to
Share responses to a range of texts and
information, ideas and
the questions and
identify features which increase reader
texts when responding
the discussion they
enjoyment
to and composing
have with their
Create literary texts that explore
texts
partner.
students' own experiences and
- MA2-1WM: uses
- Storify
imagining
appropriate
assessment:
MA2:
terminology to
Students will be
Represent money values in multiple
describe, and symbols
marked on their
ways and count the change required for
to represent,
presentation of
simple transactions to the nearest five
mathematical ideas
information,
cents
- MA2-2WM: selects
spelling, grammar,
Calculate equivalent amounts of money
and uses appropriate
punctuation and
using different denominations, eg 70
mental or written
creativity using the
cents can be made up of three 20-cent
strategies, or
rubric (Appendix 1).
coins and a 10-cent coin, or two 20-cent
technology, to solve
coins and three 10-cent coins, etc
problems
Resources: List resources you used in preparing the lesson AND those used in the lesson
implementation
ICT 2.0 tool: https://storify.com
Google drive.
Laptops or Ipad
Access to a Smartboard
Pencils and Paper
Lets Eat by Ana Zamorano
Video 1: School lunches around the world.
Video 2: What does the world eat for Breakfast?

Ella Rose 10/9/2015 10:36 PM

Comment [1]: 3.1 Establish challenging
learning goals through addressing the learning
indicators throughout the lesson
Ella Rose 10/9/2015 10:36 PM
Comment [3]: 2.3 Curriculum,
assessment and reporting through ensuring
students are maintaining their understanding of
curriculum content

Ella Rose 10/9/2015 10:36 PM

Comment [4]: 2.6 Information and
Communication Technology (ICT) Through this assessment students are provided
with access to ICT opportunities relevant to
the content taught
Ella Rose 10/9/2015 10:36 PM
Comment [2]: 2.5 Literacy and numeracy
strategies through providing students with an
example of real life application of money.

Ella Rose 10/9/2015 10:36 PM

Comment [5]: 3.4 Select and use
resources - that are age appropriate and
include the opportunity to use ICT.

Stage 2: Year 4
Lesson Sequence
Lesson Content / Indicators of
Learning (What is Taught): Note key
skills, concepts and values
addressed in each section. Link to
your Indicators of Learning.

Students will begin the lesson

with a discussion on the last
lesson before engaging in a
whole-group reading of Lets
Eat by Ana Zamorano.
Students will be broken up into
small groups and asked to write
out words that they dont
understand, are strange or are
unheard of. Teacher brings
them together to discuss and
define the words.
Students will then view Video 1:
School lunches around the
world.
After the video students will
engage in a group discussion
around the questions: What
influences lunches from around
the world? Why are they so
different?
Students will then engage in a
think-pair-share to discuss their
recipe and why its important
them with their friend. Students
will then come together to share
responses.

Key skills: students will develop a

greater ability to verbally
communicate ideas and thoughts,
and increase the use of literacy
skills.
Indicators of learning: EN2-8B
and EN2-10C.
Students will use Storify to plan
a dinner party containing 3
courses, which also includes
side dishes.
To make it challenging students
will be given a budget of $30 for
the party of 5.
They will be told to include
images, videos of recipes being
made, seating plans and a list of
ingredients, which includes
pricing.
Students will upload onto a
Google drive, to be viewed
throughout the rest of week.
Key Skills: students will begin to

Tim
ing

Teaching Strategies / Learning

Experiences:
(How it is taught) Write detailed
steps showing what the teacher (T)
will do and what students (Ss) will
do.

(60
min
s)

25
min

- Ss will recap on what was

previously learnt about the story.

T will observe students

response and participation.

- Ss as a Whole-group will re-read

Lets Eat which will provide
evidence to T that Ss understand
the content of the book.

Ss will be asked to share

their responses with the
class.

- T will observe students in the

literacy activity and correct any
incorrect spelling.

Resources:

Resources:
Physical Laptop,
Smartboard,
Pencils,
Paper.
Book: Lets
Eat by Ana
Zamorano
Video 1:
School
lunches
around the
world.

Ella Rose 10/9/2015 10:36 PM

Comment [6]: 3.2 Plan, structure and
sequence learning programs which will be
heightened through student knowledge and
understanding
Ella Rose 10/9/2015 10:35 PM
Comment [7]: 2.2 Content selection and
organization through the use of table columns
which provide clear access to teaching the
content and instructions
Ella Rose 10/9/2015 10:37 PM
Comment [8]: 4.2 Manage classroom
activities through the use of a planning column
which helps time activities.

- Once Ss come together the T will

write up responses on the board
and provide definitions of the
words to clarify.
- The think-pair-share: Ss will
produce thought-through
responses to the question after
viewing the video and engaging in
discussion.

25
min

Ella Rose 10/9/2015 10:35 PM

Comment [9]: 2.1 Content and teaching
strategies of the teaching area through the
incorporation of contemporary teaching
strategies.

Ss will be assessed by the

teacher through
observation on how well
they recognise,
acknowledge and formulate
their own views and
understand that people
view texts differently.

T will explain the 2.0 tool and

the requirements that students
will be asked to meet,
demonstrating on the interactive
white board before students
begin their own work.
Ss should ask questions if
needed to clarify any
miscommunications before
beginning the assessment.
T will provide assistance when
approached by the teacher. T
should also maintain supervision
of web-access to ensure
students are producing work.

Resources:
PhysicalSmartboard,
Laptops or
ipads for
students,
tables and
chairs.
https://storif
y.com
Google drive

Ella Rose 6/9/2015 11:27 AM

Comment [11]: 3.4 Select and use
resources.
4.5 Use ICT Safely, responsibility and
ethnically.
The use of this technology provides
students with the opportunity to engage in
ICTthey are engaging in new and
current forms of technology in which they
can share their work.
Through the use of this technology I will
ensure my students are spending an
appropriate amount of time using and
engaging in the technology responsibly.

develop an understanding of the

use of ICT, Literacy and numeracy
skills in day-to-day life.
Indicators for learning: EN1-8B,
EN2-10C, and MA2.
Students will be asked to come
and sit on the floor to view
Video 2: What does the world
eat for Breakfast?
Discussion 2- think-pairshare:
a. How do various cultures
come together differently
with food? Why is this so?

10
min

Ss should be seen delegating

time to each areas to ensure
productivity.

Ss will be gathered around the

floor to view the second video

T will ask open-ended questions

to the students and observe
students in a five minute thinkpair-share.

Ss will come together to share

responses.

Resources:
physical Smartboard,
computer.
Video 2:
What does
the world eat
for
Breakfast?

Key Skills: students will further

their development and use of
verbal communication.
Indicators of learning: EN2-10C

Ella Rose 6/9/2015 11:23 AM

Comment [10]: 2.5 Literacy and
Numeracy strategies
By integrating daily mathematics, students
are provided with examples on how Math
can be integrated in daily life. Students are
asked to calculate and keep track of
currency through budgeting for a dinner
party.
Ella Rose 10/9/2015 10:35 PM
Comment [12]: 4.1 Support student
participation through the use of open-ended
questions I aim to provide my students with
encouraging and inclusive discussion
techniques.

Reference list:
1. Board of Studies Teaching & Educational Standards NSW. (2015).
English K-10 Outcomes linked to content.
Retrieved from http://syllabus.bos.nsw.edu.au/english/englishk10/content-and-outcomes/
2. Board of Studies Teaching & Educational Standards NSW. (2015).
Mathematics K-10 Stage 2- Number and Algebra: Addition and
Subtraction.
Retrieved from:
http://syllabus.bos.nsw.edu.au/mathematics/mathematicsk10/content/1121/?active=663
3. BuzzFeedBlue. (October 8, 2014). School Lunches around the world.
[Video] Retrieved from:
https://www.youtube.com/watch?v=Po0O9tRXCyA
4. BuzzFeedYellow. (March 11, 2014). What does the world eat for
breakfast? [Video] Retrieved from:
https://www.youtube.com/watch?v=ry1E1uzPSU0

5. Storify. (2015). Storify. Retrieved from: https://storify.com

Appendix 1: Assessment rubric

Content

Mathematics

Creativity

Written
communication

Excellent

Student
includes 3
main courses
and side
dishes.
Students
incorporate
their recipe
well.

Students
work out
exact amount
of food their
budget can
buy.
Students
show working
out.
They do not
exceed the
budget.

Student
includes a welldetailed
seating plan
including
names.
Student
includes
multiple
images in
accordance to
recopies and
ingredients.
Students
include three
videos that
depict recipe
steps.

Student has no
punctuation,
grammar and
spelling errors
throughout written
parts of their
presentation.

Average

Student
includes 2
courses as
well as some
side dishes.

Students
work out
roughly how
much the
budget can
buy. They
exceed the
limit by no
more than
$35.00.
Students
show minimal
working out

Students
include a
seating plan
but do not
include names.
Students
include minimal
images in
accordance to
recopies and
ingredients.
Students
include minimal
two videos in
their
presentation.

Student has limited

errors in
punctuation,
grammar and
spelling throughout
written parts of their
presentation.

Below
Average

Student
includes 1
course and
no side
dishes.

Students do
not work out
how much
their budget
can afford.
They exceed
their limit by
more than
$35.00.
They do not
show any
working out

Students do
not include a
seating plan.
Students do
not include
images.
Students do
not include
videos.

Student has
multiple errors
(more than 8
errors) throughout
written parts of their
presentation, in
punctuation,
grammar and
spelling.