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Observed Lesson Plan

Date Time Teacher Class or Set Subject and Cross Details of Children
Curricular Links (Number, SEN, EAL)
21st March 14.00-15.00 Salma Akhtar Yr9 Islamic Education 18
2017
Enduring Understanding:
Knowledge of influential figures from the past and their experiences and connections with people, help us to
understand and have the skills to deal with people and situations in the present and in the future.

Essential Questions:
1. How does evaluation of the lives of influential women from the past help us to make choices for our decisions
in the present and future?
2. How am I connected to those in the past?
3. What can I learn from their example?

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 Dubai/ Group discussion Discovery learning-using the
1) To know the stories about Stories of the Group presentations resources they will have to
the four women who are Prophets Visual Thinking Routines work out who the figure is.
promised Paradise. (VTRs) They will discuss in their
2) To identify and understand group and present to the rest
the challenges they faced. of the class. The class will
3) To identify their character guess who each figure is.
traits. Students to think critically
4) To be able apply the about the significance of the
lessons from their lives to stories of these four women
my life and how it is relevant to them
today.

Expected Outcomes-
KUDs

GOOD IF: I know and


understand at least ONE of
the stories of the four great
women of Paradise. I can
deduce at least ONE reason
as to why she is a great role
model and apply ONE lesson
from her story to my life.
Previous Learning Personalised Learning/Differentiation
GREAT IF: I know and (G&T, Extension, Support, SEN, EAL, ELL)
understand at least TWO of Students have been learning Support: The groups are mixed ability. Students at higher
the stories of the four great about Prophet Muhammad, level of readiness support those at lower readiness level.
women of Paradise. I can Prophet Nuh and Prophet Ayoub Teacher to support students who need further scaffolding to
deduce at least TWO this term. Learning about their reach readiness level. Walk around and give support and
reasons as to why they are character traits and their guidance.
great role models and apply influence on mankind as role Differentiated resources-can use drawing or text for Graphic
TWO lessons from their models. Organiser.
stories to my life. Discovery learning- GUESS WHO?
In groups they will be provided some information and some
EVEN BETTER IF: I know clues to help them deduce the identity of the figure. They will
and understand ALL of the present their findings to the class and the class will work out
stories of the four great who the figure is from her character traits and story.
women of Paradise. I can G&T:
deduce at least THREE OR Challenge:
MORE reasons as to why 1. Choose one of the Great Women of Islam, and one or two
they are great role models her character traits that you would like to implement in
and apply THREE OR MORE your life.
lessons from their stories to 2. Write a short paragraph about why this trait, and how you
my life. plan to implement it in your life.
Breakdown of Activities
Time Activities (including opportunities for feedback and marking) Plenary
2min Starter- for students arriving on time
Dominoes Headline VTR
In pairs or as a group match cards on the table. Each domino has a question on
one end and an answer on the other. They are about Prophet Ayoub and Prophet Individually write a Headline
3min Nuh. about one or more of the Great
Think-Pair-Share Women they have learnt about
On each table there is chart paper with a famous Muslim woman: Malala, Princess
Haya.
How is this person inspirational? Why do you think so? Walk around to each figure
5min and add your answers.

12-15min Discuss as a class

Learning Activity: Guess Who?


On entering the students will have an assigned table.
The groups will be assigned according to Islamic knowledge.
Instructions will be issued to each group:
1. Each group will be given one of the Great Women of Islam to learn about and
discuss: Maryam, Asiya, Khadeejah and Fatima (RAA). They will not be told the
name of the person or whom she is related to.
2. Printed resources and QR codes will provide some details.
3. A timeline will show the dates and times of different prophets and they can link
the information to the timeline to discover the identity of their figure.
4. The teacher will provide some clues if needed.
5.They will discover her identity through her story, her characteristics and
discussion in their group
Guiding questions:
Can you give examples of her character, morals and values?
What do you think is inspiring about her life?
16 mins Why do you think so?
(4mins What have you learnt from her example that you can apply to your own
per
life?
group)
Presentations: GUESS WHO?
10mins
Each group will present their figure and let the other groups GUESS WHO? she is.
5mins
Discussion

Exit Card
Headline VTR
Learner Profile links Key Vocabulary & VAK/Learning Style Use of ICT
Language Structures (if beneficial)
Critical thinkers Visual: Use iPads for QR codes
Reflective thinkers VTR- Think-Pair-Share- answer
Creative thinkers questions about inspirational women
Communicators VTR- Headline
Inquirers iPads for scanning QR codes
Caring
Helpful and supportive Aural:
Transferrable learning across Working in groups and pairs
time, space and situation Presentation to the whole class

Kinaesthetic:
Moving around the VTR to read and
add comments
Moving around the class to scan QR
codes
Doing Presentation

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 as a group
To assess progress To support their peers in learning