Lesson 4: Should prayers be said in their ‘original’ languages?

Learning objective

To consider why some Jewish and Muslim people learn the language of their scriptures.

Success criteria

I can discuss

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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):

A1: Describe and

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Cross-curricular links

English

Spoken language

Pupils should be taught

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Before the lesson

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Lesson plan

1: Lesson plan

An area for you to put useful resources from the previous lesson

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Adaptive teaching

Pupils needing extra support:

Should use the Activity: Writing frame to help formulate their thoughts on why language is important to them and to help construct their responses in the Attention grabber; should use the sentence starters in Activity: Prayers during discussions in the Main event.

Pupils working at greater depth:

Could discuss their own experiences and add their own examples around the concept cartoon in the Main event; could add their own perspectives on why ancient languages of scriptures are considered important in the Wrapping up.

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Assessing progress and understanding

Pupils with secure understanding indicated by: discussing the significance of

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Vocabulary definitions

cheder

A traditional school where young Jewish children are taught Hebrew and learn about the Jewish faith.
first language

The first language a person learns at home in childhood which they know best and use most often.

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In this unit

Assessment: Does the language of scripture matter?

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Lesson 1: What came before written scripture?

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Lesson 2: How has Biblical Hebrew evolved?

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Lesson 3: Is all Arabic the same?

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Lesson 4: Should prayers be said in their ‘original’ languages?

Lesson 5: How important are translations of religious scripture?

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Lesson 6: Why does some religious scripture contain artwork?

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