CONTENT OVERVIEW

Teacher: Rahma Munir Date : February 15th 2023

Subject: English Lessons: Unit 4 : Human Intelligence

Launch text – The Human Brain

Class: 8

School mission and vision: (describe the link between the content and the MVCs; align with the unit plan)

Empower learners to contribute to the global community through innovation, exploration, and citizenship.

School mission: DMES cultivates reflective scholars’ bold innovators and passionate leaders equipped with the content knowledge, skillset, and ethics to contribute to society positively. The learning environment prepares
students for lives of meaning and purpose, emphasizing academic excellence, high expectations, and enthusiasm for life. Our school emphasizes the development of a character loyal to GOD and a country identified by integrity

through self-discipline and tolerance.

School Yearly Theme: Stronger Together: Empowering learners for success in a changing world.”

Real-life application: (describe how the specified knowledge and skills will be shown through real-life student application)

How can different types of intelligence help you exceed in different walks of life.

Cultural Integration: (UAE/International knowledge; align with the unit plan)

Different people have different ideas about what being intelligent means. A person’s age, culture, and personal beliefs can affect how he or she views and measures intelligence. Even the historical period in
which a person lives can have an effect. And, while there are tests to measure intelligence, there is no definitive gauge.

Prior knowledge: (prerequisite information necessary to support learning)

Students should be aware of classroom routine /procedure and discussion rules.

Students should be aware of context clues

Students should be aware of features of informative texts

st
Twenty-first-century focus: (highlight to show the main 21 -century learning that will happen during the lessons)

Media & Technological literacy- Collaboration- Responsibility- Global literacy- Social/ cultural literacy

Communication Critical thinking Collaboration Creativity

Global literacy Media & Technological Literacy Civic Literacy Social/ Cultural Literacy

DMES core values Respect / high expectation /excellence Commitment / leadership /citizenship Responsibility/ tolerance /sustainability

LESSON PLAN
Date: February 14th 2023 Essential question: : In what different ways can people be intelligent?

Lesson series:

The lesson duration is two session

STANDARDS
List the standards that will be addressed in the lessons using the correct codes.

Standard Code:CCSS.ELA-LITERACY.RI.8.1,8.2

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

ISTE/CTE:

(All lessons must include technology standards)

Acquire and accurately use Information and Communication Technologies sector terminology.

Learning Objectives SUCCESS CRITERIA

State what learners will know or be able to do by the end of this
State what the learner needs to fulfill to achieve the learning outcomes. (WILF-What I am Looking For)
lesson due to the instructional activity.
● Recall the main features of an informative text.
● Scan an informative article for specific details and ● I can recall the main features of an informative text.

answer questions from the text. ● I can scan an informative text for specific details.
● Construct a concise summary to demonstrate I can summarize the key points of an informative text to demonstrate my understanding.

understanding.

KEY VOCABULARY/ LANGUAGE STRUCTURE

Note the key domain-specific and foundational vocabulary and language structures that will be learned/reinforced.

Concept Vocabulary : 
● Integrate
● Observation
● Documentation

TIMING CONTENT
 Do now – Think –Pair-Share
Do now /
 Learning Objectives to be read out 1. Describe an informative text
Engage aloud.
2. Which of these is most prominent in an informative text :
5 mins This must:
 A. Opinion
(student’s voice) Be achievable, engaging, and enjoyable
 Connect prior knowledge and skills to the B. Humor

new content being learned C. Facts

Cooperative Learning Strategy/Activity  Students will go through the PPT and complete the differentiated activities

5 mins This must:  Students will conduct research, take notes, and summarize the text.

(student’s voice)  Develop interpersonal learning skills  Students will present their summary.
 Develop the vocabulary of the lesson .

Direct Instructional Strategies/Activities/ Here the teacher will build on the conclusions/ findings to explain the concept.

This must:
 Include a central critical question
The teacher guides the student through the lesson using the PPT.
 Cover the main content of the lesson
Students will complete the differentiated questions and complete activities.
 Be supported by appropriate resources
Explore -We do
 Be carefully sequenced
Read the text and answer the following :
 Address misconceptions
 1.  Predict the main point of the explanatory text from the title and the illustration.
Be embedded in real-life applications
2. What is the genre of the text? Explain.
3. How much does the human brain weigh?

4. What parts does the human nervous system consist of?

5. What are synapses/

6. Do you think you can increase the number of synapse connections in your brain? Cite textual evidence to support your answer

7. .The nervous system is called the CPU (Central processing unit) of the human body. Why do you think so?

8. Discuss the main idea of the text.

Express (You do )

Tier 1
The writer has described the brain as “a world of unexplored continents?
Do you think this is a justified comparison? Elaborate in a short passage.

Explore What type of figurative language is used in this statement.

10 mins Tier 2

(teacher’s voice) Enlist the main informative / explanatory features included in the text.

Tier 3
”Write down the information that you thought was most interesting in the article. Why did it fascinate you?
Assessment
Differentiated questions

Exit slip :

Exit Slip: Summary

Write a summary of “

” A summary is a concise, complete, and accurate overview of a text. It should not include a statement of your opinion or analysis.

Extended Task:

Complete the following :

Identify which of these are informational texts

https://wordwall.net/resource/26795016/informational-or-literary-text

Self-reflection

Summary checklist

 Include a central critical question Different Groups of Students Differentiated Tasks

 Students should express their
Express
knowledge gained Tier 1 (High Achievers ) Above expectation The writer has described the brain as “a world of unexplored continents?
 Differentiated tasks Do you think this is a justified comparison? Elaborate in a short passage.
 What type of figurative language is used in this statement.

Tier 2 In line with the expectations Tier 2

Enlist the main informative / explanatory features included in the text..

Tier 3 Low Achievers/ Below expectation Tier 3

”Write down the information that you thought was most interesting in the article. Why did
it fascinate you?

 Be clearly explained so that all

SOD What is the purpose of this text?
learners achieve against the lesson

standards
(Students of Determination )

 Be differentiated to meet the

range of learning needs in the

classroom Gifted and talented ( Beyond grade level Complete tier 1 and proceed to the extended task.
 Be challenging and allow all expectation )
learners to develop their

understanding, knowledge, and

skills in, incrementally

Cross-Curricular Links: (different subject skills /knowledge integrated Research the main parts of the human nervous system. Share your findings in the form of a written passage / slideshow
with lesson content; aligned with the unit plan)

Plenary – Plenary
This must: Oral presentation
Evaluate
 Students review and consolidate learning. Exit cards/power points
5 mins
 Students reflect on what has been achieved.
(student’s voice)  Assessment as Learning (AaL)
 List formatives used

Teacher Reflection & Student Next Steps:

 Provide an overall evaluation of the lesson.

 State what went well.

 State what needs to be repeated/revisited.

 What are learners ready to learn next?

 Add feedback to the Atlas unit plan.

SEATING PLAN 8A

Data used to inform this seating plan includes: (highlight the data used to inform this seating plan)

Internal Summative Assess-

CAT4 MAP IBT Internal Formative Assessments
ment

Group 1 Group 2

 Omar Abdalla Mubarak Buthani Alattay  Abdelaziz Sameh Mohamed Elsadany

 Mohammad Joumaa  Abdulaziz Sauod Malalla Obaid Suroor
 Hamdan Abdulla Humaid Matar Al-  Hamad Naser Mohamed Abdulla Naser
Higher order skills or

thinkers jaberi   Matar Shuaib Mohd Ahmad Matar Alsuwaidi

 Abdulla Safwan Obaid Khamis Al  Obaid Mohd Abdulla Mohd Ali Ahli

Suwaidi
 Khalifa Adel Abdulla M Zenaid Al-

suwaidi
 Group 3  Group 4

 Sanad Eyad M J Eqab Albarkawi  Hamad Omar Mohammad Miran Mohd 

 Faris Alfaris Alshimmari  Mansoor Ahmed Abdulla Ahmed Alansari
 Gaith Mohammad Abdulkhaliq Alshara  Mohamed Chaker Mohib Al Faraj
Lower order skills or

thinkers
Al Ali  Turki Faisal Ahmed Alatreez Alnuaimi
 Ali Abdulla Ali Mohammad Alsuwaidi  Abdullatif Mohammed Sharaf Alhashmi
 Mayed Hassan Nasser Abdulrazaq Al-

razooqi

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Learner codes: S - SEND with LSA/ I – Individualized needs/ U - Unmotivated / T - Talkative/ D - Disruptive