The

Five Major World Religions

DATE: February 28, 2013 TIME: 11:2012:20 DURATION: 60 minutes

SUBJECT: Ethics and Religious Culture CYCLE / DEGREE: Cycle 3 / Degree 2 CLASS SIZE: 20 students (9 girls, 11 boys)

OBJECTIVES

At the end of this lesson, students should be able to: Identify the five major world religions Enumerate characteristics of each of the five major world religions QEP COMPETENCIES Competency 2: Demonstrates an understanding of the phenomenon of religion Competency 3: Engages in dialogue CROSS-CURRICULAR Competency 1: To use information COMPETENCIES Competency 5: To adopt effective work methods Competency 6: To use information and communications technologies Competency 8: To cooperate with others Competency 9: To communicate appropriately BROAD AREAS OF LEARNING Citizenship and community life ESSENTIAL KNOWLEDGES Religions in society and the world Religions in the world Founders Religious values and norms Values and norms PROFESSIONAL Competency 1: To act as a professional who is inheritor, critic and COMPETENCIES interpreter of knowledge or culture when teaching students. This will be done by researching and understanding the topic to be taught. Competency 2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. This will be done by facilitating a general class discussion on the topic and by explaining students task. Competency 3: To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. This has been done by asking my cooperating teacher what students have already learned about the topic. Competency 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study. This will be done by encouraging teamwork, providing them with the materials they need to engage in the task, and guiding students in selecting, interpreting and understanding the information they found in the selected resources. Competency 5: To evaluate student progress in learning the subject content and mastering the related competencies. This will be done by communicating my expectations to the students, as well as providing them with oral feedback on their presentation. I will also be gathering information as students are engaged in the task through observation, and using a rubric and

MATERIALS

exit slips to assess individual student and group learning. Competency 6: To plan, organize and supervise a class in such a way as to promote students learning and social development. This will be done by communicating clear requirements regarding appropriate group behaviour and maintaining the routines that I have set up for the smooth running of the class. Competency 7: To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps. This will be done by providing such students with the necessary support, as well as having all students work in groups. Competency 8: To integrate information and communications technologies in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes. This has been done by conducting an online search on student- friendly religion websites. Furthermore, students will be doing online research for this assignment. The extension activities also integrate ICT. Competency 9: To cooperate with school staff, parents, partners in the community and students in pursuing the educational objectives of the school. This will be done by contributing to the work of my cooperating teacher by further developing students religious awareness, as well as by promoting the schools goal of religious tolerance by helping students gain an awareness of the five major world religions. Competency 10: To cooperate with members of the teaching team in carrying out tasks involving the development and evaluation of the competencies targeted in the programs of study, taking into account the students concerned. This will be done by outlining my expectations to the child care worker who visits the class and asking her how the students she assists did after the lesson. Competency 11: To engage in professional development individually and with others. This will be done by discussing the effectiveness of my lesson with my cooperating teacher. Furthermore, after the lesson, I will fill out the post-lesson reflection section in order to assess my teaching. Competency 12: To demonstrate ethical and responsible professional behaviour in the performance of his or her duties. I will be doing this by making sure to involve all students during class discussion and activity. -Five Major World Religions worksheet -Computers (or books if there is a problem with the computers) -Exit Ticket -Yirong: Needs his electronic translator and should have a peer assist

NOTES ON INDIVIDUAL

STUDENTS DIFFERENTIATION

him with any unfamiliar words or instructions. Students will be working in groups that have been differentiated based on ability based on pre-existing classroom setup. Each student in the group will be responsible for a particular task. LESSON

TIME

10 min INTRODUCTION Show students an interactive panorama of a particular place of worship on http://www.360cities.net without telling them what it is. Ask students to identify what place they think they are being shown. Tell them to pay attention to details that may help them figure it out. o Once students have identified the place of worship, ask them what religion they think it belongs to. Activate students prior knowledge about religion by asking them: o How would you define religion? A set of beliefs, teachings, and practices held by a group of people relating to a higher power. o What are the names of the religions you know? Judaism, Christianity, Islam, Hinduism, and Buddhism. If students mention other religions, tell them that they will be exploring them at a later time, and that our focus in todays lesson is on the above five. Tell students that today they will be exploring these major religions that they previously learned about in more depth. Ask students if they think everyone has a religion. Explain that some people do not follow any religion nor do they believe in a higher power and that this practice is called atheism. Students who ask questions that do not directly relate to the topic at hand will be encouraged to write them down on Post-It notes and post it on the board to be discussed at a later time. DEVELOPMENT Explain to students what their task will be for this lesson: 5 min o Divide students into groups of four and assign a religion to each one. Tell them that their task will be to discover various important key points about their assigned religion by accessing only the following websites, and using the Five Major World Religions worksheet to record the information they find: http://www.chiddingstone.kent.sch.uk/homework/religion.html http://www.factmonster.com/ipka/A0921143.html o Go over each point of the worksheet with students and give them an example of each, as it would look like on their worksheet: Place of origin: Where did the religion start? Symbol: Is there a sign by which the religion is represented? Sacred building/place of worship: Where do the religions followers gather or pray? Name of deity/figure: Who do the religions followers believe in?

ACTIVITY Visit each group to ensure that students are on task, and to clarify any questions or concerns they may have. 25 min Remind students periodically of the time they have left to complete their assignment. Have a timer displayed on the SMART Board for this. o 5 minutes after activity has begun: Students should be exploring the provided websites. o 15 minutes after the activity has begun: Students should be collecting and analyzing the information they have found. o 20 minutes after the activity has begun: Students should be finalizing their assignment and discussing who will be in charge of presenting which elements to the class. CONCLUSION Groups of students are called up to present their information with their peers, while the class fills out their worksheets. 20 min When all groups have presented, have each student complete an exit ticket. ASSESSMENT Students will be informally assessed on their knowledge of the content based on their exit tickets. Groups will be informally assessed through observation during the activity and on the information they presented using the rubric. EXTENSION Have groups find a picture online that represents an aspect of their assigned religion. They should state what the picture is portraying and why they chose it during their presentation. Have groups access the interactive panorama website http://www.360cities.net and type in various places of worship in the Search box. Have groups keep a list of interesting objects they notice

Founder: Who started the religion? Sacred book/text: What are the religions holy books? Major festivals: What holidays do the followers of the religion celebrate? Beliefs: What do the religions followers main beliefs? o Tell students that they will have to record the information they find on their worksheet and on chart paper and present it to the class. In essence, each group will be responsible for teaching their assigned religion to the class. While a group is presenting, the rest of the class will have to fill out the section of their worksheets that corresponds to the religion being presented. Explain to students what to do if they have completed their task: o Extension activities o Other uncompleted work Assign each group a religion. Give each student in the group a task by assigning numbers to particular tasks: o 1 Typist: In charge of operating the computer. o 2 Analyst: Determines whether the information being gathered is relevant. o 3 Recorder: Writes down the information that the group finds. o 4 Director: Ensures that the group is on task and keeps track of time.

PLAN B POST-LESSON REFLECTION

in different places of worship. Have books on the five major world religions to distribute to groups in case there is a problem with the computer or Smart Board. Make sure that computers are set up before the start of the lesson.