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Observed Lesson Plan 2016-17

Date Time Teacher Class or Set Subject and Cross Details of Children
Curricular Links (Number, SEN, EAL)
28th February 14.00-15.00 Salma Akhtar Yr9 Islamic Education 18
2017
Learning Intention National Curriculum Assessment Critical thinking,
& Expected Coverage, National Opportunities (AfL) problem solving,
Outcomes Framework innovation
Learning Intention Teacher Q and A
National Document of Self-assessment Students to think critically
1) To know and be able to Dubai/Stories of the Prophets Reflection in pairs about the significance of this
retell the story of Prophet Peer assessment- Gallery story and how it is relevant to
Nuh (Noah) (part 1 only). Walk them today.
Visual Thinking Routines
2) To identify and understand (VTRs)
Plenary Problem solve giving advise
the challenges he faced.
Develop research skills to find
3) To be able apply at least supporting evidence from
one lesson learnt to my life Primary and secondary
sources
Expected Outcomes
Previous Learning Personalised Learning/Differentiation
GOOD IF: I can retell SOME (G&T, Extension, Support, SEN, EAL, ELL)
of the story of Prophet Nuh, Students have recently learnt Support: Support students who need further scaffolding to
and deduce at least ONE the Seerah (Life of Prophet reach readiness level. Walk around and give support and
reason as to why he was not Muhammad) up to the breaking guidance. Also differentiated resources.
accepted by his people. And of the Treaty of Hudaibiyah.
apply ONE lesson from this G&T: Students to look definitions for key words written by
story to my life. students on the flipchart, and provide definitions.
GREAT IF: I can retell MOST How would you have felt if you were the idol worshippers?
of the story of Prophet Nuh, Would you have given up? Justify your answer
and deduce up to TWO At the end of the lesson to create a Kahoot! Quiz as a starter
reasons why he was not for the next lesson.
accepted by his people. And
apply TWO lessons from
this story to my life.
EVEN BETTER IF: I can
retell ALL of the story of
Prophet Nuh, and deduce
THREE OR MORE reasons
why he was not accepted by
his people. And apply
THREE OR MORE lessons
from this story to my life.
Breakdown of Activities
Time Activities (including opportunities for feedback and marking) Plenary
2 mins Starter: In pairs think about names of prophets. Write only one name on each
post-it note. Stick it on the Timeline of the Prophets. 3-2-1
Think, pair, and reflect: Why do you think we need to learn about the Prophets?
In your exercise books write:
3 mins Discussion.
Look at Timeline and where prophets placed (tell them we will come back to the 3- questions based on your
timeline in plenary). learning that you could ask
3 mins someone else
PowerPoint- Look at the pictures, think about them.
With your partner, discuss what connects the images? Which Prophet do you think 2-key words that link the lesson
we will be learning about? Why do you think so? (extra images for those who dont from the story to your life today
know)
Extension on starter- put the name on the timeline to show when this prophet was 1- sentence that summarises
20 mins around and why you think so. (Discuss later in Plenary) the story of Nuh so far.

Visual thinking Routine- Step Back


You are stepping back in time (in a time capsule) to the time of Prophet Nuh before
the Ark was built
Each table will be a group: Group 1, 2, 3, 4
Use iPads to learn about the story of Prophet Nuh.
Take your flipchart paper and divide into 4 parts (see example).
Put a picture/drawing in the middle.
Discuss, and collaborate, and use the guiding questions to fill in each section.
Stick posters on the wall.

Key Words and Key Names


5 mins Add to the flip chart sheet on the wall, dont repeat the same word
Extension: Those who finish look up meanings of words and write definitions on
chart and in book

Gallery Walk-
Walk quietly to each poster (not your own groups poster). Only one group at one
poster at a time. With your group, discuss and on a post-it note write:
WWW:
EBI:
15 mins When the bell rings move to the next poster.

Why do you think so?

Back up your opinions and views with evidence from primary and secondary
5 mins sources.
Using iPads research which Quranic verses support your views and which ones
1 min dont (if any).
Write date and title
Write evidence into your exercise books

Plenary

Go to timeline and move where you placed Prophet Nuh if you think it needs
moving or place him in the place you now think he should be
Learner Profile links Key Vocabulary & VAK/Learning Style Use of ICT
Language Structures (if beneficial)
Use iPads to research
Critical thinkers Tawrah Visual: prophet Nuh
Reflective thinkers Zabur Pictures
Communicators Injil Timeline Use iPads to find
Inquirers iPad research Quranic verses and
Caring Waddan Visual Thinking Routine (VTR)- Hadeeth
Helpful and supportive Suwaan Drawings
Transferrable learning across Yaghuthah Gallery Walk
time, space and situation Yaaugah
Nasran Aural:
Think-Pair-Share
Shirk VTR
Gallery walk

Kinaesthetic:
Moving around the class to post
notes on the Timeline
Engage in a Gallery Walk in the
corridor to peer assess

Teachers Role Support Staff Role Pupil Role Homework


Facilitator N/A To direct their own learning N/A
To check progress/ help To cooperate and collaborate to work
students/ extend students in pairs and in groups
To assess progress To self-assess and peer assess
To support their peers in learning