Melissa Feiger

EdTPA General Lesson Plan Template

[Note: Delete all of the writing in italics as you complete each section]
[Note: All words and phrases in RED can be found in the EdTPA Glossary]

Grade Level: K

Number of Students: 25

Instructional Location: Classroom Date: N/A

Lesson Goals
Central Focus of Lesson:
Different cultures have different go, slow, whoa foods (healthy & unhealthy).
Standard(s) Addressed:
Social Studies
Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity.
People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places,
and environments.
Individual Identity and development: Social studies programs should include experiences that provide for the study of individual
development and identity.
Production, Distribution, and Consumption: Social studies programs should include experiences that provide for the study of how
people organize for the production, distribution, and consumption of goods and services.
Global Connections: Social studies programs should include experiences that provide for the study of global connections and
interdependence.
Science
Performance Expectations: Construct an argument supported by evidence for how plants and animals (including humans) can
change the environment to meet their needs.
Science and Engineering Practices: Construct an argument with evidence to support a claim.
DCI: Plants and animals can change their environment.
Crosscutting Concepts: Systems in the natural and designed world have parts that work together.
Literacy
CCSS.ELA-LITERACY.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
CCSS.ELA-LITERACY.RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which
they appear (e.g,, what moment in a story an illustration depicts).
CCSS.ELA-LITERACY.L.K.5.A: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the
categories represent.
Lesson Objectives and Demands

Content Objectives:
1. Students will be able to sort go, slow, whoa foods within the respective cultures.
2. Students will be able to identify that fruits and vegetables are go foods because they are always healthy; they are grown, and
therefore natural.
3. Students will be able to identify slow foods as foods that are considered healthy or unhealthy by different people depending on
how much of that food a person eats, how its made, whats in it, etc. (ex: bread).
4. Students will be able to identify whoa foods are unnatural because they are manmade or machine-made, and therefore always
unhealthy (desserts).
5. Students will be able to explain that cultures eat certain foods because the culture and food come from the same place in the
world, and that all cultures have different and similar foods that are go, slow, and whoa.
Key Vocabulary in Lesson:
-Go
-Whoa
-Slow
-Natural
-Culture
Lesson Considerations
Materials:
-SMARTboard
-Slide with t-chart for United States and foods on SMARTboard Notebook
-Food on paper already cut out for students (different foods for each t-chart)
-Glue sticks
-T-charts on paper labeled go, slow, whoa per each country (1 sheet per student)
-I Will Never Not Ever Eat a Tomato by Lauren Child
Prior Academic Learning and Prerequisite Skills:
Students know that foods come from different countries/cultures, and have even talked about some specific foods and their origins.
They are already learning how to label pictures, so labeling the foods will model this.
Misconceptions:
Students get confused about why the foods that taste better than other foods tend to be the unhealthy foods.
Students think that all the food we eat in the U.S. is grown here.

Lesson Introduction - Before:

Place the charts and foods at each students spot, so that it is ready for the individual activity, and makes for a smooth transition.
Students sitting on the rainbow carpet. Tell students that in order to live a long, healthy life, and to feel good, it is important to eat
healthy foods.
Remember yesterday when we looked at the map and saw where different foods come from? (wait for responses). Say, Lets
talk about what culture is. Cultures come from different places around the world just like foods do. People in a particular culture
often eat certain foods. These cultures and foods come from the same place in the world. We are going to focus on the different
foods that each culture is connected to and where the food and culture comes from. Ask, Who has been to a Mexican or
Chinese restaurant? (wait for responses). Mexican and Chinese are different cultures that are connected to different foods
based on the place they comes from.
Say, Today we are going to learn about what go, slow, and whoa foods are. You will be able to decide if the foods you like are go,
slow, or whoa foods. When we eat go foods that are always healthy for us, we feel better, and it helps our bodies to stay healthy
and prevent us from getting sick. As you explain these foods, have the SMARTboard activity up on the board, and point to the
words as you explain them.
Say, Raise a quiet hand if you can tell me what you think being healthy means. What does being healthy or eating go foods
mean? (Incorporate wait time).
Tell them the definition, or add on to what students said: The right amount of food that will make you grow and feel good. These
foods are fruits and vegetables.
Ask, What do you think slow foods are? (let them answer). Then explain the definition of slow foods: These are foods that are
considered healthy or unhealthy by different people depending on how much of that food a person eats, how its made, whats in
it, etc. (ex: bread).
Ask, What do you think whoa foods are? (let them answer). Then explain the definition of whoa foods as unnatural because
they are manmade or machine-made, and therefore always unhealthy. For example, desserts.
Learning Activities - During:
Say: Right now we are going to use the SMARTboard to sort go, slow, whoa foods for where we live, the United States.
I will have the SMARTboard slide with the American chart and foods open and ready to go. I will then show them an example by
placing a food in the respective column of the chart. Say, I know that a banana is a go food because it is always healthy as it is a

fruit, so I am going to put it in my go column.

Some students will have a chance to come to the SMARTboard one at a time to choose a food to place in the respective column.
We will do this as a class, so that I am able to check for understanding. As they place their food in the column, I will ask them,
How do you know that food is (go, slow, whoa)? (Get them to say if its a fruit/vegetable or if its junk food, or even the
definitions that we learned). After each student places their food in the column, I will say to the class, thumbs up if you agree with
(name), thumbs down if you think something different.
After this activity, ask them, Who can remind us what culture means? What types of foods do people in other cultures eat? Ask
the Latino students and Indian student what foods they eat at home, which will create a new list of foods to categorize (make sure
to only ask for volunteers and that you have already established a classroom community in which students are willing to share
and dont feel targeted based on their culture). Explain how different cultures are connected to different places in the world. We
have many cultures in our classroom and in the United States, our country. Since many people in different cultures have certain
foods they eat, those foods also often come from the place that the culture comes from. We all have go, slow, and whoa foods in
the world.
Tell students that they will now do a similar activity on their own at their tables with other cultures. Tell them that when you dismiss
them to their tables, they will find a sheet of paper with the same chart as the SMARTboard activity, except this time its for a
different culture with foods from that country the culture is from. The worksheet already has a given culture labeled on it. They are
to glue 3 given foods in each column (with their worksheet, they will also have 9 foods that they need to sort). Tell them to get out
their glue sticks when they are dismissed. After doing this, we will get a chance to share and compare our charts. Dismiss them
by tables.
Pictures are very helpful for ELLs, visual learners, and students with an IEP. I put a smiley face in the go column, a straight face
in the slow column, and frown face in the whoa column. I will also place pictures of the specific country next to the cultures
name on the worksheets. I am modeling the activity with the class on the SMARTboard. During the individual activity, I will walk
around to check for understanding as they sort the foods, and help those who I think need some guidance. I will ask them
questions: Is (food) a fruit or vegetable? If it is then ask, Are fruits and vegetables good for us? Are they healthy? If the answer
is no to the first question, then ask, Does this food help us to grow and make our bodies strong? Or is it an extra treat that we
have sometimes?
Closure - After:
Once they are finished with this activity, I will bring them back to the carpet for them to show their work to the class and how they
sorted the foods. To dismiss them from the tables, I will make sure to let them know I am looking for kids who are sitting quietly to
go to the carpet. Then, I will call table by table to the carpet.

Say, Raise a quiet hand if you would like to share your work with the class. Have the student say the culture, and then the foods
they sorted into the respective categories. Ask, How did you know the food went in this category? Did anyone else have this
food on their chart for a different culture? (make sure they look at their own charts to answer this questions). Its important to
make sure students understand that just because a food comes from a certain place does not mean that other cultures do not eat
it. Cultures share foods with other people just like if we are not Mexican or Chinese, we can still eat and enjoy Mexican or
Chinese food.
Then do the read aloud. Lets read a book about eating foods. It is called I Will Never Not Ever Eat a Tomato. Listen for the foods
in this book and we will talk about if they are go, slow, or whoa foods, and which places the foods come from.
Throughout reading the book, I will ask if certain foods are go/slow/whoa, and ask students about where it comes from in the
book. We will then connect that foods come from different places to the real world. For example, in the book foods come from a
planet, so we can connect these different examples to foods coming from other places in real life.
In terms of ELL students, this activity could be taken one step further based on language. The foods used in the book are named
in English and then given fake names and fake places of origin. This can connect to how foods come from different places and
people who speak different languages call these foods something different. By doing this, it will increase their understanding that
different people label foods differently based on their language, and that its okay to call a food something different.
Extension:
Read about a specific go, slow, or whoa food and how different cultures/countries eat/cook them. Book examples: Everybody
Cooks Rice and Bread, Bread, Bread.

Lesson Plan Appendix and Commentary Section

[Note: Complete the Sections Below Indicated by your Course Instructor]
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your
learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and
justify at least 2 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1:
Alignment with Objectives:
1-4
I will check for understanding of sorting go, slow, whoa foods
during the SMARTboard activity to see who places the food in
the correct column, and who agrees/disagrees with where the
food was placed.

Evidence of Student Understanding:

If they place it in the wrong column, I will know that I need to
explain the concept in a different way.
Student Feedback:
I will have the class give thumbs up and thumbs down whether
they agree/disagree with the placement of the food, and then will
confirm their thinking.

Assessment Strategy #2:

Alignment with Objectives:

1-4

I will check for understanding of sorting go, slow, whoa foods as I

walk around the room during the individual activity. I will also be
able to assess understanding when I collect the worksheet and
look over them to see who placed the foods correctly and
incorrectly.

Evidence of Student Understanding:

They are individually working using multiple foods, so I will be
able to see if they understand the content depending on where
they place the foods.
Student Feedback:
I will guide them if I see they are struggling during the activity
with the guided questions provided. I will look at their worksheets,
check the way they sorted the foods, and give oral feedback to
each of the students that I can tell did not understand the concept
as well. I would ask them guiding questions during this oral
feedback such as: What made you think this food go there? Is
this food natural? Or saying, Great job, you knew that a tomato
is a go food because it is natural!

Assessment Strategy #3:

I will check for understanding of the words go, slow, whoa when I
ask them, What does eating (go, slow, whoa) mean?

Alignment with Objectives:

Students will be able to identify that fruits and vegetables are go
foods because they are always healthy; they are grown, and
therefore natural.
Students will be able to identify slow foods as foods that are
considered healthy or unhealthy by different people depending on
how much of that food a person eats, how its made, whats in it,
etc. (ex: bread).
Students will be able to identify whoa foods are unnatural
because they are manmade or machine-made, and therefore
always unhealthy (desserts).
Evidence of Student Understanding:
If they get the definition correct (or similar) or they begin to name
types of foods that are healthy, then I see the extent to their
understanding.
Student Feedback:
As students answer this question with the definition and
examples of each, I will add on to their answers if they are
missing anything, and reinforce what they have correctly stated.

Assessment Strategy #4:

During the read aloud and comparing the different countries

foods, I will check to see that students understand that countries
have different go, slow, and whoa foods.

Alignment with Objectives:

5. Students should be able to explain that cultures eat certain
foods because the culture and food come from the same place in
the world, and that all cultures have different and similar foods
that are go, slow, and whoa.
Evidence of Student Understanding:
They are able to compare, contrast, and identify foods from other
cultures.
Student Feedback:
Students should have a conversation and build off of each others
ideas as they share their completed work, compare/contrast
cultures foods; and realize the ideas in the read aloud relate to
real-world ideas. I will add on to answers as needed and
reinforce correct answers as I said in the previous assessment
feedback.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
This lesson helps students realize how they can stay healthy by eating more of some foods and less of others. They will be able to
talk about the foods they eat from their culture, and relate it to the culture those foods come from. Students will learn about other
cultures based on foods.
Grouping Strategies:
N/A
Planned Supports:
I will have cut the foods out already. I labeled the foods in both activities for those students who are reading more than others, but
also have the pictures for ELL students or those who are not at a higher reading level.
Supporting Literacy Development
Essential Literacy Strategies:
Students will make self to text connections based on the foods they eat and the foods we discussed in class.
Requisite Skills:
Students will practice making connections with the foods mentioned in the book.
Reading/Writing Connections:
Making personal connections
Supporting Literacy Development through Language

Identify a Language Function:

Students should be able to categorize the foods into go, slow, and whoa foods.
Students should be able to compare their understanding that foods come from other cultures to the books idea that foods come from
different places.
Key Learning Task:
Students will participate in the two sorting activities, share their work with the class, and compare/contrast cultures foods, and then
be able to discuss that foods come from other cultures and relate that idea to the theme of the book.
Additional Language Demands:
Vocabulary: go, slow, whoa (written and oral)
Discourse: discuss why certain foods are go, slow, and whoa, and compare/contrast foods from different cultures.
Language Supports:
I am using pictures of foods. I placed a smiley, straight, and frown face next to go, slow, and whoa respectively so they understand
which foods should go in which columns based on the definitions. I will also include a picture of the specific country next to its name
on the worksheet.