Teacher Bloom’s Taxonomy Verbs (Highlight or circle all that apply.

) Resources
Evaluation- argue, convince, design, disprove, invent, prove, support, validate
Course/Subject Synthesis- adapt, compose, convert, elaborate, hypothesize, predict, transform Student Book page
Analysis- categorize, compare, distinguish, examine, infer, order, test for
Grade Level Application- associate, connect, develop, link, model, represent, solve, use Activity Book page
Comprehension- classify, demonstrate, explain, interpret, predict, restate
Dates Executed Knowledge- define, find, list, name, retell, state Equipment, Tools, etc.

Number of Students per Subgroup Learning Skills (Highlight or circle all that apply.)
Critical Thinking- analyzing, comparing and contrasting, explaining, problem
Boys solving, tracking cause and effect
Creative Thinking- brainstorming, designing, innovating, overturning, problem
Girls
solving, questioning
SEND/EAL/GAT Communicating- analyzing a situation, choosing a medium, listening actively, Health and Safety Considerations
speaking, using technology, writing
Collaborating- allocating responsibilities, decision making, delegating, goal setting,
Emirati
leading, managing time, resolving conflicts, team building
Lesson Overview
Big Picture/
Essential Question

Standards

Links- Real Life, UAE,

and Cross Curricular

Literacy Strategies

Beginning Developing Achieving Mastering Exceeding

Differentiation
ALL students must be
challenged beyond their
current achievement!
Progression of Learning

Learning Activities
Objective(s) and
Lesson Starter Assessment Closure and Reflection
Success Criteria
I do. We do. You do.

7
Planning for Instruction

Teacher: Who is facilitating the learning?

Course/Subject: In which course/subject will this learning occur?

Grade Level(s): Which grade or grade levels will have these learning experiences?

Dates Executed: When will this learning occur?

Number of Students per Subgroup: How many of each subgroup is in front of you?

Bloom’s Taxonomy Verbs: Which verbs are associated with the learning that will occur?

Learning Skills: Which skills will be developed during this learning?

Resources: What are the essentials necessary to enhance the learning? THIS IS NOT YOUR PLAYBOOK.

Big Picture/Essential Question: Where is the learning leading?

Standards: What will students be learning in this part of the unit? Which standards from Stage 1 of the UbD unit will be covered?

Links- Real Life, UAE, and Cross Curricular: 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.

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

Differentiation: 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?

Progression of Learning: Consider the relation to Stage 3 of the UbD unit.

Lesson: Determine how many lessons are needed for learning to occur. If less than 7, delete the excess. If more than 7, add more rows.
Objective(s): What is the student-friendly terminology for what they are supposed to be learning?
Success Criteria: What is the progression in how we know they have learned?
Starter: How will you engage students? Consider their prior knowledge.
Learning Activities: What activities will challenge at or beyond the aligned depth of knowledge of the standard(s)? Refer to the Bloom’s Taxonomy verbs. How are students exploring ideas and
constructing meaning and explanations? HOW ARE STUDENTS ENGAGING IN PRODUCTIVE STRUGGLE?
I do: Be sure to minimize teacher talk.
We do: Focus on questioning. Consider the pose-pause-pounce-bounce method.
pose- Given a context, provide a question or series of questions for students to ponder and remain reflective.
pause- Allow students to productively struggle as they think and think again.
pounce- Solicit a response and determine the support needed.
bounce- Solicit a response from another student or group. Be sure to get students into the habit of acknowledging what their peer said by either adding on or giving
reasons/examples of why they disagree.
You do: This is not a worksheet. What will the students do independently of the teacher, not necessarily independent of each other?
Assessment: How will you know that the students have made progress? What purposeful information do you need? How will you get it?
Closure and Reflection: What is the stickability of this learning? How will the learning experiences be brought together and reinforced to be sure that students have solidified their thinking/learning?