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SCHOOL OF EDUCATION
LESSON PLAN
(All school experiences other than Internship)
LESSON ORGANISATION
Year Level: 11
Time: Period 2
Date: TBA
Key Learning Area: Studies of Religion
Lesson Topic: Islam
Student’s Prior Knowledge:
This the first introduction lesson into Islam. Some students
Origins
pre-Islamic Arabia as the cultural and
historical context for the development of
Islam
may have encountered Islam in other subject areas such
Learning Sequence
Provision for Learner Diversity/Educational Risk:








Settle down
Prayer
Introduction
Think- Pair- Share
Group Work de Bono Mindmap
Discussion
Power Point Presentation
Conclusion
as History when studying the Crusades. Most students will
have minimal knowledge of the culture and historical
context of pre-Islamic Arabia.
I will print out the PowerPoint slides in a large font so that
students who may find the projection hard to see can have
a physical enlarged copy in front of them. I will cater to a
variety of learning styles by the wide variety of creative
activities. I will also cater to a wide variety of learning
styles by using different teaching stimulus- such as the
cartoon images, the PowerPoint presentation, the use of
sound, and the video. The think-pair-share exercise will
ensure that students who think a little slower have time to
think through the answers without getting disrupted.
Teacher’s Prior Preparation/Organisation:
Prepare the resources. The cartoon images that will be
used in class. The PowerPoint presentation. Ensure that
the AV equipment is working.
Syllabus Outcomes (point form)
Origins
pre-Islamic Arabia as the cultural and
historical context for the development of
Islam
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Outcomes and suggestions for improvement:
Teacher self-reflection and self-evaluation:
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:
LESSON PROGRESSION (attach worksheets, examples, marking key, etc, as
relevant)
Time
Motivation/Introduction:
Resources:
Settle down
5

Mark the roll.
Prayer
Introduction
5
A basic overview of the unit will be given. A general introduction to Islam will be
outlined. What this course will cover and student/teacher expectations will be
set.
Learning Sequence (Content to be covered/Learning Experiences) & Key
Questions:
Think- Pair- Share
10
Students are to imagine that they are a citizen of Mecca in the year 570.
Each student is given a map of Saudi Arabia.
Each student is also given a cartoon images of what Mecca would be like (some
images are of the desert, others are of the ka’ba, other images are of camels,
etc)
Each image is different.
Cartoon
images
relating to preIslamic Arabia
Students are to use the think- pair share model to answer the question ‘Imagine
that you are a citizen in the city of Mecca, describe the culture in your own
words’. Students should write a 300 word statement.
20
Students are then to share their idea with the person next to them.
Group work de Bono Mind map
5
10
Students will then be divided into groups of four.
In their groups students should discuss their findings from the think- pair- share
activity. Each group should publish their results using a de Bono mind map on
an A3 paper. Students should therefore be able to relate information such as
their feelings when they lived in the year 570 in Mecca. Students should
compare their cartoon images so that a holistic picture of the culture and
historical context may be developed.
Discussion
Students will then be asked to share their answers with the rest of the class.
PowerPoint presentation
5
A3 paper
5 different
coloured
textas.
I will use a PowerPoint presentation that has an embedded video to help further
develop the students understanding of pre-Islamic Arabia. The use of
imagination in the previous activity and the use of audio/ visual stimulus will
cater for different learning styles.
Conclusion
Recap what we have learnt. Ask a few random students questions relating to
pre-Islamic Arabia as an informal assessment task.
Laptop/
Overhead
projector
SCHOOL OF EDUCATION
LESSON PLAN
(All school experiences other than Internship)
LESSON ORGANISATION
Year Level: 11
Time: Period 2
Date: TBA
Key Learning Area: Studies of Religion
Lesson Topic: Islam
Student’s Prior Knowledge:
This lesson gives an overview of Islam. Students have
examine the principal events in
Muhammad’s life
explain why the Prophet Muhammad
as
the final messenger is the model for
Muslim life
learned about pre-Islamic Arabia. They understand the
Learning Sequence
Provision for Learner Diversity/Educational Risk:










Settle down
Prayer
Introduction
Lesson Overview
Newspaper article
Worksheet
Islam/Christianity activity
Teacher-centred discussion
Answers
Conclusion
cultural and historical climate that Islam flourished in.





Worksheet will be simplified for the less-advanced
students
Students will have the choice of working in small
groups or independently – the more advanced
students will be encouraged to do their work on their
own
The lesson overview will be clear, precise, informative
and in chronological order
I will allow students time to ask questions and have
them answered
The instructions for every activity will be (clearly)
written up on the board
Teacher’s Prior Preparation/Organisation:


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


Have the class prayer prepared before the class
commences
Know what to write up on the board for the lesson
overview – ensure all tasks are covered
Have the newspaper articles available
Ensure all worksheets are printed and ready to be
handed out during class
Be prepared and know what to cover when discussing
the Islam/Christianity activity with the whole class
Briefly look at the lesson plan prior to the lesson
commencing – to know what to teach and be
organised
Syllabus Outcomes (point form)
examine the principal events in
Muhammad’s life
explain why the Prophet Muhammad
as
the final messenger is the model for
Muslim life
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Outcomes and suggestions for improvement:
Teacher self-reflection and self-evaluation:
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:
LESSON PROGRESSION (attach worksheets, examples, marking key, etc, as
relevant)
Time
Motivation/Introduction:
Resources:
Settle down
5
Prayer
Mark Roll
I will use this as an activity to help learn the names of the students.
5
Special prayer
attached
Lesson Overview
Write up on the board what we will do this lesson.

Newspaper article/ worksheet

finish Islam/ Christianity activity

Answer to worksheet
Whiteboard
marker
Learning Sequence (Content to be covered/Learning Experiences) & Key
Questions:
Continue with activity from previous lesson. New groups are to be created so
that experts from the different Gospels are together.
15
Newspaper article:
A great newspaper article from the Catholic newspaper in Brisbane gives an overview of
Islam. It has images, a terminology table, and uses plain simple language.
As a class read through the article. Ask for student volunteers to read different
paragraphs.
10
10
Worksheet:
Each student will then receive a worksheet based on the article. Students are to answer
the questions using the article as an aid. Some questions are not from the article and
require students to think. The use of higher order questioning will help students to grapple
with the subject content.
Islam/ Christianity activity:
Students will then be asked to draw up a graph to compare Islam and Christianity. The
subheadings in the graph will be principal beliefs, sacred texts and writings, lives of
adherents
5
5
5
This activity will allow the students to think at a deeper level as the have to compare and
contrast. Many answers are in the worksheet but the students will also be asked to reflect
on their prior knowledge.
Teacher Centred Discussion:
As a class we will discuss the answers to the above activity. I will ask one of the students
to draw the graph on the board and to write some of the answers down.
Answers:
As a class go through the answers to the worksheet.
Conclusion:
Summarise the key concepts that have been learnt. Handout the terminology
sheet so the students can use it for quick reference.
Terminology
worksheet
SCHOOL OF EDUCATION
LESSON PLAN
(All school experiences other than Internship)
LESSON ORGANISATION
Year Level: 11
Date: TBA
Time: Period 4
Student’s Prior Knowledge:
Key Learning Area: HSIE: Studies of
Religion
Lesson Topic:
Islam
MAJOR OUTCOMES: Origins
Students are aware of the social and religious practices
that existed in pre-Islamic Arabia. Students are familiar
with the principal beliefs, sacred texts, and teachings of
Students learn about:
the Prophet Muhammad
Islam. More specifically students have encountered
Muhammad on many occasions throughout this unit. They
are aware that he is the prophet of Allah and that he
received the Quran. The students also know that
Students learn to:
examine the principal events in
Muhammad’s life
describe the development of
Islam after the death of
Muhammad under the leadership
of the Four Rightly Guided
Caliphs
Learning Sequence

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Settle down
Introduction
Timeline
Discussion
Video
Conclusion
Muhammad is the founder of Islam. This previous
knowledge will help to further develop the students
understanding in this lesson. A constructivist approach
can be adopted so that students can build and expand on
this
previous
knowledge.
The
Quality
Teaching
Framework pedagogical approaches will be employed so
that the learning has significance.
Provision for Learner Diversity/Educational
Risk:
To cater for a variety of learning styles I hope to
make my lesson inclusive by employing many
techniques in my teaching. I will use imagery,
video, written text, worksheets and peer
activities to help the students easily access the
information. I hope to implement the Quality
Teaching Framework so that my lesson is a true
reflection of ’best practice’. I will ensure that the
lesson is relevant and inclusive so that I can
develop each individual students learning.
Teacher’s Prior Preparation/Organisation:
I need to collect resources: the Islam compass video,
before the lesson.
I need to ensure that the classroom has a TV/ video
player.
I also need to get into the class early to set it up. I asked
students in the previous lesson to bring their textbooks as
the first half of the lesson relies heavily on it.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Outcomes and suggestions for improvement:
Teacher self-reflection and self-evaluation:
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:
LESSON PROGRESSION (attach worksheets, examples, marking key, etc, as
relevant)
Time
Motivation/Introduction:
Resources:
Settle down
3
5

Introduction

5
Mark the roll.

Recap last lesson (this will serve as revision to refresh the
student’s memory, this will also help develop a zone of
proximal development. By employing this pedagogical
strategy I hope to build on the student’s previous knowledge
and develop it using a constructivist approach).
Key Questions:



annual fair

reasons.
What were the social conditions like in pre-Islamic Arabia? Nomadic Bedouin
tribes, Mecca was developing as a centre of trade and culture
What did the people believe in pre-Islamic Arabia? In pagan gods
What was the Ka’ba prior to Muhammad? housed 360 idol gods, site of
Why was Muhammad opposed by the Makkan society? Ka’ba economic
Learning Sequence (Content to be covered/Learning Experiences)
& Key Questions:
Timeline
15
10
Students are to complete a timeline on the worksheet provided. The Worksheet
worksheet is designed in a visually appealing way so that visual Textbook
and sequential learners will easily be able to understand the
principal events in Muhammad’s life.
Students are to use their textbooks pages 120-125 to help them
create the timeline. Students are not only to list the major events
but they also must provide a description of what significant event
happened? Using Bloom’s taxonomy I will challenge the students to
engage in higher order thinking. For instance: instead of students
only providing a description of what happened, students should
critically analyse the event. And ask questions like what if this did
not take place?
Overhead
projector
Discussion
Textbook
Students will then be asked to share their answers with the rest of
the class. I will use the overhead projector as a visual aid.
5
2
I will then explain how we will be looking at post Muhammad. What
happened after his death? The four rightly guided caliphs. The
emergence immediately of Sunni and Shiite Muslims.
Video
TV
Video player
Video
Students are to watch the Compass video documentary on Islam.
This section of the documentary deals with post Muhammad. This
will enable students to contextualise what they are learning. It will
help them make connections and see the relevance of what they
are studying.
Conclusion
Recap what we have learnt. Key events in Muhammad’s life and
what happened after his death. We will look into the Caliphs in
more detail next lesson.
SCHOOL OF EDUCATION
LESSON PLAN
(All school experiences other than Internship)
LESSON ORGANISATION
Year Level: 11
Date: TBA
Time: Period 2
Student’s Prior Knowledge:
Key Learning Area: HSIE: Studies of Religion
Lesson Topic:
the four Rightly
Guided Caliphs
MAJOR OUTCOMES: Origins

Students learn about:
Students in the previous lesson have carefully examined
the
life
of
Muhammad.
Students
are
aware
that
Muhammad is the founder of Islam. This previous
knowledge will help to further develop the students
understanding in this lesson. The Quality Teaching

Framework will be implemented in this lesson by ensuring
the development of Islam under the that intellectual quality is obtained from students. The last
leadership of the Four Rightly Guided
lesson ended with the question of; what happened to
Caliphs
Islam after the death of Muhammad? Therefore students
Students learn to:
know where their learning is headed in this lesson. This
sequential follow on will help students make connections
describe the development of Islam to their prior knowledge.
after the death of Muhammad under the
leadership of the Four Rightly Guided
Caliphs, accounting for the emergence
of the Sunni and the Shi’ia
Learning Sequence

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Settle down
Introduction
Jig-saw Group work
Class Discussion
S.W.O.T analysis
Conclusion
Provision for Learner Diversity/Educational
Risk:
Since the main task is a jigsaw activity- I will
provide modified worksheets for different
learning abilities. For instance for an ESL
student I will summarise the worksheet and
change the terminology used so that the
worksheet is accessible to the student.
Teacher’s Prior Preparation/Organisation:
I need to have all the worksheets prepared and
photocopied before the lesson.
I need to ensure that I have a whiteboard marker with me.
I need to have copies of previous worksheets just in case
a student was absent.
LESSON PROGRESSION (attach worksheets, examples, marking key, etc, as
relevant)
Motivation/Introduction:
Time
Settle down

5
Resources:
Mark roll
Introduction
 Recap last lesson
 Ask students to get out worksheets (if anyone answered
the 610-632 box they get a lolly or chocolate. This was
given as an extra task and was not compulsory. The
chocolate serves as positive reinforcement recognising
students who are going beyond the expected.
Learning Sequence (Content to be covered/Learning
Experiences) & Key Questions:
Worksheet
from
previous
lesson.
(Have spare
copies for
students
that were
absent).
Jig-saw Group work
10
10


Students will be divided into groups.
Each group will be given a ‘Caliph’. The group must
become ‘experts’ about their Caliph. They need to study
him carefully and write down the main points concerning
the Caliph.

Students are then arranged into new groups. Each group
should have a different ‘Caliph expert’.
Experts are to teach their group about the Caliph they
studied.
Students are to exchange notes and have a few points
about each caliph.

5

Extra
information
on each
Caliph.
Class Discussion
10
Randomly choose a few students to discuss their results.
Nominate a student to write the findings on the whiteboard.
Whiteboard
marker
S.W.O.T analysis
Students are to choose one Caliph (must be different to the
S.W.O.T
analysis
5
Caliph that they are experts on) and must complete a S.W.O.T
analysis of this Caliph. Students are required to think beyond the
textbook and information provided to complete this activity.
Students need to engage in higher order thinking according to
Bloom’s taxonomy. Students need to evaluate the Caliphs
character and personality by closely examining their strengths
and weaknesses. Studnets also need to be judgemental about
the opportunities and threats that the Caliph faced at that time.
Conclusion
Ask a few students to share their S.W.O.T results. Have a basic
recap of the four Caliphs.
worksheet
Timeline
Major events during the life of Muhammad
570
590
610
619
620
622
630
620
Video Worksheet
Living Islam: Foundation of Islam
Compass- ABC
1. ‘In
the
name
of
God,
the
___________________
and
the
________________________
2. According to the film, there are approximately ________________ million
Muslims today.
3. Who
do
Muslims
consider
MUHAMMAD
to
be?
The
____________________ person.
4. When a Muslim refers to Muhammad they usually add what phrase which
signifies the great respect they have for him? ___________________ be
upon ____________________.
5. Islam does not distinguish in its religious practice any distinction between
________________ and politics.
6. What sort of religious world did Muhammad grow up in? ______________
7. In this ‘world’ what did people worship? _______________
8. The word for God in Islam is ___________.
9. Where in Saudi Arabia can the Ka’ba be found? ______________
10. Why do Muslims not adorn their Mosques with statues or pictures?
____________________________________________________________
11. The film refers to two ways in which the Islamic faith spread. These are by
_______________ example and by the __________________ .
12. Which Western European country has the largest population of Muslims?
______________
13. Most of Arabian society at the time of Muhammad’s life were Bedouin
society except for Mecca which was a city of ________________.
14. How is this point significant in the rise and spread of Islam?
______________________________________________________________
______________________________________________________________
__________________________
15. Describe
the
role
of
the
Ka’ba
prior
to
Islamic
conversion?____________________________________________________
______________________________________________________________
___________________________
16. Explain
the
significance
of
the
ka’ba
in
Islam?________________________________________________________
______________________________________________________________
___________________________
17. The Quran is known as the “_______________ Word of _______________”
18. Qu’ran means _______________
The Ka’ba
TERM
MEANING
Hadith
The Arabic term for ‘prayer’. Muslims pray five times a day.
Koran
The Arabic term for ‘submission’.
Mohammed
Stories and sayings concerning the practices, or Sunna, of the prophet
Mohammed.
Allah
A Muslim religious leader who leads prayer in a mosque.
Salat
Obligatory contributions to the poor.
Caliph
The Arabic term for ‘struggle’. It refers to both the inner struggle
within a person and taking up arms for the expansion of Islam.
Fatwa
A pilgrimage made to Mecca. Every adult Muslim who can is required
to do this at least once in his or her lifetime.
Shariah
Religious scholars.
Shiite
Islamic law, drawn from the Koran, the Sunna and other places.
Literally means ‘the path’.
Second largest Muslim group. Emphasizes the authority of the imams,
less concerned with the Sunna
Islam
Ulema
Gathering place used for daily prayers as well as Friday religious
service.
Jihad
A supplement to the Koran, based on the teachings and example of
Mohammed.
Ramadan
The Arabic term for ‘God’.
Sunni
A male leader who is regarded as a successor of Mohammad.
Zakat
A person who submits to Allah
Hajj
A legal and religious decree issued by a Muslim scholar or a council of
scholars
Muslim
The largest group in Islam, comprising up to 95% of all Muslims.
Emphasizes the Sunna.
Imam
The ninth month in the Islamic calendar, devoted to obligatory daily
fasting and prayer.
Mosque
Born in Arabia in 570 AD, founder of Islam.
Sunna
The book that contains the exact words of Allah written by Mohammed
through the angel Gabriel over 23 years.
a) Match the following terms with their correct meanings:
SCHOOL OF EDUCATION
LESSON PLAN
(All school experiences other than Internship)
LESSON ORGANISATION
Year Level: 11
Time: Period 1
Date: TBA
Key Learning Area: Studies of Religion
Lesson Topic: Islam
Student’s Prior Knowledge:
Students have now been closely studying Islam as a belief
Principal Beliefs
the articles of faith explained in the
Aqida as:
– Tawhid
– Angels
– Books of Allah
– Rusul
– Akhira
– Fate/predestination
system. They have learned about the culture. The Sacred
Learning Sequence
Provision for Learner Diversity/Educational Risk:









Settle down
Prayer
Introduction
Revision Activity – hot potato
Discussion
Definitions/worksheet
Video
Writing Activity
Conclusion
texts, Muhammad, the four rightly guided Caliphs.
Therefore this lesson flows from what they have been
learning. They will now look at the actual beliefs of Islam
which they have encountered previously to some degree
in this term.

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


The worksheet will be modified/simplified for those
who may find it challenging
More advanced students will be encouraged to assist
others who may be struggling (after they have
completed their own work)
Students have a choice to work independently or with
a partner
Clear and specific instructions will be given to all
students
The Instructions will be written on the board for those
who may forget what to do next
Teacher’s Prior Preparation/Organisation:






Ensure that the video is available to watch
Ensure the television and the VCR are available to
use
Ensure that I know how to function the television and
the remote
Have worksheets printed out prior to the lesson
starting and close by when commencing with the
lesson
Ensure I know all the answers to the questions and
worksheets provided
Have room/tables set out in a way that will promote
team work – ensuring there are areas for independent
work to commence
Syllabus Outcomes (point form)
Principal Beliefs
the articles of faith explained in the
Aqida as:
– Tawhid
– Angels
– Books of Allah
– Rusul
– Akhira
– Fate/predestination
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Outcomes and suggestions for improvement:
Teacher self-reflection and self-evaluation:
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:
LESSON PROGRESSION (attach worksheets, examples, marking key, etc, as
relevant)
Time
Motivation/Introduction:
Resources:
Settle down
5

Mark the roll.
Prayer
5
15
Introduction
Learning Sequence (Content to be covered/Learning Experiences) & Key
Questions:
Revision activity – hot potato
Each student has a plain piece of paper in front of them.
Each student needs to write their name on the paper.
Each student is to write a sentence about what we have learned so far.
The teacher says hot potato very (30 seconds) and students need to pass
their paper to the person next to them and write another sentence.
Each sentence or point needs to be different. They can’t write the same
thing twice and they can’t repeat something that’s already on the paper.
Plain A4
paper
This activity enables students to examine their level of knowledge. It also
enables them to build on the other student’s knowledge. As they read other
answers it may trigger their own memory. Therefore they are able to make
connections with what they are leaning.
10
Discussion
Randomly select a sheet and read the answers that students have provided.
Comment on them and generate a mini discussion.
5
Definitions/ Worksheet
Students are given the definitions for the terms that we are using today:
10
5
5
- Aqida
– Tawhid
– Angels
– Books of Allah
– Rusul
– Akhira
– Fate/predestination
worksheet
Video
Students are to watch a youtube video of a famous Muslim boxer who had
just lost the world title fight. The boxer is interviewed directly after the fight
and says that the loss is due to fate/predestination because of Allah.
Writing Activity
Students are to read the information on the fact sheet provided about the
Muslim beliefs and should write a statement about the boxers belief.
Students should compare and contrast the boxers response to how they
would have responded if they had just lost.
Laptop,
projector,
speackers
textbooks
Conclusion:
Ask a few students to share their answers. Reinforce the learning that has
taken place.
SCHOOL OF EDUCATION
LESSON PLAN
(All school experiences other than Internship)
LESSON ORGANISATION
Year Level: 11
Time: Period 1
Date: TBA
Key Learning Area: Studies of Religion
Lesson Topic: Islam
outline the principal ethical teachings
within Islam
outline the process of Islamic
jurisprudence
describe the importance of ethical
teachings in determining that which is:
– halal
– haraam

Student’s Prior Knowledge:
Studnets are now well into the unit. They are very familiar
with many facets of the Islamic religion. Most students are
confident with the topic and are currently in the process of
finishing their assessment task.
outline each of the Five Pillars
Learning Sequence

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

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


Settle down
Prayer
Introduction
Guest Speaker
Students Questions to Imam
Imam answers
Mind map
Conclusion
Provision for Learner Diversity/Educational Risk:



For those students who may have not understood all
that was said by the Imam, they may approach me
later during the day and discuss what they did/did not
understand – I will do my best to inform them about
what they are interested in and what they may have
missed during the talk with the imam
Students can work in small groups or independently
An example of a mind map will be available in the
classroom for students who may be struggling in
creating one (in teacher’s folder, on request)
Teacher’s Prior Preparation/Organisation:





Ensure that all students know there will be a guest
speaker coming in to talk to them and remind them
that they are expected to be on their best behaviour –
also to remind them that they are encouraged to ask
the Imam questions during his talk
Have the questions in which the students put together
available during the talk (on paper)
Ensure that I know where the (example) mind map is,
as it may be requested
Ensure the room is set out in a way that will allow the
Imam to see and talk to the whole class comfortably –
this may include moving chairs, tables, small furniture,
etc.
Ensure the box of chocolates is available to give to
the Imam when the talk is over and ensure that the
students knows what to say prior to the class
commencing
Syllabus Outcomes (point form)
outline the principal ethical teachings
within Islam
outline the process of Islamic
jurisprudence
describe the importance of ethical
teachings in determining that which is:
– halal
– haraam

outline each of the Five Pillars
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Outcomes and suggestions for improvement:
Teacher self-reflection and self-evaluation:
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:
LESSON PROGRESSION (attach worksheets, examples, marking key, etc, as
relevant)
Time
Motivation/Introduction:
Settle down
5

Mark the roll.
Prayer
5
Introduction
Learning Sequence (Content to be covered/Learning Experiences) & Key
Questions:
20
Guest Speaker
Invite a local Muslim Imam to talk to the class about the 5 pillars of faith and
their importance.
Students Questions to Imam
5
Students now have a good understanding of Islam and have pre prepared
questions to ask the Imam.
5
Students questions will be about – the Sacred text
- the rituals of making something halal
- why some things are haram
- Islamic Sharia law
Imam Answers
These questions will be answered by the Imam. A student will say thank you
to the guest speaker on behalf of the class by giving him a box of chocolate.
Then the Imam will leave the class.
Mind Map
15
Unpacking the findings. Students will create a de Bono mind map to explain
the different facets that were discussed.
Conclusion:
5
I will choose the two best mind maps and use the doc cam to display the to
the class to reinforce their learning.
Resources: