[Language] K–10: Sample Unit (Stage 4) – Snack Attack

Unit title: Snack attack Duration: 21 lessons

Concepts: Habit of snacking, making assumptions/stereotyping

This unit of work is designed to assist teachers when students are learning from home. Teachers can select appropriate activities from the
range of activities outlined for each lesson. Commercial products suggested in the unit are examples only.

Students learning [Language] as a second or additional language

Students consider the way that people make assumptions about others based on their own experiences. They recognise how aspects such as
age, gender and ethnicity can influence assumptions. Students explore the habit of snacking and snack food preferences in various countries.
They compare snacks and snacking habits in [Language]-speaking communities with other countries and identify taste preferences. They
explore linguistic features used in digital and/or printed Australian and [Language] snack food advertisements. They learn vocabulary and
expressions for snacking and identify expressions to persuade others. Students create an advertisement to encourage young people in the
target country to eat healthy snacks, and if appropriate, cook a snack food item.

Students with prior learning and/or experience in [Language]

Students consider the way that people make assumptions about others based on their own experiences. They identify how age, gender and
ethnicity can influence assumptions. Students explore the habit of snacking and snack food preferences in various countries. They compare
snacks and snacking habits in [Language]-speaking communities with other countries and comment on taste preferences. Students examine
and compare linguistic features used in digital and/or printed Australian and [Language] snack food advertisements. They learn expressions
and structures to persuade others. Students create a multimodal advertisement incorporating the benefits of healthy eating, combining sound
effects to encourage young people in the target country to eat healthy snacks. If appropriate, they cook a snack food item.

Students with a background in [Language]

Students discuss the way that people make assumptions about others based on their own experiences. They examine how age, gender and
ethnicity can influence assumptions. Students examine and compare snacks and snacking habits in [Language]-speaking communities with

[Language] K–10 Sample Unit (Stage 4) – ‘Snack Attack’ Page 1 of 15

Unit title: Snack attack Duration: 21 lessons
Concepts: Habit of snacking, making assumptions/stereotyping
other countries and discuss taste preferences. They compare snack food advertisements from Australian and [Language]-speaking
communities. Students examine and compare linguistic features used in digital and/or printed Australian and [Language] snack food
advertisements. They learn about bias and extend their knowledge about expressions and structures to persuade. Students create a
multimodal advertisement combining a jingle to encourage people in the target country to buy a healthy snack food item. If appropriate,
students prepare a snack food item.

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Outcomes
(French, German Indonesian, Italian,
Spanish, Turkish, Vietnamese)
A student:
 LXX4-2C identifies main ideas
in and obtains information
from texts
 LXX4-4C applies a range of
linguistic structures to
compose texts in [Language],
using a range of formats for
different audiences
 LXX4-7U identifies variations
in linguistic and structural
features of texts
 LXX4-8U identifies that
language use reflects cultural
ideas, values and beliefs
[Language] K–10 Sample Unit (Stage 4) – ‘Snack Attack’
Outcomes
(Arabic, Chinese, Hindi, Japanese,
Korean, Macedonian, Modern Greek,
Persian, Punjabi, Tamil)
A student:
 LXX4-2C identifies main ideas
in and obtains information
from texts
 LXX4-4C applies a range of
linguistic structures to
compose texts in [Language],
using a range of formats for
different audiences
 LXX4-8U identifies variations
in linguistic and structural
features of texts
 LXX4-9U identifies that
language use reflects cultural
ideas, values and beliefs
Resources
Film without dialogue, eg ‘Snack Attack’ by Eduardo Verastegu –
students with vision impairment may need to be provided with a
description of the video
Stimulus materials such as clips and excerpts of snack food-related
advertisements
Online lists of vocabulary and formulaic expressions
Flash cards, pictures and posters of question words, snack food items,
adjectives relating to snack food descriptions and lifestyle
Exercises and activities for suitable/appropriate systems of language
Remote learning tools/apps
 to present material synchronously, eg Zoom, Microsoft Teams,
Adobe Connect, Google Chat, Education Perfect, Skype
 to use as presentation tools, eg Miro, Adobe whiteboard tool, Zoom
whiteboard tool
 to prepare recorded lessons, eg Loom, Screencastify
 slideshow software, eg Google Slides, PowerPoint, Keynote
 survey apps, eg Mentimeter, Google Forms
 collaborative tools, Google Doc, Padlet, Popplet
 feedback tools, eg Google Drive, Loom, Screencastify
 video apps, eg Flipgrid, Moviemaker, iMovie
 interactive quizzes, eg Quizlet, Kahoot, Quizziz, Nearpod, Wizer
Page 3 of 15
Students learning [Language] as a second Students with prior learning and/or Students with a background in [Language]
or additional language experience in [Language]

 recognise their own and others’ ways of  reflect on how their own biography,  reflect on how and why being a speaker of
expressing identity, reflecting on the including family origins, traditions and [Language] contributes to their sense of
relationship between language, culture beliefs, affects their sense of identity and identity and is important to their
and identity ways of communicating [Language] cultural heritage

Lesson 1 – Direct instruction – synchronous or asynchronous instruction using teacher-created video

 (Hook to engage students) Teacher shows images of the older woman and the teenager from the short (five minute) film ‘Snack Attack’ to
encourage students to explore assumptions they have about older people and teenagers and generate information about the two main
characters of the film. Provide a description of the images of the two characters for students with vision impairment. Teacher initiates
discussion for students to consider aspects of identity and what influences intercultural self, eg age, gender, cultural background.
 Students:
– respond to questions through a survey app, indicating their perceptions of older people
– use a collaborative tool to record impressions that older people have of younger people
– discuss ways that younger people and older people interact in a range of cultures, eg the role of Elders in Aboriginal communities,
multigenerational households, aged care facilities
– discuss aspects of identity and what influences an intercultural self, eg age, gender, cultural background
– access images or descriptions of the older woman and the teenager from the film and complete a character profile in [Language] for
each, imagining details such as name, age, hobby, favourite food, place of residence. Students with prior experience or background in
the language provide more details or more complex structures
– share information about the film characters with their peers on a collaborative platform.

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Students learning [Language] as a second Students with prior learning and/or Students with a background in [Language]
or additional language experience in [Language]

 compose informative and imaginative  compose informative and imaginative texts in a variety of formats for different purposes
texts in spoken, written and multimodal and audiences
forms for a variety of purposes and
audiences, using stimulus materials and
modelled language

Lesson 2 – Independent learning [explore]

 Students:
– revise or learn vocabulary and expressions for personality and physical traits, provided by teacher through an online app.
Prior/background learners learn more sophisticated vocabulary
– describe the personality and physical characteristics of the two main characters from the film
– create a text, eg video or slideshow describing a classmate or a teacher. Class members guess who they are describing by posting
comments on the video or in a collaborative learning space. A scaffold may need to be provided to ensure student descriptions of
others are positive.
Lesson 3 – Collaborative learning [explore] – asynchronous instruction using teacher-created material
 Teacher:
– provides feedback on student response
– provides listening and vocabulary building exercises to assist students consolidate vocabulary and expressions to describe physical
appearance, personality and mood. Prior/background learners are provided with more sophisticated vocabulary, eg irritated, annoyed,
impatient, relieved, regretful, perplexed.
 Students:
– check teacher feedback
– create a personal vocabulary list for personality and physical traits, and add new vocabulary and expressions
– complete teacher-created exercises, eg listening to a text and ticking corresponding sentences on a worksheet, building sentences
using a teacher-created ‘sentence builder’ to revise and learn new vocabulary and structures. Students share their responses with a
peer to check their understanding
– in a collaborative space, students recount the story of the older woman and the teenager adding in detail about personality, mood and

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Students learning [Language] as a second Students with prior learning and/or Students with a background in [Language]
or additional language experience in [Language]
appearance.

 explore connections between language
and culture in particular words,
expressions and communicative
behaviours
 explain ways in which choices in language
use reflect cultural ideas, and explore
different communicative behaviours
across cultures
 analyse ways in which choices in
language use reflect cultural ideas and
perspectives, and reflect on how what is
considered acceptable in communication
varies across cultures

Lesson 4 – Direct instruction [explain] – synchronous or asynchronous instruction using teacher-created video
 Teacher:
– provides feedback on the recount students have created and asks for volunteers to retell them to the class
– gives students the title of the film and initiates discussion about the story of the film based on the film’s title
– discusses idioms and equivalence in translating. Students could see if there are equivalent idioms in the language they are studying
and see if there are equivalent sayings in the languages represented in the class
– provides vocabulary and structures related to snacks and snacking, eg phases of hunger, tastes, types of snacks, snack preferences.
Prior/background learners learn/revise more sophisticated vocabulary and structures, eg famished, starving, scrumptious, mouth-
watering, three times per day, regularly.
 Students:
– brainstorm the story of the film ‘Snack Attack’ based on the film’s title, using a collaborative tool
– suggest how to translate the idiom ‘snack attack’ to someone who isn’t familiar with English
– suggest what vocabulary they would select for a dictionary search to find an equivalent meaning in the target language
– brainstorm vocabulary and expressions related to snacks and snacking using a mind map tool
– play ‘mind-reader’, guessing a sentence from a list about one of the characters that the teacher has secretly selected
– participate in an exchange with peers to indicate snack preferences
– play an online game to consolidate new vocabulary.

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Students learning [Language] as a second Students with prior learning and/or Students with a background in [Language]
or additional language experience in [Language]

 compose informative and imaginative  compose informative and imaginative texts in a variety of formats for different purposes
texts in spoken, written and multimodal and audiences
forms for a variety of purposes and
audiences, using stimulus materials and
modelled language

Lesson 5 – Independent learning [elaborate]

 Students:
– access online posters or videos related to the idiom ‘snack attack’ and select one that they like for their portfolio of work
– create their own poster in [Language] to represent snacking or create a poster of their favourite snack food. Second or additional
language learners label the snack food item and prior/background learners provide more detail, eg explaining why they like that
particular food, how often they eat it
– complete survey based on favourite snacks
– label pictures of various snack food items in the target language
– compose a short note to a family member to tell him/her that they have gone out to buy a snack and other relevant detail, eg reason,
location. Prior/background leaners compose a social media post indicating what you are eating as a snack while you are doing another
activity, who you are doing it with, and where you are
– for fun, they might like to access the children’s book Snack Attack by Terry Border. Prior/background learners may like to access a
book in [Language] recommended by the teacher.

Lesson 6 – Collaborative learning [elaborate]

 Students:
– share posters on collaborative space and peers participate in a gallery walk of the posters
– exchange information about favourite snacks and compare similarities and differences
– use additional images from the production and artwork section of the film’s website and/or previous discussions as stimulus to
collaboratively compose the predicted storyline of the film.

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Students learning [Language] as a second Students with prior learning and/or Students with a background in [Language]
or additional language experience in [Language]

Lesson 7 – Guided instruction [elaborate] – eg 6–8 minutes of video with personal instruction, minimal text and engaging pop-ups
 Teacher:
– outlines the lesson
– gives general feedback on student-created stories
– provides access to the film, possibly with annotations using a video annotation app
– provides interactive exercises based on the film in an interactive format.
 Students:
– view the film
– complete interactive worksheet indicating whether statements about the film are true or false. Prior/background learners retell the story
– respond to the comments made by young viewers and record their own impressions of the film in [Language] in 25 words or less
Comments: Really funny short film, great characters. Big surprise at the end (Anya); It was funny because an old woman and a
teenage kid both acted differently than you would think (Christopher); I liked it because it was full of suspense and
mystery (Ethan); This short film was my favourite. It is a whirlwind of nervousness (Chris); I felt inspired by the boy not to
make a big deal about small things (Felix)
– background learners could research the director of the film and compose a summary.

Lesson 8 – Review Learning [evaluate] – synchronous instruction

 Teacher:
– elicits students’ impressions about the film using an online whiteboard tool
– reviews story of the film using stills from the film (location, characters, emotions, plot, climax), consolidating vocabulary and structures
– asks students to indicate what surprised them during the film and their reasons
– discusses stereotyping and links back to first lesson on identity
– brainstorms predictions for the next scene of the film.
 Students:

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Students learning [Language] as a second Students with prior learning and/or Students with a background in [Language]
or additional language experience in [Language]
– discuss reactions to the film
– brainstorm new titles for the film based on the film’s key message
– retell the story from one of the character’s perspectives or read the dialogue and record their reading taking the old woman and/or
teenager part and adapt the way they read depending on which part they are reading
– (prior learners) reflect on the situation in the form of a diary entry or email to a friend from the perspectives of one of the characters
– (background learners) imagine they are the older woman and compose a letter of apology to the teenager or compose the imagined
dialogue between the older woman and teenager when next they meet at the train station.

Lesson 9 – Collaborative learning [engage]

 Students:
– in pairs or groups, brainstorm the next scene of the film
– using storyboard or photo collage software, create five shots for the scene or compose a short video acting out the parts of the main
characters. Students could record individual scenes in iMovie or moviemaker and splice together or collaboratively edit, using the app.

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Students learning [Language] as a second Students with prior learning and/or Students with a background in [Language]
or additional language experience in [Language]

 locate information and identify gist in a  obtain and process information from a  access and evaluate information from a
range of spoken, written and digital text range of spoken, written and digital texts range of spoken, written and digital texts

Lesson 10 – Direct instruction [engage]

 Teacher shows online supermarket catalogues or images from sites from Australia and a range of [Language]-speaking communities to
discuss differing attitudes towards snacks and healthy eating, and:
– initiates discussion about healthy eating in a range of communities
– gives anecdotal evidence about eating habits in [Language]-speaking communities from personal experience travelling/living in various
[Language]-speaking communities/countries
– introduces vocabulary and expressions about healthy eating/foods.
 Students:
– share their observations about healthy eating based on supermarket advertisements
– make notes on information gained from teacher anecdotes
– share own experiences with [Language] culture in relation to food (if any).

Lessons 11–13 – Individual and collaborative learning [explore] – using teacher-created video or slideshow, or task posted on
collaborative space
 Students:
– learn about snack foods in other countries including the target country by exploring online websites, eg the tasteatlas world snack map
– access an advertisement, poster, video or description about a snack from the target country and identify words to indicate taste and
other relevant adjectives
– create a table of similar ways that various countries describe snacks, such as noting recurring imagery relating to snack food
irrespective of language and culture, eg energising, makes consumer more attractive
– compare the snacks popular in the target country to snacks in Australia and categorise as sweet, savoury, healthy
– listen to or read recordings of people talking about snack food and indicate findings in tables or diagrams

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Students learning [Language] as a second Students with prior learning and/or Students with a background in [Language]
or additional language experience in [Language]
– discuss the foods they like and dislike and the reasons why
– engage with teacher-created audio/written text and complete interactive exercises (differentiated for prior/background learners).
Exercises could be made using ideas from Gianfranco Conti
– keep a record of the type of snacks that they eat over three days, indicating how often they eat them, how healthy they are, what they
taste like and how many they eat
– note whether the snacks they eat at home differ to the ones they eat at school (in their lunch box, offered at the school canteen)
– discuss how they could substitute snacks at the school canteen or at home with healthier options
– share their data with their peers and determine the most popular snack eaten and what percentage of the snacks could be considered
healthy
– compare their findings to those in a range of countries, eg in online articles on global snacking
– access short teacher-created descriptions of snacking in various countries to use as a model for their own texts
– report their findings as a dot point summary or slideshow. Prior/background learners provide a more detailed report.

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Students learning [Language] as a second Students with prior learning and/or Students with a background in [Language]
or additional language experience in [Language]

 identifies variations in linguistic and  understand how different types of texts are structured and use particular language
structural features of texts features to suit different contexts, purposes and audience

Lesson 14 – Direct instruction [elaborate]

 Teacher:
– initiates discussion about the vocabulary and structures used to persuade
– points out a variety of stylistic and linguistic features of advertisements in Australia and initiates discussion of these features
– repeats the process with [Language] snack food advertisements
– discusses targeted, personal advertising, eg algorithms used to advertise on social media
– reviews and introduces grammatical structures to facilitate discussion of healthy eating, eg revises structures to express, compare and
explain likes, dislikes and preferences, structures to link and elaborate on personal views.
 Students:
– consider purpose of advertising, eg what does advertising mean to them? why are products advertised?
– think-pair-share key points of the Australian advertisements viewed, focusing on colour, text, language, font, images
– collaborate in small groups to make notes about observations in a Venn diagram
– examine visual effects, eg eye-catching headlines, pictures, photographs, captions, cartoons, graphics, fonts, colours, framing,
layouts. Background learners comment on the meaning of different colours in the target language and identify elements that influence
bias
– in small groups or pairs, students use information from the advertisements to express opinions about which food they think is healthier
and/or less healthy
– give reasons for their opinions
– present their views as a short presentation
– learn vocabulary/expressions for expressing benefits, and rating the snacks according to benefits/healthy eating value, eg low calories,
but high in energy.

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Students learning [Language] as a second Students with prior learning and/or Students with a background in [Language]
or additional language experience in [Language]

Lesson 15 – Collaborative learning [elaborate]

 Students:
– collaborate in small groups to analyse advertisements in English and [Language], and compose a presentation about how the
advertisements entice people to purchase that product – focus on colour, font, pictures, key wording, tone of voice (if applicable)
– take notes from each other’s presentations to add to their Venn diagram
– use the advertisements from class work and their dictionaries to create a word bank of [Language] expressions used in advertising.

Lessons 16–17 – Collaborative learning [elaborate]

 Teacher provides a scaffold for constructing an advertisement
 Students:
– choose an Australian snack food item, eg vegemite cheesy scroll, or create a new snack food product and collaborate in small groups
or pairs to create a slogan promoting healthy eating, aimed at young people in the target country
– present their slogans to the class, evaluate each other’s slogans and edit their work (if necessary). Prior/background learners could
provide an explanation about their slogan
– for an extension activity, students could prepare a snack food item, and record the process or photograph individual stages of the
process.

Lesson 18 – Direct learning [evaluate]

 Teacher:
– provides feedback on slogans
– explains assessment task (if applicable).
 Students:
– present slogans and offer comments
– review cooking presentations (if applicable).

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Sample assessment activity (Lessons 19–21)

Students learning [Language] as a second or additional language

Students create a digital or print advertisement to encourage young people in the target country to eat a healthy snack.
Students with prior learning and/or experience in [Language]:
Students create an advertisement incorporating the benefits of healthy eating. In their advertisement, students combine sound effects to
encourage young people in the target country to eat a healthy snack.
Students with a background in [Language]
Students create a multimodal advertisement combining a jingle to encourage young people in the target country to eat a healthy snack and
adopt a healthy diet.
Outcome assessed: LXX4-7U/8U identifies that language use reflects cultural ideas, values and beliefs.

Reflection and Evaluation

At the conclusion of the unit, teachers should reflect on student learning and engagement in activities, and use this to inform planning for
subsequent learning experiences. Teachers could consider assessment records and results and student feedback to help them ascertain the
quality of teaching and learning experiences.
 To what level did students achieve the learning outcomes?
 How effective were the activities in helping students to understand key concepts and achieve the learning outcomes?
 Did teaching strategies and activities facilitate high levels of student engagement? Why/why not?
 How could the unit be improved to enhance student engagement and learning?
 Were students’ needs catered for?

Teachers could consider student feedback to help them ascertain the quality of teaching and learning experiences.
 What did you learn in this unit of work that you did not know before?
 Do you feel you need further revision of vocabulary, expressions and/or grammar?

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Reflection and Evaluation

 Which activity did you enjoy the most?

 What would you like to do more of?

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