CEP Lesson Plan Form

Teacher: Jordyn Kostman Date: 10/27/17

School: TRHS Grade Level: 10 Content Area: Ancient World/Geo

Title: Christianity Lesson #:4 of 5

Lesson Idea/Topic and Topic: World Religions: Christianity

Rational/Relevance:
What are you going to
teach and why is this
lesson of importance to
your students? How is it
relevant to students of
this age and background?
Rationale/Relevance: Previously, we had been discussing River Valley
Civilizations and Origin Stories. These two topics have brought us into the
topic of World Religions. Christianity is 4/5 religions we are going to be
looking at. Now, we are looking at what these different civilizations believed
in.

Student Profile: Write a Student Profile:

narrative about your
learners. What are their These learners are highly advanced. They make connections and
special needs? understanding very quickly, without much prompting. They have high levels
Exceptionalities? of maturity, motivation, and engagement.
Giftedness? Alternative
ways of learning?
Maturity? Engagement?
Motivation?

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Prepared graduates in geography:

1. Develop spatial understanding, perspectives, and personal connections to the world
2. Examine places and regions and the connections among them

Prepared graduates in history:

1. Develop an understanding of how people view, construct, and interpret history
2. Analyze key historical periods and patterns of change over time within and across nations and
cultures

Understandings: (Big Ideas)

1. World religious beliefs and practices have influenced the development of history, culture, and
society.

2. Varying perspectives of theology, philosophy, and science have influenced the human
perception of reality.

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Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

1. What does it mean to be a Christian?

2. Is Christianity its own unique religion or is it an expansion of Judaism?

3. Are the key concepts of Christianity found in other religions/philosophies?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

Learning Target: To gain a better understanding of Christianity as one of the major religions of the
world, past and present.

Success Criteria: Students will be able to identify key concepts of Christianity and understand how
Christianity blossomed out of Judaism

List of Assessments: (Note whether the assessment is formative or summative)

Formative assessment- Presentation of their stained glass windows

*Formative assessment (Monday, October 30) Color in countries on the world map where Christianity
has the highest population of followers

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Planned Lesson Activities

Name and Purpose of Lesson Christianity
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials 90 minutes
How long do you expect the activity to last and what
materials will you need? Notebooks for notes

Glue
Butcher paper
Christian Bibles (7)
Scissors

Anticipatory Set Silent Bell: What is faith?

The hook to grab students attention. These are What does it mean to have faith in something?
actions and statements by the teacher to relate the As historians, we need to look at faith in a subjective and historical perspective. We are
experiences of the students to the objectives of the should not judge the past with our modern viewpoints.
lesson, To put students into a receptive frame of
mind. THEN: Discuss Judaism and its connections to Christianity
To focus student attention on the lesson. Students will come up with the idea that a Christian is someone who believes in the
To create an organizing framework for the teachings of Jesus Christ and in the New Testament in The Bible
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is Inquiry questions

Why are you using it at this point in your lesson? I am using this strategy here because: I need to see what prior knowledge the students
have about Christianity (also, mini- formative assessment of Judaism)

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Teacher Actions Student Actions

Procedures 1:15 Attendance 1:15 Silent Bell
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the 1:20 Discuss silent bell 1:20 Discuss silent bell
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual 1:25 Anticipatory set and walk around to 1:25 Students answer questions about faith
minutes.) answer questions
Indicate whether each is: 1:35 Discussion
-teacher input/actions, student actions 1:35 Discussion
-modeling 1:40 Lecture
-questioning strategies 1:40 Lecture
-guided/unguided: 2:00 Directions
-whole-class practice 2:00 Directions for Activity
-group practice 2:00 Activity
-individual practice 2:00 Activity 8 groups (pick their own)
-check for understanding Pass out bibles (sticky notes are First come first serve on picking
-other placed at stories in the New stories
Testament they may use for their Read the stories
activity) Create their own stained-glass
Walk around to make sure students windows (as if they lived in the
understand the directions and see past and were going to be put on
if they need any additional help display in the Catholic Church)
with their stories
The rest of class is theirs to create their
The rest of class is theirs to create their window
window
2:43 clean up

2:46 Closure 2:46 Closure

How do you intend to engage your students in

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CEP Lesson Plan Form

thinking during the PROCEDURE? The strategy I intend to use is Inquiry Questions, which leads to discussion

Why are you using it at this point in your lesson? I am using this strategy here because: This class really enjoys discussion, so I highly
encourage their own inquires

Closure At this point, I will begin a summarization of why learning about Christianity is essential
Those actions or statements by a teacher that are to their understanding of world history, and how it ties into Judaism. I will ask the
designed to bring a lesson presentation to an students if they would like to add anything from their learning today that would help the
appropriate conclusion. Used to help students bring summarization.
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
I am assigning different New Testament stories to different groups. I will strategically and
purposefully give specific students specific stories (i.e. less complicated stories to certain
Differentiation: kids, and stories that will require a higher level of understanding and comprehension to
Differentiation should be embedded others)
throughout your whole lesson!!
This is to make sure you have met the needs of
your students on IEPS or 504. Consider your
student profile narrative at the beginning. What
do your students need to be engaged and
successful?
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis) Formative Assessment (which will fall on the following Monday October 30) Presentations
of their creations

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How will you know if students met the learning

targets? Write a description of what you were
looking for in each assessment.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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