Middle Childhood Education



Middle Childhood Education Lesson Plan Template v. 2Teacher Candidate Name: Anna RieckLesson Title/#: World ReligionsGrade Level: 6Essential Question: Is religion mainly responsible for cultural diffusion?Lesson FoundationsContent Standards*Science and SS should also include common core for reading/writingS.S. 6.8. Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism). CCSS.ELA-LITERACY.RH.6-8.7Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.Learning Objective(s)“Students will…”Students will be able to identify examples of the major beliefs of Christianity, Judaism, Buddhism, Islam and Hinduism by visuals/texts. (Understand)Students will be able to identify the origins of the Christianity, Judaism, Buddhism, Islam, and Hinduism religions and where they have expanded today by using world maps. (Examine)Prior Academic Knowledge and SkillsWhat have you or your mentor taught previously that will inform what students are learning today?Students will know how to able to use and comprehend maps.Students can gather facts and evidence from multiple sources (texts, videos).Students will have an understanding of cultural diffusion and cultural practices.Students will have an understanding of what religion is. Materials & ResourcesMaterials: papers (see attached)Graphic Organizer (see attached) for stations: the assessments that will be used in this lesson to monitor students’ mastery of the lesson objective(s). List assessments in order in which they appear in the lesson.Name and number of AssessmentDescription of assessmentEvaluation Criteria - What is the evidence (the answers) of student learning? Specifically list evidence of learning and learning objectives.A1: In this formative assessment, I will ask students questions after they watch a short video. They will respond via cell-phones or Chrome books and answer the questions on annarieck409The questions include:1. According to the video, what religion has been around the longest?2. From the video, What religion is the smallest (covers the least amount of area on the map)?3. The age of discovery spread what predominant religion to North America?4. How do you think the spread of religions has affected cultural practices in those locations?LO2 (Examine)HinduismJudaismChristianityExample answer: Since Christianity spread to North America, it’s why most of us celebrate Christmas and have Christian holidays where we would not see these cultural practices in other parts of the world.A2: Stations / Graphic Organizer In this formative assessment, I will have students complete a graphic organizer at 3 different stations: (LO1 Understand)See attached for evidence.A3: Exit Slip In this formative assessment, I will assess students understanding of the two learning objectives by asking the prompts:List the major world religionsWhere is the religion of Islam predominantly practiced?Give one example of how religious practices affect societies.(LO1 understand)Hinduism, Islam, Judaism, Christianity, and Buddhism.IndiaChristmas is based on religious beliefs yet is an American holiday.Instructional Procedures/StepsEach portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment. Teacher will…Include instructional practices, questions you will ask, checks for understanding, differentiation, evidence of culturally responsive teaching practices.Student will…What will students be doing?What evidence of learning will students demonstrate?Student-centered learning/opportunities for practice and application.Opening___5_______ MinutesHook?Activate prior knowledge?Communicate LOs?Set up: Write agenda and learning objectives on board. Arrange desks into 6 groups with index cards labeling each table with the corresponding number. Think Pair Share questions will be already pulled up on Smart Board. Have station information and graphic organizers ready to pass out. Have polls everywhere prepared along with world mapper website and YouTube videos already up on computer. When students walk in the classroom number them off 1-6 and have them sit at according tables.Read Agenda – Teacher will read the learning objectives along with the agenda written on the board.The agenda states:Think Pair ShareMappingc.) Video / Poll Everywhered.) Stations - Small groups - Whole class discussione.) Exit TicketI want students to understand the goals of today’s class along with knowing what we will be doing so they know what is expected of them during today’s lesson. Think Pair Share (LO1) – Teacher will pull up prompting questions on Smart Board and instruct students to think about these questions for a minute. “Who knows what we consider to be the big 5 religions?”, “Why do we call these the big 5?” and “What do we know about these religions?”This will be to activate any prior knowledge about the topic we will be covering over today’s lesson.After one minute, teacher will instruct students to turn to a partner in their group and discuss answers to these questions. Then Teacher will facilitate whole group discussion. Teacher will repeat first question and call on student’s responses until teacher can clarify the big 5.It is important to note to your students that we acknowledge we are more familiar with Christianity and Judaism. Ask the question, a.) “Why is this?” (understand)Teacher will ask the second question and call on students. Teacher will ask follow up-question: b.) “What do you think we consider to be “big” (thousands, millions, billions)? If these religions vary in size, why do you think we categorize them under this big 5 category? (Analyze) 2.) Students will enter the classroom and sit at assigned labeled groups of desks based on their assigned number. 4.) Students will think about these questions on their own, then turn to a partner, then raise their hand in whole group discussion. The big 5 include Christianity, Judaism, Buddhism, Islam and Hinduism. We call these the big 5 because they are the most practiced throughout the world, though this is problematic because these religions all vary in size yet are all considered the biggest religions. Sample response to what do we know about these religions:We know Christians go to Church on Sundays and celebrate Christmas. We know Jews have Bar Mitzvahs and go to temple. We know Muslims wear Hijabs.Sample Answer: Well we are most familiar with Judaism and Christianity because that’s what most Americans believe and that is the holidays we are surrounded by and familiar with. Students will raise hand to answer question. Sample Answer: Big means that a lot of people must practice these religions for it to be considered a big 5 – the religion must have a big group of followers as in millions. Even though the religion sizes may vary, we say these are the big 5 because these are the most significantly recognized throughout the world, even though Judaism is not one of the top 5 practiced religions. .Instruction____40______ MinutesProcedures and steps to the lesson.Strategies?Assessments?Q & A?Evidence of learning?CRP?Planned supports?Transitions: Identify when you are transitioning and how you will make that a smooth transition? (LO2) - Teacher will pull up and go to world religions population category and show the Big 5 to have students visualize how big these religions are. This distorts the map of the U.S. to show a visual of how a religion is practiced throughout a certain area compared to the whole world. This will give students a visual of how the population of a religion looks like when compared to the population of the entire world. Teacher will ask questions of a.)”What religion do we see has the smallest/largest population?” (Remember)b.) What do these distortions of religions in contrast to population of the world show us about how we see religion in today’s society? (Apply)2.) Transition/Discussion - After Teacher will guide back to the Think Pair Share Discussion and prompt after student responses to third question. b.) “When answering the question, what do we know about these religions, are the things we mentioned actual beliefs and practices? What is the difference between a religious practice and a belief? (Interpret) I want students to understand the difference of practices and stereotypes so they can infer how society sees religions and its importance.Video of Religion Diffusion on Map (LO2) – Teacher will instructed to pay attention to these main aspects of the video:What religion originated first?When did Christianity spread to North America?This video shows where and when the major religions originated and spread to modern day.Transition –Teacher will tell students to pull out their cell-phones or to grab a Chrome book and prompt them to go to this website annarieck409 and type in the code 37607.Teacher will write this on board. Teacher will instruct that we will be answering questions via their technology. A1: Poll Everywhere (LO2) – Teacher will give students about one minute each to answer first three questions and two minutes to answer last question. The questions include:a.) According to the video, what religion has been around the longest? (Remember)b.) From the video, What religion is the smallest (covers the least amount of area on the map)? (Remember)c.) The age of discovery spread what predominant religion to North America? (Remember)d.) How do you think the spread of religions has affected cultural practices in those locations? (Apply)Teacher will facilitate discussion of each question after the correct answer has been given for a-c and have a discussion about part d. The last question has students consider how and why have religions spread. Discussion (LO2)Teacher will ask these follow up questions after reviewing student answers in part d.) by introducing a lead off introduction question of how can we interpret these maps from religious based to societal based. Teacher will ask, a.) “When seeing these religions placed on a map, do we notice the differences in politics/ways of life in those regions? Could this be due to religion?” (Apply)This can lead to discussion of how religion affected political powers (monarchies, theocracies)Teacher will call on students for answers/discussion.Teacher will ask, b.) “How do these religions affect the daily to daily life in America and in the world? Does religion affect people directly even those who do not practice a religion?” (Analyze)This can lead to discuss how religion affects our own communities as well. Teacher will call on students for answers/discussion.These questions will get students thinking about the next few day’s lessons: how religion has diffused and how it has affected our societies for hundreds – even thousands of years. I wanted to have students question why those religions are predominantly based in their geographical location.A2: Stations / Graphic organizer (LO1 / LO2)Teacher will pass out the information for the three Abrahamic religions at each station. (2 Islam, 2 Christianity, 2 Judaism)I had 6 groups with two each due to wanting the students to have smaller groups of 3-4 per station. Teacher will pass out graphic organizer. Teacher will ask the students, a) “Does anyone have any idea why I grouped these 3 religions together?” (Apply)Teacher will say that the graphic organizer asks sects for the religions, b) “Does anyone have any idea what a sect for a religion could be?” (Remember)Teacher will instruct students have 7-8 minutes at each station to read the material and fill out the graphic organizer. Teacher will instruct we will only be getting through 3 out of the 5 religions today (Islam, Christianity, and Buddhism).After time is up, student will move to next station until they hit all 3 stations. Teacher will monitor all groups to make sure students are on task and if they have any questions. Teacher will guide stations by redirecting / extending learning by asking students questions such as “What do we notice is different in these set of beliefs? Do these beliefs affect their cultural practices? What are major differences we notice?Teacher will instruct how we will finish organizer tomorrow and discuss findings of beliefs in whole groups when done. Land of Paradise Video –Teacher will introduce Land of Paradise You Tube video as a way to getting into stereotypes of religions in closure.After, teacher will ask students: a.) Did anything in this video surprise you? “What stereotypes were broken in this video? (Remember)b.) What does this video tells us about stereotypes in all religions? (Analyze)c.) How does the media influence stereotypes?Teacher will call on students for responses.This video I included as a closing because this will be a good video to have students thinking the influences religion have on stereotypes and cultural practices which will connect to the next day’s LO3. 1.) Students will look on Smart Board as teacher is going over the different maps. Students will ask any questions they may have. a.) Judaism has the smallest population and Christianity has largest population. b.) We see that the bigger distortions have higher correlation of what traditions and practices are acknowledged worldwide.2.) Students will raise hand to answer prompted question.Sample answers: A religious belief is a way of thinking spiritually about a way of life and a practice is implementing that belief in an act. We said that Christians go to church, which is a practice, and that Jews have Bar Mitzvahs as a practice, but saying that we know Muslims wear Hijabs is a stereotype. Students will watch video while keeping in mind guided questions. Students will prepare their technology and log into the website and enter the code. Students will answer the questions in a timely fashion via their use of technology.HinduismJudaismChristianityExample answer: Since Christianity spread to North America, it’s why most of us celebrate Christmas and have Christian holidays where we would not see these cultural practices in other parts of the world.Students will participate in following discussion. Students will brain storm how we can interpret these maps from religious based to societal based. Different religions do appear in different regions, which affect how some society’s dress, which could be based off their beliefs or just their social practice. Some regions have theocracies, which is a form of government in which God’s laws are rule. This could be due to religion because people’s religious beliefs affect how they act in society. Religion affects America by the word God being presented in National Anthem, Pledge of Allegiance, on our currency. Also by Christmas being a national holiday even those it’s religious-based. 7.) Students will rotate stations and fill out graphic organizer. Sample evidence is attached. a.) Due to them all being Abrahamic religions – all being based off of the same prophet Abraham. b.) Sect means subgroup, so in this case it means it is a subgroup of a religious group.Students will watch video and raise their hands to answer questions. Sample answer: I was surprised that some of the people listened to Tupac and shop at Victoria Secret. Some stereotypes that were broken were that all Muslims have arranged marriages and have to wear Hijabs. This video shows that stereotypes are not always true and that in America we have prior judgments on other religions, which is why these stereotypes exist.c.) The media influences stereotypes by the news only showing Muslims being terrorists and violent – it is a one sided view of a religion.Closure___5_______ MinutesAssess?Wrap up?Set-up?Clean-up:Teacher will instruct students to put their station work in a pile neatly on their desk, including their graphic organizer.A3: Exit Ticket (LO1)Teacher will hand out exit ticket which will read:a.) List the major world religionsb.) Where is the religion of Islam predominantly practiced? c.) Give one example of how religious practices affect societies.Exit slip will determine which students grasped the learning objectives of the day and to see how much review they would need the next day before moving on to analyzing religion diffusion of practices in society.1.) Students will neatly clean up their station. 2.) Students will complete exit ticket.a.) Hinduism, Islam, Judaism, Christianity, and Buddhism.Indiac.) Christmas is based on religious beliefs yet is an American holiday.Modifications/Accommodations/EnrichmentDifferentiation: How will you provide students with specific learning needs instructional support? How will you provide students access to learning?IEP Students: For those who struggle with reading and writing, I will include a first model example for the graphic organizer, as well as some examples filled out for them to reference. I will hand out the prompts for the video for them to have as a visual for note taking.Struggling Students: For struggling students, I will have graphic organizers that have some examples filled in. The will also receive the hand out the prompts for the video for them to have as a visual for note taking.Academic LanguageWhat language function do you want students to develop in this lesson? What vocabulary do students need to support learning of the learning objective for this lesson? What supports do you have in place to assist students with AL?IdentifyLanguage Function: ExamineVocabulary: Cultural belief, Cultural practice, Religious sectsSyntax or Discourse? Discourse Planned SupportsLanguage Function: Within I will model how to examine the different populations of each religion in context to size of country. Through the video on world religion diffusion with guided questions for , students will examine how religions diffused. Students will be engaged in whole class discussions and group work where I will be modeling how to express ideas through the facilitating guiding questions when facilitating stations and graphic organizers. Vocabulary: The vocabulary will be discussed through whole class discussions as well as definitions written out on graphic organizers and stations.Syntax or Discourse? Students will be examining world religions and their characteristics, beliefs, and diffusion through think, pair, share brainstorm, writing and reading during stations, participation of whole class discussions, and exit ticket. ................
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