Ferris State School of Education

Lesson Plan Format

Name: Kayla Clough Date: 11/25/19
Curriculum/Course: World History Grade Level: 7th Grade
Time/Period: 1st Hour Materials: Sources, Annotated Bibliography,
Final Assignment, Rubric, Notetaking
Worksheet, PowerPoint
Standards:
7 – W3.2.1 Identify and describe the core beliefs of major world religions and belief systems,
including Hinduism, Judaism, Buddhism, Christianity, Confucianism, Sikhism and Islam.
WH.H.2.7 - Analyze the relationship between trade routes and the development and decline
of major empires
WH.H.5.1 - Explain how and why the motivations for exploration and conquest resulted in
increased global interactions, differing patterns of trade, colonization, and conflict among
nations
Objectives (I can statement):
7th Grade World History students will be able to describe the basic beliefs and practices of
Islam, including the Five Pillars and explain their relationship to Muslim life, culture, and
civilization.
Assessments
Formative: Checks for understanding throughout lesson
Summative: Final Assignment
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge:
1) Ask the students what the word community means (a group of people who live together,
work together, or have the same interests and hobbies, and do things together). Explain that
they belong to a community - their school.
Explain that some communities do certain things together to keep the community together,
and to give everyone a sense of being in that community. Ask the students what things they
do together to create a sense of community in the school (assemblies, uniform, lunch
together, same timetable etc.).

2) Split the class into two. Ask one group to imagine that they go to one school (Big Rapids
Middle School), and the other group to imagine that they go to a different school (Morley
Stanwood Middle School). Explain that the students in the two schools know nothing about
each other, but the schools are soon going to join together into one large school. What could
they do together which would create a strong sense of community?
After they have discussed this, ask them to feedback their ideas to the rest of the class.

3) Explain that people of different religions do certain things to create a strong sense of
community, even though they may have never met, and live in different places around the
world. Explain that Muslim people (who follow Islam) have five duties which are called the
Five Pillars of Islam. Every Muslim tries to carry out these five things, and it helps them to feel
that they are members of the worldwide Muslim community.

Steps in the lesson:

This lesson would be in a unit about different cultures and religions. Previously in class
before diving deep into the 5 pillars of Islam, the class would have talked about the rise
and spread of Islam and Muhammad. We would have also skimmed over the 5 pillars. For
this lesson, we will be looking closer at the 5 pillars of Islam and how they are used to
connect the worldwide Muslim community.
For this lesson, students will be looking at a wide variety of sources.
1) To start off, I will go through a quick PowerPoint with the students that we would
have looked at the day before.
2) After this, the students will be given a notetaking sheet while we go through our
sources.
3) We will start with the first source about Shahadah. We will read through it together
and then go over some questions.
4) We will be repeating this step for all 5 pillars.
5) After taking notes and going through all the pillars, the students will be asked what
they thought of the pillars. Are they too much to ask? Are they fair to all people? Do
you agree with any of them?
Closure/Wrap up:
After learning about the 5 pillars of Islam, the students would be creating a poster, with a
partner, about 1 of the 5 pillars. The students would then give a quick presentation to their
classmates, using their poster.
Extension Activities:
If time is allotted after the presentations, students can group up with other partner groups
who have the same pillar to compare and contrast their posters and presentations.
Accommodation/Modification:
Specific Student/Group:
Special education students: allow these students to present their posters to their special
education teacher instead of the whole class.
Differentiation:
What will I differentiate? Content Process Product Environment
How will I differentiate? For readiness By interest Learning Profiles Ability level Affect
Explain: The students will be able to decide whether they want to work individually or with a
partner for the final assignment. This way, the students have the choice to do what feels
most comfortable to them.
Diversity:
We will be learning about different religions and cultures which may be unfamiliar to
students.
Technology:
PowerPoint, Computer