What are some unique parables about summer

General high school


1 Educational Plan 2004 General Education High School Implementation Example for Protestant Religious Education Subject area Parables (grade 5/6) Goethe-Gymnasium Freiburg Michael Lauppe (i. A.) Baden-Württemberg MINISTRY FOR CULTURE, YOUTH AND SPORT

2 (The implementation example was developed by Isabelle Ferrari, Herbert Kumpf, Helmut Mödritzer, Markus Popp and Ulrich Resch) 1. Preliminary remark on the topic of parables Planning scope of the topic: approx. 12 teaching hours Temporal location of the topic: Start of class 6 Related content: - Information on the time and environment of Jesus (subject area Bible) - storytelling techniques (subject German) 1.1. Main competence for the whole unit - pupils can retell three parables of Jesus (3.5) 2. Structure of the topic: 2.1. Lesson 1 Propaedeutic Pictorial Words - Parables: Acquisition of skills Lesson 1: Pupils can formulate that pictorial words and parables are a unique, expressive, original and meaningful genre. (Derived from the overarching hermeneutic competence) Pupils are presented with figurative words as pictures (OV) (The imagery of figurative words is thus immediately evident.) and the pupils guess what the figurative word is called and what it means. - the heart slips into your trouser pocket - put your legs under your arm - have tomatoes on your eyes - have a screw loose - go up the walls - the water is up to your neck - always play first violin - the house blessing hangs crooked - hang on Casting an eye on something - throwing the baby out with the bath water - pouring oil into the fire - tying up a bear - it s raining cats and dogs Implementation example for Protestant religious teaching page 2

3 punchline: Not all picture words can be explained by all students. Students help each other to explain these figurative words. Aim of knowledge: In what has been said there is another level of meaning that must first be tapped. This meaning cannot be fixed in one sentence, because different emphases are possible. A pictorial language arouses more emotions, is more appealing and activating than a more objective language. Introduction to the parables: possible booklet entry: Pictorial words and parables are like nuts that are difficult to crack. They hit the nail on the head and provide a perspective. They make you think and sometimes you have to explain them. In order to visually point out the perspective that will be worked out together over the next few hours, the students stick a window frame in the exercise book. At the end of the unit, the pupils paint it in with their newly gained perspective. (Master copy in: read tracks 5/6, work book, p.330) 2.2. Lesson 2 The mustard seed parable Acquiring skills Lesson 2: The students have basic knowledge of the time and environment of Jesus, as far as they are necessary to understand the selected parables. (5.2); Here specifically: Climate and vegetation Pupils can show how Jesus tells about the kingdom of God in parables (4.3) Narrative competence: narration close to the text in the shade (hot country!), nest function. The holistic approaches offer the students space to develop, express and appreciate their own images and associations. By memorizing, the students acquire the prerequisites for practicing the form of text-based narration on this parable. (several options to choose from :) - read parable; possibly with a picture (e.g. reading traces 5/6, p.137) - meditative approach: imaginary journey to the picture tree / living space - afterwards the pupils stick a mustard seed in the exercise book and paint a mustard bush with its inhabitants - song: Kleines Mustard seed hope - learn parable by heart (possibly homework) - tell parable Example of implementation for Protestant religious teaching page 3

4 further material: Reading traces 5/6, p. 135 f. / Lesson ideas 6, p. 139 f Hours 3 to 5 The parable of the prodigal son Competency acquisition Hours 3-5: Pupils can show how Jesus in parables of the kingdom of God narrated (4.3) The pupils have a basic knowledge of the time and environment of Jesus, insofar as they are necessary to understand the selected parables. (5.2) The pupils can retell a parable from Luke 15, place it in the historical context and understand it according to the intention : Development (with voice exercises) One hour: Presentation 1. Develop the narrative Information on the time and environment of Jesus: Pupils are given the text of the parable on a DIN A 3 worksheet, read it and understand the parable according to the POZEK Key. (cf. draft 2/2003, pp. 57-60): P = identification and description of the roles of the people (persons) O = identification and description of the geographical setting of the parable (place) Z = identification and description of the historical context of the parable (Time) E = Search for the climax, arc of tension and sequence of scenes (events) K = Search for the core idea (s) of the parable (core) The teacher either creates information sheets or offers lexicons etc., with the help of which the students can read the text independently can work out. e.g. Information - on the regulation of the time of Jesus - on the dignity of an oriental father - on the meaning of the dress, ring and shoes Implementation example for Protestant religious teaching page 4

5 The free space around the parable text on the worksheet is used to write down the information that the students have worked out to understand the parable. Methodical considerations: Markings in the text using fixed colors (red: people, green: places, etc.) Structure of scenes as a prerequisite for the narration: Structure of scenes can be worked out by creating a picture story for the parable. The structure of scenes can be worked out by designing speech bubbles (comics). Determine the sequence of scenes / choose perspective / draw a dramaturgy curve, fix the narration (e.g. in the booklet) and practice the narration, e.g. At home or in tandems, schoolchildren tell the parable about other possibilities: Working out / illustration of the geographical and historical circumstances about the film (media centers) Working out the emotional state of the people involved by offering smileys with standardized facial expressions (cf. course book / 6, page 157 : Parable of the prodigal son / testimony day,) Working out the emotional state of the people involved about the interruption of the parable: What does the younger son think when he arrives at his parents' house? What does the older son think when the younger son arrives? 2.4. Lessons 6-9: The workers in the vineyard Acquisition of skills Lessons 3-5: Pupils can show how Jesus tells about the kingdom of God in parables (4.3) The pupils have a basic knowledge of the time and environment of Jesus, as far as they can understand the selected parables are necessary. (5.2) Narrative skills: storytelling with body and language - reading the parable (if necessary, ask the students to collect and fix information on the time and environment of Jesus, as in lessons 3-5) The following should be clarified, for example: - Working conditions / day laborers - Minimum income / what do you get for a denarius? - Social conditions / large estates Implementation example for Protestant religious teaching page 5

6 - Working out the scenes in the parable (for methodological notes, see hours 3-5) - Preparing for the performing game (props, direction) - Presenting the parable in the performing game Note: The sequence of scenes must be clearly worked out so that the parable can be used without explicitly written Elaboration to be able to tell later Lessons 10-12: The good Samaritan acquisition of skills Lessons 10-12: Can retell stories from the Bible (e.g. parables) in which God's closeness changes people (1.3) Pupils can show how Jesus did told in parables of the kingdom of God (4.3) The pupils can interpret parables as a narrative aimed at changing behavior in society. (2.4) Assumed core of the parable: - Allow yourself to be interrupted (in the blindness of everyday life / in your own role) - Overcome prejudices against today's social outsider groups - Help the needy without being asked - Help appropriately and within a realistic framework First lesson: 1st question ask the students: What do I have to do to get eternal life? Obtain possible student answers: e.g .: - keep 10 commandments - attend church service - pray transition: Jesus was asked this too 2.Telling the parable by the teacher 3. Large worksheet (DIN A 3) in the middle the parable is printed. Around this there is space for the clarification of incomprehensible terms, geographical conditions. The terms to be worked out can be specified by the teacher or the students can raise them on the text themselves (for methodology, see lessons 3-5). Implementation example for Protestant religious teaching page 6

7 The following should be clarified, for example: - Samaritans / - Priests / -Levit / -scribes - landscape features; climatic characteristics of the environment of the parable - oil - proper care of the wounds Material for this: - tracing 5/6 p. 122, course book / 6 S I discover the world of the Bible - New Testament (row: recognizing the world); Ravensburger Verlag; ISBN:; 12.49 euros - Bible dictionary (for children); Hermann-Josef Frisch; ISBN:; 16.90 euros Second lesson: DIN A 3 sheets with an empty face outline; A person from the parable is chosen as the heading (Samaritan, Levite, priest or attacked person). The pupils paint a suitable facial expression on the empty face and write suitable thought bubbles around the face: Working questions: What do the priests or the Levite think and feel as they pass the victim? What does the victim think and feel as the priest and then the Levite pass by? What does the victim think and feel when the Samaritan helps him? What does the Samaritan think and feel when he helps the victim? The students present their suggestions by having a representative of the role present the facial expression in the picture and the associated thoughts in front of the class. In each case, four students stand together as representatives of the roles appearing in the parable in front of the rest of the class. The remaining students receive a sheet of paper on which all persons are depicted with thought bubbles and there they individually add the most plausible variant. Depending on the class situation, the teacher can try to get the four people talking to one another as a host in an inn where everyone has now met by chance. The goal should not be to justify yourself to each other, but to perceive which feelings and thoughts your own position triggers in others. Yield assurance, e.g. with the following entry in the booklet: Most of us have already thought and felt like the priest, like the Levite, like the Samaritan and like the man who was half-beaten to death. The parable shows us what possibilities we have and what can happen to us. It wants us to discover that life is only good if we look closely, allow ourselves to be touched and help. This is how (eternal) life succeeds. Implementation example for Protestant religious teaching page 7

8 The scribe asked Jesus, Master, what must I do to inherit eternal life? (Lk 10:25) Here the provocative question could be discussed: Should one help because of eternal life? So is one not really helping those who have fallen under the robbers, but should the help rather be a ticket to heaven? Who in history is most likely to think of eternal life? Jesus answers according to the parable: Go and do the same! After working out the parable, you could analyze with the students what the help of the Samaritan looks like. Possible results: What does the same - doing look like? - it should come from me - it should be reasonable / appropriate - it should be within the scope of my possibilities. This leads to the question: What prevents us from helping Here, insights from dealing with the feelings and thoughts of the people in the parable can be formulated if you haven't already done so in this lesson step above. Find everyday situations in which this becomes concrete (e.g. everyday school life, family) If you manage to talk about how you keep blocking yourself from doing what you actually think is right, you will automatically come to concrete everyday situations. They can be used to work out what appropriate help could look like. Experience from conflict resolution training or from a program that prevents bullying and violence could also be considered. In this way, the students could interpret the parable as a narrative aimed at changing behavior in the world. (4th competence under the dimension world and responsibility) Possible homework at the end of the unit: The pupils paint the perspective they have gained through working on parables in the window given at the end of the first lesson. Implementation example for Protestant religious teaching page 8

9 Final assessment: What I can do at the end of the unit: I can self-assessment Assessment of the tandem partner good average bad good medium bad I can retell three parables, one from Luke 15, one from Mark 4 and another that I have to myself choose yourself. I can explain the people, places, objects, and customs from Jesus' time and environment mentioned in the parables to others so that they understand them. I can explain to others what Jesus said about the kingdom of God in the parables. I can use the parable of the Good Samaritan to explain how Jesus wants people to change their behavior. I can explain why parables aim to change behavior in society and explain this using an example from my everyday life. Further material: Lesson Ideas 6, pp. 134f / Reading tracks 5/6 p. 134f. Implementation example for Protestant religious teaching page 9