The Qu'ran and the Sunnah - how are they similar and different?
This lesson will discuss the importance of the Qu'ran and the Sunnah in Muslim culture and how these two religious texts are similar and different from each other.
Goals and Objectives
Students will understand the differences and similarities between the Qu’ran and the Sunnah and their significance in Islam culture and civilizations. Students will analyze primary documents that contain quotes from each source and create a graphic organizer for each document. Students will also develop a three paragraph essay describing the two religious texts, explaining why they are significant, and identifying how they are similar and different.
California Content State Standards and Common Core State Standards
7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
7.2.3: Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life.
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.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.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.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.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
7.2.3: Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life.
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.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.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.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.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
Driving Historical Question
What are the differences and similarities between the Qu’ran and the Sunnah?
Lesson introduction
Students will be asked to pick a word from the word wall that students created in class the day before using the vocabulary words for this lesson. Each student will create a sentence using the selected word in their journals. The teacher will walk around the class to make sure students are writing and staying on task. After 3 minutes (that should be measured by a timer), the teacher will select random students to share their sentences using name cards of Dojo.
*These words on the word wall have the definition and a picture on them.
*These words on the word wall have the definition and a picture on them.
Vocabulary
During the
lesson the day before, students will have worked together and individually to
create more vocabulary words for the word wall (sometimes the teacher does the
words on the word wall and sometimes students do a word at home on their own
for homework). The instructional method varies depending on the words for the section. Each word
has the definition below and an illustration.
Qu’ran
Mosque
Alms
Fasting
Pilgrimage (Hajj)
Sunnah/Hadith
Ablution
Deity
Salat
Zakat
Ramadan
Qu’ran
Mosque
Alms
Fasting
Pilgrimage (Hajj)
Sunnah/Hadith
Ablution
Deity
Salat
Zakat
Ramadan
Content Delivery
The teacher will provide a short 5-7 minute lecture using a Venn diagram to show some similarities and differences between the Qu’ran and the Sunnah. Students will have a blank Venn diagram drawn in their notebooks to fill out as the teacher talks about these two religious texts.
Next, the teacher will pass out the four documents and assign each student one document. The teacher will need to go back over the poster in the classroom that demonstrates how to analyze a primary text.
BEFORE THE FIRST READ
What is/are the (write on the document):
- Source
- Author
- Audience
- Date
- Context
- Reason
READ ONCE (1)
- Highlight vocabulary words
- Circle unknown words/phrases and find them
READ AGAIN (2)
- Highlight key ideas
- Write short sentence summarizing each section
The teacher needs to instruct students to do the “second read” and its activities with their reading partner. Finally the teacher will instruct the class to divide into four groups based on their documents to create a graphic organizer on a poster using the document they analyzed. All people with document one should be in the same group and so on.
Next, the teacher will pass out the four documents and assign each student one document. The teacher will need to go back over the poster in the classroom that demonstrates how to analyze a primary text.
BEFORE THE FIRST READ
What is/are the (write on the document):
- Source
- Author
- Audience
- Date
- Context
- Reason
READ ONCE (1)
- Highlight vocabulary words
- Circle unknown words/phrases and find them
READ AGAIN (2)
- Highlight key ideas
- Write short sentence summarizing each section
The teacher needs to instruct students to do the “second read” and its activities with their reading partner. Finally the teacher will instruct the class to divide into four groups based on their documents to create a graphic organizer on a poster using the document they analyzed. All people with document one should be in the same group and so on.
Student Engagement
While the teacher is giving the short lecture (5-7 min), students will take notes on a Venn diagram in their notebooks. Next, students will follow the primary analysis process that students have learned to do with every primary source (this process is on a poster on the wall). During the second read, students will read and do the activities for the second read with a partner.
Students will then go into one of the four groups, depending on the primary source they have. In these groups they will create a poster with their peers on their primary source. On this poster, students need to create a graphic organizer that demonstrates how they think the text is structured.
Each group will present their posters to the class. While each group is presenting, the class should quickly draw the graphic organizer used on the back of that primary source to use while writing their own three paragraph essay.
For homework students will use the essay format worksheet to create their three paragraph essay using the primary sources and their notes on the Qu’ran and Sunnah. They will need to bring this worksheet in to class to work on and peer review the next day. They will then have the reminder of the week/ weekend to complete the essay.
At the end of the day, the teacher will put these posters up on the wall inside the classroom.
Students will then go into one of the four groups, depending on the primary source they have. In these groups they will create a poster with their peers on their primary source. On this poster, students need to create a graphic organizer that demonstrates how they think the text is structured.
Each group will present their posters to the class. While each group is presenting, the class should quickly draw the graphic organizer used on the back of that primary source to use while writing their own three paragraph essay.
For homework students will use the essay format worksheet to create their three paragraph essay using the primary sources and their notes on the Qu’ran and Sunnah. They will need to bring this worksheet in to class to work on and peer review the next day. They will then have the reminder of the week/ weekend to complete the essay.
At the end of the day, the teacher will put these posters up on the wall inside the classroom.
Lesson Closure
Before students leave the classroom and get their essay format worksheet as well as the essay rubric, each student must tell the teacher one thing they learned in class that day. It cannot be the same answer the student before them said.
Assessment
Entry Level Assessment:
While students write a sentence using a vocabulary word from the word wall, the teacher will walk around to make sure students are using the vocabulary words correctly. If there is a student struggling, the teacher needs to stop and guide them through the activity of creating a sentence with the word.
The teacher will also call on students randomly to make sure that students are able to use these words, demonstrating understanding and application of the content from the previous day needed for this lesson. If most of the students are struggling it is imperative that the teacher pauses the lesson and goes back over these vocabulary words.
Progress Monitoring Assessment:
While students are working on their primary source, independently and with their reading partner, the teacher will walk around the classroom and observe. If students are struggling with the analysis process, guided help will be necessary. If students are struggling with reading the document, it may be necessary for them to do the entire activity with a partner. The teacher needs to offer guided help/support as needed.
The teacher also needs to be observing and providing extra support when needed while students are creating their posters/graphic organizers in their groups. When students are presenting in their groups the teacher will need to make sure that each group clearly understood their assigned documents. Additionally, the teacher needs to be walking around the classroom to make sure that students are drawing other students graphic organizers on the back of the other primary sources. If students do not write this down, it will be very hard for students to write their essays.
Finally, the teacher should be observing students work on the essay format worksheets in class the next day. Extra support and guidance may be needed for struggling students.
Summative Assessment:
The summative assessment to measure whether students understand the significance of these religious texts and how they are similar and different, in addition to their ability to analyze primary sources and use them in an expository essay, will be the three paragraph essay. The teacher will use a rubric to grade these papers.
While students write a sentence using a vocabulary word from the word wall, the teacher will walk around to make sure students are using the vocabulary words correctly. If there is a student struggling, the teacher needs to stop and guide them through the activity of creating a sentence with the word.
The teacher will also call on students randomly to make sure that students are able to use these words, demonstrating understanding and application of the content from the previous day needed for this lesson. If most of the students are struggling it is imperative that the teacher pauses the lesson and goes back over these vocabulary words.
Progress Monitoring Assessment:
While students are working on their primary source, independently and with their reading partner, the teacher will walk around the classroom and observe. If students are struggling with the analysis process, guided help will be necessary. If students are struggling with reading the document, it may be necessary for them to do the entire activity with a partner. The teacher needs to offer guided help/support as needed.
The teacher also needs to be observing and providing extra support when needed while students are creating their posters/graphic organizers in their groups. When students are presenting in their groups the teacher will need to make sure that each group clearly understood their assigned documents. Additionally, the teacher needs to be walking around the classroom to make sure that students are drawing other students graphic organizers on the back of the other primary sources. If students do not write this down, it will be very hard for students to write their essays.
Finally, the teacher should be observing students work on the essay format worksheets in class the next day. Extra support and guidance may be needed for struggling students.
Summative Assessment:
The summative assessment to measure whether students understand the significance of these religious texts and how they are similar and different, in addition to their ability to analyze primary sources and use them in an expository essay, will be the three paragraph essay. The teacher will use a rubric to grade these papers.
Accommodations
Poster/Word Wall:
A poster outlining the steps for how to analyze a primary document will be posted on the wall for students who are English Learners, striving readers, and have special needs to refer to. Additionally a word wall will be available on the wall containing all the vocabulary words they need to analyze the documents. These references are critical for these students to do well and are valuable tools.
Dictionaries/phones:
Depending on school policy, students may use phones to look up words/phrases that are confusing to them. Depending on the school, IPads may also be used. If these are not available or allowed, dictionaries should be available for students to use to look up anything they do not know.
Partners:
Students will work with a partner when doing the second read through where they have to summarize the meaning of each section and highlight key words or phrases in the primary source. Having a partner during this process will help to guarantee that these students understand the document because they are able to listen to what their peer says about the document. It will also give a student who is an English learner, striving reader, or who has special needs the ability to talk about what they are thinking, receive feedback, and build upon that. Students will then work with a group in creating a graphic organizer, allowing for these students to listen to even more of their peers discuss the primary source and analyze it. This will allow these students to discuss and learn how to analyze the document in a less stressful environment. They will also be given the opportunity to help present if they feel comfortable, but either way they will be part of the community presenting.
Essay Format Worksheet/Rubric
Students will be given this guided worksheet to help develop their three paragraph essay. This will help these students see the organization visually and how to correlates with the primary source analyses done in class. Some students may need guided sentence starters as well, but this depends on each class and student. While rubrics should always be given to students, rubrics especially are useful for students who are English learners, striving readers, and have special needs because it outlines specifically what students need to address in their assignment and how it will be graded. It provides a useful checklist for these students.
Nothing, however, replaces teacher intervention, guided help, and scaffolding. The teacher should be constantly observing students and addressing any issues that arrive with the material immediately.
A poster outlining the steps for how to analyze a primary document will be posted on the wall for students who are English Learners, striving readers, and have special needs to refer to. Additionally a word wall will be available on the wall containing all the vocabulary words they need to analyze the documents. These references are critical for these students to do well and are valuable tools.
Dictionaries/phones:
Depending on school policy, students may use phones to look up words/phrases that are confusing to them. Depending on the school, IPads may also be used. If these are not available or allowed, dictionaries should be available for students to use to look up anything they do not know.
Partners:
Students will work with a partner when doing the second read through where they have to summarize the meaning of each section and highlight key words or phrases in the primary source. Having a partner during this process will help to guarantee that these students understand the document because they are able to listen to what their peer says about the document. It will also give a student who is an English learner, striving reader, or who has special needs the ability to talk about what they are thinking, receive feedback, and build upon that. Students will then work with a group in creating a graphic organizer, allowing for these students to listen to even more of their peers discuss the primary source and analyze it. This will allow these students to discuss and learn how to analyze the document in a less stressful environment. They will also be given the opportunity to help present if they feel comfortable, but either way they will be part of the community presenting.
Essay Format Worksheet/Rubric
Students will be given this guided worksheet to help develop their three paragraph essay. This will help these students see the organization visually and how to correlates with the primary source analyses done in class. Some students may need guided sentence starters as well, but this depends on each class and student. While rubrics should always be given to students, rubrics especially are useful for students who are English learners, striving readers, and have special needs because it outlines specifically what students need to address in their assignment and how it will be graded. It provides a useful checklist for these students.
Nothing, however, replaces teacher intervention, guided help, and scaffolding. The teacher should be constantly observing students and addressing any issues that arrive with the material immediately.
Resources
Posters
Notebooks
Markers
Overhead camera (if not available you can demonstrate the Venn diagram in other ways)
Quran.com
Sunnah.com
4 excerpts
essay and guided essay outline
essay rubric
Notebooks
Markers
Overhead camera (if not available you can demonstrate the Venn diagram in other ways)
Quran.com
Sunnah.com
4 excerpts
essay and guided essay outline
essay rubric