Al Madrasatus Saifiyatul Burhaniyah

Rajkot

Lesson plans

Teacher’s Name:

Academic Year:
 THE 9 MULTIPLE INTELLIGENCES
1. Verbal Intelligence:
a. Characteristic features - Ability to use language to express and appreciate complex
meanings, longer listening threshold, good at reading, listening, speaking, writing,
questioning and discussion.
b. Suggested learning strategies: Comprehension passages, story narration, creative writing.

2. Logical or Mathematical Intelligence:

a. Characteristic features - Good at number work, identifying patterns and quantifying,
understanding abstract concepts, logical thinking.
b. Suggested learning strategies: number work, cause-effect questions, riddles, sequencing
of thoughts or events, flow charts.

3. Intrapersonal Intelligence:
a. Characteristic features-Ability to understand self (strength and weakness), set targets and
work towards them, requires time for reflecting.
b. Suggested learning strategies: Personalise the learning and relate it to real life, ask them
to express their opinion about what they learnt, maintain a record book/album of their
activities, allow them to plan their study goals, carry out ‘pretend activities’.

4. Visual/ Spatial Intelligence:

a. Characteristic features: Good at drawing, designing maze, puzzles, have a 3 Dimensional
perception of the world, vivid imagination.
b. Suggested learning strategies: mind mapping, allow them to visualize the concept learnt,
visual aids, drawing and sketching.

5. Kinesthetic Intelligence:
a. Characteristic features: Very good with body movements, like to touch and feel, good at
sports and at handling objects.
b. Suggested learning strategies: allow touching and handling of models or real objects,
games/activities which involve movement.

6. Interpersonal Intelligence:
a. Characteristic features: Good leadership skills, effective communicator and good at
conflict resolution.
b. Suggested learning strategies: assign leadership role, cooperative activities.

7. Musical Intelligence:
a. Characteristic features: Ability to identify rhythm and pattern.
b. Suggested learning strategies: allow them to form rhythm of the concept learnt.

8. Natural Intelligence:
a. Characteristic features: Curiosity towards the natural world, collecting objects associated
with nature, understanding natural phenomena, distinguishing between rocks and
materials.
b. Suggested learning strategies: Nature field trips, learning in natural environment,
collecting natural objects, visual aids showing natural phenomena.
 c.
9. Existential Intelligence:
a. Characteristic features: The ability to understand the spiritual contexts of life,
understanding of values like truth and beauty, and responsiveness to the arts,
philosophical virtues or deeni tenets.
b. Suggested learning strategies: Relating material to global themes and concepts, bringing
in resource people, allowing students to demonstrate learning by applying understanding
in new and different contexts, integrating the Muntalaq e Islami into the concept.

WHOLE BRAIN TEACHING

Ned Hermann proposed the Four Quadrant Model of the brain. Each quadrant is attributed with
a particular thinking style. All the four quadrants are active in all individuals however one or two are
dominant over the others. A ‘whole brain teacher’ is the one who weaves in different learning
strategies from all the four quadrants and presents a complete learning experience. A whole brain
learning approach aims at developing the learners into competent problem-solvers, creative, flexible
and personally responsible for their welfare and the welfare of the society.

Left Right
A- Analytical D- Innovative
B- Organized C- Emotional

THE 4 MAT LESSON PLAN

Steps Left Right
Connect
A question is asked to personalize the concept
1. to be introduced. No right /wrong answers (Key
word-‘like’). No logical answers required.
Reflect
A question to obtain a broader view of the
2.
concept, regarding what the child already
knows.(Key word: ‘list’)
Imagine
3. Free flow imagination (Key words-‘imagine &
draw’)
Explain
4.
Agenda, Concept Map, teach/explain/read
Practice
5. Consolidate learning with simple K & U
questions, Activities, worksheets
Create
6. Difficult U & A: Activity Sheets, projects
Summarize
7.
Recap
Relate
8. Project/ Field Trip/ Role Play/ Presentation,
connects the lesson with life.
 Al Madrasatus Saifiyatul Burhaniyah – Rajkot
Lesson Plan
MANDATORY ATTACHMENTS
Subject: English Literature Class: IX
Concept Map - Yes / No
Date: 30/12/2022 No. of Periods: 7 to 10 No.
MI Worksheets
Type
Name of the Lesson:
K
Hearts and Hands – O. Henry Question Bank
(Write count and submit it in a U
separate sheet)
Learning Objectives:- A

CONCEPTS
Major:
Use of Irony as a literary device
Learning Outcomes:- 3 types of ironies ( verbal, dramatic
Students will be able to: and situational)
 Appreciate O.Henry as a short shory writer
 Understand Irony as a literary device and identify it
 Diffrentiate different types of Irony
 Justify the title “Hearts and Hands” Minor:
 Appearences can be deceiving
Muntalaq e Islmai (Moral Values):-

Sr.
Steps

Time Resources
Activity Description MI
No (Mins.) Required
Connect (R)

1. How many of you had an encounter with a police inspector?

Reflect (L)

2.
Imagine (R)

3.
 Explain (L)

4.
Practice (L)

5.
Create (R)

6.
Summarize (L)

7.
Relate (R)

8.

Assessment of the Student:

Teacher’s Sign:
Evaluation of the Self:
Date:

Remarks:

Checked By:
Excellent Very Good Good Average Below Average
Date:
 Concept Maps, MI worksheets, Question Bank and Assessment Sheets shall be compulsorily submitted to the
incharge with the lesson plan.
 Below Average means the teacher needs to replan the lesson.