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LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011 1

Three Religions, One Sacred Place

Information Sheet for Informational or Explanatory Module Module title: Three Religions, One Sacred Place

Module description (overview):

In this module students will learn the basics of 3 major world religions, Islam, Judaism, and Christianity and connect them to geography by seeing how each religion places significance on one particular geographic location. While this has the potential for being a sensitive subject, great care has been taken in selecting readings and a focus for this module that avoids looking at the concept from a political perspective and instead looks at it as much a possible through the lens of primary source evidence (from the religious texts of each faith) and historical facts (what we know from archaeology and written history about what happened in this place). Certainly a teacher may want to get into the politics of the site and it would be easy to create a compelling argumentative module that explores the ways in which one geographic location can be a contested space for these different religions – but this module focuses exclusively and simply on the details of what makes the location important. To cover three religions and the Temple Mount / Haram Al-Sharif in the span of 12 days is no easy feat and you will see that some shortcuts had to be made in selecting documents that do not get deep into the details of each religion but offer enough depth to provide grounds for meaningful comparison. Learning about students prior knowledge with regards to these religions will give you a sense of how delicately you may need to tread in discussions, but again, the content included for reading was specifically chosen and the prompts were specifically created to encourage a meaningful investigation – not a judgment or critique. In the writing of this module I discovered just how little I knew about these three religions and how much I have to learn. Simply reading these materials made me appreciate the global discourse about these religions in a new way and also made me wish that I’d had earlier exposure to what they have in common and how they differ so I could better grasp the critical world events of the past decade. My goal in creating this module was to provide students with a small but solid foundation upon which they could seek to address their curiosity, and (hopefully) an appreciation for common ground upon which they can build a hunger for deeper understanding. The writing portion of this essay is designed with the expectation that students have already written at least one essay in your class so there is not as much scaffolding and a certain expectation that they already know what an essay looks like and what proper grammar would be. If this is not the case for your students you may have to do more explicit instruction in essay writing.

susanweston

Stamp


Template task (include number, type, level):

14, Informational, L1

Teaching task: How can one geographical location hold meaning for three different religions? After reading informational texts about Judaism, Islam, and Christianity; and the Temple Mount/Haram Al-Sharif in Jerusalem, write an essay that describes the significance of this site to each of these religions and addresses the question. Support your discussion with evidence from the texts.

Grade(s)/Level: 6th Grade

Discipline: (e.g., ELA, science, history, other?)

Social Studies

Course: World Geography

Author(s):

Contact information:


Section 1: What Task?

TEACHING TASK Background to share with students:

If you go to church in the United States, chances are your church houses just one religion. And our religions, in the United States, differ in ways that are sometimes small and sometimes big. Few religions began here, but in our study of Geography we’ve already seen how people move across and throughout different lands and their culture and beliefs move with them. The three biggest religions celebrated in this country all originated in roughly the same place. Judaism, Christianity, and Islam all came to us from the Middle East and while we’re used to hearing about these religions as very different and often at odds, they share some surprising similarities both in doctrine or beliefs and in places they identify as sacred. Over the next few weeks we will be studying the basics of these three religions so that we can better understand why one place, called both the Temple Mount and Haram Al-Sharif, in Jerusalem holds special significance for all three faiths. Understanding these relationships will help us to better understand some of the current events surrounding these religions and it will also deepen our appreciation within the study of Geography of how closely linked the human and geographic experience can be. As the world becomes easier for all people to travel and gain information about, it is ever more important that we try to understand what unites and what uniquely defines us as individuals and societies. My goal is for you to leave this unit more curious about what these religions are all about – after all the majority of people alive on the planet today adhere to one of these faiths. And when you hear about lands that are in conflict for religious purposes, perhaps it will make more sense why different faiths might want to lay claim to the same location.

Teaching task: How can one geographical location hold meaning for three different religions? After reading informational texts about Judaism, Islam, and Christianity; and the Temple Mount/Haram Al-Sharif in Jerusalem; write an essay that describes the significance of this site to each of these religions and addresses the question. Support your discussion with evidence from the texts.

Reading texts: • Drawn Into a Circle of Drum-Driven Rhythms, Excerpted from an article By Heather Murphy, Special to The Washington Post, Friday, September 22, 2006 – PRE ASSESSMENT TEXT

• Meridian Hill Drum Circle SHORT video: http://www.youtube.com/watch?v=O3RJU6J1jPs • Christianity: The Temple Mount, Source: Sacred-Destinations.com (with annotations from the Bible) • Islam: Dome of the Rock, Source: Fodors Travel Guide • Judaism: The Temple Mount, Source: Frommers Travel Guide • Quran, Bible, Torah Comparison about Abraham, Source: Change the Story.net • Comparison Chart of Three Religions, Source: ReligionFacts.com • Beliefs of the Abrahamic Religions, Source: Global Connections: The Middle East • Holy Land Annotated Map • Video Clip on Dome of the Rock: http://www.youtube.com/watch?v=yX3UHNhQ1Zk (start at 49 min. – go to 51 min.) • Ritmeyer Temple Mount Informational Poster: http://www.ritmeyer.com/2008/12/05/the-temple-mount-and-the-national-geographic/ (I am working on

getting hard copies of this map as it looks like it would be very useful – even though this image is too small to see clearly, we have ordered copies from National Geographic.)

Extension (optional):

Depending on a teacher’s interest, time, and relationship with his/her students it would be interesting to get into the more controversial issues included in this topic. For example, there was a time period when this site was off limits to Jews even though it is sacred to them because it is currently run by Muslims – this has changed in recent years but the tension still exists and there is plenty of literature out there to speak to this. There are also lots of other religious sites shared by these three faiths that could be explored in a similar way. It is part of the larger DCPS unit 3 for Geography to do some investigation into how people of differing beliefs or cultures can co-exist in the same location and this module sets you up for deeper exploration of this topic. How, for example, is freedom of faith being explored in Egypt as it forms a new democracy? How is faith an issue in countries that try to be very

http://www.youtube.com/watch?v=yX3UHNhQ1Zk

http://www.ritmeyer.com/2008/12/05/the-temple-mount-and-the-national-geographic/


secular, like France, but have growing populations of those who want to outwardly show their faith like Muslim women with headscarves?

COMMON CORE STATE STANDARDS

READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY “Built In” Reading Standards “When Appropriate” Reading

1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.

4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

7- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

6- Assess how point of view or purpose shapes the content and style of a text.

8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

10- Read and comprehend complex literary and informational texts independently and proficiently.

9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY

“Built In” Writing Standards “When Appropriate” Writing Standards

2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

5- Develop and strengthen writing as needed by planning, revising, 6 - Use technology, including the Internet, to produce and publish writing


editing, rewriting, or trying a new approach. and to interact and collaborate with others.

9- Draw evidence from literary or informational texts to support analysis, reflection, and research.

7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CONTENT STANDARDS FROM STATE OR DISTRICT Standards source:

DCPS 6th Grade Geography Standards: http://dc.gov/DCPS/Files/downloads/In-the-Classroom/6th%20standards%20(geography).pdf Common Core State Reading and writing Standards for Informational Text -

NUMBER CONTENT STANDARDS SS 6.3.5 Map the distribution patterns of the world’s major religions, and identify architectural features associated with each.

SS 6.3.8 Identify the cultural contributions of various ethnic groups in selected world regions and countries, including the United States.

SS 6.3.9 Point out specific situations where human or cultural factors are involved in global conflict and identify different viewpoints in the struggle. Create scenarios under which these cultural factors would no longer trigger conflict.

SS GS.8 Students identify and explain process of conflict and cooperation (political, economic, religious, etc.) among people in the contemporary world at local, national, regional, and international scales.

SS GS.6 Students study current events to identify the characteristics, distribution, and complexity of earth’s cultural mosaics.

RSIT 6-1 Cite specific textual evidence to support analysis of primary and secondary sources.

RSIT 6-2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RH 6-9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

WHST.6, 2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

WHST.6-2f Provide a concluding statement or section that follows from the information or explanation presented.

WHST.6-2c Use appropriate transitions to clarify the relationships among ideas and concepts.

http://dc.gov/DCPS/Files/downloads/In-the-Classroom/6th%20standards%20(geography).pdf

PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011 6

TEACHING TASK RUBRIC (NFORMATIONAL OR EXPLANATORY) Scoring

Elements Not Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4 Focus Attempts to address prompt, but

lacks focus or is off-task. Addresses prompt appropriately,

but with a weak or uneven focus. Addresses prompt appropriately and

maintains a clear, steady focus. Addresses all aspects of prompt

appropriately and maintains a strongly developed focus.

Controlling Idea

Attempts to establish a controlling idea, but lacks a clear

purpose.

Establishes a controlling idea with a general purpose.

Establishes a controlling idea with a clear purpose maintained throughout

the response.

Establishes a strong controlling idea with a clear purpose maintained throughout the

response. Reading/ Research

Attempts to present information in response to the prompt, but

lacks connections or relevance to the purpose of the prompt. (L2) Does not address the credibility

of sources as prompted.

Presents information from reading materials relevant to the purpose of

the prompt with minor lapses in accuracy or completeness. (L2)

Begins to address the credibility of sources when prompted.

Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of

sources when prompted.

Accurately presents information relevant to all parts of the prompt with effective

selection of sources and details from reading materials. (L2) Addresses the credibility of sources and identifies salient sources when

prompted. Development Attempts to provide details in

response to the prompt, including retelling, but lacks sufficient

development or relevancy. (L2) Implication is missing, irrelevant, or illogical. (L3) Gap/unanswered question is missing or irrelevant.

Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant

implication or (L3) a relevant gap/unanswered question.

Presents appropriate and sufficient details to support the focus and controlling idea. (L2) Explains

relevant and plausible implications, and (L3) a relevant gap/unanswered

question.

Presents thorough and detailed information to strongly support the focus and controlling idea. (L2) Thoroughly discusses relevant and

salient implications or consequences, and (L3) one or more significant gaps/unanswered questions.

Organization Attempts to organize ideas, but lacks control of structure.

Uses an appropriate organizational structure to address the specific

requirements of the prompt, with some lapses in coherence or

awkward use of the organizational structure

Maintains an appropriate organizational structure to address

the specific requirements of the prompt.

Maintains an organizational structure that intentionally and effectively enhances the

presentation of information as required by the specific prompt.

Conventions Attempts to demonstrate standard English conventions, but

lacks cohesion and control of grammar, usage, and mechanics.

Sources are used without citation.

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone

with some inaccurate, inappropriate, or uneven features.

Inconsistently cites sources.

Demonstrates a command of standard English conventions and

cohesion, with few errors. Response includes language and tone

appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor

errors.

Demonstrates and maintains a well-developed command of standard English

conventions and cohesion, with few errors. Response includes language and tone

consistently appropriate to the audience, purpose, and specific requirements of the

prompt. Consistently cites sources using an appropriate format.

Content Understanding

Attempts to include disciplinary content in explanations, but

understanding of content is weak; content is irrelevant,

inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic

or uneven understanding of content; minor errors in

explanation.

Accurately presents disciplinary content relevant to the prompt with

sufficient explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough explanations that

demonstrate in-depth understanding.


Section 2: What Skills?

SKILL DEFINITION

SKILLS CLUSTER 1: PREPARING FOR THE TASK

1. Pre Assessment Ability to engage with a task similar to the teaching task for assessment purposes.

2. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

3. Task analysis Ability to understand and explain the task’s prompt and rubric.

SKILLS CLUSTER 2: READING PROCESS

1. Essential vocabulary Ability to identify and master terms essential to understanding a text.

2. Active reading1 Ability to identify the central point and main supporting elements of a text.

3. Note-taking Ability to select important facts and passages relevant to the teaching task.

4. Active Listening Ability to listen to sources and collect information relevant to the teaching task

5. Active reading 2 Ability to evidence relevant to an essential question from a text.

6. Summarizing Ability to synthesize a text into a concise summary for note-taking.

SKILLS CLUSTER 3: TRANSITION TO WRITING

1. Bridging Ability to begin linking reading/listening results to writing task.

SKILLS CLUSTER 4: WRITING PROCESS

1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task.

2. Planning Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.

3. Transition Development Ability to use transition words to link together ideas in an essay.

3. Drafting Ability to construct an initial draft with an emerging line of thought and structure.

4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

5. Editing Ability to proofread and format a piece to make it more effective.

6. Completion Ability to submit final piece that meets expectations.


Section 3: What Instruction? Blue Text = Included in your Reading Notebook Purple Text = Included in your Writing Notebook

PACING SKILL AND DEFINITION

MINI-TASK INSTRUCTIONAL STRATEGIES

PRODUCT AND PROMPT SCORING (PRODUCT “MEETS EXPECTATIONS” IF IT…)

SKILLS CLUSTER 1: PREPARING FOR THE TASK

45 min. Pre Assessment:

Ability to engage with a task similar to the teaching task for assessment purposes.

Product: written response to an article

Prompt: Why do people go to the Meridian Hill Drum Circle? After reading the Washington Post article “Drawn Into a Circle of Drum-Driven Rhythms” by Heather Murphy write an essay that describes at least 3 ways in which the drum circle is important to the people who go there. Support your discussion with evidence from the text.

Use the same rubric as will be used for the classroom assessment (found towards the end of this module)

Open class by showing this video about the Meridian Hill drum circle http://www.youtube.com/watch?v=O3RJU6J1jPs

Hand out Drawn Into a Circle of Drum-Driven Rhythms, Excerpted from an article By Heather Murphy, Special to The Washington Post, Friday, September 22, 2006 and give them the Pre Assessment writing sheet.

Give students at least 30 minutes to read and write their response.

If students finish early, give them the world religions map to fill in based on their initial perceptions.


30 min. Task engagement:

Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

Product: (anticipatory set) 5 Chalk Talk sheets with student reflections.

Prompt: Walk around the room and look at these statements about 3 major world religions. Write down if you think the statement is true or not true and why. After you have reflected on each, see what your peers have written.

No Scoring Post the following statements on chart paper around the room:

o Islam, Christianity, and Judaism share some of the same stories in their religious texts.

o A rock can be holy site.

o Islam, Christianity, and Judaism all share one God.

o The lands talked about in Judaism, Islam, and Christianity are close to each other geographically.

o Christianity and Islam are the religions with the most followers in the world.

Instruct students to walk around the room and write down A. if the statement is true or false and B. Why? (Technically all of these statements are true.) They may respond in writing to what others have posted but the activity is done entirely in silence. You may wish to play quiet instrumental music while this is happening to keep students focused and signal when it is done.

After everyone has had a chance to reflect on each statement and write their response, bring the class back to their seats and reflect:

o What did you notice about the answers?

o All of these statements are true – knowing this, what questions do they raise for you?


15 min. Task Analysis:

Ability to understand and explain the task’s prompt and rubric.

Product: Task Analysis sheet

Prompt: As a class we will analyze the prompt for this module and break it down so we know what we’re going to be learning about.

Meets Expectations: Sheet is fully filled out and student responses reflect understanding of the task.

Read / share the “Background Knowledge” paragraph near the start of this module with your students.

Explain to the class that the goal of this module is to explore statements like those in the anticipatory set and learn more about these religions and a particular place that is important to all three. After doing all this learning they will write an essay that describes what they have discovered.

Pass out the prompt reflection sheets and guide a class discussion about what each part of the prompt means. Use questions like:

o What will you have to do to successfully answer this part of the prompt?

o What do you need to learn to be able to do this?

o What parts of this seem easy / what parts seem hard?

Review the reflection sheets and read them over so you have a good sense of how well each student understands the task – provide additional feedback and support as necessary in the following days.

SKILLS CLUSTER 2: READING PROCESS


30 min. Essential vocabulary:

Ability to identify and master terms essential to understanding a text.

Product: 8 Vocabulary Info Cards for the Religion portion of the module.

Prompt: In preparation for the readings we will do about Judaism, Islam and Christianity we are going to study 8 new vocabulary words, first through an interactive activity, then through filling out vocab. study cards.

Meets Expectations: All 8 vocabulary cards are filled out completely and contain accurate information relating to the terminology

Pass out Vocabulary Cards with quotations that include the following vocabulary words in context: monotheism, pilgrimage, covenant, ritual, significance, dogma, proscribe, ascend

Students are to find a group of people who share their same word – though the sentences using the word will be different. In their group they will try to come up with a definition for the word based on context clues in the quotations. They write down this definition – then look the word up in the dictionary to see how close they’ve come.

They take the word and fill out an info circle using it – info circles ask for a definition, use of the word in an original sentence, an image that demonstrates the word, and related words

Once each group has filled out a circle for their word – the circles are shared with other groups and each new circle is copied down by each individual so that at the end of the 30 minutes everyone has 8 completed circles.

Throughout the module there should be activities available for students to build on their vocabulary knowledge, a card matching game, practice using the terminology in dialogue, connecting the vocab to images, etc., all in the context of the text – are all good ways to make the words hit home.


60 - 90 minutes

Active reading1:

Ability to identify the central point and main supporting elements of a text.

Note-taking:

Ability to select important facts and passages for use in one’s own writing.

Product: Completed Page 1 of the Three Religions Evidence Chart highlighting the central beliefs of each of the 3 religions.

Prompt: After analyzing the Comparison of Three Religions chart that explores the basics and the history of the 3 religions, in small groups complete your own organizer on the belief systems of one of the 3 religions to which you’ve been assigned. You will use the text for that religion included in your packet. After creating your organizer you will share your findings with the other groups.

Meets Expectations: Graphic organizers are completed and contain all relevant information. They are completed sufficiently so that other groups can take notes from them.

Students begin by looking at Comparison of Three Religions chart that contains short facts about each religion. Individually they are asked to pick out: A. Something they knew already B. Something that is new and interesting to them C. Something they don’t understand/have a question about. In partners they share their A, B, and C and see if they can find an answer to C between the two of them.

Back as a whole group – ask for C’s (questions or things they don’t understand) and see if the group can answer them.

Give students a copy of the Religious Text Comparison article. Read it aloud as they follow along and pause to reflect on challenging passages.

Have students read it again alone and give them the Three Religions Evidence Chart in which they take notes for each of the 3 religions answering this question: What role does Abraham play in each of these three religions? Invite students to share their findings.

In 3 groups, the Abrahamic Religions Packet which contains individual passages about the beliefs of each religion (Christian, Jewish, Muslim) to read in addition to the Three Religions Evidence Chart on beliefs – groups read the text and then pull examples to include in their organizer.

Jigsaw the reading/note taking by having students rotate groups to gather notes from the sections other groups read.

Homework – students read the other sections of the packet to see how the full descriptions fit the notes they copied from their peers in the chart.


45-60 minutes

OPTIONAL – BUT RECOMMENDED

Active Listening:

Ability to listen to sources and collect information for use in one’s own writing.

Product: Three Religions Evidence Chart (page 3) containing notes from listening to speakers of 3 different religions.

Prompt: Listen to these three speakers describe their different religions and add notes to your graphic organizers about each religion based on what you have heard. If the speakers are LIVE – ask them questions to clarify your understanding.

No Scoring Invite 3 speakers to class who represent each of the 3 religions. Ask speakers to talk about the following:

o In your own words, what is your religion about?

o What’s something about your religion that you wish people understood better?

o What places do you consider holy in relation to your religion? Do you know anything about Temple Mount/ Haram Al-Sharif in Jerusalem?

o Have you ever been on a pilgrimage to a holy site? If so, where? What was it like?

While the speakers are talking, students should be adding information to The Three Religions Evidence Chart (Page 3)

They may also want to ask questions based on what the speakers share.

Ideally this second round of vocabulary comes at the start of week 2 of the module

30 min.

Essential vocabulary:

Ability to identify and master terms essential to understanding a text.

Product: 8 Vocabulary Info Cards for the Temple Mount/Haram Al-Sharif portion of the module.

Prompt: In preparation for the readings we will do about Temple Mount/Hasan Al-Sharif we are going to study 8 new vocabulary words, first through an interactive activity, then through filling out vocab. study cards.

Meets Expectations: All 8 vocabulary cards are filled out completely and contain accurate information relating to the terminology

Pass out vocabulary cards with quotations that include the following vocabulary words: revere, sacrifice, foundation, mecca, significant, mosque, faith, temple

Students are to find a group of people who share their same word – though the sentences using the word will be different. In their group they will try to come up with a definition for the word based on context clues in the quotations. They write down this definition – then look the word up in the dictionary to see how close they’ve come.

They take the word and fill out an info card using it – info cards ask for a definition, use of the word in an original sentence, an image that demonstrates the word, and synonyms

Once each group has filled out a card for their word – the cards are shared with other groups and each new card is copied down by each individual so that at the end of the 30 minutes everyone has 8 completed cards.


90 minutes

Active reading 2:

Ability to find evidence relevant to an essential question from a text.

Product: Notes in Three Religions Evidence Chart Page 2 from sources on the importance of Temple Mount to each of the three religions

Prompt: In small groups you will read and analyze resources about Temple Mount/Hasan Al-Sharif and add notes to a new graphic organizer.

Meets Expectations: Three Religions Evidence Chart Page 2 contains information from all sources that is placed in the right sections pertaining to each of the religions.

• Show students the video clip Video Clip on Dome of the Rock: http://www.youtube.com/watch?v=yX3UHNhQ1Zk (start at 49 min. – go to 51 min.) or pull a series of clips/images online of the site to set the stage and give students a visual understanding of the place they are going to investigate (Search: Temple Rock, Haram Al-Sharif, Dome of the Rock, Wailing Wall)

Set up four stations around the room with three texts that look at Temple Mount from the perspective of each religion as well as the info graphic on Temple Mount from National Geographic

Show students the Three Religions Evidence Chart (Page 2) and explain how they will take notes from each resource on that chart.

Students travel in small groups to each station and take notes on what they learn about the significance of the site to each religion (on the Three Religions Evidence Chart Page 2).

Return to whole group to share and clarify findings.

30 min. Summarizing:

Ability to synthesize a text into a concise summary for note-taking.

Product: Summary of Findings page

Prompt: After reading and taking notes on this religious site, look over what you wrote and write a summary of your findings for each of the religions.

Meets Expectations: Source Chart is filled out completely and accurately

Model and walk the class through summarizing what they read about a particular religion’s claim to Temple Rock using the Summary of Findings Page.

This is an assignment that students could do for homework following their investigations of the articles about the site. The goal is for them to synthesize what they learned in their own words.

SKILLS CLUSTER 3: TRANSITION TO WRITING

20 min Bridging:

Ability to begin linking reading/listening results to writing task.

Product: Conversation about Teaching Task Essential Question

Prompt: With a partner, and using your notes as necessary, answer this question: How can one geographical location hold meaning for three different religions?

No Scoring Pair students and post the prompt on the board.

Give students 10-15 minutes to discuss the prompt with each other and then invite a few to share what they discussed.

Go back to the Teaching Task Rubric (toward the top of this document) and walk through the criteria at the “meets level” with your students, making sure they are aware of the areas in which the need to be exceptionally thoughtful.

SKILLS CLUSTER 4: WRITING PROCESS

http://www.youtube.com/watch?v=yX3UHNhQ1Zk


30 min Controlling idea:

Ability to establish a controlling idea and consolidate information relevant to task.

Product: Opening statement for essay

Prompt: Consider the conversation you just had about our essential question and the notes you’ve taken from all the readings and resources on this subject. Write the first paragraph of an answer to the full prompt: How can one geographical location hold meaning for three different religions? After reading informational texts about Judaism, Islam, and Christianity; and the Temple Mount/Haram Al-Sharif in Jerusalem; write an essay that describes the significance of this site to each of these religions.

Meets Expectations: Initial paragraph is complete and contains a strong controlling idea.

Pass out a set of sample first paragraphs and ask students in pairs to identify what they have in common, and the controlling idea for each paragraph.

Invite pairs to share out what they have discovered and use their findings to create a list of “to-dos” for the opening paragraph they write as well as a definition for “controlling idea.”

Here is an example of things that could be in that list.

Introduction Checklist

Grabs your attention

Moves from general to specific

Flows smoothly

Provide necessary background info.

Address the audience

Students then work individually to write opening paragraphs. Teacher circulates to answer questions. Given the checklist students create, have them swap paragraphs and “grade” each others’ using the checklist.

30 min. Planning:

Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.

Product: Essay Planning Graphic Organizer

Prompt: Using your notes from the Source Chart and the overarching idea of your opening paragraph, fill in the Essay Planning Graphic Organizer with the points you will make in each of your supporting paragraphs.

No Scoring. Post the statement on the board: The Temple Mount in Jerusalem is significant to Judaism because __________. Ask students for examples of how they would complete that statement and write them down.

Now ask students to go back to their Three Religions Evidence Chart and find evidence from the notes they took to support their statements.

Show students how to put their ideas and evidence in the Essay Planning Graphic Organizer for the essay. Have them complete the organizer.


30 min. Transition Development:

Ability to use transition words to link together ideas in an essay.

Product: The second paragraph of the essay complete with properly used transition words.

Prompt: After learning about good transition words to use in your essay, write a draft of your second paragraph using these words as your guide.

No Scoring Have students work through the “transition words” lesson in which they identify transition words in a paragraph and then practice inserting them in a different paragraph.

After this practice, they write a second paragraph for their essay, using the evidence in their source chart and transition words from the exercise they completed.

45 min. Drafting:

Ability to construct an initial draft with an emerging line of thought and structure.

Product: Initial Draft of essay

Prompt: Following the structure and using transition words like we did for the second paragraph, write the remainder of your essay.

No Scoring Students should get a full class period to work on writing their essays.

The teacher should float throughout the classroom checking in individually with students. Pay particular attention to how students are citing evidence and where you see themes emerging in problems with writing. Pause the class to teach about ways to improve their writing.

Collect essays at the end of the class period to take home and read. Students need individual feedback (comments, suggestions, questions, NOT edits or changes made by the teacher) to make meaningful improvements in their essays and at this point in the year 6th graders still need a lot of support in their writing that peers cannot offer. It might also be a good idea to use the rubric included in this essay to give them a quick score of their essay in its first draft format so they know where they need to improve.

45 min. Ideally this happens on a Monday after the teacher has taken the weekend to read through and comment on the essay.

Revision:

Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

Product: Revised Essay based on teacher feedback

Prompt: Review the comments provided from my initial read of your essay and write a second draft that incorporates this feedback.

No official scoring, but use the module rubric to give students a sense of what their score would be without the edits – provide lots of specific feedback so they can improve upon that score in a final draft.

Hand back the essays (preferably scored using the module rubric) Give students time to review comments and then a lot of time to re-write the essay incorporating feedback. Depending on your student population and classroom expectations the re-writing process could be done as homework.


20 min. Editing:

Ability to proofread and format a piece to make it more effective.

Product: An editing checklist completed by a peer reviewer.

Prompt: You will switch your essay with a classmate and using the editing checklist to provide final edits to the essay you’ve received. You are responsible for completing the checklist and will receive a grade for how well you helped your peer to create a solid final draft.

Meets Expectations: Student has caught errors in a peer’s essay and left fewer than 3 to be corrected.

After students have completed their second version of the essay they need to do a final read-through to catch errors. There are several ways to do this, but peer editing introduces a level of shared responsibility for the final product.

Consider first having partners read each others essays out loud (A reads B’s essay to B and vice versa) This will allow students to HEAR errors and catch and correct them in their own essays.

An editing checklist that focuses on basic grammar and formatting is included in this module and students may need a brief review of the items on this list so they know what they’re looking for in the essays. Giving peer-editors a grade for their review of the essay will likely make them take this activity more seriously (therefore helping each other even more!) Students will likely need a little more time to make final edits.

20 min. Completion:

Ability to submit final piece that meets expectations.

Product: A final essay.

Prompt: After incorporating any final edits to the paper, conduct a last read-through and turn it in.

Overall module rubric After students have turned in their final essays they will still have to complete a classroom assessment for this module. The purpose of the classroom assessment is to measure growth from the first writing assignment they did (the response to the Meridian Hill Drum Circle article) to the end of the module where they write on demand and unassisted and(hopefully) demonstrate their new skills.

ADDITIONAL MATERIALS, REFERENCES, AND SUPPORTS FOR TEACHERS Detailed descriptions of Temple Mount/Haram Al-Sharif from a site that describes religious destinations of all faiths: http://www.sacred-destinations.com/israel/jerusalem-western-wall http://www.sacred-destinations.com/israel/jerusalem-temple-mount More descriptions of Temple Mount from the perspective of Christians and Jews http://www.biblewalks.com/Sites/TempleMount.html Full Text of Frommers Travel Guide Description http://www.frommers.com/destinations/jerusalem/0088032100.html

http://www.sacred-destinations.com/israel/jerusalem-western-wall

http://www.sacred-destinations.com/israel/jerusalem-temple-mount

http://www.biblewalks.com/Sites/TempleMount.html

http://www.frommers.com/destinations/jerusalem/0088032100.html


Temple Mount from Jewish Perspective http://www.jewishvirtuallibrary.org/jsource/Society_&_Culture/geo/Mount.html Abrahamic Faiths from an Islamic site http://www.islamicspain.tv/Three-Faiths-One-Land/GeographicOriginsoftheAbrahamicFaiths.htm National Geographic blog about a quest for the land of Abraham http://ngm.nationalgeographic.com/print/features/world/asia/israel/abraham-text Full Video on Islam – for the module we look at the clip from the 49 min. mark http://video.google.com/videoplay?docid=4222791480425043142 Interesting quick timeline of the major events that solidify the three religions http://exhibitions.nypl.org/threefaiths/node/5 Great resource on many religions but from a Brittish bent http://www.bbc.co.uk/religion/religions/ Great geography resource, interactive map about muslim holy sites http://www.cbsnews.com/htdocs/religion/islam/framesource_sites.html Israeli law about Protection of holy places http://www.mfa.gov.il/MFA/Peace%20Process/Guide%20to%20the%20Peace%20Process/Protection%20of%20Holy%20Places%20Law Slide show with pictures from Temple Mount http://www.youtube.com/watch?v=FNrNC8UQ-bA

http://www.jewishvirtuallibrary.org/jsource/Society_&_Culture/geo/Mount.html

http://www.islamicspain.tv/Three-Faiths-One-Land/GeographicOriginsoftheAbrahamicFaiths.htm

http://ngm.nationalgeographic.com/print/features/world/asia/israel/abraham-text

http://video.google.com/videoplay?docid=4222791480425043142

http://exhibitions.nypl.org/threefaiths/node/5

http://www.bbc.co.uk/religion/religions/

http://www.cbsnews.com/htdocs/religion/islam/framesource_sites.html

http://www.mfa.gov.il/MFA/Peace%20Process/Guide%20to%20the%20Peace%20Process/Protection%20of%20Holy%20Places%20Law


Section 4: What Results? STUDENT WORK SAMPLES [Include at least two samples of student work at each scoring level.] CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST) Background to share with students (optional):

We’ve just been through the detailed process of reading several sources and writing an essay that uses evidence from these sources to answer a question. The question for this assignment was: How can one geographical location hold meaning for three different religions? Even in our own city of Washington, DC there are religious sites that have held significance for more than one faith, but more frequently in an urban area like ours they play a role beyond just serving as houses of worship. Let’s look at some images from one such place called the Sixth and I Synagogue (show slide show and ask students what they notice / what they think is going on in each picture). Now you are going to read more about this space and write a brief essay based on what you find in response to a new question.

Classroom assessment task

What factors have made the Sixth and I Synagogue change its role over time? After reading the following articles about the Synagogue, write an essay that describes at least 3 factors that have made the Sixth and I Synagogue change its role since it was built in 1908. Support your discussion with evidence from the text.

Reading texts: Excerpts from: (See the file called “Classroom Assessment” for edited / annotated readings) “New Meets Old In Chinatown” Wednesday, February 4, 2009 | American Observer | Cooper Allen http://inews6.americanobserver.net/articles/new-meets-old-chinatown “Sacred Space: Sixth & I Historic Synagogue’s Turn as a Music Venue” By Matt Carr | Washingtonian | Published September 17, 2008 http://www.washingtonian.com/blogs/afterhours/music/sacred-space-sixth-i-historic-synagogues-turn-as-a-music-venue.php

INFORMATIONAL OR EXPLANATORY CLASSROOM ASSESSMENT RUBRIC

LDC Informational/Explanatory Classroom Assessment MEETS EXPECTATIONS

Focus Addresses prompt with a focused response. Reading/Research Presents and applies relevant information with general accuracy. Controlling Idea Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses the credibility of sources. Development Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems; identifies salient

themes or features; explains key information with sufficient detail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or unanswered question.

Organization Applies a generally effective structure to address specific requirements of the prompt. Conventions

Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.

NOT YET

http://inews6.americanobserver.net/articles/new-meets-old-chinatown

http://www.washingtonian.com/blogs/afterhours/music/sacred-space-sixth-i-historic-synagogues-turn-as-a-music-venue.php


Focus Attempts to address prompt but lacks focus or is off-task. Reading/Research Attempts to present information relevant to prompt. Controlling Idea Controlling idea is weak and does not establish a purpose and/or address a research question. Development Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop topic. *L2

Implications are weak or not relevant to topic. L3 Does not identifies a relevant gap or unanswered question. Organization Applies an ineffective structure; composition does not address requirements of the prompt. Conventions Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are inappropriate to audience and

purpose.


Teacher Work Section Here are added thoughts about teaching this module.

Appendix The attached materials support teaching this module.

Jurying Rubric for LDC Tasks and Modules May 2013 Version, page 1 of 5

Jurying Rubric for LDC Tasks and Modules Task/Module Information

Title Three Religions, One Sacred Place

Author(s)

District

School Rules of Road Reviewer(s)

Date Reviewed 3/4/13

Evaluator(s) LDC Jurying Team

Date Evaluated 5/2/13 Evaluator Summative Comments

• This is a fine example of how a tightly built task focusing on a very specific topic (in this case, a building) is the best way

to bring students to the door of big ideas and enduring understandings. The module builds foundational knowledge about a part of the world that is key to both ancient world history and current events. At the same time, it gets at the even bigger idea that history is a dance (or a wrestling match) with geography. In the module, the authors do a nice job of pointing out other places where culture, faith, and place intersect in significant ways.

• The reviewers applaud the wise and careful application of genre to content. Just as argument can be a useful genre for breathing life into important but inert topics, so can explanation be a useful genre for approaching important topics that are fraught with controversy.

• The interplay of texts is sophisticated and inventive, mixing primary sources, video, maps & charts, and secondary sources (travel guides) that are both authentic and accessible to sixth grade readers.


LDC TEACHING TASK SCORING GUIDE Category Work in Progress Good to Go Exemplar

Task Clarity & Coherence

• Template type uses a writing mode that may not match the intended purpose of the prompt.

• Prompt wording may not be clear. • Prompt wording may bias students

toward a particular response. • Task may be answerable without using

the texts or instructional scaffolding in module.

• Background statement may not frame task for students.

• Template task uses a writing mode that matches the intended purpose of the prompt.

• Prompt wording is clear. • Prompt wording is unbiased, leaving room

for diverse responses. • Prompt wording is aligned with content,

texts, and student product (a "good fit"). • Task is text dependent, requiring students

to identify and use evidence from the texts in their responses

• Background statement frames task for students.

• Teaching task creates opportunities to teach CCSS reading skills.

("Good to Go" characteristics and...) • Task is worded precisely to give students

a clear purpose for writing and unambiguous directions.

• Prompt, texts, content, and student product are tightly aligned (are close to a "perfect fit").

• Teaching task provides a focus on one or more CCSS reading standards involving a close reading of a text/s.

Content • May have a weak connection to content central to the discipline.

• May not address a central issue/theme relevant to the discipline.

• May oversimplify a topic, or may not require students to engage in analytic reading and thinking skills central to the discipline.

• Addresses content central to the discipline, requiring students to build strong content knowledge.

• Engages students in a range of analytic reading and thinking skills.

("Good to Go" characteristics and...) • Addresses big ideas or enduring

understandings central to the discipline. • Engages students in complex, higher

order thinking skills specific to the discipline.

• Applies a task pattern with broad applicability for addressing particular CCSS.


Text(s) • May be loosely aligned or misaligned to the purpose of the task.

• May bias students toward a particular response.

• May be too difficult or too easy for the range of student ability.

• May include so many texts or allow so much student choice that it will be difficult to support close reading and provide appropriate instruction.

• Are useful for providing content and evidence to be used in addressing the task.

• Do not bias students toward a particular response.

• Are intellectually challenging but accessible to all students, requiring them to apply CCSS reading skills to comprehend and analyze content.

("Good to Go" characteristics and...) • Are engaging, tightly relevant

(indispensable), and authentic. • Are tightly aligned to the task purpose. • Represent central modes of discourse in

the discipline. • Are carefully selected, excerpted, or

modified to provide appropriate text complexity (using either quantitative or qualitative measures) for the range of student reading ability.

Student Product

• May be inappropriate to the discipline, content, or challenge of the task.

• May be too difficult or too easy for the range of student ability.

• Is appropriate for the discipline, content, and challenge of the task.

• Is intellectually challenging and accessible to all students, requiring them to apply CCSS writing skills to demonstrate their achievement.

("Good to Go" characteristics and...) • Authentically engages students in

rhetorical modes and types of writing central to the discipline.

HOLISTIC SCORE FOR LDC TEACHING TASK

Rating (check one) Description X Exemplar Teaching task is coherent, with all components tightly aligned. Teaching task has clear purpose and precise elements overall;

addresses content central to the discipline; engages students in applying higher order thinking skills specific to the discipline; employs carefully selected or customized, highly appropriate, and relevant text(s); and creates academic contexts for engaging CCSS reading and writing skills and tasks. Teaching task topic or issue is relevant to the discipline or course and has broad applicability. Teaching task provides a focus on one or more CCSS reading standards involving a close reading of a text/s.

Good to Go Teaching task is coherent, with all components aligned. Teaching task has clear, specific, and detailed elements overall; addresses content relevant to the discipline; employs relevant text(s); and creates academic contexts for engaging CCSS reading and writing skills and tasks. Teaching task creates opportunities to teach CCSS reading skills.

Work In Progress Needs revision for reasons listed below.

Not scored Does not fit the LDC Rules of the Road.


LDC MODULE SCORING GUIDE Category Work in Progress Good to Go Exemplar

What Skills? • Skills list may miss significant demands of the task.

• Skills may not be clustered and sequenced to support the teaching task.

• Skills list is relevant to teaching task. • Skills are clustered and sequenced to

support the teaching task.

("Good to Go" characteristics and...) • Skills list is tightly aligned to the task and

the demands of the texts. • Skills are clustered and sequenced to

support access to the texts and completion of the teaching task product.

What Instruction?

• Mini-tasks may not relate to skills list. • Mini-tasks may rely on general strategies

that provide weak support for the skills, texts, and teaching task.

• Instructional strategies may be loosely connected to mini-tasks and completion of the teaching task.

• Pacing may not be realistic. • Materials, references, and supports used

in instruction may not be available to other teachers.

• Module does not present adequate opportunity to teach writing in response to reading.

• Mini-tasks and scoring guides relate to skills list.

• Mini-tasks support the skills, texts, and teaching task.

• Instructional strategies support the mini-tasks and completion of the teaching task.

• Pacing is realistic. • Materials, references, and supports used

in instruction are attached, linked, or cited in enough detail to allow other teachers to obtain them.

• Module generally aligns to CCSS standards and creates an opportunity to teach writing in response to reading.

("Good to Go" characteristics and...) • The mini-tasks and instructional

strategies are coherent, tightly aligned to the skills, and well designed to support student success on the teaching task.

• The mini-tasks and instructional strategies explicitly build student capacity to understand and analyze complex texts.

• Mini-tasks are well placed to provide formative feedback and give evidence about student progress.

• Instructional strategies are sufficiently specified to be replicated (but not over-described).

• Each scoring guide has clear criteria tightly aligned to the skill being taught.

• Materials, references, and supports for instruction are of high quality, relevant, and aligned.

• Module closely aligns to CCSS standards and creates an opportunity to teach writing in response to close reading of text(s).


What Results?

• If included, classroom assessment may have loose connection to teaching task or may be unrealistic as an on-demand task.

• If module has been taught, student work samples with annotated scoring rubrics are included, providing two samples per level if available.

• If included, the optional classroom assessment is connected to teaching task.

("Good to Go" characteristics and...) • If included, the classroom assessment is

realistic as an on-demand task and provides targeted information about student progress toward meeting one or more module goals.

Teacher Work

• Module is annotated with sufficient detail so others can use it. Annotation helps make module clear and easy to use.

HOLISTIC SCORE FOR LDC MODULE Rating (Check One) Description X Exemplar Module is highly coherent, tightly aligned to an exemplar teaching task, and appropriate in rigor to the course. Module supports

the teaching task with a well-planned and strategic instructional sequence in which mini-tasks lead to the final product’s completion. Module is polished with attention to the needs of a wide educator audience. Module closely aligns to CCSS standards and creates an opportunity to teach writing in response to close reading of text(s).

Good to Go Module is coherent and aligned to a good to go or exemplar teaching task. Module supports the teaching task with a well-planned instructional sequence in which mini-tasks lead to the final product’s completion. Module provides sufficient detail so that others might use it. Module generally aligns to CCSS standards and creates an opportunity to teach writing in response to reading.

Work In Progress Needs revision for reasons listed below.

Not scored Does not fit the LDC Rules of the Road.

Evaluator Formative Feedback for Revision

The student background could be stated more succinctly. The task prompt could be worded more precisely. E.g., "How did one geographic location come to be an important site for three different religions?" Use of travel guides is authentic, though it's not clear how accessible they would be for 6th graders. The pacing in the module could be more realistic. We recommend that more time be allocated to the pre-assessment, which is likely to take longer for students to complete. The time allocated to the guest speakers seems too short for students to learn about each religion in some depth. And last, the "Active Reading 2" activity (90 min) seems like it might take longer for students to get through each of the stations and it is not clear what literacy strategies are provided to students to access the texts beyond use of a graphic organizer, some pre-loading of vocabulary, and group work.

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