I)+Lesson+5

 25 students || CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. //- Identifies major world religions (Buddhism, Christianity, Hinduism, Islam, Judaism)// //- Examines the different viewpoints that people might have about cultural, linguistic and religious issues that arise in their local community and in other communities// //- Examines religious groups and forms of spirituality in the community// //- Gathers information about, and participates in, local community celebrations// || To support students’ development of the skills and knowledge required to successfully create a multi-modal text, which explores one specific religious celebration. Skills and knowledge are developed in conjunction with learning about key text types, namely information reports, explanations, procedures, as well as questioning techniques to support interview skill development. The students will develop background knowledge on one specific religion; develop an understanding of visual literacy; specific written literacy related to the key text types, as well as practical skills required to create a video using computer software. || CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. //- Identifies major world religions (Buddhism, Christianity, Hinduism, Islam, Judaism)// //- Examines religious groups, specifically food typically consumed by those groups// //- Gathers information about local community celebrations//
 * **Unit Topic:** World Religions in our Community || **Curriculum Link:** HSIE, English |||| **Yr Level:** 4 (Stage 2)
 * **Lesson Number:** 5/10 || **Lesson Topic:** Food and Religion |||| <span style="font-family: Arial,Helvetica,sans-serif;">**Learning Area(s):** Procedures, Multi-modal texts ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Unit Outcome:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Unit Aim:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Focus Outcome:**

<span style="font-family: Arial,Helvetica,sans-serif;">**Lesson Outcome:** <span style="font-family: Arial,Helvetica,sans-serif;">WS2.9: Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. <span style="font-family: Arial,Helvetica,sans-serif;">- //Uses some effective planning strategies// <span style="font-family: Arial,Helvetica,sans-serif;">//- Demonstrates self-editing skills// <span style="font-family: Arial,Helvetica,sans-serif;">//- Understands and creates notes for relevant writing purposes// <span style="font-family: Arial,Helvetica,sans-serif;">//- Writes longer, more complex procedures//

<span style="font-family: Arial,Helvetica,sans-serif;">WS2.10: Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. <span style="font-family: Arial,Helvetica,sans-serif;">//- Uses accurate tense and number in verb groups// <span style="font-family: Arial,Helvetica,sans-serif;">//- Uses correct punctuation in published version of own writing, e.g. capital letters, full stops, question marks and commas//

<span style="font-family: Arial,Helvetica,sans-serif;">**Other KLA’s – Science and Technology:** <span style="font-family: Arial,Helvetica,sans-serif;">PSS2.5: Creates and evaluates products and services considering aesthetic and functional factors <span style="font-family: Arial,Helvetica,sans-serif;">//- Selects equipment and ingredients to prepare a meal// || <span style="font-family: Arial,Helvetica,sans-serif;">Worksheets and information reports from the beginning of this unit <span style="font-family: Arial,Helvetica,sans-serif;">Simple recipe on the IWB <span style="font-family: Arial,Helvetica,sans-serif;">5 computers with internet access <span style="font-family: Arial,Helvetica,sans-serif;">YouTube pages open: <span style="font-family: Arial,Helvetica,sans-serif;">[] (Christianity - Hot Cross Buns) <span style="font-family: Arial,Helvetica,sans-serif;">[|http://www.youtube.com/watch?v=j5aVazz_5cs] (Judaism - Mahtzoh) <span style="font-family: Arial,Helvetica,sans-serif;">[] (Islam - Sheer Khurma) <span style="font-family: Arial,Helvetica,sans-serif;">[] (Hinduism - Date Roll) <span style="font-family: Arial,Helvetica,sans-serif;">[] (Buddhism - Vegetarian Stir Fry) <span style="font-family: Arial,Helvetica,sans-serif;">Scrap paper and lead pencils <span style="font-family: Arial,Helvetica,sans-serif;">Writing book <span style="font-family: Arial,Helvetica,sans-serif;">Coloured pencils || <span style="font-family: Arial,Helvetica,sans-serif;">**The importance of food in religious celebrations (5 mins)** <span style="font-family: Arial,Helvetica,sans-serif;">Hand out students’ worksheets and/or information reports from the beginning of the unit. Discuss anything they discovered about food in their religion/religious celebration: <span style="font-family: Arial,Helvetica,sans-serif;">Think about some celebrations you have with your friends or family (e.g. birthdays). <span style="font-family: Arial,Helvetica,sans-serif;">Who learnt something about food in your religious celebration? <span style="font-family: Arial,Helvetica,sans-serif;">What did you learn about food in your religious celebration (e.g. popular food, rules regarding food etc.)? <span style="font-family: Arial,Helvetica,sans-serif;">Do you think food is an important part of your religious celebration? Why/why not? <span style="font-family: Arial,Helvetica,sans-serif;">Do you think food might be a good thing to talk about in your final task for this unit?
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Resources:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Lesson Outline** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Introduction:**

<span style="font-family: Arial,Helvetica,sans-serif;">**Joint construction of a written recipe (10 mins)** <span style="font-family: Arial,Helvetica,sans-serif;">See Appendix 5 for an example recipe. <span style="font-family: Arial,Helvetica,sans-serif;">On the IWB, show students a simple recipe from the internet. Discuss all the features of the recipe/procedure: <span style="font-family: Arial,Helvetica,sans-serif;">Title <span style="font-family: Arial,Helvetica,sans-serif;">The goal - what is being prepared <span style="font-family: Arial,Helvetica,sans-serif;">Subtitles (ingredients, method) <span style="font-family: Arial,Helvetica,sans-serif;">Conventions of a list (e.g. bullet points or numbers) <span style="font-family: Arial,Helvetica,sans-serif;">Commands (i.e. imperative form of the verb) as the beginning of each step (emphasise this important grammatical feature) <span style="font-family: Arial,Helvetica,sans-serif;">Use of action verbs <span style="font-family: Arial,Helvetica,sans-serif;">Use of precise vocabulary including helpful adjectives and adverbials <span style="font-family: Arial,Helvetica,sans-serif;">Use of connectives to sequence the actions in time (e.g. ‘then,’ ‘while’) <span style="font-family: Arial,Helvetica,sans-serif;">Use of adverbials to express details of time and place, manner, and so on (e.g. ‘for five minutes’) <span style="font-family: Arial,Helvetica,sans-serif;">Inclusion of warnings and cautions where necessary <span style="font-family: Arial,Helvetica,sans-serif;">Use of conditional forms (‘if you...’) <span style="font-family: Arial,Helvetica,sans-serif;">Sequential nature of steps using numbers <span style="font-family: Arial,Helvetica,sans-serif;">Picture of final product and sometimes some complex steps

<span style="font-family: Arial,Helvetica,sans-serif;">On the board model the construction of a very simple recipe of the board for something familiar to all students (e.g. making a sandwich, juicing an orange etc.). Allow students to make comments or suggestions. Emphasise all the parts of a procedure previously mentioned. Also emphasise that we only record the main/important parts of the procedure. <span style="font-family: Arial,Helvetica,sans-serif;">Leave this recipe on the board. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Teaching strategy/Learning Activity:** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Students will ……// || <span style="font-family: Arial,Helvetica,sans-serif;">//Teacher will…// ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students move into groups and sit in front of their shared computer.

<span style="font-family: Arial,Helvetica,sans-serif;">Each student needs to be able to clearly see and hear the video. Students will also each need a piece of scrap paper and a lead pencil for note taking.

<span style="font-family: Arial,Helvetica,sans-serif;">**YouTube videos - first watching (10 mins)**

<span style="font-family: Arial,Helvetica,sans-serif;">When students first watch the video, students do not need to take notes. They are to take in the procedure and only note down words or phrases they do not understand.

<span style="font-family: Arial,Helvetica,sans-serif;">**YouTube videos - second watching (10 mins)**

<span style="font-family: Arial,Helvetica,sans-serif;">In the second viewing, students are to take notes of the main points of the procedure/recipe. Groups may like to assign roles to each group member (e.g. one person notes ingredients, one draws diagrams/pictures of dish, some note down procedure...). <span style="font-family: Arial,Helvetica,sans-serif;">This exercise requires students to extract what they feel is the most important information from their video - that which communicates the main parts of the procedure and any cultural/religious significance of the dish. <span style="font-family: Arial,Helvetica,sans-serif;">//If needed, allow students to watch the video a third time, further developing their notes.// || <span style="font-family: Arial,Helvetica,sans-serif;">Have students get into the same groups they have been working with throughout the unit of work. Each student will then be assigned a YouTube ‘cooking show’ video that relates to the religious festival they have been studying.

<span style="font-family: Arial,Helvetica,sans-serif;">Explain to students what is expected of them when first viewing their video.

<span style="font-family: Arial,Helvetica,sans-serif;">Supervise students as they watch the video, help students with unknown words and comprehending the meaning of the video - perhaps noting them on the board for the benefit of the whole class.

<span style="font-family: Arial,Helvetica,sans-serif;">Instruct students on the different expectations on them for this second viewing of the video.

<span style="font-family: Arial,Helvetica,sans-serif;">Supervise students and ensure they remain on task and are noting important features of the video. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Compiling notes (10 mins)**

<span style="font-family: Arial,Helvetica,sans-serif;">Students come together as a group and compare notes, compiling one draft procedure per group. This will be a very rough draft and serves only as a document that students can refer to in creating their individual procedures. <span style="font-family: Arial,Helvetica,sans-serif;">These draft procedures should include all necessary aspects of a procedure. <span style="font-family: Arial,Helvetica,sans-serif;">It may be useful for groups to assign a scribe for this activity. || <span style="font-family: Arial,Helvetica,sans-serif;">Instruct students to compare their notes, creating a draft procedure that incorporates all the conventional characteristics of a procedure. <span style="font-family: Arial,Helvetica,sans-serif;">Advise each group to assign a scribe.

<span style="font-family: Arial,Helvetica,sans-serif;">Supervise students as they create a rough draft of their procedure. <span style="font-family: Arial,Helvetica,sans-serif;">Ensure students’ procedures are not too long, as this will create too much work for the group. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Creating Individual Procedures (15 mins)**

<span style="font-family: Arial,Helvetica,sans-serif;">Each student creates a final copy of their procedure in their writing book. Students are to ensure they include all necessary parts of the procedure and present their work neatly. <span style="font-family: Arial,Helvetica,sans-serif;">Procedures should only include a few main parts of the recipe. Hopefully students will have extracted these main points by critically watching the YouTube video. <span style="font-family: Arial,Helvetica,sans-serif;">If they have time, students can also include pictures and/or diagrams. || <span style="font-family: Arial,Helvetica,sans-serif;">Teacher reminds students of the conventions of a procedure and the importance of presenting a neat and simple recipe.

<span style="font-family: Arial,Helvetica,sans-serif;">Encourage students to include interesting information at the end of their procedure if they have time. This can otherwise be discussed at the end of the lesson. || <span style="font-family: Arial,Helvetica,sans-serif;">Reflecting on the process (5 mins) <span style="font-family: Arial,Helvetica,sans-serif;">Come back together as a class and discuss students’ experiences of this lesson. <span style="font-family: Arial,Helvetica,sans-serif;">Did you find the note taking part of this lesson difficult? Why/why not? <span style="font-family: Arial,Helvetica,sans-serif;">Was it hard to decide which parts of the video were important? <span style="font-family: Arial,Helvetica,sans-serif;">Did your knowledge of your religion/religious festival help you decide which parts were important? <span style="font-family: Arial,Helvetica,sans-serif;">Did anything else help you decide?
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Concluding strategy:**

<span style="font-family: Arial,Helvetica,sans-serif;">Why do you think we spent a whole lesson looking at food in religious festivals? <span style="font-family: Arial,Helvetica,sans-serif;">Do you think it is an important thing to know about when we are looking at religious festivals? <span style="font-family: Arial,Helvetica,sans-serif;">Did you discover anything interesting/confusing/surprising about your religion’s cuisine?

<span style="font-family: Arial,Helvetica,sans-serif;">Why do you think food is a part of all of these religions?

<span style="font-family: Arial,Helvetica,sans-serif;">Broach the idea of making some of these dishes at home. Encourage students to consider this as part of their final presentation at the end of this unit. <span style="font-family: Arial,Helvetica,sans-serif;">Students can take their recipes home the next day to prepare for this. || <span style="font-family: Arial,Helvetica,sans-serif;">o The teacher observes students note-taking process and can also assess students notes after the lesson (WS2.9). <span style="font-family: Arial,Helvetica,sans-serif;">o Each student’s final recipe can be assessed as a formal piece of work, adhering to the conventions of a procedure and exploring an important aspect of their religious festival (CUS2.4, WS2.10). || <span style="font-family: Arial,Helvetica,sans-serif;">o Ensure groups are of mixed reading and writing ability. This is especially important for the student with Autism who will require extra support in-group work from both the teacher and other students. <span style="font-family: Arial,Helvetica,sans-serif;">o Ensure TESOL students are provided with explicit instructions and the teacher repeats them on a one-to-one basis to ensure they comprehend what is expected of them. <span style="font-family: Arial,Helvetica,sans-serif;">o The student with ADHD may need extra time between activities (especially watching the video clips) to relax and remain focused. The teacher will need to closely supervise this student to ensure they remain on task. <span style="font-family: Arial,Helvetica,sans-serif;">o If students have trouble writing, they may benefit from drawing pictures/diagrams during the note taking process and can create their final procedure on a computer instead of hand writing it. <span style="font-family: Arial,Helvetica,sans-serif;">o If limited computers are available, it may be more appropriate to limit the class to one of the YouTube videos. Students can still work in their groups when compiling their notes but the whole class would end up with a recipe for the same dish. <span style="font-family: Arial,Helvetica,sans-serif;">o Depending on students’ familiarity with procedures, the teacher can limit/heighten the exploration of procedures in general. || <span style="font-family: Arial,Helvetica,sans-serif;">o Were tasks appropriate for different abilities in the class? <span style="font-family: Arial,Helvetica,sans-serif;">o Were the task appropriately timed? <span style="font-family: Arial,Helvetica,sans-serif;">o Were the task engaging and relevant? <span style="font-family: Arial,Helvetica,sans-serif;">o Did students achieve the desired outcomes? <span style="font-family: Arial,Helvetica,sans-serif;">o Were there any administrative or behaviour management issues? <span style="font-family: Arial,Helvetica,sans-serif;">o Does this lesson fit well into the broader unit or work? <span style="font-family: Arial,Helvetica,sans-serif;">o What would I change next time? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Assessment:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Any special considerations or contingency plans:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Self-reflection**