Course Title Good Soil Evangelism and Discipleship 20130320

Course Title Good Soil Evangelism and Discipleship – 20130320

Developed by David Totman assisted by Dale Marshfield. This template is based in part on the Good Soil Evangelism and Discipleship training developed by Dr. Wayne Haston.

Grade Level Tertiary

Course Goal and Objectives: Institutionally Prescribed

The student will demonstrate an understanding of evangelism and discipleship by:

1. Leading a life that draws unbelievers to Christ 2. Communicating the gospel in a way that is sensitive to the belief system of the individual 3. Deconstructing obstacles and barriers created by other religious beliefs 4. Building redemptive relationships so as to have opportunities to share the gospel both verbally and non-verbally 5. Setting new believers on a path of spiritual growth, development, and reproduction in the lives of their disciples

*Institutionally prescribed goals and objectives for local/regional areas will need to be evaluated by local educators to see if students are giving

credible evidence of their understanding of the desired results.

Course Outline by Units –

Unit One: Beautiful Feet – Being an attractive Christian - Goal No. 1 Unit Two: Communicating the Gospel by Building Redemptive Relationships– Goal Nos. 2-4 Unit Three: Spiritual Pediatrics – Goal no. 5

April 5, 2013 UbD Template 2.0 © 2010 Grant Wiggins & Jay McTighe (adapted by ITE) 2

Stage 1 – Desired Results Unit 1 – Beautiful Feet, Being an Attractive Christian

Institutionally Prescribed Goals Transfer

The student will demonstrate an

understanding of evangelism & discipleship by:

1. Living a life that draws

unbelievers to Christ

Performance: Students will be able to independently and effectively use their learning to identify areas of his or her life that are unattractive to non-Christians, evaluate these in light of the Word of God, and make changes called for by the Scriptures so as to more effectively draw others to Christ.

Meaning Understandings: Students will understand that… U1 Doing good deeds that non-Christians appreciate

as good deeds is a key to attracting them to Christ.

U2 Christians must concentrate on demonstrating the attributes of grace and truth in order to draw unbelievers to Christ.

U3 Having strong beliefs is not the problem. The problem is holding them in a judgmental and critical manner.

U4 People who love and obey God are passionate about engaging and drawing unbelievers to Christ

Essential Questions: Students will keep considering… EQ. 1 What does a Christian life look like that is

able to draw unbelievers to Christ? EQ. 2 What patterns do you detect in the way

Christ related to people EQ. 3 What patterns do you detect in the way the

Pharisees related to people? EQ. 4 How does the Holy Spirit use you to attract

people to Christ? EQ. 5 What differences exist between God’s

standards for a believer and the Christian community’s standards for a believer?

EQ. 6 When it comes to attracting unbelievers to Christ, to what degree are Christians the solution and to what degree are they the problem.

EQ. 7 What elements of biblical teaching are unattractive and cannot be changed?

EQ. 8 How should Christians respond to non-biblical (not unbiblical) elements of the Christian’s subculture that are unattractive to unbelievers?

EQ. 9

Misunderstandings: Students will understand it is not… M 1 Legalism that leads to a sanctified life M2 - people who love and obey God that find it hard

to relate to sinners and lovingly draw them to Christ.


Acquisition of Knowledge, Skills, and Dispositions Knowledge: Students will know… K1 Christian living sets patterns of attractiveness

through

Practicing biblical separation that does not lead to isolationism and

Practicing holiness that is open and non-judgmental

K2 Difference between biblical standards and Christian sub-culture’s standards

K 3 Components for Christian living that draw people to Christ as well as practices that become unattractive to non-Christians

K 4 Spirituality cannot be legislated but rather must be spirit-led

K5 Good deeds that non-Christians in your culture appreciate.

K6 The attributes of grace and truth biblically revealed.

K7 The difference between elements of biblical teaching that are unattractive and cannot be changed, and elements of the Christian’s subculture’s teaching that are unattractive to non-Christians and must be changed.

K8 Work of the Holy Spirit in both a believer’s and an unbeliever’s life

Skills and Dispositions: Students will have the ability and character to … S&D1. Demonstrate attributes of grace & truth S&D2. Discern approaches to non-Christians that

become offensive and unattractive

- Detect patterns from Christ’s and the Pharisee’s relationships with people.

S&D3. Determine the relationship between Holy Spirit’s work in your life and attracting people to Christ

S&D4. Compare & contrast God’s standards for a believer, the Christian community’s standards and the attractiveness of Christians in the world

S&D5. Delineate a Christian’s response to unattractive, non-biblical elements of a Christian’s subculture

S&D6. Derive the changes that need to happen that would draw unbelievers to Christ

S&D7. Construct a model of good deeds that non-Christians in your culture appreciate as good deeds by using a series of diagnostic questions: a. What types of positive actions get

attention in the press or community? b. What does the government award? c. In your community, (non-Christian)

what builds trust? d. Where are people knowingly hurting

and can be helped?


Stage 2 – Evidence Unit 1

Assessment of Understanding & Transfer

Stage 1 Desired Results (coded)

Authentic Performance Task – Students will show they really understand and can use their learning through this complex performance (Use GRASPS if

it helps)

Criteria for evaluating the performance of the student in

the assessment

T 1 U 1-U 4 M 1-2

A1 – Self Assessment and Change Plan Goal: Self-assess one’s life in light of God’s Word in order to more effectively draw others to Christ by identifying areas that would be attractive and unattractive to non-Christians, and proposing changes you need to make, or cannot make. Each change or non-change should be justified biblically. Role: You are a Christian concerned for an unbelieving colleague at work. Audience: An unbeliever with whom you are building a relationship, is resistant to the gospel because of what other Christians have done or said that is offensive. Situation: Your relationship is growing and deepening, but you realize there are areas in the way your church practices Christianity and in Biblical teaching that are unattractive to your colleague. You desire to be more effective in drawing your friend to Christ. Product: You will need to develop a product that will illustrate/ explain how you will achieve the goal stated above. Standards for success: A solution that demonstrates how, 1) unchanging biblical teaching can be handled, without compromise, when it is offensive and how, 2) Christian subculture roadblocks need to be removed for the sake of the gospel.

A1. The thesis or model must:

- Identify how to effectively draw others to Christ

- Contrast areas (features) of attractiveness and unattractiveness

- Determine the biblical basis for attracting others to Christ

- Delineate self-assessed goals for change

- Demonstrate a Christian response of grace and truth attributes in order to be more attractive to non-Christians

- Delineate a Christian response to non-biblical elements of a Christian subculture that are unattractive.

- Interpret the role of the Holy Spirit in attracting unbelievers to Christ


Assessment of Knowledge, Skills, and Dispositions Unit 1


Evidence needed to demonstrate student attainment of desired result

Assessment method that will produce the required evidence

Criteria for evaluating the performance of the student in the

assessment

Identify what makes a Christian attractive to an unbeliever (May use the following (A 3 & A 4)as one activity – divide the tables and have 1 group do passages about Christ and one about Pharisees then compare)

Detect patterns of the way Christ related to people

Detect patterns of Pharisees’ relationship with people that was either attractive or unattractive

A2. Each table is to develop a picture that illustrates how you as a Christian relate to unbelievers. (EQ1)

A3. Tables will be assigned passages to read and detect patterns of the way Christ related to people: Matt. 5:1-12, 38-48; 7:1-6, 20-28; John 13:1-17, 33-34; Matt. 15:1-20; 19:1-15

A4. Tables will be assigned passages to read.

Detect the way the Pharisees and Sadducees related to people by answering the question: “How was the ‘good’ done by the religious leaders perceived by their audience?” Justify answers. (Why) Sadducees- Matt. 22:23-40; Pharisees - Matt. 22:41-46; 23:1-12, 13-24, 25-39; Luke 8:9-14

A5. Either divide the class into 2 groups or give the tables 1 of 2 sets of passages to answer the

A2. The picture must demonstrate the ways in which a good Christian life attracts unbelievers and works at holding them even when the teaching is difficult. GRASPS Standard #1

A3. Identify patterns of how Christ identified with people and how it was seen as good as well as attracting others to Him

A4. Identify patterns of how the Pharisees and Sadducees “good” that they did was attractive or unattractive to the people and the reason why.

A5. Demonstrate use of love

that shows openness,


How to practice biblical separation from the world that does not lead to isolation

Define holiness that is open, accepting and understanding, but not judgmental nor critical Biblical principles for attributes of grace and truth Determine the relationship between Holy Spirit’s work in your life and attracting people to Christ Applying truth and grace to holy living

question, “How do we practice separation without isolating ourselves from the world?”

Group #1 – 2 Thess. 3:9-15; Rom. 16:17-20, Matthew 9:9-13

Group #2 – 2 Cor. 6:14-7:1; 1 Tim. 6:3-16, John 17:14-21

A6. In dyads define holiness from the Bible (Lev. 11:45; Lk. 1:74, 75; Heb. 12:7-17; 1 Peter 1:13-2:3

A7. In dyads answer the question: “What are some

biblical principles for the attributes of truth and grace in our Christian lives?

Truth: Deut. 10:12; Ecc. 12:13; John 1:14; 14:6; Rom. 3:4; Zech.8:16; Mal. 2:6; Eph. 4:25; Ps.26:3; 2 John 4; 3 John 3

Grace: Rom. 3:21-26; Eph. 2:1-10; 1 Cor. 3:10-15

A8. The student will answer the question: “What

are the implications of the Holy Spirit working through your life in order to attract unbelievers to Christ?” Then share their answer with 1-2 other people. Justify answers with the Bible

A9. In triads answer the question: “How do we

apply the attributes of truth and grace to living

acceptance and understanding that is engaging rather than withdrawing.

A6. Rubric includes: Separated

unto God with reverence Separated by purifying oneself from sin

A7. Desire to engage

unbelievers through love and truth identifies the problem; grace deals with the problem

A8. Essay will include: Role of

Holy Spirit in life of believer- Role of Holy Spirit in an unbeliever - Biblical basis for answers GRASPS standard #3,7

A9. Truth identifies the

problem; grace deals with


Demonstrate grace and truth in real life situations Construct a model with diagnostic questions to determine what is perceived as good in his/her cultural setting. Compare and contrast God’s standards for a believer, the Christian community’s standard and the attractiveness of Christians in the world. Delineate a Christian’s response to unattractive non-biblical elements of a Christian subculture.

a life that is open and non-judgmental? Then debrief the class.

A10. Short answer test. Write a short simulation/case study of a non-Christian reaction to a Christian. The student will give a response that demonstrates grace and truth attributes

A11. Students are asked to develop a model for determining what is perceived as good in their cultural setting. This model should be a series of diagnostic questions. They will be given a few examples.

A12. Table discussion that will answer the

questions: “How does an unbeliever, the Christian community, and the Bible view what is ‘good’?” “What needs to change, in order for all to see ‘good’ as attractive?”

A13 Create a list of the unattractive areas of

church life or the way Christians live in your culture that drive unbelievers away from the gospel. Your list should include things like:

the problem openly and non-judgmentally

A10. Debrief each group as a class discussion. Answers must be substantiated as to why truth and grace response is based on the Bible GRASP standard #5,6

A11. Demonstrate that they

understand the difference between the church doing good it perceives as good, and doing good the community perceives as good. GRASPS standard #2

A12. Rubric will include: Identify what makes Christianity attractive What changes need to be made to make it attractive without compromising biblical principles Self-assess own unattractiveness to unbeliever GRASPS standard #2, 5,6

A13. Accuracy in applying form

and function, 3 lens’ thinking. (EMC)


Derive the changes that need to happen that would draw an unbeliever to Christ

a. Areas where the church is very different culturally from the rest of the culture

b. Ways in which “godliness” is expressed in ugliness

c. Instructor catch (grace and truth are keys here – grace toward offence and always with non-essentials; truth to expose sin, but not attack the sinner)

Then rotate groups and have them explain how to make 2 unattractive features attractive and why they think so. Use biblical examples.

A14 Tables will answer the following questions and

report their conclusion for questions 1-4 to class:

1. How should a Christian respond to unattractive, non-biblical elements of a Christian’s subculture?

2. What elements of biblical teaching are unattractive and cannot be changed?

3. What elements of our Christian subculture’s teaching are unattractive to non-Christians and must be changed?

4. Of those that can be changed, how will you change the unattractive pattern?

5. Self assess by asking yourself how you as a Christian relate to unbelievers.

A14. Rubric: Use of truth and

grace principle GRASPS standard #4


Stage 3 – Learning Plan – Unit 1

Learning Events – Sequence the Learning Activities – Outline Driven by Understandings

Stage 1 Desired

Results (coded)

This should be an educationally sound sequencing of all learning

activities, assignments and assessments

Formative and Summative

Assessments to be used

G1 K1, K3 K1; S&D 1 K1; S&D 2

Direction of Unit: (where and why) Self-assess your ability to lead a life that draws unbelievers to Christ

LE 1: Hook: Each table is to develop a picture or diagram that illustrates how you as a Christian relate to unbelievers. LE2: Tables will be assigned passages to read and detect patterns of the way

Christ related to people: Matt. 5:1-12, 38-48; 7:1-6, 20-28; John 13:1-17, 33-34; Matt. 15:1-20; 19:1-15

LE 3: Tables will be assigned passages to read. Detect the way the Pharisees

and Sadducees related to people by answering the question: “How was the ‘good’ done by the religious leaders perceived by their audience?” Justify answers. (Why) Sadducees- Matt. 22:23-40; Pharisees - Matt. 22:41-46; 23:1-12, 13-24, 25-39; Luke 8:9-14

LE 4: Class observations and discussion on patterns of attractiveness that

engaged people and patterns of unattractiveness that diminishes receptivity to the gospel.

A2 The picture must demonstrate the ways in which a good Christian life attracts unbelievers and works at holding them even when the teaching is difficult.

A3 Identify patterns of how Christ identified with people and how it was seen as good as well as attracting others to Him

A4 Identify patterns of how the

Pharisees and Sadducees ‘good’ that they did was attractive or unattractive to the people and the reason why

Debriefing of patterns of attractiveness they discovered


K1 K1 K4,5,8; S&D 5 K5; S&D 3 K1,2,6,7;

LE 5: In dyads define holiness from the Bible: Lev. 11:45; Lk. 1:74, 75; Heb. 12:7-17; 1 Peter 1:13-2:3

LE 6: Either divide the class into 2 groups or give the tables 1 of 2 sets of passages to answer the question, “How do we practice separation without isolating ourselves from the world?” Group #1 – 2 Thess. 3:9- 15; Rom. 16:17-20; Group #2 – 2 Cor. 6:14-7:1; 1 Tim. 6:3-16

LE 7: The student will interpret the question: “What are the implications of the Holy Spirit working through our lives in order to attract unbelievers to Christ?” in 1-2 paragraphs. Then share their answer with 1-2 other people. Justify answers with the Bible.

LE 8: Class Observations and dialogues: (1) Definition of a holy Christian life; (2) components necessary for making the Christian life attractive and maintaining it.

LE 9: In dyads answer the question: “What are some biblical principles for the

attributes of truth and grace in our Christian lives?

Truth: Deut. 10:12; Ecc. 12:13; John 1:14; 14:6; Rom. 3:4; Zech.8:16; Mal. 2:6; Eph. 4:25; Ps.26:3; 2 John 4; 3 John 3

Grace: Rom. 3:21-26; Eph. 2:1-10; 1 Cor. 3:10-15 LE 10: In triads answer the question: “How do we apply the attributes of truth

A6 Rubric includes:

Separated unto God with reverence

Separated by purifying oneself from sin

Desire to engage unbelievers through love

A5 Demonstrate use of love that

shows openness, acceptance and understanding that is engaging rather than withdrawing

A8 Essay will include:

Role of Holy Spirit in life of believer

Role of Holy Spirit in an unbeliever

Biblical basis for answers GRASPS standard #3,7 Debriefing the definition and components of Christian living A7 Truth identifies the problem;

grace deals with the problem A9 Truth identifies the problem;


S&D 3,6 S&D 3,6 K1,2,6,7; S&D 3,6 K1,3,5; S&D 4-9

and grace to living a life that is open and non-judgmental? Then debrief the class.

LE 11: Short answer test. Write a short simulation/case study of a non- Christian reaction to a Christian. The student will give a response that demonstrates grace and truth attributes.

LE 12: ACADEMIC PROMPT: Debrief the class as to situations they would use “truth and grace” principles in their cultural context and include the following in your response:

Explain the context

Apply the “truth and grace” principle

Justify the biblical basis LE 13: Discuss: Three lens thinking of directives, lessons and expectations.

Form and function impact what and how we do church. “Function” answers the “what” we are to do from biblical directives. “Form” answers “how” we are going to do it which comes from lessons we have learned and our cultural context. (EMC, pgs. 8-12; TWTJ, pgs 22- 23).

LE 14: Students are asked to develop a model for determining what is

perceived as good in their cultural setting. This model should be a series of diagnostic questions. They will be given a few examples.

Once they have their list of questions, they are to compare with other lists and then the entire class, by virtue of vote, is to make a master list.

With master list in hand, each table is to work on its own, answering the questions and coming up with a top 3 list of things that in their culture are viewed as good.

grace deals with the problem openly and non-judgmentally

A10 Debrief each group as a class discussion. Answers must be substantiated as to why truth and grace response is based on the Bible

GRASPS standard #5,6 A10 Debrief each group as a class

discussion. Answers must be substantiated as to why truth and grace response is based on the Bible

GRASPS standard #5,6 Application of

3 lens thinking

Function and Form to their cultural context A11 Demonstrate that they

understand the difference between the church doing good it perceives as good, and doing good the community perceives as good.

GRASPS Standard #2


K1,2,3,7; S&D 3,4,6,7,8 K1,2,3,7,8; S&D 4-8 K1,3 K1,2,3,5,7,8: S&D 3-9 T1; U1-4; M1,2

LE 15: Create a list of the unattractive areas of church life or the way

Christians live in your culture that drive unbelievers away from the gospel. Then rotate groups and have them explain how to make 2 unattractive features attractive and why they think so. Use biblical examples.

LE 16: Table discussion that will answer the questions: “How does an unbeliever, the Christian community, and the Bible view what is ‘good’?” “What needs to change, in order for all to see ‘good’ as attractive?”

LE 17: Revisit the original picture that was drawn and ask them how they

would redraw it in light of today’s discussion. LE 18: Tables will answer the following questions and report their conclusions

for questions 1-4 to class: 1. How should a Christian respond to unattractive, non-biblical

elements of a Christian’s subculture? 2. What elements of biblical teaching are unattractive and cannot be

changed? 3. What elements of our Christian subculture’s teaching are

unattractive to non-Christians and must be changed? 4. Of those that can be changed, how will you change the unattractive

pattern? 5. Self-assess by asking yourself how you as a Christian relate to

unbelievers. LE 19: Do GRASPS Self Assessment and Change Plan Performance Task as a

A13 Accuracy in applying form and

function, 3 lens’ thinking. (EMC) A12 Rubric will include:

Identify what makes Christianity attractive

What changes need to be made to make it attractive without compromising biblical principles

Self-assess own unattractiveness to unbeliever

GRASPS standard #2, 5,6 Rubric: “How” and “Why” they would change it. A14 Rubric: Use of truth and grace

Principle GRASPS standard #4 A1 GRASPS #1-7


homework assignment

Chunk Unit (break into

15 minute sections) Assign Learning Plans and Assessments to Chunks

UNIT 1 CLASS 1

Pre-session (5 min) Instruction: TRAINING WHEELS(01): “Just suppose- Hook” cards

( ) 15 min. LE 1 Picture of how a Christian relates to an unbeliever

Instruction: TABLE ACTIVITY: Draw a picture or diagram that illustrates how you as a Christian relate to unbelievers. Processing: Students will draw a picture or diagram that illustrates how they as a Christian relate to unbelievers

( ) 30 min. LE 2 Patterns of the way Christ related to people

Instruction: 3 GROUP ACTIVITY – read assigned passages in order to detect patterns of the way Christ related to people:

Matthew 5:1-12, 38-48; 7:1-6, 20-28 John 13:1-17, 33-34 Matthew 15:1-20; 19:1-15

Processing: Students read the assigned passage and detect patterns of the way Christ related to people

5 min. Review: (if time)


Homework Assignment The students are to read the following passages and come prepared to discuss the way the religious leaders related to people.

Matthew 22:23-40 (Sadducees) Matthew 22:41-46; 23:1-12, 13-24, 25-39 Luke 8:9-14

CLASS 2

( ) 30 min. LE 3 Patterns of the way religious leaders related to people

Instruction: GROUP ACTIVITY – each table will discuss the following passages and detect the way the Pharisees and Sadducees related to people, by answering the question, “How was the ‘good’ done by the religious leaders perceived by their audience?” Students will need to justify their answer.

Matthew 22:23-40 (Sadducees) Matthew 22:41-46; 23:1-12, 13-24, 25-39 Luke 8:9-14

Processing: Discuss the assigned passages and detect the way the Pharisees and Sadducees related to people, by answering the question: “How was the ‘good’ done by the religious leaders perceived by their audience?” Justify your answer.

( ) 15 min. LE 5 Instruction: WORK IN DYADS – Read the Bible passages: Leviticus 11:45; Luke 1:74,75; Hebrews 12:7-17; I Peter 1:13-2:3. Processing: From the Bible passages, define holiness

( ) 5 min. LE 4 Review: Discuss patterns of attractiveness that engaged people and pattern of unattractiveness that diminishes receptivity to the gospel.

CLASS 3

( ) 15 min. LE 6 Practicing Separation from the world

Instruction: DIVIDE CLASS INTO 2 GROUPS – Assign passages: Group #1 – 2 Thessalonians 3:9-15; Romans 16:17-20 Group #2 – 2 Corinthians 6:14-7:1; I Timothy 6:3-16

Processing: Answer the question: “How do we practice separation without isolating ourselves from the world?”


( ) 30 min. LE 7 Role of the Holy Spirit

Instruction: WRITE A 1-2 PARAGRAPH ESSAY on the role of the Holy Spirit and justify answer with the Bible. If students do not finish, assign as homework. Processing: Interpret the question: what are the implications of the Holy Spirit working through our lives in order to attract unbelievers to Christ?” Share answer with 1-2 other people.

( ) 5 min.

Review: Why do we practice separation without isolating ourselves?

Homework Assignment Give truth and grace passages for students to read as homework: TRUTH: Deut. 10:12; Ecc. 12:13; John 1:14; 14:6; Romans 3:4; Zechariah 8:16; Mal. 2:6; Eph. 4:25; Ps. 26:3; 2 John 4; 3 John 3 GRACE: Romans 3:21-26; Eph. 2:1-10; I Cor. 3:10-15

CLASS 4

( ) 15 min. LE 8 Defining the components for Christian Living

Instruction: QUESTIONS, OBSERVATIONS, and DIALOGUE of Christian living Processing:

(1) Define a hole Christian life (2) Discern the components necessary for making the Christian life attractive and maintaining it

( ) 15 min. LE 9 Principles for the attributes of Truth and Grace

Instruction: IN DYADS identify biblical principles for the attributes of truth and grace by reading assigned passages:

TRUTH: Deut. 10:12; Ecc. 12:13; John 1:14; 14:6; Romans 3:4; Zechariah 8:16; Mal. 2:6; Eph. 4:25; Ps. 26:3; 2 John 4; 3 John 3

GRACE: Romans 3:21-26; Eph. 2:1-10; I Cor. 3:10-15

Processing: Read the passages and answer the following question: “What are some biblical principles for the attributes of truth and grace in our Christian live?”

( ) 15 min. LE 10 Applying Truth and Grace Principles

Instruction: IN TRIADS answer a question about applying truth and grace principles then debrief answers in class Processing: Each triad will answer the question: “How do we apply the attributes of truth and grace to living a life that is open and non-judgmental?”


( ) 5 min. Review

CLASS 5

( ) 15 min. LE 11 Case Study of a non-Christian reaction to a Christian

Instruction: SHORT ANSWER TEST of simulation/case study of a non-Christian reaction to a Christian in order to respond with grace and truth attributes Processing: Give short answers on how to respond that demonstrates grace and truth attributes to a non-Christian reaction to a Christian

( ) 15 min. LE 12 Apply “Truth and Grace” principles to cultural context

Instruction: DEBRIEF through QUESTIONS, OBSERVATIONS and DIALOGUE of “Truth and Grace” principles in their cultural context. The responses should include the following:

Explain the text

Justify the biblical basis

Apply the “truth and grace” principle Processing: Explain the context and then justify and apply the “truth and grace” principle

( ) 15 min. LE 13 3 Lens Thinking and Form and Function in Ministry

Instruction: TEACH and APPLY 3 lens thinking of directive lessons and expectations. Also form and function impact what and how we do ministry. “Function” answers the “what” we are to do from biblical directives. “Form” answers “How” we are going to do it which comes from lessons we have learned and our cultural context. Processing: Examples of “what” and “how” to apply:

3 lens thinking and

Form and function In their cultural context

( ) 5 min. Review

Homework Introduce the idea of building a model for determining what is perceived as ‘good’ in their culture by coming up with diagnostic questions. Students should think about it for homework


CLASS 6

( ) 30 min. LE 14 Model with Diagnostic Questions to determine what is perceived as ‘good’

Instruction: ACADEMIC PROMPT. Each table will be asked to develop a model for determining what is perceived as ‘good’ in their cultural setting. This model should be a series of diagnostic questions. (They will be given a few examples). Processing: Students at each table

1. Will come up with a series of diagnostic questions for determining what is perceived as ‘good’ in their cultural setting.

2. Will compare lists with other tables and then with the entire class. 3. Will vote to determine a master list. 4. With the master list, each table will answer the questions and come up with a list of the top 3 things

in their culture that are viewed as ‘good’

( ) 15 min. LE 15 Unattractive Areas of Church Life

Instruction: BY TABLES students will create a list of unattractive areas of church life or the way Christians live in their culture that drive unbelievers away from the gospel. PUT THE LIST ON THE FLIP CHART OR WHITE BOARD. Then rotate groups to view others’ lists Processing:

1. Each table will create a list of unattractive areas of church life or the way Christians live in their culture that drive unbelievers away from the gospel.

2. Put the list on a flip chart or white board 3. Rotate groups to view other flip charts 4. Have groups, at the new flip chart, explain how to make 2 unattractive features attractive and why

they think so. Use biblical examples. (If more time is needed, it can be assigned for homework.)

CLASS 7

( ) 15 min. LE 16 ‘Good’ that is viewed as attractive

Instruction: TABLE DISCUSSION FOR UNDERSTANDING, OBSERVATIONS AND DIALOGUE. The table discussion will answer the questions:

How does an unbeliever, the Christian community, and the Bible view what is ‘good’?

What needs to change, in order for all to see ‘good’ as attractive? Processing: Students will answer the questions. Answers that determine what is ‘good’ and what changes need to be made in order for all to see ‘good’ as attractive.


( ) 15 min. LE 17 Revisit original drawn picture to how it would be changed in light of discussions

Instruction: OBSERVATION AND DIALOGUE of original picture/diagram. In light of class discussion, ask the students, “How would you change or redraw your original picture of depicting how a Christian relates to unbelievers? Processing: Students need to consider what changes need to be made to their original picture and state why they made those changes.

( ) 15 min. LE 18 Response to Christian Unattractiveness

Instruction: ACADEMIC PROMPT. Answer questions and draw conclusions as to how to respond to Christian unattractiveness. As tables, answer questions 1-4, evaluate how you would respond and draw conclusions that you can report to class. Have each student answer question #5 individually.

1. How should a Christian respond to unattractive, non-biblical elements of a Christian’s subculture? 2. What elements of biblical teaching are unattractive and cannot be

changed? 3. What elements of our Christian subculture’s teaching are unattractive to non-Christians and must

be changed? 4. Of those that can be changed, how will you change the unattractive pattern? 5. Self-assess by asking yourself how you as a Christian relate to unbelievers.

Each student will be asked to self-assess him/herself and make a plan for change(s) where it is necessary. Processing: Each table will answer questions 1-4, evaluating how to respond, and drawing conclusions to report to class. Students will self-assess (individually) using question 5 and make plans to change where it is necessary. (Do unfinished work for homework).

( ) 5 min. LE 19 GRASPS self-assessment and change plan

Instruction: DO GRASPS self-assessment and change plans performance task as a homework assignment. Processing: Do GRASPS #1-7 as homework

Homework The students will write an essay for homework on the characteristics of a Christian life and how those characteristics draw people to Christ


Unit 2 – Communicating the Gospel by Building Redemptive Relationships Stage 1 – Desired Results



understanding of evangelism & discipleship by:

2. Communicating the gospel in a way

that is sensitive to the belief system of the individual

3. Deconstructing obstacles and barriers created by other religious beliefs

4. Building redemptive relationships so as to have opportunities to share the gospel both verbally and non-verbally

Performance: Students will be able to independently and effectively use their learning to… Long term transfer

1. Meet someone, identify where they are at spiritually and tailor the presentation of the gospel to that person’s need

2. Utilize the components in a redemptive relationship in order to move a unbeliever toward making a faith response to the gospel.

Short term (unit specific) transfer

Meaning Understandings: Students will understand that… U1 Effective witness depends upon identifying the person’s understanding of and receptivity to gospel concepts U2 Effective witness depends upon adapting the gospel presentation to the person’s understanding and receptivity to gospel concepts U3 Comprehension of the gospel message depends on the individual’s understanding and receptivity to the redemptive ideas communicated in the Bible U4 Other religious beliefs create obstacles and barriers that must be deconstructed before a person is able to believe the gospel U5 Effectively communicating the gospel depends on the evangelist’s understanding of the

Essential Questions: Students will keep considering… EQ1 How does a person’s existing belief system effect the way they hear the gospel? EQ2 How much biblical content and biblical context does each unbeliever need in order to make a “good soil” faith response? EQ3 What is the correlation between the demonstration and declaration of the gospel? EQ4 What can you do to increase a person’s receptivity to the gospel? EQ5 How do you determine a person’s belief system? EQ6 What harm can be done if you fail to adapt your presentation to the person’s understanding and receptivity to gospel concepts?


unbeliever’s existing belief system and receptivity to gospel concepts U6 Deconstructed obstacles and barriers must be replaced with biblical concepts when possible U7 The gospel is shared verbally and non-verbally in spite of ourselves U8 A true redemptive relationship will be moving an unbeliever toward embracing the gospel U9 The New Testament is understood in light of the Old Testament U10 Biblical theology expounds more about Bible truths throughout the Bible as it develops the Bible’s big story whereas systematic theology presents Bible truths propositionally U11 A chronological/narrative gospel presentation in a redemptive relationship creates better understanding of the gospel in most cultures U12 Scripture will be used to clarify, personalize and persuade the unbeliever to embrace the gospel (bring a “good soil” faith response). U13 Understanding the gospel is based on the clarity, personalization, and persuasion (including the work of the Holy Spirit) of the Presentation U14 Personal testimony impacts understanding and reception of the gospel

EQ7 What are the obstacles and barriers to belief created by a person’s present belief system? EQ8 How do you deconstruct a person’s belief system? EQ9 What Scriptures clarify an unbeliever’s need to understand and embrace the gospel (a “good soil” faith response)? EQ10 What does a redemptive relationship look like? EQ11 How does a person build a redemptive relationship? EQ12 Why is it so important to be aware of both verbal and non-verbal communication of the gospel? EQ13 What essential gospel concepts are necessary in building redemptive relationships? EQ14 How does the New Testament use the Old Testament to clarify and make the gospel understandable? EQ15 How do Biblical Theology and Systematic Theology differ? EQ16 How does a person clarify, personalize, and persuade the unbeliever in a gospel relationship? EQ17 How does the Chrono-Bridge to Life help the unbeliever embrace a faith response to the gospel? EQ18 Why can a personal testimony present a challenge for a personal faith response?

Misunderstandings: Students will understand it is not… M 1 – Personal belief and practice lead to salvation, apart from Bible truth (African Traditional Religion) M2 – A self-created religion


M3 – Following the Ten Commandments or a salvation by works M4 – Leaving out the Holy Spirit, but being a faithful steward of the gospel M5 – A persuasive person or “good formula” will bring people to Christ exclusive of the Holy Spirit. M6 – The right set of Bible verses that convince people to embrace the gospel.

Acquisition of Knowledge, Skills, and Dispositions Knowledge: Students will know… K1 – What type of life or lifestyle draws people to Christ K2 – The biblical definition (elements) of saving faith K3 – The correspondence between the horizontal/receptivity scale and vertical/knowledge and understanding scale K4 – The relationship between conversion, regeneration, and evangelism K5 – Gospel communication process (6 steps) K6 – Worldview – its definition and the impact on a person’s belief system K7 – The onion diagram K8 – The biblical context supporting the basic biblical content and teaching (see K2) K9 – The basic biblical teaching and context that every lost person must understand in order to make an intelligent faith decision. (TWTJ 30,31; TSOH 30-39;) K10 – Relationship between systematic theology and biblical theology

Skills and Dispositions: Students will have the ability and character to … S&D 1 – Comfortably engage and love non- Christians S&D 2 – Assess the amount (degree) of gospel knowledge and receptivity in an unbeliever S&D 3 – Generate the gospel communication process effectively S&D 4 – Evaluate worldview noise and how it impacts the gospel presentation S&D 5 – Deconstruct a non-biblical worldview so as to reduce worldview noise S&D 6 – “Peel (the 5 layers of) the onion” S&D 7 – Use Chronological Bible teaching to effectively witness for Christ S&D 8 – Identify when a non-believer is ready to make a faith response, and guide them through the process. S&D 9 – Restate the “Chrono-Bridge to Life” in order to clarify, personalize and persuade for a faith response


K11 – Contrast Chronological Bible storying (CBS) and Chronological Bible Teaching (CBT) K 12- 8 essential gospel concepts (God, man, sin, death, Christ, cross, faith, life), the biblical use of the word Gospel and how this relates to the 8 gospel concepts K13 – Verbal and non-verbal means of sharing the Gospel K14 – Scriptures that help unbelievers understand and embrace the gospel K15 – A biblical basis for tilling, planting and reaping evangelism K16 – Personal testimony impacts understanding and reception of the gospel

S&D10 - Explain a redemptive relationship S&D11 - Prove that both verbal and non- verbal means impact the understanding of the gospel S&D12 - Defend a redemptive relationship that will move an unbeliever toward embracing the gospel S&D13 - Synthesize Scripture to clarify, personalize, and persuade an unbeliever to embrace the gospel S&D14 - Justify a clear gospel presentation that will lead to understanding the gospel




Authentic Performance Task – Students will show they really understand and can use their learning through this complex performance (Use GRASPS if it helps)


the assessment

T1; U1-U6; M 1-4

A 1: Spiritual Understanding of Unbeliever and How to Tailor the Gospel Presentation Accordingly

Goal: Assess where the non-believer is at in terms of knowledge and receptivity, deal with the things hindering understanding, and provide enough teaching so that the non-believer understands the gospel and is able to make a faith response.

Role: to be an effective witness to an unbeliever from a specific worldview area.

Audience: A colleague at work who is open to the Gospel from an animistic/Hindu/Islamic /or Catholic background

Situation: You are working with an (Animistic/Hindu/Islamic /or Catholic) person. You have been able to build a bit of a relationship to him/her. Most days you eat lunch together and now s/he is asking you questions about spiritual things.

A1. The dialogue must: (GSED WB –“Introduction” &“Understand” section)

1. Identify the possible Gospel knowledge deficiencies, degree of receptivity, their worldview and what to do to overcome these obstacles

2. Identify worldview noise and how to adjust the encoding and decoding process to enhance understanding


T2; U7-U14; M5-6

Product: You need to develop a verbatim (record of the dialogue) that would demonstrate how you would achieve the goal stated above. This is to be done in five separate meetings.

Standards for success: The dialogue you produce with a non-believer over five separate meetings must demonstrate an understanding and use of relevant Good Soil principles. A2a: Apply the components in a redemptive relationship to move an unbeliever toward making a faith response to the gospel.

Goal: A redemptive relationship has developed to the point where the unbeliever has sufficient understanding to make a faith response to the gospel.

Role: To help move an unbeliever from his worldview, to see the need to make a faith response to the gospel.

Audience: A colleague at work with whom you have been sharing the gospel.

Situation: You have been working with this person during lunchtimes building a redemptive relationship. Now you assess that the person is ready to make a faith response to the gospel.

Product: You need to develop a verbatim (record of the dialogue) that will demonstrate how you achieve the goal stated above. This is to be done in two separate meetings.

Standards for success: The dialogue you produce with an unbeliever over two separate meetings must demonstrate the utilization of components that will move the unbeliever toward making a faith response to the gospel.

3. Peeling the onion for cutting through the layers to find core values and beliefs in order to deconstruct obstacles and barriers in their religious beliefs

4. Methods of approach to presenting the gospel, must be a form that is relevant to where the person is at.

5. Demonstrate the use of biblical gospel concepts in their context

A2. a The dialogue must: (WB –

“Embrace” section) 1. Discern the unbeliever’s

readiness to embrace the gospel.

2. Exhibit the components of a redemptive relationship.

3. Demonstrate the use of the “Chrono Bridge to Life” in order to clarify, personalize, and persuade to embrace the gospel.

4. Define a challenge for a personal faith response.

5. Adapt your personal faith story to help move the unbeliever to a faith response.


T2; U7-U14; M5-6

A2b( alternate): Redemptive Relationships for Faith Responses Build a model of a redemptive relationship that shows all aspects of what is necessary to bring an unbeliever to embrace the gospel both from the evangelist and unbeliever’s viewpoints.

A2b( Alternate): The model must

1. Identify Scripture that clarifies, personalizes and persuades the unbeliever to embrace the gospel.

2. Apply how the gospel is shared both verbally and non-verbally.

3. Demonstrate how a redemptive relationship moves an unbeliever toward embracing the gospel.

4. Analyze a chronological narrative approach to create a better understanding of the gospel

5. Synthesize how clarity, personalization, and persuasion create better understanding.

6. Apply the Chrono-Bridge to Life for clarification, personal-ization, and persuasion in order to embrace a faith response.


Assessment of Knowledge, Skills, and Dispositions Unit 2




Criteria for evaluating the performance of the student in the

assessment

K 1; S&D 1; T1

Define the type of life or lifestyle that draws people to Christ

A3. Essay telling of the characteristics of a Christian life and how those characteristics draw people to Christ

A3. Biblical qualifications and characteristics that demonstrate a credible lifestyle that draws people to Christ (compare with CSR)

K 2; T1

Define 3 biblical essentials for a faith response What it means to be saved by faith – easy believism vs. biblical repentance & faith

A4. Matching statements with Bible passages (individually) - workbook pg 1 A5. Read S5 article in the workbook then have them discuss this question in their small groups: What are the characteristics of easy believism (list on flip chart), why is it dangerous (give one real life example, and what is the biblical alternative to easy believism. The last two will be shared with the class as whole.

A4. GSED – workbook pg 1 – Teacher answer key A5. Workbook, pgs. S 5ff, 3

K 3; T1

Apprehend the correspondence between the horizontal/receptivity scale and vertical/knowledge scale

A6a. Questions, dialogue, and observation of student understanding or A6b. Alt. – Build a model to help in understanding a readiness to accepting the gospel(both vertical and horizontal)

A6. a Be able to apply the learning and understanding to their Case Study Report WB, pg.2,5 A6b A model they can explain WB, pg.2,5


K4; T1

Know the relationships between conversion, regeneration, and evangelism

A7a. Essay comparing the process and point of regeneration by including “in what sense is evangelism a process” and “in what sense can it be thought of as a single point in time” A7b. Alt – The student is given a short essay outlining the relationship between conversion, regeneration, and evangelism and is asked to summarize it in terms of the processes involved and the actual single point in time events involved in the salvation of an individual.

A7. a Essay criteria - The process must include building a relationship that can build trust and understanding to encourage a faith response.

A7b The point from an event will include sharing the gospel to understand it and the challenge for a faith response.

K5,6; S&D 3-5 T1

Define the gospel communication process. Evaluate how gospel knowledge deficiencies create worldview noise and impacts reception of the gospel message

A8. Case Study Report A8. GRASPS – Standard #2-3,5 with matching teacher key

K 7 S&D 6; T1

Apprehend the essence of the onion diagram to discern the core values and beliefs of the unbeliever

A9. Case Study Report A9. GRASPS - Standard #4

K8-9; T1

Know and can retell gospel concepts in the Chrono bridge and the story context of each gospel concept.

A10. Dyad activity: At the start of every class (or 1 hour chunk in a modular course) they are required to tell from memory one part of the chrono bridge to life. This activity would be combined with a homework assignment re. Chrono bridge memorization. They could choose a card from a hat to determine what part they explain to their partner.

A10. Rubric: analytic-trait scoring (organization, use of detail and persuasiveness)


K 10; T1

Identify the relationship/differences between systematic theology and biblical theology

A11. Quiz of 10 statements and students have to identify the statement as to whether it applies to systematic or biblical theology and defend their answer (tell why) or (review together as a class)

A11. Answer key

K 11; T1

Discern and contrast the difference between Chronological Bible Storying (CBS) and Chronological Bible Teaching (CBT)

A12. In TSOH pg 5 & 6 identify whether the method being used is CBS or CBT and then define each on a paper to hand to the teacher (or discuss as a class the answers and why)

A12. Answer key

K12, K15 T1

Know and can biblically present the eight gospel concepts – Chrono Bridge to Life

A13. They are asked to create a list of 5-10 concepts based on the Bible that they believe a person must understand in order to have a faith response to the gospel. Once they have their concepts written down they are to compare them to the 8 Gospel concepts and discuss the differences between the two lists. A14. Quiz: Identify, explain, and provide biblical support for the 8 Gospel Concepts and how they relate to the to the biblical use of the gospel A15. Matching activity (Label, Definition, Biblical Text)

A13. Briefly defend the validity of their responses

A14. Rubric: holistic scoring Responses will include:

1. 8 essential truths 2. Bible verse for each

Faith response A15. Rubric: holistic scoring


S&D 2; T1

Discern the unbeliever’s understanding & receptivity to the 8 essential gospel concepts

A16. Oral report in class about the person with whom they will be working and what steps they will take to bring that person to understanding and receptivity of the gospel

A16. GRASPS – Standard #1

S&D 7-9; T1

Present Chronological Bible teaching in class. Retell the 8 gospel concepts, explain a personal faith response (in a personal way), and restate the Chrono-Bridge to Life in order to clarify, personalize and persuade for a faith response.

A17. A few oral class presentations using TSOH will be evaluated

A17. Teacher answer key including content, effectiveness and persuasiveness. Ability to use all aspects of TSOH effectively

K13, S&D 12 T2

Demonstrates both verbal and non-verbal means of sharing the gospel

A18. In triads will do a role play displaying both verbal and non-verbal means of sharing the gospel.

A18. The class will evaluate what verbal and non-verbal means were used in sharing the gospel.

K14-16; S&D 14 T2 K15; S&D 13; T2

Scriptures that will help unbelievers understand and embrace the gospel Synthesize Scripture to clarify, personalize and persuade an unbeliever

A19 – EQ1 Each table will develop a list of Scriptures that will help unbelievers understand and embrace the gospel. A20. Each table will collate the Scripture into a clear presentation of the gospel. Then write the gospel presentation on a flip chart. A21. Tables will rotate to view other responses to see what they may have

A19. Each table should reveal at least 5 Scriptures that help unbelievers embrace the gospel.

A20.


S&D 10-12 T1

to understanding for embracing the gospel Explain a redemptive relationship

missed. Each table will refine their presentation in order to be able to clarify, personalize and persuade an unbeliever to embrace the gospel. Each table will present their findings to the class and must be able to defend them. A22. Build a model of the components of a redemptive relationship

A21. Class will evaluate the validity and strength of the answers

A22. Rubric: analytic trait

scoring including: 1. Character traits 2. Biblical qualities and

disposition 3. Verbal and non-verbal

components 4. Elements necessary to

move an unbeliever toward embracing the gospel



Stage 1 Desired

Results (coded)

This should be an educationally sound sequencing of all learning

activities, assignments and assessments



U1-U3

1. Discerning Gospel Knowledge and Receptivity


EQ 1,5,3 K1; S&D 1; T1 K2; T1 K2:T1 K2; Ti K4

Introduction of Unit: A spiritual Understanding of the Unbeliever (and his/her worldview) and How to Tailor the Gospel Presentation Accordingly:

Communicating the Gospel with sensitivity

Deconstructing barriers from other religious beliefs

Building redemptive relationships in order to share the gospel LE 1 Hook – How does a person’s existing belief system effect the way they hear the Gospel? How do you determine a person’s belief system? What is the correlation between the demonstration and declaration of the gospel? LE 2 Essay – Characteristics of a Christian life and how those characteristics draw people to Christ (Homework assignment) LE 3 Introduce Good Soil Evangelism and Discipleship by discussing “What is Good Soil Evangelism and Discipleship?” (E&D) Let Jesus define it by discussing Matthew 13:23; Mark 4:20 and Luke 8:15. LE 4 Matching Exercise – Matching statements with Bible passages (individually) – workbook pg. 1 LE 5 Read and Discuss article in small groups – Read S 5 article in the workbook then have them discuss these questions in their small groups: What are the characteristics of easy believism (list on flip chart), why is it dangerous (give one real life example), and what is the biblical alternative to easy believism. The last two will be shared with the class as whole. LE 6 Introduce “Regeneration” statement and question at the bottom of pg.1 (WB) LE 7 Good Soil E & D Scale- Vertical Dimension - WB pg.2 LE 8 Understanding and Applying the Good Soil E & D Scale - WB pg.3

A1 GRASPS #1-5 A3 Biblical qualifications and characteristics that demonstrate a credible lifestyle that draws people to Christ (compare with CSR) A4 GSED – workbook pg 1 – Teacher answer key A5 Workbook, pgs. S 5ff, 3


K4 K3; T1 K3; T1 U4-U6

LE 9 Essay on Evangelism Process - Essay comparing the process and point of regeneration by including “in what sense is evangelism a process” and “in what sense can it be thought of as a single point in time” OR LE 10 Summary of Short Outline - The student is given a short essay outlining the relationship between conversion, regeneration, and evangelism and is asked to summarize it in terms of the processes involved and the actual single point in time events involved in the salvation of an individual. LE 11 Evangelism: Is it a Process or a Single Point in Time Event? - WB pg.3 LE 12 Initial Contact Evangelism and Relational Evangelism – WB pg. 4 LE 13 Good Soil E&D Horizontal Dimension - WB pg.5 LE 14 Questions and Dialogue – Questions, dialogue, and observation of student understanding OR LE 15 Build a Model- Build a model to help in understanding a readiness to accepting the gospel(both vertical and horizontal)

2. Understanding the Gospel LE 16 Gospel Communication Process - WB pg. 6 LE 17 Worldview Noise - WB pg. 6 LE 18 Worldview Noise: Case Studies from the Early Church - WB pgs.7-10

Jerusalem Acts 2:5-41 (WB, pg. 7) Lystra Acts 14:6-18 (WB, pg. 8) Athens Acts 17:16-34 (WB, pg.9,10)

A7a Essay criteria - The process must include building a relationship that can build trust and understanding to encourage a faith response. A7b The point from an event will include sharing the gospel to understand it and the challenge for a faith response. A6a Be able to apply the learning and understanding to their Case Study Report WB, pg.2,5 A6b A model they can explain WB, pg.2,5


K 5-6; S&D 3-5; T1 K8-9; T1 K13, S&D 12; T1 K7; S&D 6; T1

LE 19 Case Study Report LE 20 Density of Worldview Noise in Host Culture - WB pg.11 LE 21 Eight (8) Gospel Concepts - WB pg. 11 LE 22 Dyad Activity – At the start of every class (or 1 hour chunk in a modular course) they are required to tell from memory one part of the chrono bridge to life. This activity would be combined with a homework assignment re. Chrono bridge memorization. They could choose a card from a hat to determine what part they explain to their partner. LE 23 Reflection on “Understanding the Gospel” –2 Corinthians 4:3-4 (from WB pgs. 6, 11) LE 24 Worldview Onions - WB pg.12

Personal worldview I’m an onion –You’re an onion

LE 25 Evangelism – Related Observations – Col. 4:2-6; Eph. 6:18-20; WB pg. 12 Bottom LE 26 Peeling Worldview Onions – WB pg. 13 LE 27 Role Play Verbal & Non-Verbal Means of Sharing the Gospel - In triads will do a role play displaying both verbal and non-verbal means of sharing the gospel. LE 28 Case Study Report LE 29 Gospel Knowledge Deficiencies – WB pg. 14 LE 30 Build a Redemptive Relationship Model – Build a model of the components of a redemptive relationship

A8 GRASPS – Standard #2-3,5 with matching teacher key A10 Rubric: analytic-trait scoring (organization, use of detail and persuasiveness) A18 The class will evaluate what verbal and non-verbal means were used in sharing the gospel. A9 GRASPS - Standard #4


S&D 10-12, T1 K10; T1

LE 31 Evaluating Evangelism Approaches – WB pgs. 15-17

Romans Road Another Gospel Presentation Commonly used in your Culture Et cetera

LE 32 Evaluating Jesus Film – WB pg. 18 top LE 33 Evaluating the Gospels – Context gives meaning to content WB pgs. 18-20

Mark John 1 Luke 24:13-27 – where Jesus Began

LE 34 Two Common Ways to Study Theology – WB. pg 21

Systematic Theology Biblical Theology

LE 35 Quiz – Quiz of ten (10) statements and students have to identify the statement as to whether it applies to systematic or biblical theology and defend their answer (tell why) or (review together as a class) LE 36 Evangelism for Worldview Penetration at the Tilling Level- Firm Foundations WB pg. 22 LE 37 Video – Ee-Taow: The Mouk Story WB pg. 22

A22 Rubric: analytic trait scoring including:

1. Character traits 2. Biblical qualities and disposition 3. Verbal and non-verbal

components 4. Elements necessary to move an

unbeliever toward embracing the gospel

A11 Answer key


K11; T1 S&D 7-1; T1

LE 38 GSED Tools and Resources - WB pg. 23 LE 39 The Story of Hope: Discovering the Provision in God’s Plan - WB pgs. 24-25 LE 40 Chronological Bible Storying and Chronological Bible Teaching – Contrast WB pg. 25 LE 41 Practice Activity #1 Chronological Bible Storying (CBS)– WB pg.26 LE 42 Practice Activity #2 Chronological Bible Teaching (CBT) – WB pg.26 LE 43 Contrast Differences Between CBS and CBT- In TSOH pg 5 & 6 identify whether the method being used is CBS or CBT and then define each on a paper to hand to the teacher (or discuss as a class the answers and why) LE 44 Assignment: Prepare to Teach TSOH lesson – need lesson and leader guide; also give lesson the night before to be taught LE 45 TSOH Accordion – WB pg.27 LE 46 The Hope DVD – WB pg. 27 LE 47 Lesson Presentations of TSOH – by students LE 48 Oral Presentations – A few oral class presentations using TSOH will be Evaluated LE 49 Oral Presentation – Oral report in class about the person with whom they will be working and what steps they will take to bring that person to

A12 Answer key A17 Teacher answer key including content, effectiveness and persuasiveness. Ability to use all aspects of TSOH effectively


S&D2; T1 T1 K14-16; T1 K14,15; S&D 13; T1 K14,15; S&D 14; T2 K12, 15; T2

understanding and receptivity of the gospel LE 50 Assignment: GRASPS – Authentic Performance Task: Spiritual Understanding of Unbeliever and How to Tailor the Gospel Presentation Accordingly

3. Embracing the Gospel LE 51 Helping Unbelievers Embrace the Gospel – Mark 4:20 WB pg. 28

Clarifying Personalizing Persuading

LE 52 Table Activity – Each table will develop a list of Scriptures that will help unbelievers understand and embrace the gospel EQ1 LE 53 Table Activity – Collate the Scripture into a clear presentation of the gospel. Then write the gospel presentation on a flip chart. LE 54 Table Activity - Tables will rotate to view other responses to see what they may have missed. Each table will refine their presentation in order to be able to clarify, personalize and persuade an unbeliever to embrace the gospel. Each table will present their findings to the class and must be able to defend them. LE 55 List 5-10 Concepts That are a Must for a Faith Response – The students are asked to create a list of 5-10 concepts based on the Bible that they believe a person must understand in order to have a faith response to the gospel. Once they have their concepts written down they are to compare them to the 8 Gospel concepts and discuss the differences between the two lists. LE 56 Reading Assignment – Read through (as homework or in class dyads) the chrono bridge material in the TSOH, pgs. 32-39 before class segment “Embracing the Gospel.”

A16 GRASPS – Standard #1 A1 GRASPS 1-5 A19 Each table should reveal at least 5 Scriptures that help unbelievers embrace the gospel. A21 Class will evaluate the validity and Strength of the answers A13 Briefly defend the validity of their responses


K2 K12,15;T2 K12,15;T2 K16; T2 T2

LE 57 Chronological Bridge to Life – WB pg.28 LE 58 Video – Ron Berrus sharing the Chrono Bridge to Life LE 59 ChronoBridge to Life - Practice Activity #3 WB pg. 29 LE 60 Reading Assignment – (To be given previous night for homework. Read: “What Must I [Really] Do To Be Saved?”) WB Supplement S 5-S 15 LE 61 Matching Activity – Match labels, definitions, and biblical texts LE 62 Quiz – Identify, explain, and provide biblical support for the 8 Gospel Concepts and how they relate to the to the biblical use of the gospel LE 63 Challenge to a Personal Faith Response - Practice Activity #4 WB pg. 30 LE 64 Assignment: GRASPS – Authentic Performance Task: Apply the components in a redemptive relationship to move an unbeliever toward making a faith response to the gospel.

A15 Rubric: holistic scoring A14 Rubric: holistic scoring Responses will include:

1. 8 essential truths 2. Bible verse for each 3. Faith response

A2 GRASPS


Unit 2 Outline

UNIT 2 – 1. DISCERNING GOSPEL KNOWLEDGE AND RECEPTIVITY

Chunk Unit (break into 15

minute sections) Assign Learning Plans and Assessments to Chunks

CLASS 8

( ) 15 min. Intro & LE 1 Introduction and Hook

Instruction: Introduction of Unit 2: A spiritual understanding of the unbeliever (and his/her worldview) and how to tailor the gospel presentation accordingly:

Communicating the Gospel with sensitivity

Deconstructing barriers from other religious beliefs

Building redemptive relationships in order to share the gospel Hook – Class discussion by answering the questions (below) in preparation for discerning goepel knowledge and receptivity of the unbeliever. Processing: As a class answer the following questions:

1. How does a person’s existing belief system effect the way they hear the Gospel? 2. How do you determine a person’s belief system? 3. What is the correlation between the demonstration and declaration of the gospel?


( ) 15 min. LE 2 Essay: Christian characteristics that draw people to Christ

Instruction: From the ESSAY given as homework, through QUESTIONS AND DIALOGUE, discuss the topic of the essay assignment. Processing: The class will discuss the topic: “The characteristics of a Christian life and how those characteristics draw people to Christ”

( ) 15 min. LE 3 Introduce Good Soil Evangelism and Discipleship

Instruction: OBSERVATION, QUESTIONS, and DIALOGUE. Introduce the topic of evangelism and discipleship. “What is Good Soil Evangelism and Discipleship?(E&D)” Let Jesus define it by discussing Matthew 13:23; Mark 4:20 and Luke 8:15. Processing: Discussion of the 3 passages (Mt. 13:23; Mk. 4:20; Lk. 8:15)

( ) 5 min. LE 4-5 Homework for Class 8 and preparation for Class 9

Review: Homework: (1) Match passages to statements (WB. P.1)

(2) Read S5-S6 in preparation for the next class (3) Read S2-S4 to help verify answers to matching exercise

CLASS 9

( ) 30 min. LE 5 Easy Believism

Instruction: Having read S5-S6 in the workbook for homework, discuss in SMALL GROUPS the topic of easy believism. Students will discuss characteristics of easy believism and each group will (1) put the list on a flip chart, (2) give an example of why it is dangerous, and (3) explain what the biblical alternative is to easy believism. Conclusions of #2 & 3 will be shared with the class. Processing: Discuss the questions:

What are the characteristics of easy believism?

Why is it dangerous? Give one real life example

What is the biblical alternative to easy believism?

( ) 15min. LE 6 Comparing Regeneration and Conversion

Instruction: QUESTION, OBSERVATION, and DIALOGUE. Discuss the statement: Regeneration (new birth) occurs instantaneously, at a single point in time, but there is a sense in which conversion is a gradual process that leads up to regeneration. The CLASS will answer the question: “In what sense is conversion a gradual process leading to regeneration?” Processing: Use the regeneration statement to answer the question above.


( ) 5 min. Review: How does this (single point in time and gradual process) apply to the way you approach a person and share the gospel with him/her?

CLASS 10

( ) 45 min. LE 7 Good Soil E & D (Vertical) Scale

Instruction: OBSERVATION and DIALOGUE. Explain the Good Soil E & D Scale and that the model or process is the “heart” of the seminar, but remember it is a humanly constructed “model” (or process) to describe typical human responses. {Model Disclaimer} (A process that an unbeliever may go through in coming to having faith in Jesus Christ.) Processing: Study and discuss the Good Soil E & D Scale.

Homework LE 9 and/or 10 Essay on Evangelism Process - Essay comparing the process and point of regeneration by including “in what sense is evangelism a process” and “in what sense can it be thought of as a single point in time” OR Summary of Short Outline - The student is given a short essay outlining the relationship between conversion, regeneration, and evangelism and is asked to summarize it in terms of the processes involved and the actual single point in time events involved in the salvation of an individual.

CLASS 11

( ) 30 min. LE 8 Understanding and Applying Good Soil E & D (Vertical) Scale

Instruction: Have students work in 2 – 3 groups. Have someone read the paragraph on Study and Discuss . . . on the next page. Draw attention to the two examples. The groups will come up with eight other concepts and put on a flip chart. Lead a class discussion around the observations that got the most check marks (the observations that some groups saw but that others missed) Processing: Study and discuss the Good Soil E & D Scale. Rotate clockwise around the flip charts or white boards and put a check mark by any observations (made by other groups) they did not see. Then the group will identify two concepts they don’t want unbelievers to miss.

( ) 15 min. LE 11 Evangelism: Is It a Process of Single Point in Time Event?

Instruction: Pass in homework essays. Processing: Discuss Evangelism: is it a process or a single point in time event in preparation for the page 4 activity.


( ) 5 min.

Review:

CLASS 12

( ) 15 min. LE 12 Initial Contact Evangelism and Relational Evangelism

Instruction: OBSERVATIONS AND DIALOGUES. Instruct students to study these 2 visuals, Initial Contact Evangelism and Relational Evangelism until they would be comfortable explaining each of them. The key idea with Initial Contact Evangelism is that the entire gospel presentation is given in the initial contact, with a challenge for a personal faith response to the gospel. Avoid using the term “confrontational evangelism.” “Confrontational evangelism” can have a negative connotation, so it is better to use “initial contact evangelism.” Note that “relational evangelism” is a “process” of evangelism that includes the “event” of evangelism. Do (pg. 4) Processing: Discuss with the class and answer the questions: A. Initial contact evangelism emphasizes one climactic event of evangelism 1. When is initial contact evangelism most appropriate? 2. What are some dangers associated with this approach? B. Relational evangelism emphasizes the entire process of evangelism with a challenge for a faith response 1. What are some advantages of relational evangelism? 2. What are some dangers associated with this approach?

( ) 15 min. LE 13 Good Soil E & D (Horizontal Dimension) Scale

Instruction: OBSERVATIONS AND DIALOGUES. Explain the Horizontal Dimension of the Good Soil Scale matrix on page five and give an illustration of one non-believer you know & where he/she is in this matrix. Lead the activity at the bottom half of the page. The purpose of this activity is to get the students to think through issues related to (1) understanding and receptivity, and the combination of the two in the life of an unbeliever. {Note the Understanding-Receptivity Matrix (p. 5)} Processing: How does this matrix relate to the two models on page 4? Be prepared to discuss the question on the

bottom of page 4.

Homework: LE 14 and/or 15

Questions and Dialogue – Questions, dialogue, and observation of student understanding with pre-determined questions for students that are handed to students to thoughtfully consider and respond to OR Build a Model- Build a model to help in understanding and receptivity readiness to making a personal faith response. Consider both vertical and horizontal dimensions.


UNIT 2 – 2. UNDERSTANDING THE GOSPEL

CLASS 13

( ) 45 min. LE 16-17 The Gospel Communication Process Including Worldview Noise

Instruction: Explain that this is the first major section in the seminar and the longest.

Read Mt. 13:23. Explain the significance of suniemi) and the “Gospel Communication Process” {See Training Wheels, page 06} (Use power-point or draw the visual on a marking board) Processing: Ask the question, “Why don’t unbelievers understand the Gospel?”

Spiritual blindness – read & explain 2 Cor. 4:3-4

Worldview noise – explain the “Gospel Communication Process” by using the picture on bottom of page 6. Ask another question: What are some specific negative results that will likely occur if we do not understand and

effectively cut through this worldview noise?

Homework:

Read Acts 2:5-41; 14:6-18; 17:16-34

CLASS 14

( ) 30 min. LE 18 Worldview Noise: Case Studies from the Early Church –

1) Jerusalem (Acts 2); 2) Lystra (Acts 14:6-8); 3) Athens (Acts 17:16-34)

Instruction: GROUP ACTIVITY. The class will be divided into 3 groups or the class into 3rds ; 1) Group 1 will work on the Acts 2 activity on the “Jerusalem Worldview Culture” to highlight key ideas and

make some notes. Then answer the 4 questions at the bottom of the page in their student manual. Note the explanation of “death”, “cross”, and “life” at the bottom of page 7 in the Workbook.

2) Group 2 will work on Acts 14:6-18 activity on the “Lystra Worldview Culture” to highlight key ideas and make some notes. Note the cultural worldview background as well. Then answer the 4 questions at the bottom of the page in their student manual. Note the explanation of “death”, “cross”, and “life” at the bottom of page 8 in the Workbook. The group should also be prepared to discuss the question at the very bottom of the page. {See Training Wheels, page 08}

3) Group 2 will work on Acts 17:16-34 activity on the “Athens Worldview Culture” to highlight key ideas and make some notes. Focus on Paul’s evangelistic ministry with the Epicureans and the Stoics on Areopagus. Reference the supplemental material on the previous page. Then answer the 4 questions at the bottom of


the page in their student manual. Note the explanation of “death”, “cross”, and “life” at the bottom of page 10 in the Workbook.

Then have a total group discussion. At the end of reporting to class, the question on the bottom of page 10 needs to be presented to the students because it will help them transition into future activities and understanding. Processing: Have each group starting with Group 1) (Acts 2) their thoughts on each of the four questions. As answers are given, emphasize that people from various worldview cultures differ in their understanding of Biblical worldview concepts that are essential to a person’s expression of faith that results in true salvation. This should validate where they are at on the Good Soil E & D scale.

( ) 15 min. LE 19 Case Study Reports

Instruction: Case Study Reports GRASPS – standard #2-3,5 Processing:

( ) 5 min. Review:

CLASS 15

( ) 15 min. LE 20 Density of Worldview Noise in Host Culture

Instruction: OBSERVATIONS AND DIALOGUES, ascertain how dense is the Worldview noise in your host

culture? Have the students select from the list of options at the top of page 11 the dominant religious worldview

in the host culture. They can choose more than one, but limit to 2-3 most dominant.

Organize the students into groups according to the dominant religious worldview if possible; or assign one dominant religious worldview to each group.

Lead a class discussion in order to “analyze the worldview culture” where the students live & help students think about where “they need to begin presenting the gospel to the people in their culture.” (Mid-page activity)

Processing: Ask the students to identify and describe the dominant religious worldview in the host culture and

think about where you need to begin in presenting the gospel to the people of your culture. Answer the following

questions:


1) Knowing what you know about the people who live in your host culture, where would a typical adult be on the Good Soil E&D Scale when you begin evangelizing?

2) Of the 8 gospel concepts given below, which of these would a typical adult in your host culture/tradition already understand well?

3) Where, on the E&D Scale would you need to begin? 4) With which gospel concepts would you need to begin?

( ) 30 min. LE 21 Greatest Worldview Noise Problem in Host Culture: Eight (8) Gospel Concepts

Instruction: QUESTIONS AND DIALOGUE. Discussion revolves around the statement: The greatest worldview noise problem is not what people do not know, but the untrue things they believe they know – their false beliefs. This must be completed before the next session.

Processing: Using the chart in the notebook (bottom of page 11) covering the 8 Biblical concepts of God, man, sin, death (divine judgment for sin), Christ, cross, faith, and life, analyze the understanding of the culture in each gospel concept. Then identify the common false beliefs of these people as compared to the eight essential gospel concepts taught in Scripture. How do the 8 biblical concepts compare or contrast to false beliefs? How do their beliefs deviate from the Biblical concepts of God, man, sin, death, Christ, cross, faith, life?

( ) 5 min.

Review: How does our culture affect our approach to sharing the Gospel? As a result of identifying worldview noise in the host culture, how might it change the way you present biblical gospel concepts? How might you approach an unbeliever with false beliefs to help him understand the biblical concepts?

CLASS 16

( ) 5 min. LE 22 (1) Chronological Bridge to Life (Memorization & Telling One Concept)

Instruction: DYAD ACTIVITY – At the start of every class (or 1 hour chunk in a modular course) students are required to tell from memory one part of the Chronological Bridge to Life. This activity would be combined with a homework assignment re. Chrono Bridge memorization. They can do one concept with a partner in 5 minutes for each of the next 5 classes. They could choose a card from a hat until they have covered all concepts. Processing: Students are required to tell from memory one part of the Chronological Bridge to Life in an organized and persuasive way.

( ) 10 min. LE 23 Reflections on “Understanding the Gospel” – 2 Corinthians 4:3-4

Instruction: Review 2 Cor. 4:3-4 in relation to the “Gospel Communication Process” on page 6 Processing: How is the Gospel Communication Process interrupted? What has to happen to get the Gospel Communication Process back on track?


( ) 30 min. LE 24 Worldview Onions

Instruction: OBSERVATION and DIALOGUE. Instruct to establish 4 definitions, i.e. (1) personal worldview, (2) faith, (3) repentance, and (4) worldview noise. The root meaning of repentance implies a worldview change. {See Training Wheels, p. 12} Instruct and discuss “I’m an Onion – You’re an Onion.”

I. The “build process” begins with the center of the onion and works upward and outward. a. Core Beliefs [which appears at the bottom of the list; core of onion] b. Internalized values c. Personal Choices d. Behavioral Patterns e. Human Commonalities [which is the outer/top layer of the onion]

II. Then work down through the 3 steps of “Peeling the Worldview Onion.” a. First: Entry Conversations (What other topics do you have in your traditions/culture?) b. Second: Investigative Questions (What kind of probing questions would fit in this culture?) c. Third: Conversion Discussions (What do the truths of God’s Word do to an unbeliever’s

worldview?) Processing: Why do we peel worldview onions? What is the major objective of this process? What should you avoid doing in this process? What will cause a person to make a worldview change in their life? Why? Verify your answer.

( ) 5 min. Review: How can the Holy Spirit help you effect that change? What do you need to know and do to effect a worldview change in an unbeliever?

CLASS 17




( ) 10 min. LE 25 Evangelism Related Observations from Col. 4:2-6 and Eph. 6:18-20

Instruction: OBSERVATIONS and DIALOGUE. Students will read Colossians 4:2-6 & Ephesians 6:18-20 in order to develop and discuss a list of evangelism-related observations. (The major objective is to determine what a person’s worldview is and, thus, where to begin in presenting the Gospel. Processing:

( ) 30 min. LE 26 Peeling Worldview Onions

Instruction: OBSERVATION, QUESTIONS, and DIALOGUE. Ask questions to stimulate discussion (below in “Processing”). (Bottom of page 13, this presentation/activity expands the three steps on the right side of the visual model on page 12).

Explain each of these three steps progressively {See Training Wheels, p. 13} Dyad Activity: (bottom of page). Do dyad activity with a “gospel recipient” and “gospel presenter”.

Emphasize “initiate conversations…” as this will be brought up frequently throughout the rest of the course. The “gospel presenter” must initiate entry conversation and ask investigative questions to determine the recipient’s worldview, without asking a direct-to-the-core question or witnessing. The goal here is to teach them to discern a person’s worldview, but in real life the ultimate goal is to share the gospel meaningfully once they have discerned the person’s worldview.

Optional Activity: In small groups, instruct participants to share their experiences they have had in “peeling worldview onions.” Also, ask them to make a list of some other good investigative a questions.

Processing: “Why do we peel worldview onions?”

1) What is the major objective of this process? To determine what a person’s worldview is and thus, where to begin in presenting the gospel.

2) What should you avoid doing in this process? Attacking a person’s worldview and causing an argument.

( ) 5 min. Review: Why can observations from Colossians and Ephesians initiate conversations that may become redemptive relationships?

CLASS 18




( ) 30 min. LE 27 Role Play: Verbal and Non-Verbal Means of Sharing the Gospel

Instruction: ROLE PLAY IN TRIADS. Each group of three will do a role play displaying both verbal and non-verbal means of sharing the gospel. Processing: The class will evaluate verbal and non-verbal means used in sharing the gospel.

( ) 10 min. LE 28 Case Study Reports

Instruction: Case Study Reports GRASPS – standard #4 Processing:

( ) 5 min.

Review:

CLASS 19



( ) 20 min. LE 29 Gospel Knowledge Deficiencies

Instruction: OBSERVATION, QUESTIONS, and DIALOGUE as the students work in table groups making lists of gospel knowledge deficiencies. Explain that we are now “zooming in” on the bottom half of the Good Soil E&D Scale. The visual is divided into three sections:

Reaping Planting Tilling

In groups start with -4 the top section called Reaping Evangelism where the 3rd level begins. Then go down to -7 to where the 2nd level begins called Planting Evangelism. Finally go down to -11 to where the 1st level begins called Tilling Evangelism. Note that when all these lists are completed they are cumulative from bottom to top. It’s a general list of some of the gospel deficiencies that need to be addressed in the process of evangelism. Show


the students a completed version of this chart in the notebook supplement, S 29 after completing the exercise below. Processing:

1) For Reaping Evangelism the groups will make a list of all salvation-related truths that an unbeliever at -4 in the evangelism process still does not understand.

2) For Planting Evangelism the groups will make a list of all salvation-related truths that an unbeliever at -7 in the evangelism process still does not understand. This will be in addition to the list for Reaping Evangelism.

3) For Tilling Evangelism the groups will make a list of all salvation-related truths that an unbeliever at -11 in the evangelism process still does not understand.

Ask the rhetorical question: “The crucial ETERNAL LIFE & DEATH question: How much Bible content and biblical context does each unbeliever need in order to make a ‘good soil’ decision?” (bottom of page 14 in notebook) Think of cults and other religious groups that teach doctrine out of context. How does it affect understanding?

( ) 25 min. LE 30 Build a Redemptive Relationship Model

Instruction: The students will build/construct a model of the components of a redemptive relationship. Processing: What is included in the model to move an unbeliever toward embracing the gospel.

( ) 5 min. Homework:

Review: How does understanding gospel knowledge deficiencies help you better present the gospel to an unbeliever? What changes or adjustments would you make to your gospel presentation? Read: Gospel of Mark; John 1; and Luke 24:13-27 in preparation for the next class.

CLASS 20




( ) 15 min. LE 31 Evaluating Evangelism Approaches

Instruction: OBSERVATION, QUESTIONS, and DIALOGUE. Read and emphasize: “please understand . . .” at the top of page 15. It is to evaluate the effectiveness of some gospel presentations in light of gospel deficiencies that we just observed. The Romans Road, Evangelism Explosion and others (Gospel Presentation or popular tract) that may have been used some. Ask the class how they share the gospel with an unbeliever. In GROUP SETTINGS, ask the class to evaluate The Romans Road, Evangelism Explosion and other Gospel presentations commonly used in this culture. Explain and discuss the concept of “backfilling.” Ask, “How much ‘backfilling’ would be necessary for gospel

presentation?”

Processing: Group Discussion Questions 1) The Romans Road:

a. How well does The Romans Road address the gospel knowledge deficiencies of an unbeliever at the Tilling level of evangelism?

b. What essential gospel-related knowledge is assumed in this presentation? c. Where did Paul begin the “Romans Road” – chapter 3 or chapter 1 – and what’s the difference?

[Have students read the comments about God and Mankind from Rom. 1:1 – 3:22 on page 17] 2) Evangelism Explosion:

a. How well does Evangelism Explosion address the gospel knowledge deficiencies of an unbeliever at the Tilling level of evangelism?

b. What essential gospel-related knowledge is assumed in Evangelism Explosion? 3) Other Presentations:

a. How well do other Gospel Presentations address the gospel knowledge deficiencies of an unbeliever at the Tilling level of evangelism?

b. What essential gospel-related knowledge is assumed in other Gospel Presentations?

( ) 15 min. LE 32 Evaluating the Jesus film

Instruction: For purposes of this activity, only play the 1st 12 minutes (the 1st 8 chapters) or so (through the scene where the dove descents upon Jesus). Use observation and dialogue to answer questions from the text. {See Training Wheels, p. 19} Note: There are 929 chapters in the OT & 260 chapters in the NT so when you get to the NT you are 72% through the Bible.


Have students read the comments by Stephen Freed on the next page. Explain that there are probably numerous reasons for the failures he mentions in addition to the fact that The Jesus Film skips the OT part of God’s story of redemption. Read and explain the “Why is there [now] an Old Testament introduction . . .” section. Then read and explain the “Context gives meaning to content!” statements. Processing: If you begin with the life of Jesus in presenting the gospel to people who know nothing about the Bible, what essential gospel information have you failed to communicate? List several facts that Luke assumes the viewer knows in the space on page 18.

( ) 10 min. LE 33 Evaluating the Gospels: Gospels of Mark and John

Instruction: QUESTIONS and DIALOGUE IN DYADS. Have students break into pairs (dyads). Explain that it is common to use the gospels of Mark & John in evangelistic Bible studies. While that is sometimes effective, there are some challenges. Browse the text of John 1 on the following page. Circle all of the things that would be difficult for a person to understand if he/she did not have a basic knowledge of the OT. Assign only a section of the chapter to each group. Lead the total class to share their observations. Processing:

( ) 5 min. Review:

CLASS 21



( ) 15 min. LE 33 Evaluating the Gospels: Luke 24:13-27 – Where Jesus Began

Instruction: Have students read Luke 24:13-27 and explain that this was a journey that probably took a few hours. Read to student groups: “On at least this one occasion, Jesus apparently thought that a correct understanding of the Old Testament was essential to truly understand His life, death, and resurrection.” (Middle of pg 20) Answer the question below.


Then read the paragraph at the bottom of page 20 and explain/define the term “metanarrative”. Narrative = a story; Metanarrative = an overarching story that encompasses many other smaller sub-stories. The Bible contains many stories. There is one grand metanarrative (the story of God’s redemptive plan) that ties all of them together. Processing: Answer the questions: “What events from ‘Moses & all the prophets’ do you think that Jesus may have explained to them? Why?

( ) 10 min. LE 34 Two Common Ways to Study Theology

Instruction: OBSERVATION, QUESTIONS, and DIALOGUE. Explain and contrast “systematic theology” and “biblical theology”. Explain that “biblical theology” is just a term that the early developers of this method applied to the method. It does not mean that systematic theology is not or cannot be “biblical.” Have students read and mark at least 3 key points that they feel are very important on page 21 and then discuss and elaborate as necessary as a class to check for understanding. The important focal point of this page is the Don Carson quotation at the bottom of the page. Read it and emphasize it.

( ) 15 min. LE 35 Quiz

Instruction: QUIZ of ten (10) statements to identify whether it applies to systematic or biblical theology and defend their answers (tell why) or (review together as a class). Processing: Students identify the statement as to whether it applies to systematic or biblical theology and defend their answer

( ) 5 min. Review: What have you learned is the difference between Systematic & Biblical Theology?

CLASS 22




( ) 10 min. LE 36 Evangelism for Worldview Penetration at the Tilling Level

Instruction: Read, explain and discuss that “Evangelism for Worldview Penetration at the Tilling Level” is simply the process of cutting through the worldview noise as we talked about on page 5. Comment to help students understand the role that Trevor McIlwain has played in the modern development of this chronological method of presenting the gospel. Show students copy of New Tribes Mission – Firm Foundations materials (manual and pictures) Processing: If you present biblical concepts to those who do not know the biblical context (that is, they know

nothing of the Bible’s Big Story) how will they understand the concepts?

( ) 30 min. LE 37 Ee-Taow: The Mouk Story – DVD

Instruction: Before showing Ee-Taow: The Mouk Story – DVD, ask the students to look for answers to questions: Who was involved in the story? What did the missionaries do? When did this happen? Where did it happen? How did it happen?

Processing: Each student will write down the three most helpful things they learned and then discuss and reflect on the video as a class.

( ) 5 min.

Review:

CLASS 23


Instruction: DYAD ACTIVITY – At the start of every class (or 1 hour chunk in a modular course) students are required to tell from memory one part of the Chronological Bridge to Life. This activity would be combined with a homework assignment re. Chrono Bridge memorization. They can do one concept with a partner in 5 minutes for each of the next 5 classes. They could choose a card from a hat until they have covered all concepts.


Processing: Students are required to tell from memory one part of the Chronological Bridge to Life in an organized and persuasive way.

( ) 5 min. LE 38 Good Soil E & D Tools and Resources

Instruction: Explain the development of the project (top of pg 23). Show resources available and explain how they compliment the presentation of the Gospel. Also explain that The Roots of Faith: Exploring the Bible from Beginning to End and other related resources that are being developed. Explain to the class what each of these organizations have to offer & how their materials differ. Then explain that ABWE values both organizations and their materials. Processing:

( ) 25 min. LE 39 The Story of Hope: Discovering the Provision in God’s Plan Set up TSOH Practice Assignments: {See Training Wheels, page 25}

Instruction: OBSERVATION, DIALOGUE and TABLE GROUP ACTIVITY as well as TRIAD ACTIVITY. This is a basic “get-acquainted with The Story of Hope” activity. Ask each person to find positive features (things they like about) The Story of Hope (TSOH), especially in view of what they have learned during this class. Then ask the table groups to assemble around their flip charts and make a composite list of all of the positive features the members of the group have observed. Lead the total group in an open discussion of these features. Then lead the TRIAD ACTIVITY at the bottom of page 24. Read and explain the instructions. The goal is for the participants to teach each other the introductory material (pages 4-10) in TSOH. Processing: Ask students to prioritize the five that they as a group (general consensus) think are the five most outstanding.

( ) 10 min. LE 40 Chronological Bible Storying and Chronological Bible Teaching Contrast

Instruction: Briefly give an overview of the OT and NT events that are covered in the TSOH. (A teacher’s response to questions is found in the Teacher “training wheels” material on pg. 25/26). Key: The purpose of this study is not to be a Bible survey per se, but a study of main events in God’s redemptive plan. Processing: How would you distinguish between Chronological Bible Storying and Chronological Bible Teaching? Look (on pages 5-6 of the book) at the scenarios for using The Story of Hope. Which of these is (or are) CBT and which is (or are) CBS? {See teacher “training wheels” for additional explanation on page 25/26}.

( ) 5 min. Homework:

Review: (1) Review answers from pg. 3 of notebook and see if all fit into the E & D scale.


(2) Review “Deficiencies in Gospel Knowledge” on page S29 in your notebook supplement. (3) This is “preparation” for the Practice Activity #2 for the next class and on the bottom of page 26 in the workbook. The “Leader’s Guide” for The Story of Hope will be helpful for participants as they plan for and work through the following activity. Assign each student one of the 40 TSOH lessons. Show them (and explain) the Leader’s Guide for TSOH.

CLASS 24

( ) 15 min. LE 41 Chronological Bible Storying (CBS) – Practice Activity #1

Instruction: DIALOGUE and QUESTIONS as DYAD ACTIVITY. The top of page 26 simply gives a visual overview of the 40 events. Have the class pair off to create a dyad of someone they have not worked with before. They will then determine who has been a believer longer than the other. One partner that is saved longer will read or paraphrase the 20 OT event summary statement and the other partner saved for less time will read or paraphrase the 20 NT events to his partner. (Both partners will either read or paraphrase the event summary statements.) Time the presentation. Processing: Then debrief the activity. Ask them how long it took to read or paraphrase the 40 events?

( ) 20 min. LE 42 Chronological Bible Teaching (CBT) – Practice Activity #2

Instruction: DIALOGUE and DYAD ACTIVITY. Each student should have 8 minutes to do his/her assigned lesson. When finished debrief the activity. Processing: Students will present their assigned event:

Saved longer: He will be given 8 minutes to lead your partner in one OT event.

Saved for less time: He will be given 8 minutes to lead your partner in one NT event.

( ) 10 min. LE 43 Contrast Differences Between CBS and CBT

Instruction: In TSOH pg 5 & 6 identify whether the method being used is CBS or CBT. If an assignment, if the students do not finish in class, they can do it as homework. Processing: Interpret whether the method described is CBS or CBT and why. Write conclusions on a paper to hand to the teacher (or discuss as a class).

( ) 5 min. Homework: LE 44

Review: Assignment: Prepare to Teach TSOH lesson – need lesson and leader guide; be sure everyone has a lesson to teach.


CLASS 25

( ) 15 min. LE 45 The Story of Hope (TSOH): Expanding & Contracting (“Accordion”)

Instruction: OBSERVATION, QUESTIONS, DIALOGUE and DYAD ACTIVITY. Explain that it is very important to understand how and when to adapt the use of The Story of Hope to time constrained situations. Give the dyads 10 minutes to decide how they would or could use The Story of Hope in the 10 scenarios described at the top of page 27. Lead the class in a review of their decisions. Processing: Decide how they would or could use The Story of Hope in the 10 scenarios described at the top of 27.

( ) 15 min. LE 46 The Hope DVD

Instruction: THE HOPE DVD. Introduce The Hope DVD, who created it, its total length, etc. The HOPE began with the vision for a media tool that could be used to reach people everywhere with the good news of Jesus Christ. Ministry partners were asked, “If such a tool is needed, then what should it look like?” From the response, there emerged these common themes: quality, versatile & time sensitive, the whole story, and culturally adaptable. Show several segments as time allows. Show at least through the event where God covered Adam and Eve with skins. Instruct students to list some observations and then debrief. Processing:

( ) 15 min. LE 47 Lesson Presentations of The Story of Hope

Instruction: Processing: Lesson Presentations of The Story of Hope by students

( ) 5 min. Review:

CLASS 26

( ) 30 min. LE 48 Oral Presentations or Dyad Presentations of TSOH

Instruction: If oral presentations are given to the class a culturally appropriate evaluation process should be established first and students informed how it will be done possibly using GRASPS. Processing: Oral Presentations or Dyad Presentations of TSOH by students.

( ) 15 min. LE 49 Oral Report of Level of Understanding and Receptivity of Person Being Worked With

Instruction: ACADEMIC PROMPT through DEBRIEFING. Assess the understanding and receptivity of the unbeliever that will lead to embracing the gospel.


Processing: Oral report in class about the person with whom they will be working and what steps they will take to bring that person to understanding and receptivity of the gospel.


Review: Assignment: GRASPS – Authentic Performance Task: Spiritual Understanding of Unbeliever and How to Tailor the Gospel Presentation Accordingly

UNIT 2 – 3. EMBRACING THE GOSPEL

CLASS 27

( ) 15 min. LE 51 Helping Unbelievers Embrace the Gospel – Mark 4:20

Instruction: OBSERVATION and DIALOGUE. Read Mark 4:20 and explain this second emphasis that Jesus made with the “good soil” parable – “good soil hearers” receive the gospel with open arms, they embrace it. Explain that our focus now is on the final four negative levels of the Good Soil E&D Scale, -4 through -1. Explain, as personal evangelists, we have three major tasks at these levels:

Clarify the gospel truths . . .

Personalize these truths . . .

Persuade appropriately, the unbeliever to turn from things that he/she has trusted . . . Processing:

( ) 15 min. LE 52 Scriptures To Help Unbelievers Embrace the Gospel

Instruction: OBSERVATION through TABLE ACTIVITY. Processing: Each table will develop a list of Scriptures that will help unbelievers understand and embrace the gospel.

( ) 15 min. LE 53 Collate Scripture into Gospel Presentation

Instruction: OBSERVATION through TABLE ACTIVITY. Processing: Collate the Scripture into a clear presentation of the gospel. Then write the gospel presentation on a flip chart.

( ) 5 min. Review:


CLASS 28

( ) 30 min. LE 54 Refine Presentation to Clarify, Personalize, and Persuade

Instruction: OBSERVATION through TABLE ACTIVITY. Processing: Tables will rotate to view other responses to see what they may have missed. Each table will refine their presentation in order to be able to clarify, personalize and persuade an unbeliever to embrace the gospel. Each table will present their findings to the class and must be able to defend them.

( ) 15 min. LE 55 Concepts that Are a Must For a Faith Response

Instruction: OBSERVATION through TABLE ACTIVITY. The students are asked to create a list of 5-10 concepts based on the Bible that they believe a person must understand in order to have a faith response to the gospel. Processing: List 5-10 Concepts That are a Must for a Faith Response. Once they have their concepts written down they are to compare them to the 8 Gospel concepts and discuss the differences between the two lists.

( ) 5 min. Homework: LE 56 LE 59

Review: Reading Assignment – Read through the Chronological Bridge to Life material in the TSOH, pgs. 32-39 before the next class Assignment for preparation of Chrono Bridge to Life Practice Activity #3 for the next class. Students will be given either the first four (God, man, sin, & death) or the last four (Christ, cross, faith, & Life) to study in preparation for class. Be sure that half of the first four concepts are assigned to half the students and the last four to the other half of the students. Give some examples.

CLASS 29

( ) 15 min. LE 57 Chronological Bridge to Life

Instruction: OBSERVATION and DIALOGUE with DYAD ACTIVITY. Explain that pages 32-39 of The Story of Hope are designed to clarify the essential gospel truths that emerge of the Bible’s Big Story (that was studied on pages 12-31), and to help the unbeliever personalize these truths for his/her own life, and to give you (the personal evangelist) an opportunity to lovingly and appropriately persuade your unbelieving friend to trust Jesus Christ for salvation. {See Training Wheels, p. 28/29} Explain how to use the notebook, leader’s guide, and the ChronoBridge cards. Then explain the order of activities and questions. Alert the class to the statement: “Think of several ways in which you could vary how this material is presented.” The goal is that the student understands the role of the ChronoBridge to Life and how to use it effectively. {See Training Wheels, p. 29/30} Processing:


( ) 15 min. LE 58 Chrono Bridge to Life DVD

Instruction: DVD. Ron Berrus sharing the Chrono Bridge to Life. Processing:

( ) 15 min. LE 59 Chrono Bridge to Life – Practice Activity #3

Instruction: Do Practice Activity #3 for the Chronological Bridge to Life. Pair up God-man-sin-death students and instruct them to take the other person through their halves of the ChronoBridge. Emphasize the truths come from the Bible and these are essential Gospel truths that call for a personal faith response. The students will practice the Chrono Bridge to Life. Instruct students to use “The Bible says…” and “Our Faith Response” material at the bottom of these pages. . . After the students have played the role of presenter & recipient in the activity on this page, debrief the questions at the bottom of page 29. Processing: Why do we call this the Chronological Bridge to Life? Think of several ways which you could vary how this material is presented. Answer the following questions:

How do you think the ChronoBridge helps to clarify? How do you think the ChronoBridge helps to personalize? How do you think the ChronoBridge helps to persuade?

Processing:


Review: Reading Assignment – “What Must I [Really] Do To Be Saved?”) Workbook Supplement S 5-S 15

CLASS 30

( ) 15 min. LE 61 Matching Labels, Definitions, and Biblical Texts

Instruction: MATCHING ACTIVITY – Match labels, definitions, and biblical texts Processing:

( ) 15 min. LE 62 Quiz on Biblical Support For 8 Gospel Concepts

Instruction: QUIZ. Identify, explain, and provide biblical support for the 8 Gospel Concepts and how they relate to the to the biblical use of the gospel Processing: Identify, explain, and provide biblical support for the 8 Gospel Concepts and how they relate to the to the biblical use of the gospel


( ) 15 min. LE 63 Challenge to a Personal Faith Response – Practice Activity #4

Instruction: OBSERVATION and DIALOGUE 1) Lead the class discussion on the article, What Must I [Really] Do to be Saved? ( S 5 – S 15) Focus the

discussion on issues that are common in their settings. 2) Giving some background, introduce Practice Activity #4 – Challenge to a Personal Faith Response. Read

and explain the “with the same role play partner…” instructions at the top-left part of the page (30). The goal of this activity is to think through the flexibility potential of page 40 in The Story of Hope and to develop at least three different ways in which an evangelist-presenter might vary the use of the final page (page 40) in The Story of Hope to lead this unbelieving friend to become a true believer in Jesus Christ.

Do observations, dialogue, and ask questions for assessment of understanding. The point of the discussion is to emphasize that we are saved by believing/trusting in Jesus Christ, not by our works. What a person believes/trusts in Jesus Christ and what He has done on our behalf is what secures the forgiveness of our sins and the possession of God’s gift of eternal life. The main goal here is to make students aware that leading people to Christ in other cultures must take certain cultural-social issues into consideration.

3) In the section at the bottom of page 30, only deal with cultural issues that affect evangelism in your setting.

Processing: What would you do if a person told you that he or she believed the eight essential gospel concepts but had based his salvation on “following the ten commandments, prayed a prayer,” etc? Answer these questions:

In a culture where people cannot say “No” to a friend or even a respected stranger, what problem often occurs in personal evangelism? How can we prevent mere shame-avoidance decisions?

What do you do in cultures where children or teens are not permitted to make their own decisions and commitments? Do you lead them to make a faith commitment?

What do you do in cultures where the clan or tribe makes group decisions? What other unique cultural situations are you aware of?


Review: How should you respond in order to be able to continue sharing the Gospel? What kind of response do you need to have when someone gives a response contrary to the Bible? Assignment: GRASPS – Authentic Performance Task: Apply the components in a redemptive relationship to move an unbeliever toward making a faith response to the gospel.


Unit 3 – Spiritual Pediatrics

Spiritual Pediatrics Stage 1 – Desired Results Unit 3



understanding of evangelism and discipleship by: 1. Setting new believers on a path of

spiritual growth, development, and reproduction in the lives of their disciples

Performance: Students will be able to independently and effectively use their learning to… Long term transfer

1. Create biblical goals and methods of discipleship that will be a basis of Christian growth for a new believer

2. Effectively discipling others who are discipling others also Short term (unit specific) transfer

1. Generate a program of discipleship for new believers using TWTJ 2. Distinguish the ways that TWTJ can be adapted to a local church or other settings

Meaning Understandings: Students will understand that… U 1 Effective discipleship is helping another person achieve biblical targets for Christian living U2 Discipleship is facilitating spiritual growth and depends upon Divinely enabled discipling skills U3 A discipleship program should be designed so that it can be adapted to differing situations and personalities U4 A true test of discipleship is that the one discipled can disciple another believer

Essential Questions: Students will keep considering… EQ1 – What are biblical goals? EQ2 – How can biblical goals be turned into biblical methods? EQ3 – Why is it important to derive goals from the Bible? EQ 4 – Why is it important to be able to adapt discipleship? EQ 5 – How can discipleship be taught in a way that will train believers to


U5 Biblical methods are derived from biblical goals

disciple others also? EQ 6 – Why should biblical methods be used for discipleship? EQ 7 – What is God’s part in discipleship? Misunderstandings: Students will understand it is

not… M 1 – Man’s method of persuasion (salesmanship) helps people grow in Christ

Acquisition of Knowledge, Skills, and Dispositions Knowledge: Students will know… K1 – Biblical goals, biblical methods, and components of God’s enablement in the discipleship process K2 – Ways to adapt a discipleship program K3 – Basis of growth for a believer K4 – Personal life story to present to others

Skills and Dispositions: Students will have the ability and character to … S&D1 – Construct a personal faith story S&D2 – Adapt a discipleship program to varied applications S&D3 – Disciple another believer S&D4 – Use biblical goals and methods in discipleship S&D 5 – Train a disciple who can then disciple another also





Authentic Performance Task – Students will show they really understand and can use their learning through this complex performance (Use GRASPS if it

helps)


the assessment

T1 U1-U5, M1

A1: Purpose, goals, and ways of discipling new believers that is a basis for Christian growth and can be adapted to differing situations, and are reproducible. Goal: Design a biblically based discipleship program that promotes growth, is adaptable, and can be reproduced by others. Role: You have led your colleague at work to make a faith response to the gospel. Audience: A new believer with whom you have built a relationship and needs to be discipled. Situation: Now that your colleague is a believer, you need to disciple him to grow in Christian living and help him be able to evangelize and disciple others. Product: You need to design a biblically based discipleship program that will produce Christian growth, can be adapted to differing situations, and can be reproduced in others. Standard for Success: A discipleship program that is biblically based, generates Christian growth, is adaptable and reproducible.

A1. The discipleship program must: (WB –“Retain” section) 1. Prove its biblical basis 2. Create a strategy for

Christian growth 3. Demonstrate adaptability

and flexibility to differing situations

4. Demonstrate its reproducibility through others

Assessment of Knowledge, Skills, and Dispositions





the assessment

K1 S&D 4 T1

List of biblical goals, methods and God’s enablement components in the discipleship process

A2. Students will list examples of disciplers and disciples from the Bible. Then they will make a list of discipleship goals and put them on the flip charts. A3. Students will review other tables’

A2. List will include at least: 1. 3 disciplers 2. 3 disciplees 3. 3 goals

A3. List will include at least:


K2 S&D 2 T1 K3 S& D 3, 5 T1 S&D 1

Adaptability and flexibility of discipleship program Basis of growth for discipling a believer Construct a personal faith story

discipleship goals to see if they missed anything. Then they will refine and add goals if needed. They will then use the goals to establish methods they would use in discipleship and list ways God helps in the discipleship process. A4. Short essay quiz (in class): give at least three (3) examples of how you can adapt a discipleship program to fit differing situations A5. Build a model for discipleship that will show a strategy for growth and a reproduction cycle beyond TWTJ. Compare goals with cultural needs and biblical mandates. A6. Construct a personal faith story including life before, life change and life now

1. 3 refined goals 2. 3 methods 3. 1 way of God’s

empowerment A4. Essay must include situation that differs and how you will adapt to meet the need. A5. Rubric for discipleship model includes:

1. Assurance of salvation 2. Prayer and Bible reading 3. Spirit-controlled life 4. Personal holiness 5. Witnessing 6. Fellowship with local

church 7. God’s plan for

reproduction A6. Rubric: Workbook: pg. 35 and pgs S16-S20; TWTJ pg. 21




Stage 1 Desired

Results (coded)

This should be an educationally sound sequencing of all learning activities,

assignments and assessments



U1-U5 EQ 5 EQ4 K1; S&D 4; T1 K1; S&D 4; T1

1. Retaining the Gospel Introduction and direction of the unit: Helping new believers retain the gospel, grow and develop in Christ¸and train them to reproduce Christ in others LE 1 Hook – After a farmer tills the soild, plants and reaps for the season, is his job done forever? Why or why not? If not, what does he have to do and why? How does this compare to evangelism and discipleship? How can discipleship be taught in a way that will train believers to disciple others also? Why is it important to be able to adapt discipleship? LE 2 Table Activity Using Flip Charts – The students will list examples of disciplers and disciples from the Bible. Then they will make a list of discipleship goals and put them on the flip charts. LE 3 Table Activity – Students will review other tables’ discipleship goals to see if they missed anything. Then they will refine and add goals if needed. They will then use the goals to establish methods they would use in discipleship and list ways God helps in the discipleship process. LE 4 Introduction to “Retain the Gospel” - WB pg. 31 LE 5 Kusel Upper Room Story and Pursuing Basic Steps to Discipleship:TWTJ – WB pgs. 32-33

A1 GRASPS #1-4 A2 List will include at least:

1. 3 disciplers 2. 3 disciplees 3. 3 goals

A3 List will include at least:

1. 3 refined goals 2. 3 methods 3. 1 way of God’s empowerment


K2; S&D 2; T1 K3; S&D 3; T1 K4; S&D 1; T1

LE 6 Lesson 1 of TWTJ – WB pg. 33 LE 7 Lesson 2 and overview of lessons 3-10 of TWTJ – WB pg. 34 LE 8 Review Chrono Bridge to Life DVD LE 9 Review Activity for WB pgs. 1-34 LE 10 Short Essay Quiz – Give at least three (3) examples of how you can adapt a discipleship program to fit differing situations LE 11 Build a Model for Discipleship- Build a model for discipleship that will show a strategy for growth and a reproduction cycle beyond TWTJ. Compare goals with cultural needs and biblical mandates. LE 12 Powerpoint/Explanation of Titus 3:3-7 LE 13 Personal Faith Story Development - Construct a personal faith story including life before, life change and life now. WB pg. 35 and S 16-S 20; TWTJ pg. 21 LE 14 Practice Personal Faith Story – 2-3 times LE 15 Practice TWTJ Lesson – WB pg. 36 top LE 16 Assignment: GRASPS – Authentic Performance Task – Purpose, goals, and ways

A4 Essay must include situation that differs and how you will adapt to meet the need. A5 Rubric for discipleship model includes:

1. Assurance of salvation 2. Prayer and Bible reading 3. Spirit-controlled life 4. Personal holiness 5. Witnessing 6. Fellowship with local

Church 7. God’s plan for

reproduction A6 Rubric: Workbook: pg. 35 and pgs S16-S20; TWTJ pg. 21 A1 GRASPS #1-4


of discipling new believers that is a basis for Christian growth and can be adapted to differing situations, and are reproducible. LE 17 Disclaimer, Affirmations, and Good Soil E &D Online Network LE 18 E-List and D-List LE 19 The Next Chapter - Video

Unit 3 Outline

Chunk Unit (break into 20

minute section) Assign Learning Plans and Assessments to Chunks

CLASS 31

( ) 15 min. LE 1 Introduction & Hook For Unit 3

Instruction: INTRODUCTION, QUESTIONS, and DIALOGUE. Introduction and direction of the unit: (where and why) Helping new believers retain the gospel, grow and develop in Christ¸ and train them to reproduce Christ in others. Hook – After a farmer tills the soil, plants and reaps for the season, is his job done forever? Why or why not? If not, what does he have to do and why? How does this compare to evangelism and discipleship? Processing: How can discipleship be taught in a way that will train believers to disciple others also? Why is it important to be able to adapt discipleship?


( ) 15 min. LE 2 Discipleship Goals

Instruction: TABLE ACTIVITY USING FLIP CHARTS. The students will list examples of disciplers and disciples from the Bible. Processing: Then they will make a list of discipleship goals and put them on the flip charts.

( ) 15 min. LE 3 Refine Discipleship Goals

Instruction: DIALOGUE and TABLE ACTIVITY. Students will review other tables’ discipleship goals to see if they missed anything. Processing: Students will refine and add goals if needed. They will then use the goals to establish methods they would use in discipleship and list ways God helps in the discipleship process.

( ) 5 min. Review:

CLASS 32

( ) 15 min. LE 4 Introduction to “Retain the Gospel” – Luke 8:15

Instruction: OBSERVATION and DIALOGUE. Read Luke 8:15 and explain the meaning of the Greek word

katecho) that Luke used here. Explain that spiritual growth, like some other spiritual processes, is a combined divine-human process. God, through the Holy Spirit, effects sanctification in the lives of believers who are obedient to Him. The human part of this process is the effort that a believer exerts in obedient response to God, by reading God’s Word, confessing sins, sharing his faith, fellowshipping with other believers, etc. Another side of the human part of sanctification is the role that God allows (and desires) for more mature believers to disciple new (or other less spiritually mature) believers. Read and comment on the implications of 2 Cor. 1:24 (Paul’s role in discipling believers at Corinth…and it was their joy!) Now we are “zooming in” on the top half of the Good Soil E&D Scale. (Explain that the disciple-maker can rearrange lessons 3 – 9 in The Way to Joy to deal with the most pressing need in a new believer’s beginning steps with Jesus Christ.)


Have students read the instructions in the paragraph near the bottom of the page 31. Explain and clarify as needed. The point is that people mature through these experiences in a wide variety of ways. The order in which a new believer progresses through these eight “steps” of spiritual maturity cannot be predicted in advance nor should we expect them to always occur in this order. The disciple maker needs to be aware of this and customize his plan for follow-up discipleship accordingly. Lessons 3-9 in The Way to Joy can be re-ordered to deal with the most pressing need in a new believer’s beginning steps with Jesus Christ. Processing: Ask the students to read the paragraph near the bottom of page 31 of the notebook. Have the students write the numbers that identify the order in which they experienced in their life as a new believer. Then have the students move around the room to find someone whose “discipleship order” matches theirs. As time permits allow the students to read the order in which discipleship happened in their own life.

( ) 15 min. LE 5 Kusel Upper Room Story and Pursuing Basic Steps to Discipleship – The Way to Joy (TWTJ)

Instruction: OBSERVATION AND DIALOGUE. {See Training Wheels, p. 32/33} 1) Tell the Kusel Upper Room story to give background information about the development of The Way to

Joy. Introduce the students to the introductory material The Way to Joy by reading and explaining the instructions.

2) Read pages 4 & 5 in The Way to Joy (TWTJ) and respond to the True-False statements on page 33. Instruct the students to do the six true-false statements.

3) Lesson One of The Way to Joy summarizes pages 12 – 31 of The Story of Hope and Lesson Two of The Way to Joy summarizes pages 32 – 39 of The Story of Hope.

Processing: Assess their understanding and clarify the True-False responses.

( ) 15 min. LE 6 The Way to Joy (TWTJ) – Lesson One

Instruction: OBSERVATION, QUESTIONS, and DIALOGUE. Explain that Lesson One The Way to Joy summarizes pages 12-31 of The Story of Hope and Lesson Two of The Way to Joy summarizes pages 32-39 of The Story of Hope which is the Chronological Bridge to Life. Explain that this is a “narrative” presentation of the Gospel message. Instruct the students in their small groups to discuss the four questions at the bottom of this page (p. 33). Processing: Questions from lesson 1 of TWTJ:

1. In what ways is this lesson similar to pages 12-31 of The Story of Hope? 2. In what ways does this material in this lesson differ from pages 12-31 of The Story of Hope? 3. Why make this the first lesson in our basic discipleship study? 4. Read the “options” on the bottom-left of page 6 of The Way to Joy then look at pages 26-29.


( ) 5 min. Review:

CLASS 33

( ) 15 min. LE 7 The Way to Joy (TWTJ) Lesson 2 & Overview of Lessons 3-10

Instruction: OBSERVATION, QUESTIONS, and DIALOGUE. Explain this is a “propositional” presentation of the Gospel message. Clarify what that means and how it differs from the “narrative” Gospel message in Lesson One. Explain that we call it the ChronoBridge because the eight gospel propositions are presented here as they emerge chronologically from the Big Story of the Bible. Instruct students to read the “instruction on the bottom-left of page 8 in The Way to Joy and then look at the supplemental material on pages 30 – 31 of that book. Explain the instructions on the lower-left section of page 34 in the notebook. Give the students time to compare

the topics in lessons 3-10 of The Way to Joy and then lead them in observations and dialogue of the “how do the topics in this study align…” question. Please note at the bottom of the page regarding the fact that lessons 3-9 can be studied in any order, depending on the needs of the “disciple” in the study and/or the preferences of the “leader.” Also keep in mind this is just follow-up and the start of discipleship. Processing:

“What are some reasons why this Chronological Bridge to Life material from The Story of Hope would be repeated in The Way to Joy?

How do the topics in this study align with the general developmental stages that occur in the lives of new believers? ( for lessons 3-10)

( ) 15 min. LE 8 Chronological Bridge to Life DVD

Instruction: DVD. Show the How to Use the Chronological Bridge to Life DVD. Instruct students to watch how Pastor Ron Berrus interweaves the ChronoBible story across the ChronoBridge.

( ) 15 min. LE 9 Review Activity for Pages 1-34

Instruction: REVIEW ACTIVITY for Pages 1-34. {See Training Wheels for further help and explanation. Divide the class into small groups. Each group will go to a flip chart with markers. Each group will create two columns on the flip chart:

Left column: Create a list down the page A-L

Right column: Create a list down the page M-Z


Each group will review what they have studied on pages 1-34 of the notebook and the things they have learned with the letters of the alphabet. For example:

A- Athens worldview culture B- Big story C- Chronological Bridge to Life

See which group can make a complete A-Z list of things studied thus far in the class. That group will read their A-Z list to the class. Then other groups read their lists. Processing: Assimilating what they have learned by doing the A-Z list review

( ) 5 min. Review:

CLASS 34

( ) 15 min. LE 10 Short Essay Quiz

Instruction: Short Essay QUIZ. Give at least three (3) examples of how you can adapt a discipleship program to fit differing situations. Processing:

( ) 25 min. LE 11 Develop a Model For Discipleship

Instruction: DEVELOP A MODEL FOR DISCIPLESHIP. Processing: Build a model for discipleship that will show a strategy for growth and a reproduction cycle beyond TWTJ. Compare goals with cultural needs and biblical mandates.

( ) 5 min. LE 12 Power-point Explanation of Titus 3:3-7

Instruction: POWER-POINT EXPLANATION OF TITUS 3:3-7 Processing:


Review: Personal Faith Story Development - Construct a personal faith story including life before, life change and life now. WB pg. 35 and S 16-S 20; TWTJ pg. 21. {See Training Wheels, p. 35/36} Have the class turn to pages 20 – 21 of The Way to Joy.

Explain that this is an “experiential” method for sharing the Gospel message. Clarify this and compare it to the “narrative” and “propositional” methods discussed earlier.

Explain the value of being prepared to share their faith stories, as opportunities arise, as well as knowing how to train other believers to do the same.


Homework: LE 15

Also explain that this activity can be used as a “check point” to determine whether or not the person you are leading through this study is a true believer. We have heard of people who have been saved at this point in The Way to Joy.

Explain, step by step, how to structure a faith story. (See notebook, pg. 35 and pages 20 – 21 in TWTJ). (We may want to show the PowerPoint slide of Titus 3:3-7 to illustrate the life before, life change, and life now stages in a faith story if available).

Share our own faith story orally with the class. Also, it will be helpful if you write out your clearly organized faith story and pass out copies to participants.

Focus the remainder of the time in this session on the notebook page: o Outline key thoughts for the development of their faith story. Instruct participants to study the

structural plan at the bottom of the page. o Practice telling the faith story to another person in class. They will have a three minute time

limit to present their faith stories in the next session. First the students can read it and then later tell it (either to the class or in groups depending on the size of class).

o Encourage them to continue to develop and polish their faith stories after class. This idea could be used for people giving their faith story to the church before they are baptized.

Prepare an assigned TWTJ lesson to present in the next class.

CLASS 35

( ) 15 min. LE 13 Personal Faith Story Development

Instruction: PERSONAL FAITH STORY DEVELOPMENT. Given as homework for development and to be refined in class. Processing:

( ) 15 min. LE 14 Practice Personal Faith Story

Instruction: PRACTICE PERSONAL FAITH STORY two or three times Processing:

( ) 15 min. LE 15 Practice The Way to Joy Lesson

Instruction: PRACTICE THE WAY TO JOY LESSON. Explain the instructions given near the top of page 36 in the notebook. (Lessons 1, 2, & 8 have already been covered). Pair up students with someone who was assigned a lesson from TWTJ that was different from the one they were assigned. Processing:


( ) 5 min. Homework: LE 16 LE 17

Review: Assignment: GRASPS – Authentic Performance Task – Purpose, goals, and ways of discipling new believers that is a basis for Christian growth and can be adapted to differing situations, and are reproducible. Read (article) Disclaimers and Affirmations in the supplement section of your notebooks on pages S 23 – S 28.

CLASS 36

( ) 10 min. LE 17 Disclaimers, Affirmations, and Good Soil E & D Online

Instruction: DISCLAIMERS, AFFIRMATIONS, AND GOOD SOIL E & D ONLINE. Ask students who shared their faith stories with someone in a real life setting to share their experiences with the entire class. Allow students to ask for clarification on any of these issues of Disclaimers and Affirmations. Familiarize the students with the contents and purpose of this website. Display the website and explain the site’s major sections. Processing: Allow students to ask for clarification on any of these issues of Disclaimers and Affirmations.

( ) 15 min. LE 18 E-List and D-List

Instruction: E-LIST AND D-LIST. Give each student an index card for E-prayer commitments and D-prayer commitments (2). Instruct them to personally:

1) Write down the names of 10 people who are probably unbelievers, for whom they will commit to pray regularly and persistently. (e-prayer)

2) Write down 5 people who are probably believers but who need to be discipled. (d-prayer) 3) Then, share and pray together in small groups.

Processing: From your E-list pick one person to share the TSOH. Then from your D-list pick one person to share the TWTJ. As you share these lessons, journal your sessions for your post course assignment.

( ) 20 min. LE 19 The Next Chapter DVD

Instruction: DVD Processing:

( ) 5 min. Review:

Documents

Course Title Good Soil Evangelism and Discipleship 20130320