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Nabin Duthraj Living to Eat, or Eating to Live 90 Minutes

Grade Seven G

Lesson: Global Diet Choices

Unit Overview
Main Idea (Claim) Summative Assessment
 Reading Skills and Strategies 

Guiding Questions Objectives (know/understand/do/value)


1. How are the diet choices becoming more The student will be able to…
alike around the world?  Know and understand the definition of
2. How do most individuals make the word [diet].
decisions about food and diet?  Recognizing reading structure: main-idea
3. What are some diets based on location, questions for paragraph topics.
history, tradition, or religion?  Recognizing one- or two-sentence
4. In what ways are fast-food places statements of the main idea
international?  Recognizing supporting details.
5. What are some definition of the word  The value of eating healthy food.
diet?
Time Instructional Procedures and Strategies
15
Minutes Sustain Silent Reading (SSR)

Beginning the Lesson


1  The teacher will greet the students! Good afternoon!
Minute  The teacher will tell the objective –

Starting Activity - Exploring (Finding Out)


5  Have students look at the photos on their book page 42.
Minutes  Teacher will pick up the students absent number and have them share their answer to
the class.
1. What are some examples of fast food restaurants?
2. What are some examples of supermarket chains?
3. Describe each photo. Where are the people? What are they doing? What are they
saying to each other?
4. Talk about the foods in each photo. Are they packaged or prepared? Fresh, canned,
or frozen? Healthy or unhealthy?
5. Make comparisons. How is the food in the photos like typical foods in your culture?
How is it different?

Note: The teacher will show/display the example of fast food restaurants and
supermarket chains through PowerPoint).
Nabin Duthraj Living to Eat, or Eating to Live 90 Minutes
Grade Seven G

Developing the Lesson

7 Previewing Vocabulary – page 43, Activity 3


Minutes  Teacher will tell the students to look at the list Vocabulary words and repeat them after
the teacher or after the teacher play the audio program.
 Have students put a check mark next to the words they do not know.
 The teacher will ask the meaning of the word first and then tell the answer later.
 The teacher will ask if there is any word that the student doesn’t know.

Reading: Global Diet Choices – page 44- 45


10  Have students follow along silently as teacher plays the audio.
Minutes  Tell students to underline any words or phrase that are new or that they don’t understand.
 Discuss the word that the students want to learn about.
 Teacher will tell the answer.

5–7 Observing – Activity 5, page 46


Minutes  The teacher will read the information in the recognizing Reading Structure instruction
note and explain as needed. Or ask the students to read the information in the instruction
note. (Tell students that they can usually find the answer to a main-idea question in the
first one or two sentences of the reading. Those sentences tell the point, or message, or
the paragraph).
 The teacher will ask students to complete recognizing Reading Structure on the page 46,
activity 5.
 The teacher will remind the students that the main idea is the most important idea in a
paragraph, and that all the other ideas in the paragraph are there to support that main
idea.
 Call on students to share their answers with the class, - Teacher ask a volunteer to
identify the main idea of paragraph A.

15 Exploring (Finding Out)


Minutes  The teacher will tell students to compare each statement to a paragraph in the reading and
decide whether or not the statement is the main idea of the paragraph. (Or, Tell the
students to read the main-idea statements about each of the paragraphs in the reading
“Global Diet Choices.” Tell the students to write T (true) or F (false) on each line. Tell
students to change the false sentences to true sentences to express the main idea. Tell
students that they can use it as an answer to the five questions in Activity 2.)
 Teacher tell the students to write T or F for false on the lines.
 Call on students to share their answer with the class.
 Teacher tells the students to rewrite the false statements to make them true, based on the
paragraphs.
 Call on students to share their answers with the class.
 Have students look at how the true sentences answer the questions in Activity 2 page 43.
 Call on students to share their answers.
10 – 15 Exploring (Finding Out) – page 47, Activity7
Minutes  Teacher reminds the students that the reading includes not only a main idea but also
details about it. The details support the point of the paragraph with specific facts,
Nabin Duthraj Living to Eat, or Eating to Live 90 Minutes
Grade Seven G

examples, or reasons. Like a well-written main-idea statement, supporting details can


answer a main-idea question.
 Teacher tell the students to read the five main-idea questions below from Activity 5.
 Ask the students, which three details answer each question?
 Tell students to circle those and cross out the unrelated sentence.
 Tell the students that they have 10-15 minutes time to complete the activity.
 Tell students they can go back to Activity 2 on page 43 to check their answers.
 Call on students to share their answers.

5 – 10 Closing the Lesson


Minutes  Teacher asks: Have you eaten healthy food this week?
 Encourage students to eat healthy food because we are the temple of God. So, we
need to take care of our body to glorify and worship God.

1 Corinthians 6:19-20New International Version (NIV)

19 Do you not know that your bodies are temples of the Holy Spirit, who is in
you, whom you have received from God? You are not your own; 20 you were bought at a
price. Therefore, honor God with your bodies.

Formative Assessment Differentiation


 Teacher will ask:  Show variety of pictures of healthy food.
Why do we have to eat healthy food?
And what are some healthy food?
Resources
Interaction 1, Chapter 3, Living to Eat or Eating to Live
Teacher’s Manuel
PowerPoint
Bible