RELIGIOUS EDUCATION
TITLE: Introduction to the Five Pillars of Islam / GRADE 11 / 80 MINUTES
CURRICULUM/CGE EXPECTATIONS
CGE1d A discerning believer who develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
CGE1h A discerning believer who respects the faith traditions, world religions and the life-journeys of all people of good will;
CGE7g A responsible citizen who respects and understands the history, cultural heritage and pluralism of today’s contemporary society;
SCV.02: analyze key narratives and events in the sacred
text/oral traditions of world religions to identify their significance and meaning;
SCV.03: demonstrate an understanding of how sacred texts are interpreted and applied within various religions;
PFV.02: describe the worldview of variousreligions and their precepts / GUIDING QUESTIONS
-What is and constitutes monotheism?
-Does Islam fit into the monotheistic religions?
-How do the Five Pillars of Islam relate to our own lives and experiences?
-What are [examples of] Catholic traditions, rituals and expectations?
LEARNING GOALS: Students are learning to…
-Identify the Five Pillars of Islam;
-Identify the criticisms of adherents who fail to
take part;
-Identify the exceptions within the Five Pillars of Islam;
-Connect the Five Pillars to Catholic traditions.
How will they be displayed?
- In the agenda at the beginning of the introductory lesson.
- Bolded headings of the learning goals on each slide / PREVIOUS KNOWLEDGE
-Understanding of monotheism
-Familiarity of traditions, rituals, and expectations
-Introductory knowledge of Islam
SUCCESS CRITERIA: Students have…
-Understood and identified the Five Pillars of Islam as foundation for Muslim life through homework questions and quizzes.
-Analyzed and evaluatedcase studies to identify the criticisms of adherents who fail to take part in the Five Pillars.
-Articulated the exceptions within the Five Pillars of Islam through textbook reading and questions.
-Connected the Five Pillars to Catholic traditions through a T-Chart of similarities and differences. / MATERIALS
- Textbook
-Bible
-Qur’an
-Teacher resources
-Chart paper
-Frayer Model template
-Markers
REMINDERS:
-Bring all resources to class
-Keep track of time
-Differentiated instruction for students with I.E.P’s
TIME
15 min. / MINDS ON
1. Prayer/reflection/reading
  1. Mini review of monotheism attributes to familiarize
students with the similarities of Catholicism and Islam.
Hand out Frayer model template and have students get into pre-selected groups of 4/5 and describe monotheism.
  1. Introduce and clarify lesson agenda
  2. State learning goals and success criteria
  3. VIDEO CLIP: The Hajj
 Question: Why would millions do this each year? / ASSESSMENT
AFL - Through feedback, direction and coaching the lesson
TIME
50 min. / ACTION
  1. PowerPoint presentation
  2. Group work – using chart paper and markers
 Students get into 5pre-selected groupsand each does a comparison/contrast chart for one of the Five Pillars of Islam to Catholic sacraments, traditions and expectations.
  1. Class Discussion
Have groups present and explain their findings
 Students will fill in a graphic organizerfor their peer presentations of the four remaining pillars.
 All five charts will remain posted in the classroom / ASSESSMENT FOR/AS LEARNING
AFL - Allow student responsibility in fulfilling the lesson and through my continuous coaching.
ASL – Help students develop their capacity to be independent; while I present the lesson, the students have the responsibility to fill in the blanks, to compare and contrast between religious traditions and to guide peers and receive peer recommendations.
TIME
15 min. / CONSOLIDATION
1. Summary of the lesson
  1. Oral graffiti activity
Allow groups to add onto the group charts of their peers
  1. Clarify learning goals, misconceptions and questions
  2. Brief on the next lesson
  3. Assign possible home activity
Find comparisons between the Five Pillars and other world religions we have already studied in the course. / ASSESSMENT
AFL - I allow students describe what they learned from the lesson, and what they need further clarification on.
ASL - Allow students to engage and assess their level of understanding, and evaluate if they have met the success criteria.
AOL - Reflect on the students performance and explain where we are at, and where we are going with the lesson – based on their understanding and our progression through the learning activities, group work and discussion periods