Lesson Plan Number: 7

Subject: Religion Topic: Religious Conflict Year Group: 1st years No. of Students: 20 approx.

Date: 1st February Time: 3.10p.m. Length of Lesson: 35mins.

How has the previous lesson informed my planning for this lesson?

As yesterday’s class had many students absent I decided to hold off with moving on to a new topic. Looking back on the previous class I felt as if the students were completing too much writing. As a result I have decided to add a word-search to the concluding activity. The word-search will also aid as a form of revision as well. I have also added a case study on Fr. Aidan Troy as I feel that it has great relevance to the topic. I hope that by showing the students the case study that it will reinforce their knowledge on the consequences of religious conflict.

Lesson Aims:

To explain the meaning of religious conflict. To examine a case study on religious conflict.

Learning Outcomes:

Students should show an understanding of what religious conflict is. Students should be able to identify an example of where religious conflict has taken place.

Prior knowledge:

Students may have some knowledge on religious conflict from watching the news and hearing of religious conflict in the Middle East. Students may be familiar with the religious conflict that has taken place in Northern Ireland from discussing it with their parents.

Lesson Developmen

Key Concept(s)

Differentiation/

Mixed Ability

Teacher Activity

(Methodology)

Student Activity

Questioning Assessment Resources

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t

Starter Activity

Time: 8mins.

Religious Conflict

Students must be aware that religious conflict takes place throughout the world.

Students should know what religious means.

Students could be aware of the effects of religious conflict.

Explain key terms

Ask students questions.

Facilitate pair work.

Students are answering questions in pairs.

Students are listening.

Students are reading.

Higher and Lower Order Questions:

Has anyone heard of religious conflict?

Is it a good or bad thing?

Where does it take place?

Listening to students answers.

Students creating own examples.

Pathways to God 1: Kevin Mullally.

Syllabus

Whiteboard

Markers.

Connection betweenStarter Activity and Main Activity

Students should demonstrate an understanding of the term religious conflict. Students should also be able to give an example of where religious conflict has taken place. We will now take a look at a case study to learn of the effects of religious conflict.

Main Activity

Time: 18mins.

Religious Conflict.

Fr. Aidan Troy.

Students must the meaning of religious conflict.

Students should be able to identify where religious conflict has taken place.

Students could be able to list the effects of religious conflict.

Give out case-study.

Facilitate student reading.

Questioning.

Explanation of key terms.

Students are reading case study.

Students are answering questions.

Students are writing.

Higher and Lower Order Questions:

Does the case study shock you in any way?

Why do you think an event like this caught the hearts and eyes of the world?

Do you think Fr. Troy is a symbol of true

Analysing student answers.

Observing student work.

Pathways to God 1: Kevin Mullally.

A Question of Faith: Niamh McDermott.

Syllabus

Whiteboard

Markers.

Case Study - Fr. Aidan Troy.

2

courage?Connection betweenMain Activity and Plenary.

Students should now be aware of the religious conflict that has taken place in Northern Ireland. Students should also recognise the work and courage that Fr. Troy has put into stop religious conflict. We will now recap on what we have learned in recent lessons by completing a word-search activity.

Conclusion/Plenary

Time: 9mins.

Religious Conflict

Tolerance

Students must be able to identify where religious conflict has taken place.

Students should be able to recognise some of the effects of religious conflict.

Students could demonstrate an understanding of how religious conflict can be resolved.

Facilitate students completing word-search.

Correct students work.

Students are completing word-search.

Students are correcting their work.

Higher and Lower Order Questions:

Is anyone having any problems with the word-search?

Is everyone finished?

Where is --- found?

Listening to students answers.

Observing students work.

Pathways to God 1: Kevin Mullally.

Syllabus

Whiteboard

Markers.

Word-search.

Lesson Observations (e.g. student difficulties, special needs, etc.):

Lesson Evaluation:

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