Grades-2nd Quarter

Clary, de Jongh, and Rapa Project

More from Clary, de Jongh, and Rapa

Clary, de Jongh, and Rapa Project

Week 18, Sybllaus

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods Unit 4 Week: 18 Dates: December 10-13
1. Students will explore the relationship between sovereignty and man’s freewill.
2. Students will review important concepts, events, people, and facts from Genesis and the 1st third of Exodus.

Monday
1. God’s name-handou\t.
2. Sovereignty and man’s freewill.
3. Student talk show.

Tuesday
1. Finish talk show.

Wednesday-3rd period only
1. Review

Thursday
1. Review.

Friday
1. no class.

Syllabus, Week 17

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods Unit 4 Week: 17 Dates: December 3-7
1. Students will explore the relationship between death, sin, sacrifice, and salvation.
2. Students will learn the basis for God giving himself (and demanding from people) glory.
3. Students will investigate possibilities of why God sent 10 plagues.
4. Students will explore the relationship between sovereignty and man’s freewill.

Monday
1. Continuation of lesson five, the plagues.
2. Discussion of salvation messages in Genesis and in Exodus.
3. Relationship between death, sin, sacrifice, and salvation.

Tuesday
1. Lecture with PowerPoint for pictures for ICS promo.
2. 10 Plagues-why 10?
3. Is it right for God to seek his own glory, why or why not?

Wednesday-3rd period only
1. The glory of God.
2. God’s name (handout)

Thursday
1. God’s sovereignty v man’s freewill.

Friday
1. Divide class into groups to prepare talk show: Pharaoh, Moses, Aaron, modern day person and host.

Week 16, Syllabus

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods Unit 4 Week: 16 Dates: November 26-30
1. Students will simulate the experiences of Moses in Ex 2 and 3.
2. Students will list the reasons why Moses was chosen and the reasons he is not qualified to lead in the world’s perspective.
3. Students will examine Pharaoh’s response to Moses demand of salvation and compare it to the life of Jesus.
4. Students will study the first two plagues, the frogs and insects and the devastation caused by them.

Monday
1. Prepare Skits-Exodus 2 and 3.
2. Present Skits-Exodus 2 and 3.

Tuesday
1. Moses given powers. Students will examine how and why God equips.

Wednesday
1. Pharaoh’s response. Students will compare pharaoh’s resistance to NT resistance to Christ.

Thursday
1. God’s response-to Pharaoh. Chapters 6 and 7.

Friday
1. Review Quiz over the 1st week.
2. Overview of the Plagues.
3. Frogs and Insects-the first plagues and their influence.

Syllabus, Week 15

Mr. Ditzenberger, 9th Grade Bible
Time: 3 Periods
Unit 4
Week: 15 Dates: November 19-21
1. Students will compare and contrast the movie with Genesis 34-50.
2. Students will observe the themes of fruitfulness and hardship in Exodus 1.
3. Students will simulate the experiences of Moses in Ex 2 and 3.
Monday
Finish Joseph Movie
Read the story of Joseph, Genesis 34-50. Write a one to two page essay that compares and contrasts the movie with the biblical account. Consider any inaccuracies and whether the extra material that was in the movie enhanced the story or detracted from the story. Also discuss whether you believe watching the film helped you understand this part of the Bible. Due Monday after break but you can turn it in early if you like.
Rubric:
Content-the objectives of the assignment are thoroughly covered in a written, single-spaced, one to two page essay. 15 points.
Writing-the writing contains clear introductory and concluding sentences, a clear thesis, and a strong conclusion. 10 points.
Conventions-there are three or fewer errors. 5 points.
Tuesday
1. Opener-when is it OK to disobey the government?
2. Lesson One-slavery in Egypt.
3. Find all the references to fruitfulness and multiplying in Exodus 1.
4. Find all the references to hardship.
Wednesday
Prepare Skits-Exodus 2 and 3.
Present Skits-Exodus 2 and 3.
Thursday
1. Holiday
Friday
1. Holiday

Grades, Period 3, 11-16-07

Syllabus, Week 14

Mr. Ditzenberger, 9^th Grade Bible

Time: 5 Periods

Unit 4

Week: 14 Dates: November 12-16

1. Students will debate whether lying, in any circumstances, is biblically permissible by evaluating different circumstances.

2. Students will watch a biblically based movie on the life of Joshua and reflect on each section of the movie.

3. Students will be assessed on their understanding of the key events and concepts of Genesis 12-50.

Monday

1. Debate-period 3/Prepare for Debate-period 7

Tuesday

1. Joshua Movie-period 3. After each day of the movie, students should reflect on what they saw in a paragraph and turn it in the day after the movie is finished.

2. Finish debate-period 7/Start Joshua Movie

Wednesday

1. Joshua Movie.

Thursday

1. Joshua Movie

Friday

1. Test

2nd Quarter Project

9th Grade 2nd Quarter Project

The lives of the Patriarchs are full of wonderful lessons. A review of the lives of these men and the events of their lives (or the lives of their families) will be the focus of your second quarter report. To review their lives, you can choose to write a report that discusses any six of the valuable lessons taught through six of the stories found in Genesis. You can choose to work in groups of two or three people from either Bible 9 class. The report should be at least 14 paragraphs-one paragraph to summarize each story, a paragraph to discuss the lesson found within the story, and an introductory paragraph with a thesis statement and a concluding paragraph. The report is due on December 5th.

Because this report will likely be created in groups, you will need to submit a self-evaluation and an evaluation of your teammate(s).

Instead of writing, you may also choose to illustrate the story and the lesson of the story through a “comic” like we have done in class. The comic should not be needlessly silly. Instead it should reflect the lessons of the story accurately. If there is something in the story that strikes you as humorous, you can represent the story’s humor appropriately in the story. Please remember that illustrating something does not give us permission to demean God or disrespect his magnificence in any way.

If a “comic” strip is chosen as the medium for the project, it must be at least four sections per story, and it must include some captions or callouts. The lessons of the story are vital to communicate and if they are not clearly portrayed, you will not earn high marks.

If you would like to be on a team and choose the “comic” option and you are not a skilled drawer, you can work on the captions, add color to the drawing, and/or provide an outline for several of the sections/stories that are represented. Whatever you choose to do, you must put in about the same amount of effort as the other member(s) of your group. The quality of the “comic” must show that about the same amount of planning and effort have gone into it as compared to what a report would

Rubric:

Category
10 Points

Drawing/Writing (double)
The drawing/writing shows that significant effort was taken to create an excellent comic/report. The drawing is well-organized and clearly shows the progression of the story. The artistic quality is excellent. The writing summarizes the story succinctly without excluding any significant parts and clearly communicates the lesson learned.

Lessons (double)
The lessons of each story are relevant, a logical result of the story, and are significant (not trivial).

Conventions/Neatness (one-half)
There are no more than three conventional mistakes (grammar, punctuation, and spelling). The writing of the captions/callouts should be neat, readable, and contain no more than one conventional mistake.

Self and Team Evaluation
The self evaluation and team evaluation show that the student participated in an excellent way to help the team complete an excellent project.

Syllabus Week 13

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods
Unit 4
Week: 13 Dates: November 5-7
1. Students will review and summarize Genesis 22-50.
2. Students will debate the conflict that occasionally arises between following God and following authorities.
3. Students will compare the beginning themes in Exodus to those in the life of Adam and Noah.
4. Students will list the references to struggle and difficulties in Exodus one and reflect on God’s promises to them as a nation in light of these difficulties.

Monday
Pop quiz tomorrow.
3rd Period-finish Genesis 22-50 overview. 7th period-begin 22-50 summaries.

Tuesday
1. Write Bible verse Genesis 12: 1-3.
2. 3rd Period. Debate on whether it is right to disobey the government/civil authorities. 7th Period finish summaries.
3. 7th period-read Exodus 1.
4. Announce test over Genesis 22-50 next week.

Wednesday
7th period debate-both classes.

Thursday
1. Deepavali.
Friday
1. Teacher in-service

Week 12, Syllabus

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods
Unit 3 The Relationship of God with Abraham
Week: 12 Dates: October 29-November 2
1. Students will learn the significance of Abraham’s life of faith.
2. Students will teach each other the key concepts regarding Abraham that are taught in the N.T. and take notes on each other’s lessons.
3. Students will demonstrate their knowledge of Genesis 3-11 in a test format.
4. Students will receive instructions about their 2nd quarter project. Evaluation of their understanding will be determined by their submission of their project proposal next week.
5. Students will watch a film on Abraham and will be accountable for the content by guided reading questions.
Monday
Test
Tuesday
1. Write Bible verse.
2. Lessons (Third Period). Prepare for lessons seventh period.
Wednesday
3rd period-lesson on tests. Lessons (7th period).
Thursday
1. Explanation of project. Abraham movie. Announce quiz on Abraham next week. Submit project proposal by Monday of next week.
Friday
Abraham movie.

7th Period Grades

3rd Period Grades, Sept 29

Week 11, Syllabus

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods
Unit 3 The Relationship of God with Abraham
Week: 11 Dates: October 22-26
1. Students will compare what Jesus taught about humility and the attitude of people in the Tower of Babel story.
2.
Monday
Opener: Write out Galatians 6:1 and write, in a complete sentence, an explanation of how this verse relates to an O.T. story.
Tower of Babel Lesson.
Comic Strip of the Tower-Six boxes maximum.
Lesson of Humility from Genesis 11
Make a list of tips for staying or getting humble.
Tuesday
1. Review for Test, Chapter 4-11.
Wednesday
Test.
Thursday
1. Genesis 12: 1-6.
2. Homework-memorize Genesis 12: 1-3.
Friday
Opener: Genesis 12: 1-3.
Timeline of Abraham’s life-focus on God’s intervention and communication with Abraham throughout his life.

Grades 7th Period

Grades 3rd Period

Grades 3rd Period

Grades 7th Period

Week 8, Syllabus

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods
Unit 2 Consequences of Sin
Week: 8 Dates: October 1-5
Objectives:
1. Students will develop more effective study skills (information provided by Special Services Department)
2. Students will observe, interpret, and apply a lesson from the life of Enoch by presenting a lesson to the rest of the class.
3. Students will study the consequences of sin from God’s perspective and reflect on those consequences.
4. Students will memorize and write two memory verses.
5. Students will summarize the flood story.
6. Students will watch a video on the worldwide flood.

Monday
Study Skills
Homework: memory verse Heb 11:6 and Gen 6:6

Tuesday
1. Study and Development of Lesson on Enoch-Gen 5:21-24; Heb 11:5; and Jude 14, 15
2. Presentations of Lesson.

Wednesday
Opener: What are God’s emotions when we commit sin.
Grieving God-A Consequence of Sin
Handout 6:1-8
Three views of the sons of God passage

Thursday
1. What would be the most difficult part of Noah’s life?
2. Memory verse (written in class)
3. Read and summarize Genesis 6:9-8:22

Friday
Days of Noah Video

Grades 7th Period

Grades 3rd Period

Week 7, Syllabus

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods
Unit 1, Lesson: Temptation/Genesis and Revelation
Week: 7 Dates: September 24-28
Objectives:
1. Students will list and give examples of major belief systems.
2. Students will compare different creation stories.
3. Students will compare God’s response to sin in Genesis 4 with Genesis 3 and develop a deeper understanding of God’s response to sin.
4. Students will identify the Bible’s use of genealogies.
5. Students will investigate the life of Enoch and develop practical lessons based on these lessons.
Monday
Notes on vocabulary of categories of religious belief.
Discussion of concepts of time.
Comparison of Quranic and Buddhist creation accounts with the biblical account.
Tuesday
1. Opener: None
2. Creation stories from around the world.
Wednesday
Opener: present from yesterday.
Brief Quiz over other creation stories.
Cain and Abel-read and list similarities with Gen 3.
Discussion of key points and implication of Gen 3.
Thursday
1. Opener: 20 Questions on Pentateuch Bible character. Only two “Is it _____________) questions allowed.
2. Family Tree-make your own with your descendants.
3. Discussion/Lecture-genealogies in the Bible.
Friday
Opener: Give someone a compliment in the class and tell them who are the people in the Bible that never died.
Develop a lesson on Enoch.

Week 6 Syllabus

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods
Unit 1, Lesson: Temptation/Genesis and Revelation
Week: 6 Dates: September 17-21

Objectives:
1. Students will demonstrate their understanding of primary themes by listing and discussing them via a quiz and a paragraph.
2. Students will act out the key components of the account of original sin in Gen 3.
3. Students will list and summarize the references to Gen 1-3 that appear in the book of Revelations.
4. Students will discuss and list the basic religious categories and use this list as a framework to better understand other creation accounts.

Monday
Opener: When you are tempted, what are three ways that you personally avoid falling into temptation? After students are done, look up: Lk 4:1-13, Mt 26:41, and James 4:7. Add any new ideas from these verses to your list. (5 min)
Prepare for skits/Perform skits.
Homework: study for quiz.

Tuesday
1. Opener: None.
2. Quiz on Genesis three
3. In paragraph form, summarize Genesis 1, 2, and 3 without looking at your Bible. Turn in.

Wednesday
Opener-On a separate piece of paper, explain your progress on your story. Turn in.
Work on your story.

Thursday
1. Opener: Chalk Talk: What characteristics, traits, attributes about God are revealed in Genesis 1-3? When writing a characteristic, etc., briefly mention where the characteristic is revealed. (5 min)
2. Scan the book of revelation and make a list of references/allusions and hints to Gen 1-3. Give a brief description for each reference. This assignment will be graded for completeness and accuracy.
3. Work on story once you are done.

Friday
What do other religions believe/teach about creation? Write what you know.
Notes on vocabulary of categories of religious belief.
Discussion of concepts of time.
Comparison of Quranic and Buddhist creation accounts with the biblical account.

Angelology Test Results

Student Number-Result (out of 40 possible points)

53-36
49-34
65-37
56-36
47-36
66-35
61-39
50-39
55-35
58-34
52-36
57-37
39-38
64-33
44-31

Pied

1st Quarter Project

1st Quarter Project-Pentateuch

Write a creative story about life in the Garden of Eden, working on the Tower of Babel, riding on the Ark, or being invited for a front row seat to the creative display of the first six days of creation and enjoying it with God on the seventh day (please ask me for pre-approval of another idea you may have). Use as much biblical information as possible and weave it into your narrative as a basis of fact for the creative, imaginative story that you will write.

The story should be four to six typed, double spaced pages, with one inch margins (this is approximately 2.5 cm) on the sides and the top and bottom. The story should include some dialogue and be written in the proper format according to ICS standards (MLA format).

The story is due on September 28th.

A rubric for grading will be provided shortly.

Week 5, Syllabus

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods, 40 minutes each
Unit 2 and 3, Lesson: Genesis-Angels and Temptation
Week: 5 Dates: September 10-14
Objectives:
1. Students will summarize their understanding of angels by reviewing the angelology study and taking a test.
2. Students will reflect on temptation and trickery.
3. Students will learn about the identify of the serpent and be able to provide N.T. evidence of its identity.
4. Students will be able to summarize God’s response to sin.
5. Students will creatively synthesize what they know of Genesis three into a talk show format.
September 10, Monday
Everyday, students will have a chance to reflect on Psalm 139.
Opener: Is there any biblical evidence that angels fly?
Good and Bad Angel Activity-Handout.
Handout Angel Summary
Handout Test-do in class on Wednesday.
September 11, Tuesday
1. Opener: Write about a time when you or someone you knew was tricked. (5 min)
2. Is the serpent Satan? Read. Think, Pair, Share. Then read Romans 16:20, Rev 12:9 and 20:2 and 2 Cor.11:3,14; Lk.10:18; Jn. 8:44.
3. Read Genesis 3:1-7 and list tactics of Satan and any questions you have. (30 min)
H.W. Tell of a time when you rebelled against your parents and really regretted it. How did they respond? 1 or 2 paragraphs.
September 12, Wednesday
Opener: Share story of rebellion with a neighbor.
Test (turn in openers).
As there is time, begin discussion of God’s Response: Questions, Judges, Shows Mercy.
In a paragraph, explain God’s response to sin.
September 13, Thursday
1. Opener: What is the greatest adversary that we have, our own sin nature, or Satan?
2. Prepare for talk show. Interview Adam and Eve. Have a talk show host. Write out script.
September 14
Opener: Write about an incident when you blamed someone for your mistake or sin or had someone blame you for a mistake or sin.
Talk shows.

Syllabus Week 3

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods
Unit 1, Lesson: Genesis-Angels
Week: 3 Dates: August 27-31
Objectives:
1. Students will compare the creation accounts of Genesis one and two.
2. Students will understand the significant concepts and vocabulary of Genesis one and two.
3. Students will observe what the Bible teaches about angels.
4. Students will compare their understanding of angles and that of popular culture with the Biblical teaching on angels.
5. Students will practice thinking critically about media presentation of the truth by watching a youtube video on angels.

August 27, Monday
1. Opener: If Genesis one and two are true, how would you live life differently? In other words, so what?
2. Finish Genesis 1 and 2 comparison.
Review of weeks one and two. Prepare for quiz over first two weeks. Hebrew words: YHWH – God’s personal name, translated as LORD in English, Elohim –God, Adam – man, Adamah – ground, Shabat – Sabbath; English words: Transcendent – above and beyond creation, Immanent – within or among creation; Memory verses: 1:1; 1:27; 1:31; 2:7; 2:18

August 28, Tuesday
Opener: Review quietly for the quiz. (5 min)
2. List of privileges and responsibilities of Gen 1 and 2. (15 min)
3. Quiz. (20 min)
August 29, Wednesday
Opener: Look up N.T. verse on Jesus and creation (John 1:3 and Colossians 1:16). (10 min)
Creation in OT and NT (30 min)

August 30, Thursday
1. Opener: What do you know about angels? (10min)
2. Seraphim, Cherubim, and Angels. (20min)
3. Angel pictures. (10 min)

August 31, Friday
Opener: Why are some people more interested in angles than in the God who made them? (10 min)
Handout-Angelology. (25 min)
Angels video on blog-thinking critically about media. (10 min)
Show pictures of angles. (5 min)
No memory verse this week.

Nine Orders of Angels

Week 2 Syllabus

Lesson: Genesis-Creation
Time: 5 Periods
Unit 1
Week: 2 Dates: August 20-24
Objectives:
1. Students will understand the 7th day of the creation week and the establishment of the Sabbath.
2. Students will be able to name people and documents that influenced the formation of our gov’t.
3. Students will articulate what it means to live in a “State of Nature” in addition to clarifying the pros / cons of such an environment
August 20, Monday
1. Opener: put your heads down on the desk and rest.
2. Discussion of uniqueness of day 7.
3. Read and analyze Hebrews 4:11.
4. Requirement of the Sabbath-O.T. and N.T. verses
August 21, Tuesday
Opener: Does the Sabbath apply to us? Answer poll online. (10 min)
2. Sabbath debate.
Homework: Read Gen. 2:4-25 and list observations. Your observations should be written in the form of short statements, not questions. After you’ve made at least 10 observations list at least 5 questions regarding this passage. Due Wednesday.
Memory verses: 2:7; 2:18
August 22, Wednesday
Opener: chalk talk. Silent. (10 minutes)
Introduction of the concept: YHWH (10 min).
Discussion of the account of creation from man’s perspective. (20 min)
August 23, Thursday
1. Opener: What would life in the garden be like? Use your imagination. Touch on at least three aspects of life.
2. Place students in groups of 3-4 and have them prepare a simulation of life in the Garden of Eden to be performed in front of the class. They have to use their five senses. Give them the rest of the period to prepare their skits.


August 24, Friday
What are three big ideas that we can learn from Genesis 1 and 2.
Memory Verse.
Students in pairs will make a Venn diagram comparing the accounts in Gen 1 and 2.

Classroom Policies

Pentateuch-Classroom Policies
Welcome
Welcome to high school! During your high school years at ICS, you will be privileged to take four Bible courses. I am privileged to teach you from God’s Word, specifically the first five books that serve as an introduction of God’s plan to glorify himself throughout the earth and redeem creation from the results of the Fall. There is no other class or book that is more important to study. I also hope that we can have fun and experience the joy of the Lord together as we learn and grow in our understanding of the Lord as he progressively revealed himself to the participants found in the Pentateuch and to us.
Structure of the Class
We begin virtually every day with an opener of some kind. You may be asked to reflect on your reading homework, form a written comment about a class discussion from the previous day, take a review quiz to show your understanding of recently covered material, etc. Whatever the “opener” may be, come to class prepared so that when class begins, you can begin.
About every two weeks you will be given a quiz. The quiz will be announced and will require some studying. The quiz will cover the unit. Class time will not be given for a review. Classroom activities and homework assignments will be given to help me know whether you understand the unit material and it will help you prepare for the unit quiz. After several units, I will give a test that I will review for in class. I will try not to give tests on Mondays so that you can enjoy your weekend!
Units: Each unit will be approximately 3-4 weeks long.

1 –God’s visible creation (Genesis 1-2)
2 –God’s invisible creation – angels, cherubim and seraphim
3 –Human rebellion (Genesis 3) and other creation stories
4 –God’s judgment and promise (Genesis 4-50)
5 –God’s redemption (Exodus 1-14)
6 –Worshipping God (Exodus 15 - Leviticus)
7 –God’s people moving (Numbers and Deuteronomy)
9 –World religions (Islam, Buddhism & Hinduism)
10 –God’s plan of salvation (Romans)
11 –Christ’s supremacy (Hebrews)

Syllabus
A syllabus will be provided each week that will give a plan (plans can and often change) of what will be covered. I will try to write homework on the board, but the syllabus can also be used to ensure that you have the homework assignment. The syllabus should be posted outside of my room so that you can have access to it even when the door is locked or another class is in session. I will also try to use my Pentateuch blog to post the syllabus so that you can access information wherever you have an internet connection. The blog’s address is http://pentateuchics.blogspot.com/.
Assignments and Grades
All assignments are to be done independently unless otherwise noted. Independently means that you do not have help on the assignment. When you submit an assignment to me, I am evaluating what your understanding of the material is, not what someone else has contributed. I am concerned with my ability and competency to teach you and your





effectiveness to learn. Independent work helps me to assess both of these elements. There will be plenty of chances for group work-both inside and outside of the class. Students must have a NIV Bible and they can use blue or black ink or a pencil to complete assignments.
Assignments must be turned in at the beginning of class unless otherwise directed by me.
Participation points will be given each week. Students can participate by listening in class, asking questions, discussing when appropriate, affirming other students, working hard in a small group/cooperative learning setting, etc. You’ll get full credit for participation points if you arrive to class everyday and are engaged. If you have more than two excused absences a week, you will not receive a grade at all (different than a zero) and your absence will not be counted against you.
Expect one significant assignment a quarter. This may be a project, a paper, a group assignment that involves multiple steps, or a presentation. The point of these more significant assignments is for you to pursue learning at a deeper level while integrating a variety of skills (i.e., research, writing, public speaking, etc.) into the learning process.
Please submit all assignments or tests with your given and family name on the first line, followed by the course title on the second line, and the date on the third line.
Name Jeff Corson
Class Pentateuch
Date in Proper Form 20/7/2007 or 20-7-07
Your total grade will be broken down as follows:
Tests: 40%, Projects: 20%, Daily Assignments and Homework: 20%, Participation: 10%, Community Service: 10%
General Rules
-Water is allowed in the class as long as it is in a closed water bottle. No other drinks are permitted.
-Respecting others demonstrates that we are made in God’s image and therefore are valuable to God. Disrespecting others demeans them and does not honor God’s image that he has given them. Debate and discussion are an essential part in learning the material for this class, but interaction with ideas and the people who hold them should always be done respectfully. Let’s create a accepting, affirming atmosphere in which we can all (including me) can learn.
-Leaving the class to use the restroom is acceptable, but you need to ask just so that you can leave at a good time. Often there may be a good time in the coming few minutes. If I expect students are leaving the room for other reasons, I will change this rule to fit the class.
-Extra credit is not generally offered. However, if there are extenuating circumstances, I may allow students to complete additional assignments as a substitute for learning that was missed when the situation is extreme and beyond the student’s control.
Please contact me if you have any questions or concerns: kditzenberger@ics.edu.sg
------------------------------------------------------------------------------------------------------------------------------------------------
Please return this within the first week of class for 5 points credit.

I have read and understood the Classroom policies of Mr. Ditzenberger’s Pentateuch class.

_______________________________________ Signature of Parent or Guardian _______________Date


_______________________________________ Signature of Student _______________Date

Week 1 Syllabus

Lesson: Introduction to the Pentateuch
Time: 5 Periods
Unit 1
Week: 1 Dates: August 13-17
Objectives:
1. Students will understand the importance of observation in studying the Bible.
2. Students will understand and practice the inductive Bible study process.
3. Students will explain and analyze the themes of Genesis 1.
Materials: NIV Bible by Wednesday, http://pentateuchics.blogspot.com/
August 13, Monday
1. Opener: How does a person know something is true? (5 min)
2. Seating Chart/Attendance (5 min)
3. Discussion of opener. (5 min)
4. Introduction of me! (5 min)
5. Introduction of syllabus and class policies(10 min)
6. NIV by Wednesday.
7. Questionnaire (5 min)
8. Answer the blog poll by Friday at 8:00 am.
August 14, Tuesday
1. Opener-Can God be studied? If so, how? What ways? (5 min)
2. Introduction of Induction method. Apple or orange. (5 min)
3. Pair up and discuss what things in your life are worthwhile studying, then we'll discuss as a group. (10 min)
4. 3 steps of induction method (5 min)
5. Great thinkers and scientists are great observers. (5 min)
6. Three observation steps applied to Genesis 1:1 (15 min)
August 15, Wednesday
1. Review: tell someone what the three steps are and give an example of each one from yesterday's exercise of Gen 1:1 (5 min)
2. Lesson and application of emphasis, repetition, connection, similarities, and dissimilarities (5 min)
3. Repetition activity-Genesis 1:1. (20 min)
4. Discussion of activity (10 min)
August 16, Thursday
1. What is your favorite movie? What is the first ten or so minutes like? (5 min)
2. Genesis One handout. (15 min)
3. Lecture: Genesis 1. (20 min)
4. Homework: Memory verse quiz tomorrow: 1:1, 1:27, 1:31
August 17, Friday

1. Quiz-memory verse. (5 min)
2. Quiz. Review of main points of the week. (5 min)
3. Review of week one. A discussion of main points. (10 min)
4. Picture of anything in Genesis one. (10 min)
5. “Days” discussion. (10 min)