AL NAHDA NATIONAL GIRLS SCHOOL
LESSON PLAN (Secondary) AY 2023-2024
Everyone engages, everyone reflects, everyone learns.
Teacher :
Mrs. Fatima Djendara
Subject :
English
Unit / Chapter :
Unit 1 Belonging
Grade :
8
Lesson Title :
No. of Periods :
Term :
Section(s):
7
AP
Date :
1
Week
Lesson Duration :
10
35 mn
6-10 Nov 2023
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn
from the text.
RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text.
Standard(s) :
L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content,
choosing flexibly from a range of strategies.
L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm,
persistent, resolute).
RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Objectives:
Reading: Unit 1 Belonging Reading 1 ‘What is your Group ID?’ SB P 8-9
Learning Objectives:
(Know Understand Do)




Set the purpose for the reading.
Read with Accuracy, Rate, and Intonation.
Use text features to identify text elements.
Analyze the text and build background Knowledge.
1
Success Criteria: I can
*Define and use the new words and differentiate between connotative and literal meaning
*Interpret ideas in the text
*Identify the purpose of the heading and the subheadings
*Analyze information in the text and its purpose.
Reading (Key Vocabulary): All Summer in a day: Science Fiction) TB p 36
 Retrieve and recall vocabulary words.
 Recognize and identify words in context.
 Use new vocabulary words correctly and appropriately in speaking and writing.
 Understand word relations including synonyms and antonyms.
Reading skill ( Analyze characters and plot) TB p 37
 Recall what the science fiction genre is.
 Describe key characters in a literary work
 Analyze the development of a character in a story.
 Discuss the relationship between character development and plot progression.
Key Vocabulary :
P9
The going gets rough problems
happen or life feels hard.
P 10
In essence: basically
Trendsetters people who start
popular movements or habits
Forego go without or give up
P11
In the long run over time
An old saying holds A popular
belief says
P12
Take on be friends with
Automatically beat a pathway to
your door appear on their own
Resources :
2
P 13
backfire have a negative result
p 14
common ground things you have
in common
like me for me like me exactly
the way I am
p 15
keep it to yourself don’t say bad
things or gossip about that
person
______________ TB P36
Consequence- civilization- savorFrail –resilient.
Value :
Tolerance
My Identity :
Values
SCF :
Write here
3
Problem Solving
Critical Thinking
Creativity
Lesson Structure
Period 1&2
Period 3: What is your Group ID? First read. TB p 815Learn it Do it Own it is written on the ppt for
clarification.
Lesson Structure
Time
Introduce the LO
Explain to the class that they are going to read an
informational text about:
•
How teens can benefit from joining groups.
•
What some problems might be in joining a
group.
Lead in
Introduce the Guiding Question
1. Direct attention to the Guiding Question at the top of
Student’s Book page 36, and read it aloud: How can conformity
be dangerous? Encourage students to consider that conformity
to a group can be positive or negative, depending on the
situation.
Class discussion: Briefly discuss the informational text
features ppt slides: 4&5
Main
Instructi
onal
Strategi
es &
Activitie
s
Fiction) TB p 36
Time
Introduce the LO and discuss the success criteria after Sts write
them on their note book.
Begin the lesson by making predictions about the title (
Can use padlet)
•
Period 3: (Key Vocabulary): All Summer in a day: Science
First Thought: Group work
Obj: Discuss and generate ideas.
Distribute the worksheet, emphasize that all members need to
interact.
What’s Your Group
ID FIRST READ.pptx
Group 1&2&3: Answer the question
Introducing the topic:
Do you think trying to fit in with groups is important? Explain
why?
Obj: Making Prediction
Instruct Sts to read aloud the title, examine the photo
and read the caption on pages 8–9
4
mn
What do you think this selection will be about?
What do you see in the photograph?
What idea do you think the photograph represents?
Use Key Vocabulary words to describe what you can see.
Group Work: TASK 1 P: 9 PPT slide 7
Obj: Analyze the text for specific information.
1-Read page 9 answer the question.
How are groups beneficial to teens?
2- Underline parts of the text that you have questions
about, or you find confusing.
Then determine the meaning of words, phrases, and
sentences you underlined.
Discuss the question: Literary Circles
How are groups beneficial to teens?
Assessment: Evaluate sts answers and their discussion,
check if the students are able to generate coherent ideas
using the vocabulary acquired.
Timed Think Pair Share: Rally table Slide 9&11
Obj: Making a real-life connection.
5
Invite the Sts to read the quotes and to interpret them,
they can relate to their real life experience sharing
experience.
Assessment: Ask students some HOT QS
Why are social systems important?
Has globalization impacted these social group negatively
or positively? Explain.
What subject this topic may explain further? ( ESS:
Belonging and identity and the cultural exchange )
Solo:
Obj: Interpret ideas
On slide 13, invite students to look back to TB p 10&11,
have them describe what they see and is the first idea
they can get.
After that invite them to write the definition of ‘ Social
Competence’
Then ask Sts to interpret the quoted part: ( HOT Ordered
quotes)
Author says: Slide 13
“the ability to understand and get along with others.”
6
“it helps people build family relationships, make
successful careers, and deal with all the challenges of
being an adult”.
Slide 14
What does psychologist Steven G. Little mean when he
says,
“We in essence define ourselves by who we are in
relationship to others”?
Group work:
Obj: Analyze the text
Put students in groups and go through the instructions (
slides 15-21) Give Sts time to answer the questions , tehn
review them as class.
Change the group’s members ( movement) and assign the
tasks after volunteering Sts read the task instruction (
slide 22-24)
Sts share their answers for feedback.
Solo: “Celebrate the Differences” Real life connection
Obj: make connection and share personal experience or
POV. ( slide 25)
What the author says about the kinds of differences that
may occur in groups?
7
Individual differences, such as personality; differences
in interests; differences in liking or disliking other
members of the group
Which differences would be the most likely to affect
them negatively in a group?
Some individual will be most affected by group
members they dislike, while others will be most
affected by differences in shared interests
Assessment ideas: Ask learners to swap their answers
with a partner and give each other feedback, considering
the following:
Has their partner clearly explained their answers?
Do their answers make sense?
Extension:
What do you do to be your “own best friends.”?
Make a list of some daily and weekly routines that
support your health, build your confidence, and keep you
positive
8
Review cross curricula slide 28
Plenary
Exit: Do you agree that you should not reveal if there’s
someone in your group that you don’t particularly like?
Why or why not? Slide 29
Lesson Structure
Period 3: Lesson title
mn
mn
Time
Lesson Structure
Period 4: Lesson title
Time
Lead in
mn
mn
Main
Instructi
onal
Strategi
es &
Activitie
s
9
Plenary
mn
mn
Lesson Structure
Period 5: Lesson title
Time
Lesson Structure
Period 6: Lesson title
Time
Lead in
mn
mn
Main
Instructi
onal
Strategi
es &
Activitie
s
10
Plenary
mn
mn
11
Lesson Structure
Period 7: Lesson title
Time
Lead in
mn
Main
Instructi
onal
Strategi
es &
Activitie
s
Plenary
mn
12
Assessment
Teacher’s questions
Peer Assessment
People of Determination
(ADEK) Category _ SEN Policy &
Procedure
Choose an item
Differentiation
Choose an item
NA
Content
Self-Assessment
Process
Product
Environment
Refer to the details in the weekly plan.
Written response
Classwork / Homework
Higher Order Thinking (HOT) Questions
Cross-curricular Connections
Write here
Write here
Reflection and Evaluation :
Icons Key :
Global
Perspectives
Inquiry-Based
Learning
13
Innovation
Project
Work
Sustainability
The following terms are used throughout the students’ performance indicators with the following definitions:
Almost all
Most
Large majority
Majority
Large minority
Minority
Few
Greater than
90%
75% - 90%
61% - 74%
50% - 60%
31% - 49%
16% - 30%
Up to 15%
14