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This file includes a lesson plan, do now, reading assignment, guided reading worksheet, and homework assignment.Objectives:
1) SWBAT identify the most important words and ideas in Judaism.
2) SWBAT organize the major events in Jewish history in order.
Essential Question: "Who gets to decide what beliefs are a part of a religion?"
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I really enjoyed reading through your lesson plan and activities. Thank you for making them available. I teach 9th grade world civilizations and I have been overwhelmed in trying to design a lesson plan about Judaism. There is so much to learn about Judaism and there is so much available to use in a classroom. The problem is creating a learning experience for 14 and 15 year olds that is interesting and relevant to them. Your lesson plan and activities have helped me to put into perspective the most important aspects of Judaism and how to approach teaching this subject in junior high.
I really liked your essential question, “Who gets to decide what beliefs are a part of a religion?” This is an excellent, deep, open ended questions which could lead to a great class discussion. On the “Do Now” assignment you have listed the lesson objectives and the essential question at the top. This is great for students to view before going into the lesson so they have expectations. You then go on to define monotheistic and religion. A different approach to this might be to pose some questions instead of giving them the answers at the beginning. You might ask them, “What does Judaism, Christianity, and Islam have in common?” They can also try to answer the essential question. This allows the students to anticipate the learning and get hooked into the topic.
The Introduction to Judaism reading you have prepared for your class is excellent. I would really like to use this reading in my class. You pose the story of Abraham and Moses in an accurate and interesting way. You also cover history from Abraham to 1948 which makes this a very concise but appropriate introduction. You stated in your lesson plan that you have students read this in partners. How does this work for you? Do they stay on task? Do they have questions while they read? I usually would read something like this as a class just because I have not had good experiences with small group or partner reading so I would be interested to hear how you do it right :)
I like the idea of the exit card. Especially if the students are reading as partners they need something to do to assess their understanding. I also like the idea of a word wall. I imagine this is a wall in your classroom where you post definitions learned during lesson plans?
Thanks again for making your lesson available. It has been a great help to me in designing a lesson on Judaism for my 9th graders.
I found this to be well written to incorporate other disciplines in the lesson. It is written for reinforcement of the language art expectations and standards. The above and beyond section has good higher level thinking questions that challenge students to stretch their thought process. It might be too difficult for students with learning disabilities but might be easily modified for them.