Comparing Lifestyle Habits

WALT (We Are Learning To)

• Compare our own lifestyle habits with those from different cultures as presented in texts.
• Understand cultural differences and similarities affecting wellbeing and lifestyle.
• Use language skills to express comparisons and reflect on cultural meanings.

Learning Objectives (NSW Curriculum aligned)

By the end of this 60-minute lesson, students will be able to:

• Initiate and sustain interactions to exchange and compare ideas and experiences regarding lifestyle habits and wellbeing in different cultures.
• Interpret and analyse information from cultural texts to understand perspectives on lifestyle and wellbeing.
• Reflect on how cultural identity influences lifestyle choices and wellbeing.
• Use appropriate language features and structures to create spoken and written comparisons.

Success Criteria

• I can explain and compare different lifestyle habits using relevant vocabulary and grammatical structures.
• I can identify and describe similarities and differences in lifestyle from both my culture and the texts studied.
• I can participate actively in class discussions by sharing ideas clearly.
• I can create a short written paragraph comparing my lifestyle with another culture's, using correct language structures.
• I use dyslexia-friendly reading strategies to understand texts.

Lesson Breakdown

Time	Activity	Description	Resources	Differentiation
0–5 mins	Introduction & WALT	Present the WALT and success criteria on the board. Briefly discuss what lifestyle means and introduce the theme of cultural connections and wellbeing.	Whiteboard, projector	Use simple language and visuals; check understanding with thumbs up/down
5–20 mins	Reading & Dyslexia-Friendly Texts	Distribute dyslexia-friendly adapted texts (short paragraphs) that describe lifestyle habits from a target culture covered earlier in the unit (e.g., dietary habits, exercise, social activities, sleep patterns). Students read individually or in pairs.	Printed texts with accessible fonts and spacing	Pair reading; highlight key vocabulary; use audio versions if available
20–35 mins	Group Discussion & Language Focus	In groups of 3-4, students discuss differences and similarities between their own lifestyle and that in the texts. Teacher facilitates language support: useful comparative phrases, cultural vocabulary, sentence starters.	Language phrase handout, whiteboard	Provide sentence starters for EAL/D and students requiring extra support
35–50 mins	Written Comparison Task	Students write a short paragraph comparing their lifestyle habits with those discussed, using vocabulary and structures provided. Encourage use of metalanguage and language features from the NSW curriculum.	Writing sheets, dictionaries	Allow oral scribing or voice-to-text tools, if needed; extension: write a longer reflective paragraph
50–60 mins	Sharing & Reflection	Selected volunteers share their comparisons. Class reflects on how culture shapes wellbeing practices and lifestyle choices. Recap WALT and success criteria, linking back to NSW curriculum standards.	Oral sharing, circle time	Encourage all participation; praise efforts; extension: students brainstorm ways to incorporate positive habits from other cultures

Differentiation Strategies

• Provide bilingual dictionaries and visual glossaries.
• Use partner and small group work to scaffold discussion.
• Offer sentence frames and writing templates for scaffolding.
• Employ dyslexia-friendly print materials (clear font, spacing).
• Allow use of assistive technology for writing.
• Oral tasks as alternatives to written ones where appropriate.

Extension Activities

• Research a lifestyle habit from another culture not covered in class and present findings.
• Create a multimodal presentation comparing multiple cultures’ lifestyle practices and their effects on wellbeing.
• Write a reflective journal entry on how their lifestyle might change after learning about other cultures.

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This lesson plan is carefully aligned with the NSW Languages curriculum expectations for Year 10 students to initiate, sustain, and reflect on intercultural interactions and wellbeing-related cultural connections. It supports diverse learners through multiple modes of input and output, includes dyslexia-friendly reading approaches, and offers language scaffolding and extension tasks for advanced learners to deepen cultural and linguistic awareness.