Introduction: The teacher will hand out the activity sheets. The instructions will be explained. Then the teacher will pick the groups (mixed-gender pairs). This will probably be met with disapproval, thus an explanation of proper cooperation will be gone over. Finally, the students will be asked to bring only a pen and their worksheet and come along to the library. (10 minutes)
Activity 1 – The library trail activity will take the bulk of the lesson. While the students will be able to do most of the activity on their own they will need sporadic guidance. The librarian will also be asked to help out. (20-25 minutes)
Closure: The teacher will gather the students when 7 minutes are remaining of class. The students will be told how they did, how they behaved, etc. They will also be told that if they aren’t finished the library will be open during lunchtime and can finish at that time. Allow enough time to return to room.
Enrichment: Numbers 8, 9, and 10 on the worksheet will say “create your own similar questions using different books from different shelves”. This will keep those who finish quickly challenged.
Differentiation: When pairing groups ESL students will be paired with stronger readers.
Assessment: The completed worksheet will be graded.
Homework: The homework will be to finish the activity begun in class.
Objective: Understand who Muhammad was and why he was important to Islam and Muslims.
Introduction: Complete reading and discussion of timeline. 5 minutes
Activity 1 – Have students pick the 5 most interesting points in Muhammad’s life. This will be done individually. 10 minutes
Activity 2 – Put up the list of words on the Smart Board. These words will be divided into three categories: The Cities, Religion, and The Tribes. The teacher will explain the categories and go through the words for clarification. The students will then organize the information into spidergrams. 20 minutes
Closure: Summarize the lesson. ‘Today we learned a little more about who Mohammad was and the culture that he came from.’ For 7a give out homework.
Differentiation: When students are working on their profile go around to ESL students and check progress and comprehension.
Assessment: Students will write a short answer to the question, ‘Who was Muhammad and why was he so important’. They should use the information from the timeline, spidergrams, and the 5 points they came up with earlier in class.
Homework: The question will be answered for HW.
Islamic Civilizations: Christianity and Islam - Beliefs
Objective: Explain the nature of religious beliefs and the way it influences lifestyle and culture.
Introduction: Go over spider diagrams. Pick a few as examples and have students talk through them. Go over the information covered in the spidergram exercise to get students thinking about it, as it will be needed in the main activity. 10 min
Activity 1 – After going over the culture information in the introduction the info relating to Muhammad’s life should now be quickly brought up. This will lead into the introduction of the big questions: Who was Muhammad? Why was he important? Explain to students that they should use the information gained in both activities (the one on the culture in Muhammad’s Arabia, and the one on Muhammad’s life). Also explain the method in answering questions like these, “Is this a yes or no question?”, “Can/should it be answered in one question?” Give students 10-15 minutes to work on the answers to these questions while going around the room checking with each student to evaluate progress and to help guide them. 20-25 min
Closure: After checking with each student a few answers will be chosen to be read to the class. This should be a good summarization and recap of the last couple of lessons which have been devoted to learning about Muhammad and his life.
Enrichment: Koran worksheet
Differentiation: When checking on each student, ESL students should be approached first, to make sure they get off to a good start and to avoid frustration.
Assessment: Students will write an answer to the question, ‘Who was Muhammad and why was he so important’. They should use the information from the timeline, spidergrams, and the 10 points they came up with earlier in class.
Homework: No Homework
EXAMPLE #4
Islamic Civilizations session 5: Christianity and Islam - Beliefs
Objective: Students will be able to explain the nature of religious belief and the way it influences lifestyle and culture.
Introduction: Go through answers to big question. After a quick summary of Muhammad ask students, “how was Islam able to spread after Muhammad died?” >>> guide to Koran. 10 minutes
Activity 1 – “So, the Koran is the holy book of Islam, what is the holy book for Christianity?” Introduce subject of the bible. Show pictures, explain. Write down and go through key words for the lesson: Prophet, 5 Pillars, 10 commandments, Belief, and Faith. 10 minutes
Activity 2 – Have students define and explain either a ten commandment or a 5 pillar. They will have 10 minutes to research their task. Each student will then go to the front of the class and say their bit. 15 minutes
Closure: The students will then write a short explanation of the 5 pillars and 10 commandments as a concept.
Enrichment: Have students research the link between the old testament and Islam and Christianity.
Differentiation: Make sure to explain key words thoroughly as understanding of these words is key to success in the lesson.
Assessment: The students short explanation will be graded.
Homework: No Homework