Module Planning Framework s1

MODULE PLANNING FRAMEWORK

THEME: Health and Safety

Module: Nutrition and Choosing Healthy Foods

Skills Listening Speaking Reading Writing CLB 5 CLB 5 CLB 5 CLB 5

Real World Task Listen to a presentation by Give instructions on making Read nutrition labels on Write an invitation for a Goals a registered dietician on a nutritional snack particular food products while classroom potluck nutrition/food labels to student’s country shopping information

Content Role of a dietician Healthy vs. junk food Importance of the Canada Awareness of cultural and Information Focus Food Guide religious food prohibitions, Role of the consumer – Problem of expense for appropriateness informed decision-making good nutrition Importance of nutrition info to consumers in Canada Recognize genre and Comparison shopping: Nutritional awareness format: invitations, recipes more than just price Navigating nutrition facts Nutrition education for tables, charts, labels (may Understand custom of Order of quantity in an children be bilingual) “potluck” and expectations: ingredient list “Fun” food – attractive amount to bring (enough for Ingredient list on products Health vs. junk food presentation of healthy each to have a small snacks or foods Store flyers, sales Shelf location of items in a amount to taste); store: eye-level, along Location in stores of healthy Comparison shopping boundaries re: eating walls, at the till and junk foods (sample each dish, don’t fill Measurement of quantities: plate) Impulse buying Advertising – commercials understand quantities of on children’s TV; peer ingredients are listed from Courtesy and consideration pressure largest to smallest volume for others: lining up or weight “Double-dipping” finger food Three meals a day, snacks; Punctuality and lateness mealtimes Recognize degree of

Feeling and looking better, formality in invitations healthy body weight RSVP Obsession with food, dieting, body image Food allergies

CLB I. Social Interaction I. Social Interaction II. Instructions  Convey a personal Competency/ies message expressing an  Identify factual details  Respond to small-talk  Understand and follow invitation and inferred meanings in comments moderately-complex dialogues containing… everyday texts  Spell and follow  Express congratulations preferences III. Business/service texts punctuation conventions  Indicate non- II. Instructions  Use appropriate format comprehension  Identify factual details  Understand a range of and some inferred on an invitation, including spoken instructions on  Take turns meanings in moderately- openings and closings step-by-step procedures  Encourage others in a complex service texts (e.g., government III. Suasion conversation by showing interest publications), including  Demonstrate formatted texts comprehension of factual II. Instructions IV. Informational texts details and some inferred  Give sequentially- meanings in simple presented set of simple  Demonstrate advice and suggestions… instructions comprehension of a 2 -3 paragraph moderately IV. Information III. Suasion complex descriptive or  Demonstrate  Give and ask for simple narrative text on a familiar

comprehension of gist, informal advice topic factual details and IV. Information  Access and locate two inferred meanings by pieces of information listening to a descriptive  Give a detailed report online on the topic or narrative text  …Provide information related to routine daily activities  Express necessity or concern

Genre Information presentation Instructions Canada Food Guide Invitation

Text Text Structure/Features: Nutrition facts on ready- Format of an invitation: structure/Features made food packaging purpose of celebration, Descriptive statements; time, location, contact Somewhat formal language; person and number, RSVP usually a time for questions Format of recipes: name of dish, prep time, cooking time, oven temp, number of servings Ingredients: measurements written to left of ingredient, listed in order of mixing; method in point form or numbered short paragraphs

Language Focus Vocabulary: Vocabulary related to topic: Vocabulary related to Verbs – imperatives: routine or daily activities nutrition: combine, stir, mix, beat Related to topic: around food servings per day, serving Future tense: Nouns: size, calories, fat, Nouns: names and brand We are having a potluck… aisle, till, counter, groceries cholesterol, sodium, names of snack foods Types of packaging: carbohydrates, protein, Modals: box, tube, bag, tray, jar, Packaging: nutrition, trans fat, fibre, We’d like to invite you to… tin/can, package bag of chips, package of sugars, vitamins daily value We’d like you to come to… Label information: gum, can of pop/soda Proper nouns: Abbreviations: serving size, % RDA, Verbs -- Tenses: Capitalization of brand F, C, tsp, tbsp, c, ml, g, nutritional components, Present simple: I always names svgs calorie, energy, sodium, have fruit for a snack fibre Verbs – Imperatives: Present continuous: Refrigerate after opening Verbs: Imperatives: I’m trying to buy healthy Drink fortified milk. include, avoid snacks/I’m not buying chips Choose soft margarine. Phrasal verbs: any more Understand basic sentence pick out, pick up, look for Intentional future: structures: S + V + O or Prepositions of place: I’m just going to prepare Complement on the shelf, beside the till, healthy snacks Adverbial participial around the outer walls Phrasal verbs: clauses: Hyphenated adjectives: pick up, look for When adding spreads, use salt/sodium reduced, fat- Modals: small amounts. free, low-fat, eye-level, I have to be careful about cholesterol-free Exemplifying: what I eat/I must remember

Comparatives: to … for example, such as less salt, less fat, more Adverbs of frequency: Imperial measurements and fibre, lower in salt always, sometimes, never their abbreviations: Collocations: cup (c.), teaspoon (tsp), Prepositions of place: claim caution, nutrition tablespoon (tbsp), pound on the shelf, in the kitchen, claim, frozen food, store (lb) near the checkout coupon, closer look Reading diagrams and 2-preposition phrases to Abbreviations: charts for specific emphasize location: up on, RDA, ml, mg information down under, over on, along Polite suggestions: from, etc. Symbols: You could try…/Maybe you %, #, mL, g, mg Deixis: this/that, here/there could…/ What about (choosing/trying/buying…?) General language words: one( this one, that one); Following directions: thing, stuff Down Aisle 3 Look on the top Pronunciation: shelf/bottom shelf/at eye Pauses between thought level/Look for… groups Listen for intonation for Yes/No questions emphasis, suggestion, Recognize genre and which giving advice questions are appropriate for the discourse: casual exchange, more formal discussion

Language and Ask clarification questions Gambits: opening a casual Use pictures as clues to Look at samples of Learning Strategies to check comprehension conversation meanings invitations: copy appropriate information from examples Non-verbal responses: Checking for Format: Look for bold comprehension by asking, headings, titles, to locate Make a rough copy to Indicate non- giving more details desired information determine format comprehension by facial expression, shrugging Scan to find specific Reread and rewrite shoulders information Check for spelling Indicate comprehension by Reread for clarification nodding, smiling Use L1 to ask classmate for clarification and comprehension

Essential Skill Reading Text, Numeracy, Writing, Oral Communication Focus Oral communication – Speaking – Talk to a friend or neighbour about providing or making accessible healthy snacks  ES-focused at home instructional activities

Teaching Speaker Government publications on Package samples with Invitation samples Resources & nutrition nutrition labels (commercial and Grocery store signage Materials handwritten) Online resources Canada Food Guide

Package labels Authentic samples of Nutrition publications from Examples of recipes in packaging, brand-name companies magazines, newspapers, Items on shelves items or labels cookbooks, on Internet, packaging Index cards

Outcome During a presentation by a Students work in small Students read labels on Students write invitations to Assessment Task dietician, students look for groups to share instructions various food products and a class “nutritional” potluck information she discusses for making nutritious snacks determine which ones are including background on various food labels of using and identify why/how the best choices information on the event sample products they are nutritious