Adventist International Institute of Advanced studies

A Unit Plan on The Introduction

to 2 Corinthians

A paper

presented in partial fulfillment

of the requirements for the course

GSEM 608: Advanced Methods in Teaching Bible

by

Naomi Booia

March 10, 2017.

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Table of Contents

Introduction…………………………………………………………………………..2

Lesson 1: Introduction to 2 Corinthians (Jigsaw)…………………………………….3

Lesson 2: The History of Corinth and the Church (KWL)…………………………...7

Lesson 3: The Author of 2 Corinthians (Taba)……………………………………….12

Lesson 4: The Corinthian and Macedonian Believers (Venn Diagram)……………...14

Lesson 5: The Famous Saying in 2 Corinthians (Feelings)…………………………...18

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Introduction

This unit will only cover the general introduction to the 2nd epistle of Paul to the believers in Corinth- known as 2 Corinthians. The table below shows the summary of the contents.

Lesson No.

Topic Grade Level

Teaching Strategy

Lesson Contents

1 Introduction to 2 Corinthians

10 Jigsaw Overview of 2 Corinthians.

2 The History of Corinth and the Church

10 KWL The historical background of Corinth and the Church

3 The Author of 2 Corinthians

10 Taba The experiences of Paul that contributes to the tone of the letter.

4 The Corinthian and Macedonian Believers

10 Venn Diagram

The groups of believers in 2 Corinthians.

5 The Famous Saying in 2 Corinthians

Feelings One of the famous sayings of Paul- thorn in the flesh which shows his humility and dependence on God for source of strength and hope in the midst of trials and challenges.

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Lesson 1

Name: Naomi Level: Grade 10 (16 pupils)Subject: 2 Corinthians Duration: 40 minsTopic: Introduction to 2 Corinthians Date: 13/03/17Strategy: Jigsaw

Materials:Jigsaw reading materials -4 sets (attached at the end)

Instructional Objectives:By the end of the class, students will be able to1. name the author of 2 Corinthians.2. identify the recipients of 2 Corinthians.3. evaluate the theme of 2 Corinthians.4. compare the theme of 1 Corinthians and 2 Corinthians.

Introduction:Good morning class. Welcome back to the Pauline Epistles class. Last term, we had covered 1 Corinthians, and this time I am so excited to continue a journey with you to 2 Corinthians. Aren’t you excited? For the first 5 meetings, we will cover the Introduction to 2 CorinthiansFor this first class, we will go through the general overview of the letter.

*Jigsaw instruction is given.Presentation:

Teacher’s Activity Students’ Activity1. Divide students into a home group

or base group of 4 and in each group, students are numbered 1-4.

Students sit in their base groups and they get their number.

2. Give a jigsaw set to each in group. This jigsaw set contains 4 pieces. Instruct the group to distribute the pieces according to their numbers. For example: a student with a number 1 will get a number 1 piece. Tell them to read silently for 7-10 mins.

The groups receive the jigsaw sets and give to each member a piece according to his/her number. Each student read silently.

3. After 7-10 minutes reading, ask students to go to their expert groups, (i.e. those who have the same number will meet together) and they will discuss their material in order to become experts. (10-15 mins)

They meet in their respective groups, and they discuss what they have read.

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4. Supervise the discussion by going around to each expert group and making sure that students understand and they do what they are expected to do. Avail himself/herself if some need clarification.

They discuss and ask questions among themselves if they do not understand the concept. They can also ask the teacher for assistance.

5. When the discussion time is over, students are called back to their base group. Ask each student to share their ideas regarding their materials to others. The order of discussion will begin with those with number 1. (10 mins)

The students return to their base-group. Each student shares their topic to their group members. The sharing and discussion starts from number 1 student then followed by number 2, then 3 and 4.

6. Ask students question to check their understanding. Everyone is expected to have a thorough knowledge about the entire content since they share with each other every part of the jigsaw set.

Students respond to the teacher. In case clarification is needed on certain areas of the content, they can also ask questions or give comments.

Review Questions:1. When did 2 Corinthians written?2. Who wrote it and who are the recipients of this letter?3. Discuss one theme found in this letter?4. Give some similarities and differences between the first and second Corinthians.

Assignments:1. Read a commentary on 2 Corinthians -Introduction.2. Write a summary for your research.

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1. The book of 2nd Corinthians is a Pauline Epistle (letter from Paul). The Apostle Paul wrote it about 56 A.D. The key personalities of this book are the Apostle Paul, Timothy, and Titus. Paul wrote this letter to the church in Corinth to defend and protect his Apostleship, and to teach and warn against false teachers who were spreading heresy.

The longest of the letters written to the church at Corinth is known in the New Testament as 1 Corinthians. Containing sixteen chapters dealing with a wide variety of topics, the first topic mentioned is that of divisions within the church. Four distinct factions correspond to the four individuals whose teachings were followed by the respective groups: Paul, Apollos, Cephas, and Christ. Reportedly, the household of Chloe informed Paul that serious quarrels had taken place among these factions. The spirit of independent thinking emphasized so strongly by the Greeks evidently was influencing the Corinthian Christians. Paul's manner of dealing with the problem is noteworthy. He does not insist that all members of the community should think alike on every subject, nor does he advocate that someone with authority should tell others what to believe. What he does insist on is a unity of spirit and purpose that will allow each group to learn from the others.

Jigsaw materials: 4 setsSources - http://biblehub.com/summary/2_corinthians/1.htm

https://www.cliffsnotes.com/literature/n/new-testament-of-the-bible/summary-and-analysis/1-and-2-corinthians

2. In chapters 1-7, Paul describes the characteristics of an Apostle. He explained that his ministry was to preach Jesus Christ alone and not himself, “For we do not preach ourselves, but Christ Jesus as Lord, and ourselves as bondservants for Jesus’ sake” (4:5).

Paul then explains that Christians will suffer. "we are afflicted in every way, but not crushed; perplexed, but not despairing; persecuted, but not forsaken; struck down, but not destroyed". It is promised to followers of Christ that they will suffer. Paul states that compared to eternity with Christ the sufferings of this world are temporary and have a purpose for us: "For momentary, light affliction is producing for us an eternal weight of glory far beyond all comparison, while we look not at the things which are seen, but at the things which are not seen; for the things which are seen are temporal, but the things which are not seen are eternal."

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3. In chapters 8-9, He urges the Corinthians to give the offering to the believers in Judea, as they had promised.

Generosity Encouraged Ch 9

6Remember this: Whoever sows sparingly will also reap sparingly, and whoever sows generously will also reap generously. 7Each of you should give what you have decided in your heart to give, not reluctantly or under compulsion, for God loves a cheerful giver. 8And God is able to bless you abundantly, so that in all things at all times, having all that you need, you will abound in every good work. 9As it is written:“They have freely scattered their gifts to the poor;their righteousness endures forever.”a

He taught that if they gave generously they would also “reap generously” (9:6).

Chapters 10-13 Paul defends his ministry and responds to attacks about his Apostleship. They had been questioning his authority and opposing him. Paul declares that if anyone preaches a different Gospel or a different Jesus, other than what Paul and the Apostles were preaching, they are false teachers and deceitful workers and should not be accepted.

4. In chapter 12 7-10, Paul explains a theology of his own suffering. He asks God to remove a suffering from His life but God refuses. God responds to him, "My grace is sufficient for you, for power is perfected in weakness". Paul understood that God is sovereign and in control over even his sufferings. Therefore, Paul embraces his suffering because God allows them into his life for a purpose regardless of how difficult they may be. In times of calamity, he understood that these were times when he depended on God's strength and mercy the most. Paul responds, "Therefore I am well content with weaknesses, with insults, with distresses, with persecutions, with difficulties, for Christ’s sake; for when I am weak, then I am strong”. Paul knew he was the strongest when he felt the weakest because he depended on God, the one who has infinite strength.

The last thing Apostle Paul teaches in 2ndCorinthians is how to test yourself. If you want to know if you are a Christian, if you want to know if you are a believer and follower of Jesus Christ, than you must test yourself, “to see if you are in the faith”; examine yourself with Scripture (13:5).

Lesson 2

Name: Naomi Level: Grade 10 (16 pupils)Subject: 2 Corinthians Duration: 40 minsTopic: The History of Corinth and the Church Date: 14/03/17Strategy: KWL

Materials:KWL Chart Lesson material – 17 copies of reading materials

Instructional Objectives:By the end of the class, students will be able to:

1. locate Corinth and explain its geographical information.2. explain the political state of ancient Corinth and how the church formed.3. list down the distinct characteristics of ancient Corinth.4. compare the ancient Corinth with today’s Corinth.

Introduction:I hope that you all complete your homework. Yesterday, we did the Introduction to 2 Corinthians and today, we will move on to our next topic which is The History of the Corinth and the Church. This topic includes the geographical background of the place, the political influence, and the church as well.

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*Instruction on KWL is givenPresentation:

Teacher’s Activity Students’ ActivityPhase 1Writes the topic of the lesson on the board, i.e. The History of the Church in Corinth.

All face the black board

Draw a KWL chart on the board and explain to the students what that chart means. K –stands for what I Know, W –what I Want to know and L –what I Learned. Then, ask students what they already KNOW about the topic.

Tell the teacher what they already know about the topic.(possible answers: the church in Corinth was founded by Paul, Corinth was a wealthy place, Idol worshipers…)

Write the responses under the K column. Tell students to keep on drawing their prior knowledge about the topic, though they might not correct, but they are written down.

Students continue to give their answers.

Phase 2Asks students what they want to know about the topic.

Students respond by giving their curious questions regarding the topic.(possible questions: what the population of Christians in Corinth nowadays? What is so special about Corinth nowadays?)

write their questions under W column. Then distribute the reading materials and instruct them to read silently.

Each student receives the reading material and he/she read silently.

Phase 3.Ask for ideas to verify the items under the K column.

Give their verification regarding the items they gave before doing the reading.

Ask ideas for answering the questions under W column

Give their answers based on the reading. There would be new ideas that they come across, then they give them also to the teacher.

Write answers for the questions in W under the L column. Items which are not verified are given to the students for their follow-up research.

Students share new ideas and they also take note of the unverified items.

Review Questions:1. Give some outstanding characteristics of ancient Corinth2. Discuss the political state of ancient Corinth.3. Where is Corinth located?4. Compare the ancient Corinth with today’s Corinth.

Assignments:1. Do the follow-up research on the unverified items.2. Write a report on their findings. Discuss what impressed you in your findings.

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Reading materialSources:https://www.britannica.com/place/Corinth-Greece https://en.wikipedia.org/wiki/Ancient_Corinth

Corinth, Greek Kórinthos , an ancient and a modern city of the Peloponnesus, in south-central Greece. The remains of the ancient city lie about 50 miles (80 km) west of Athens, at the eastern end of the Gulf of Corinth, on a terrace some 300 feet (90 metres) above sea level. The ancient city grew up at the base of the citadel of the Acrocorinthus—a Gibraltar-like eminence rising 1,886 feet (575 metres) above sea level. The Acrocorinthus lies about 1.5 miles (2.5 km) south of the Isthmus of Corinth, which connects the Peloponnese with central Greece and which also separates the Saronic and Corinthian gulfs from each other. The citadel of the Acrocorinthus rises precipitously above the old city and commands the land route into the Peloponnese, a circumstance that gave Corinth great strategic and commercial importance in ancient times.

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The ruins of the Temple of Apollo in Corinth, Greece.The site was occupied from before 3000 BC, but its history is obscure until the early 8th century BC, when the city-state of Corinth began to develop as a commercial centre. Corinth’s political influence was increased through territorial expansion in the vicinity, and by the late 8th century it had secured control of the isthmus. The Corinthians established colonies at Corcyra and Syracuse, which would later assure them a dominant position in trade with the western Mediterranean.During the 8th and 7th centuries Corinth was ruled by the Bacchiad family of nobles, but they were eventually overthrown by Cypselus, who, followed by his son Periander, ruled the city as tyrants from about 657 to 550. These tyrants founded further colonies, but the chief source of Corinth’s wealth remained its possession of the isthmus, which controlled not only the land traffic between Attica and the Peloponnese but also the traffic between the Aegean and Ionian seas by way of the Corinthian and Saronic gulfs. Periander facilitated the transit of ships and cargoes, which were hauled overland from gulf to gulf, by building a stone roadway between them, thus sparing seafarers the arduous voyage around the southern tip of the Peloponnese. By this time Corinth had harbours on both gulfs that flanked it, Lechaeum on the Gulf of Corinth and Cenchreae on the Saronic Gulf. Under the tyrants, Corinth’s colonial expansion was extended along the Adriatic and into Macedonia.The tyranny of the Cypselids was followed in about 550 BC by an oligarchical government that embarked on a major building program for the city. In the second half of the 6th century, however, Corinth was outstripped by Athens in both seamanship and commerce, and it was often the bitter commercial rivalry between Corinth and Athens that was to generate crises in Greek politics over the next 200 years. After the Greco-Persian Wars (c. 546–c. 448 BC), Corinth joined Sparta against Athens during the Peloponnesian War (431–404 BC), but, though that conflict brought about the military defeat of Athens, it did little to revive the power of Corinth, which joined with some of its former allies to defeat Sparta in the Corinthian War (395–387 BC).Corinth was subsequently involved in most of the political conflicts of Greece, but chiefly as a pawn in the struggles of more powerful city-states because of the strategic value of its citadel. Corinth’s independence finally ended in 338 BC when Philip of Macedon garrisoned the Acrocorinthus and made the city the centre of the League of Corinth. The city remained the puppet of Macedonia and subsequently of the Achaean League until the latter involved it in a fatal conflict with Rome, and in 146 BC Corinth was destroyed by the Roman general Lucius Mummius.In 44 BC Julius Caesar reestablished Corinth as a Roman colony. The new Corinth flourished and became the administrative capital of the Roman province of Achaea. The city is known to readers of the New Testament for the letters addressed to its Christian community by the apostle Paul. It enjoyed some prosperity under Byzantine rule but declined in the later European Middle Ages. After the Turkish conquest in 1458, it was reduced to a country town.

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The remains of the ancient city of Corinth lie just north of the Acrocorinthus, with which it was joined by a circuit wall about 6 miles (10 km) in circumference. The city was connected with its principal port, Lechaeum, by two parallel walls and a paved highway which led to the propylaea, the entrance to the agora (the city’s main marketplace). Most of the substantial remains in the agora are works from the Roman period, but it acquired its present extent much earlier, in the 4th century BC, with the construction of an enormous stoa (portico), 525 feet (160 metres) in length, that enclosed its southern side. Immediately behind the south stoa began the road leading to the city’s other port of Cenchreae, on the Saronic Gulf. On a small rise northwest of the agora stand seven Doric columns, which are the remains of the Temple of Apollo (c. 550 BC). The remains of other temples, villas, a theatre, shops, public baths, pottery factories, a gymnasium, a large triumphal arch, and other buildings dot the site, which since 1896 has been extensively excavated.Modern Corinth, three miles northeast of the site of ancient Corinth, was founded in 1858 after an earthquake leveled the latter. It is primarily a hub of communications between northern and southern Greece and is the primary point of export for local fruit, raisins, and tobacco. It is also the chief town of the nomós (department) of Corinth and the seat of an archbishop. Pop. (2001) 29,787.

Since 1896, systematic archaeological investigations of the Corinth Excavations by the American School of Classical Studies at Athens have revealed large parts of the ancient city, and recent excavations conducted by the Greek Ministry of Culture have brought to light important new facets of antiquity.For Christians, Corinth is well-known from the two letters of Saint Paul in the New Testament, First Corinthians and Second Corinthians. Corinth is also mentioned in the Book of Acts as part of the Apostle Paul's missionary travels. In addition, the second book of Pausanias' Description of Greece is devoted to Corinth.Ancient Corinth was one of the largest and most important cities of Greece, with a population of 90,000 in 400 BC.[1] The Romans demolished Corinth in 146 BC, built a new city in its place in 44 BC, and later made it the provincial capital of Greece.

KWL Chart:

What I KNOW What I WANT to know What I LEARNED.

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Lesson 3

Name: Naomi Level: Grade 10 (16 pupils)Subject: 2 Corinthians Duration: 40 mins

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Topic: The Author of 2 Corinthians Date: 20/03/17Strategy: Taba Inductive

Materials:Taba data set- 4

Instructional Objectives:By the end of the class, students will be able to

1. list the various challenges that Paul faces.2. examine the genuineness of Paul’s apostleship.3. describe the challenges of Paul and how he overcomes them.4. analyze how Paul overcomes his challenges and relate to our own lives.

Introduction:Our topic today is about the author of the letter. One can notice that the experiences of Paul discussed in the letter is contributing to the tone of the letter. In our Christian life, sometimes we have been accused of something in which we did not do. Sometimes we suffered so much for the sake of witnessing for the Lord. Paul also went through different kinds of challenges but he overcame all of them through the grace of God. We can also overcome our challenges like Paul through Christ who gives us strength.

*Instruction on Taba is given.Teacher’s Activity Students’ ActivityPhase 1Group students in 4 groups and give data set to each group and then explain the rules of grouping the data.*the grouping of data is based on the challenges of Paul – personal, social, natural disasters, and miscellaneous.

Receive data set. Then, they identify the similarities of data and group them according to their similarities. They group the data in 3 groups and they group the remaining data which do not fit in any of the 3 groups under the fourth one –Miscellaneous.

Tell the students to give a name to each group. Their naming will reflect their perception on the similarities of data.

They give a suitable name to each group

Phase 2Instruct them to explain the similar characteristics of each group. Then, tell them to compare and contrast with other groups in the following manner:

1&2 2&3 3&1

First, they discuss the similarities of data in each group. For instance, starting with group 1, they discuss the similar characteristics of the data. Then they compare with group 2. They identify first the similarities of data in group 1&2, and then their differences. They repeat this instruction for 2&3, and 3&1.

4. Make inferences about the data – what does personal struggle means? What would you conclude/say about a personal struggle?

Think about the questions and discuss with each other.Then, they give their responses.

Phase 3Ask students to make an hypothesis –what would happen if there is no affliction and

Pondering on the hypothesis for a few minutes. They discuss their ideas and then they give their opinions.

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trials in Paul’s life?Explain to them the hypothesis.

Explanation- if there is no trial and affliction in Paul’s life, then we could not find his comments on those areas. We may be not able to find comfort and help from his experiences when we face challenges. If there is no challenge, he could not testify of God’s power which can give the strength to weary and riches to the poor.

Take notes of the lesson learned from this hypothesis.They give their opinion on the idea being discussed –agree/disagree or ideas that they want to add.

Review Questions1. Discuss the lesson that you learn from the challenges of Paul?2. How can you relate yourself with him in terms of your own struggle?3. Think of the solution that Paul had in mind when he faced these challenges?

Assignment1. Think of your own situation when you face struggle in your life? Compare how you

and Paul handle the situation. 2. Discuss your answer and the lesson that you learn from Paul (if there is).

Taba set:

Personal Challenges

Social Challenges Natural Challenges

Miscellaneous

Sleepless night Robbery Desert’s challenges

Car accident

Hungry Beaten with a rod Sea storms sicknessThirsty Accusations from

false apostles3x shipwrecked

Without warm clothes at night

Own people’s attacks

Cold night

Lesson 4

Name: Naomi Level: Grade 10 (16 pupils)Subject: 2 Corinthians Duration: 40 minsTopic: Macedonian and Corinthian believers Date: 21/03/17Strategy: Comparing – Venn Diagram

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Materials:Reading hand-out (17 copies)

Instructional Objectives:By the end of the class, students will be able to:

1. Describe the believers in Macedonia.2. Compare the believers of Corinth and Macedonia.3. Identify the problems that the Macedonians and Corinthians face.4. Evaluate the tactic of Paul for persuading the Corinthians to serve others through

giving. Introduction:

In 2 Corinthians, there are several groups of people that Paul mention. He used the believers in Macedonia as an example to the Corinthians to follow their footstep in their giving. Though the Macedonians were poor and struggle, they find joy in giving and helping the believers in Jerusalem who suffered from famine. What a wonderful lesson that we can learn from these faithful believers.

*Instruction of Venn Diagram is given.

PresentationTeacher’s Activity Students’ ActivityDistribute the reading materials to students and tell student to read the text. Tell students to refer to 2 Corinthians (Bible) for further information.Ask them to look for similarities and differences of the two groups of believers –Corinthians and Macedonian

Receive the reading materials. They read and take note of the similar and different items of the two groups.

Draws a Venn Diagram on the board. Asks students to select the characteristics/attributes for the basis of their comparison.

Students think of the characteristics for the basis of their comparison and then they tell the teacher about it.Possible characteristics/attributes:Founder of the Church, Manner in Giving, etc…

Write the attributes on the Venn Diagram. Ask students again to identify the differences and similarities according to the points of comparison.

Think of the differences and similarities and then share their answers to the teacher.

Write the answers on the Venn Diagram.Ask the students to summarize what they learned. And the teacher also summarizes the lesson as well. Give time for discussion.

Students give a summary of what they learned. And they discuss what they think is impressive to them.

Review Questions:1. Discuss the differences and similarities between the two churches2. Explain how the Macedonians are able to give amid their poverty. 3. Why giving is significant in our Christian life?

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Assignments:1. Think of ways in improving the state of stewardship regarding giving in the Church. 2. Read 2 Corinthians 7&83. Write a summary of your reading.

Venn Diagram

Reading Material- Text (17 copies) Source: https://www.biblegateway.com/resources/commentaries/IVP-NT/2Cor/Macedonian-

Believers-Model

The Macedonian Believers Model Generosity

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Corinthians Macedonians

Instead of starting with a request for money, Paul begins with an example of sacrificial giving. We want you to know is the usual way he goes about introducing new information to his readers (v. 1). In this case, the new information concerns the grace that God has given the Macedonian churches. Edwin A. Judge (1982) describes Macedonia as a splendid tract of land, centered on the plains of the gulf of Thessalonica. It was a prosperous area. Running up the great river valleys into the Balkan Mountains, it was famous for its timber and precious metals. The churches of Macedonia had been planted by Paul on his second missionary journey--Philippi, Thessalonica and Berea. What is newsworthy about these churches is the grace that God has bestowed on them. The noun charis ("grace") appears ten times in chapters 8--9. Even within this short span of verses, the range of usage is surprising. It is employed of a spiritual endowment (8:7), divine enablement (8:1; 9:8, 14), a monetary gift (8:6, 19), a human privilege (8:4), a word of gratitude (8:16; 9:15) and divine favor or goodwill (8:9). Here it refers to the way that despite adverse conditions, God has enabled the Macedonians to financially assist destitute Christians whom they did not personally know.Paul seeks to motivate the Corinthians by making reference to a longstanding competitor. Greece and Macedonia (called the "barbaric North") have a lengthy history of political rivalry. Although Philip of Macedon united all of Greece through brute force in 338 B.C., it was a union not destined to last. But now the Macedonians are put forward as a competitor of a different sort. These churches were experiencing the most severe trial (v. 2). The Greek is literally "a great testing of affliction." The genitive defines the content of the testing: "a severe test consisting of afflictions." The noun dokime means a "testing" that proves someone's or something's worth or genuineness (compare 2:9). The term thlipsis ("pressure"), found nine times in this letter, is commonly used of the harassment that God's people experience at the hands of the world. No further details are provided about the nature of the harassment or the circumstances. But this may well be the same trouble that Paul faced prior to his rendezvous with Titus (7:5). If one can gauge from the frequency with which the topic crops up in Paul's letters, persecution was almost a way of life for these churches (Phil 1:29-30; 1 Thess 1:6; 2:14; 3:3-4; 2 Thess 1:4-10).The severe trial that the Macedonian churches experienced was of a sort that left them in a condition of extreme poverty. The phrase is literally "down-to-the-depth poverty" (he kata bathous ptocheia; v. 2)--or, as Philip Hughes translates, "rock bottom" poverty (1962:288). James counsels his readers to consider it pure joy whenever they face trials (1:2). The Macedonian churches are a testimony that it is possible not merely to experience joy but to have it "overflow" in the midst of trials. Even more, just as persecution did not take away from their joyfulness, neither did poverty diminish their ability to be generous (Bruce 1971:220). Paul says that their poverty welled up in rich generosity (v. 2). The text is literally "a wealth of liberality" (to ploutos tes haplotetos). The basic meaning of haplotes is "singleness," and it denotes simplicity of character ("noble"), heart ("pure") or intent ("sincere"; Bauernfeind 1964). Here it signifies an openheartedness toward one's possessions ("generosity"). Sadly, it is often those having the least, rather than the most, who are the generous givers. Charles Spurgeon tells of receiving a wealthy man's invitation to come preach at his rural church to help the members raise funds to pay off a debt. The man also told Spurgeon that he was free to use his country house, his town house or his seaside home. Spurgeon wrote back, "Sell one of the places and pay the debt yourself."It is easy to see how affluence can well up in generous giving. But how is it possible for extreme poverty to overflow in a wealth of liberality? Verses 3-5 provide the explanation.First, it is because the Macedonians gave not just as much as they were able (literally "according to their ability") but beyond (v. 3). How much beyond Paul does not say. But

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there is no hint that this was a reckless action on their part. The sense is that they determined what they could comfortably contribute and then went beyond this figure.Second, what they gave, they gave entirely on their own (v. 3). Authairetos (autos "self" + haireomai "to choose") refers to something done of one's own accord or by a free choice. In essence, the Macedonians were not pressured into giving. They gave willingly. In fact, they urgently pleaded to be involved (v. 4). The thrust of the Greek is that they begged (deomenoi) Paul most earnestly (meta pollhs parakleseos). This was because they considered involvement in the relief effort a privilege (charis; see v. 1) and a sharing (koinonia, v. 4). Koinwnia, commonly translated "fellowship" in the New Testament, means "that which we hold in common or have a share in." In Christian circles it came to denote the close union and common faith that believers have as members of Christ's church. Implicit in this close union is a responsibility to care for those in need in the family of God.Finally, the Macedonian generosity was possible because they gave themselves first to the Lord and only then to Paul (v. 5). Their preeminent concern was how best to serve Christ. It is here that they exceeded Paul's expectations. They gave out of their poverty because of the sincerity of their commitment to Christ as Lord (to kyriw). So great was their desire to serve Christ that they would not allow their economic situation to keep them from being involved in the Lord's work (Waldrop 1984:38). This is why Paul describes the collection as a service (v. 4). It is not just a financial obligation. It is a ministry opportunity to the saints (v. 4)--those set apart to be God's possession.

Lesson 5

Name: Naomi Level: Grade 10 (16 pupils)Subject: 2 Corinthians Duration: 40 minsTopic: Famous Saying in 2 Corinthians Date: 24/03/17

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Strategy: Feeling

Materials:Reading text

Instructional Objectives: By the end of the class, students will be able to:

1. explain one the famous sayings – thorn in the flesh.2. discuss how Paul practice humility in his service for the Lord. 3. list the signs of a true apostle.4. evaluate the attitudes of the Corinthians toward Paul’s mission.

Introduction:Toward the end of the letter, Paul highlights to the believers that there are so many things that he can boast about. Since there were many false apostles who consider themselves as super apostles, Paul knew that he was superior to them. However, Paul chose not to boast in his strengths and abilities but he boast about his suffering –thorn in the flesh. This shows the humility of the true servant of God.

*Instruction on Feeling Strategy is given

PresentationTeacher’s Activity Students’ ActivityChoose one student to read 2 Corinthians 12: 1 -21 and ask the students to listen carefully.

One student read 2 Corinthians 12:1-21 and the remaining students listen attentively.

Ask the students to identify the key characters in the story.

The students identify the characters in the story(Characters: Paul, Corinthians & God/Christ).

Ask the students to discuss and analyze their feelings as if they are the ones who participate in the story.

The students express their feelings as if they are the one who actively take part in the story.

Review Questions:1. Why do you think that particular character (Paul) will feel (exhausted, humble) like

that? 2. If Paul had the opportunity to talk with the Corinthians face to face, what kind of tone

will he use if he is going to talk on 2 Corinthians 12? Explain your answer.3. What the significance of humility in relation to our spiritual lives?

Assignment:1. What is the thorn in the flesh? Discuss2. What are the signs of being humble? List at least 5.

Reading Materials

2 Corinthians 12: 1-21

Paul’s Vision and His Thorn in the Flesh

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12 This boasting will do no good, but I must go on. I will reluctantly tell about visions and

revelations from the Lord. 2 I[a] was caught up to the third heaven fourteen years ago. Whether I was in my body or out of my body, I don’t know—only God knows. 3 Yes, only God knows whether I was in my body or outside my body. But I do know 4 that I was caught up[b] to paradise and heard things so astounding that they cannot be expressed in words, things no human is allowed to tell.

5 That experience is worth boasting about, but I’m not going to do it. I will boast only about my weaknesses. 6 If I wanted to boast, I would be no fool in doing so, because I would be telling the truth. But I won’t do it, because I don’t want anyone to give me credit beyond what they can see in my life or hear in my message, 7 even though I have received such wonderful revelations from God. So to keep me from becoming proud, I was given a thorn in my flesh, a messenger from Satan to torment me and keep me from becoming proud.

8 Three different times I begged the Lord to take it away. 9 Each time he said, “My grace is all you need. My power works best in weakness.” So now I am glad to boast about my weaknesses, so that the power of Christ can work through me. 10 That’s why I take pleasure in my weaknesses, and in the insults, hardships, persecutions, and troubles that I suffer for Christ. For when I am weak, then I am strong.

Paul’s Concern for the Corinthians

11 You have made me act like a fool. You ought to be writing commendations for me, for I am not at all inferior to these “super apostles,” even though I am nothing at all. 12 When I was with you, I certainly gave you proof that I am an apostle. For I patiently did many signs and wonders and miracles among you. 13 The only thing I failed to do, which I do in the other churches, was to become a financial burden to you. Please forgive me for this wrong!

14 Now I am coming to you for the third time, and I will not be a burden to you. I don’t want what you have—I want you. After all, children don’t provide for their parents. Rather, parents provide for their children. 15 I will gladly spend myself and all I have for you, even though it seems that the more I love you, the less you love me.

16 Some of you admit I was not a burden to you. But others still think I was sneaky and took advantage of you by trickery. 17 But how? Did any of the men I sent to you take advantage of you? 18 When I urged Titus to visit you and sent our other brother with him, did Titus take advantage of you? No! For we have the same spirit and walk in each other’s steps, doing things the same way.

19 Perhaps you think we’re saying these things just to defend ourselves. No, we tell you this as Christ’s servants, and with God as our witness. Everything we do, dear friends, is to strengthen you. 20 For I am afraid that when I come I won’t like what I find, and you won’t

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like my response. I am afraid that I will find quarreling, jealousy, anger, selfishness, slander, gossip, arrogance, and disorderly behavior. 21 Yes, I am afraid that when I come again, God will humble me in your presence. And I will be grieved because many of you have not given up your old sins. You have not repented of your impurity, sexual immorality, and eagerness for lustful pleasure.

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