What is the lesson’s implicit view of the authority of the sacred text invoked?

Long paper # 2: Lesson Plan Paper

INSTRUCTIONS FOR WRITER
“Lesson Plan Analysis” paper. Write a 15-page paper. You can teach your lesson at any

1. Content and Goals: Describe the four
   approaches to religious education discussed in class (Religious Instruction, Personal
   Development, Socialization Approach, Process of Liberation), [Resources to use and to cite: Wimberly chapter 1,
   Groome introduction & ch. 1, Janssen 1& 5. class notes and handouts. Recommended: Tye
   chapter 1,].
2. Use of the Bible or other authoritative text: Describe guidelines when using biblical or other authoritative texts
   way, pay particular attention to how it is used.
   [Resources to use and to cite: The Use of
   the Bible handouts, Wimberly chapter 5]. Answer the following questions:
   a) Which of the following approaches to interpretation and application does the lesson
   take? 1. The teacher or lesson plan provides the proper interpretation and application of
   the passage for the students. 2. Individual students are encouraged and given time to
   arrive at their own interpretation and/or application of the passage, or 3. The group works
   together to arrive at interpretations and applications of the passage.
   b) What is the length of the passage read and discussed? How does this affect how well
   the passage is engaged and understood? Does engage the Bible as literary, engage in in
   depth analysis of just a few verses, or some other approach?
   c) Would you say the lesson plan or lesson as it was taught was 1) in danger of
   committing the “heresy of the paraphrase” or 2) did it respect the multivalency of biblical
   literature? 3) Does the lesson engage in prooftexting?
   d) What is the lesson’s implicit view of the authority of the sacred text invoked?
   NOTE- The following two sections on Theological Worlds and Multiple Intelligences will be
   lengthier ones. Your focus should be on the lesson plan itself rather than attempting to label or
   categorize individual participants in your class.
3. Gardner’s Multiple intelligences- Another relatively big section: Which intelligences does
   your lesson plan engage? How might you have tweaked the lesson plan in order to engage some
   of the other intelligences? Include ideas to engage at least three intelligences that your lesson
   plan did not/does not engage. Better papers will give specific examples. Do not just say, for
   example, that you would sing a song to engage musical intelligence, but tell me a specific song
   or activity that you might use. Do not simply say that you would do a craft or art project with
   children to engage spatial intelligences, but describe a particular project that you might use and
   how you might introduce it to students. [Resources to cite: Multiple Intelligences video and
   handouts]
   4.. Process and method- Review your lesson plan as written and as you taught it.
   a- Is it experiential? (Does the lesson go beyond sitting around and talking about the topic?) b- Is
   it reflective? (Does it inspire thoughtful reflection and are there many “no-brainers”?) c- Is it
   relational? (Does it allow for students to learn in relationship to each other and to the teacher).
   [Resource to cite for these three questions: Tye chapter 6 pdf posted under Process and Method
   content.] d. How would you evaluate the questions the lesson suggests that you ask? Would you
   change or reword some of the questions? Resource to cite: Tye, chapter 6 pdf. Two websites on
   asking questions:
   Asking effective questions:
   https://teaching.uchicago.edu/resources/teaching-strategies/asking-effective-questions/
   Questioning strategies:
   https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/questioning-
   strategies
   5.. Teaching for Vocation: Does the lesson plan encourage learners to apply what they have
   learned? Does it provide any training to apply what they have learned into action effectively? If
   you had chosen to take the step of application, how might you have added to your lesson?
   Conclusion- a) How was the lesson received by your students? b) How would you teach it
   differently if you had to do it again? c) What is your overall opinion of the lesson plan (whether
   you were the one who designed it or not)
   ALL THE INFORMATION AND REFERENCES ARE ATTACHED THAT YOU WILL NEED.
   EACH SECTION SHOULD BE ABOUT 3 PAGES, FOR A TOTAL OF 15 PAGES…DOUBLE SPACED….TIMES NEW ROMAN 12..