Introduction to Buddhism

Grade 11 World Religions - Unit Plan #2

Teresa Mormile
Curriculum, Instruction and Assessment In
Intermediate/Senior Religious Education
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Table of Contents
Unit Overview: Part 1
Delegating Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Unit Overview: Part 2
Learning Objectives: Overall, Specific, and OCSGE . . . . . . . . . . . . . 4
Unit Overview: Part 3
Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Mini-Unit Rationale
Utilizing Backwards Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-9
The Origins of Buddhism and The Life of Buddha
Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
PowerPoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . additional doc
Handout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Beliefs: The 4 Noble Truths and The Eightfold Path
Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
PowerPoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . additional doc
Schools of Thought: Theravada, Mahayana and Vajrayana
Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13-14
PowerPoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . additional doc
Examining Buddhist Practices and Rituals
Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15-16
PowerPoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . additional doc
Buddhist Symbolism and Gender Roles
Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17-19
PowerPoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . additional doc
Handout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-21
Rite of Passages
Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22-23
PowerPoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . additional doc
Religious Leaders: The Dalai Lama
Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24-25
PowerPoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .additional doc
Assessment
Kahoot - Formative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26-29
Mid-Point Quiz - Formative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Exit Slips - Formative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Mini- Partner Assignment and Rubric - Summative . . . . . . . . . . 32-33 Self and
Peer Assessment - Summative . . . . . . . . . . . . . . . . . . .34-35
Unit Test - Summative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36-41
References
Overview of Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
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Unit Overview: Part 1

Delegating Content

Monday Tuesday Wednesday Thursday Friday

January 2 January 3 January 4 January 5 January 6
Lecture: Lecture: Work Period: Lecture: Lecture:
The Origins Beliefs: Continuation of Schools of Examining
and The Four Noble Partner Thought: Buddhist
Significance of Truths, The Assignment Theravada, Practices and
Buddhism and Five Precepts Mahayana, and Rituals
the Life of and The Vajrayana
Buddha Eightfold Path Due:
Mini-Partner
Handout: Work Period: Assignment
Questions on Mini-Partner
Content Assignment Mid-Point
Quiz:
Formative
Assessment

January 9 January 10 January 11 January 12 January 13

Lecture: Lecture: Lecture: Documentary: Unit Test:
Buddhist Rite of Religious Leaders: Continuation of Summative
Symbolism and Passages The Dalai Lama 10 Questions for Assessment
Gender Roles the Dalai Lama
Kahoot Documentary:
Handout: Activity: 10 Questions for Work Period:
Buddhism and Review of the Dalai Lama Study Session
Equality Lecture for Unit Test
Material in
Preparation for
Unit Test
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Unit Overview: Part 2

Learning Objectives: Overall, Specific, and OCSGE Expectations

Monday Tuesday Wednesday Thursday Friday

January 2 January 3 January 4 January 5 January 6
Overall: Overall: Work Period: Overall: Overall:
PF 1.4: SC 3.4/ 3.5: Partner Assignment PFV.01: PSV.02:
demonstrate a basic explore the importance demonstrate an compare the
knowledge of religious of moral codes in daily OCSGE: understanding of importance of worship
worship as a response living for people of OCSGE.5F: religion as an innate and prayer within
to our experience of faith; identify the key Exercises Christian human response to our various religious
sacred reality; moral precepts of the leadership in the encounter with traditions
recognize the world’s major religious achievement of individual God/transcendent/
importance of prayer in traditions; and group goals. supernatural in our Specific:
a religious worldview; search for meaning and PS2.05: demonstrate
Specific: purpose an understanding of
Specific: CM1.4: religious worship and
PF2.4: assess some of the Specific: prayer as a response to
identify historic and challenges presented PF3.10: sacred reality and
contemporary by contemporary recognize the cultural necessary for life’s
examples of moral culture to living a life of and theological shifts spiritual journey
living as found in the prayer that contributed to the
various world religions; development of OCSGE:
OCSGE: differing expression of OCSGE.1H:
OCSGE: OCSGE.2C: faith within various respects the faith
OCSGE.7G: Respects presents information religions. traditions, world
and understands the and ideas clearly and religions and life-long
history, cultural honestly and with OCSGE: journeys of all people
heritage and pluralism sensitivity to others OCSGE.7D: of goodwill
of today’s promotes the
contemporary society. sacredness of life

January 9 January 10 January 11 January 12 January 13

Overall: Overall: Overall: Work Period: Assessment:
PSV.04: PSV.01: PFV.04: Preparing and Studying Unit Test
explain the meaning of describe the role rituals compare ways in which for Unit Test
religious art, symbol play within a religious the various religions OCSGE:
and gesture as worldview respond to globalization OCSGE: OCSGE.3C:
expression of (modernity) OCSGE.2B: thinks reflectively and
sometimes complex Specific: reads, understands and creatively to evaluate
religious beliefs PS1.01: Specific: uses written materials situations and solve
describe the nature of PF3.09: effectively problems
Specific: ritual and give identify key figures within
PS4.13: examples of how they the various religions and
describe the power of function to form describe their life
symbols and religious communities contributions to society
gesture/movement to and mark key moments and to the development of
convey mystery and in life their religions
belief, to connect past
and present, and to OCSGE: OCSGE:
provide a sense of OCSGE.7F: OCSGE.3A:
belonging respects and affirms recognizes there is more
the diversity and grace in our world than sin
OCSGE: interdependence of the and that hope is essential
OCSGE.1I: world’s peoples and in facing all challenges
integrates faith with cultures
life
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Unit Overview: Part 3

Instructional Strategies

Monday Tuesday Wednesday Thursday Friday

January 2 January 3 January 4 January 5 January 6
Instructional Instructional Instructional Instructional PD DAY
Strategies: Strategies: Strategies: Strategies:

Learning Goals Learning Goals Partner Work Learning Goals

PowerPoint PowerPoint Cooperative Learning PowerPoint

Short Youtube Short Youtube Exit Slips

Clips Clips
Short Youtube
Handout Assignment Clips
Handout and
Exit Slips Rubric Think-Pair-Share

Questioning Exit Slips Compare and

Contrast
Partner Work
Questioning
Questioning

January 9 January 10 January 11 January 12 January 13

Family Day Instructional Mass/ No class Instructional Instructional
Strategies: Strategies: Strategies:

Reflection Learning Goals Reflection

Learning Goals PowerPoint Learning Goals

PowerPoint Exit Slips PowerPoint

Exit Slips Video/Audio Video/Audio

Video/Audio Group Discussion Group Discussion

Group Discussion Questioning Questioning

Questioning Exit Slip

Mini-Unit Rationale
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Utilizing the notion of Backwards Design

We chose the Grade 11, Open level, world religions class for our second unit

plan. We both are extremely interested in teaching and continuing to learn about

the religions of the world. We feel that this course is very valuable, in that we

educate our students on the spiritual paths of others. This promotes acceptance,

and understanding of the diversity of religious denominations here in Toronto, and

the world as a whole. It is also incredible how this course provides students the

opportunity to strengthen their own Catholic faith in the process, and compare the

differences and similarities between religions in a respectful and accepting manner.

This course specifically promotes positive inter-religious dialogue, which speaks to

our goal of peace and care for all of humanity as Catholics. We specifically chose the

Buddhism unit, because it is interesting and often times Catholicism and Buddhism

are compared for their spiritual and peaceful nature.

The first lesson for this unit will include a diagnostic test, which could allow

us to understand the level of prior knowledge the students have. This is crucial,

because this could possible be one of the first times they are ever discussing

Buddhism in an academic setting. Similarly, the second lesson has an exit card

where students can list key concepts from this class, as well as voice their

thoughts/concerns with their partner assignment (described in the next paragraph).

Upon the final submission of the partner assignment, students will be given both a

self and peer assessment so the instructor can gage the distribution of the group

work per student. This can also provide students with the opportunity to reflect on

their learning contributions throughout the duration of the assignment.

We chose to include opportunities for our students to collaborate in class, to

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continue with our theme of connectedness and unity. In a Catholic classroom

community, we both have a similar goal in wanting our students to connect and

collaborate, and build positive relationships while learning. The first assignment,

being completed in pairs, allows for students to work closely alongside a peer. We

chose to do partner work because it may help those in class who have difficulty

focusing to keep on track with only one other person to be concerned with, and

shyer students can benefit from conversation with a peer. Similarly, because there

is a writing component, for the ELL students and the student with writing

difficulties, this could provide the opportunity to encourage their English literacy

skills. Students were asked to create their own version of the 5 precepts that relate

to their own lives as youth, or create a Facebook status as to why the 5 Buddhist

Precepts are significant. Their one page rationale, that has a rubric to closely follow,

will allow students to explain their understanding of these Buddhist rules of life.

Students will also have a self and peer assessment to complete after their work

period and submission of the assignment, in order for the instructor to gage the

effort put in by both students, and assess the ongoing development of work habits.

This will allow students to make these concepts relevant and have a positive

influence in their understanding of morals and values that relate to Christianity.

Each lecture contains some form of technology and media, having a concise

and factual PowerPoint which students will have access to in print or online. The

powerpoints contain engaging videos, Think-Pair-Share questions, and class

discussion questions surrounding key themes and topics. There is also a Kahoot

game to test student knowledge and get students excited about studying for their

final unit test. Key terms, learning goals, and short point form summaries of
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information on Buddhism will allow students to have a strong foundation of notes

for their assignment and tests. We also included a documentary, with a handout,

which will allow students to understand the significance and history of the Dalai

Lama. Important images will also be displayed throughout the PowerPoint

presentation, in order to appeal to visual learners and allow students to draw prior

exposure to these important Buddhist symbols/ images.

Handouts will be distributed to be completed for binder checks, and

students are welcome to use the textbook or the class PowerPoint notes. This will

allow students to apply their knowledge upon learning the new concepts. Similarly,

there will be a quiz on the key components of the Buddhist religion and origin in

order to assess student knowledge mid-point to the final unit test. The unit test will

be comprised of multiple sections that allow students to display their knowledge in

different formats, including multiple choice, image description, and short answers.

Overall, the most difficult aspect of lesson planning for us would have to be

gaging the time for specific activities, and allowing lessons to transition smoothly.

This speaks to having a clear and well thought out plan, but also being flexible when

unexpected circumstances arise. While it requires a lot of thought to effectively

differentiate our learning, we both have a strong commitment to ensuring an

equitable learning experience for all students. This could even mean extending a

lesson depending on student learning, to ensure our students are grasping the

material. To add, while we are not from the Buddhist faith, we also discussed our

mutual understanding of wanting to teach accurate information about the

spirituality. As religious educators of the world religions curriculum, we have the

opportunity to represent various religions in an honest and clear way. To conclude,

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we both feel confident that this unit plan will be useful for our future teaching of

Religious Education.

The Origins of Buddhism and The Life of Buddha

Lesson Plan
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The Origins of Buddhism and The Life of Buddha

Handout
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Beliefs: The 4 Noble Truths and The Eightfold Path

Lesson Plan
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Schools of Thought: Theravada, Mahayana and Vajrayana

Lesson Plan
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Examining Buddhist Practices and Rituals

Lesson Plan
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Buddhist Symbolism and Gender Roles

Lesson Plan
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Buddhist Symbolism and Gender Roles

Handout
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Rites of Passages
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Lesson Plan
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Religious Leaders: The Dalai Lama

Lesson Plan
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Assessment
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Kahoot - Formative Assessment

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Assessment
Mid-Point Quiz - Formative Assessment
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Assessment
Exit Slips - Formative Assessment
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Assessment
Mini-Partner Assignment and Rubric - Summative Assessment
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Assessment
Peer and Self Assessment - Summative Assessment
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Assessment
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Unit Test - Summative Assessment

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References

"Ontario Educational Resource Bank / Banque De Ressources Ducatives De L'Ontario."

Ontario Educational Resource Bank / Banque De Ressources Ducatives De L'Ontario.
N.p., 2014. Web. Jan. 2017.

Moncada, Lori. Religious Education Rubrics CTL7041Y, Ontario Institute for Studies in
Education. 2016.

Quinlan, Don, et al. Exploring World Religions: The Canadian Perspective.Oxford University
Press, 2001. Print.