Cultural Food Day

Myths & Legends

Overview

In this 50-minute lesson, students explore Samoan food classification and the traditional cooking method of an ‘umu. They practise key Samoan phrases for food, “method”, and sharing, then connect the learning to a Faafiafiaga Samoa (cultural presentation) by organising ideas for a short myth/legend presentation.

Learning intentions

WALT:

• recognise and use Samoan words to classify foods (foods and food preparation)
• describe the method for preparing and cooking an ‘umu, using a simple ordered structure
• practise appropriate food-sharing language and respectful classroom routines (e.g., “let’s share”)
• plan and present a short Faafiafiaga Samoa segment linked to myths & legends, including basic structure and vocabulary

Success criteria

• I can sort food items into categories and say the category name in Samoan.
• I can state a simple method sequence for making an ‘umu (e.g., prepare → cook → share) using sentence starters.
• I can use key phrases to request/receive and share food appropriately.
• I can present 3–5 connected ideas from a myth/legend using a clear structure (beginning–middle–ending) and audience-friendly delivery.

Curriculum links

• Learning Languages (Languages) — Foods & Food preparation (Samoan classification, cooking method, organisation of a procedure, and interaction for food sharing)
• Learning Languages — Speaking, listening, reading and writing for purposeful communication in everyday contexts
• Refresh-aligned focus on communicative competence: using language to understand, interact, and present information
• Key competencies: Relating to others (collaboration/food sharing), Using language and symbols (Samoan structures), Participating and contributing (group presentations), Thinking (planning method and narrative structure)

Lesson structure (50 minutes)

1. 0–5 min · Do now (starter). Teacher displays 6 picture cards of foods; students quickly write 1–2 Samoan words they know (or guess) under each picture on a mini worksheet.
2. 5–12 min · WALT launch + model. Teacher introduces WALT and shows a short “food classification” chart in Samoan (e.g., fruit/vegetables/staples/meat/seasonings—teacher chooses categories used in your scheme). Students repeat key category words chorally and identify where two new food pictures belong.
3. 12–22 min · Direct teach: food classification + names. In pairs, students sort a mixed set of food picture/word cards into categories and record one sentence frame:

• “O … o le … (Category).” Teacher circulates, checking pronunciation and correct category placement.

4. 22–32 min · Preparing an ‘umu: method structure. Teacher models an ‘umu “method” using a large sequencing strip with prompts:

• 1. Saunia (prepare)
• 2. Lavea/fua (place/arrange ingredients as taught)
• 3. Kuka i le ‘umu (cook)
• 4. Tufa (share) Students match step cards to pictures and underline one key verb on their worksheet each.

5. 32–40 min · Food sharing role-play (ingroups). Students form ingroups of 5. Each group receives role cards (host/guest/server). They practise one short exchange using teacher-provided sentence starters:

• “Fa’amolemole, …” (please / excuse me)
• “Tufa mai …” (share/serve …)
• “Fa’afetai.” (thank you) Teacher listens for respectful language and correct order of actions.

6. 40–48 min · Myths & legends planning for Faafiafiaga Samoa. Teacher connects the cultural strand: students choose one prepared myth/legend prompt (teacher provides 2–3 options). They complete a planning box on their worksheet using:

• Beginning (who/where)
• Middle (problem/action)
• End (lesson/ending) They add 3 vocabulary words from today (food category words + 1 ‘umu method word).

7. 48–50 min · Exit ticket. Individually, students write:

• One food category sentence in Samoan
• One ‘umu method step in Samoan (just 1 phrase is acceptable)

Resources

• Picture cards of foods (including at least one staple, one vegetable/fruit, one protein/meat, one condiment/seasoning)
• Samoan category word cards and student sorting mats
• Sequencing strip cards for ‘umu method steps (prepare → cook → share)
• Role cards for food-sharing ingroup activity
• Worksheet pack: classification table, ‘umu method sequencing, sharing sentence starters, myth/legend planning box
• Timer, timer on board
• Dyslexia-friendly options: line guides, colour overlays, and audio recordings of key phrases by teacher/device
• Whiteboard markers and sticky notes

Assessment

• Teacher observation during sorting: accurate categorisation and correct category vocabulary use.
• Formative check during ‘umu sequencing: students correctly order steps and identify key verbs.
• Role-play listening: students use at least 2 sharing phrases accurately and participate respectfully.
• Exit ticket: one category sentence + one method phrase to confirm individual understanding.

Differentiation

• Support for diverse learners:
• Sentence starters and word banks for classification, method, and sharing.
• Provide a “reduced choice” sorting set (4 categories instead of 6) for students who need fewer steps.
• Dyslexia-friendly reading options: audio of key Samoan phrases; enlarged print; colour-coded categories; short lines per step card.
• Guided group roles (e.g., “Sequencer” “Vocabulary checker” “Presenter”) so every student participates.
• Extension for advanced learners:
• Add a “reason” clause using a frame such as “ona …” (because/so) to explain one step of the ‘umu method.
• Encourage students to include 5+ myth/legend planning points and practise a 30–45 second mini-presentation in their ingroup.
• Language scaffolds:
• Visual cues for grammar order (verb-last or verb-start as your class model uses).
• Rehearsal time before role-play to reduce cognitive load.

Assessment for learning notes (teacher quick checks)

• During sorting, ask: “Where does this go?” and “What is it called?”
• During method sequencing, ask: “What happens first/next?”
• During role-play, listen for respectful requests and correct action order (prepare/cook/share).