A Unit Plan on Major Prophets for Grade 11 Bible Class

Adventist International Institute of Advanced Studies

Theological Seminary

A Unit Plan on Major Prophets for Grade 11 Bible Class

A project presented in partial fulfillment for the course

GSEM 608 – Advanced Methods of Teaching the Bible

Professor – Dr. Prema Gaikwad

Beersheba Maywald

March 9, 2017

Table of Content

Goal ………………………………………………………………………………………………………………………… 3

Scope ……….……………………………………………………………………………………………………………… 3

Sequence ………………………………………………………………………………………………………..………. 3

Topic Summary ……………………………………………………………………..…………………….. 3

Introduction ………………………………………………………………………………………..…………………… 4

Lesson 1: Concept Attainment ……………………………………………………..……………………………5

Material for CA ………………………………………………………………………………………………………8

Lesson 2: Advance Organizer ...………………………………………………….……………………………..9

Lesson 3: Expert Jigsaw ………………………………………………………………..………………………...12

Material for Jigsaw …………………………………………………………………………….…………………...13

Lesson 4: KWL ………………………………………………………………………………………………………… 16

Material for KWL………………………………………………………………………………………………………18

Lesson 5: Comparison – Venn Diagram ……………………………………………………..…………..19

Unit on Major Prophets

Grade 10

Goal

The goals of this unit are to help students:

Identify the feature of the Major Prophets
Learn more from one of the books of the Major Prophets
Extend their knowledge of Daniel 2 & 7

Scope

This unit seeks to explain the books of the Major Prophets in the Old Testament. The focus of this Unit is to inform the students of the book of Daniel, its major features, prophecies and its relevance in the world today.

Topic Summary

Lesson / Topic / Teaching Strategy / Purpose of Strategy
1 / Major Prophets / Concept Attainment / For inductive thinking
2 / Major Prophets - Daniel / Advance Organizer / For information-processing
3 / Daniel 2- The Image / Expert Jigsaw / Cooperative learning
4 / Daniel 7- The Four Beasts / KWL / For inductive thinking
5 / Daniel 2 & 7 / Venn Diagram / For comparison

Introduction

There is a collection of five Old Testament books that are commonly designated as the “Major Prophets.” These documents are major in size, compared to the twelve books of the “Minor Prophets.” These books are centered on aprophet, traditionally regarded as the author of the respective book.The Major Prophets represent the books of Isaiah, Jeremiah, Lamentations, Ezekiel, and Daniel.

LESSON 1

Subject: Old Testament / Level: Graduate level
Topic: Major Prophets / Date: March 13, 2017

Strategy Used :Concept Attainment

Materials required:

Data set with the examples and non- examples.

Instructional Objectives:

By the end of the class, students will be able to

Analyze the information displayed.
Catagorize the information to form a hypothesis.
Identify the attributes of a prophet.
Define the role of a prophet.

Introduction:

The teacher will tell the class, “Today we will be learning a new concept so we all need to put on our thinking caps.”

Presentation:

Teacher’s Activity / Students’ Activity
1. The teacher will instruct the students by saying, “I have an idea in my mind and you are going to help find it. I am going to show you some clues, and you need to think and find the idea. But for this to happen you need to be real quiet and only let your mind do the thinking. You will get a chance to share later. So are we ready to begin? ” / The studentsstudents listen and remain silent.
2. The teacher places the YES and NO labels. And places the first example, then the other. The first five examples and non-examples are displayed. / The students are busy thinking and forming a hypothesis as they remain silent.
3. Now the teacher encourages the students to respond with a thumbs up if it is a YES, or with thumbs down if it is a NO. If there are students who are not responding, ask them to show a side-way thumb if they are unsure about it. The teacher waits for everyone to respond. / The students express their opinions non-verbally as the data set is displayed and grow more confident about the topic.
4. After continuing this procedure until the end of the data set. Ask the students what are the common attributes in the YES section. / The students share their opinions. Even if the answer comes up, ask them why they think so, and continue until all have expressed their thoughts.
5. The teacher then sums up the attributes listed and the opinions of the students. Then, she names the concepts found in the Major Prophets. / The students are excited at the confirmation of their thoughts.
6. The teacher then asks the students to give more examples and attributes of the Major Prophets. / The students are eager to share their input.
7. The teacher then asks the students a series of questions waiting in between for the students to respond, “ What were you thinking when you saw the first two examples? What confused you? Which one helped you get the correct idea?” / The students share their ideas and experience during the thinking process.
8. The teacher then concludes the lesson with a short lecture. / The students are eager to learn more.

Assignments:

1.Ask the students to write a list of prophets from the Old and New Testaments.

Reflections:

Data Set:

The examples and non-examples used are listed below.

Examples

YES

Isaiah
Jeremiah
Ezekiel
Daniel

Hosea
Joel
Amos
Obadiah
Jonah
Elijah
Elisha
John the Baptist
Nathan
Samuel

Non-examples used:

David

Adam

Matthew

Abraham

Barnabas

Joshua

Hezekiah

Saul

Timothy

LESSON 2

Subject: Old Testament / Level: Graduate level
Topic: Major Prophets - Daniel / Date: March 14, 2017

Strategy Used: Advance Organizer

Materials:

Advance Organizer on a powerpoint.

Instructional Objectives:

By the end of the class, students will be able to

Analyze the information displayed.
Identify the connections between the elements in the advance organizer.
Formulate an idea of the lessons to be tackled during the week.

Introduction:

The teacher reviews the lesson taught in the previous class. She will then introduce the lesson in connection to the information learnt about the prophets and their significance in the Bible.

Presentation:

Teacher’s Activity / Students’ Activity
1. The teacher draws out the advance organizer on the board, and explains each feature step-by-step. The teacher first explains the major and minor prophets. / The studentsstudents listen and remain silent.
2. The teacher then gives the students examples belonging to these two categories. She also asks the students to share examples if they know some and adds them to the advance organizer on the board. / The students share what they know and carefully notice the placement of each example in the advance organizer.
3. Now the teacher describes the essential characteristics of the elements present in the advance organizer / The students follow the leacture.
4. The teacher then points out to the major similarities and differences between the major and the minor prophets and displays the powerpoint with the advance organizer. / The students watch carefully.
5. The teacher explains the learning task, the focus of the lectures during the week, which is the book of Daniel, a major prophet. Daniel chapters 2 and 7 will be given special attention. / The students have an idea and can be prepared for the lectures during the week.
6. The teacher provides a summary of Daniel and its message. She also elaborates on the outline and structure of the book. / The students listen quietly.
7. The teacher also explains the approach and the activities they will use to learn the content material. / The students are excited about the upcoming classes.

Assignments:

The students are asked to read Daniel chapter 1 and submit a one page reading report in the next calss.

Reflections:

LESSON 3

Subject: Daniel / Level: Graduate level
Topic: Daniel 2 : The Image / Date: March 15, 2017

Strategy Used: Expert Jigsaw

Materials:

Jigsaw cut-out papers enough for each group (a set of 6)

Instructional Objectives:

By the end of the class, students will be able to

Identify the six major elements of the image in Daniel 2
Define and describe each element
Participate in group discussions

Introduction:

I will narrate the dream of Nebuchadnezzar recorded in Daniel chapter 2:31-35. The teacher then explains the procedure of jigsaw and instructs the students accordingly.

Presentation:

Teacher’s Activity / Students’ Activity
1. The teacher divides the class into equal groups, with each group having six members. This is called the base group. / The students will seat themselves around the table.
2. The teacher then hands out a complete data set to each of the groups and asks them to have one piece of the data set. She then instructs each of them to read it silently. / The students read their part silently and try to understand it.
3. The teacher then asks all the members with the same numbered data or paper cut-out to form one group. This is called an expert group. / The students form their expert groups.
4. The teacher instructs each expert group to discuss the essential points in the passage. / The students discuss and learn from each other regarding the passage.
5.After five minutes, the teachers asks the expert group members to return to their home groups and share what they’ve learnt in their expert groups. / The students share their new found knowledge with the rest of the group.
6. The teacher asks the class questions regarding the material provided since all of them have a complete idea of the topic. / The students answer them accordingly.

Assignments:

Ask the studets to come up with a memory device to remember the six parts of the image and their corresponding meanings.

Reflections:

Jigsaw data set:

The Prophecy ofDaniel 2

Head ofGOLD

BABYLON -We know the first kingdom of this image is Babylon, because Daniel told Nebuchadnezzar that he (king of Babylon) was the head of gold ...Daniel 2:38-40 ...'And wheresoever the children of men dwell, the beasts of the field and the fowls of the heaven hath he given into thine hand, and hath made thee ruler over them all.Thou art this head of gold.'... So we know that Babylon is the head of gold and Nebuchadnezzar ruled as king in Babylon from 605 BC.

Babylon was the most glorious kingdom of all. Which is why it was represented as GOLD.

Breast and Arms ofSILVER

MEDO PERSIA -So the next kingdom which God allowed to conquer Babylon is represented by the chest and arms of silver. And history tells us that the kingdom which conquered Babylon in 539 BC was the Medo Persian empire. As the name suggests, this kingdom had two parts. The Medes and the Persians, with Persia being the stronger nation. This matches the fact that it is represented by the part of the body of the image that has TWO arms.

Just as SILVER is 'inferior' to GOLD, Medo Persia did not have the glory which was upon Babylon. Also, it is known that taxes were paid in SILVER in Medo Persia.

Is it a coincidence that the DUAL kingdom of Medo Persia matches the two arms of the image? Well, take a look at the iron of legs below and you will see that maybe God chose the image of a man perfectly to match the future kingdoms of the world.

3.Thighs ofBRASS

GREECE -The next nation after MedoPersia which conquered and took control was the kingdom of Alexander the Great - GREECE. The kingdom of Greece began to reign in 331 BC after the conquest of Alexander the Great in the battle of Arbela in 331 BC.

The soldiers of the Grecian empire wore armor made out of BRONZE.

An interesting note concerning the kingdom of Greece, as mentioned above, is that their soldiers wore armor made of BRONZE. And this obviously matches the brass thighs of the image. So we can see that the future kingdoms not only matched the figure of a man, but the metals used also.

Legs ofIRON

ROME -Rome was the kingdom which ruled the world after it conquered Greece in 168 BC. And it was the dominant kingdom that ruled during the time of Jesus Christ.

IRON was widely used in the armor and weapons of the Roman Empire. And what about the TWO legs? History confirms that Rome split into TWO political areas. The Western Empire ruled from Rome and the Eastern Empire ruled from Constantinople (Turkey).

Now something to notice with these metals in the image is that they begin with GOLD, the most glorious metal, matching the kingdom of Babylon. Then as we progress down the image, the metals become less 'glorious', but STRONGER. And we end up with the 'IRON' kingdom of Rome. Probably the least 'glorious' kingdom, but certainly the strongest, as Rome was known for it's so called 'iron grip' during it's reign.

Feet ofIRON and CLAY

EUROPE -The Roman Empire as a one world power disintegrated due to the attacks from the barbarian tribes. By 476 AD Rome had lost it's power and the tribes that sacked the Roman Empire became the 10 nations of Europe. These tribes were the Ostrogoths, Visigoths, Franks, Vandals, Alemannians, Sueves, Anglo-Saxons, Heruli, Lombards, and Burgundians. Three of these tribes were uprooted by Papal Rome (THE LITTLE HORN POWER) and the other seven evolved into the nations of Europe today, like Great Britain, France, Germany, Spain, etc.

The DestroyingSTONE

KINGDOM OF JESUS AND GOD -We reach an end of this prophecy and the end of this world as we know it, when Jesus Christ returns at the second coming and destroys once and for all the kingdoms of this world. Then, after the 1000 year millennium and the earth renewed, God will establish His kingdom on the new earth, which will be an everlasting kingdom. A kingdom of glory and righteousness, where there will be no more wicked men to rule over us, but a just and righteous God.

Friends, the prophecy of Daniel 2 is a truly amazing prophecy, given way back in 603 BC, and yet every detail of it was accurately fulfilled. In Daniel 7, we have a parallel prophecy with four beasts and a little horn, which God gave to Daniel to strengthen the prophecy of Daniel 2 and give us even further detail concerning the coming kingdoms of the world. We will be adding a study page for the prophecy of Daniel 7 soon.

LESSON 4

Subject: Daniel / Level: Graduate level
Topic: Daniel 7 : The Four Beasts / Date: March 16, 2017

Belshazzar’s feast - KWL

Materials:

A KWL chart, a marker pen and four printouts of the reading material.

Instructional Objectives:

By the end of the class, students will be able to

Describe what they know about the four beasts.
Ask questions on what they want to learn about the four beasts.
Read the lesson to verify, answer, and to find information.
Verify or answer what they have learned about Daniel 7.

Introduction:

The teacher introduces the four beasts in Daniel 7 and explains the new strategy the class will try out today. The teacher will draw a KWL Chart under the topic – The Four Beasts– then I will write the words “Know”, “Want to know” and “Learned” in the appropriate columns.

Know (K) Want to Know (W) Learned

Presentation:

Teacher’s Activity / Students’ Activity
1. The teacher will ask the students what they already know about Daniel 7 from the Bible and write their responses underthe K section. / The students will share their opinions one by one as the marker passes around the table.
2. The teacher lists all their ideas, even the incorrect ones, to encourage free sharing. / The students voice out all their ideas on true wisdom.
3. The teacher then moves to the next column. She will encourage the students to share their questions on the four beasts in Daniel 7 and writes them under the W section. / The students take turns to express their questions regarding this topic.
4. The teacher distributes the material to be read. She then gives the students sufficient time to silently read the expository material and to verify what they thought and knew regarding the subject. They also try to answer the questions they asked and find any new information present. / The students read the material carefully and with great interest, underlining and noting down the important points.
5. After reading, the class will then verify the items under K. The teacher crosses out the incorrect ideas and gives a positive remark. She also identifies the areas or ideas not dealt with in the material. / The students share their opinions and correct the misunderstandings.
6. The teacher asks the class to answer the questions under W which are to be written adjacent to it in the L section. / The students along with the teacher addresss each question.
7. The teacher asks the students for any additional information learnt on the topic, this is also listed under the L section. / The students contribute their new-found knowledge by taking turns using the marker.
8. The teacher assigns the students to research on the ideas in the K and W sections that were not verified or answered in the material provided. / The students eagerly accept the assignment and will be ready to share it in the next class.

Assignments: