Running Head: PERSPECTIVES LESSON PLAN_ DAVIS
Curriculum and Biblical Perspectives Lesson Plan Chart:
Literature: The Five Paragraph Response Essay
Deborah R. Davis
Liberty University
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PERSPECTIVES LESSON PLAN_ DAVIS
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Abstract
A solid curriculum has as many facets as the most ornately crafted diamond. Foundational to the
understanding of the lesson plan and the perspective chart is a required defining of the
perspectives within the curriculum itself.
For the purposes of this lesson plan and chart, there is
a need to understand five of them and relate the lesson to each requirement. The assignment
itself is a response paper in the form of a five-paragraph essay. While this assignment could be
crafted for any age-group with appropriate simplicity or complexity instilled, this setting is moreor-less a book report for sixth graders.
PERSPECTIVES LESSON PLAN_ DAVIS
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Perspectives
From the moment of earliest perception, no two people share the same experience
exactly. Therefore, no two people share the same perspective on everything. Many perspectives
for purpose of building curriculum have been classified into a specific set of requirements.
Despite the disparity between and amongst them, a well-prepared curriculum can be reviewed
through the perspective of each and all. This is not to say that every assignment meets every
requirement well, but each requirement can be overlaid onto each assignment. The scope
through which we view the curriculum will impact the way we present the assignment, and in
large part will reflect the way the student views the assignment as well.
Perrenialism
Knight (2006) reminds us that “The great works of the past are a repository of knowledge
and wisdom which has stood the test of time and is relevant in our day” (p. 118). This, then, is
the foundational requirement for perrenialism. The assignment should be one containing a
perennial component, and as this assignment is a response to a reading, the reading selection
should also have a perennial component. To gain an approved subject for this assignment, it
would be incumbent upon the instructor to ensure that the reading is perennial in nature. The
assignment itself provides a base of skills and knowledge that are timeless indeed.
Essentialism
Knight (2006) posits “The school’s first task is to teach basic knowledge” (p. 122). For
any literature assignment, the basic knowledge must be to read, reflect, and respond. Ergo, the
reading selection should present some form of essential knowledge for the student. Further, the
response should identify that essential knowledge as well as demonstrate the student having
gained the basic skills to read, reflect, and respond.
PERSPECTIVES LESSON PLAN_ DAVIS
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Progressive
The progressive assignment will ensure “Classroom activity should focus on problem
solving rather than on artificial methods of teaching subject matter” (Knight, 2006, p. 108). Life
is a series of problems to be solved. Within the assignment should be an element of problem
solving. For this assignment, each reading should have an element of problem solving as well.
Part of the assignment can be for the student to identify problems that are solved or could have
been solved a different way. For the student whose job it is to reflect upon the reading, the quest
is for solving the problem of identifying problems and solutions.
Reconstructive
Knight (2006) tells us that “If formal education is to be a part of the social solution in the
present world crisis, it must actively teach for social change” (p. 128). As such, the student
should be able to identify a need for and method for social change within the reading. Showing
that requirement can be part of the writing. The skill set in learning to write a strong response
paper will set the student for success in future writings and thus for the effect of social change.
Biblical
“A God-centered pattern of education demands that the Christian educator spell out
clearly the processes involved in the total structure of the curriculum. This means all procedures
and processes must be based on a definite theory of knowledge” (Cates, 2010, n.p.). Further,
“Christian educators are not only required to meet the educational needs of the students in the
growing population areas, but are also challenged to reflect a biblical worldview and integrate
faith and learning in their curricula” (Quinn, Foote, & Williams, 2012, p. 173). Consequently,
the reading materials from the assignment should require an element of biblical worldview and
the responsive writing should reflect that.
PERSPECTIVES LESSON PLAN_ DAVIS
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Conclusion
A Christian educator will remember that we can “Give instruction to a wise man, and he
will be yet wiser: teach a just man, and he will increase in learning” (Proverbs 9:9 King James
Version). The facets through which we look at curriculum will reveal varying perspectives. It is
important to review curriculum through a variety of perspectives as educators because the
students will bring their own scope to view the curriculum.
PERSPECTIVES LESSON PLAN_ DAVIS
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CURRICULUM AND BIBLICAL PERSPECTIVES LESSON PLAN
Content Area: Literature
Grade Level – 6th
Field: Literature
Basic Assignment – Writing the five paragraph response essay
Identify book or article and get it approved before beginning!
Elements of the task: As below
Timeline for project – 1 week per paragraph and 1 week review
Total time allowed, 6 weeks
Define the following: theme, plot, setting
Compose a thesis statement
Identify three salient points
Summarize the thesis
Rewrite first salient point as topic sentence
Identify three sub-points including at least one direct citation
Summarize the thought
Rewrite second salient point as topic sentence
Identify three sub-points including at least one direct citation
Summarize the thought
Rewrite third salient point as topic sentence
Identify three sub-points including at least one direct citation
Summarize the thought
Provide a conclusory thesis
Summarize each salient point
Summarize the paper in one complete sentence
Note: This paper will be graded on the following (20% per item):
Content – does it meet each basic requirement;
Organization – is it in sequence as presented in the opening;
Style – This paper will be in the current APA format;
Mechanics – Is grammar and composition correct;
Other – Are the citations appropriate to the text and properly researched including a reference(s)
page (Bullock, et. al. A-37)
PERSPECTIVES LESSON PLAN_ DAVIS
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CURRICULUM AND BIBLICAL PERSPECTIVES CHART
Perspective
Perceptions
&
Goals
This text
is/was one
that will/has
stood the
test of time.
Perennialism
Reconstructive
How is this
text relevant
to today’s
world?
Yesterday’s?
Tomorrow’s?
Materials
&
Resources
Approved
book or
Article
APA
Knight,
2006, p. 118
Bullock, et
al, p. A-37
This text
reinforces
specific
learning
objectives.
What basic
knowledge is
gained from
this text?
What “need to
know”
information is
provided?
Approved
book or
Article
APA
Knight,
2006, p. 122
Bullock, et
al, p. A-37
The text
aids in
problem
solving and
advances
the children
in those
skills.
What
problems are
presented and
how are they
resolved?
What
alternative
choices could
have been
made? What
outcomes
would have
been likely?
How does this
text advocate
for social
change? Why
was change
Approved
book or
Article
APA
Knight,
2006, p. 108
Bullock, et
al, p. A-37
Essentialism
Progressive
Essential
Questions
Character
skills that
aid in the
benefit of
Approved
book or
Article
APA
Classroom
Procedures
Classroom
Assessment
Generate a
five paragraph
essay
indicating the
significance
of the theme,
plot and
setting as
relevant to
real world
issues.
Generate a
five paragraph
essay
indicating the
significance
of the theme,
plot and
setting as
relevant to
needed skills
and
knowledge.
Generate a
five paragraph
essay
indicating the
significance
of the theme,
plot and
setting as
relevant to
problem
solving.
COSMO
Grading as
indicated in
basic lesson
plan.
Generate a
five paragraph
essay
indicating the
significance
COSMO
Grading as
indicated in
basic lesson
plan.
COSMO
Grading as
indicated in
basic lesson
plan.
COSMO
Grading as
indicated in
basic lesson
plan.
PERSPECTIVES LESSON PLAN_ DAVIS
Biblical
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society are
in this text.
needed? How
could it have
been
advanced?
Knight,
2006, p. 128
Bullock, et
al, p. A-37
This text
advocates
Biblical
principles.
What Biblical
foundation is
espoused in
this text?
How is it
presented?
Are other
Biblical
principles
represented?
What verses
come
represent
those same
principles?
Approved
book or
Article
APA
Cates, 2010,
n.p.
Quinn, et al,
2012, p. 173
Bullock, et
al, p. A-37
of the theme,
plot and
setting as
socially
relevant.
Generate a
five paragraph
essay
indicating the
significance
of the theme,
plot and
setting as
relevant to
Biblical
values.
COSMO
Grading as
indicated in
basic lesson
plan.
PERSPECTIVES LESSON PLAN_ DAVIS
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References
American Psychological Association. Publication Manual of the American psychological
association (Current ed.). Washington, D.C.
Bullock, R., Brody, M., & Weinberg, F. (2014). The Little Shawnee Handbook (Vol. 2). New
York: W. W. Norton.
Cates, P. (2010, July 11). A Christian Philosophy of Education. Retrieved March 16, 2015, from
http://www.faithchristianmin.org/2010/07/a-christian-philosophy-of-education/
Knight, G. R. (2006). Philosophy & education: An introduction in Christian perspective (4th
ed.). Berrien Springs, MI: Andrews University Press. ISBN: 9781883925543.
Quinn, M., Foote, L., and Williams, M. (2012). Integrating a Biblical worldview and developing
online courses for the adult learner. Christian Scholar's Review 41(2) Winter 2012, pp.
163-173.