Social Studies Lesson Plan Template

First Name

Jennerra
Annaliz

UH Email

maemori9@hawaii.edu
apanida@hawaii.edu

Date

Semester

Fall

Year

Grade Level/
S.S. Strand

6th Grade/
History

Lesson Duration

Lesson Plan #

LP #1 ___ LP#2_x_

Teaching in field?

Title

Last Name

Maemori
Panida
October 27, 2015
2016
2 class days

Yes____ No _x_

World Religion

Central Focus and Enduring Understandings

A brief description of the key concept(s) to be learned, along with the important
understanding(s) that will be emphasized during the lesson that the students can apply to
their lives
Central Focus: The central focus is on world religion - a unified system of beliefs and
practices in a community. This lesson will review the basic understanding of five world
religions: Christianity, Islam, Buddhism, Hinduism, and Judaism. Students will focus on the
major aspects of key figures and major beliefs in each religion. They will become open
minded and respectful to the multicultural diversity in our nation.
From this lesson students will work in groups to do research and become experts on a
specific religion. As a class they will collaboratively fill in a matrix chart using words and
symbols to efficiently capture the key figures of their religion. In groups, students will present
the information to the class so that their classmates can also learn about the different major
religions of the world. Lastly after the Matrix chart is filled out, the students will do a short
informative writing that will compare two religions of choice, from the ones they just learned
about. This lesson is very student centered where the students will have the opportunity to
become the expert (teacher) and share what they learned with their fellow classmates.
Enduring Understanding:
We should appreciate the different kinds of religion people practice.
We need to look at all sides of a story before developing an opinion.
All cultures should be respected.

Content Standard(s)
Both the S.S. Hawaii Content & Performance Standard (HCPS III), the Topic, AND the
specific Benchmark under that Topic that align with the central focus as well as a Common
Core State Standard (CCSS) in ELA or Math that can be met during the lesson
HCPS III - Standard 3: History
Topic: Classical Societies, 500 B.C.E to 500 C.E
SS.6.3.4 - Describe the key figures and major beliefs of the major religious and philosophical
traditions of ancient and classical times, including Judaism, Confucianism, Daoism, Hinduism,
Buddhism, Greek philosophy, Christianity, and Islam
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (Students
will be researching information on two religions and write an informative paper comparing and
contrasting the religions; and stating why it is important to learn the different types of
religions).
CCSS.ELA-LITERACY.W.6.2.A
Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension. (Students will be comparing and contrasting two religions).

Student Learning Objectives

Outcomes to be achieved by the end of the lesson or end of multi-lesson learning segment

Students will be able to research key figures and major beliefs of a specific religion.
Students will be able to take notes summarizing important information.
Students will collaboratively create a matrix displaying all information of each religion.
Students will become experts of their religion and be able to present their research to the
class.
Students will be able to write an informative paper comparing and contrasting two religions of
their choice.
Students will be able to understand the importance of learning about different religions.

Assessments
The procedures to gather evidence of students learning of lesson objective(s) including
formative (informal) assessments applied throughout the lesson and a summative
assessment (formal) of what students learned by the end of the lesson (include any
assessment tools)
Formative Assessment:
Choral Response/Group Q & A
Structured Observation
Matrix table of all five religions
Summative Assessments:
Performance Task:
Students will select two religions from the classs matrix table and write an informative paper
comparing and contrasting the two religions. They will identify the key figures and major
beliefs of each religion and state a reason why it is important to learn about the different types
of religions in the world.

Focus &
Supporting Details

Closing Paragraph

The paper compares

and contrasts the
two religions clearly.
The paper includes
information on the
key figures and
major beliefs of each
religion.

The paper compares

and contrasts the
two religions clearly,
but the supporting
details are vague.

The paper either

compares or
contrasts the two
religions, but does
not include both.
There is no
supporting
information that
identifies key figures
or major beliefs.

Clearly states their

opinion of why it is
important to learn
about the different
types of religions in
the world.

States that learning

There is no
about different
conclusion.
religions is important,
but does not give a
reason why.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and
personal/cultural/community assets to draw upon to support learning
Students will draw upon the religions they practice at home with their families. They will share
some of the key figures and major beliefs they know about their religion. This will help them
compare and contrast the different types of religions in the world.
Students will know how to write an informative paper comparing and contrasting two things.

Academic Language
Oral and written language that the students need to learn and use to participate and engage
in the content
Religion
Christianity
Islam
Buddhism
Hinduism
Judaism
Belief
Practice

Instructional Strategies and Learning Tasks

A description of what the teacher will do, say and ask and what the students will do during
the lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and
resources and 2) lists opportunities offered for multiple modes of participation
Grabber:
From now on, every Friday we will spend the 1 hour doing silent independent reading, and if
you fail to remain quiet you must sacrifice your tongue
Introduction to Lesson:
Explain that they will be working in groups to do research and become experts on a specific
world religion. They will learn about the key figures and major beliefs of each religions. Next
each group will present their findings of their assigned religion to the class and fill in their
information in a big matrix chart. At the end of the lesson their understanding of these terms
will be assessed through an informative paper comparing and contrasting two religions. They
will also be writing about why it is important to be inform/exposed to different religions in our
world.
Pre Questions:
Have students raise their hands if their families practice a religion.
Ask students to share their religion and the practices they do to follow that religion.
Probing Questions:
Are there practices/routines that we perform on a daily basis? What are they? (Yes, we go to
school Monday through Friday)
What is the purpose of those practices/routine? (When we go to school we are learning and
becoming more educated)
What is a religion? (Beliefs and practices which unite into one single moral community)
What is a belief? (An acceptance that something is true or that something exists)
Why do people practice religion? (Because it is a part of culture)
Is it important to learn about other cultures and their beliefs? Why? (Yes, because it prevents
us from having negative opinions towards other cultures. When we learn about other cultures
we are more aware and understanding)
What do we know about world religions? (Introduce the names of five world religions:
Christianity, Islam, Buddhism, Hinduism, and Judaism)
Group Activity
Each student will pick a card signifying the symbol of each religion and find their group
members that have the same card.
Explain that as a group they will become experts on their assigned religion.
Students will be given appropriate resources (books/internet) to research and take notes of
key figures and major beliefs of their religion.
symbol
holy book or texts
founder
major beliefs
spiritual leaders
followers
locations (countries)
When finished, each group will go up to present the information they found to the class. They

will add to their classs matrix chart and to the worksheet provided (similar to the matrix chart)
filling out the other religions.
Summative Assessment:
Students will work independently to write an informative paper comparing and contrasting two
religions they have researched and found as a class. They will also explain in their paper why
they think it is important to be informed/exposed to different religions.
Closing: Teacher will go over essential questions.
Essential Questions:
Why do we need to learn and be informed about other religions?
Are all religions working towards the same goal?
Does it make you a bad person if you dont practice a religion?
What if there was only one religion in the world?
Is it possible to create our own religion within our community?

Differentiation

Adaptations to instructional strategies, the learning environment, content, and/or

assessments to meet the needs of students who require further support (e.g., ELL/MLL,
struggling, accelerated, 504/IEP, etc.)
ELL
When each group presents have them use motions to describe the practice of their religion.
Have all students do the motion together so that these students have a physical signal that
connects the motion to the name of the newly learned religion. A great strategy to help them
learn and remember.
Struggling Learners
They can use the Matrix chart as a visual aid to help them compare and contrast chosen
religions. If they have a hard time expressing the comparisons, allow them to also add in/
draw pictures that may make their arguments more clear.
Accelerated Learners
During opinion writing, ask them to relate a practice that they do on a daily basis to how it
may be similar to the beliefs these people practice.
Ask students to create their own religion using what they know about religion.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson
Chart paper
Pens/ markers
Packet reading about each religion
Matrix table worksheet
folder paper