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Teacher Candidate:​ Caleigh Scanlon ​Subject:​ Classical India ​Grade Level:​ 9 ​Lesson Number:​ 4

Central Focus/​Overall Goal:​ Students will be able to ​justify​(Evaluation) the differences between the two major
belief systems in India, Buddhism, and Hinduism, and how the Mauryan Empire was able to keep and
consolidate power.

Learning Segment​/Unit Language Function: ​justify​ (Evaluation)

State-adopted New York State Social Studies Framework 9.2a


student academic Students will identify the place of origin, compare and contrast the core beliefs and
content standards practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism,
Judaism, Christianity, Islam, Confucianism, and Daoism.

New York State Social Studies Framework 9.2b


Students will examine similarities and differences between Hinduism, Buddhism,
Judaism, Christianity, Islam, and Confucianism ​regarding their effects on social order
and gender roles.

Common Core ELA Literacy Standards- Production and Distribution of Writing 4


Students will produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience​.

21st Century Skills- Creative Thinking and Problem Solving


Students will be able to synthesize and make connections between information​ and
arguments
Lesson
Objectives/Targets/ 4a. ​Students will be able to describe (Comprehension) what the major beliefs and
Goals
practices are in Buddhism.
edTPA requirement
4b. Students will be able to compare (Analyze) the differences between Buddhism and
Hinduism regarding their effects on social order.
Evidence

_________________________________________________________________________

4a. Exit Slip


4b. Venn Diagram

Common A misconception students may have are they may confuse elements of the two
Misconceptions/ major religions (Hinduism and Buddhism), such as beliefs regarding the Caste
Possible Student
Errors & How they
System, the founding of Buddhism, and the ideas of Buddhism and Hinduism,
will be addressed such as dharma, nirvana, reincarnation. How this will be addressed is by
showing videos, and breaking down the beliefs into different worksheet
activities. Students will also be able to use prior notes about Hinduism to assist
them when comparing the two religions.
Procedure –
Bellringer
Label:​ Instructional ● The teacher will show a video about Buddhism for the class to watch. (​Visual​)
method(s), learning
tasks, modeling,
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guided practice, ● The video will be from Crash Course World History, and will only play from
scaffolding, 5:20-8:01.
independent practice, ● On a worksheet provided, the students will have to fill out the prompt of: from
activities and/or other
the video shown, what are two facts you learned about Buddhism?
● The teacher will ask two students to repeat the directions for the class.
(​CFU-directions​)
Label:​ ​Bell Ringer ● When the video is done, the teacher will ask students to volunteer their
Also may be called: answers to share with the class.
anticipatory set,
hook, introduction, Transition-​ when the video is over, the teacher will pull up a slide on a presentation
review, Do Now, showing the next activity.
Write Now, Silent
Starter, warm-up

Guided Reading and Questions


● In the worksheet packet provided, the different aspects of Buddhism will be
broken down into parts. The first part will explain the terms of nirvana and
reincarnation.
● There is a short passage about these two terms, and the teacher will ask for a
student volunteers to read out sentences of the passages loud for the class.
Label:​ ​Transitions
● After the reading, there are two answer questions about the passages to
complete at the bottom of the worksheet.
● The teacher will ask students to answer the questions prompted
independently.
● The teacher will give one minute for students to complete the task.
Label:
Accommodations for Transition​- ​When the class has finished the questions, the teacher will move forward
Learning Modalities with the next activity, in the worksheet packet. This is a graphic organizer to help
visual,​ ​auditory​, and
understand the Four Noble Truths.
kinesthetic

Graphic Organizer Activity


● The teacher will have students turn to the next page, which will be a graphic
organizer about the Four Noble Truths of Buddhism.
Label:​ ​Checks for ● One by one the teacher will explain the Noble Truths to students, and have
Understanding: them fill it in on their worksheet.
directions​, and/or ● The teacher will have her own example on the board for students to follow
content​ (formal or
along with.
informal)
● As the teacher gives out one of the Noble Truths, she will ask students to write
a modern example of what they could mean today.
● For the first Truth, she will show her own example that she came up with to the
Label:​ ​RBIS class. (​Modeling​)
● For the second, the teacher will ask for volunteers to give an example for the
class.
● For the third and fourth, the teacher will ask students to come up with their own
examples independently.
Label:​ Evidence of
● For these independent examples, students may either write or illustrate an
Cognitive Student answer. (​Visual​, ​RBIS #1, ​AL Introduced​)
Engagement​ ​(CSE) ● The teacher will give students two minutes to complete their independent work,
and give the thirty-second warning.
● The teacher will keep close proximity to the students.

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Label:​ Academic ● When time is complete, she will ask students to volunteer what examples they
Language had come up with.
(​introduced/practiced/
assessed​)
Transition- ​When the graphic organizer activity is complete, the teacher will move
Label:
forward with the next activity, which is a little project about the Eightfold Path.
​21​St​ Century Skills
Wheel Activity
● The teacher will then pull up a definition of the Eightfold Path on a slide for
students. The teacher will explain the definition, and have students write it
Label:​ ​Adaptations/ down on a worksheet provided. (​Academic Language: Introduced)​
Accommodations​ for ● After giving the definition, the teacher will pull up a slide with directions for a
diverse learning
mini-project on the Eightfold Path. Students will complete this mini-project in
needs ​(not required)
class.
● The teacher will read the directions out loud for the class to follow along.
Label:​ ​Differentiated (​Auditory​)
Instructions​ ​(content, ● The directions will state that students are going to create a wheel by cutting it
process, and/or product out, and creating it into eight slices. In each piece, they will write down a part
–ability/readiness) –only
required in 1 LP
of the Eightfold Path, and a brief explanation. Students will draw an illustration
depicting each piece however they choose. (​Visual​)
● Example:​ Right Speech= Saying nothing that is hurtful to others.
Label: ● These portions of the Eightfold Path will be provided on a separate sheet of
Interdisciplinary Skills paper as assistance to create the illustrations.
● Students will each create their own individual wheel, but may work in groups.
(​Kinesthetic)​
● The teacher will ask for two students to repeat the directions to the class.
Label:​ ​ ​Closure
(​CFU-directions​)
● The teacher will do a practice piece with all the students, to help model, using
the example provided above. (​Modeling)​
● The teacher will give around fifteen to twenty minutes to complete.
Transition: ​The teacher will give students a warning at the five-minute mark.
● The teacher will keep in close proximity during the activity to monitor student
progress.

Transition:​ ​After the wheel activity is completed, the teacher is going to ask students
to turn to the next page of the worksheet packets, which is a Venn Diagram organizer.

Venn Diagram
● The teacher is going to pull up a Venn Diagram on the board, and read out
loud the directions for the activity. (​Auditory)​
● In the two circles, students will list the similarities of Hinduism and Buddhism in
the center overlap, and the differences in the Hinduism and Buddhism sections
of the diagram. Students must have at least three bullets listed in all
categories. Students will be required to use at least 3 vocabulary words.
(​Academic Language: Practiced,​ ​Manipulative​)
● This will be an independent practice. (​RBIS #2)​
● The teacher will ask two students to explain the directions back to the class.
(​CFU-directions​)
● Students may look back on previous notes taken to help assist them.
● The teacher will give students ten minutes to complete the activity,
Transition:​ The teacher will give students a two-minute warning.
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● The teacher will keep in proximity to monitor student progress.

Transition A​ fter the Venn Diagram activity is completed, the teacher will present the
exit slip, and introduce the guidelines for the summative assessment that will come at
the end of the classical India portion of the unit.

Summative Assessment Guidelines


● The teacher will hand out worksheets that have the guidelines of the final
assessment for Classical India.
● The summative assessment will be in two parts. One will be a brief essay and
the other part will be a creative choice project.
● The summative assessment will have students choosing two out of the three
categories for geography to write about. Students are going to have to write
about the importance of these geographical locations are to Indian civilization.
● The second part of the assessment will have students choosing something of
importance to Classical India at random, examples being: Siddhartha
Gautama, Chandragupta Maurya, Ahsoka the Great, Shiva, Brahma, Vishnu,
Caste System, etc.
● With one of these examples chosen, students will have to be able to link them
with either Hinduism, Buddhism (or perhaps both), and how these religions
played an important role for them.
● Students will be able to use any creative platform for this project, as long as
they answer the questions thoroughly.
● This project will be completed independently.
● Part one will be an in class essay, while part two will be completed outside the
classroom. The essay will address the geography portion the unit, and it will be
a question taken and modified from a past Regents Exam.
● The teacher will ask two students to repeat the directions to the class.
(​CFU-directions​)

Exit Slip/Closure
● The teacher will hand out the exit slips for the class and read the directions out
loud. (​Auditory)​
● Students will answer the two questions prompted: provide a brief description of
how you think the world could be different if people followed the eightfold path.
Mention at least two specifics, such as how you treat others. This will be at
least 2 sentences. Buddhists believe that one of the Four Truths is “suffering is
caused by desire.” Do you believe that is true? Use examples from your own
life to support your answer. (​Academic Language: Assessed, ​21st Century
Skills, ​CFU Content-Formal​, C​ SE)​
● The teacher will ask for two students to repeat the directions for the class.
(​CFU-directions​)
● The teacher will give students five minutes to complete the exit slip, and give a
one-minute warning.
● When time is up, the teacher will ask for students to write their names and
pass the exit slips forward.

Formal Assessments
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Name the assessment and describe the 1. Evaluation Criteria and 2. Feedback Method
purpose/what is being assessed
(include related objective(s))

4a.
4a. The exit slip- this is a formal assessment
because this activity was done alone. By 1. How I would evaluate this assessment is
having students answer two questions that are through a basic rubric. Because this is a
up to their own interpretation, it allows room for short answer and not all will be the same, I
them to use their own connective thoughts to am essentially looking to see if they were
the content. This aligns with objective 4a able to make the connection to any of
because it is allowing students to make these parts of the eightfold path and four
connections to the practices of Buddhism, noble truths explicitly. This formal
specifically the parts of the Eightfold Path and assessment would be out of 8 points. For
the Four Noble Truths. my on target students I would allow 6-8
points out of the total. For my below target I
would allow 2-4 points out of the total.
4b. The independent Venn diagram activity- 2. The feedback I would give for this
the purpose of this activity is for students to be assessment would be comments on the
able to use this graphic organizer to compare assessment, such as “elaborate on this
the similarities and differences between the point,” “how does this connect?”, etc.
two major religions in India, Buddhism, and
Hinduism. What is being assessed is their 4b.
ability to separate and differentiate the two 1. How I would evaluate this assessment is
religions. Which aligns with objective 4b. through basic criteria that all the answers
are in the correct spot. That things that are
exclusive to Buddhism are in the right area,
and where the overlap between the two
religions is correct as well. Since this
activity was done independently is a formal
assessment. It would be small, and out of
nine points in total. For my on target
students, I would allow 8-9 points out of the
total as passing. For my below target, I
would allow 4-5 points out of the total.
2. The feedback I would give is writing
comments on the diagram, such as “in the
wrong box, put in Buddhism only”. If they
missed some key similarities or
differences, I would add them in the right
boxes for students to look at when they
received it back.

Academic Language Academic Language:​ Four Noble Truths, Eightfold Path


required for the lesson

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How​ will the language be Introduced: ​Students will be introduced to the term Four Noble Truths through a
introduced, practiced, & graphic organizer after the guided reading and notes about Buddhism activity.
assessed?
This graphic organizer activity will begin by the teacher explaining what the Four
Noble Truths are, and have them fill them in on the worksheet provided. For the
first truth the teacher will have her own example for the class, and as they
complete each section, will ask students to come up with their own modern
examples of what these truths could mean today. The second truth example will
be given from a volunteer for the class, and for the third and fourth, the students
will come up with their own examples individually.
The teacher will introduce the term Eightfold Path through a worksheet, and a
creative wheel activity. The teacher will have the definition and the parts of the
Eightfold Path on a board for students, and students will copy down from the
board as the teacher explains them. Students will then move to create their own
Eightfold Path wheel, where they will cut out a circle and split it into eight parts to
represent each part of the Eightfold Path. Students will write the definitions they
were just given in each part, and will proceed to create an illustration that they
think represents each individual piece.

Practiced: ​Students will practice the academic language introduced when they
complete the Venn Diagram activity. This activity, which will be comparing the
similarities and differences of Buddhism and Hinduism, students will be required
to use at least three vocabulary words when completing the activity.

Assessed: ​Students will assessed for the academic language during the exit slip
activity. This activity requires students to answer two questions regarding the
Four Noble Truths and the Eightfold Path. Students will have to be able to make
personal connections to the real world and how the Four Noble Truths and
Eightfold Path can be used in the modern day, (or counter argue why they can’t.)

.
Instructional Resources/
Materials Youtube video: ​https://www.youtube.com/watch?v=8Nn5uqE3C9w

Worksheet Packets
● Guided Reading/questions
● Graphic Organizers for Four Noble Truths
● Venn Diagram

Paper, markers, crayons, colored pencils, scissors for Wheel Activity

Exit Slips

Summative Assessment sheets

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Research and/or Theory ​RBIS #1​- UDL 1.1- By allowing students the option of either writing or illustrating
Supporting Instructional their own meanings and interpretations of the Four Noble Truths in a graphic
Decisions (at least 2) organizer, it provides options for perception and reaches across to multiple
learning style, and offers ways of customizing the display of information.

RBIS #2- ​Marzano (2012). The Venn Diagram a way of using Marzano’s
Instructional Strategies under the category of identifying similarities and
differences. By having students fill out the Venn Diagram graphic organizer for
Buddhism and Hinduism, it helps students understanding that involve identifying
ways in which these two religions native to India are similar and different from
one another.

Include key instructional materials and assessments. Provide citations for materials that you did not create.

Formative Lesson Plan Template Hackett 2018 – includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright © 2017 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

Hunter, M. (1982). ​Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities.​ Thousand Oaks, CA: Corwin Press.

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