IAT Lesson Plan

SUBJECT: English TEACHER: Maria Savvides CAMPUS: AUH-G

DATE: CLASS/CLUSTER: 10-AHS WEEK/PERIOD NUMBER:

CHAPTER & LESSON LEARNING OUTCOMES & KPI’S:_x000B__x000B_

PLANNED LEARNING JOURNEY

OBJECTIVE ACTIVITY

ENGAGE/ EXPLORE >>> ‘ENGAGE' and 'EXPLORE' activity ideas…

Engage students, spark curiosity, Additional information / explanation

prime them for learning, pique their
interest in the topic, focus attention
OPENING by design.

LEARNING STAGE: >>> Teacher-directed Activities >>> ‘EXPLAIN’ and 'ELABORATE' activity ideas…
_x000B__x000B_
EXPLAIN / >>> Teacher-directed Activities >>> ‘EXPLAIN’ and 'ELABORATE' activity ideas…
ELABORATE_x000B_
Additional information / explanation Additional information / explanation
Explain, Create, Prove, Plan,
Share, Justify, Sort Out
Cover content, teach the curriculum, Going further, Connect, Test,
have students constructively explore Apply, Iterate, Improve
and discover content & develop
skills, distill their learning through
practice and application

HEART LEARNING STAGE: >>> Teacher-directed Activities >>> ‘EVALUATE’ activity ideas…
_x000B__x000B_EVALUATE
_x000B_
>>> Teacher-directed Activities >>> ‘EVALUATE’ activity ideas…
_x000B_ Check for
Understanding, Test, Discuss, Additional information / explanation Additional information / explanation
Reflect, Share, Listen,
Improve, Make Conclusions

TEACHER-DIRECTED ACTIVITY STUDENT-DIRECTED ACTIVITY

Additional information / explanation Additional information / explanation

Wrap up the lesson, consolidate

CLOSING learning, reflect, look ahead.
_x000B_

1
 Resource Planner Hands O
Use of Media and Cooperative Groupings Writing Opportunities Hands-On Experiences and / or Manipulative Usage
Technology

What hands-on experiences and/or manipulatives

will be used to help students develop an
understanding of key skills and processes for
investigation?

Reflection

Reflection- "How did the lesson go? What would you change?

What would you change for next time?"

2
 Elements of Learning FOCUS TIME

ELEMENTS OF LEARNING

ELABORATE' activity ideas… Elements of Learning FOCUS

ELABORATE' activity ideas… ELEMENTS OF LEARNING

/ explanation

ivity ideas… Elements of Learning FOCUS

ivity ideas… Communication and Creation

/ explanation

ED ACTIVITY Elements of Learning FOCUS

/ explanation Teamwork

3
 Hands On Activity
Differentiation STEAM / 21st Century Skills

How will you design, adapt and deliver instruction to address How will you incorporate 21st
each student’s diverse learning strengths and needs and Century skills and PREVIOUS
create opportunities for students to demonstrate their LESSONS SKILLS into this? e.g.
learning in different ways? How will you ask questions at how will you make connections
different levels? from content to real life practical
applications? What concrete
examples will you use? How
could you link this lesson to other
subjects that the students are
studying?

4
5
 Drop Down Lists

>>> ‘ENGAGE' >>> ‘EXPLAIN’ and >>> ELEMENTS >>> Teacher-

and 'EXPLORE' 'ELABORATE' ‘EVALUATE’ OF directed Activities
activity ideas… activity ideas… activity ideas… LEARNING
Teacher projects an Students summarize Students Teacher uses
image and ask explored content on a demonstrate Keynote/
students to share collaborative Keynote understanding powerpoint to
their thoughts. (Sections / topics can with a Google or Teamwork explain concept to
be allocated to Microsoft Forms students
particular learners) self-marking quiz.

Students come up Students analyze an Students Teachers uses

with a list of article, video, demonstrate Nearpod/Keynote/
questions or animation, or website learning in a Quizizz lesson ,
‘wonderings’ about and create a product gamified quiz etc.to guide
the topic / Make a (Quizizz, Quizlet students through a
virtual ‘Wonder Live or Kahoot! ) Communicatio slide presentation
Wall’ using Padlet, n and Creation
Mentimeter,
Nearpod, etc...

Students watch a Students collaborate on Other Teacher shows

video and add Pages, Keynote, class a video clip
questions or notes Numbers, Classkick to
with add text, images, audio Personalization
EdPuzzle/Keynote/ or a drawing to of Learning
Nearpod to make it illustrate a solution,
more interactive graph/ diagram

Use of Microsoft Students create a Other

Form / Quizlet / cartoon /comic /
Kahoot! / Quizizz infographic / Popplet
or similar as a mindmap to express
baseline assessment their learning Critical
to spark curiosity Thinking
about what students
don’t know

Students share Students create a short

ideas, questions, video / teach a short
wonderings on a lesson to explain their
collaborative learning using Clips
pinboard or
whiteboard space Real-World
using Keynote/ Engagement
Padlet / Numbers/
Jamboard etc.
Studnets use an AR Students complete a
app or 3D models flowchart / thinking
to bring an object / map template in
context into the Keynote, Pages or
room and ignite Numbers
curiosity

Students explore a Students use the iPad

Study Set of terms camera to create a
and their definitions stop-motion animation
in Quizlet. demonstrating a
process / bringing
learning to life

Students explore a Students explore

set of scaffolded, content / skills as they
curated web links apply in the real world
with a clear purpose by connecting them to
to the exploration. a case study Google
Earth Voyager or
Google Arts & Culture.

Students go on a Other
Virtual Field trip
using Google Earth
Voyager or Google
Arts & Culture.

Other
 Elements of Learning Rubric
Instructions: To use the rubric, choose an option from Not Evident to High in the Level column to identify which levels of
each element are supported by a given lesson. 
Design lessons that resonate. Think about elements the same way you might think about treble, ​bass, and volume in
music—more isn’t necessarily better. Rather than trying to maximize all elements in a given lesson, focus on the ones
that provide your students with the best opportunities ​to understand the topic.
Adjust for age. This rubric provides research-based descriptions of meaningful learning experiences. Take into account
age-appropriate expectations when applying the elements to lessons. Some learning experiences, such as expressing
ideas and making choices, look different depending on the maturity and abilities of the students.

Elements Not Evident Low MEDIUM HIGH Level

Students do not work in pairs Students participate in group Pairs or groups of students Pairs or groups of students
or small groups; they complete work on academic content, create a shared product or create a shared product and
their work on their own. processes, or products. participate in joint reasoning participate in joint reasoning
Teamwork regarding significant issues or regarding significant issues or 0 Choose one ⌵
aspects of the work. aspects of the work.

Students are not required to
express what they know or
think in a concrete product.
Communication
and Creation
Learning activity remains
uniform for all students.
Personalization
of Learning
Students create products to
express what they know or
think.
Learning activity incorporates
one aspect of personalization:
variation in task, significant
student choice, or equitable
access.
Students create products to Students create products to
express what they know or express what they know or
think with one or two of the think with all three of the
following features: students following features: students
select their means of select their means of
expression, students design expression, students design
their expression for a particular their expression for a particular 0 Choose one ⌵
audience, or students must audience, and students must
attend to principles of design. attend to principles of design.
Reflection:
This lesson shows…
Learning activity incorporates Learning activity incorporates
two of the following aspects of all three aspects of
personalization: variation in personalization: variation in
task, significant student choice, task, significant student choice, 0 Choose one ⌵
or equitable access. and equitable access.

Students do not participate in
critical thinking; instead, they
focus on work with known
Critical Thinking solutions or procedures.
Students participate in some Critical thinking is the main
critical thinking, but it is not the activity, but students do not
main activity of the lesson. have intellectual
independence; they are mainly
following directions.
Critical thinking is the main
activity, and students have
significant intellectual
independence. 0 Choose one ⌵

Students do not have A realistic example provides Students’ academic work Students engage in an
opportunities to connect their the context for students’ involves immersion and active authentic task in a real-world
learning to the real world. academic work. engagement in a real-world setting, with real-world purpose
Tasks are centered solely setting, or they complete a and impact.
Real-World
around their academic purpose realistic task that someone 0 Choose one ⌵
Engagement and context. might do in the real world.

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