Muhammad and the Origins of Islam
This lesson will walk through Muhammad's life and the origins of Islam using the text and illustrating it through a comic strip creator website.
Goals and Objectives
Students will understand the life and legacy of Muhammad and his impact on the origins of Islam. Students will further understand the birth and initial development of Islam. Students will complete guided notes on Muhammad and the origins of Islam. They will further analyze a comic strip and decide what story it is illustrating. Finally, students will create their own comic strip illustrating a segment of the text/guided notes.
California State Content and Common Core Standards
7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
2. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.
CCSS.ELA-Literacy in History. READ. 6-8. 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy in History. READ. 6-8. 3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
CCSS.ELA-Literacy in History. WHST. 6-8. 2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy in History. WHST. 6-8. 2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy in History. WHST. 6-8. 2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy in History. WHST. 6-8. 2c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy in History. WHST. 6-8. 6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
2. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.
CCSS.ELA-Literacy in History. READ. 6-8. 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy in History. READ. 6-8. 3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
CCSS.ELA-Literacy in History. WHST. 6-8. 2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy in History. WHST. 6-8. 2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy in History. WHST. 6-8. 2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy in History. WHST. 6-8. 2c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy in History. WHST. 6-8. 6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Driving Historical Question
How did Muhammad impact the world by creating one of the most practiced religions in the world: Islam?
Lesson Introduction
The teacher will put up a comic: The Story of the Star. This story is based off of Muhammad, but has a star as the main character. The teacher will read it out loud and have students discuss the comic. Some discussion promoting questions are:
- Who do you think star is?
- What is the “news”?
- Predict what will happen next?
- Do you think this is fiction or non-fiction?
The discussion should be no longer than 7 minutes.
- Who do you think star is?
- What is the “news”?
- Predict what will happen next?
- Do you think this is fiction or non-fiction?
The discussion should be no longer than 7 minutes.
Vocabulary
Vocabulary words will be in the graphic organizer and pointed out by the teacher while reading.
- Mecca
- Khadija
- Kaaba
- Allah
- Hijra
- Medina (previously named Yathrib)
- Sunni
- Shiites
- Mecca
- Khadija
- Kaaba
- Allah
- Hijra
- Medina (previously named Yathrib)
- Sunni
- Shiites
Content Delivery
The teacher will pass out a guided notes worksheet. The teacher will alternate reading this section from the text and stop to explain concepts that are on the guided notes to make sure students have time to write the notes down and that they understand the content. During the paragraph the teacher does not read, the teacher needs to tell the students to first read it independently. Next the teacher should choose a student at random to read a few sentences. On these paragraphs, after students have finished reading it out-loud, students should work with a partner to fill out the necessary notes in the guided notes worksheet. Once the students are done, they should be given 3-5 minutes to fill out the appropriate section depending on length, the teacher should discuss the sections of the notes that should have been filled out.
Once the guided notes are completed, the teacher will introduce the toondoo.com website. On this website students will create a comic strip about a topic presented in this section. It is necessary to tell students that if they are going to illustrate a story of Muhammad to use a symbol/shape in order to not be offensive. Explain, however, why it is seen as offensive (Muhammad cannot be illustrated or represented as an animal) so that students understand more about Islam and its teachings. Guide students through the process of making a comic. Lastly, students will be paired with someone to create their comic. Students should have about 5-10 minutes to come up with a plan for their comic. Students will go to the computer lab the next day to create the comic strip.
*The lesson introduction for the computer lab day will be to show the teachers example again and ask questions about toondoo.com to make sure students remember how to use the site.
*The lesson closure for this computer lab day will be to have students contribute to a 5 minute discussion. The teacher will ask students what they thought about toondoo.com and about making their own comics.
Once the guided notes are completed, the teacher will introduce the toondoo.com website. On this website students will create a comic strip about a topic presented in this section. It is necessary to tell students that if they are going to illustrate a story of Muhammad to use a symbol/shape in order to not be offensive. Explain, however, why it is seen as offensive (Muhammad cannot be illustrated or represented as an animal) so that students understand more about Islam and its teachings. Guide students through the process of making a comic. Lastly, students will be paired with someone to create their comic. Students should have about 5-10 minutes to come up with a plan for their comic. Students will go to the computer lab the next day to create the comic strip.
*The lesson introduction for the computer lab day will be to show the teachers example again and ask questions about toondoo.com to make sure students remember how to use the site.
*The lesson closure for this computer lab day will be to have students contribute to a 5 minute discussion. The teacher will ask students what they thought about toondoo.com and about making their own comics.
Student Engagement
Students will participate in the alternating reading of the textbook section with the teacher. Students will read independently and read a few sentences when asked to by the teacher. The students will also complete the guided notes as the class reads through the textbook.
*During the computer lab day, students will work with their partners to create their comic strip. In the comic strip students will need to create at least 3 slides, use at least two characters, have at least on dialogue/thought bubble, one quote, and make the story legible, easy to understand, and creative.
*During the computer lab day, students will work with their partners to create their comic strip. In the comic strip students will need to create at least 3 slides, use at least two characters, have at least on dialogue/thought bubble, one quote, and make the story legible, easy to understand, and creative.
Lesson Closure
Students will need to complete an exit slip before leaving. On the exit slip students will need to write down the story or section of a story described in the text/guided notes that they decided on with their partner. On the exit slip both names need to be written down. This is necessary for the teacher to make sure students understood the context and will give the teacher the opportunity to fix any issues necessary before students start creating their comics.
Assessment
Entry Level
Day 1 (guided notes)
- The teacher will show The Story of the Star to see if students have any prior knowledge on the story of Muhammad and the beginning of Islam. If students do not, than the teacher will need to spend more time on the guided notes and readings to make sure students understand the content. The teacher will be able to judge this by listening to students responses to various questions about the story:
o Who do you think star is?
o What is the “news”?
o Predict what will happen next?
o Do you think this is fiction or non-fiction?
Day 2 (computer lab)
- The teacher will ask various questions about toondoo.com to determine if students remember how to use the program. If students are having a difficult time recalling this information, than the teacher will have to re-teach how to use the program.
Progress Monitoring
Day 1 (Guided Notes)
- The teacher will first monitor how well students are reading during the students reading sections of the lesson. This will also show if students read independently first.
- While the teacher reads and while the students are working on the guided notes, the teacher should walk around the class to make sure students are staying on task and that they understand the content. When any issues are seen, the teacher should address them immediately.
- While students work with their partner to decide their topic for the comic, the teacher should be walking around to provide support as needed and to redirect students as well.
Day 2 (Computer Lab)
- The teacher should walk around while student pairs are working on their comics. Redirecting and support should be given when needed, whether it has to do with the toondoo.com program or the content as a whole. It is important to make sure students are being respectful of the topic as well.
Summative
Day 1 (Guided Notes)
- The exit slip will demonstrate if students understood the content and that they are on the right track considering their comic material.
- The teacher should also walk around to stamp the guided notes to make sure students completed it and address any sections that are missing.
Day 2 (Computer Lab)
- Students will be given 30 points for the comic. The guidelines and points will be outlined in the rubric. When the teacher is observing students in the computer lab, the teacher should be marking up students who are not working with their partner. This will be shown in their participation portion of the grade.
Day 1 (guided notes)
- The teacher will show The Story of the Star to see if students have any prior knowledge on the story of Muhammad and the beginning of Islam. If students do not, than the teacher will need to spend more time on the guided notes and readings to make sure students understand the content. The teacher will be able to judge this by listening to students responses to various questions about the story:
o Who do you think star is?
o What is the “news”?
o Predict what will happen next?
o Do you think this is fiction or non-fiction?
Day 2 (computer lab)
- The teacher will ask various questions about toondoo.com to determine if students remember how to use the program. If students are having a difficult time recalling this information, than the teacher will have to re-teach how to use the program.
Progress Monitoring
Day 1 (Guided Notes)
- The teacher will first monitor how well students are reading during the students reading sections of the lesson. This will also show if students read independently first.
- While the teacher reads and while the students are working on the guided notes, the teacher should walk around the class to make sure students are staying on task and that they understand the content. When any issues are seen, the teacher should address them immediately.
- While students work with their partner to decide their topic for the comic, the teacher should be walking around to provide support as needed and to redirect students as well.
Day 2 (Computer Lab)
- The teacher should walk around while student pairs are working on their comics. Redirecting and support should be given when needed, whether it has to do with the toondoo.com program or the content as a whole. It is important to make sure students are being respectful of the topic as well.
Summative
Day 1 (Guided Notes)
- The exit slip will demonstrate if students understood the content and that they are on the right track considering their comic material.
- The teacher should also walk around to stamp the guided notes to make sure students completed it and address any sections that are missing.
Day 2 (Computer Lab)
- Students will be given 30 points for the comic. The guidelines and points will be outlined in the rubric. When the teacher is observing students in the computer lab, the teacher should be marking up students who are not working with their partner. This will be shown in their participation portion of the grade.
Accommodations
Day 1 (Guided Notes)
Giving students a visual representation of the story of Muhammad will allow students to understand the reading better because they have already seen the story and discussed it as a class. Students will also be able to follow along as the teacher reads, and reading independently before being possibly called on. This will give them practice and more confidence about reading a few sentences if they have had a moment to practice. Having students read it independently first will also make sure that students comprehend the text instead of sitting anxiously to see if they get called on.
The biggest accommodation, however, is the guided notes. These notes will help the students follow the content and it will be organized according to the structure/sequence of the text. This will help students understand the content better and will help them visualize the order of events. Students will also have the opportunity to work with a partner on sections of the guided notes as well as with the whole class.
Mixing it up and allowing students to work independently, with a partner, and with the class will scaffold the material for students. It will also help students get closer to being able to work independently. These scaffolds should be very beneficial to EL students, striving readers, and students with special needs.
Day 2
Students will work with a partner on the comic strip. This will help students to be able to communicate with their partner, share their ideas, and mold these ideas together. The actual creation of a comic strip will also help students visualize the content in addition to summarizing the important parts. After all the comics are done, they will be put together on a PowerPoint for students to reference to as well. This will also allow creative and advanced students to be pushed.
Giving students a visual representation of the story of Muhammad will allow students to understand the reading better because they have already seen the story and discussed it as a class. Students will also be able to follow along as the teacher reads, and reading independently before being possibly called on. This will give them practice and more confidence about reading a few sentences if they have had a moment to practice. Having students read it independently first will also make sure that students comprehend the text instead of sitting anxiously to see if they get called on.
The biggest accommodation, however, is the guided notes. These notes will help the students follow the content and it will be organized according to the structure/sequence of the text. This will help students understand the content better and will help them visualize the order of events. Students will also have the opportunity to work with a partner on sections of the guided notes as well as with the whole class.
Mixing it up and allowing students to work independently, with a partner, and with the class will scaffold the material for students. It will also help students get closer to being able to work independently. These scaffolds should be very beneficial to EL students, striving readers, and students with special needs.
Day 2
Students will work with a partner on the comic strip. This will help students to be able to communicate with their partner, share their ideas, and mold these ideas together. The actual creation of a comic strip will also help students visualize the content in addition to summarizing the important parts. After all the comics are done, they will be put together on a PowerPoint for students to reference to as well. This will also allow creative and advanced students to be pushed.
Lesson Resources
- www.toondoo.com
- Hart, Diane (2006). Medieval and Early Modern Times: Teacher’s Edition. Boston, Massachusetts: Pearson Education Inc.
- Paper
- Guided notes worksheet
- Comic rubric
- Computers
- Hart, Diane (2006). Medieval and Early Modern Times: Teacher’s Edition. Boston, Massachusetts: Pearson Education Inc.
- Paper
- Guided notes worksheet
- Comic rubric
- Computers