TPA 3

Simone Brock
What is the central teaching focus of your planned lessons?
The unit focuses on students being able to use language surrounding food and being at the
table, understanding meal times as cultural experiences and feeling confident in using the
future tenses in the target language.

Why is the content important for students to know?

The lesson topics relate to life beyond the classroom, as we make connections between
communities in Australia and abroad. Learning is connected to issues of local significance
when exploring bush tucker food predominant in South Australia, and Indigenous tourism
experiences, and the importance of this to identity. The unit also covers basic vocabulary and
grammar concepts essential to communicate and express ideas in the Spanish language.

How will your teaching align with the relevant curriculum (e.g. Early Years
Framework, Australian Curriculum, International Baccalaureate, SACE)?  

General Capabilities:

Intercultural understanding:
Through exploring meal times as cultural experiences and the significance of food to place
and identity, students will develop their intercultural understanding.

Information and communication technology

Students will have the opportunity to learn how to appropriately communicate with ICT as
they share and exchange ideas and their work through tools such as padlet.
Students will also be guided to investigate with ICT, locating information using platforms
such as google to find resources for their summative task.

Cross Curriculum Priorities:

The unit addresses the cross curriculum priority of Aboriginal and Torres Strait Islander
Histories and Cultures through exploring the significance of Indigenous food to Australia’s
culture and identity.

The following know, understand and dos will be addressed:

Understand that
- Meal times are cultural experiences
- Food is central to culture and identity
- Indigenous cultures shape contemporary societies

Know
- Vocabulary surrounding food, drinks, meal times, being at the table and at a restaurant
- The future tenses (simple future tense and near future tense) of regular and irregular
verbs  (ACLSPU031 - Scootle)

Be able to
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- Collaborate through dialogue/role plays surrounding ordering food at a restaurant
(adapted from ACLSPC021)
- Recognise ‘differences in the nature and function of some elements of
communication in Spanish compared to English’, such as greater directness in
exchanges such as making requests in relation to ordering food at a restaurant
(Adapted from (ACLSPC028)
- ‘Recognise that Spanish is used in a variety of ways to achieve different purposes in
different contexts’, particularly the use of formal and informal pronouns to establish
register (ACLSPU033)
- ‘Organise and present critical perspectives on information obtained from different
sources to a variety of audience’ through creating a brochure for Spanish speaking
visitors (ACLSPC023)

Unit Essential Questions:

 How do experiences around food and meal times change according to the culture
and language?

 How is language used in different contexts to achieve different purposes?

Theoretical and pedagogical framework

What are the theoretical frameworks/learning theories/pedagogical models and or

research/readings that inform your lesson planning?

The unit plan is underpinned by the constructivist pedagogy that students should be at the
centre of all learning and should have opportunity for interactive learning. In conjunction
with Vygotsky’s Zone of Proximal Development, students can be successful in their learning
when working collaboratively with others.

My lesson planning is guided by the TFEL guidelines:

1.6: My lesson plans progress in a logical manner and have clearly identified learning
objectives, resources and ongoing assessment processes to inform differentiation.

2.1: My lesson plans position students as leaders, learners and teachers through student led
discussions where a multitude of perspectives and opinions can be voiced. Feedback on
teaching is also regularly sought through strategies such as exit cards.

3.4: I promote dialogue and discussion in the lessons through posing through thought
provoking questions surrounding culture, and establishing clear routines for class dialogues in
an online and physical environment such as time for thinking/speaking/asking questions.

4:2 I promote the use of contemporary technologies such as Instagram to aid students’
learning when learning new vocabulary and grammar in the target language, to personalise
and connect it to their worlds.
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4.4 Although all learning will take place online, a balance of communication modes is
provided, as students will receive information aurally, visually and written. Students will also
be presenting information, through written and spoken text in the target language in their
classroom activities.

Learning Activities

How will the design of your lessons develop students’ skills, knowledge and abilities?

I have designed my lessons in an effective teaching sequence to build upon and reinforce
skills, knowledge and abilities. I have included recaps at the beginning of my lessons, and
used the strategy of listen, do listen to break up the lesson and to provide ample opportunity
to put skills into practice/consolidate grammatical concepts. The strategies of group work and
class discussions will also be used to warm students up and reinforce the essential
understandings. My lessons are also designed to include ict to engage students and develop
their knowledge/skills in the form of videos, kahoot quizzes and padlet.

How will you challenge all students to learn?

I will provide achievable goals for all students through differentiating the tasks I give them in
lessons by providing more scaffolding for students with earlier readiness levels and advanced
work for students who are progressing faster. Students with earlier readiness levels will also
be given more one on one support in lessons, and their summative task will be scaffolded
more extensively with a modified word count.

Teaching strategies

How will your knowledge of students inform your lesson plans?

My lessons will build on students’ prior knowledge and will be modified based on students’
interests and readiness levels. I will be adapting the lesson plans I create based on the
formative and ongoing assessments I implement. I will also use information located on
daymap to inform my lesson plans. I will also use strategies such as grouping students by
readiness levels, based on the preassessment and general classroom observations. I will also
make sure to continue circulating the classroom to help individual students, reinforce the
learning through having students work in groups and share.

How will your choice of teaching activities, strategies and materials be inclusive of
students’ backgrounds, developmental needs and interests?

I will differentiate for student interest and learning preferences by providing them with
choice in the tasks they complete in lessons. I will provide all students with materials such as
vocabulary lists with definitions surrounding grammatical concepts, and this will especially
assist students who have English as a second language. With students who have English as a
second language I will also allow these students to have a lower word count, more time with
their work and I will work with them one on one in class.
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Student assessment

When and how will you assess student learning?

Small ongoing assessment tasks will take place during the first week of the unit to see how
students are progressing.

The summative task will be due at the end of week five. This task encompasses the essential
know, understands and dos from the unit.

Informal ongoing assessment such as conversations in class will also be used to assess
student learning.

How will student formative and summative assessments help you understand if students
have achieved the learning objectives?

I have used the backwards design in my planning, so all assessments have been created with
clear learning objectives in mind. Through the rubrics I create I will be able to see if students
have achieved the learning objectives.

How will you provide students with feedback to progress and monitor their learning?

The Instagram profile and restaurant dialogue task will be ongoing assessment tasks to
monitor student learning. They will be engaging activities for students used to monitor
progress in relation to vocabulary, tense and grammatical choices to establish register. I also
plan on providing exit cards to ask students what they would like more support with midway
through the unit. Students will also have the opportunity to show me a draft of their
summative task to receive feedback to aid their learning. Real time verbal feedback will also
be given as students undertake activities in lesson.

LESSON PLANS:

Lesson One:

AIM: (Based on the Australian Curriculum learning area/s achievement standards,

general capabilities and cross-curriculum priorities)

General capabilities:

Students’ literacy will be developed as we will be exploring and discussing language and grammar concepts
explicitly in this lesson, all while making connections to English. Students will develop their ability to talk about
how the language works structurally and technically.

STUDENT LEARNING OUTCOMES: (What will students learn?)

As a result of engaging with the following lesson, students will:
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Simone Brock
Know
- Vocabulary surrounding food, drinks, meal times, being at the table and at a restaurant
- The future tense of regular and irregular verbs ( ACLSPU031)

Understand
- There are different tenses to express what we do in the future in Spanish

Be able to do:
- Express, compare and explain likes, dislikes and opinions (adapted from ACLSPC019)
- Express ‘comparisons using comparatives and superlatives, including some irregular forms,
for example, mejor que ..., peor que ..., el mayor, el menor, más ... que, menos ... que, el
más ..., ...ísimo/a, tan ... como’ (ACLSPU031 - Scootle)
- use ‘appropriate temporal markers, for example, hace ..., desde hace ..., durante ..., en 2011 ...,
esta mañana ..., cuando era pequeño ..., desde ... hasta..., ayer’

STUDENT ASSESSMENT: (How will you know if students have learned it or not?)
Students will undertake a preassessment quiz in the first ten minutes of lesson one, which will test
knowledge on vocabulary surrounding food, temporal markers and meal times and verb
conjugation in the near future tense. The ongoing assessment of the Instagram profile task in this
lesson will demonstrate how students are progressing with the language structures and grammatical
concepts that are being taught.

ASSESSMENT: (How will you assess your own performance and student learning?)
I will assess my own performance through discussion with my mentor teacher, personal reflections and
student verbal feedback.

KEY REFERENCES & RESOURCES:

- Food emoji poster (appendix one)
- Instagram profile template (appendix two)
- Verb conjugation chart (appendix three)

Time Steps Comments

20 INTRODUCTION (whole class)
minutes Greeting students in
I will take the roll and greet students in Spanish. Spanish at the beginning of
I will introduce the new topic that we will be looking at for the next the lesson promotes
11:40 - three weeks. authentic use of the
12 language.

30 GUIDED DISCOVERY (whole class) The strategy of I do, we do,

minutes To introduce students to language and vocabulary surrounding you do will be utilised in
minutes food, students will receive a document with a range of food this portion of the lesson.
emojis, and will need to fill in the names of the foods that they
know in Spanish, without using a translator. We will do the first
12 – part of the poster together, then students will fill in the rest.
12:30 Following this, we will go through the foods together as a class
in fill in the remainder of the vocabulary.

The vocabulary list will also include verbs surrounding being at

the table, such as cenar, comer, tomar, desayunar. Students will
be able to refer to this food poster during the unit to aid them.

Explicit teaching:
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I will then introduce the simple future tense, and model
sentences using this tense on the board. I will explain that all
types of regular verbs (Ar, er, ir) are conjugated in the same way
for this tense. We will create sentences using the vocabulary
above and the near future tense as a class in groups through a
game:

Simple future tense conjugation chart will be on the table

Students will be timed

Sentence needs to include:

Article
Subject
noun
adjective
verb

I will give students a verb and they have one minute to create a
sentence using that verb in the simple future tense.

Teams get points for getting the sentence right and whoever has
the most points at the end wins.
EXPLORATION (group/individual learning activities)
Students will choose their favourite celebrity and create a pretend
12:30 - 1 Instagram page with five to ten pictures where they include:
 what they eat for breakfast, lunch and dinner, using
temporal markers
 what they ate yesterday
 express and compare dishes that they like and why
 what they are having for dinner tomorrow using the near
future tense
Each photo must include a caption with a full sentence.

CONCLUSION (whole class share/reflect)

Students will find a partner and share their Instagram profile to practise
pronunciation. Students will give feedback to each other on their
profiles, ensuring that their sentence structures, use of temporal
markers and the near future tense.

Learner diversity in class e.g. all girls, mixed year levels, students with disabilities, E/ALD
gifted, ATSI etc.

Adjustments used in response to learner diversity

The class is comprised of year nines with one students who has a severe language developmental
disability. This student will be given the same task, however it will be scaffolded and modified to be
filled in with verbs mostly in the present tense.
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Appendix one:

Appendix Two:

Appendix three:

Subject Pronoun Ending

Yo -é
Tú -ás
Usted, él, ella -á
Nosotros -emos
Vosotros -éis
Ustedes, ellos, ellas -án

Lesson Two:
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Simone Brock
AIM: (Based on the Australian Curriculum learning area/s achievement standards,
general capabilities and cross-curriculum priorities)

General capabilities:
Intercultural understanding – students will understand that routines and customs around
meal times can change in relation to culture and language. They will understand that
sobremesa reflects family values and social relationships. Students will understand how
culture is reflected in language such the direct phrasing of requests in Spanish compared to
the use of conditional expressions in English when requesting something.

As a result of engaging with the following lesson, students will:

Know
- Vocabulary surrounding food, drinks, meal times, being at the table and at a restaurant
- The near future tense using the irregular verb ‘ir’
- That ‘Spanish is used in a variety of ways to achieve different purposes in different contexts’
(ACLSPU033 )

Understand that
- Meal times are cultural experiences
- Understand that culture is reflected in language

Be able to:
- Collaborate through dialogue/role plays surrounding ordering food at a restaurant (adapted
from ACLSPC021)
- Recognise ‘differences in the nature and function of some elements of communication in
Spanish compared to English’, such as greater directness in exchanges such as making
requests in relation to ordering food at a restaurant (Adapted from ACLSPC028)
- ‘Recognise that Spanish is used in a variety of ways to achieve different purposes in different
contexts’, particularly the use of formal and informal pronouns to establish register
(ACLSPU033)
- Ask for opinions and respond by using expressions including yo también, yo tampoco, a mi
sí, bueno/vale, no sé (Adapted from ACLSPU030)
- Express and explain likes and dislikes (adapted from ACLSPC019)

STUDENT ASSESSMENT: (How will you know if students have learned it or not?)
The dialogue created by students this lesson will be used as an ongoing assessment on the above learning
objectives.

ASSESSMENT: (How will you assess your own performance and student learning?)
I will assess my own performance through written feedback and discussion with my mentor teacher, as
well as my own reflections on what worked/what did not work and why.

KEY REFERENCES & RESOURCES:

- Restaurant Dialogue (appendix one)
- Binsky, D. (2019, July 11). What is a SIESTA? (Spanish Culture). [Video File].
youtube.com/watch?v=T0yNDtDBxvM

Time Steps Comments

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Simone Brock
10 INTRODUCTION (whole class) This preassessment will
minutes help me see the readiness
I will take the roll and greet students in Spanish. levels in the class for the
content that will be
Students will watch: explored.
https://www.youtube.com/watch?v=T0yNDtDBxvM
to explore how meal times are constructed in Spain. Greeting students in
Class discussion on how this is different to meal times in Spanish at the beginning of
Australia, and the values that this reflects. Eg. family values. the lesson promotes
authentic use of the
language.

10 GUIDED DISCOVERY (whole class) The strategy of I do, we do,

minutes As a class we will read and translate a dialogue of two people you do will be utilised in
ordering food from a restaurant in Spain. We will highlight any this portion of the lesson.
verbs surrounding food previously learned to help with decoding
the meaning from the text. The whole class warm up
task is a useful informal
Students should notice the direct manner of the requests e.g. ‘yo formative assessment
voy a comer tarta de queso’ (I will eat tarta de queso), using the which will promote a
near future tense, and recognise how this is different from the growth mindset, as students
way we generally order food in Australia by asking ‘could I will have ‘the opportunity
please have …’. to learn from the effort and
self-correct to promote
investment of effort in the
Students will also be questioned on the use of pronouns and the
next practice’ (Tomlinson
text, and should recognise the use of usted to establish a formal
& Moon, 2013, p. 66).
register for the context of speaking to an unfamiliar person.

As a class we will highlight places in the text where opinions

have been given and explained

EXPLORATION (paired learning activity)

With a partner, students will then create their own short dialogue
30 and their own menu del día, using dishes local to a Hispanic
minutes region of choice with a partner. Students must use the near
future tense and establish an appropriate register in their
dialogue, as well as include/explain opinions surrounding the
food.
5 CONCLUSION (whole class share/reflect)
minutes Pairs will hand up their dialogues for feedback. I will ask the
class if they have any questions.

Appendix One:
Camarero: Hola. ¿Qué van a tomar?
Violeta: De primer plato yo voy a tomar sopa.
Camarero: ¿y de Segundo plato?
Violeta: De segundo plato voy a tomar tortilla Española porque me gusta
mucho.
Manuel: No me gusta nada la tortilla Española!
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Camarero: Y usted? ¿qué va a tomar?

Manuel: De primer plato voy a tomar huevos fritos con patatas fritas porque son
ricos.

Camarero: ¿Para beber?

Violeta: Tengo sed, voy a tomar Fanta.
Manuel: Yo también.

Camarero: Que van a tomar de postre?

Violeta: No se. Que opinas?
Camarero: El helado de chocolate.
Violeta: Bueno!

Lesson Three:

AIM: (Based on the Australian Curriculum learning area/s achievement standards,

general capabilities and cross-curriculum priorities)

Intercultural understanding
Through exploring meal times as cultural experiences and the significance of food to a
place’s identity, students will develop their intercultural understanding. Students will
be positioned to investigate this aspect of culture and cultural identity, and compare
beliefs and practices across different groups.

Information and communication technology

Students will be guided to independently locate and select information online using ICT
using platforms such as google.

Cross-curriculum priorities
The unit addresses the cross curriculum priority of Aboriginal and Torres Strait
Islander Histories and Cultures through exploring the significance of Indigenous food
to Australia’s culture and identity, and then making intercultural comparisons between
this and Indigenous influences on food in Mexico.

As a result of engaging with this lesson, students will:

Know:
- The future tenses (simple future tense and near future tense) of regular and irregular
verbs ( (ACLSPU031 - Scootle )

Understand that:
- Food is central to culture and identity
- Indigenous cultures shape contemporary societies
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Simone Brock
Be able to:
- ‘Recognise that Spanish is used in a variety of ways to achieve different purposes in
different contexts’, particularly the use of formal and informal pronouns to establish
register (ACLSPU033)
- ‘Organise and present critical perspectives on information obtained from different
sources to a variety of audiences’ (ACLSPC023), by creating a brochure which
identifies and presents an aspect of their region of interest to Spanish speaking
visitors.

STUDENT ASSESSMENT: (How will you know if students have learned it or not?)

Students will be introduced to their summative task today which encompasses the unit’s
learning objectives. An exit card will also be used to determine how students are progressing
with this and what they have learned as a result of engaging with the following lesson.

ASSESSMENT: (How will you assess your own performance and student learning?)
I will assess my own performance through written feedback and discussion with my mentor
teacher, as well as my own reflections on what worked/what did not work and why.

KEY REFERENCES & RESOURCES:

https://www.abc.net.au/btn/classroom/bush-food/10530342
Summative task sheet (Appendix one)

Time Steps Comments

5  I will call the roll and greet students in Spanish.
minutes
10 Guided discovery:
minutes
 Class brain on storm on what comes to mind when we
think of Australian food – eg. stereotypical food such as
fairy bread, vegemite etc.

 Class will watch Behind the News video on bush tucker

food: https://www.abc.net.au/btn/classroom/bush-
food/10530342

EXPLORATION (individual learning activity)

 Using the internet students have twenty minutes to
25 research one bush food that could be predominant in
minutes South Australia
 Students include the scientific and common name taste,
appearance, how it is used (in Spanish). Students will
share their discovery with the class.
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Simone Brock
This will allow students to
Whole class: begin to see how food is
As a class we will then watch: Traditional Mexican cuisine - an integral part of culture
ancestral, ongoing community culture, the Michoacán paradigm and identity, and the
https://www.youtube.com/watch?v=VhZ-EKPPQkU importance of ancestral
influences.

Students will then be introduced to their summative task

(appendix one). We will go through this as a class and students
will have the remainder of the lesson to begin this.

10 CONCLUSION (whole class share/reflect) Exit cards will allow me

minutes to see what I need to
Students will complete exit cards: recap/reinforce in
subsequent lessons, as
What is one thing you learned today? well as students who are
struggling.
What would you like to know more about?

How are you progressing with the summative task? What would
you like more help with?

Appendix one:
Summative task:

In the present tense inform the audience on Australia’s bush tucker food (what it is, where it
can be found, what it can be used for etc).
Describe one bush food in detail (appearance, taste, what it is used for).
Use the appropriate tone and register.
Use simple sentences.

Examples:
usted puede encontrar bush tucker en los jardines botánicos
you can find bush tucker in the botanic gardens.

El sabor es..
The taste is…

La apariencia de …. es….
The appearance of… is….

Include one experience local to South Australia that you are going to take the visitors to
which surrounds Indigenous culture or bush tucker. This could include a restaurant or
walking trails in urban or rural areas.
Use the future and near future tense in this section (vamos a ir a … we are going to go to..),
(¡sera una buena experiencia! It will be a great experience!).
Use temporal markers and cohesive devices in your brochure.
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Use the internet for research local Indigenous experiences.

Here are some resources to help you get started:

 https://www.adelaidereview.com.au/food-drink/food/2016/09/06/eat-local-a-guide-to-native-
australian-food-in-adelaide/

 https://www.sbs.com.au/news/natural-ingredients-and-bush-tucker-as-aboriginal-students-take-
over-adelaide-fine-dining

 https://www.welcometocountry.org/something-wild-aboriginal-supermarket/

 https://www.botanicgardens.sa.gov.au/education/schools-education/educator-led-programs/early-
years-trails/aboriginal-plant-use

Word count: 150 to 200 words

Rubric:
Outcome A B C D E
assessed
20-17 16-13 12-9 8-5 4-0

Expression Sentence Sentence Accuracy Simple Single words

structure is structures are varies within sentence and
Expression is consistently simple and the sentence structures expressions
accurate and appropriate and have some structures. The are used. are used with
appropriate accurate to degree of word order may Frequent frequent errors
Sentence convey meaning accuracy. be based on errors are that interfere
structure is on the topic. An Errors the student’s made which with the
coherent understanding is sometimes first language. interfere with intended
still gained interfere with the intended meaning.
despite communicating Limited use of meaning.
grammatical the intended cohesive Cohesive
errors which may meaning. devices. devices are
be made. not included.
Simple Limited variety A cohesive
Simple cohesive cohesive of vocabulary is device may There is
devices are used devices are included. be included. minimum use
well. generally used of vocabulary.
There is a
well. restricted
A range of
relevant range of
vocabulary is vocabulary.
used and is Vocabulary is
highly accurate. used with
some degree
of accuracy.

Relevance Responses Responses Responses Responses Responses

convey the mostly generally convey have limited
Work is relevant appropriate communicate convey the relevance to
simple
to the purpose information, appropriate appropriate the purpose
information
and audience. relate to the information for information or audience.
that may be
Conveys purpose and the purpose and appropriate Responses
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appropriate detail audience, and and audience sometimes and partly are
and information are highly and mostly engage the engage the incomplete.
which engages engaging for the engage the audience audience.
the audience audience. audience.

Treatment of Information is Some Simple Some Basic

information and supported by information is information is relevant information is
ideas detail and is communicate communicated information communicate
conveyed d and . is included d and is
Information and effectively. meaning is heavily reliant
ideas contain with brief
extended with responses. on key words
breadth and brief phrases. or basic
depth. expressions.