Stephanie Brown

Social Studies (Grade 3 Curriculum)

CSSI (Grades 1-6)

Ramadan Lanterns

Tuesday, April 14, 2015

Overview
Students will learn about the customs and traditions associated with the Muslim celebration of Ramadan. Students will achieve this
through a group reading of the book Under the Ramadan Moon, as well as through the construction of paper lanterns.

Curriculum Connections

3.1.1 Students will demonstrate an awareness of the beliefs, traditions, and customs of the community.

Objectives
Students will learn about the various religious and cultural traditions associated with the celebration of Ramadan in Tunisia.
Essential Questions:

What is Ramadan?
When is Ramadan?
Why is the moon important to the celebration of Ramadan?
Why do Muslims fast during Ramadan?
Term: Suhoor
Term: Iftar
Why is charity an important part of Ramadan?
Why do Muslims practice nightly prayer during Ramadan?

Activities

Students will listen to a group reading of Under the Ramadan Moon.

As a class we will look at some images of the celebration of Ramadan.
Students will make paper lanterns (traditional decorations used during the celebration of Ramadan).

Assessment
Students will be able to answer questions about Ramadan and point to images as an alternative way to demonstrate an understanding of
the concepts.

Materials

Book: Under the Ramadan Moon

Lanterns: Colorful paper, scissors, glue/tape, stickers and sticky jewels.
Pre-made worksheet

Ramadan Lanterns

Adaptations
Ben will be able to answer questions about Tunisian celebrations. Ben may also be able to read portions of the text out loud to the class,
and identify concepts through engagement with different images. Ben will be able to use fine motor skills (cutting, gluing, coloring,
decorating) in order to make his lantern. Ben will also be able to independently write a sentence about his lantern.
Dylan will be able to answer questions about Tunisian celebrations, read sections of the chapter, and identify concepts through
engagement with images. Dylan will be able to use fine motor skills (cutting, gluing, coloring, decorating) in order to make his lantern.
Dylan will also be able to independently write a sentence about his lantern.
Jade will be able to point to different pictures in the book as a way of answer questions about Tunisian celebrations. Jade will be able to
use fine motor skills (cutting, gluing, coloring, decorating) in order to make her lantern. Jade will be able to write a sentence about her
lantern with the help of an assistant.
Sara will be able to answer questions about Tunisian celebrations, read sections of the chapter, and identify concepts through
engagement with images. Sara will be able to use fine motor skills (cutting, gluing, coloring, decorating) in order to make her lantern.
Sara will also be able to write a sentence about her lantern.
James will be able to point to pictures in the book, and identify concepts through engagement with images. James will be able to use
fine motor skills (cutting, gluing, coloring, decorating) in order to make his lantern. James will also be able to write a sentence about
his lantern with the help of an assistant.
Nathan will be able to answer some questions about Tunisian celebrations, point to pictures in the book, and identify concepts through
engagement with images. Nathan will be able to use fine motor skills (cutting, gluing, coloring, decorating) in order to make his
lantern. Nathan will also be able to write a sentence about his lantern with help from an assistant.

Ramadan Lanterns

Notes and Reflections

Ramadan Lanterns