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VITAL COURSE INFORMATION
Subject(s):
World History
Topic or Unit of Study:
Islamic Empires, Five Pillars of Islam
Grade/Level:
7th grade
CCSS Standards/State Frameworks:
7.2-2: Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings in connection with Judaism and Christianity.
Corresponding Essential Questions:
1. What characteristics define a good person?
2. What role does religion play on day to day Islamic life?
Corresponding Big Ideas: Understanding the connection between religion and good deeds.
IMPLEMENTATION
Learning Context:
Learning Objectives Matched to an Essential Question:
1. Students
Instructional Input:
1. Anticipatory Set: Students will fill complete a Brain Drain using a graphic organizer.
Teacher: The teacher will meet the students lined up outside the classroom. The teacher will explain that once they enter the class room the only tool they will need is a pencil. The teacher will pass out the Five Pillars of Islam Graphic Organizer. Once the students are inside, the teacher will explain the direction for the activity. The teacher will ask the students; “in your opinion, what three things define a good person?” The teacher will go on to explain using the first section of the graphic organizer, students will write down three defining characteristics that make up a good person. While students are writing down their three characteristics, the teacher will be walking around to ensure that all students are on task and following instructions. After a minute, the teacher will ask students in their groups using a voice level of two, discuss what they came up with. The teacher will ask students to decide as a group what makes a good person. After it appears the groups have made their decisions, the teacher will call the students attention back to the teacher by saying “1-2”. Once the teacher has the students attention, the teacher will ask two groups to volunteer their answers. The teacher is hoping that students will make a connection that religion can play a role in what defines a good person.
Students: The students will line up outside the classroom in three lines. They will be expected to be quiet and ready for the teacher’s instructions. Once the teacher has greeted the students, they will enter the classroom quickly and quietly. While the teacher is passing out the graphic organizers, students will be expected write their names on their papers as soon as they receive one. Once instructions are given by the teacher, students will be expected to individually start writing down what they think defines a good person. Once students are asked to discuss with their groups, each student is expected to be contributing to what defines a good person. Once they have come to a group decision, the students will be expected to write down their answer under the brain drain in their graphic organizers. When students hear the teacher say, “1-2,” they will be expected to respond, “eyes on you” and quiet down and wait for further instructions. Groups that wish to share will have one student from their group raise their hand and wait to be called on.
2. Direct Instruction: The teacher will introduce the Five Pillars of Islam.
Teacher: The teacher will explain to the students that for many people religion plays a major role on their character. The teacher will explain that along with Qur’an, Islam has five pillars that all Islamic people must live by. The students will be provided with a slide that explains each of the five pillars, the Arabic word for the pillars, and an explanation of each pillar. In addition to this, the teacher has provided students with a Five Pillars of Islam worksheet. The teacher will go slide by slide explaining each pillar and allowing reasonable wait time for students to fill in their charts and address any questions that might arise.
Students: During direct instruction, students will be expected to be attentively follow along with the Five Pillars Power Point. Students will be given a two-part Five Pillars worksheet. The first half of the worksheet is a chart for the students to complete. As the teacher is moving through the PowerPoint, students will be expected to fill in each of the five pillars and their explanation.
3. Guided Practice: The teacher will explain the directions to their poster chart activity and go over the answers with students.
Teacher: The teacher will explain to the students that in their groups of five they will be provided with envelopes that have five index cards in them. Each index card will have a picture that depicts the example that is written on the card. The teacher will pass out the envelopes to each group (seven groups total). The students will be instructed to not touch the envelopes until further instruction is given. In addition to each group getting an envelope with note cards, the teacher will distribute the butcher paper used for the poster charts to each table group (each table group gets one piece of butcher paper). The teacher will have the students open the envelops and, in their groups, have them analyze each index card. While the students are analyzing their index cards, the teacher will go from group to group providing each table with a long piece of Painter’s Tape that the students can tear apart. The teacher will explain to the students that they are going to use the tape to attach the index card to the correct column on their poster chart by demonstrating how to tear the tape. While students are working, the teacher will travel from group to group monitoring student progress and guiding students when needed. After the students have completed their poster charts, the teacher will go over the index cards and where they should have been correctly placed.
Students: While the teacher is providing the students with the instructions for their poster charts, the students will be expected to be listening and waiting for further instructions. Once the teacher has asked the students to open their envelopes, each student will be expected to have an index card in their hand to analyze. After the teacher has distributed the butcher paper, students will be expected to continue discussing their index cards and not play with the butcher paper. While the teacher is passing out the Painter’s Tape, students will be expected to be analyzing and discussing where they think each index card represents.
4. Independent Practice: After all the supplies have been distributed, students will be set free to begin working on their poster chart.
Teacher: While the students are working on completing the poster chart, the teacher will be walking around going from table to table. The teacher will be monitoring the students to ensure that all students are participating and staying on task. In addition to this, the teacher will use this time to check for student understanding. After each group has completed their poster chart, the teacher will ask each one of the seven table groups to present their poster chart to the entire class.
Students: Students will be expected to be on task and every student is playing an active role in this assignment. Students should examine each index card looking at the picture and reading the example. Based on these two pieces of evidence, students will be expected to place their index card in the correct pillar column that associates with the index card.
Procedures with Subject Specific Pedagogical Rationale for each choice (including expert references):
Differentiated Instruction (Tailoring to Individual needs of specific students ELL, GATE, Special Needs):
ELL:
Student Products that will be collected:
Students will be submitting their Five Pillars of Islam worksheet. Both the chart and the two questions on the bottom will be expected to be completed.
Informal Checking for Understanding that will occur:
After completing their poster charts, each group will present on where they placed their index cards. The teacher will use this time to measure whether or not each group has reached understanding. In addition to this, the teacher will ask the rest of the students that are not presenting if they agree with the poster by using thumbs up thumbs down. This will allow the teacher to check for understanding from the rest of the class.
Student Collaboration and grouping:
Students are grouped into groups of five. Students will be using peer collaboration to complete a poster chart to be presented to the class.
Time Allotment:
One class period: 57 minutes
Author's Comments & Reflections:
MATERIALS AND RESOURCES
Instructional Materials and resources (Including Technology):
Materials needed for this lesson include:
-Index cards
-Painters tape
-Butcher paper
-Power Point
-Laptop
-ELMO
-Projector
-Envelops
STANDARDS & ASSESSMENT
Assessment/Rubrics with Connection back to an essential question and appropriate learning objectives:
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