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Unit 2: New Testament OverviewTeacher: Christina FerreiraUnit 2: New TestamentGrade: HRE1O1 – Grade 9RATIONALE/OVERVIEW:What will students learn?Teach students how the New Testament connects with the Hebrew Scriptures/Old Testament (Unit 1) traditionally, culturally, and textually. Students will learn who Jesus was as a person, what he did in his society (teacher, healer), and his ultimate death. Jesus is the central figure in Catholicism, which is essential to a Catholic oriented school. Not only this, but Jesus’ lessons and life are timeless and can apply not only to Catholics, but all people to be forgiving, loving, and open to all people. In addition, we will how the work of the 12 disciples/apostles in the New Testament encourage us to build loving community relationships, self-reflection, and follow an example of discipleship by making the right choices. The social justice message of the New Testament and Jesus’ actions will be highlighted as exemplars.LEARNING GOALSWhat must students know or be able to do at the end of the unit?Students must be able to:Recall the miracles Jesus performed and how they associated with IncarnationLearn about the parables Jesus taught and their lessons; the Major Themes of Jesus’ Parables; how parables still apply to our lives todayIdentify the major events of Jesus’ lifeExplain how Jesus is both human and divine and this significance (Incarnation)How Jesus taught his followers through parables and explain why parables are used and to what effectWhat being a disciple and true friend entails in daily lifeBasic understanding of the role of the Apostle Paul in Catholicism SUCCESS CRITERIAHow will I know the students have attained the learning goals?Participate in class discussionsSuccessfully complete quizzes on a variety of topics (Types of Prayers, Jewish Groups, Multiple Intelligences, Beatitudes)Submit sporadic Exit Slips on topics (Parables, Discipleship)Complete and sharing answers to film reflection responsesComplete Independent and Paired/Group work in class periodicallyPerform skits on the Parables studied in classCreate a comic on Jesus’ miracles that follows instructions and demonstrates their understanding of Jesus’ healing power in a visual wayDoing individual and/or paired in-class work using graphic organizers, charts, scavenger hunts through texts, and mini-jigsaw activities CulminatingTask:How will students demonstrate their learning at the end of the unit?-Complete a Unit Test based on lessons and knowledge accumulated throughout the unitCover basic terms such as “Disciple” and “Gospel”, identify Gospel writers, Paul’s audience and mission, etcIdentify the Beatitudes and match them with appropriate scenarios/descriptions Chart identifying Gospel writers and their main audience, narrative style, major themes, and how they depicted JesusShort answer questions asking to describe Incarnation and provide examples of Jesus being both human and divine; why St. Paul is an important Catholic figure by talking about his life and purpose of his mission; how Jesus was inclusive to his community using textual examples; identifying the smart/intelligence of a particular occupation/person and how they demonstrate itLong answer/essay question asking them to describe who Jesus is to a younger audience by using key events of his life, describing him as a person, his background, what he did for people, what he believed in, and how he died in simple terms.-Lead up to Final Exam in JanuarySummation of Lessons SamplesLesson # and Title(time in minutes)Learning Outcomes in lessonInstructional ObjectivesTeaching StrategiesLesson ActivitiesAssessment StrategiesMaterials(Specific to This Lesson)3Gospel Portraits75 minutes-The Gospel writers in canonical order -Understand the chronological/historical Gospel development-How each writer portrayed Jesus in a certain way & wrote with a specific audience in minda) Students to understand that even though the canonical/biblical order of the Gospels does not reflect the historical development; that Gospels were written decades after Jesus’ death; understand that the differences found between Gospel accounts is a result of each writer having an audience they were writing to that were looking to Jesus to fulfill certain values or beliefs they had, just like how the media portrays a story through different lensesb) Multimedia Presentation (Prezi): Visually represent information on the Gospels as it is a lot of information to take in verbally/auditory. Seeing it helps students visualize the information and create identifications between Gospel writers and their representation Lecture: Go over historical development of the Gospels and each Gospel writer’s objectives and characteristics; a supplement to PreziExit Slip: Recall and describe two characteristics of a Gospel writer of choiceReading Response/Comprehension: Students have to respond to a set of literacy questions based on a graphic Timeline handout they will receive outlining the Gospel Development and their Perspectives. Relating and analyzing visual/graphic information in written response vs. typical narrative/written information-Taking notes on the Gospel Portraits from the Prezi and Lecture-Reading Response/Comprehension activity individually or in pairs -Exit Slip*AFL: Literacy Activity = Reading Response/Comprehension where they are practicing how to interpret visual/graphic information into written form; solidifying the same information from Prezi in a different format (Timeline)*AAL: Exit Slip to have them recall some characteristics of at least one Gospel writer and assess their ability to recall and organize information; if I have to go over any of the Portraits again to differentiate Gospel writers more effectivelyLearning Skills:-Independent Work-Self-Regulation-Smartboard-Prezi-Gospel Development Handout-Timeline of Gospel Development Literacy Activity5Parables of Jesus150 minutes-Definition and function of a Parable (story to teach a moral/lesson)-How Jesus used his parables to teach his followers/society in a concrete way to make them think-4 Main Themes of Jesus’ Parables-How Jesus’ Parables are still relevant today and how we can transfer their meaning to our own livesa) Students to make connections between Parables they may have heard before/new ones they have not; deeper understanding of their meanings and what they offer us; make Parables relevant to students’ lives as they offer timeless lessons; why stories and storytelling in Jesus’ time, and now, are highly effective for people to think about their actions and valuesb) Multimedia Presentation (Prezi): Students will take notes on Prezi which defines Parables & their 4 Main Themes of Parables; visuals embedded (images, videos)Notemaking: Fill-In-The-Blank handout that corresponds to the PreziChoral Reading: Have a student or 2 read “The Good Samaritan” from the Bible to have the “original” story in mind before videos; whole class gains and listens to story’s lesson all at the same timeVideo:2 modern re-interpretations of the Parable of “The Good Samaritan”Discussion: based on the modern videos; identifying the message of the Parable first then watching videos. Make connections between the message and how we experience the same scenarios in our everyday lives and what we can do to apply the message in our behaviorSkits/Role Play: Pre-arranged groups of 4; draw a Parable from a hat and they have to present a modern skit based on it to the class (2-4 minutes long)-Listening to/watching Prezi; discussing and asking questions -Discussing and relating videos of a modern version of an old story; how the messages are relevant and can apply even today-Students see examples of how to do a modern interpretation/role play of a parable to apply to their skits-Work together and act out what they learn rather than just handouts and notesAAL: Asking students if they know any Parables/lessons they have that apply to us; gauge their knowledge base and build from there; posing deeper level questions/scenarios for them to consider; observe engagement with films/stories AAL: Check-in with skit groups to see if they understand meaning of Parable they selected + how they are re-imagining it; clarify as necessaryAFL: When hearing “The Good Samaritan” read aloud from Bible + see modern video interpretation, students self-reflect if they have ever encountered this scenario, what they did, what they can do next time, etcAFL: Parables skits engages students to think about how to connect the Parable they drew with a modern situation; have to read the Parable in the bible first (locate it), interpret it, and modernize it; engages them on various levels of thinking and application; get to practice skits and perform them; not assessing them as summative because I want them to practice interpreting Scripture in an active/different wayLearning Skills:-Independent Work-Self-Regulation(these two during Lecture/Prezi)-Collaboration-Organization-Initiative-Responsibility-Smartboard-Prezi-Youtube-NRSV Bible-Parables Prezi Fill-In-The-Blank Handout-List of Parables for skits7Virtues, Vices, and the Beatitudes 150 minutes-Definition of Virtues and Vices-What the 7 Virtues and Vices are-Identify and explain them-Know what Beatitude means-Know the 8 Beatitudes-Where the Beatitudes are located in the New Testament (Gospel of Matthew)-How we can live out the Beatitudes in our everyday lives-Compare and contrast the 10 Commandments and the Beatitudes; see how Beatitudes are a re-formulation of the 10 Commandments into behavior and treating people with equal respect vs. rules a) Students must be able to define and identify the Virtues, Vices, and Beatitudes as they all inform each other’ must be able to reflect on their actions/behaviours and whether they classify as a virtue or vice, and how they can improve; many reflective activities will occur in this lesson so the students can make connections between their behaviour and the Beatitudes in order to see how they match up; knowing that our positive Virtues lead to Beatitude living makes a more conscious individual who tries not to go down a sinful path of vices which are self-centred b) Lecture: On Virtues and Vices with the example of “Spongebob Squarepants” throughout; each character can be seen to reflect a Vice; learn differences between Virtues and Vices and what they are + Lecture on Beatitudes, breaking them down and examples throughout Media Presentation: Powerpoin for Virtues & Vices + Beatitudes; each have embedded videos, images, and discussion points throughoutNote Making: Taking notes on Lecture on an already-made handout students just fill in as we go along with the informationExit Slip: At the end of Virtues and Vices Powerpoint; “What do you think are the two virtues you embody? What two vices you can work to avoid or change?”Video: Watch a video on youtube of the characters on Spongebob demonstrating their characteristic vice; in Beatitudes Powerpoint embedded videos of famous people in history who exhibited every Beatitude (Rosa Parks, Mother Theresa, Pope Francis, etc)Discussion: Discuss and elaborate on video’s findings and any further connections to be made; share some results/opinions on Beatitudes Self-Quiz (below)Self-Quiz: Beatitudes self-quiz asking students to pick their response to scenarios on a range from 1 (unlikely)-10 (most likely) of what they would do/not doHomework/Graphic Organizer: Beatitudes chart; have to use textbook and summarize what each Beatitude means and how they can apply it in their daily livesChoral Reading: 2 students take turns reading 10 commandments to class + 2 students take turns reading Beatitudes to class; all hear and reflect on them at the same timeThink-Pair-Share: Discuss the differences between these two sets of “rules”; are rules important?; why would Jesus give us the Beatitudes and not regurgitate the 10 Commandments?Journal Reflection: Answer journal question at the end of Beatitudes Powerpoint; “In your opinion, which 2 Beatitudes reflect the needs of our society today? For example, do we need to be more Meek? Mericful? Compassionate? Humble? Etc. Write one paragraph for each + give an example of how society would benefit from Jesus’ word today”-Watching videos and examining their message/meaning in relation to lesson’s topic -Reflect and practice interpreting the Beatitudes and what they mean for our individual lives-Get to work individually or pairs to complete tasks -Watch videos they can relate to/have some familiarity with and discuss themAFL: Identifying the Vices displayed in characters of “Spongebob Squarepants”AFL: Exit Slip on Virtues/Vices having students reflect on what they are and what they mean to themAFL: Beatitudes self-quiz give students and idea of where they sit on some attitudes or behaviours they have, whether good or can be improved uponAFL: Beatitudes Graphic Organizer homework gives students practice to navigating them in Bible, interpreting them, and relating them to contemporary situations AAL: Journal reflections as diagnostic of their writing skills + if they understand the Beatitudes and can apply them to society now; Gauge if I need to clarify any concepts before moving forward AFL/AAL: Think-Pair-Share gives me idea of students critical/in-depth thinking when comparing the Beatitudes and the 10 Commandments as sets of “rules”; how they differ, what they differ on, critique them, which are better/easier for society to followLearning Skills:-Initiative-Collaboration-Organization-Responsibility -Smartboard-Powerpoint-NRSV Bible-“Be With Me” Textbook-Virtues & Vices Handout for Powerpoint-Beatitudes Self-Quiz-Beatitudes Graphic Organizer-Youtube-Beatitude/10 Commandments Teacher Resource Guide for conducting Discussion ................
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