Lesson Plan

(Highlight all that apply to this lesson)

Teacher
Torch Values: Tolerance, Organization, Respect, Caring, Honest
UBD/Topic Learning Skills (Highlight all that apply to this lesson)

Subject Critical Thinking- analyzing, comparing and contrasting, explaining, problem

solving, tracking cause and effect
Grade Level Creative Thinking- brainstorming, designing, innovating, overturning,
problem solving, questioning
Communicating- analyzing a situation, choosing a medium, listening actively,
Lesson date speaking, using technology, writing
Collaborating- allocating responsibilities, decision making, delegating, goal
setting, leading, managing time, resolving conflicts, team building

Total number of Boys Girls Resources

Students
(Specify what tools, manipulatives, and learning technology will be used)
Emirati EAL SEND G+T
Health and Safety Considerations
● Masks must be worn at all time

Lesson Overview
Big Picture/
Essential Question
(State the overarching
Essential Question)
Prior Learning
(provide a brief
overview)
Higher Order
Questions for the
lesson
(State what your
questions will be for
the lesson. These
should be linked to
Blooms Taxonomy)
Standards and
Practices
(list ONLY the
standards and
practices
(Math/Science) that will
be addressed in this
lesson. Which
standards from Stage 1
of the UbD unit will be
covered?)
Links- Real Life, UAE,
and Cross Curricular
(Explicitly state what
will be evident in the
lesson. How will this
learning relate to the
world around them?
What are the
connections across the
content areas?
Consider the relation
to Stage 2 of the UbD
unit).
Innovation Strategies,
(enterprise skills,
inquiry, research,
collaboration )

Literacy Strategies
(What is the
vocabulary
integration? How will
students become
proficient in the
cognitive academic
language of the
course/subject?)

Differentiation
ALL students must be challenged beyond their current achievement!
(Explicitly add student names and state what resources/tools/activities will be used to differentiate learning)
Specific differentiation strategies (content/process/outcome): How will the content, process, product, and/or environment differ for the students to give better
opportunity to access learning at their level? How will the students learn in each model?

EAL, SEND, G+T -Some Special Education Accommodations & Modifications.

Also, always refer to students’ IEPs.
*Size: Adapt the number of items that the learner is expected to learn/complete (reduce the length of an assignment, etc.)
*Time: Increase amount of time learner has to complete a task (provide students with extra time, etc.)
*Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one conferencing, collaborative team teaching, peer-tutoring, etc.)
*Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the use of a calculator, simplify content, decrease task
directions, etc.)
*Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible grouping, etc.)
*Output: Adapt how the student can respond to instruction
*Participation: Adapt the extent to which a learner is actively involved in the task
*Alternate Goals: Adapt the goals or outcome expectations while using the same materials
*Substitute Curriculum: Provide different instruction and materials to meet a learner’s individual goals.
(Add specific student
Progress Concerns (including SST
names and info from EAL (registered) G+T (registered) SEND (registered)
referrals)
the IEP)
Barrier to learning
Accommodation
IEP/Learning Goal
 Lesson Plan
Lesson Objective
(should be connected to the standard and
should be written using student-friendly
terminology for what they are supposed to be
learning?

These should start with a different Blooms

verb.
All (100%) - linked to the standard/lesson
objective
(set at grade level expectation)

Majority (50-60%) - this is the extension of the

standard / above the grade level expectation

Few (up to 15%) - students who are working

well above grade level expectations

Check this LINK for Teaching and Learning

Strategies

Check this LINK for guidance on BLOOMS.

Success Criteria
(Based on the outcome of the product, what is
the progression in how we know they have
learned? Blooms taxonomy should be used.
This can be demonstrated through a rubric,
checklist or an AFL strategy)

Starter (5min)
(how will you hook/provocation/Do Now task?
This information should be used as a checking
for understanding/starting point of the lesson)

Introduce the lesson (I Do) (10min)

Main part of the lesson (20min) (We Do)

Include opportunities:
● student agency (voice and choice)
● for questioning to promote critical
 thinking
● collaboration/group work
● hands-on activities
● stations/centers
● project work
(Secondary to define 80mins of the
Main part of the lesson)

Closing (You Do) (10min)

Demonstration of knowledge using an exit
ticket or other AFL strategies to determine
End of Lesson progress.

Formative Assessment Strategies

How will you know that the students have

made progress?

Consider self / peer assessment strategies,

and when/how you plan to conduct progress
checks throughout the lesson.