LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:_Nathan Brandsma __Date:__11/25/14________________________________

Unit Essential Question:Why do we study the development and impact of world religions?
Lesson Topic:___Islam_____________________Class: 9th Grade World History __________
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?
Enculturation in a democratic society. Understanding the history of Islam can help us create
connections to those of different faiths in our pluralistic society.
Equal Access to Knowledge, because the class will work to share what they have learned with
one another.
Nurturing pedagogy, because I will work to keep the class open to new ideas and work to avoid
hostility.

STANDARDS (www.cde.state.co)
Content:

Literacy and Numeracy:

3. a. Discuss the historical

development and impact of
major world religions and
philosophies. Topics to
include but not limited to the
enlightenment and modern
changes in Christianity, Islam,
Judaism, Buddhism and
Hinduism.

Access and use primary and

secondary sources to explain
questions being researched.

Democracy and
21st Century Skills:
Evaluate the credibility and
relevance of information,
ideas and arguments

OBJECTIVES
Content:
SWBAT discuss the historical

Literacy and Numeracy:

SWBAT Access and use

Democracy and
21st Century Skills: SWBAT

development and impact of

Islam by researching a topic in
Islam and presenting it while
other students fill in a
network tree on Islam based
on the presentations

primary and secondary

sources to explain questions
being researched by using
sources to answer questions
about a topic

Evaluate the credibility and

relevance of information,
ideas and arguments by
answering questions about
the sources used in their
research.

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:
The Written answers to the
questions, the bubble map,
and the KWL paper

Literacy and Numeracy:

The written answers to the
research questions and their
presentation.

Democracy and
21st Century Skills:
The fourth question on their
paper is about their sources
and their biases.

Literacy and Numeracy:

Primary Source
Secondary Source

Democracy and
21st Century Skills:
Bias

KEY VOCABULARY
Content
Islam, Qu'ran, Hajj, Sufism,
Sunni, Shi'a, Ka'ba, Caliph,
Sharia,

HIGHER ORDER QUESTIONS for this lesson

Content

Literacy and Numeracy

How can we distinguish fact

from opinion about Islamic
opinions/beliefs?

Why is it important to use

primary and secondary
sources in our research?

Why do we know so little

Democracy and
21st Century Skills
Why is it important to
determine the biases of our
sources?

about Islamic history?

Why do the state standards
demand that students know
the historical development
and impact of world religions
(like Islam) and philosophies?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, pre-assessment, introduction
to topic, motivation, etc.
A KWL activity will start the lesson. Students will fill out the what do you know
and what do you want to know portion of the sheet to start the day, followed by
a brief discussion of what the students wrote down Purpose: The pre-assess
knowledge as well as to warm up thinking about Islam among students

Time

Pre-Assessment
The know and want to know portions of the KWL activity, followed by a
discussion thereabout.

Time

Building Background
Link to Experience:
The what do you know portion of the KWL activity discussion will ask how
students know what they know
Link to Learning:
The what do you know portion of the KWL will tease this out.

Time
15 mins

Time

15 mins
research
30 minutes
presenting

Activity Name Should be creative title for you and the students to associate
with activity.
Islamic Inquiry (not to be confused with the inquiry model of teaching)
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.
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 as students take on an aspect of Islamic history to explore
and share with the class. Students will choose a topic from the list generated
through the students KWL sheets as well as some of my own topics. Each group
will research these to answer the questions provided, then present their findings
to the class. When not presenting, students will fill in a bubble map about Islam.
SIOP Techniques: I do, We do, You do.
I will do a topic myself to get the class to know what to do when they present.
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)
I will be helping students and asking questions as they research their topic.
Reading , Writing, Listening, Speaking
Students will be reading in their research and writing their responses to
questions. They will listen to the other groups as they present and speak when
presenting. Students will fill out a bubble map while other groups are presenting.
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.

Questions throughout the activity and looking to see what they learned on their
KWL sheet.
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: We will revisit the objective on the board as well as asking if students
feel that they met the objective on the board, and if not, how could it be met.
Literacy and Numeracy: The students ability to answer the research questions
will demonstrate their completion of objective, as well as questions and a verbal
Democracy and 21st Century Skills: The fourth question asks about sources, and
we will discuss each time a group presents what their sources were.

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)?
The closure will be a return to the KWL sheet to fill in the what you learned
portion. We will also discuss the learning as well, with a return to the objectives
on the board.

Time

Next Step
Follow up on the topics that the students feel they need to learn in light of our
discussion of the objectives.

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?