Lesson Plan

Faith Around the World (series)

This lesson enriches understanding of Islam, a major worldview and religion practiced globally, and how it compares and contrasts to another major religion Christianity. *The lesson should be broken down over 2 weeks and can be repeated or adapted.
Samantha E.
Classroom teacher
Antelope Valley Adventist School
Lancaster, United States
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My Grades 3, 4, 7, 8
My Subjects English Language Arts, Math, Science, Social Studies, Arts, World Languages

Students will be able to say...

1. I can speak effectively on the history, practices, and challenges of the Muslim faith.

2. I can create a Microsoft Sway visual story using information, data, and images I’ve compiled from credible internet sources.

3. I can properly cite sources and understand ethical and legal implications of breaking copyright laws.

4. I can share my Sway story-website globally and track the comments and views of my website.

ISTE Technology Standards for Students:

  • 1. Empowered Learner (d)
  • 2. Digital Citizen (b)(c)
  • 3. Knowledge Constructor (a)(c)(d)
  • 6. Creative Communicator (b)(c)(d)
  • 7. Global Collaborator (a)(d)


English Language Arts
Social Studies
Grades 5 – 10
All Notes
Teacher Notes
Student Notes

1 Hook/Engage

1. Word Association: How familiar are your students with Islam? Begin by asking students for words or short phrases that they associate to the words “Islam” and “Muslim.”

2. Play the cartoon video “5 Pillars of Islam” on YouTube. Have students take down notes.

3. Afterwards, break students into small groups and ask them to reflect on what they learned about Islam

4. Pose the questions, “If you simplified Christianity into 5 pillars, what would they be?” (Hint: Consider 10 Commandments)

Student Instructions

1. While watching, keep written notes of similarities ofSeventh-Day Adventism to Islam

2. Ask, “What do I already know about Islam and Christianity?”

3. Ask, “Does Christianity have something similar to the 5 Pillars of Faith?”

2 Guided Practice/Explore

(2 - 30 minute sessions)

Day 1:

1. Inform students the end product will be a visual story website using Microsoft Sway. Show examples of Sway websites.

  • 2. Tell students their site must include these sections:
  • The 5 Pillars of Islam
  • Similarities to SDA faith
  • Current Challenges of Muslims  
  • Resources

3. Instruct students to begin compiling information using Britannica School Encyclopedia. Use a word processing program.

4. Allow students to copy and paste to help them first find answers to each section and to organize their thoughts. Remind them they will have to rewrite.

5. Assist students with searching for content but allow them to make the connections and decisions

Day 2:

6. Instruct students to use the Side By Side tool on Patheos Library’s website to create a comparison chart between Christianity and Islam

7. Instruct students to finish compiling information from Britannica School and Patheos Library for the required sections of the website.

Student Instructions

Day 1:

1. Using a word processing program like Microsoft Word, Pages, Notes, or TextEdit, begin collecting information from Britannica School.

Day 2:

2. Navigate to the Patheos Library page your teacher provides and locate the Side By Side tool.

3. From the first drop down menu, select “Christianity”and from the second drop down menu select “Islam.”

4. Continue compiling data onto your word processing program. You should have a minimum of 1 paragraph for each of the required sections. NOTE: Each of The 5 Pillars of Islam should have their own paragraph.

3 Direct Instruction/Explain

(2 - 30 minute sessions)

Provide instruction on how to properly cite works. Show students how to find the pre-formatted citations on Britannica School and Image Quest.

Day 1:

1. Introduce topic of Copyright. Discuss ethics & laws.

2. Demonstrate how to search and download rights-cleared images of Islam/Muslims on ImageQuest.

3. Demonstrate how to copy citations from ImageQuest and from the Britannica School article on Islam.

4. Instruct students to begin the re-writing process.

Day 2:

5. Encourage students to analyze their findings and say it in their own words. Point them to tools like a thesaurus.

6. Ensure that students have all their paragraphs finished before the next day when you begin the Sway website creation.

Student Instructions

1. On ImageQuest, find appropriate images of Muslims and Islam practices to use for your website. Remember to cite your work!

2. Remember to REWRITE in your own words.

3. Finish all paragraphs and finalize list of citations. Take for homework if necessary.

4 Independent Practice/Elaborate

(3 - 45 min sessions)

Days 1 & 2:

1. Students can use pencil and paper to draw out a basic wireframe of their website and how they will arrange the information. Microsoft Sway has pre-designed templates with adjustable elements, but they still have some control (ex: they can choose between a horizontal vs vertical scrolling website)

2. Provide students with a handout of the Sway How To’s. Have them follow along as you demonstrate (with a projector) adding elements to a new Sway site

3. While students begin designing their sites, check each students paragraphs and look for solid definitions and explanations.

4. In the “Challenges of Muslims” section, encourage students to propose solutions

Day 3:

5. At the beginning of class, have students visit 2–3 other students computers and peer review grammar, spelling, and content.

6. Have students wrap-up their websites by the end of the day.

Student Instructions

1. Make sure the language/wording is my own.

2. Insert images downloaded from Britannica School.

3. Insert images and text into the correct sections.

4. List all the sources used.

5. Check my peers’ work and offer help/suggestions.

5 Wrap-Up/Evaluate

1. Have students present their Sway website to the class

2. Ask open-ended questions such as:

–“How would you now explain Islam to others who don’t know about?”

–“How do you think Christianity and Islam are alike/different?”

–“What was most interesting to you in learning about the history of these cultures/faiths?”

3. Show students how to share their websites via email. Using approved school email accounts, they can begin the sharing process by emailing a link to their parents and asking them to then share their website on Social Media or other online outlets.

4. Check back in 1–2 weeks to see how many views or comments their websites gained.

Student Instructions

1. Prepare the main points of your presentation in advance and practice.

2. Do not simply read off your Sway website. Try to look at the audience and speak with confidence about what you have learned.

3. Ask parents and teachers to share your Sway website with other educators, students, and professionals and see what feedback you get!