Dubai National School

2024-2025
Lesson Planner
Teacher: Mohamed Elsaid Week: 5 Date: 3-3-2025 / 4-3-2025
Grade Level: 8 Subject: English Unit No. & Title: 4
Lesson No. & Title: The Automation Paradox. No. of Periods Required: 2
Stage 1
Content Standard(s) Addressed Delineating and evaluating the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognizing when irrelevant evidence is introduced.
Students will be able to:
1) To determine the main claim of the argument.
Learning Objectives
2) To cite a text evidence and reasons that support the author’s claim.
3) To evaluate the reasoning and evidence used in the argument.
☐ Thinking Critically

Evaluating Arguments:
 Students learn to dissect Bessen's argument, identifying his main claims, supporting evidence, and underlying
assumptions.
 They develop the ability to assess the strength and validity of the evidence presented.
Transferable skills developed Identifying Bias and Perspective:
 Students can explore how Bessen's perspective shapes his argument and consider alternative viewpoints on
automation.
 This helps them recognize that complex issues often have multiple sides.
Making Inferences:
 Students must infer the implications of Bessen's arguments for the future of work.
 This strengthens their ability to draw logical conclusions from textual evidence.
Transdisciplinary Connection –
Real Life Connection Everyday Examples of Automation:

 Self-Checkout at Stores:

o Discuss how self-checkout machines have changed the role of cashiers. While some cashier positions may
be reduced, new roles emerge, such as those who maintain the machines or assist customers with them.

o This illustrates how automation changes, rather than eliminates, jobs.

Interdisciplinary Connections – ☐ History/Social Studies:
Connections to other Draw parallels between the historical impact of the Industrial Revolution and the current wave of automation.
Disciplines/Subjects Discuss how previous technological advancements transformed labor markets and societies.
Analyze the social and economic consequences of past technological shifts.
 ☐ Communication
Students give specific, respectful feedback on peers' sentences, focusing on correct revision of run-ons and fragments.
Social-Emotional Skills developed
during the lesson ● Creating a positive and friendly atmosphere in the classroom.
(SEL focuses on developing
● Praising students and boosting their confidence.
students ‘emotional intelligence,
self-awareness, empathy, and
● Help students become more independent of their learning.
social skills to support their well-
being and academic success) ● Foster collaborative learning.

Extended Learning to reach Independent Research Projects:

the full potential of Able,  Allow students to delve deeper into specific aspects of automation that interest
Gifted and Talented Students them. This could include:
through: o The history of automation in a particular industry.
o The ethical implications of AI-driven automation.
o The potential for new job creation in emerging technologies.

Success Criteria:
Meeting the needs of all groups of 1)-To identify the genre.
students 2)-To determine the main claim of the argument.
3)-To cite text evidence and reasons.
4)-To evaluate the relevance of evidence and reasons.
Supporting Tier 2 Students ☐ GRP (Pre-requisite Skills) ☐ 1/2 hr. Pull-Out Sessions (… times/week)
☐ Differentiated questions, class tasks and activities ☐ Give extra wait time
☐ Differentiated home assignments ☐ Extended submission deadline
Supporting Tier 3 Students ☐ IEP (Pre-requisite Skills) ☐ 1/2 hr. Pull-Out Sessions (… times/week)
☐ Differentiated questions, class tasks and activities ☐ Give extra wait time
☐ Differentiated home assignments ☐ Extended submission deadline
Stage 2
Assessment Evidence: Diagnostic:
☐ Discussion/Reflection on Google it Task ☐ Entrance Ticket ☐ Prior knowledge assessment ☐ KWL chart ☐ Others
Specify…
Formative:
☐ Students’ Products ☐ Oral discussion during lesson ☐ Performance tasks ☐ Recital ☐ Graded classwork ☐ Online
task ☐ Worksheet ☐ Peer- assessment ☐ Exit Ticket ☐ Homework ☐ Self-Assessment/Reflection ☐ Informal
assessment: Thumbs up–Thumbs down ☐ Others …Specify…
Summative:
☐ Drop Quizzes ☐ Final Students’ Product (reports/ research paper /Journals/ prototypes/ essays …etc.) ☐ Graded Lab
Quiz
 ☐ Graded Homework ☐ Diary of Mistakes ☐ Others …Specify…
Stage 3 - Instructional Strategies (Techniques and Sequencing)
Lesson Segments Description of the Instructional Strategies/Tasks/Activities Teaching/Learning Resources Estimated
[IMPLEMENTATION OF THE 5Es MODEL] Time
Lesson Opening ENGAGE HMH (ED) platform – PPT – 6 mins
Brief Overview of Lesson: ■ Early elevators required human operators to help Notebooks.
passengers ride safely and efficiently. What other once-
human jobs are now done by technology? List as many as
you can below. Then share your list with the class.

■ A paradox is a contradictory statement, situation, or idea.

If automation is the use of automatic equipment in a
production process, what might an “automation paradox”
be? Discuss with a partner and then write your answer on
the lines below.
During the Lesson EXPLORE + EXPLAIN + ELABORATE 25 mins

Before reading, focus on the following:

1)-Identify the genre.
2)-Recall, what are claims and text evidence?
3)-Explore the new words that you will encounter during reading.
Redistribute – robustly – expansive – predominantly – collaborate.
4)-Read about the author.

Read the text and take notes while reading, annotate to build a
vocabulary bank and to revisit the challenging parts during a close-
read practice.
Some students will answer the assessment practice questions to
choose the best answer and determine the main idea of the text.
Some students will work on the ‘Analyze the Text’ questions for a
deeper analysis.
EVALUATE 6 mins
Lesson Closing ■ What does it mean by ‘Automation Paradox’?
 Data to Inform Instruction

National Agenda Parameter - DATA TO INSTRUCTION SHEET

CAT 4 Data Analysis Batteries ☐ Extreme / Moderate ☐ Verbal Deficit ☐ No Bias or Even ☐ Extreme/Moderate Spatial
Verbal Bias [Literacy: [Literacy: Thinking with Profile Bias [Thinking with shape and
Thinking with words] words] space]
Students’ 8G (Ali Khalid Musabih – 8G (Saeed Ahmed 8G (Ali Emad Saleh
Names Hassan Ahmed Saleem – Hashim – Mohamed – Rashid Hilal
Hamdan Ahmed Ali – Ali Abdulla Mubarak – Elias Bakhit – Ali Hassan
Mohamed Hassan) Ahmed Darwish – Ali – Ali Ahmed
Hamdan Ahmed Obaid – Abdulla – Abdulla
Mohamed Majid Saleh – Abdulkhaliq –
Ahmed Khalifa Obaid – Omar Islam
Ali Mohamed Hassan) Mustafa – Saeed
Ailan Dalmook –
Abdulla Khalifa
Matar)

8H (Mohamed Rashid Ahmed 8H (Saif Omar Thani –

– Omar Saeed Rashid) Mayed Tariq Mohamed 8H (Rashid
– Saleem Alsayed Mohamed Alkhouri
Hassan – Mohamed - Omar Tariq
Luay – Abdulla Saeed Abdulla – Zayed
Gharib – Ali Mohamed Abdulghafor Ismail
Abdulkarim) – Nasser Khaleel
Ghuloom – Saif
Hassan Kadim – Ali
Jassim Ali – Kareem
Khalid – Adib
Bourenane –
Mohamed Nasser –
Theyab Ahmed
Ismail – Omar
Mohamed Abdulla
– Eesa Yusuf
Bukhashim –
 Mohamed Jamil)

8I (Kareem Muhamed 8I (Abdulla Ahmed Ali –

Hussain – Mustafa Refat Ali Shahab Ahmed – 8I (Rashid Yusuf
Mustafa) Awab Najeeb Abdo) Ahmed –
Mohamed Ali
Mohamed – Yaman
Musa Mufeed –
Hamid Marwan
Abdulmajid –
Mohamed Hassan
Ahmed – Khalid
Fawzi Mohamed –
Majid Abdulaziz
Abdulla – Ahmed
Tariq Ahmed)
Action  Word Games: Play games  Visual Aids: Use  Encourage
like Scrabble or Boggle. pictures, diagrams, and curiosity: Foster a
 Read Aloud: Read books charts to explain love of learning
together and discuss what things. and exploration.
you read.  Hands-On Activities:  Provide varied
 Write Stories: Encourage Do activities that help experiences:
students to write their own students understand Expose students to
stories. things better. different subjects,
 Talk About Things: Have  Repeat and Practice: activities, and
conversations about Say things again and perspectives.
different topics. again, and practice  Set challenging
 Use Technology: Try apps using new words. goals: Help
and websites that help with  Break It Down: Divide students set
reading and writing. tasks into smaller, ambitious but
easier steps. achievable goals.
 Encourage Speaking:  Provide
Talk to them often and feedback: Offer
let them practice constructive
speaking. feedback to help
students improve.