Lesson Plan 1
And They Gathered to Drink Tea
Goal: Students will be introduced to appropriate responses and interaction with literature and films that include Muslims and the Islamic faith as seen in varied countries of Africa, as well as in the African-American Orthodox Islam tradition.
Objectives: PA State Academic Standards for Reading, Writing, Speaking and Listening 1.1.11.D, .E, .F, & .G; 1.3.11.A, .D, .E, & .F; 1.6.11.A, .B, .C, .D, .E, & .F; 1.7.11.B & .C. PA State Academic Standards for History 8.1.12.C, & .D. PA Academic Standards for Arts and Humanities 9.1.12.C, .E, .F, & .I; 9.2.12.A, .B, .D, .E, .F, .G, &.J; 9.3.12.A, .C, & .D; 9.4.12.B, & .C.
Materials: Islamic children's short story or simple poem; 3 x 5 index cards (colored preferred); unsweetened iced tea (room temperature); sugar cubes; small (4 oz.) paper cups
Audience: This lesson can be utilized in the honors, advanced, learning support or AP English Language Art classes. It can be adapted to also accompany a unit in a history, civics, and a political science classroom environment.
Procedure: This lesson can be done in a 45-55 minute period over two days. Students will be given an invitation to join a family for tea on the previous day of class. Invitations will be colored to represent which branch of Islamic faith they will eventually represent. On the back of each invitation there will be one word or one phrase rendered from the text that is representative of the subject of Muslims and the Islamic faith. The invitation will instruct students that upon entry into the class he/she will only be allowed to say the word or phrase that has been written on the back of their invitation card until instructed to speak other words.
Prior to students entering the classroom the teacher must prepare the room. It is preferred that desks be formed in circles, small or large. Music should be played from a region of African Islamic tradition. Cups and tea (in a pitcher) should be placed on a tray, and the cubes of sugar in a small bowl for students to take as they are served in the small cups. On the board, write down any norms that the group needs to consider as they participate in the activity. Upon students' arrival the teacher will check invitations and the word/phrase must be said to enter the room. Students may need to be reminded that everyone they speak to, they must only say their word/phrase — no other dialogue should occur. Once everyone is settled and all become excited by the repetition of the vocabulary, the teacher can begin by serving him- or herself tea (modeling the use of cubed sugar, placed in the mouth and chewed, followed by a swallow of tea or vice versa). The teacher can serve students and discussion can occur only about the vocabulary (Think-Pair-Share). Next, the reading of the chosen novel or poem should commence. A reader can be chosen prior or the teacher can read aloud the chosen text. After the reading, students will be assigned as homework to briefly respond by writing about the classroom experience in K-W-L format. The next day, students will share ideas expressed in their writing. Discussions, as well as, question and answer sessions will follow giving way into the bulk of the subject matter via either text or film.
Assessment: Students will be graded on class participation, following norms, and homework assignment (one paragraph: 4-6 sentences)
Follow-up activity: Students will watch in its entirety one or more of the following films, The Little Girl Who Sold the Sun (1999), Fathers- 3 African shorts (2000), Mama Africa (2002), or Borom Sarret (1963). After having watched a film students must discuss how Islamic tradition was represented. Teachers can begin this exercise using a K-W-L chart. Use the charted information to map for students fact vs. fiction about Islamic beliefs and practices as given through the visual imagery.
Comments: