Lesson Plan – English

Class: Grade 11 World Religions / Unit: Introduction to World Religions
Time: 8:35am – 9:50am (75 mins) / Lesson #: 1
Expectations: CGE1e, CGE1h, CGE1i, CGE2c, CGE2d, CGE3a, CGE3f, CGE4a, CGE4e, CGE4g, CGE5a, CGE5b, CGE5e, CGE7e, CGE7f, CGE7g, CGE7h, CGE7i / Learning Goals: Students will be able to demonstrate understanding and recognition of the importance of studying the various religions of the world; be able to describe the relationship between religious traditions and their impact on individuals and the greater global community; demonstrate an understanding of the world’s religious traditions in regards to human dignity and personhood;
TIME / INSTRUCTOR ACTIVITY / INSTRUCTIONS TO STUDENTS / RESOURCE
8:35 – 8:40
(5 mins) / · Opening Prayer / · Participation / · Prayer Book
8:40 – 8:50
(10 mins)
*Minds On / · Ice-Breaker activity (Meet in the Middle)
· Use activity as a means of conducting a class survey to determine cultural backgrounds.
· / · Students step into the middle as a means of answering the prompting questions
· Become aware of the differences and cultural background of their peers; determine where they stand within the cultural responses of the class / · List of questions for students to determine how much prior knowledge/experience they have with other religious traditions
8:50 – 9:00
(10 mins) / · Explain what Learning Goals are and what they will be for the overall course
· Outline the Learning Goals for the current lesson; have students expand on the Learning Goals / · Expand on the Learning Goals
· Using the Learning Goals, develop a list of Success Criteria (for both the overall course as well as the current lesson)
· Have students come up with and write down the Learning Goals and Success Criteria on the board as they understand them / · Have separate list prepared to add in case students miss anything and/or to prompt them in the right direction
9:00 – 9:10
(10 mins)
*Minds On / · Discuss as a class the answers from the ice-breaker
· Describe to the students which of the world’s religions will be covered throughout the year
· Have the students split into partners for Think-Pair-Share / · Think-Pair-Share: using the list of the major religions to be studied, write down what you already know about them
· Write down a question you have about each of the religions / · PowerPoint: slides that list the major religions to be covered throughout the course
9:10 – 9:20
(10 mins)
*Engagement Strategy / · Bring everyone back together as a class for sharing and brainstorming
· Prompting questions to guide discussion / · Have the students share their prior knowledge/experiences and results of the Think-Pair-Share
· What are some of the similarities and/or differences that you found in comparison to our own Catholic faith?
· What are some common misconceptions, myths, prejudices? / · Slide with list of guiding questions and prompts
· Venn diagram on the board – have students come up and write their ideas and answers
9:20 – 9:30
(10 mins)
*Action / · Ask the class why they think it is important to study world religions
· Ask them what impacts religion has had on them (personal faith or that of other religions) / · Prompt students with questions: what impact has religion had on people and civilization? What about culture? What about personal morals/values/beliefs? / · List of guiding questions and prompts
9:30 – 9:40
(10 mins)
*Action/ Consolidation / · Go over the introduction from the text book
· Split students into small groups and have them consider Canada as a starting point to then broaden ideas
· Consider possible answers to the question “Why Study World Religions” / · Ensure all students have a textbook
· In groups of 3-4 have students read through chapter 1 and develop ideas about what it means to be Canadian and what it means for Canada to be a multicultural nation
· What does this mean in terms of the study of world religions? / · Put guiding questions up on a slide to facilitate conversation and original ideas
· Provide chart paper and markers for students to map out ideas and thoughts
9:40 – 9:50
*Action/ Consolidation / · Come back together as a class
· Using PowerPoint slides, consolidate information and ideas and provide students with a foundational basis and understanding of why the course and subject matter is relevant to them and their lives
· Any questions?
· Handout syllabus outlining test and assignment schedule so students are aware of what they are responsible for knowing
· Were the Learning Goals met?
· Assign homework – Read Ch. 2 and 3 / · Have students share what they discovered and thought of
· Class discussion on what they learned so far
· Opportunity for students to share any thoughts, comments or questions
· Do they feel the Learning Goals were met? / ·  PowerPoint Presentation with main facts and information