Name of
Teacher
Subject
Period Number
Year
Learning Objective:
Starter:
Topic
Sec
Introduction:
Questions
Number of students
Brief outline of the Main Activity:
Resources:
Questions
Text Book:
Robert A. Baron
Pre-Assessment
Success Criteria:
.
Date
Group Activity:
Scaffolding Support
Individual Task:
Real life application
Critical thinking questions
Work sheets:
Main activity- To identify the
differences between shallow
and deep processing through
a class experiment.
Key Vocabulary:
AFL Strategies:
Assessment criteria: Skills
that will be assessed
Web link:
https://www.youtube.com/wa
tch?v=RH95h36NChI
(A video on how to studyhomework)
Communication skillsDebate and discussion
based on the topic
 Analytical skills Collect, visualize
information and make
decision
 Map skill-Pointing
out centres of cotton
textile industry in India
Homework:
Extension Activities:
Accommodation/s:
IDL/Cultural/UAE Links:
Differentiation strategies
Cross-curricular links:
 Commerce: Trade in the industry
 English: Vocabulary
 Art: Diagrams and charts
 IT : Power poin
Example:
Differentiated activities:
Students work in mixed pairs
Walkers: Will be asked to recap past learning and
attempt to define episodic memory.
Joggers: Will be asked to connect the experiment
findings with the class discussion.
Runners: Will be asked to identify the other factors
affecting episodic memory.
SDG links
Plenary:
Post assessment
Questions
Evaluation:
Did the students
complete the task on
time?
Was the class
experiment useful in
helping students
connect to the topic?
Were there any
concepts that proved to
be challenging for
students
understanding?