Step 1: Create the LP using this template and share with your CMT (in advance of your teaching).

Step 2: Implement
the LP and write a short reflection (see prompts at the bottom of your LP template).

Date: Teacher Name & CMT: Class:

3/13/23 Marissa Flannery and Michelle Peltier 5th period

Grade Level: Unit Name/Topic: Lesson Number: Length:

7th Introduction to Islam 1 45 min

Academic Content Standard(s):

7.1.2 Describe, compare, and contrast the historical origins, central beliefs and spread of major religions.
Examples: Hinduism, Buddhism, Sikhism, Judaism, Christianity, and Islam

6-8.LH.2.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand . . . Students will keep considering . . .

- The story of the founding and creation of Islam including Muhammad
- Brief fundamental ideas of the belief system
- How the creation and basis of Islam differs from previously learned
belief systems.
- How to summarize sections of an article
- How can the creation and basis of Islam be summarized accurately
focusing on main events and points.
Questions to elicit deeper thinking or build upon about the topic...
- Do you think Islam has changed or developed since it was created?
- Where was Islam started? How do you think Islam spread across the
world?
- How does Islam differ from other belief systems?

Student (SMART) Objectives(s):

Outcome(s) students will be able to demonstrate . . .

- Students will actively listen to, follow along, and make note of important points in the article as each section is read aloud by teacher.
- Students will in groups to write an accurate one sentence summary after each section of the article is read.
- Students will incorporate accurate and relevant points in their summaries in a timely fashion showing their understanding of summarizing skills and
content understanding.

SMART objectives are:

• Specific: Concrete, detailed, and well defined so that you know where you are going and what to expect when you arrive
• Measureable: Numbers and quantities provide means of measurement and comparison
• Achievable: feasible and easy to put into action
• Realistic: Considers constraints such as resources, personnel, cost, and time frame
• Time-Bound: A time frame helps to set boundaries around the objective

Stage 2: Evidence of Learning (Assessments)

 Performance Task(s) tied to: Other Evidence
Students will show their learning by . . . Formative:

- Forming relevant questions that build off of presented information in - Answering questions that are posed by teacher.
the video or article.
- Posing student’s own questions.
- Accurately and concisely summarizing each section in the article in
one sentence. - Actively following along and interacting with/annotating
the article based on their own findings.
Evaluative Criteria:
Student success would look like. . .
- Application of their pre-existing knowledge on Islam through Summative (if any beyond the performance task):
answering what they already know about the religion. - Article summary worksheet
- Forming questions building off of presented information in the lesson.
- Creation of one sentence summaries that encapsulate the main
points or important details mentioned in each article section.

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab Learning

Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop Role Play Game

Other:

Where will this lesson take place? General Education Classroom

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support and Who will provide that

- Incorporation of the YouTube video, Introduction to Islam, is
Why? What’s the intention one use of technology which once again provides auditory and
Needed (Special support? visual support for learners to help build background
Education Support (support be provided? and/or accommodations knowledge on the topic before the article
and modifications):
-
- Introduction video is included to provide another form of information
presentation with visuals and auditory support for students who may need that
visual and auditory reinforcement.
- Article is being read aloud together allowing for students who need more support
with literacy and reading comprehension to have both the words aloud and the
words in front of them.
- Students who need different work needs (independent, with peer, with teacher)
can follow whichever model helps them in the small groups

Intentional Co-Teaching or Grouping Strategies:

!"1 Teach 1 Observe (gather specific data)
!"1 Teach 1 Assist (float to support/engage)
!"Parallel Teaching (same material/smaller groupings)
!"Station Teaching (divide content, repeat to groups)
!"Alternative Teaching (grouping specialized
attention)
!"Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities

 Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect Rationale: (Based
& build in checks for understanding) to prior knowledge & assets): on Research/theory)

0:00-5:00 - I will have the worksheet (link: Islam - Students will pick up worksheet - The class has a routine
1:20-1:25 already where they
Article and Summaries)needed for from the table and make sure know to come in, pick
class prepared and on the table for they have something the write up a sheet and go to
their desks. Routines
students to pick up as they enter. with. are very important to
Greet students as they enter the - Students will recall knowledge classroom management
and consistency.
classroom and ask them to pick up a on belief systems and religions - Introducing the topic
worksheet and get settled in. learned at the beginning of the we’ll be exploring helps
students feel more
- I will ask students to remember earlier semester and prepare to add prepared for what we’ll
in the semester when they learned new knowledge. be doing that day.
- Asking questions about
about belief systems and religions. - Students recall pre-existing what students already
- Once students are reminded of their knowledge about Islam. know or what context
they associate with the
pre-existing knowledge of belief - Students prepare to grow
topic allows me to
systems/religions, I will bring up Islam background knowledge. assess what prior
understandings are in
and ask students “What do you
the class as well as
already know about Islam” in order to allows students to share
grasp what students may already their knowledge, and
maybe provide a brief
know. After around 3 responses, we’ll review for other
transition to the video. students.

5:00-10:00 - In order to help establish background - Students watch video. - Establishing background
1:25-1:30 knowledge before a
knowledge and prepare students for - Students take mental note of main lesson component
reading the article, I will present the what they already knew that is important and helps
students form a basis
following video “Introduction to was in the video as well as what understanding of the
Islam” (3:24) to students, asking them they learned. content. By providing
the video for an
to just pay attention and notice any - Students use the information introduction, students
information they already knew as well presented in the video to form get an auditory and
visual introduction and
as any new information they heard. any questions. can begin building
Youtube: Introduction to Islam - Students develop background background knowledge
on Islam or can add to
- Briefly ask students if after the video knowledge prior to article pre-existing background
they have any questions. activity knowledge.

- Introduce the article activity.

10:00-40:00 - Split students into two smaller groups, - Students follow along through - Allowing students to
1:30-2:00 work in groups allows
half goes with myself, half goes with instructions and first example. for different levels of
Mrs. Peltier - Students do guided practice as a support and assistance.
- The example, do
- Read the worksheet instructions. class after first example. together and do
- WORKSHEET: Islam Article and - Students join small groups yourself process that we
will follow with the
Summaries - Students work within their summaries allows for
- Done for you: Read the first section group to summarize the rest of guided practice and
prepares students to do
aloud to class and model the activity the sections after reading each the task and skill
by explaining the example. section. themselves without just
expecting them to be
- Do together: Read the second section - Students practice summarizing able to perform it
aloud to class and create a summary skills and content understanding without guidance.

together as a class.
- Do in groups: Read each section and
 as a group create a summary.

40:00-45:00 - Ask students if they have any - Students ask any questions
2:00-2:05
questions and to turn in their formed during the reading and
worksheets into the turn in bin before turn in worksheet
leaving.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Were there any patterns, collective misconceptions/gaps? Who needs
specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you anticipate the
result to be?

Based on my observations, the objectives were met. The article was read, the students worked together and with either myself or Mrs. Peltier to
summarize each section accurately and concisely while also getting the foundational facts of Islam. In both groups, the students were actively
asking questions about the information we were reading, and worked together to form a summary using the most important pieces of information.
We focused on the who, what, when, where of each section. As we wrapped up, I encouraged students to think of and answer how we see Islam
differing from Christianity and Judaism, the two related religions we’ve already learned about.

I do think I was surprised by the initial confusion about summaries. Although the objective was met, there was some needed assistance in
formulating the summary sentences which I was expecting but they need help identifying what to pull out more than I thought. I think with more
practice on summarizing, this skill would greatly improve and the students could complete a summary-based activity less assisted in the future. I
think students that excelled in this activity were our writing-oriented students that already incorporate details into their writings and form full
sentences with subject, predicate, etc. Students like Olivia, Dylan, Mika, Lenima, Ethan, Raydar and Shrushti excelled here. Meanwhile, students
who write in fragments, and need more practice with detail incorporation in their writing needed more assistance, such as Craig, Robert, Ben, and
Izzy. My next lesson will incorporate an easier level of reading, the same idea of pulling an important detail from the text, less writing based and
more graphics based. This is because graphic organizers including pictures/drawings, as mentioned by our course texts, are some of the strongest
tools when it comes to interpreting text while slightly simplifying the writing expectations. I anticipate the result to be good considering this group
loves creativity, is keyed into readings, and it will allow them to write key phrases with the help of a drawing/symbol that reminds them of the
concept.