Reading Report # 1€¦ · Web view3 Self-control Concept Attainment Develop a collective definition of self-control and its positive implications. 4 Peace Abstracting and Pictograph

Adventist International Institute

of Advanced Studies

A UNIT PLAN FOR BIBLE CLASS GRADE 10

Project presented in partial fulfillment of the requirements for the course

EDCI 615 INSTRUCTIONAL MODELS

by

Edgar Beskow

May 2017

TABLE OF CONTENTS

Introduction …………………………………………………………………………. 3Goals of the Unit ……………………………………………………………………. 3Scope ………………………………………………………………………………... 3Sequence ……………………………………………………………………………. 3Lesson 1 ……………………………………………………………………………... 5Material Lesson 1 ………………………………………………………………….... 7Lesson 2 ……………………………………………………………………………... 8Material Lesson 2 ………………………………………………………………….... 10Lesson 3 ……………………………………………………………………………... 11Material Lesson 3 ………………………………………………………………….... 13Lesson 4 ……………………………………………………………………………... 14Material Lesson 4 ………………………………………………………………….... 16Lesson 5 ……………………………………………………………………………... 18Material Lesson 5 ………………………………………………………………….... 20

Edgar Beskow April-May 2017EDCI 615 Instructional Models Unit Plan: The fruit of the Spirit

IntroductionThe Gifts of the Spirit is a content of the Bible curriculum developed by NAD

that belongs to grade 10. Because they have already studied this topic in their basic education, the students will recover that prior knowledge in order to develop a deeper comprehension, to build an abstract understanding of the topic, to reinterpret it from a multifactorial perspective, and to apply it to their current experience as teenagers. The unit is composed of five classes with an increasing level of complexity.

Goals of the UnitThe goals of this unit are:

1) Recover prior knowledge about the fruits of the Spirit and enhance it with a new perspective.

2) Find answers to questions that arose among the students during the analysis of the topic.

3) Analyze their own life in order to identify aspects to improve related with the fruits of the Spirit.

4) Identify the benefits that these fruits could have in their life. 5) Analyze their own cognitive process through the activities.6) Extract by abstraction the key lessons from Biblical stories.7) Stablish biblical foundation to their conclusions.8) Develop advice for peers related to the fruit of the Spirit.

ScopeThis unit will address the implications of the fruits of the Spirit in teens’ life.

After an introductory class, the focus will be posted on love, peace, self-control, and joy among the fruits mentioned in Galatians chapter 5. These fruits were selected because of its implications on the common issues that teenagers face. Through different strategies, the students will identify their own position on each fruit and develop strategies to improve themselves and to help their peers to solve issues related with the lack of these fruits.

SequenceThe five classes and its topics are arranged in such way that the process can flow

from the introduction to more complex activities. The titles of these classes, strategies utilized, and the purpose of these strategies are described in the following table:

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Lesson Topic Teaching Strategy

Purpose of Strategy

1 The fruits of the Spirit an introduction

Graffiti Recover prior knowledge and identify the benefits of these fruits in their lives.

2 Love KLM Redefine an understanding of love from a Biblical perspective, collect their questions about love, and find Biblical answers for them.

3 Self-control Concept Attainment

Develop a collective definition of self-control and its positive implications.

4 Peace Abstracting and Pictograph

Identify how peace is closely related with their life, and health relationships.

5 Joy Problem-based Learning

Recover the value of a joyful life and develop advise for peers.

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LESSON 1

Subject: Bible Level: Garde 10Topic: The fruits of the Spirit Date: April 7, 2017Major Strategy: The Graffiti Strategy Class Duration: 40 minutes

Instructional Objectives:By the end of the class, students will be able to1. Identify the fruits of the Holly Spirit.2. Review the effects of these spiritual gifts in their personal lives.3. Show the benefits that the fruits of the Spirit have in their relationship with God.4. Analyze the impact that they would have on other people through these fruits.

Materials:Three sheets of different colors with questions and instructions. Pens will be

provided if necessary.

Introduction:This is an introductory class of a new unit called "The fruits of the Spirit". The

students were previously instructed to read a chapter of their textbook in order to homogenize the previous knowledge among the students and be ready to face the requirements of Graffiti strategy.

Motivation:Students will be required to choose between two possible gifts: a perfect apple

and an old and awful fruit. A short dialog will be established to compare the works of the flesh (the awful fruit) and the fruits of the Spirit (the yummy apple).

Presentation:

Teacher’s Activity Students’ Activity1. Motivational activity Identify personal position and answer2. Introduction of the topic Listen, follow the reading, and name the

spiritual gifts.3. Creation of groups pf three Group according to the indications4. Explanation of Graffiti procedure Listen and make clarification questions5. Give to each group a sheet with

the questions and start the first round of answers.

Work as a team to understand the question, create the answers and write them down.

6. Give the signal to transfer the paper to the next group and start again the procedure.

Work as a team to understand the new question, create the answers and write them down.

7. Aske each group to report the Select the reporter, explain the main

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summary of the answers. points, clarify doubts. 8. Closing explanations integrating

the main concepts developed by the students.

Receive public reward for their contribution, mental review of the class.

Assignments:1. Read Galatians chapter 5, identify the fruit that is more developed in you and explain in a brief text why you think that this fruit is the most developed in your life.

Reflections:1. The questions on the sheets could be redacted in an easier way. 2. It would be better to take brief pauses during the class to promote adequate feedback.

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Material Lesson 1

GraffitiGroup 1The fruits of the Spirit are love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control. (Galatians 5:22-23)

Instructions: List five examples of the benefits to our physical and emotional health that we can enjoy if we develop the fruits of the Holy Spirit in our lives.

1.2.3.…


Instructions: List five examples of how we can benefit other people if we develop the fruits of the Holy Spirit in our lives.

1.2.3.…


Instructions: List five examples of how we can improve our relationship with God if we develop the fruits of the Holy Spirit in our lives.

1.2.3.…

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LESSON 2

Subject: Bible Level: Grade 10Topic: Love as a Fruit of the Spirit Date: April 13, 2017Major Strategy: The KLM Strategy Class Duration: 40 minutes

Instructional Objectives:By the end of the class, students will be able to1. Recall previous knowledge about love as a fruit of the Spirit.2. Identify characteristics of love from a Biblical perspective.3. Infer from the reading text the answers of their own questions.4. Define love from a Biblical perspective.5. Express what they have learned about this fruit of the spirit.

Materials:White board marker, a brief text describing what is love in the Bible based on 1

Corinthians 13.

Introduction:After an introductory class about the fruits of the Spirit, this second meeting will

focus on the fruit called Love from a Biblical perspective.

Motivation:Two images will be introduced to the students (representing a heart and a brain).

The triggering question will be: Which one does love better, your brain or your heart? A few seconds of opinions and discussion will be allowed without a final conclusion. Then, the KWL strategy will be introduced as a useful procedure to find the answer.

Presentation:

Teacher’s Activity Students’ Activity9. Motivational activity as

introduction of the topicObserve and identify personal position and answer

10. The KWL chart is drawn on the board along with the topic: Biblical perspective of love

Listen

11. Know (K): Ask the students what already know about love as a fruit of the Spirit.Write the contributions of the students in the chart.

Self-evaluation of prior knowledge.Active participation sharing what they know.

12. Want to know (W): Request the students to think and ask what

Develop questions to enhance their knowledge

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they want to know about the topic. Write questions in the chart.

Active participation sharing their questions.

13. Provide each student with a material with a brief presentation of the Biblical perspective of love.The instruction is to read the text to verify section K, answer questions of column W and learn new information from the material.

Active reading, highlighting important concepts and questioning the reading.Check and compare prior knowledge and search for answers.

14. Process of verification items under K column.Answer the questions of section W, in column L.Ask for additional ideas or concepts learned.

Verification of the accuracy of prior knowledge.Think and share new knowledge related to the former questions.Share new knowledge from the text.

15. Items without answer are identified. The indication is to research and bring the answers to the next class.

Copy the questions without answer for further research.

16. Closing explanations integrating the main concepts learned about the Biblical perspective of love.

Mental review of the class (reinforce)

Assignments:1. Find answers to the questions listed. Bring the answers written to the next class.

Reflections:1. More time should be dedicated to analyze and discuss the new concepts learned. 2. In the conclusion, it would be better to establish a clearer relationship between the initial question, utilized as a trigger question, and what they learned during KWL strategy.3. This strategy requires time to develop the process, arrive to the new knowledge, and make a brief review of the new contents acquired.

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Material Lesson 2

Reading Text

What is Love?

Paul lists several characteristics of love in 1 Corinthians 13. From these features, it is possible to grasp that amazing and eternal thing called LOVE.

1. Love does not envy: The success of others is my greatest joy so I do not feel envy when others achieve more than me.

2. Love is not proud: Because of my love for others I remain humble. 3. Love does not dishonor others: For love I take care of the honor of others, even

when that means putting off my desires and passions. 4. Love is not self-seeking: The desires of the people I love always go first. “Let each

of you look not only to his own interests, but also to the interests of others”. (Philippians 2:4)

5. Love is not easily angered: I never go to sleep without first solving my differences with others.

6. Love keeps no record of wrongs: For love I do not comment on the mistakes of others. I erase them from my memory and I do not use them as a weapon to win my discussions.

7. Love does not delight in evil but rejoices with the truth: If I know that something is wrong I do not practice it for the sake of others.

8. Love always protects: Especially when others are in ridiculous and all the people go away.

9. Love always trusts: There is no place for hysterical jealous attacks. 10. Love always hopes: Those who love you do not look at you as you are, but as you

will become.11. Love never fails: Because never gives up.

Images Utilized in the Introduction and Conclusion

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LESSON 3

Subject: Bible Level: Grade 10Topic: Self-control as a Fruit of the Spirit Date: April 30, 2017Major Strategy: Concept Attainment Strategy (with some elements of TABA)

Class Duration: 40 minutes

Instructional Objectives:By the end of the class, students will be able to1. Identify the main attributes and benefits of Self-control.2. Construct a definition of Self-control derived from a set of characteristics.3. Analyze their own cognitive process through the inductive exercise.

Materials:White board marker, a set of yes examples of Self-control, a set of no-examples of

Self-control, four sets of yes-examples to sort out in small groups.

Introduction:This is the third meeting related to the fruits of the Spirit. After an introductory

class and a second one about Love from a Biblical perspective, this class will define the concept of Self-control and identify its characteristics.

Motivation:Intrigue will be used as a mechanism for awakening intrinsic motivation. It will

be explained to them that the teacher has an idea in his mind and that through a special exercise they will be able to disclose it.

Presentation:

Teacher’s Activity Students’ ActivityIntroduction and review previous ideas of the current unit

Pay attention and review notes

PHASE 1 – Presentationa) Ask them to discover the idea or

concept that is in my mind (clarify that they should keep the idea in their mind).

b) Explanation about how we will work with two sets of examples: yes-examples and no-examples about my idea.

c) Introduction of the first yes and no-examples

Active-listening to the instructions.

Initiating the process of induction in their minds with the first examples.

PHASE 2 – Testing

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a) Give more yes and no-examples and ask them to show their answer with nonverbal reactions.

b) Arrive at the concept and verbalize it. c) Give more examples (more difficult)

and ask to classify them.

Follow the induction of the concept from the examples.Take decisions and locate each example.Response through nonverbal signals.Make explicit the concept discovered from the examples.

PHASE 2 – Testing and classifyinga) Create classification groups and give

them a complete set of yes-examples.b) Ask to them to classify in groups to

find out the components of self-control.

Work in groups with the set of yes-examples.Create classification groups.

PHASE 2 – Construction of the concepta) Socialize the classification groups

created by them from the set of examples

b) Identify the components of self-control

c) Construction of a definition of self-control on the whiteboard.

Share with the class the label for the groups created.

Through the socialization of their classification, identify the components of self-control.Active participation in the construction of the definition.

PAHSE 3 – Analysis of thinkinga) Recall their initial ideas with the first

examples.b) Recall for difficult or confusing

examplesc) Identify how they got the components

of self-control

Mehta-analysis of their inductive process.

Assignments:1. Identify one aspect of your life in which you want to have more self-control and write down a plan to work in.

Reflections:1. Students identified the concept after some examples and most of them made

correct discrimination when they voted. That means that the instructions were clear and they followed attentively the process.

2. When I asked them to classify in two groups a set of examples in order to identify the components of self-control, two groups were able to get the idea but other two needed some help to complete the task. The distinction was not explicit and demanded a big effort to understand the difference. I think that it would be better to allow enough time and to share with them some clues in order to face that activity with less levels of frustration.

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Material Lesson 3

Set 1- Yes-examples of Self-control

Related to actionsI get up instantly when the alarm soundsI can wait for my turnI try not to snack between mealsI save money and I wait until I have enough for what I needI try to avoid procrastination

Related to emotions I can control my emotions when someone insults meI can control my feelings Fear does not paralyze meIf I want to scream I can keep calmIf I feel sad I try to lift my mood

Set 2 – No-examples of Self-controlI love othersI am grumpy and I react impulsivelyI have joyI am a peacemakerI am humbleIf someone needs help, I am ready to helpFirst Facebook and then my assignments

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LESSON 4

Subject: Bible Level: Grade 10Topic: Peace as a fruit of the Spirit Date: May 7, 2017Major Strategy: Abstracting and Pictograph


Instructional Objectives:By the end of the class, students will be able to1. Abstract the main concept behind the story of David, Nabal and Abigail.2. Apply the concept of peace to new specific situations.3. Identify the benefits of inner peace, peace with God, and peace with others in the Biblical story.4. Represent in a Pictograph the three levels of peace.

Materials:White board, board marker, Bibles, copies of the Abstracting diagram for each

group, a blank sheet for each one.

Introduction:This class will address the concept of peace as a fruit of the Spirit. The concept

will be abstracted form a Biblical story and applied to new situations. The three levels of peace will be introduced (inner peace, with God, and with others). These levels of peace will be identified in groups and depicted by each one.

Motivation:The class will begin with the story of David, Nabal, and Abigail, narrated with

vivid details to draw the attention of the students.

Presentation:

Teacher’s Activity Students’ Activity17. Motivational activity: Story of

David, Nabal, and AbigailPay attention and follow the story.

18. Creation of groups of three Group according to the indications19. Introduction of the Abstracting

strategyListen and follow the instructions

20. Teacher moves among the groups encouraging them and guiding the process

Students work in groups defining the specific and the general concept abstracted from the story. After that, they create one or two examples to apply the general concept of the story to new

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situations21. Teacher moderates the report of

each group to the classGroups report their outcomes from the abstracting strategy.

22. A brief lecture (7 minutes) will be deliver to the class to introduce the three levels of peace that we should develop. A graphic organizer will be draw on the white board.

Students pay attention, take notes, and ask for clarifications.

23. Teacher introduces the strategy of Pictographs applied to the concept of peace and the three levels of peace.

24. Teacher remain attentive, gives positive reinforcement, but try to avoid actions that can limit creative and free expression in the pictogram

Students work individually in their Pictographs.

25. Positive reinforce is given to each creative idea presented

Students show their pictographs and post them on the wall.

26. Assignment instructions Students take notes of their assignment

Assignments:1. Choose one level of peace (inner peace, with God, with others) and write three things that you can do to increase that type of peace in your life.

Reflections:1. The limited time could be an adversary of this class because there are several

activities. If the time is not enough, students can create their pictographs as part of their assignment for the next class.

2. After each presentation of the Abstracting strategy is important to address properly generalizations that are far away from the class topic. If they find a good generalization but is not related to the topic is important to congratulate that good abstraction and help them to see if there is also possible to think in peace-makers as other option.

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Material Lesson 4

Lecture: The three types of peace

Inner peaceThe Bible has a lot to say about peace. Jesus is called the Prince of Peace (Isaiah 9:6). Paul refers to “the God of all peace” (Romans 15:13, 33; Galatians 6:16). The term peace is often used as a greeting and a benediction (see Luke 24:36). So, what exactly is peace, and how can we have “inner peace”?A word often translated “peace” in the Bible actually means “to tie together as a whole, when all essential parts are joined together.” Inner peace, then, is a wholeness of mind and spirit, a whole heart at rest. Inner peace has little to do with external surroundings. Jesus said, “Peace I leave with you; my peace I give you. I do not give to you as the world gives. Do not let your hearts be troubled and do not be afraid.” He had also told His followers that “in this world you will have many troubles. But take heart! I have overcome the world” (John 16:33). So, peace is not the absence of trouble; it is the presence of God.

Peace with Godmust serve! Of course, these steps will be motivated by faith and mingled with love. Having found peace with God, next we experience the peace of God.This peace of God is not a mere abstraction advocated by preachers and theologians. Thousands of people can witness that they have actually experienced the peace of God and have found it wonderfully adequate for this present day. “For He is our peace.”

Peace with othersBecause the more than seven billion people on earth are imperfect, personality conflicts are inevitable. How can we make peace under such circumstances?The Bible offers good advice. It describes the Creator as “the God of peace,” whose name is Jehovah. (Hebrews 13:20; Psalm 83:18) God wants his earthly children to enjoy peaceful relations. Some secrets to live in peace with others are:

Forgive Freely Talk It Out: promptly, peacefully, and privately Be Long-Suffering

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http://biblia.com/bible/esv/Romans%2015.33


Names: ____________________________________________ Date: ______________

Complete the abstracting diagram

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Identify and write what is important in the story

Identify and write the central lesson of the story

Find and write new situations to apply the lesson


LESSON 5

Subject: Bible Level: Grade 10Topic: Joy as a fruit of the Spirit Date: May 15, 2017Major Strategy: Problem-based Learning


Instructional Objectives:By the end of the class, students will be able to1. Identify conditions, attitudes, and behaviors that can develop joy.2. Develop hypothetical advice to peers in order help them to develop joy in their life.3. Justify with biblical support their advice. 4. Explain an action plan that could be implemented in the life of a teen to develop joy.5. Build a definition of joy from the key components learned in the process.

Materials:Whiteboard, board marker, Bibles, and copies for each group of the description of

the problem, instructions and the matrix to take notes of the solving process.

Introduction:This class will address the concept of joy as a fruit of the Spirit. The concept will

be analyzed taking account of their previous knowledge through a Problem-based Learning. In groups, students will address a complex situation related to a teenager with a strong sense of lack of joy. The case will be represented with a strong connection with the reality of teens.

Motivation:Images with different characters will be showed to the students (rich people,

successful and famous people, people with many friends). The following questions will be asked in order to raise a discussion: Who has more joy? Why?

Presentation:

Teacher’s Activity Students’ Activity1. Motivational activity: Discussion

about different characters as candidates to have joy

Active participation as a reaction to the questions and images

2. Explanation and instructions to engage them in the Problem-based Learning (PBL)

Listen and follow the instructions

3. The teacher creates groups of 3 or 4 and hands out the sheet with the problematic situation. The teacher

Students follow the reading and make questions to clarify doubts.

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explains the problem and the instructions to follow.

4. Teacher moves among the groups encouraging them and following the process

Students read the problematic situation and the instructions. They engage in the discussion of possible solutions.

5. Teacher makes clarifications and guide the hypothetic solutions

When the group gets the preliminary answers, and propositions they are ready to fill out the matrix with their ideas and action plans.

6. Teacher moderates the report of each group to the class Students make their presentations and

compare different approaches and solutions.

7. Positive reinforcement for each creative idea and innovative solutions

8. The teacher presents a brief summary with the main ideas and strategies emerged from the works presented by the students. Writing dawn some key words on the whiteboard.

Students take notes

9. The teacher asks each group to create their own definition of joy considering some words from the whiteboard.

Students work in groups developing a short definition of joy

10. The definitions are shared to the entire class.

Students share their definition and listen others.

11. Assignment instructions Students take notes of their assignment

Assignments:1. Think about a person who you think is (or was) the most joyful of the world. Bring to the next class a picture of that person and a written explanation of why do you think that she/he is/was the most joyful person.

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Material Lesson 5

Problem-based Learning activity:

1) Read and put yourself in the place of the characters in order to understand the situation.

Daniel lived in a family with a very good economic situation. Both parents were professionals and her older sister was already in college. Daniel was 14 years old and was the owner of all the electronic devices he wanted. He attended a good Adventist school but had few friends. He spent most of the time playing with his tablet. His parents were almost never at home so Daniel lost track of time while playing for hours.Over time, he was no longer interested in sharing time with his few friends. Daniel no longer felt like going to church and felt disgusted all the time. He began to respond badly to his parents and to feel anger toward others and toward God. The days were all the same for him and he had lost the pleasure for almost everything. He started to chat with estrangers who share some estrange advises with him. At the same time, there was a teacher who was tracking his situation and asked Daniel to talk with him.

2) Explain what do you think is the cause of the lack of joy in Daniel (try to go as deep as you can with the cause).

3) You are that professor who is trying to talk with Daniel. Explain the advises that you would share with David in order to help him to recover the joy in his life.

4) Give biblical support to your advice.5) Develop an action plan and explain the steps that Daniel, and other people, should

follow to recover the joy.

Images for the initial motivational discussion:

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Answer Matrix for PBL

Group member names: ________________________________________________________ Date: ________________________

Causes of the situation

Advises to Daniel Biblical support for your advice

What did you learn about joy

Action plan to recover Daniel (write

steps)

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Documents

Reading Report # 1€¦ · Web view3 Self-control Concept Attainment Develop a collective definition of self-control and its positive implications. 4 Peace Abstracting and Pictograph