Formal+Eval+lesson+Plan

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9 Topic:World Religions- Christianity/Judaism**

 * =**Objectives**:= ||
 * Student will understand that religion has shaped cultures all around the world. ||
 * Student will know definitions: Christianity, Judaism, Bible, Torah, Synagogue, Cathedral ||
 * Student will be able to distinguish between Christianity and Judaism ||

E2. Individual, Cultural, International, and Global Connections in History Grade 9 - Diploma "The Classical Civilizations of the Mediterranean Basin, India. and China, 1000 BC- 600 AD" Students understand //historical// aspects of unity and diversity in the United States and the world, including Native American communities. a. Identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects.
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Result// Social Studies E. History
 * Rationale:** This lesson will teach students the differences and the similarities of two of the world's major religions, these being Christianity and Judaism. It will also allow students to explore how these religions have shaped the various cultures that they have become a part of. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * A group representation of the differences between Christianity and Judaism, this may take the form of a Venn Diagram or something more creative. The only rule is that it must be clear to me that all students participated in the assignment.If students need suggestions a drawing, creative writing piece, or a skit would all be acceptable. A trivia game of the different religions will be played so the students can see what they need to work on for the upcoming exam. ||
 * **Summative** (Assessment of Learning)
 * Students will write a paragraph or two in the role of the one of the founder's of one of the religions. This entry will commentate on the founder's opinion of the things being done in the name of the religion he had founded. Students will be asked to bring 1 current event news article with the writing that supports their commentary. This paragraph should not just put the religion in a negative light, but it should portray the religion in a light that shows an understanding of the religion itself. ||

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 * =**Integration**= ||
 * **Math:** Students will be taught the numerical importance of the Torah.
 * English:** Students will be reading news articles searching for one that supports their commentary. During this search they will experience different styles of writing and gain an appreciation for journalism. Also students will need to utilize creative writing skills to write the blog entry. ||


 * =**Groupings**= ||
 * Students will be placed in four teams, the teams must first reach an agreement on how to display a knowledge of the differences between Christianity and Judaism. After an agreement has been reached and a product submitted the teams will stay together, and be the teams in the game of Jeapordy. ||

Absent students will be required to take the initiative to make up what they missed. For larger projects that include in class work days the student may discuss the possibility of gaining an extra day or two on the due date of the assignment. This extension will also apply to family tragedies as well as some serious personal crises. If there is no such issue work will be expected to be handed in on time so that the lessons can continue on time. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Linguistic:** Students will listen to a verbal note taking session.
 * Logical:** Students will learn about how math pertains to the Torah.
 * Intrapersonal:** Students will have to consider the similarities of the religions on a personal basis
 * Interpersonal:** Students will discuss the differences in groups and fill out a Venn diagram
 * Musical:** Game show music will be played during the final question to accommodate this Intelligence.
 * Kinesthetic:** Students will be moving around between activities to use this intelligence. ||
 * **Modifications/Accommodations**
 * ( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//)
 * **Extensions**
 * Students will be really examining the original precepts of a lesson and they will then take that and look at how it is being used or misused. This will be accomplished by searching for current events at various news sources. By doing this students will learn how to effectively research as well as how to use news archives. These two parts will come together in a blog that students will use, and this will challenge them to learn about blogging and how to blog ||

Questions for trivia game Music Holy Book excerpts Fill in Notes ||
 * =Materials, Resources and Technology= ||
 * Venn Diagram


 * =Source for Lesson Plan and Research= ||
 * ====== http://www.religioustolerance.org/jud_desc.htm ======

http://www.jamboree.freedom-in-education.co.uk/real_history/solomon.htm
http://library.thinkquest.org/05aug/00157/christhistory.html http://www.religionfacts.com/christianity/beliefs.htm http://www.pantheon.org/articles/m/mystery_cults.html http://www.konnections.com/kcundick/crucifix.html http://www.britannica.com/eb/article-9108605/Saint-Paul-the-Apostle ||


 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:** In this lesson students will approach the religions of various cultures from many points of view, and using many of the intelligences. Students will experience the modes of thought that are the basis for the religious ideologies, and will actively compare and contrast them. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson will first present students with the information needed for them to display that they understand the material. They will be asked to connect what they learned to modern day happenings, this is a way that will help them to learn the material by making it more personal to their lives. Students progress leading up to this lesson will be monitored, thus allowing me to further tailor the lesson as needed. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson will force students to employ multiple intelligences such as, linguistic ,logical, musical, interpersonal, intrapersonal, and kinesthetic. These intelligences will sometimes be employed simultaneously as well as separately. this will allow students to get the break needed to recapture attention. This lesson will also remain flexible to accommodate any assistive technologies. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson will assess students in a variety of ways some formal and others will be informal. The product of this lesson will be a formal assessment of the learning done, but the trivia game will be done in class to see what the students still need to learn, or have reexplained to them. ||

Agenda: Trivia Holy Book match Fillin the blank notes Jeapordy
 * =Teaching and Learning Sequence:= ||
 * Students will come into the classroom and take their seats. To start class off I will do a this day in history trivia game with candy as a prize. The class will be sitting and facing the front of the classroom.

Students will participate in a match the text to the holy book activity to get them in the frame of mind to learn about religion and to get the students moving around and thinking. This lesson will get students to realize the importance that religious ideologies have had on various cultures over the years. This is important to know in today's world to see where another culture is coming from rather than simply write them off due to a different religion. Students will be able to distinguish between Christianity and Judaism at the end of this lesson. (10 mins)
 * What, Where, Why, Hook, Tailor: Spatial, Kinesthetic, Linguistic, Intrapersonal, Interpersonal** ||
 * Students will be presented with fill in the blank notes to help them follow along with the content on Judaism and Christianity. Students will be learning about the founding of both religions as well as the beliefs of both. Students will be expected to know the people that are mentioned and taught about in the religion as well as to learn what they are being presented with. Along with the basic content students will be presented with some deeper and more interesting aspects of the religions. These would include the importance of math in the Torah, the history of crucifixion, and mini biographies on some of the people mentioned. During the note taking period students will be encouraged to ask questions and to respectfully add some of their own knowledge to a class discussion. Students will now receive the blog assignment and it will be explained. (30 mins)
 * Equip, Tailor: Linguistic, Logical, Interpersonal, Spatial** ||
 * After the notes students will meet in teams of four, and these teams will have been selected by counting off. I will assign roles once students have gotten into the groups. There will be a scribe, a time keeper, a facilitator, and runner. It will be the job of the runner to hand in the Venn Diagram at the end of this part of the lesson. Despite the various roles all students are expected to contribute ideas, and I will circle the room making sue this is the case.The first activity that students will do in their teams is they will fill out a Venn Diagram comparing and contrasting Christianity and Judaism. The Venn Diagrams will be passed into me so I can see what may need to be reviewed in a follow up lesson. (10 mins)
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Logical, Linguistic, Spatial, Interpersonal, Intrapersonal, Kinesthetic** ||
 * Students will be able to self assess in their groups when the groups become the teams used for a game of World Religion Jeapordy. The facilitator will be the voice for the group, but the teams are expected to confer before giving an answer. Students will be able to tell what they know and what needs some work through playing the game, and this form of self assessment will engage more students and may make some of the information more memorable. During the Final Jeapordy I will be playing the music from the tv show. The assignments students get during this class will be due The next time that I see them. They will end it into me at the beginning of class, and I will have graded it by the next time I see them. This will all connect by preparing them to see how these religion influenced the cultures that they will be learning about in the future. (30 mins)
 * Evaluate, Tailor: Linguistic, Spatial, Logical, Musical, Interpersonal** ||

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