UMF

Unit-Wide Lesson Plan Template

Name: Chelsea Wallace Program: Elementary Education Course: EDU

Lesson Topic / Title: Compare/Contrast Islam-Christianity-Judaism (5 Religions Unit)

Lesson Date: April 11, 2018 Lesson Length: 40 min Grade/Age: 7th Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Students can recognize similarities and differences in Students will be comparing and
Christianity, Judaism, and Islam. contrasting the three religions using a
Venn Diagram.




Content Standard(s) Instructional Decisions / Reasoning

MLR SS E1 6-8 Students are learning a basic overview
a) Explain that history includes the study of past of the five major religions in order to
human experience based on available evidence understand how those religions have
from a variety of sources; and explain how history formed and become a part of human
can help one better understand and make history. The key to this unit is reliant
informed decisions about the present and future. on the phrase “make informed
decisions”; students who are
knowledgeable about major religions
have an introduction into many
cultures, works of literature, etc.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

KWL Chart: Formative Students have been adding to the KWL
chart since the beginning of the lesson.
Venn Diagram: Formative
Venn Diagram will show notetaking
skills, and the ability to find similarities
and differences and organize them.



Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning


Website: The website was recommended to me
http://www.primaryhomeworkhelp.co.uk/religio by a 7th Grade team Social Studies
n/christian.htm teacher. She uses it to teach the five
religions unit.
Textbook

Printed Copy of Venn Diagram

Class Notes (found on Google Classroom)

Projector/Apple TV








Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

Activity Length of Time Explanation
Fill out KWL (W 8 min Students have
and L columns) already
completed the
first portion of
the KWL chart.
In previous
classes.
Go over 5 min Discussion oven
previous Judaism and
religions Christianity
Work 20 min Work
individually on individually or
Venn Diagram in table groups
on Venn
Diagram using
website and
textbook.
Closure 5 min Reiterate that
this is just a
basic overview
of the five
religions, go
over HW

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning
modifications, accommodations)

According to SK’s new IEP if he misbehaves on his laptop
it will get taken away for the day. If this happens he may
only use his textbook. IH may need to have his laptop
taken away as well due to his work avoidance.

CW is religious and is allowed to opt out of the lesson.



Field Courses Only – Post lesson

Reflection










Teaching Standards and Rationale

Standard 2 Learning Differences
2b, 2d, 2j, 2k, 2m, 2n

In this lesson I will be ensuring that students are respectful when discussing
religious topics. Students may share their own beliefs if it is in a respectful way.

Standard 3 Learning Environments
3a, 3b, 3k

Cultural understanding is a very important part of this lesson. Students should
understand that it is not okay to be rude or disrespectful to any other religions—
especially if they do not understand them. We will be working on creating inclusive
environments as well as learning the history of the five religions.