Understanding by Design Unit Template

Title of Unit Food / Constantinople Year Ten

/ Big Idea
Curriculum Greek Time 4 Weeks
Area Frame
Cohort This unit will be taught to a year ten class of non-background speakers. The class consists of eighteen students, sixteen females and two
Description males.
Developed Eleni Zorba
By
Identify Desired Results (Stage 1)
Content Descriptions
Communicating:

Creating
Experimenting with different techniques to create and present texts designed to engage different audiences (ACLMGC024).

Translating
Create bilingual texts that draw on Greek and English for different purposes (ACLMGC026).

Reflecting
Consider how cultural identity influences interactions in culturally and linguistically diverse contexts such as Australia
(ACLMG028).

Understanding:

Systems of language
Develop knowledge of vocabulary and sentence structures to elaborate meaning (ACLMGU030).

Compare and contrast the structure and linguistic features of different types of text, developing understanding of the
relationship between context, purpose and audience, and identifying culturally specific elements (ACLMGU031).
Language variation and change
Explain how Greek language and culture is variously expressed in different linguistic and cultural settings, identifying and
explaining variations (ACLMGU032).

Role of language and culture

Explain how meanings may vary according to cultural assumptions and perspectives that people bring to interactions and
experiences, recognizing that such variations impact on intercultural communication (ACLMGU034).

Achievement Standards

Students locate and analyse information and perspectives from a range of texts and communicate information and ideas using
different modes of presentation selected to suit audience and purpose. They share their responses to imaginative texts by
expressing personal preferences, feelings and opinions about themes, mood and language choices.

They use a range of grammatical structures and elements to describe, situate and link people, objects and events, and apply
their knowledge of vocabulary and grammatical structures such as Είναι καλό, πάρα πολύ καλό, to extend meaning.

Students analyse a range of text types in various modes to explain the relationship between context, purpose and audience and
to identify structural, linguistic and culturally specific features. They compare Greek language and culture in various
linguistic and cultural settings in Australia and overseas, and give reasons for variations that exist. They identify that Greek
language has changed over time and propose reasons why it continues to change.

General Capabilities Cross-curriculum Priorities

Critical and Creative Thinking This unit addresses the Aboriginal and Torres Strait Islander Histories and
Cultures.
Literacy
Intercultural Understanding
Personal and Social Capability
Information and Communication Technology (ICT)
 Understandings Essential Questions
Overarching Understanding Overarching Topical

1. History behind today’s modern Greek culture 1. How does Greek Turkish 1. What foods from Constantinople
have come to Greece?
history impact modern Greek
2. Adverbs and the correct way to use them
society? 2. What grammar did you notice being
3. Examples of subjunctive use used in the film?
2. How does understanding
4. Greek Turkish relationships 3. How did the intercultural
Greek Turkish relationships relationships affect your view on
help your knowledge on Modern Greece?
Greek culture?
Related Misconceptions

1. Istanbul had a high population of Greek citizens 3. How does understanding

2. Religion and cultural identity were not important where food comes from help
you identify Greek culture?

Knowledge
Students will know…
 That Modern Greek culture was imbedded in Istanbul
 The history of Greek citizens living in Istanbul
 The crucial timeline within this film
 Acceptance of multiculturalism
Skills
Students will be able to…
 Identify new vocabulary
 Write their own dialogue in Modern Greek using this vocabulary
 Use adverbs in their dialogue
 Work collaboratively in class to understand new information
 Make connections between Greek history and Aboriginal Torres Strait
Islander histories in Australia
 Assessment Evidence (Stage 2)
Performance Task Description
Students will watch a film called “A Touch of Spice”, prior to watching the film the class will learn about the historical context of the film
Task One
and the importance of this history.
Students will create a cooking video, they will choose a meal they observed in the film and re-create it at home and bring it into class. The
video will be of the students making the meal while using language and grammar in target language we have learnt previously in the
class.
Task Two
Students will also respond to the film in a 500 word response, in English, focusing on cultural and historical aspects of the film.

Other Evidence
 Class discussion
 Giving students a work sheet they had to fill out while watching the film and responding to questions about the film.
 Assessment sheet provided at the start of topic.

Learning Plan (Stage 3)

GREENS 3D MODEL Week one

This unit focuses on the historical context

Lesson 1: introduction to the topic, introduce historical context that they will need to have knowledge on
students will need as a foundation before
prior to watching the film and give new vocabulary.
beginning this topic. Students may have a
varied knowledge and understanding of
Show students PowerPoint of the historical context you will be discussing, ask students what
this history which means I will be focusing
they know about the history between Greece and Turkey before beginning, discuss these
on what they know and establishing new
opinions and give correct feedback to them. (Teaching standard 2.1, 2.2)
information.

Begin the PowerPoint and have them write down important dates and important information they will need
Green’s 3D model will be used in each
to have prior to watching the film. After the historical context has been spoken about go through new
learning task, in each task students will
vocabulary they will hear in this movie, the main vocabulary points will be food, have them write down
reflect on how texts are made and read in
these words in their books in Greek with an English translation next to it. When discussing the historical
an operational sense, cultural meaning
and cultural background of the film ask students if they can think of two other cultures that did
in texts and the meaning that it creates in
not agree upon land rights? Discuss the differences and similarities between Aboriginal and
relation to a social and cultural dimension,
and to be critical of texts read and use
them against the grain assigned by the
creator.
Week One
Operational: Who made the film? What
language do you need in order to
understand and talk about the film?
Torres Strait Islanders and the Greeks in this cultural and historical context. (Teaching
standard 2.4)
Lesson 2 & 3
Give students a quick run through of the historical context we discussed in the previous lesson, ask them
questions and see if they can remember what we discussed in the lesson, they are able to read the
information they wrote in their books. Give students the worksheet they will fill in during the viewing of the
film. The class will begin watching the film which goes for 2.5 hours. Allow time for pausing during the film.

Cultural: What cultural knowledge is Lesson 4 & 5

assumed? Who is the target audience?
Go through the movie, answer any questions students have, after these questions are answered do a
What kind of social identities does the film
invite us to take up? revision on adverbs continuing on with film vocabulary. Once this is done go through the assignment with
students, they can begin working on it in class if there is time.
Critical: What social or cultural groups
and values are represented andfromo what
perspective? What is the intended impact
of this film? What issues, groups, interests
are excluded or marginalized here?

Week 2
Week Two
Lesson 1

Begin lesson with food vocabulary, this links to the assignment and will help students begin writing their
script. Give students new vocabulary on food textures and the analysis of the film and how it intertwines
with food, culture and identity.

Lesson 2 & 3
 Revision on subjunctive grammar, ask students what a subjunctive is and where they will need to use it, ask
them to write a sentence they can use in their script using a subjunctive, having examples for them on the
board. Discuss with students what their favourite sweets are and then have them write down in their books
what their favourite sweets are with a sentence start provided ( Το αγαπημένο μου γλυκό είναι… γιατί…)
students will then share this to the class.
Lesson 4 & 5
Revise all food vocabulary and discuss adjectives students can use in their presentation, introduce the
English part of the assignment to the class and discuss the different options provided in the assessment
sheet, discuss what they can write about and how they should structure this.

Week 3
Week Three
Lesson 1

Go through adverbs and new vocabulary, give students a list of vocabulary that they have to work from and
play “bingo” with these words. Students will write the words down in Greek and the teacher will read them
out in Greek, the first student with three words in a row wins. Play another round where the students write
the words in Greek but the teacher calls them out in English, this shows if students understand the words
they have in their vocabulary.

Lesson 2 & 3

These lessons will be provided for students to work on their assignments and ask for any help they need
with vocabulary and grammar for their assignments.

Half an hour before the lesson ends I will give students a pre-assessment on grammar, sentence structure
and vocabulary, this will give me an approximate conception on where each student is.

Lesson 4 & 5
 The first lesson students will complete an activity which involves grammar, vocabulary and sentence
structure learnt over the past few weeks and previous years. This will focus on adverbs, introducing
themselves, translating sentences and creating a short dialogue with their partner.

Students will be split into pairs, this will be done with a high level learner and a low level learner being
partnered together to work as a team on this activity.

The second lesson students will have time to work on their assignments with last minute questions help
from the teacher.

Week 4
Week Four:
Lesson 1

Go through grammar with students, ask them about the ending of the words and what gender it is in if it
ends with certain letters, is it plural or singular?

Rather than giving them the meaning of a new word, ask if they can figure it out.

Give students time to show you their assignments, in the next lesson they will present them to the class and
bring their food that they have made.

Lesson 2 & 3

Today students will present their recipe that they have chosen and bring the food to the class, they will give
a short summary of what food it is and what part of the film it was from. This will take the double lesson.

Lesson 4 & 5

Today students will finalise the English part of their assessment, they will have time to research and ask
questions about structure and history.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
 Year 10 Modern Greek
Πολιτική Κουζίνα

SUBJECT Greek YEAR LEVEL 10

DUE DATE Week 6, Tuesday 4th of June.
TEACHER E. Zorba
STRAND/S Understanding, Communicating
TASK Analysis food and culture: The significance of Constantinople

Task - Intended Learning / Purpose

Cultural Food Task: Cooking video

Length: 3 - 5 minutes

Choose a meal you observed in the film A Touch of Spice. Re-create this meal at home and bring it to class. You will video yourself making the meal
while introducing yourself, what you are going to cook and how you made it. Consider who your target audience is and what demographic your video
will be on.

Your task must use the subjunctive at least 5 times.

Subjunctive examples:

Λέω να φτιάξετε

Σκέφτομαι να προσθέσω λίγο αλάτι

Χρειαζόμαστε να βάλουμε κρέμα

Προσέξτε να μην κάψετε το φαγητό

Πρέπει / μπορούμε να βάζουμε λαδί

Introduce yourself to your target audience
Who is your target audience? E.g. age, demographic (blog, morning show, master chef).

Introduce yourself

Γεια χαρά / γεια σας / καλημέρα σας

Όπως ξέρετε είμαι η Ελένη

Explain what you are going to make

Σήμερα μαγειρεύω τη συνταγή από την ταινία «Πολιτική Κουζίνα»

Σήμερα μαγειρεύουμε - ντολμάδες – γεμιστά

How you made it (include recipe)

Ετοιμάζουμε πρώτα - τα λαχανικά – τα κρεμμύδια

πρώτα πρώτα – βράζουμε το νερό – καθαρίζουμε τις πατάτες – μαγειρέψουμε την κοτόπουλο.

Μετα, ύστερα –

Φτιάχνουμε τη συνταγή

Κόβουμε τα αγγούρια

Βάζουμε τα κρεμμύδια μέσα στη κατσαρόλα

Μπορείτε να βάλετε λίγο πιπέρι αν θέλετε

Πρέπει να - βράζουμε τα κριθαράκια – τηγανίζουμε τα λαχανικά

Αν θέλετε μπορείτε να μην βάλετε ζάχαρη

Τα βάζουμε όλο μαζί

Things to be careful of

Προσέξτε να μην - κάψετε τις πατάτες

Adjectives
Γλυκό / η / ος - Sweet Σκληρό / η / ος – Hard
Πικρό / η / ος - Bitter
Μαλακό / η / ος – Soft
Ψιλό / η / ος – Fine
Χοντρό / η / ος - Thick Ζεστό / η / ος - Hot
Αλμυρό / η / ος - Salty Κρύο / η / ος - Cold
Ανάλατο / η / ος – Savoury
Τραγανό / η / ος - Crunchy
Νόστιμο / η / ος – Tasty

Ask teacher for any negotiations regarding the assignment.

Task - Description of Assessment, Criteria and Achievement Standard, Draft Dates / Milestones

A B C D E

Accuracy of sentence structures

(Genders, plurals, noun-
adjective agreement, cases)

Content
Includes sufficient detail

Vocabulary

Style of writing
Use of connectives and
sentence starters.

Appropriateness of format

Use of class time

 Year 10 Modern Greek
Πολιτική Κουζίνα
SUBJECT Greek YEAR LEVEL 10
th
DUE DATE Week 7, Tuesday 13th of June.
TEACHER E. Zorba
STRAND/S Understanding, Communicating
TASK Analysis food and culture: The significance of Constantinople

Choose one question and respond in English.

Length: 500 words

1. What influence does food have over Fanis? Describe what influence his παππού/grandpa had on his
beliefs.

How did Fanis’ grandpa influence him?

Consider Fanis’ career, how he hosts his grandpas friends and how this influence changed his life when
deported to Greece.

2. Explain the role that food plays in the lives of migrants. Use example from the film.

What role does the food play in a migrants life? Use the film to reference.
What traditions are seen in the film revolving around food?

3. How did the 1922 population exchange affect Greek people? Make reference to food, culture, Greco-
Turkish relationships and political landscapes.

How did the population exchange affect Greek people living in Costantinopole?
Explain the importance food plays in the lives of refugees?
 Explain Greco-Turkish relationships during this period.

4. How is food used within a Constantinopolites life. In the film we saw this when the priest visited Fanis
and his family, during initiations etc. Explain the role food plays within their culture and how this is
reflected in your own culture.

What traditions are seen in the film revolving around food?

Consider the celebrations that are seen in the film.
Describe different traditions you and your family have when celebrating and compare this to what you
see in the film.
 A B C D
Understanding of Student Student Student Student
food and culture demonstrates an demonstrates demonstrates some demonstrates little
accurate some understanding of understanding of
understanding of understanding of the connections the connections
the connections the connections between food and between food and
between food and between food and culture. culture in the film.
culture in the film. culture in the film.

Analysis/ Student uses Student uses Student uses Student makes little
interpretation information from the information from information from or no interpretation
film to interpret the film to interpret the film to make of the film when
significant concepts, significant concepts simplistic applying it to food.
making connections or makes interpretations
to other situations connections to without using
through analysis, other situations, significant concept
evaluation, or with some gaps, or by making
comparison/contrast through analysis, limited connections
in conjunction with evaluation, or to other situations.
food. comparison/
contrast in
conjunction with
food.
References Student uses Student uses Student uses Student uses no
relevant and relevant and irrelevant or limited references and/or
accurate accurate references. references are
references, most references, some inaccurate.
are specific and are specific; some
fully supported.
 may be general
and not supported.
Expression Expresses opinion Expresses opinion Ideas and opinions Does not express
in a clear and clearly but at times are not very clear. idea/ opinions
concise with lacks connection to Unclear connection clearly no
obvious connection topic. to topic evidenced. connection to topic.
to topic.
Criteria All criteria is met Most criteria is met Some criteria is Criteria is not met
and answered and answered with met, word limit has and word limit has
within the word limit. in the word limit. not been not been
considered. considered.