LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name :R. Garrett Peters__________________Date:11/18/14 _________________________

Unit Essential Question: What is the importance in studying religions of the world? ______
Lesson Topic: Major Religions of the World

Class: AP Human Geography____________

PLANNING THE LESSON

With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
This lesson advances the mission for education in a democracy through enculturation in
democratic society. Students will be enculturated through their collaborative efforts and
understanding of cultures that differ from their own.

STANDARDS (www.cde.state.co)
Content:
2.2 Explain and interpret
geographic variables that
influence the interaction of
people, places, and
environments.

Literacy and Numeracy:

Access and use primary and
secondary sources to explain
questions being researched.

Democracy and
21st Century Skills:
Appreciate the arts, culture,
and humanities.

Literacy and Numeracy:

SWBAT Access and use
primary and secondary

Democracy and
21st Century Skills:
SWBAT foster collaboration

OBJECTIVES
Content:
SWBAT interpret information
from a global and

multicultural perspective by
doing a group research jigsaw
activity on major world
religions and presenting
findings.

sources to explain questions

being researched.

skills by working effectively in

their groups.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Evidence of student learning
will be present in their
presentations and in written
reflections.

Literacy and Numeracy:

Evidence of learning will be
present in the student
analysis of sources.

Democracy and
21st Century Skills:
Evidence of student learning
will be found in the group
work they produce.

Literacy and Numeracy

Primary, secondary, credible.

Democracy and
21st Century Skills
Jigsaw, collaboration,
accountability.

KEY VOCABULARY
Content
Islam, Muslim, Confucianism,
Taoism, Buddhism, Hinduism,
Christianity, Judaism.

HIGHER ORDER QUESTIONS for this lesson

Content
Why is important to learn
about and attempt to
understand other cultures?

Literacy and Numeracy

Why is important to be able
to differentiate between
reliable research sources?

Democracy and
21st Century Skills
How will group work apply to
your futures?

LESSON FLOW
This is the actual planning of the lesson activities.
Time
9:11- 9:20

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, pre-assessment, introduction
to topic, motivation, etc.
Current Events

Time
9:21- 9:30

Pre-Assessment
Classroom discussion about work religions and what they know of them.

Time
9:21- 9:30

Building Background
Link to Experience:
Discussion on world religions
Link to Learning:
Discuss jigsaw activity and how they will apply knowledge.

Time

Activity Name Should be creative title for you and the students to associate
with activity.
World Religion Jigsaw
Anticipatory Set The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas, principles or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to
be introduced.

Time
9:31- 10:50

Instructional Input Includes: input, modeling and checking for understanding

Models of Teaching:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,

Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery

Learning, etc.
Cooperative Learning- Students do group research on a major world religion.
They must have three credible sources. They will become knowledgeable on a
specific religion, then trade groups. This will happen several time in order for all
students to trade groups and present their findings.
SIOP Techniques: I do, We do, You do.
Guided Practice: An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the teachers
supervision. The teacher moves around the room to determine level of mastery
and to provide individual feedback and remediation as needed. (Praise, Prompt,
and Leave)
Reading , Writing, Listening, Speaking
Checking for Understanding: Determination of whether students got it before
moving on. It is essential that the students practice doing it right so the teacher
must know that the students understood before proceeding to practice. If
there is any doubt that the class does not understand, the concept or skill
should be re-taught before practice begins.
Questioning Strategies: Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity).
Independent Practice: Once the students have mastered the content or skill, it
is time to provide reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be homework or individual
or group work in class. It can be utilized in a subsequent project. It should
provide for relevant situations not only the context in which it was originally
learned.

Time

Accommodations, Modifications, and Student Adjustments

Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special Needs)

Time

Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?
Content:
Group Presentations and Reflections
Literacy and Numeracy:
Group Presentations and Reflections
Democracy and 21st Century Skills:
Effort In group work

Time

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
Students will end with a reflection about what they have learned.

Time

Next Step
Watch documentary on world religions.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?

2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?

4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?