Concordia University Chicago College of Education

Teacher Candidate: Mason Vieth Subject: Theology Central Focus: (Content of the lesson) Law v. Gospel Grade Level(s): 12

Lesson Plan Design 2013

Date: 9/15/13 Course for which the Lesson is developed: EDUC 1070-3 Classroom Teacher: N/A Time allotted: One 85 minute period

Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references

Albert Bandura believed that learning is an information processing activity resulting from interactions among behaviors, environment, and student factors. He also believed that students learned from observing others (students, teachers, etc.) and interacting with them. In my lesson, I will have students interact with each other by telling each other what they believe Law and Gospel is. Students will bounce ideas off of each other and then we will come together as a group and I will facilitate conversation among the students as well as teaching them what Lutherans believe. This way, students will interact and learn from each other and also from me as the teacher.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? Not all students will have the same definition of the Law and Gospel of the Bible. Some students may not be Lutheran; which could cause some confusion. Also, some students may not even know anything about the two.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

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Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective. - Christian theology has consistently accepted the teaching variously referred to as natural law or, as Luther also describes it, one law which runs 18 through all ages. Romans 1 and 2 affirm that a certain knowledge of the truth is ours by nature, written on the human heart. But Paul also notes that in a fallen world moral judgments are always potentially fallible and so we cannot dispense with the normative standards of Scripture. - The church will always preach and teach the Gospel. It will always encourage a life of good works according to ones individual vocation.

Lesson Plan Design 2013

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. 1) Explain what the Law does. (Condemns) 2) Explain what the Gospel does. (Saves) 3) Explain who does the work in the Law and what main rules they follow. (People; Ten Commandments) 4) Explain who does the work in the Gospel and who was sent to fulfill this work. (God: Jesus) 5) Where is the Law revealed? (Scripture, Conscience, and Nature) 6) Where is the Gospel revealed? (Scripture) 7) What does the Law show? (Shows Our Sins, SOS) 8) What does the Gospel show? (Shows Our Savior, SOS) 9) What words are found in both the Law and Gospel? (Love, Faith, Grace, Jesus)

Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed. Objectives 1-8 will be assessed through a test/quiz. Most of the test/quiz will be in writing form with a handful of multiplechoice questions. Objective 9 will be assessed through students making a flow chart showing how the words are connected to both the Law and the Gospel.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may be included here.) To open class on the first day of this unit, I will set very harsh rules. For example, if a student were to yawn or cough, or even blink I would give them a detention. At first the students would be shocked at such rudeness. However, after I have the students attention from the detentions, stirring up some anger, I will have each student come up and shred the detention slip. I will then tell them that the example I used was like the Law and Gospel of the Bible. I would then ask students questions, through discussion, about the two measuring the knowledge they have on the subject. B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): Through this unit, you will learn the basics of the Law and Gospel. These include what the Gospel and Law do, who does the work in each, how it is revealed to mankind, and what it shows to mankind. This will not only help distinguish between the two, but will help you when you are reading your Bibles.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

C. Instructional Sequence: 1. I will put students into small groups (2-3 people) and have them look up the basic ideas of what makes up Law and Gospel. They may use internet sources, Luthers Small Catechism, or Luthers Large Catechism. Some groups will have Gospel, some groups will have Law, and other groups will look up ideas that describe both. After looking these things up, they will discuss them and find examples in the Bible where they apply. 2. After getting back together as a group, I will ask questions to each group and have them do most of the talking about what information they found. This time is also a time for groups to ask other groups things they might not have been able to find. 3. After everyone has all of their information down, after the discussion, each group will present their information and as a class, we will create a Venn Diagram showing the differences and similarities between the two. We will also find verses in the Bible that support the Law, the Gospel, and ideas that might fall in both. 4. Proceeding the group Venn Diagram, I will open the floor to any questions or concerns the class has. If there are students who are not of the Lutheran faith, they can also have a say at this time. 5. Summative Assessment Finally, there will be a small quiz to assess t he students knowledge of the content covered in class. The questions will be based on what is on the Venn Diagram.

D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) All students will be contributing to the class Venn Diagram. This means if students are not engaged in their groups, learning the information they will be lost when it comes to discussion and the quiz. If groups, however, are not letting a member of their groups participate, I will make sure to intervene to help facilitate discussion in the group.

E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) Students will be in groups searching for the answers to questions I give them. I will make sure to pair up people who are opposite but will work well together. I dont want the straight A students being in one group together overpowering the class discussion. I also do not want students with low scores and motivation to be grouped together trusting the straight A students will do all the work. If you combine the two, they can build off of each other and both be involved in the discussion.

F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment) The purpose of the lesson is to help students differentiate between characteristics that make up the Law and Gospel and how they can apply these differences to the Bible.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Lesson Plan Details Instructional Materials: White Board, iPads with Inspire app and access to the internet, Luthers Small and Large Catechism

Use of Technology: Students will use the Inspire App on the iPad to create Flow Charts on Law v. Gospel.

Safety in the Physical Environment: Since the groups will be evenly distributed with straight A and low-grade students, it will help everyone have a fair shot at success and involvement.

List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. Conditional Promise Measurements Condemnation Unconditional Promise Salvation Limitless

Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. By giving students examples of each word or phrase, it will help them understand the language better.

Describe the Evidence that Students know and use Academic Language appropriately: These words are key to the explanation of Law and Gospel. For example, when describing the Law, students should be able to say that it condemns, while at the same time the Gospel gives salvation.

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) Formative: (Formal or Informal) Reflective: (Formal or Informal) I believe that through the reflective assessment, students will meet the objectives I have for them. During our reflection, we tied everything together and solidified our knowledge in the subject.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

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Summative: (Formal or Informal)

Lesson Plan Design 2013

Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. I believe that some students, especially those who come from different religious backgrounds, may not completely understand the material right away. Most kids grow up with this stuff. I may need to give them a little more practice to really solidify their understanding. Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. The Law v. Gospel lesson could dig deeper than what the students expected. As seniors in high school, some may think of the class as a blow off class until they are in class and confused about the material.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education Name:___________________________

Lesson Plan Design 2013 Date:____________________________

Class:___________________________

Directions: Circle the letter that best answers the question given. If it asks for you to explain, please use full sentences and correct grammar/punctuation. 1) What does the Law do? A. Saves B. Condemns C. Rebukes D. Corrupts

2) What does the Gospel do? A. Rebukes B. Condemns C. Corrects D. Saves

3) Who does the work in the Law? What main rules do they follow? Explain.

4) Who does the work in the Gospel? Who was sent to fulfill this work? Explain.

5) Where is the Law revealed? A. Scripture B. Nature C. Conscience D. All of the Above

6) Where is the Gospel revealed? A. Scripture B. Nature C. Conscience D. All of the Above

7) The acronym S.O.S. indicates what the Law and Gospel shows us. Explain what the acronym means for both. _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.