Three Religions, One Sacred Place
Information Sheet for Informational or Explanatory Module
Module title:
Three Religions, One Sacred Place
Module description
(overview):
In this module students will learn the basics of 3 major world religions, Islam, Judaism, and Christianity and connect them to geography by seeing how each religion
places significance on one particular geographic location. While this has the potential for being a sensitive subject, great care has been taken in selecting readings and
a focus for this module that avoids looking at the concept from a political perspective and instead looks at it as much a possible through the lens of primary source
evidence (from the religious texts of each faith) and historical facts (what we know from archaeology and written history about what happened in this place).
Certainly a teacher may want to get into the politics of the site and it would be easy to create a compelling argumentative module that explores the ways in which
one geographic location can be a contested space for these different religions – but this module focuses exclusively and simply on the details of what makes the
location important. To cover three religions and the Temple Mount / Haram Al-Sharif in the span of 12 days is no easy feat and you will see that some shortcuts had
to be made in selecting documents that do not get deep into the details of each religion but offer enough depth to provide grounds for meaningful comparison.
Learning about students prior knowledge with regards to these religions will give you a sense of how delicately you may need to tread in discussions, but again, the
content included for reading was specifically chosen and the prompts were specifically created to encourage a meaningful investigation – not a judgment or critique.
In the writing of this module I discovered just how little I knew about these three religions and how much I have to learn. Simply reading these materials made me
appreciate the global discourse about these religions in a new way and also made me wish that I’d had earlier exposure to what they have in common and how they
differ so I could better grasp the critical world events of the past decade. My goal in creating this module was to provide students with a small but solid foundation
upon which they could seek to address their curiosity, and (hopefully) an appreciation for common ground upon which they can build a hunger for deeper
understanding.
The writing portion of this essay is designed with the expectation that students have already written at least one essay in your class so there is not as much
scaffolding and a certain expectation that they already know what an essay looks like and what proper grammar would be. If this is not the case for your students
you may have to do more explicit instruction in essay writing.
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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Template task
(include number,
type, level):
Teaching task:
14, Informational, L1
How can one geographical location hold meaning for three different religions?
After reading informational texts about Judaism, Islam, and Christianity; and the Temple Mount/Haram Al-Sharif in Jerusalem, write an essay that
describes the significance of this site to each of these religions and addresses the question. Support your discussion with evidence from the texts.
Grade(s)/Level:
6th Grade
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
Social Studies
World Geography
Author(s):
Contact
information:
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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Section 1: What Task?
TEACHING TASK
Background to If you go to church in the United States, chances are your church houses just one religion. And our religions, in the United States, differ in ways that are
share with
sometimes small and sometimes big. Few religions began here, but in our study of Geography we’ve already seen how people move across and
students:
throughout different lands and their culture and beliefs move with them. The three biggest religions celebrated in this country all originated in roughly
the same place. Judaism, Christianity, and Islam all came to us from the Middle East and while we’re used to hearing about these religions as very
different and often at odds, they share some surprising similarities both in doctrine or beliefs and in places they identify as sacred. Over the next few
weeks we will be studying the basics of these three religions so that we can better understand why one place, called both the Temple Mount and Haram
Al-Sharif, in Jerusalem holds special significance for all three faiths. Understanding these relationships will help us to better understand some of the
current events surrounding these religions and it will also deepen our appreciation within the study of Geography of how closely linked the human and
geographic experience can be. As the world becomes easier for all people to travel and gain information about, it is ever more important that we try to
understand what unites and what uniquely defines us as individuals and societies. My goal is for you to leave this unit more curious about what these
religions are all about – after all the majority of people alive on the planet today adhere to one of these faiths. And when you hear about lands that are in
conflict for religious purposes, perhaps it will make more sense why different faiths might want to lay claim to the same location.
Teaching task:
How can one geographical location hold meaning for three different religions?
After reading informational texts about Judaism, Islam, and Christianity; and the Temple Mount/Haram Al-Sharif in Jerusalem; write an essay that
describes the significance of this site to each of these religions and addresses the question. Support your discussion with evidence from the texts.
Reading texts:
Extension
(optional):
•
Drawn Into a Circle of Drum-Driven Rhythms, Excerpted from an article By Heather Murphy, Special to The Washington Post,
Friday, September 22, 2006 – PRE ASSESSMENT TEXT
• Meridian Hill Drum Circle SHORT video: http://www.youtube.com/watch?v=O3RJU6J1jPs
• Christianity: The Temple Mount, Source: Sacred-Destinations.com (with annotations from the Bible)
• Islam: Dome of the Rock, Source: Fodors Travel Guide
• Judaism: The Temple Mount, Source: Frommers Travel Guide
• Quran, Bible, Torah Comparison about Abraham, Source: Change the Story.net
• Comparison Chart of Three Religions, Source: ReligionFacts.com
• Beliefs of the Abrahamic Religions, Source: Global Connections: The Middle East
• Holy Land Annotated Map
• Video Clip on Dome of the Rock: http://www.youtube.com/watch?v=yX3UHNhQ1Zk (start at 49 min. – go to 51 min.)
• Ritmeyer Temple Mount Informational Poster: http://www.ritmeyer.com/2008/12/05/the-temple-mount-and-the-national-geographic/ (I am working on
getting hard copies of this map as it looks like it would be very useful – even though this image is too small to see clearly, we have ordered copies from
National Geographic.)
Depending on a teacher’s interest, time, and relationship with his/her students it would be interesting to get into the more controversial issues included
in this topic. For example, there was a time period when this site was off limits to Jews even though it is sacred to them because it is currently run by
Muslims – this has changed in recent years but the tension still exists and there is plenty of literature out there to speak to this. There are also lots of
other religious sites shared by these three faiths that could be explored in a similar way. It is part of the larger DCPS unit 3 for Geography to do some
investigation into how people of differing beliefs or cultures can co-exist in the same location and this module sets you up for deeper exploration of this
topic. How, for example, is freedom of faith being explored in Egypt as it forms a new democracy? How is faith an issue in countries that try to be very
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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secular, like France, but have growing populations of those who want to outwardly show their faith like Muslim women with headscarves?
COMMON CORE STATE STANDARDS
READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Reading Standards
“When Appropriate” Reading
1- Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
3- Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
2- Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
5- Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g. a section, chapter, scene,
or stanza) relate to each other and the whole.
4- Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
7- Integrate and evaluate content presented in diverse formats
and media, including visually and quantitatively, as well as in
words.
6- Assess how point of view or purpose shapes the content and style
of a text.
8- Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
10- Read and comprehend complex literary and informational texts
independently and proficiently.
9- Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the approaches
the authors take.
WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Writing Standards
“When Appropriate” Writing Standards
2- Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
1- Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
4- Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
3 - Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
5- Develop and strengthen writing as needed by planning, revising,
6 - Use technology, including the Internet, to produce and publish writing
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editing, rewriting, or trying a new approach.
and to interact and collaborate with others.
9- Draw evidence from literary or informational texts to support
analysis, reflection, and research.
7 - Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
10- Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes, and audience.
8- Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
DCPS 6th Grade Geography Standards: http://dc.gov/DCPS/Files/downloads/In-the-Classroom/6th%20standards%20(geography).pdf
source:
Common Core State Reading and writing Standards for Informational Text NUMBER
CONTENT STANDARDS
SS 6.3.5
Map the distribution patterns of the world’s major religions, and identify architectural features associated with each.
Identify the cultural contributions of various ethnic groups in selected world regions and countries, including the United States.
SS 6.3.8
SS 6.3.9
Point out specific situations where human or cultural factors are involved in global conflict and identify different viewpoints in the struggle. Create scenarios
under which these cultural factors would no longer trigger conflict.
SS GS.8
Students identify and explain process of conflict and cooperation (political, economic, religious, etc.) among people in the contemporary world at local,
national, regional, and international scales.
SS GS.6
Students study current events to identify the characteristics, distribution, and complexity of earth’s cultural mosaics.
RSIT 6-1
RSIT 6-2
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or
judgments.
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
RH 6-9
WHST.6, 2a
WHST.6-2f
Provide a concluding statement or section that follows from the information or explanation presented.
WHST.6-2c
Use appropriate transitions to clarify the relationships among ideas and concepts.
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TEACHING TASK RUBRIC (NFORMATIONAL OR EXPLANATORY)
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Not Yet
1
Attempts to address prompt, but
lacks focus or is off-task.
Attempts to establish a
controlling idea, but lacks a clear
purpose.
Attempts to present information
in response to the prompt, but
lacks connections or relevance to
the purpose of the prompt. (L2)
Does not address the credibility
of sources as prompted.
Attempts to provide details in
response to the prompt, including
retelling, but lacks sufficient
development or relevancy. (L2)
Implication is missing, irrelevant,
or illogical. (L3) Gap/unanswered
question is missing or irrelevant.
Attempts to organize ideas, but
lacks control of structure.
1.5
Approaches Expectations
2
Addresses prompt appropriately,
but with a weak or uneven focus.
2.5
Establishes a controlling idea with a
general purpose.
Presents information from reading
materials relevant to the purpose of
the prompt with minor lapses in
accuracy or completeness. (L2)
Begins to address the credibility of
sources when prompted.
Presents appropriate details to
support the focus and controlling
idea. (L2) Briefly notes a relevant
implication or (L3) a relevant
gap/unanswered question.
Conventions
Attempts to demonstrate
standard English conventions, but
lacks cohesion and control of
grammar, usage, and mechanics.
Sources are used without
citation.
Uses an appropriate organizational
structure to address the specific
requirements of the prompt, with
some lapses in coherence or
awkward use of the organizational
structure
Demonstrates an uneven command
of standard English conventions and
cohesion. Uses language and tone
with some inaccurate,
inappropriate, or uneven features.
Inconsistently cites sources.
Content
Understanding
Attempts to include disciplinary
content in explanations, but
understanding of content is weak;
content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows basic
or uneven understanding of
content; minor errors in
explanation.
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
Meets Expectations
3
Addresses prompt appropriately and
maintains a clear, steady focus.
Presents appropriate and sufficient
details to support the focus and
controlling idea. (L2) Explains
relevant and plausible implications,
and (L3) a relevant gap/unanswered
question.
Advanced
4
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus.
Establishes a strong controlling idea with a
clear purpose maintained throughout the
response.
Accurately presents information relevant to
all parts of the prompt with effective
selection of sources and details from reading
materials. (L2) Addresses the credibility of
sources and identifies salient sources when
prompted.
Presents thorough and detailed information
to strongly support the focus and controlling
idea. (L2) Thoroughly discusses relevant and
salient implications or consequences, and
(L3) one or more significant
gaps/unanswered questions.
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required by
the specific prompt.
Demonstrates a command of
standard English conventions and
cohesion, with few errors. Response
includes language and tone
appropriate to the audience,
purpose, and specific requirements of
the prompt. Cites sources using an
appropriate format with only minor
errors.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few errors.
Response includes language and tone
consistently appropriate to the audience,
purpose, and specific requirements of the
prompt. Consistently cites sources using an
appropriate format.
Establishes a controlling idea with a
clear purpose maintained throughout
the response.
Presents information from reading
materials relevant to the prompt
with accuracy and sufficient detail.
(L2) Addresses the credibility of
sources when prompted.
3.5
Integrates relevant and accurate disciplinary
content with thorough explanations that
demonstrate in-depth understanding.
6
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Pre Assessment
Ability to engage with a task similar to the teaching task for assessment purposes.
2. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
3. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
2. Active reading1
Ability to identify the central point and main supporting elements of a text.
3. Note-taking
Ability to select important facts and passages relevant to the teaching task.
4. Active Listening
Ability to listen to sources and collect information relevant to the teaching task
5. Active reading 2
Ability to evidence relevant to an essential question from a text.
6. Summarizing
Ability to synthesize a text into a concise summary for note-taking.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading/listening results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Controlling idea
Ability to establish a controlling idea and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.
3. Transition Development
Ability to use transition words to link together ideas in an essay.
3. Drafting
Ability to construct an initial draft with an emerging line of thought and structure.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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Section 3: What Instruction?
Blue Text = Included in your Reading Notebook Purple Text = Included in your Writing Notebook
PACING
SKILL AND
DEFINITION
MINI-TASK
PRODUCT AND PROMPT
INSTRUCTIONAL STRATEGIES
SCORING
(PRODUCT “MEETS
EXPECTATIONS” IF
IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
45 min.
Pre Assessment:
Ability to engage
with a task similar
to the teaching
task for
assessment
purposes.
Product: written response to an
article
Prompt: Why do people go to the
Meridian Hill Drum Circle?
After reading the Washington Post
article “Drawn Into a Circle of
Drum-Driven Rhythms” by
Heather Murphy write an essay
that describes at least 3 ways in
which the drum circle is important
to the people who go there.
Support your discussion with
evidence from the text.
Use the same rubric
as will be used for the
classroom assessment
(found towards the
end of this module)
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011

Open class by showing this video about the Meridian Hill drum circle
http://www.youtube.com/watch?v=O3RJU6J1jPs

Hand out Drawn Into a Circle of Drum-Driven Rhythms, Excerpted from an
article By Heather Murphy, Special to The Washington Post,
Friday, September 22, 2006 and give them the Pre Assessment writing sheet.


Give students at least 30 minutes to read and write their response.
If students finish early, give them the world religions map to fill in based
on their initial perceptions.
8
30 min.
Task engagement:
Ability to connect
the task and new
content to
existing
knowledge, skills,
experiences,
interests, and
concerns.
Product: (anticipatory set) 5 Chalk
Talk sheets with student
reflections.
No Scoring

Post the following statements on chart paper around the room:
Prompt: Walk around the room
and look at these statements
about 3 major world religions.
Write down if you think the
statement is true or not true and
why. After you have reflected on
each, see what your peers have
written.
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
o
Islam, Christianity, and Judaism share some of the same
stories in their religious texts.
o
A rock can be holy site.
o
Islam, Christianity, and Judaism all share one God.
o
The lands talked about in Judaism, Islam, and Christianity
are close to each other geographically.
o
Christianity and Islam are the religions with the most
followers in the world.

Instruct students to walk around the room and write down A. if the
statement is true or false and B. Why? (Technically all of these
statements are true.) They may respond in writing to what others
have posted but the activity is done entirely in silence. You may
wish to play quiet instrumental music while this is happening to
keep students focused and signal when it is done.

After everyone has had a chance to reflect on each statement and
write their response, bring the class back to their seats and reflect:
o
What did you notice about the answers?
o
All of these statements are true – knowing this, what
questions do they raise for you?
9
15 min.
Task Analysis:
Product: Task Analysis sheet
Ability to
understand and
explain the task’s
prompt and rubric.
Prompt: As a class we will analyze
the prompt for this module and
break it down so we know what
we’re going to be learning about.
Meets Expectations:
Sheet is fully filled out
and student responses
reflect understanding
of the task.

Read / share the “Background Knowledge” paragraph near the start of
this module with your students.

Explain to the class that the goal of this module is to explore statements
like those in the anticipatory set and learn more about these religions and a
particular place that is important to all three. After doing all this learning
they will write an essay that describes what they have discovered.

Pass out the prompt reflection sheets and guide a class discussion about
what each part of the prompt means. Use questions like:

o
What will you have to do to successfully answer this part
of the prompt?
o
What do you need to learn to be able to do this?
o
What parts of this seem easy / what parts seem hard?
Review the reflection sheets and read them over so you have a
good sense of how well each student understands the task –
provide additional feedback and support as necessary in the
following days.
SKILLS CLUSTER 2: READING PROCESS
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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30 min.
Essential
vocabulary:
Product: 8 Vocabulary Info Cards for
the Religion portion of the module.
Ability to identify
and master terms
essential to
understanding a
text.
Prompt: In preparation for the
readings we will do about Judaism,
Islam and Christianity we are going to
study 8 new vocabulary words, first
through an interactive activity, then
through filling out vocab. study cards.
Meets Expectations: All
8 vocabulary cards are
filled out completely and
contain accurate
information relating to
the terminology
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011

Pass out Vocabulary Cards with quotations that include the following
vocabulary words in context: monotheism, pilgrimage, covenant, ritual,
significance, dogma, proscribe, ascend

Students are to find a group of people who share their same word –
though the sentences using the word will be different. In their group they
will try to come up with a definition for the word based on context clues
in the quotations. They write down this definition – then look the word up
in the dictionary to see how close they’ve come.

They take the word and fill out an info circle using it – info circles ask for
a definition, use of the word in an original sentence, an image that
demonstrates the word, and related words

Once each group has filled out a circle for their word – the circles are
shared with other groups and each new circle is copied down by each
individual so that at the end of the 30 minutes everyone has 8 completed
circles.

Throughout the module there should be activities available for students to
build on their vocabulary knowledge, a card matching game, practice
using the terminology in dialogue, connecting the vocab to images, etc.,
all in the context of the text – are all good ways to make the words hit
home.
11
60 - 90
minutes
Active reading1:
Ability to identify
the central point
and main
supporting
elements of a text.
Note-taking:
Ability to select
important facts and
passages for use in
one’s own writing.
Product: Completed Page 1 of the
Three Religions Evidence Chart
highlighting the central beliefs of each
of the 3 religions.
Prompt: After analyzing the
Comparison of Three Religions chart
that explores the basics and the
history of the 3 religions, in small
groups complete your own organizer
on the belief systems of one of the 3
religions to which you’ve been
assigned. You will use the text for
that religion included in your packet.
After creating your organizer you will
share your findings with the other
groups.
Meets Expectations:
Graphic organizers are
completed and contain
all relevant information.
They are completed
sufficiently so that other
groups can take notes
from them.

Students begin by looking at Comparison of Three Religions chart that contains
short facts about each religion. Individually they are asked to pick out: A.
Something they knew already B. Something that is new and interesting to them C.
Something they don’t understand/have a question about. In partners they share
their A, B, and C and see if they can find an answer to C between the two of them.

Back as a whole group – ask for C’s (questions or things they don’t
understand) and see if the group can answer them.

Give students a copy of the Religious Text Comparison article. Read it aloud as
they follow along and pause to reflect on challenging passages.

Have students read it again alone and give them the Three Religions Evidence
Chart in which they take notes for each of the 3 religions answering this question:
What role does Abraham play in each of these three religions? Invite students to
share their findings.

In 3 groups, the Abrahamic Religions Packet which contains individual
passages about the beliefs of each religion (Christian, Jewish, Muslim) to read in
addition to the Three Religions Evidence Chart on beliefs – groups read the text
and then pull examples to include in their organizer.

Jigsaw the reading/note taking by having students rotate groups to gather
notes from the sections other groups read.

Homework – students read the other sections of the packet to see how the
full descriptions fit the notes they copied from their peers in the chart.
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12
45-60
minutes
OPTIONAL – BUT
RECOMMENDED
Active Listening:
Ability to listen to
sources and collect
information for use
in one’s own
writing.
Ideally this
second
round of
vocabulary
comes at
the start
of week 2
of the
module
Essential
vocabulary:
Ability to identify
and master terms
essential to
understanding a
text.
Product: Three Religions Evidence
Chart (page 3) containing notes from
listening to speakers of 3 different
religions.
No Scoring

Invite 3 speakers to class who represent each of the 3 religions. Ask speakers
to talk about the following:
Prompt: Listen to these three
speakers describe their different
religions and add notes to your
graphic organizers about each
religion based on what you have
heard. If the speakers are LIVE – ask
them questions to clarify your
understanding.
Product: 8 Vocabulary Info Cards for
the Temple Mount/Haram Al-Sharif
portion of the module.
Prompt: In preparation for the
readings we will do about Temple
Mount/Hasan Al-Sharif we are going
to study 8 new vocabulary words, first
through an interactive activity, then
through filling out vocab. study cards.
Meets Expectations: All
8 vocabulary cards are
filled out completely and
contain accurate
information relating to
the terminology
30 min.
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
o
In your own words, what is your religion about?
o
What’s something about your religion that you wish people
understood better?
o
What places do you consider holy in relation to your religion?
Do you know anything about Temple Mount/ Haram Al-Sharif
in Jerusalem?
o
Have you ever been on a pilgrimage to a holy site? If so, where?
What was it like?

While the speakers are talking, students should be adding information to
The Three Religions Evidence Chart (Page 3)

They may also want to ask questions based on what the speakers share.

Pass out vocabulary cards with quotations that include the following
vocabulary words: revere, sacrifice, foundation, mecca, significant,
mosque, faith, temple

Students are to find a group of people who share their same word –
though the sentences using the word will be different. In their group they
will try to come up with a definition for the word based on context clues
in the quotations. They write down this definition – then look the word up
in the dictionary to see how close they’ve come.

They take the word and fill out an info card using it – info cards ask for a
definition, use of the word in an original sentence, an image that
demonstrates the word, and synonyms

Once each group has filled out a card for their word – the cards are
shared with other groups and each new card is copied down by each
individual so that at the end of the 30 minutes everyone has 8 completed
cards.
13
90
minutes
Active reading 2:
Ability to find
evidence relevant to
an essential
question from a
text.
Product: Notes in Three Religions
Evidence Chart Page 2 from sources
on the importance of Temple Mount
to each of the three religions
Prompt: In small groups you will read
and analyze resources about Temple
Mount/Hasan Al-Sharif and add
notes to a new graphic organizer.
Meets Expectations:
Three Religions Evidence
Chart Page 2 contains
information from all
sources that is placed in
the right sections
pertaining to each of the
religions.
•
Show students the video clip Video Clip on Dome of the Rock:
http://www.youtube.com/watch?v=yX3UHNhQ1Zk (start at 49
min. – go to 51 min.) or pull a series of clips/images online of the site
to set the stage and give students a visual understanding of the place
they are going to investigate (Search: Temple Rock, Haram Al-Sharif,
Dome of the Rock, Wailing Wall)

Set up four stations around the room with three texts that look at Temple
Mount from the perspective of each religion as well as the info graphic on Temple
Mount from National Geographic

Show students the Three Religions Evidence Chart (Page 2) and explain how
they will take notes from each resource on that chart.

Students travel in small groups to each station and take notes on what they
learn about the significance of the site to each religion (on the Three Religions
Evidence Chart Page 2).

30 min.
Summarizing:
Product: Summary of Findings page
Ability to synthesize
a text into a
concise summary
for note-taking.
Prompt: After reading and taking
notes on this religious site, look over
what you wrote and write a summary
of your findings for each of the
religions.
Meets Expectations:
Source Chart is filled out
completely and
accurately

No Scoring


Return to whole group to share and clarify findings.
Model and walk the class through summarizing what they read about a
particular religion’s claim to Temple Rock using the Summary of Findings Page.

This is an assignment that students could do for homework following their
investigations of the articles about the site. The goal is for them to synthesize what
they learned in their own words.
SKILLS CLUSTER 3: TRANSITION TO WRITING
20 min
Bridging:
Ability to begin
linking
reading/listening
results to writing
task.
Product: Conversation about Teaching
Task Essential Question
Prompt: With a partner, and using
your notes as necessary, answer this
question: How can one
geographical location hold meaning
for three different religions?
Pair students and post the prompt on the board.
Give students 10-15 minutes to discuss the prompt with each other and then
invite a few to share what they discussed.

Go back to the Teaching Task Rubric (toward the top of this document) and
walk through the criteria at the “meets level” with your students, making sure they
are aware of the areas in which the need to be exceptionally thoughtful.
SKILLS CLUSTER 4: WRITING PROCESS
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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30 min
Controlling idea:
Product: Opening statement for essay
Ability to establish a
controlling idea and
consolidate
information
relevant to task.
Prompt: Consider the conversation
you just had about our essential
question and the notes you’ve taken
from all the readings and resources
on this subject. Write the first
paragraph of an answer to the full
prompt: How can one geographical
location hold meaning for three
different religions?
After reading informational texts
about Judaism, Islam, and
Christianity; and the Temple
Mount/Haram Al-Sharif in
Jerusalem; write an essay that
describes the significance of this
site to each of these religions.
Meets Expectations:
Initial paragraph is
complete and contains a
strong controlling idea.

Pass out a set of sample first paragraphs and ask students in pairs to identify
what they have in common, and the controlling idea for each paragraph.

Invite pairs to share out what they have discovered and use their findings to
create a list of “to-dos” for the opening paragraph they write as well as a definition
for “controlling idea.”

Here is an example of things that could be in that list.
Introduction Checklist
Grabs your attention
Moves from general to specific
Flows smoothly
Provide necessary background info.
Address the audience

Students then work individually to write opening paragraphs. Teacher
circulates to answer questions. Given the checklist students create, have them swap
paragraphs and “grade” each others’ using the checklist.
30 min.
Planning:
Ability to develop a
line of thought and
text structure
appropriate to an
informational/expla
natory task.
Product: Essay Planning Graphic
Organizer
No Scoring.
Prompt: Using your notes from the
Source Chart and the overarching
idea of your opening paragraph, fill in
the Essay Planning Graphic Organizer
with the points you will make in each
of your supporting paragraphs.
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011

Post the statement on the board: The Temple Mount in Jerusalem is significant
to Judaism because __________. Ask students for examples of how they would
complete that statement and write them down.

Now ask students to go back to their Three Religions Evidence Chart and find
evidence from the notes they took to support their statements.

Show students how to put their ideas and evidence in the Essay Planning
Graphic Organizer for the essay. Have them complete the organizer.
15
30 min.
Transition
Development:
Ability to use
transition words to
link together ideas
in an essay.
45 min.
Product: The second paragraph of the
essay complete with properly used
transition words.
No Scoring
Prompt: After learning about good
transition words to use in your essay,
write a draft of your second
paragraph using these words as your
guide.
Drafting:
Product: Initial Draft of essay
Ability to construct
an initial draft with
an emerging line of
thought and
structure.
Prompt: Following the structure and
using transition words like we did for
the second paragraph, write the
remainder of your essay.

Have students work through the “transition words” lesson in which they
identify transition words in a paragraph and then practice inserting them in a
different paragraph.

After this practice, they write a second paragraph for their essay, using the
evidence in their source chart and transition words from the exercise they
completed.
No Scoring


Students should get a full class period to work on writing their essays.
The teacher should float throughout the classroom checking in individually with
students. Pay particular attention to how students are citing evidence and where
you see themes emerging in problems with writing. Pause the class to teach about
ways to improve their writing.

Collect essays at the end of the class period to take home and read. Students
need individual feedback (comments, suggestions, questions, NOT edits or changes
made by the teacher) to make meaningful improvements in their essays and at this
point in the year 6th graders still need a lot of support in their writing that peers
cannot offer. It might also be a good idea to use the rubric included in this essay to
give them a quick score of their essay in its first draft format so they know where
they need to improve.
45 min.
Ideally this happens
on a Monday after
the teacher has
taken the weekend
to read through
and comment on
the essay.
Revision:
Product: Revised Essay based on
teacher feedback
Prompt: Review the comments
provided from my initial read of your
essay and write a second draft that
incorporates this feedback.
No official scoring, but
use the module rubric to
give students a sense of
what their score would
be without the edits –
provide lots of specific
feedback so they can
improve upon that score
in a final draft.

Hand back the essays (preferably scored using the module rubric) Give
students time to review comments and then a lot of time to re-write the essay
incorporating feedback.
 Depending on your student population and classroom expectations the rewriting process could be done as homework.
Ability to refine
text, including line
of thought,
language usage,
and tone as
appropriate to
audience and
purpose.
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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20 min.
Editing:
Ability to proofread
and format a piece
to make it more
effective.
20 min.
Product: An editing checklist
completed by a peer reviewer.
Prompt: You will switch your essay
with a classmate and using the
editing checklist to provide final edits
to the essay you’ve received. You are
responsible for completing the
checklist and will receive a grade for
how well you helped your peer to
create a solid final draft.
Completion:
Product: A final essay.
Ability to submit
final piece that
meets expectations.
Prompt: After incorporating any final
edits to the paper, conduct a last
read-through and turn it in.
Meets Expectations:
Student has caught
errors in a peer’s essay
and left fewer than 3 to
be corrected.

After students have completed their second version of the essay they need to
do a final read-through to catch errors. There are several ways to do this, but peer
editing introduces a level of shared responsibility for the final product.

Consider first having partners read each others essays out loud (A reads B’s
essay to B and vice versa) This will allow students to HEAR errors and catch and
correct them in their own essays.

An editing checklist that focuses on basic grammar and formatting is included
in this module and students may need a brief review of the items on this list so
they know what they’re looking for in the essays. Giving peer-editors a grade for
their review of the essay will likely make them take this activity more seriously
(therefore helping each other even more!)
 Students will likely need a little more time to make final edits.
Overall module rubric

After students have turned in their final essays they will still have to complete a
classroom assessment for this module. The purpose of the classroom assessment is
to measure growth from the first writing assignment they did (the response to the
Meridian Hill Drum Circle article) to the end of the module where they write on
demand and unassisted and(hopefully) demonstrate their new skills.
ADDITIONAL MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
Detailed descriptions of Temple Mount/Haram Al-Sharif from a site that describes religious destinations of all faiths:
http://www.sacred-destinations.com/israel/jerusalem-western-wall
http://www.sacred-destinations.com/israel/jerusalem-temple-mount
More descriptions of Temple Mount from the perspective of Christians and Jews
http://www.biblewalks.com/Sites/TempleMount.html
Full Text of Frommers Travel Guide Description
http://www.frommers.com/destinations/jerusalem/0088032100.html
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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Temple Mount from Jewish Perspective
http://www.jewishvirtuallibrary.org/jsource/Society_&_Culture/geo/Mount.html
Abrahamic Faiths from an Islamic site
http://www.islamicspain.tv/Three-Faiths-One-Land/GeographicOriginsoftheAbrahamicFaiths.htm
National Geographic blog about a quest for the land of Abraham
http://ngm.nationalgeographic.com/print/features/world/asia/israel/abraham-text
Full Video on Islam – for the module we look at the clip from the 49 min. mark
http://video.google.com/videoplay?docid=4222791480425043142
Interesting quick timeline of the major events that solidify the three religions
http://exhibitions.nypl.org/threefaiths/node/5
Great resource on many religions but from a Brittish bent
http://www.bbc.co.uk/religion/religions/
Great geography resource, interactive map about muslim holy sites
http://www.cbsnews.com/htdocs/religion/islam/framesource_sites.html
Israeli law about Protection of holy places
http://www.mfa.gov.il/MFA/Peace%20Process/Guide%20to%20the%20Peace%20Process/Protection%20of%20Holy%20Places%20Law
Slide show with pictures from Temple Mount
http://www.youtube.com/watch?v=FNrNC8UQ-bA
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
18
Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Background to share
We’ve just been through the detailed process of reading several sources and writing an essay that uses evidence from these sources to answer a
with students
question. The question for this assignment was: How can one geographical location hold meaning for three different religions? Even in our own
(optional):
city of Washington, DC there are religious sites that have held significance for more than one faith, but more frequently in an urban area like
ours they play a role beyond just serving as houses of worship. Let’s look at some images from one such place called the Sixth and I Synagogue
(show slide show and ask students what they notice / what they think is going on in each picture). Now you are going to read more about this
space and write a brief essay based on what you find in response to a new question.
Classroom assessment What factors have made the Sixth and I Synagogue change its role over time?
task
After reading the following articles about the Synagogue, write an essay that describes at least 3 factors that have made the Sixth and I Synagogue
change its role since it was built in 1908. Support your discussion with evidence from the text.
Reading texts:
Excerpts from: (See the file called “Classroom Assessment” for edited / annotated readings)
“New Meets Old In Chinatown” Wednesday, February 4, 2009 | American Observer | Cooper Allen
http://inews6.americanobserver.net/articles/new-meets-old-chinatown
“Sacred Space: Sixth & I Historic Synagogue’s Turn as a Music Venue” By Matt Carr | Washingtonian | Published September 17, 2008
http://www.washingtonian.com/blogs/afterhours/music/sacred-space-sixth-i-historic-synagogues-turn-as-a-music-venue.php
INFORMATIONAL OR EXPLANATORY CLASSROOM ASSESSMENT RUBRIC
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
LDC Informational/Explanatory Classroom Assessment
MEETS EXPECTATIONS
Addresses prompt with a focused response.
Presents and applies relevant information with general accuracy.
Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses the credibility of sources.
Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems; identifies salient
themes or features; explains key information with sufficient detail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or
unanswered question.
Applies a generally effective structure to address specific requirements of the prompt.
Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and
purpose.
NOT YET
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
19
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
Attempts to address prompt but lacks focus or is off-task.
Attempts to present information relevant to prompt.
Controlling idea is weak and does not establish a purpose and/or address a research question.
Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop topic. *L2
Implications are weak or not relevant to topic. L3 Does not identifies a relevant gap or unanswered question.
Applies an ineffective structure; composition does not address requirements of the prompt.
Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are inappropriate to audience and
purpose.
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
20
Teacher Work Section
Here are added thoughts about teaching this module.
Appendix
The attached materials support teaching this module.
PLDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
21
Jurying Rubric for LDC Tasks and Modules
Task/Module Information
Title
Three Religions, One Sacred Place
Author(s)
District
School
Rules of Road
Reviewer(s)
Date Reviewed
3/4/13
Evaluator(s)
LDC Jurying Team
Date Evaluated
5/2/13
Evaluator
Summative
Comments
•
•
•
This is a fine example of how a tightly built task focusing on a very specific topic (in this case, a building) is the best way
to bring students to the door of big ideas and enduring understandings. The module builds foundational knowledge about
a part of the world that is key to both ancient world history and current events. At the same time, it gets at the even
bigger idea that history is a dance (or a wrestling match) with geography. In the module, the authors do a nice job of
pointing out other places where culture, faith, and place intersect in significant ways.
The reviewers applaud the wise and careful application of genre to content. Just as argument can be a useful genre for
breathing life into important but inert topics, so can explanation be a useful genre for approaching important topics that
are fraught with controversy.
The interplay of texts is sophisticated and inventive, mixing primary sources, video, maps & charts, and secondary
sources (travel guides) that are both authentic and accessible to sixth grade readers.
Jurying Rubric for LDC Tasks and Modules
May 2013 Version, page 1 of 5
LDC TEACHING TASK SCORING GUIDE
Category
Task
Clarity &
Coherence
Content
Work in Progress
•
Good to Go
Exemplar
("Good to Go" characteristics and...)
Template type uses a writing mode that
may not match the intended purpose of
the prompt.
•
•
•
Prompt wording may not be clear.
•
•
Prompt wording is clear.
•
Task may be answerable without using
the texts or instructional scaffolding in
module.
•
Prompt wording is aligned with content,
texts, and student product (a "good fit").
•
Background statement may not frame
task for students.
•
Task is text dependent, requiring students
to identify and use evidence from the
texts in their responses
•
Background statement frames task for
students.
•
Teaching task creates opportunities to
teach CCSS reading skills.
•
Addresses content central to the
discipline, requiring students to build
strong content knowledge.
("Good to Go" characteristics and...)
•
Addresses big ideas or enduring
understandings central to the discipline.
Engages students in a range of analytic
reading and thinking skills.
•
Engages students in complex, higher
order thinking skills specific to the
discipline.
•
Applies a task pattern with broad
applicability for addressing particular
CCSS.
•
•
•
Prompt wording may bias students
toward a particular response.
May have a weak connection to content
central to the discipline.
May not address a central issue/theme
relevant to the discipline.
May oversimplify a topic, or may not
require students to engage in analytic
reading and thinking skills central to the
discipline.
Jurying Rubric for LDC Tasks and Modules
•
Template task uses a writing mode that
matches the intended purpose of the
prompt.
Prompt wording is unbiased, leaving room
for diverse responses.
•
Task is worded precisely to give students
a clear purpose for writing and
unambiguous directions.
•
Prompt, texts, content, and student
product are tightly aligned (are close to a
"perfect fit").
•
Teaching task provides a focus on one or
more CCSS reading standards involving a
close reading of a text/s.
May 2013 Version, page 2 of 5
Text(s)
•
•
•
Student
Product
May be loosely aligned or misaligned to
the purpose of the task.
•
("Good to Go" characteristics and...)
•
Are engaging, tightly relevant
(indispensable), and authentic.
•
•
Are tightly aligned to the task purpose.
•
Are carefully selected, excerpted, or
modified to provide appropriate text
complexity (using either quantitative or
qualitative measures) for the range of
student reading ability.
May bias students toward a particular
response.
•
May be too difficult or too easy for the
range of student ability.
Do not bias students toward a particular
response.
•
Are intellectually challenging but
accessible to all students, requiring them
to apply CCSS reading skills to
comprehend and analyze content.
•
May include so many texts or allow so
much student choice that it will be
difficult to support close reading and
provide appropriate instruction.
•
May be inappropriate to the discipline,
content, or challenge of the task.
•
May be too difficult or too easy for the
range of student ability.
•
•
Are useful for providing content and
evidence to be used in addressing the
task.
Is appropriate for the discipline, content,
and challenge of the task.
Represent central modes of discourse in
the discipline.
("Good to Go" characteristics and...)
•
Is intellectually challenging and accessible
to all students, requiring them to apply
CCSS writing skills to demonstrate their
achievement.
Authentically engages students in
rhetorical modes and types of writing
central to the discipline.
HOLISTIC SCORE FOR LDC TEACHING TASK
Rating (check one)
X Exemplar
Description
Teaching task is coherent, with all components tightly aligned. Teaching task has clear purpose and precise elements overall;
addresses content central to the discipline; engages students in applying higher order thinking skills specific to the discipline;
employs carefully selected or customized, highly appropriate, and relevant text(s); and creates academic contexts for engaging
CCSS reading and writing skills and tasks. Teaching task topic or issue is relevant to the discipline or course and has broad
applicability. Teaching task provides a focus on one or more CCSS reading standards involving a close reading of a text/s.
Good to Go
Teaching task is coherent, with all components aligned. Teaching task has clear, specific, and detailed elements overall; addresses
content relevant to the discipline; employs relevant text(s); and creates academic contexts for engaging CCSS reading and writing
skills and tasks. Teaching task creates opportunities to teach CCSS reading skills.
Work In Progress
Needs revision for reasons listed below.
Not scored
Does not fit the LDC Rules of the Road.
Jurying Rubric for LDC Tasks and Modules
May 2013 Version, page 3 of 5
LDC MODULE SCORING GUIDE
Category
What Skills?
What
Instruction?
Work in Progress
•
Skills list may miss significant demands of
the task.
•
Skills may not be clustered and
sequenced to support the teaching task.
•
•
Mini-tasks may not relate to skills list.
Mini-tasks may rely on general strategies
that provide weak support for the skills,
texts, and teaching task.
•
Instructional strategies may be loosely
connected to mini-tasks and completion
of the teaching task.
•
•
Pacing may not be realistic.
•
Module does not present adequate
opportunity to teach writing in response
to reading.
Good to Go
•
•
•
Skills are clustered and sequenced to
support the teaching task.
Mini-tasks and scoring guides relate to
skills list.
•
Mini-tasks support the skills, texts, and
teaching task.
•
Instructional strategies support the minitasks and completion of the teaching task.
•
•
Pacing is realistic.
•
Module generally aligns to CCSS
standards and creates an opportunity to
teach writing in response to reading.
Materials, references, and supports used
in instruction may not be available to
other teachers.
Jurying Rubric for LDC Tasks and Modules
Skills list is relevant to teaching task.
Materials, references, and supports used
in instruction are attached, linked, or
cited in enough detail to allow other
teachers to obtain them.
Exemplar
("Good to Go" characteristics and...)
•
Skills list is tightly aligned to the task and
the demands of the texts.
•
Skills are clustered and sequenced to
support access to the texts and
completion of the teaching task product.
("Good to Go" characteristics and...)
•
The mini-tasks and instructional
strategies are coherent, tightly aligned to
the skills, and well designed to support
student success on the teaching task.
•
The mini-tasks and instructional
strategies explicitly build student capacity
to understand and analyze complex texts.
Mini-tasks are well placed to provide
formative feedback and give evidence
about student progress.
•
•
Instructional strategies are sufficiently
specified to be replicated (but not overdescribed).
•
Each scoring guide has clear criteria
tightly aligned to the skill being taught.
•
Materials, references, and supports for
instruction are of high quality, relevant,
and aligned.
•
Module closely aligns to CCSS standards
and creates an opportunity to teach
writing in response to close reading of
text(s).
May 2013 Version, page 4 of 5
What
Results?
•
If included, classroom assessment may
have loose connection to teaching task or
may be unrealistic as an on-demand task.
•
•
If module has been taught, student work
samples with annotated scoring rubrics
are included, providing two samples per
level if available.
("Good to Go" characteristics and...)
•
If included, the classroom assessment is
realistic as an on-demand task and
provides targeted information about
student progress toward meeting one or
more module goals.
•
Module is annotated with sufficient detail
so others can use it. Annotation helps
make module clear and easy to use.
If included, the optional classroom
assessment is connected to teaching task.
Teacher
Work
HOLISTIC SCORE FOR LDC MODULE
Rating (Check One)
X Exemplar
Description
Module is highly coherent, tightly aligned to an exemplar teaching task, and appropriate in rigor to the course. Module supports
the teaching task with a well-planned and strategic instructional sequence in which mini-tasks lead to the final product’s
completion. Module is polished with attention to the needs of a wide educator audience. Module closely aligns to CCSS standards
and creates an opportunity to teach writing in response to close reading of text(s).
Good to Go
Module is coherent and aligned to a good to go or exemplar teaching task. Module supports the teaching task with a well-planned
instructional sequence in which mini-tasks lead to the final product’s completion. Module provides sufficient detail so that others
might use it. Module generally aligns to CCSS standards and creates an opportunity to teach writing in response to reading.
Work In Progress
Needs revision for reasons listed below.
Not scored
Does not fit the LDC Rules of the Road.
Evaluator
Formative
Feedback
for Revision
The student background could be stated more succinctly. The task prompt could be worded more precisely. E.g., "How did one
geographic location come to be an important site for three different religions?"
Use of travel guides is authentic, though it's not clear how accessible they would be for 6th graders.
The pacing in the module could be more realistic. We recommend that more time be allocated to the pre-assessment, which is
likely to take longer for students to complete. The time allocated to the guest speakers seems too short for students to learn
about each religion in some depth. And last, the "Active Reading 2" activity (90 min) seems like it might take longer for students
to get through each of the stations and it is not clear what literacy strategies are provided to students to access the texts beyond
use of a graphic organizer, some pre-loading of vocabulary, and group work.
Jurying Rubric for LDC Tasks and Modules
May 2013 Version, page 5 of 5