Download World Religions Lesson Author

Fall Lesson Plan Template.
Title: World Religions
Lesson Author: Margaret Beale and Sloan Lynch
Key Words: Monotheism, Polytheism, Christianity, Islam, Judaism,
Buddhism, and Hinduism
Grade Level: 10th
Time Allotted: 1.5 hours
Rationale/ Purpose (so what?)
Nature and scope of topic. Why is this significant to the mission of educating future citizens?
World Religions play a major role in our contemporary world and have also
played a major role in the past by helping shape people’s cultural beliefs,
countries’ governments, as well as caused countless wars; therefore,
students should study world religions to have a better grasp on how they
have influenced the world.
Background/Context: How does this lesson fit into a unit of study?
Looking
backwards, looking forwards
This lesson will serve as a review lesson taught in the beginning of the year
so the students will have the background knowledge of the world religions
that will be talked about for the rest of the year.
Key Concept(s) include definition:
Monotheism: belief in a single God
Polytheism: belief in multiple Gods
Judaism: A world religion tracing its origin to the Hebrew people of the ancient MiddleEast, as documented in their religious writings, the Torah or Old Testament
Christianity: a monotheistic system of beliefs and practices based on the Old
Testament and the teachings of Jesus as embodied in the New Testament and
emphasizing the role of Jesus as savior
Islam: the monotheistic religious system of Muslims founded in Arabia in the 7th
century and based on the teachings of Muhammad as laid down in the Koran
Hinduism: a body of religious and philosophical beliefs and cultural practices native to
India and based on a caste system; it is characterized by a belief in reincarnation, by a
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Fall Lesson Plan Template.
belief in a supreme being of many forms and natures, by the view that opposing
theories are aspects of one eternal truth, and by a desire for liberation from earthly
evils
Buddhism: the teaching of Buddha that life is permeated with suffering caused by
desire, that suffering ceases when desire ceases, and that enlightenment obtained
through right conduct and wisdom and meditation releases one from desire and
suffering and rebirth
NCSS Standard(s)
SOL Information
*As written in the Virginia SOL “Curriculum Framework” for the grade level
NCSS Theme (s) with indicators: Theme One: Culture and Cultural
Diversity
SOL* : WHII.15a: The student will demonstrate knowledge of the influence of Judaism,
Christianity, Islam, Buddhism, and Hinduism in the contemporary world by
a)describing their beliefs, sacred writings, traditions, and customs.
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Fall Lesson Plan Template.
Essential Knowledge
(minimum for SOL Resource Guide)
Judaism
•Monotheism
•Ten Commandments of moral and religious
conduct
•Torah: Written records and beliefs of the Jews
Christianity
• Monotheism
•Jesus as Son of God
•Life after death
•New Testament: Life and teachings of Jesus
•Establishment of Christian doctrines by early
church councils
Islam
• Monotheism
•Muhammad, the prophet
•Qur’an (Koran)
•Five Pillars of Islam
•Mecca and Medina
Buddhism
•Founder: Siddhartha Gautama (Buddha)
•Four Noble Truths
•Eightfold Path to Enlightenment
•Spread of Buddhism from India to China and
other parts of Asia, resulting from Asoka’s
missionaries and their writings
Hinduism
• Many forms of one God Reincarnation:
•Rebirth based upon karma Karma:
•Knowledge that all thoughts and actions result
in future consequences
Essential Skills
(minimum for SOL Resource Guide)
Identify, analyze, and interpret primary and
secondary sources to make generalizations
about events and life in world history.
(WHII.1a)
Guiding Question(s):
MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH
LESSON- Visible in lesson procedure and materials.
*How have world religions influenced our world and how are they still
influencing it today?
The day’s big question:
*What are the unique characteristics of Christianity, Judaism, Islam,
Buddhism, and Hinduism?
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Fall Lesson Plan Template.
Lesson Objective(s): clearly emerges from big question and rationale and standards
and will align with your assessment in Procedure and Process
Obj. 1 Students will be able to identify the difference between monotheism
and polytheism.
Obj. 2 Students will be able to identify the following characteristics of each
religion the founder, the sacred text, and the main principles.
Obj. 3 Students will be able to identify key differences between the world
religions.
Assessment Tool(s) to be used- Everything above- goes to what you want them
to know/understand do- So what assessments are you going to use to help you manage and
monitor that they have got it-informal and formal—make one over-riding assessment connect to
your closure.
Assessment 1. Students will compare and contrast two world
religions using a Venn Diagram. The completion and presentation
of the Venn Diagram will serve as an assessment of the students’
grasp of world religions.
Assessment 2. The exit slip the students complete and turn in at
the end of the class will also serve as an assessment. The
students will be required to mark each religion as Monotheistic
and Polytheistic as well as write one characteristic of each
religion.
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Fall Lesson Plan Template.
Materials: Historical
Source(s): List here and include copies
Additional
Materials/Resources: List here and
in materials section below
include copies in materials section- textbooks
etc page numbers, websites etc
• Power point presentation
on World Religions
• Comparison Chart
• Venn Diagram
• Textbook
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Fall Lesson Plan Template.
Procedure/Process:
1) JUST DO IT! The “Hook”: A high-interest activity that introduces new content with
connections to students’ prior knowledge. Between 1-5 minutes. You could also introduce the
days guiding question- could help with assessment of student needs
the hook: Using their prior knowledge of the words monotheism and polytheism, the
students will be required to draw a quick picture of what they believe each one means.
2) Instructional sequence:
Processing Activity and Procedure –
Obj #
See above.
Just do it.
Objective 1:
Students will
be able to
identify the
difference
between
monotheism
and
polytheism.
Transition:
Objective #
2: Students
will be able to
identify the
following
characteristics
of each
religion the
founder, the
sacred text,
and the main
principles.
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include directions, question frames,
assignment details, to be given to students
(these should all be made into explicit
materials (e.g. see material A) Do you have
opportunities for direct/guided instruction
and independent practice/engagement when
appropriate and time estimates
Using their prior knowledge of the words
monotheism and polytheism, the
students will be required to either draw
a picture of what they believe each one
means or create a list of words that
relate to each term. The students will
only be given 2 minutes to complete this
activity before it will be discussed.
Check for Evidence of
Understanding
-Either Formal or Informal e.g.
assessments- question frames,
quiz, choice activities,
discussion with frame and your
THAT’s A WRAP.
(Checks Essential Knowledge
and Skills should be in line with
assessment tools above)
This exercise is designed to
check the prior knowledge
students have of religion.
The correct definitions of
monotheism and polytheism
will be given to them.
The discussion of monotheism and polytheism will lead into the
discussion of the different characteristics of each of the world religions.
An overview of the world religions will be
presented to the students in a Prezi
which will highlight the founders, the
sacred texts, and the main principles of
each religions. The students will be
required to fill in a comparison chart that
will contain specific characteristics of
each religion during the lecture. The
lecture should last approximately thirty
minutes.
The completion of the chart
as notes will serve as the
initial assessment of this
activity. At the end of the
unit questions from this
lesson will be found on the
test.
Fall Lesson Plan Template.
Transition:
Objective # 3
Students will
be able to
identify key
differences
between the
world
religions.
After the lecture the students will complete an activity in pairs, so
during the transition time I will break the students into groups.
Using their chart as a starting guide and
any other resources available, in pairs
students will be assigned two world
religions to compare and contrast on a
Venn Diagram. After given twenty
minutes to finish the Venn Diagram,
each group will present their findings to
the class. Students will be required to
take notes on any new information that
their fellow classmates present.
The completion and
presentation of the Venn
Diagram will serve as the
formal assessment for this
activity. While the groups
are working on the diagram
I will be walking around
class to make sure students
stay on task and understand
the concepts.
3) Closure- THAT’S A WRAP that goes to opening question- and also in part to assessment
tools –at least one key assessment tool. (Do you need a rubric)
Students will complete an exit slip in which they will either write M for monotheistic or P
for polytheistic next to the five world religions. In the next column the students will be
required to write one characteristic of each world religion in the blank provided. They
will then turn them in so I can assess their learning.
Modifications/Accommodations for Diverse Learners:
Include reference and acknowledgement of IEP plans for specific students- that is easy.
Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including
attention to student groupings, use of time and materials, variance in whole class and small
group instruction, varied task complexity. Can you delineate key instructional strategies and
scaffolds that are effective for responding to student needs? Do you provide rubrics to explain
what good work looks like? Do you provide room for direct instruction/guided instruction
(including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and
Tomlinson and McTighe).
• This lesson includes whole class instruction through the lecture on world religions, small
group interaction through the completion of the Venn Diagram, and individual work
through the completion of the Just Do It and the That’s a Wrap.
• Direct instruction occurs in the lesson during the initial lecture, and independent practice
occurs when the students complete the Venn Diagram as well as when they complete
the questions for That’s a Wrap.
• This lesson also appeals to both visual and audio learners.
• Group work will also provide differentiated instruction. I will choose who the students
work with so I will be able to pair student that will work well together.
• All necessary materials are attached.
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Fall Lesson Plan Template.
Materials (one resource per page- so it becomes a teacher or student handout, or overhead
directions or ppt presentation. Include photocopies if need be. Can you provide elements of
choices in materials or enrichment or support/anchor materials for different students?.
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