Faith Around the World (series)
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)
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)
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
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
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.
1. Using a word processing program like Microsoft Word, Pages, Notes, or TextEdit, begin collecting information from Britannica School.
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.
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.
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.
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
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.
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.
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.
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!
Key Standards Supported
Reading Foundational Skills
|RF.5: Phonics and Word recognition|
|RF.5.3||Know and apply grade-level phonics and word analysis skills in decoding words.|
|RF.5.3a||Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.|
|RF.5.4||Read with sufficient accuracy and fluency to support comprehension.|
|RF.5.4a||Read on-level text with purpose and understanding.|
|RF.5.4b||Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.|
|RF.5.4c||Use context to confirm or self-correct word recognition and understanding, rereading as necessary.|