NAME:Kelly Kieswetter UNIT: World Religions
GRADE LEVEL:7th Geo LESSON TITLE: Intro
DATE: 11/1/2011 TIME: 8.10-9.00
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Objectives: SWBAT complete a pre assessment on religion SWBAT understand what the unit is on
Pre-requisite skills:Students will have learned about cultural geography and world maps, which will aid in their understanding of world religions. |
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LESSON PLAN |
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Set: I will introduce myself and say to students “we are going to take a pre-assessment, after which you can ask me questions that you want to know and we will go over the pre-assessment and discuss the answers.”
Materials: Pre-assessment for every student.
Teaching Strategy: 10mins: Attendance 2mins“We are going to take a pre-assessment, after which you can ask me questions that you want to known about me or world religions, then we will go over the pre-assessment.” 20mins:Pre-assessment 15-20mins: I will let students ask me questions about myself to get to know me better, after which I will go over the pre asessment and ask students to tell me one fact that surprised them from the pre-assessment; I will call on students randomly.
Evaluation: Pre-assessment, discussion of facts that surprised them
Closure: Make sure students understand what the unit will be about and answer any questions they have.
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REFLECTION
Students met the class objectives because they completed the pre assessment and came away with a basic understanding of what the unit was on from both the pre assessment and the discussion. Students engaged with the discussion and asked questions about religion. I went through the pre assessment with them and they seemed to grasp key facts, such as the definition of monotheism and polytheism. I know this because I called on students to answer questions.
My class had three IEP students. They had trouble with writing and reading. They took the pre asessment like everyone else because it was not graded, there was nothing else that needed to be modified/adapted in this lesson.
NAME:Kelly Kieswetter UNIT: World religions
GRADE LEVEL:7th Geo LESSON TITLE:
Christianity and Judaism
DATE: 11/2/2011 TIME: 8.10-9.10
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Objectives: SWBAT explain the origins of Christianity and Judaism SWBAT discuss the differences and similarities between Christianity and Judaism.
Prior Knowledge: Students will have taken a pre-assessment and will have gone over the basic vocabulary of religion such as monotheism. |
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LESSON PLAN |
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Set: “what do you think of when they hear the words “Judaism” and “Christianity”?” Brief discussion on what students know or think they know about each religion.
Materials: I will use lecture to teach students about the beliefs of Judaism and Christianity, the key people, geographic regions. I will use PowerPoint, which will also serve as my notes. I will provide students chart showing the origins of Christianity and Judaism. I will give the paper to students at the front of the rows and have them pass the paper back. I will print 34 copies.
Teaching Strategy: 5-10mins: Take attendance 25mins: Lecture with PowerPoint “Please take Cornell notes while you listen.” 10mins: “Does anyone have any questions?” If not “Who can tell me the definition of monotheism? A fact you learned about either religion? The general gist of what you will be taking away from this lesson?” 15mins:“Now you have a choice of what you do now. You can either take the chart I gave you and write it out in sentences, showing that you understand each step, or you can write a reflection of what you learned and what you think about it. I am checking for your understanding and I want quality rather than quantity. I want to see that you learned something or that what you learned made you think about your opinions, and this is what I want to see in your reflections.”
Evaluation: Students will hand in their reflection for grading. I will give them points for writing something that shows they have thought about what they learned and engaged with the topic. I will be looking for specific facts, a change of opinion or a written paragraph describing the chart.
Closure: I will ask students if they have any questions or comments about Christianity or Judaism. If so, I will answer any questions they have and if not I will ask students to tell me one thing that they learned from today’s lesson. I will call on specific students that did not talk much during the lecture. |
REFLECTION
Students learned some of the key beliefs of Christianity and Judaism, which were shown in their reflections as well as questions they asked throughout the lecture. The reflections showed me that they could compare some of the key points of the religion, which shows that they met the objectives for the day. If I were to do it again I would give them specific questions to reflect on.
Adaptions/Modifications: There are 3 IEP students in the class. I will give a little extra time to write Cornell notes for the student who has problems with writing. I will require these students to write a little less than the other students.
Name: Kelly Kieswetter
Grade Level: 7th Geo
Date: 11/3
Time: 8.10-9.10
Unit: World Religions
Lesson Title: Judaism and Christianity 2
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Objectives: SWBAT compare the beliefs of Christianity and Judaism by completing a table.
SWBAT explain the definition of denomination. SWBAT understand that Catholicism is not its own religion.
Previous knowledge: Students will have learned about Christianity and Judaism the previous day. |
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LESSON PLAN |
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Set: “Does anyone know of any historical religious sites? Today we’re going to be looking at those in a fun way, but first we are going to look a couple of quick slides on Catholicism that we didn’t cover yesterday.”
Materials: Show a table on the document camera for students to copy down and complete. Slides on Catholicism for lecture. Puzzles of historical religious places.
Teaching Strategy: 5 mins: attendance 5 mins intro: “Today we are going to talk more about Christianity and the differences between Christianity and Judaism. I am going to go over a couple of slides that we didn’t cover yesterday about Catholicism. You don’t have to take down extensive notes; just a couple of points are fine so you remember what we talked about. Does anyone have any questions about the slides?” 3 mins: “Now we are going to do a couple of different activities. Your first task is to copy down this table on the projector and fill out the 2 columns about Christianity and Judaism. If the answers are not in your notes from yesterday, use the textbook. I want you to work individually, that means quietly. You have around 25 minutes to do this, and then we will do something else.” 20-30mins: Copy and complete table. 5 mins “Pass your tables forward so that I can collect them.” 10-20 mins: “We are now going to try something a little different. I am going to put you into groups of 5 and give you each a puzzle of a historical religious landmark. You need to put them together as quickly as possible and the winning group will get a little prize. When we’re done, we are going to go over why each of the places on the puzzles is significant to Judaism and Christianity. Be careful not to tear the pieces, if you do you will just make it harder for yourselves. The winners will get a prize. I am now going to give you a number, remember the number and when I have given everybody their number you can find your group.”
Evaluation: The table will be the assessment, as well as the game/discussion at the end.
Closure: The puzzle game will be the closure. |
REFLECTION
From the tables I could see that students learned key facts about both Judaism and Christianity and were able to compare them in a table format. From the questions I asked at the end of the PowerPoint I know that students understood that Catholicism is a denomination of Christianity and not its own religion. I also know this from one of the categories in the table, which asked students to name a denomination of Christianity and most of them got it right.
Adaptions/Modifications: There are 3 IEP students in the class. I will give a little extra time to write Cornell notes for the student who has problems with writing. I did not modify the table assignment because students had ample time to complete it and I was there to help them in class.
NAME:Kelly Kieswetter UNIT: World religions
GRADE LEVEL:7th Geo LESSON TITLE: Islam
DATE: 11/4 TIME: 8.10-9.10
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Objectives: SWBAT explain the 5 pillars of Islam. SWBAT identify verses from the Qur’an, Bible and Torah. SWBAT describe key terms of Islam including Shia, Sunni, jihad, Mosque and Qur’an.
Prior Knowledge: Students will have already learned about Christianity and Judaism and know important vocabulary about religion in general.
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LESSON PLAN |
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Set: I will ask students what they know about Islam. We will have a brief discussion on what they know.
Materials: I will use lecture to teach students about the founders of Islam, the region in which it is most widely practiced, the key people, the core beliefs. PowerPoint will also serve as my notes. I will have a handout for the students with reflection questions to be done at the end of the lesson.
Teaching Strategy: 5mins: take attendance 5-10mins: Lead a discussion on Islam. “Where have you learned about Islam/Muslims in the past?” “What do you think of when you think of Islam?” “What is Islam?” “What is a Muslim?” 1min: “Lets learn about what Islam is really about. Get out a piece of paper and take notes as we go. Cornell notes are fine, you do not have to write every word that’s on the slide.” I will stop every few slides and ask clarifying questions such as “do you remember who the Judeo-Christian God was?” (After slide 2), “who knows the definition of ‘submission’?” (After slide 4), “what does a pillar do?” (After slide 7). I will also take time to talk about every slide and answer any questions as I go. I will address slide 14 on jihad in more depth and with more sensitivity, asking students “what do you now of jihad?” “What affect has jihad had on this country?” and “it is important to keep in mind that only a small portion of Muslims believe in jihad.” 25mins: Lecture on Islam, PowerPoint. 15mins: “The instructions for the next activity is on the board. Read them and ask any questions you have now…” Instructions for activity: 1) Read verses from various holy books and guess which book you think each comes from. Write down your answer. You may not talk. 2) I am now going to give you a number between 1 and 17, remember your number and do not move until I tell you to. 3) You have 30 seconds to find the other person in the class with the same number as you and find a place to sit together. 4) You an your partner now have 3 minutes to tell each other your answers and decide what the right answer for each verse is together. 5) Now, we will go over them on the board and you can vote on what Holy Book you think it comes from. Extra activity: Read a story to students about an important Muslim.
Evaluation: When we are going over the answers to the activity on the board I will ask students why they thought what they thought, which will serve as an evaluation. I will also ask clarifying questions throughout the lesson.
Closure: I will what they learned from the activity and how that applies to religion. |
REFLECTION
There were a couple of great moments during the activity where I made students argue for whichever holy book they thought the verse came from and they said exactly what I wanted them to say, having clearly listened to the lecture, thought about it and applied it. This is exactly what I wanted them to do, which shows me that they learned about Islam and that they cannot make assumptions about what other people believe. If I did the lesson again I would devote more time to the activity so that I can explain how we know where the verses come from and I would also ask students to give a reason for why they said a verse was from a specific book to understand their reasoning better and make sure they weren’t just guessing.
Adaptions/Modifications: There are 3 IEP students in the class. For these students I will put the instructions on the Projector because two of the students struggle with reading and I will allow extra time for writing Cornell notes from the PowerPoint because the other student struggles with writing.
Name:Kelly Kieswetter Unit: World Religions Grade:7th Grade geography Lesson: Compare & Contrast
Date:11/07/2011 Time: 8.10-9.10
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Objectives: SWBAT compare and contrast Islam, Judaism and Christianity using a Venn diagram. SWBAT understand and put definitions of key words in Christianity, Islam and Judaism into their own words. SWBAT reflect on how their views of religion have changed over the unit so far.
Prior Knowledge: Students will have learned about Judaism, Islam and Christianity and would have done some compare and contrast by completing a table of differences between Christianity and Judaism. We have gone over the definitions to all the key vocabulary words already. |
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LESSON PLAN |
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Set: “On Friday we spoke about Mecca and the pilgrimage that Muslims have to make there as the fifth pillar of Islam. Can you imagine taking that journey with all those thousands of people (while showing PowerPoint of Mosques and Mecca)? Can you see how mosques look different to the churches and synagogues we saw?
Materials: PowerPoint of Mosques. Blank paper for the Venn Diagram that I will hand out to each student. List of Vocabulary words on the board: Torah, Bible, Qur’an, Monotheism, Mecca, Church, Denomination, Synagogue Mosque, Catholicism, Shia and Sunni, Abraham, Jesus, Muhammad, Tithe, Rabbi List of reflection questions on the board: 1) How has you view of Islam changed after learning about it? 2) What has surprised you most about what you have learned about religion over the past week? 3) What did you learn from the verses activity we did on Friday? 4) What do you still want to know about religion? Example of a Venn diagram.
Teaching Strategy: 5mins: Pledge of Allegiance and role call 5mins: “I am going to show you a few pictures of mosques and Mecca because I didn’t get a chance to show you on Friday” 3-5mins “The rest of the period will be spent doing three tasks. I am going to go over all the instructions now so you know what you are doing and can move to the next activity when you are done. I am going to give everyone a sheet of blank paper on which you will draw a Venn Diagram like this one here, except yours will have three circles, one for Judaism, one for Islam and one for Christianity. Write down as many differences and similarities as you can think of, I want this to be extensive, not just 5 minutes. When you have finished doing that I want you to turn the page over and on the back answer the following questions in 5 sentences or more. Please write down the questions now. Once you have done I would like you to write down the definitions for the following words using your notes and the textbook if you need it. This will be part of the study guide for your test next Tuesday, so do it well and use it to study with.”
Evaluation: The Venn Diagram, reflection questions and list of definitions will all be evaluated out of 30, with 10 points given for each part (i.e the Venn diagram, definitions and reflection questions).
Closure:I went over some words that students were asking a lot of questions about to makes sure that they understood the terms and phrases. |
REFLECTION
Students met the objectives because they compared the three major monotheistic religions using a Venn diagram. Some of them struggled with this but that was more with the Venn diagram itself than the content, which shows me that they were able to compare and contrast without many problems. Students wrote down the definitions on definitions without any problems and were all able to answer the reflection questions. These three activities shows that the students met the objectives.
I modified the assignments so that IEP students only had to have 7 points on their Venn diagrams as oppossed to 10 and only had to write 3 sentences per reflection question rather than 5.
NAME:Kelly Kieswetter UNIT: World religions
GRADE LEVEL:7th Geo LESSON TITLE: Hinduism & Buddhism
DATE: 11/08/2011 TIME: 8.10-9.00
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Objectives: SWBAT identify the key regions where Buddhism and Hinduism are practiced. SWBAT explain the core beliefs of Hinduism SWBAT describe the terms karma, reincarnation and the Middle Way.
Previous knowledge: Students will already have covered Judaism, Christianity and Islam. |
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LESSON PLAN |
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Set: Introduce these religions as different from the ones that we have learned about before but equally important to learn about. Materials: PowerPoint on Hinduism and Buddhism,textbook, handout of notes, content questions on a PowerPoint for students to answer. Teaching Resources: 5mins: Attendance. 2mins:“These religions are very different from the ones we have learned about in the last coupe of days. They are Eastern religions and have very different beliefs than Christianity and Islam” “20-25 mins: “You don’t have to make notes today because I have printed you each a page of notes that will also serve as your other part of the study guide for the test next Tuesday. So listen and ask questions.” 20-3mins:“Get a textbook and fill out this worksheet about Hinduism and Buddhism, you can discuss them with each other quietly but each of you must have your own answer, so in other words no copying” 1) Where did each of these religions begin and where are they most widely practiced today? (PG 497, 501-502) 2) Describe the middle way and say what religion it is from. (PG 555) 3) What is the process of reincarnation? (PG 497) 4) Give a definition of karma. (PG 497) 5) Write a paragraph briefly describing the history of Buddhism. (PG 497) 6) Write a paragraph to describe the beliefs of Hinduism. (PG 497) 7) Name 3 other religions that are practiced in East Asia? (PG 561-562). 8) What influence has religion had on life in South Asia? (PG 502) Evaluation: The worksheet and questions asked during the lecture will count as the evaluation. I will evaluate the worksheet to see that the students have tried to get something done in the small amount of time we had left. I gave students a score of 5 if they attempted the questions well and gave well thought out answers, a 3 if they tried but didn't put much effort in or a 2 if they put minimal effort in Closure: A discussion of what students have learned. |
REFLECTION
When I gave students the questions at then end they were quiet and tried to get as many answered in the time they have. They also asked a lot of questions throughout the lesson, which shows that they were thinking about the content and engaging with it. Although this lesson was more rushed than I would have liked, I think the students walked away with a good idea of the key beliefs of both religions and an understanding of them. I think this because of the way they asked questions during the lesson and the fact that they really were trying to get as many questions answered as they could in the time that they had. I ran out of time because the students asked a lot more questions than they have in previous classes so I had to take out a discussion I had planned for the end and the students did not have enough time to finish the questions. I had to grade on a 5 point scale because there wasn't enough time to finish the questions and student's don't have textbooks so they couldn't finish them for homework.
I printed out notes for all the students so they wouldn't have to take Cornell notes from the PowerPoint, which helped IEP students. I also expected IEP students to only answer 5 of the questions instead of all 8.
NAME:Kelly Kieswetter UNIT: World religions
GRADE LEVEL:7th Geo LESSON TITLE: Group project day 1
DATE: 11/09/2011 TIME: 8.10-9.10
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Objectives: SWBAT research a minor world religion using a computer. SWBAT summarize information into specific categories.
Prior Knowledge: Students will have learned about Judaism, Christianity, Islam, Hinduism and Buddhism. |
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LESSON PLAN |
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Set: “we have learned about the world’s major religions but it is just as important to learn about smaller religions. So for the next three days we are going to be doing a group project where we research different religions.”
Materials: Computer lab, list of religions
Teaching Strategy: 5mins: attendance 5mins: “For the next 3 days we are going to be working on a group project. I am going to put you into groups and give you each a list of religions. In your groups you have to decide together which religion you would most like to research. It’s first come first serve so the first group will get their first choice and once a religion’s taken its taken, more than 1 group cannot do the same religion. Once every group has chosen their religion you need to write down the names of everyone in the group and give me the list. Today we are going to go to the computer lab to research your religion. Tomorrow you are going to make posters and on Monday we are going to display our posters around the classroom and you are all going to go round to the posters and take notes, which will be graded. But I will explain that part to you more tomorrow. Does everyone know what they are doing now?” 5mins: “You have 5 minutes to find the other 3 or 4 people in your group and decide what religion you want to do. You also need to give me a list of the names of everyone in your group.” 5mins “OK lets go to the computer lab. The computers are to be used for research only. We are going to the JAG lab so there are not enough computers, some of you need to pair up with someone in your group and share the computer.” 40-45mins: Computer lab
Evaluation: I will go round to students and talk to them about how their research is going and will observe their note taking.
Closure: “Give me one fact that you learned about the religion your researched.” |
REFLECTION
Some students had some difficulty summarizing the information and knowing exactly what to do even though I gave them a rubric. They seemed to have a problem with knowing what the correct information was and thinking about what they should type into Google, which I think needs practice and will probably comes more with age. Students learned how to summarize information and decided what information was important to take notes on and what wasn’t. Students also learned how to research. I could see this in the way that students were asking questions and trying different key words to type in. I will be able to see exactly what was learned and what needs to be worked on more when I see their final posters.
When students were researching religions I went around to the IEP students and helped them to determine what information was important and then put it into their own words.
NAME:Kelly Kieswetter UNIT: World religions
GRADE LEVEL:7th Geo LESSON TITLE: Group project day 2
DATE: 11/10/2011 TIME: 8.10-9.10
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Objectives:SWBAT work as a team to make a poster of the minor world religion they researched. SWBAT determine important information when compiling information with their group members.
Prior Knowledge:Students will have learned about Judaism, Christianity, Islam, Buddhism and Hinduism and will know the parts of each religion that they need to research. |
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LESSON PLAN |
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Set: “Group work is an important part of life. We need to work together, so I will be walking around today observing how well you are working with each other so make sure you are listening to each other and that you are all putting in an effort.”
Materials: Poster board, Markers, blank paper, glue
Teaching Strategy: 5mins: Attendance 5mins: “Today we are going to put the information that you gathered yesterday together and make a poster out of it. So you’re going to want to compare notes with your groups and make sure the spelling and grammar is correct and then put it on the poster. Make it as colorful, creative and interesting as you want. You have the whole of today to do this and you will be displaying them and explaining them to your peers and myself on Monday. And don’t forget about your test on Tuesday.” 50mins: Poster making.
Evaluation: I will walk around making sure groups are staying on task and are working effectively together and answering any questions they have.
Closure: “What did you find challenging about group work today? What did you like about it?” |
REFLECTION
Students learned how to work in groups, how to research difficult topics and how to deal with difficult group members. Students spent the lesson working in their groups, asking questions about how to find information and how to work in groups. Students were doing their work, with some complaining because I was making them work hard. All in all students met the standards, which I saw by walking around, observing and supervising.
I verbally helped IEP students compile their information and put it onto their posters.
NAME:Kelly Kieswetter UNIT: World religions
GRADE LEVEL:7th Geo LESSON TITLE: Group project day 3
DATE: 11/14/2011 TIME: 8.10-9.10
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Objectives: SWBAT explain the key points of the religion that they researched to their peers. SWBAT listen to their peers tell them about their religion and write down the key points.
Prior Knowledge: Students will have learned about Judaism, Christianity, Islam, Hinduism and Buddhism as well as have done research on the religion that their group chose. |
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LESSON PLAN |
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Set: “we have been researching religions that are not considered major religions of the world because I want you to have a good amount of knowledge of what different religions are out there so you can make good, informed decisions and be more tolerant of those around you.”
Materials: Rubric, sheet for student’s summaries of other group’s religions, posters
Teaching Strategy: 5mins: Attendance 5mins: “So here is how today is going to work. You are going to set your posters up around the classroom. Two people need to stay with the poster at all times to explain the poster to people as they come round to look at it and fill out the questions I have for all of you. The rest of you, who are not at the poster need to walk around and answer the questions for 4 other presentations besides your own. Halfway though you will switch and the people who are walking around will have to go stand at their posters and the ones who were standing at their posters will walk around. Is that clear or do I need to clarify?” 5mins: ”You now have 5 minutes to put your posters up around the classroom, I want them on the outside of the room facing in, forming a U shape.” 50mins: “Decide who is going to stay at the poster first and who is going to walk around first. I will tell you when it is time to switch.”
Evaluation: Students writing down the key points of other groups’ religions will be the evaluation as well as me evaluating their posters. I will evaluate the posters on whether they have all the key components on the rubric. I will grade their evaluations on other posters by determining if they have the information I asked for. The posters will be graded on a scale of 1-5 for 5 different items and the worksheets were graded out of 16, 4 points for 4 different posters.
Closure: I will ask students to give me a fact about a religion that they didn’t research to conclude the lesson. |
REFLECTION
I am not sure how well this lesson went. Students learned some interesting facts about various religions especially the arbitrary facts that are out of the norm. When I questioned students about what they learned at the end of the lesson I was surprised at how many facts they could give, however, I noticed that many were about the cultural impact and not the religion’s key beliefs. They also remembered the information they researched for their posters. I know this because when I was looking at the posters and asking questions they were, for the most part, able to answer my questions. I was unimpressed with some students’ lack of ability to pull their own weight in their groups. If I could do this again I would give an extra day for research so that students have a couple of day to find the information they need, instead of just one period.
I only required IEP students to get information from 3 posters instead of 4.
NAME:Kelly Kieswetter UNIT: World religions
GRADE LEVEL:7th Geo LESSON TITLE: Test & post assessment
DATE: 11/15/2011 TIME: 8.10-9.00
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Objectives: SWBAT complete a test on world religions. SWBAT complete a post assessment on world religions.
Prior Knowledge:Students will have completed a unit on world religions. |
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LESSON PLAN |
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Set: “Today is the last day I will be teaching you.”
Materials: Test, post assessment
Teaching Strategy: 5mins: Attendance 5mins: “I’m sorry to do this to you but we are actually going to be taking two tests today. The first one is the actual test and the second one is a post assessment that is not graded but I still need you to try and do your best. We are doing that because my supervisors need to see what you have learned since you took the pre assessment. When you are done with both you may read.” 50mins: Test and post assessment
Evaluation: The test and post assessment. The test will be graded out of 14 with 1 bonus question, and the post assessment will not be formally graded, but is a guide for me to see how much students learned from the pretest to the posttest.
Closure:“Thank you, I have really enjoyed teaching you.” |
REFLECTION
Today went well. Students just took the test and the post assessment, which is how I can tell what students learned. They seem to have learned a fair amount over the last couple of weeks because their tests scores were pretty good and their post assessments were, for the most part, better than their pre assessments.
I did not make any adaptations/modifications to the post assessment because it was not graded. I also didn't make any for the test because it was open note and I had seen in previous lessons that the 3 IEP students had sufficient notes.
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