Making a “Universally-Designed” Unit Plan on “The Old Testament Prophets”

(Using 1:1 Laptop Integration – 9^th grade Hebrew Scriptures)

Cora Antonio
Oakland, California
Bishop O'Dowd High School  
 

(Jonah in the belly of a fish.) 

OBJECTIVE:  Based on the information given on the “A,” “B,” & “C” layers as discussed on http://www.help4teachers.org, I plan to change an existing unit I teach on Old Testament Prophets so that it is more “UD,” universally designed so that the objectives are achievable to all students including those with various learning disabilities.  At the same time, this lesson plan will integrate the use of laptops in the classroom.   

OVERVIEW:

• “C” Layer – Lecture – Powerpoint & Lecture – DAY 1
• “B” Layer – Seatwork  - Collaboration & Written Work - DAY 2
• “A” Layer -  Assessment – DAY 3

 
 

(The exile of the Southern Kingdom into Babylon.) 

“C” Layer – Day 1 
 

• Powerpoint & Lecture: Integrating Technology – 1:1 Laptop
• The Objectives:
• Students will be able to draw an inference, be able to “bridge,” one experience of communicating from their lives to gain insight to the primary role of the prophets in the bible.                                                               (self -> text & text -> text)
• Students will identify the 3 different ways to classify Old Testament (OT) Prophets:
1. Writing vs. Non-writing
2. Major vs. Minor
3. Pre-exilic vs. Exilic vs. Post-exilic
• Students will define the single, main role of OT Prophets.
• Students will explain the main message of the OT prophets for each of the 3 exilic periods:
1. Pre-exilic (pre 587 bce)
2. Exilic (approx. 48 yrs, 587- 539 bce)
3. Post exilic (post 539 bce)
• Students will take notes using one of two options (written or laptop).
• Start with a journal prompt: “If you could send a text message from your cell phone to God, what would that message be? – Why? – Based on what you have learned about the character of God so far, what do you think He might say in his text back to you?” --  Follow up with a brief discussion to ease into the new unit.
• Introduce the topic, OT Prophets, by presenting a Powerpoint of 12 slides with both written and visual (pictoral/art).
• Laptop Integration:
• I will present the preso in tablet mode so that while in that mode, I can using the pen to write notes on the Powerpoint itself.  Notes will be both written as well as graphic (i.e. a sketch of the map of Israel, the split nation, and the surrounding powers forcing them into exile).
• Students will be given two options for taking notes:
1. Take notes in traditional form on handout of Powerpoint preso  (paper & pen).
2. Take notes using laptop using MS Word or MS Journal then “printing” it into their OneNote binders (“Religion” > “Prophets”) (1:1 Laptop Integration).

 
 

(Daniel in the lion’s den.)

“B” Layer – Day 2 

• Seatwork/Homework – 2 options
• The Objectives:
• Students will be able to draw an inference, be able to “bridge,” one experience of communicating from their lives to gain insight to the primary role of the prophets in the bible.                                                               (self -> text & text -> text).
• Students will collaborate with classmates to gather information on OT prophets as part of a review.
• Students will recall the main role of OT prophets.
• Students will summarize the 3 different ways that OT prophets can be classified.
• Students will describe the main message of the OT prophets in relation to the 3 exilic periods.
• Students will analyze the character and message of 3 OT prophets & categorize each one by:
1. Writing vs. Non-writing
2. Major vs. Minor
3. Pre-exilic vs. Exilic vs. Post-exilic
• Students will exercise guided note-taking as led by the teacher using MS Journal or MS Word and then “print” the notes into OneNote (1:1 Laptop Integration).
• Journal Prompt: “Describe a time when your parent(s) warned you over & over again about doing something ‘bad’ but didn’t believe them? What happened? Why do you think they were warning you about it?” Follow up with a class discussion – perhaps, an option could be groups of 2-3 doing a skit of the incident. Bridge the experiences shared with the warnings from the pre-exilic prophets.
• “Give One, Get One:”
• Ask students to take out a piece of blank 8 ½” x 11” paper. Model folding the paper into six (6) pieces.
• Tell each student to write down one (1) fact that he/she remembers about the OT prophets.
• Then, direct students to walk around and with five (5) different students, give one fact in exchange for another fact. Each fact must be different; thus, at the end of the activity, each student should have 6 different facts. Instruct students to sit down when done (you may want to limit the activity to 3 minutes or something to keep the kids moving). 
• Choose a board-writer or two. Solicit responses & allow board-writers to write on the board, alternating writers.
• As an option for 1:1 Laptop Integration, you might want to have students access their notes (whether written or in OneNote) and incorporate use of them into this activity.
• Seatwork: Provide students with two (2) options as follows:

1. Partner worksheet: Students will work with a partner (student’s choice OR at discretion of the teacher) to complete a worksheet that includes: true/false, short answer, and short paragraph work. The purpose of the worksheet is two-fold: 1) for review of the material on the OT prophets and 2) to allow students to investigate three (3) different OT prophets, analyze their messages, and classify them accordingly.
2. Poster:  Students will work with a partner to create a poster. The purpose of the poster is the same as above: 1) for review of the material on the OT prophets and 2) to allow students to investigate three (3) different OT prophets, analyze their messages, and classify them accordingly. For the poster, the students will draw each prophet based on criteria set-up by the teacher.
3. NOTE: Allow students to use all notes.

 

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“A” Layer – Day 3

• Assessment – 2 options
• The Objectives:
1. Students will be able to draw an inference, be able to “bridge,” one experience of communicating from their lives to gain insight to the primary role of the prophets in the bible.                                                               (self -> text & text -> text)
2. Students will collaborate with a partner (can be teacher-chosen or via alternate method like an “appt clock”).
3. Students will summarize the 3 different ways that OT prophets can be classified.
4. Students will describe the main message of the OT prophets in relation to the 3 exilic periods.
5. Students will appraise, assess, and critique specific prophetic messages from the Old Testament.
• Journal Prompt: “Describe a time when you stood up for something you believed in. Was it something that others were opposed to? – explain. How did you feel?”  Follow up with a class discussion.  Bridge the experiences shared with the warnings from a couple of the Old Testament prophets discussed thus far.  NOTE: This would be a good time to review with the students one last time before the assessment. For 1:1 laptop integration, consider inviting the students to pull up their electronic notes (or hard copy for those students who opted for this mode of note-taking).  As the teacher, you should display your own electronic notes during this review.
• Assessment: Provide two (2) options.
1. Hard-copy written test with a partner.  Students will complete and hand-in the hard-copy to the teacher.
2. Electronic-copy test with a partner.  Teacher will “push” the electronic copy of the test (via Blackboard or Dy-Know) to one of the student’s laptop (because they are working in pairs). Then, upon completion, the couple will submit electronically (via email, digital drop-box, or other method).  Because it is an electronic copy, the teacher may be required to maintain a couple of different versions of the test if desired.
• Basically, the students will have the same test to execute in which they will not only complete the lower & mid levels of Bloom’s taxonomy objectives, but they will also be required to attempt the higher levels of the pyramidal objectives (see #5 of the objectives written above).  The point, here, is that the method of assessment should be “universally-designed;” however, regardless of the form of the assessment, all students will be required to meet the same objectives.