LS4UAE FOCUS LESSON – TIER 2

School and Education

Lesson 1 – School Days Around the World
Subject: English Date: Term 1 – Week 1 LS4UAE Level: 1A/2
Objective(s):
1. To distinguish main ideas from specific details
2. To discuss and respond to content of the text orally and in writing
3. To identify specific details in a text
NELCF Alignment LS4UAEAlignment
• En.5.R.CS.2 Read and identify specific • L2.M.1 Understand relationships between
information in simple extended texts on familiar pieces of information in a text that may have to
and concrete topics. meet several conditions
• En.5.R.CS.1 Read and understand the overall • L2.L.1 Locate one or more pieces of
meaning of simple extended texts on familiar and information that may have to be inferred and
concrete topics. may have to meet several conditions.
Literacy Teaching Strategies
• Displaying Visual Elements Displaying visual elements refers to the use of photos, charts,
diagrams and other visuals to enhance instruction.
• Text Marking Text-marking is the use of any system of standardized marks for students to note
responses, questions and ideas as they read.
• Modelling Modelling is the process of showing how to use a specific skill or complete a process,
often by providing step-by-step instructions, showing a product at each stage, and providing visual
elements or concrete examples.

Differentiation Opportunities
• Teachers may choose to vary their instructions by providing a variety of options for students to
demonstrate their learning.
• Teachers may choose to vary questioning techniques by including balanced questions that can be
answered by all students as well as those which require a deeper understanding to stretch others.
Links to Prior Learning:
Reading literary and informative texts, responding to text-based questions
Academic Vocabulary
Learners may not be familiar with the following lexis:
• pretty (before adjective): quite but not extremely
• glimpse: to see or experience something for a very short time
• surname: a family name
Resources / Equipment Needed: School Days Around the World student resources, digital or
paper-based, and the School Days Around the World slideshow
TASKS & ACTIVITIES

Starter 10 Minutes
1. Introduce the lesson digitally, or in person, on the whiteboard, by displaying Slide 1.
2. Explain that students are going to read a piece of text about school days around the world. They will
be answering questions to show their understanding of the texts.
3. Ask students: What is your school day like here? What are the timings? When are your break times?
Concept and Skill Development 10 Minutes
1. Display Slide 2, and conduct a shared reading of the text, or direct learners to look at Slide 2
independently via LMS and read the text.
2. After reading, ask students: How long do students have to break in Finland? How does that differ from
your break time? Why do they have such longer breaks?
3. Show Slide 3, with the correct answer to the question, and show learners where the information
needed to answer the question is located.
4. Display slide 4, What time do schools in the United Kingdom start? Why does 1 school start at 10am?
Do you think this would have a positive effect on students’ education?
5. Show Slide 5, with the correct answer to the question, and show learners where the information
needed to answer the question is located.
6. Display Slide 6, and conduct a shared reading of the vocabulary, or direct learners to look at Slide 6
independently via LMS and read the text. Students to highlight the meaning of each new word.
Practice and Application 15 Minutes
1. Explain that students are going to work independently to answer additional questions about the texts.
2. Distribute paper resources or direct students to open the assessment on LMS and respond to the
questions.
3. Circulate to monitor student progress, support as needed.
Plenary 5 Minutes
1. Post the question ‘Should schools in the UAE have shorter days in the week and students to then
attend school on a Saturday to make up the periods?’
2. Split to the students into small groups, each group will either argue for or against the new proposed
school timings.
3. Students will share their opinions and arguments either verbally or they can write their argument on a
sticky note to be displayed on the board.
LS4UAE FOCUS LESSON – TIER 1
School and Education
Lesson 2 – A School Day
Subject: English Date: Term 1 – Week 1 LS4UAE Level: 1A/2
1. Objective(s):
To distinguish main ideas from specific details
2. To discuss and respond to content of the text orally and in writing
3. To identify specific details in a text
NELCF Alignment LS4UAE Alignment
• En.5.R.CS.2 Read and identify specific • L2.M.1 Understand relationships between
information in simple extended texts on familiar pieces information in a text that may have to
and concrete topics. meet several conditions.
• En.5.R.CS.1 Read and understand the overall • L2.L.1 Locate one or more pieces of
meaning of simple extended texts on familiar and information that may have to be inferred and
concrete topics. may have to meet several conditions.
Literacy Teaching Strategies
• Displaying Visual Elements Displaying visual elements refers to the use of photos, charts,
diagrams and other visuals to enhance instruction.
• Text Marking Text-marking is the use of any system of standardized marks for students to note
responses, questions and ideas as they read.
• Modelling Modelling is the process of showing how to use a specific skill or complete a process,
often by providing step-by-step instructions, showing a product at each stage, and providing visual
elements or concrete examples.

Differentiation Opportunities
• Teachers may choose to vary their instructions by providing a variety of options for students to
demonstrate their learning.
• Teachers may choose to vary questioning techniques by including balanced questions that can be
answered by all students as well as those which require a deeper understanding to stretch others.
Links to Prior Learning:
Reading literary and informative texts, responding to text-based questions
Academic Vocabulary
Learners may not be familiar with the following lexis:
• field hockey: hockey played on grass or turf, not ice.
Resources / Equipment Needed: A School Day resources, digital or paper-based, and A School
Day slideshow
TASKS & ACTIVITIES
Starter 10 Minutes
1. Introduce the lesson digitally, or in person, on the whiteboard, by displaying Slide 1.
2. Explain that students are going to read a piece of literacy text about 2 diary extracts from 2
students living in different countries. They will be answering questions to show their
understanding of the texts.
3. Ask students: What differences can you see between Huda and Janes school day? What
similarities can you see between Huda and Janes school day?
Concept and Skill Development 10 Minutes
1. Display Slide 2, and conduct a shared reading of the text, or direct learners to look at Slide 2
independently via LMS and read the text.
2. After reading, ask students: how long are Huda’s lessons? How long are Jane’s lessons?
3. Show Slide 3, with the correct answer to the question, and show learners where the information
needed to answer the question is located.
4. Display slide 4, with a picture from the literacy text. Ask learners why does Huda’s school timetable
become shorter for a month every year?
5. Show Slide 5, with the correct answer to the question, and show learners where the information
needed to answer the question is located.
6. Display Slide 6, and conduct a shared reading of the vocabulary, or direct learners to look at Slide 6
independently via LMS and read the text. Students to highlight the meaning of each new word.
Practice and Application 15 Minutes
1. Explain that students are going to work independently to answer additional questions about the texts.
2. Distribute paper resources or direct students to open the assessment on LMS and respond to the
questions.
3. Circulate to monitor student progress, support as needed.
Plenary 5 Minutes
1. Show slide 7 which displays 5 statements, students will read the statements and decide whether the
answer is Oman, United States or both.
2. Collect student responses and analyze them to determine students’ progress in developing a key
literacy skill.
LS4UAE FOCUS LESSON – TIER 1

School and Education

Lesson 3 – School Duration
Subject: English Date: Term 1 – Week 1 LS4UAE Level: 1A/2
Objective(s):
1. To distinguish main ideas from specific details
2. To discuss and respond to content of the text orally and in writing
3. To identify specific details in a text
NELCF Alignment LITU Alignment
• En.5.R.CS.2 Read and identify specific information in • L2.M.1 Understand relationships between
simple extended texts on familiar and concrete pieces of information in a text that may have
topics. to meet several conditions
• En.5.R.CS.1 Read and understand the overall • L2.L.1 Locate one or more pieces of
meaning of simple extended texts on familiar and information that may have to be inferred and
concrete topics. may have to meet several conditions.

Literacy Teaching Strategies

• Displaying Visual Elements Displaying visual elements refers to the use of photos, charts, diagrams
and other visuals to enhance instruction.
• Text Marking Text-marking is the use of any system of standardized marks for students to note
responses, questions and ideas as they read.
• Modelling Modelling is the process of showing how to use a specific skill or complete a process, often by
providing step-by-step instructions, showing a product at each stage, and providing visual elements or
concrete examples.

Differentiation Opportunities
• Teachers may choose to vary their instructions by providing a variety of options for students to
demonstrate their learning.
• Teachers may choose to vary questioning techniques by including balanced questions that can be
answered by all students as well as those which require a deeper understanding to stretch others.

Links to Prior Learning:

Reading literary and informative texts, responding to text-based questions
Academic Vocabulary
Resources / Equipment Needed: School Duration resources, digital or paper-based, and School
Duration slideshow
TASKS & ACTIVITIES

Starter 10 Minutes
1. Introduce the lesson digitally, or in person, on the whiteboard, by displaying Slide 1.
2. Explain that students are going to a table which shows the number of school hours around the
world.
3. Ask students: How do I know that this table shows the ‘Number of school hours around the
world?’ Make reference to the title of the table. What do the green and pink indicate?
Concept and Skill Development 10 Minutes
1. Display Slide 2, and conduct a shared reading of the text, or direct learners to look at Slide 2
independently via LMS and read the text. This slide will only include the Desert table.
2. After reading, ask students: What country starts school the earliest? How do you know this?
3. Show Slide 3, with the correct answer to the question, and show learners where the information needed
to answer the question is located.
4. Display slide 4, after reading, ask students: What country has the longest school day? What country has
the shortest school day?
5. Show Slide 5, with the correct answer to the question, What and show learners where the information
needed to answer the question is located.
6. Display slide 6, after reading, ask students: what 2 countries have the same school hours, with the same
break times?
7. Show Slide 7, with the correct answer to the question, and show learners where the information needed
to answer the question is located.
Practice and Application 15 Minutes
1. Explain that students are going to work independently to answer additional questions about the texts.
2. Distribute paper resources or direct students to open the assessment on LMS and respond to the
questions.
3. Circulate to monitor student progress, support as needed.
Plenary 5 Minutes
1. Show slide 8 which displays 10 true or false questions. Students will work with their partner to answer
the questions correctly. Green and red cards can be provided for students to hold up to represent true
and false.
2. Collect student responses and analyze them to determine students’ progress in developing a key literacy
skill.
ANSWER KEY
ITEM ALIGNMENT KEY MARKS
LS4UAE L2.L.1 Locate one or more peuces of information that A – Saturday
may have to be inferred and may have to meet several
1 conditions. 1
NELCF En.5.R.CS.2 Read and identify specific information in
simple extended texts on familiar and concrete topics.
LS4UAE L2.M.1 Understand relationships between pieces of B - Play
information in a text that may have to meet several
2 condition. 1
NELCF En.5.R.CS.1 Read and understand the overall meaning
of simple extended texts on familiar and concrete topics.
LS4UAE L2.L.1 Locate one or more peuces of information that B - 8am
may have to be inferred and may have to meet several
3 conditions. 1
NELCF En.5.R.CS.2 Read and identify specific information in
simple extended texts on familiar and concrete topics
LS4UAE L2.L.1 Locate one or more peuces of information that C – she loves field hockey
may have to be inferred and may have to meet several
4 conditions. 1
NELCF En.5.R.CS.1 Read and understand the overall meaning
of simple extended texts on familiar and concrete topics.
LS4UAE L2.M.1 Understand relationships between pieces of C – Japan
information in a text that may have to meet several
5 condition. 1
NELCF En.5.R.CS.2 Read and identify specific information in
simple extended texts on familiar and concrete topics
LS4UAE L2.M.1 Understand relationships between pieces of A United Kingdom
information in a text that may have to meet several
6
condition. 1
NELCF En.5.R.CS.1 Read and understand the overall meaning
of simple extended texts on familiar and concrete topics.
LS4UAE L2.L.1 Locate one or more peuces of information that B day-to-day school life
may have to be inferred and may have to meet several around the word is
7 conditions. different. 2
NELCF En.5.R.CS.1 Read and understand the overall meaning
of simple extended texts on familiar and concrete topics.
LITU L2.L.1 Locate one or more peuces of information that 5 – Learner has followed all
may have to be inferred and may have to meet several instructions and
conditions. demonstrates a strong
NELCF En.5.R.CS.1 Read and understand the overall meaning ability to write a short letter.
of simple extended texts on familiar and concrete topics. 3 – Learner has followed
some instructions and
8 demonstrates some ability 5
to write a short letter.
1 – Learner has not
followed task instructions
and / or demonstrates a
limited ability to write a
short letter.