SIOP LESSON PLAN
Antonia Torres-Gearity Date: April 14, 2022
Professor Sabo Title of Lesson: Healthy & Unhealthy Food
Core Components
CCSS.ELA-LITERACY.L.1.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.L.1.1.F
Use frequently occurring adjectives.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
Topic of Lesson and Rationale
Rationale: Based on my personal and professional experience, English language learners struggle
with a language barrier that often feels stronger when the objective presented lacks creativity.
ELL’s benefit enormously when teachers use many visuals. This simple scaffold technique may
prevent frustration which can eventually lead to loss of interest.
Culturally and Linguistically Diverse students benefit from as many visuals as possible.
Any skill should be presented through hands on activities for a deeper understanding. For
example, when teaching healthy and unhealthy foods, authentic artifacts should be presented to
help students have a clear understanding of material and vocabulary that is being presented.
Teaching the content through authentic artifacts and colorful smart board presentation that
includes many photographs, educational videos, and websites that reinforce the skill will enable
students to be active participants. Upon presenting the targeted objective, students can practice
the skill taught by working in partnerships to complete the given hands on task.
Content Objective
The student will be able to/SWBAT : I can identify healthy and unhealthy foods.
Language Objective:
The student will be able to/SWBAT
Conversation:
SW read and discuss descriptions of healthy and unhealthy sounds.
Reading:
SWBAT identify healthy and unhealthy food as they read a passage from “The Very Hungry Caterpillar” by
Eric Carle.
Vocabulary: healthy, unhealthy
Student Population
100 % English language learners
22% Beginners
67% Transitioning
11% Proficient
Learning Community
Key Vocabulary Supplementary Materials
Healthy: having or indicating good health in body or ➢ The Very Hungry Caterpillar by Eric Carle
mind; promoting health ➢ Print out of healthy and unhealthy foods
➢ Glue
➢ Scissors
Unhealthy: Causing or conducive to poor health; does ➢ Healthy and Unhealthy charts
not promote good health. ➢ Good Enough to Eat by Lizzy Rockwell
➢ Gregory the Terrible Eater by Mitchell
Chart: An organizational tool that keeps track of your Sharmat
thoughts, ideas and items. ➢ Smart Board activities links provided
SIOP Features
Preparation Scaffolding Grouping Options
_X_ Adaptation of content _X_ Modeling _X_ Whole class
_X_ Links to background _X_ Guided practice _X_ Small groups
_X_ Links to past learning _X_ Independent practice _X_ Partners
_X_ Strategies incorporated _X_ Comprehensible input _X_ Independent
Integration of Processes Application Assessment
_X_ Reading _X_ Hands-on _X_ Individual
_X_ Writing _X_ Meaningful _X_ Group
_X_ Speaking _X_ Linked to objectives _X_ Written
_X_ Listening _X_ Promotes engagement _X_ Oral
Lesson Sequence:
1. Gather students onto the reading rug or circle that is used.
2. Ask students if they can describe what food is.
3. Go on to ask students what unhealthy food is.
4. Then what healthy food is.
5. Provide enough time for students to answer. Engage students about other foods (broccoli, cucumbers,
cake, candy etc. and discuss whether they are healthy or unhealthy.
6. Read the book Gregory the Terrible Eater by Mitchell Sharmat. Engage students about the book asking
questions. “Why do you think that Gregory is a terrible eater?” “What do you think Gregory learned?”
7. Prepare the Smart Board.
8. Introduce the book “The Hungry Caterpillar” by Eric Carle.
9. Ask students “What do you think this caterpillar will eat? “ “Why do you think he needs to eat?”
10. Use the link http://www.youtube.com/watch?v=-qoYPLtqqVk&feature=related so that students can
watch a video of the “The Very Hungry Caterpillar”.
11. Allow students to watch the short video pause for students to ask questions as needed.
12. Ask students what they saw for healthy foods. Then ask about unhealthy foods.
13. Introduce the activity.
14. Show students the worksheet with the pictures on it and then the chart that they need to complete.
15. Inform students that they need to cut out the pictures and then glue them into the chart that is provided
for them. The healthy food should go on one the unhealthy on the other.
16. Answer questions that students may have about the activity.
17. Break students into their groups, pairs or individually for the worksheets. Take into consideration CLD
or special needs students to be sure that groups are diverse.
18. Hand out worksheets. Students should begin by putting their name on the worksheets that will be handed
in.
19. Hand out scissors and glue.
20. Allow students to begin.
21. Walk around and answer questions that students have.
22. Collect when students are finished.
23. If there is time or if a group finishes early use the Smart Board for students to continue to practice with
healthy and unhealthy foods. The following links provide some fun but educational learning tools.
Smart Board Links
http://kidshealth.org/kid/misc/mission_nutrition.html This link provides a game that can be used to identify
healthy foods and allows them to be tested.
http://www.nutritionexplorations.org/kids/activities/monster2.asp Tests students on their food knowledge with a
game. Students need to feed a monster the healthy food from a conveyor belt.
http://www.playnormous.com/gameplay_foodfury.cfm A game to help students learn about healthy and
unhealthy foods. Students have to make chains of 3 items and click enter.
http://www.playnormous.com/gameplay_lunchcrunch.cfm Students need to be able to click on a vegetable or
fruit and set on a tray.
Reflection:
1. Teacher assesses whether the groups worked well or if changes need to be made next time.
2. Did students understand the activity? Is further practice needed before moving on?
3. Were the standards met accurately?
4. Students will be assessed on how neatly their papers are completed.
5. Students will be assessed on how much participation there was during the activity.
Students should all be given an adequate amount of time to answer. Culturally and Linguistically Diverse
students need the chance to be able to work with a partner so that they can ask questions and follow along. This
can be the same for Special Needs students who need extra help. Be sure to give students an adequate amount of
time to understand the topic and to understand the difference between healthy and unhealthy foods. Each of the
activities will be adequate to meet the needs of a variety of students there are hands on activities, visuals, group
work as well as individual work that will aid in the learning of material.
NAME:____________________________________
Healthy Food Chart
Directions: Use the provided pictures and glue the healthy ones into the heart. Give a sentence
about what healthy food is. On the back draw a picture of what your favorite healthy food is.
Healthy Food is? ___________________________________
NAME:___________________________________
Unhealthy Food Chart
Directions: Glue the unhealthy food on to the figure below. Give a sentence about what unhealthy food
is and on the back draw what you might have at home that is not healthy.
Unhealthy food is? _____________________________________
