Module+5

**[|Exodus 1–4]. The Exodus can be seen as a symbol of mankind’s journey through mortality and back into the presence of God. **
 * D.Ryan Huff **

1- Activation Activity: Think about the longest journey you have ever been on. What was the biggest challenge you faced on this journey and what did you do to overcome this challenge 2- Write “Life is a Journey” on the board. 3- Have students, without looking at the diagram on the wall; draw the Plan of Salvation from beginning to end-then have students correct their diagram and provide feedback concerning questions they may have. 4- Ask students how our life’s journey is only a small part of the eternal journey found within the Plan of Salvation. 5- Tell students the exodus of the children of Israel out of Egypt to the promised land may be viewed as a type or symbol of mankind’s journey back to Heavenly Father. 6-Identify the four main stages of Israel’s journey by reading the scriptures that accompany the following headings: Provide verses on the board and have students find the four headings on their own and write them on the board after the students find them i. Exodus 1:13-14 (Bondage) ii. Exodus 3: 7-8 (Deliverance) iii. Exodus 17:1; 19:1-2 (Wanderings in the Wilderness) iv. Exodus 33: 1-3 (Entrance into the Land of Promise) 7- Show the chart (chart is below and will have been drawn on the board before class) 8. Divide the class into 8 equal groups. 9. Each group will search the verses that correspond to either one physical aspect of the Israelite’s journey or one spiritual aspect. 10. Once a group finishes searching the scriptures for their specific part of the journey, one volunteer from their group will fill in the answers on the board 11. Then discuss each stage of Israel’s journey. 12. Then discuss how the journey of the Israelites compares to our own earthly journey. **A- Bondage:** How are we in bondage in our lives? (see [|2 Nephi 1:13]). How does sin enslave us? (see [|Alma 34:35]). **B-Deliverance:** How aware was the Lord of the children of Israel in bondage? (see [|Exodus 3:7–10]). What do the scriptures tell us about the Lord’s feelings concerning His children being in bondage to sin? (see [|Ezekiel 18:23]; [|3 Nephi 9:1–2, 5]). How does the Lord deliver us from sin? (see [|Alma 7:13–14]). Point out that as the children of Israel left Egypt they passed through the Red Sea, symbolic of baptism (see [|1 Corinthians 10:1–2]). **C-Wanderings in the wilderness:** What guided the children of Israel as they wandered through the wilderness? (see [|Exodus 13:21–22]). What guides us today and has also been described as “fire”? (see [|2 Nephi 31:13]; [|2 Nephi 32:5]). In the wilderness the Lord fed the children of Israel and gave them drink to sustain them on their journey (see [|Exodus 16–17]). How does the Lord spiritually sustain His people? (see [|1 Corinthians 10:1–4]; [|2 Nephi 32:3]; [|D&C 20:77–79]). **D-Entrance into a land of promise:** What is the land of promise we seek? (see [|Hebrews 11:14–16]). What did the Lord require before the children of Israel could enter the promised land? (Obedience to commandments and covenants, such as the Ten Commandments.) 13. **Share stories of how I have seen the hand of the Lord lead me to the “Promised Land.” ** **14. Solicit students to share similar experiences of how the Lord has lead them through life to where they are today. **
 * || ** PHYSICAL JOURNEY ** ||  || ** SPIRITUAL JOURNEY ** ||
 * ** BONDAGE ** ||  || ** BONDAGE ** ||   ||
 * Exodus 1;13-14 ||  || 2Nephi 1:13/Mosiah 3:19 ||   ||
 * Exodus 5;1-2 ||  || Alma 12:11 ||   ||
 * Exodus 3:10 ||  || 2Nephi 6:17/Alma 11:40 ||   ||
 * Exodus 4:14-16 ||  || D&C 1:38 ||   ||
 * ** DELIVERANCE ** ||  || ** DELIVERANCE ** ||   ||
 * Exodus 7:3-5 ||  || 1Nephi 7:12-13/2Nephi 31:19 ||   ||
 * Exodus 12:1-27 ||  || 1Peter 1:18-19/2Nephi 9:7-9 ||   ||
 * Exodus 14:16 ||  || 1Corinthians 10:1-2/Moroni 6:1-4 ||   ||
 * Exodus 13:21 ||  || John 16:13 ||   ||
 * ** WANDERINGS ** ||  || ** WANDERINGS ** ||   ||
 * Exodus 16:14-15/17:6 ||  || John 6:31-35/7:37-39 ||   ||
 * Exodus 17:8-13 ||  || D&C 1:14 ||   ||
 * Exodus 20:1-23 ||  || D&C 76:50-62/93:1 ||   ||
 * Exodus 25: 2-9/D&C 84:23-24 ||  || D&C 124:27-28/ 40:42 ||   ||
 * ** ENTRANCE ** ||  || ** ENTRANCE ** ||   ||
 * Numbers 14:29-33/Josh 1:19 ||  || Revelation 3:5,12, 20-21/D&C 76:50-70/88:21-24 ||   ||
 * Numbers 14:22-30 ||  || D&C 88:21-24 ||   ||
 * ** ENTRANCE ** ||  || ** ENTRANCE ** ||   ||
 * Numbers 14:29-33/Josh 1:19 ||  || Revelation 3:5,12, 20-21/D&C 76:50-70/88:21-24 ||   ||
 * Numbers 14:22-30 ||  || D&C 88:21-24 ||   ||


 * || Tell || Show || G || M || > || S || Do 1 || Do 2 || C || F || > || P || Score ||  ||
 * Problem/Principle: The Exodus can be seen as a symbol of mankind’s journey through mortality and back into the presence of God. ||  ||
 * Step (S) || + || + || + ||  ||   ||   ||   || + || + || + || - ||   || 6/9 ||   ||
 * Conditions ( C ) || + ||  || + ||   ||   ||   ||   || + || + ||   || - ||   || 4/9 ||   ||
 * Consequence (Q) || + ||  ||   ||   ||   ||   ||   || + ||   || + || - ||   || 3/9 ||   ||
 * Component Skill 1 = Identify Pricniple ||  ||
 * Conditon || 1,2 ||  || + || - || 3 || - ||   ||   ||   || + || - ||   || 4/9 ||   ||
 * Step ||  || 6-10 ||   || - ||   || - || + || + ||   ||   || - ||   || 3/9 ||   ||
 * Component Skill 2 = Analyze Principle ||  ||
 * Conditon || 11 ||  || + || - ||   || - ||   || + || + || + || - ||   || 5/9 ||   ||
 * Step ||  || 11 || + || - || 3 || - ||   || + ||   ||   || - ||   || 4/9 ||   ||
 * Component Skill 3 = Apply Principle ||  ||
 * Conditon ||  || 12,13 || + || - ||   || - ||   || + ||   ||   || - ||   || 3/9 ||   ||
 * Step ||  || 14 ||   || - || 3 || - ||   || + || + || + || - ||   || 5/9 ||   ||
 * Total Score ||  ||   ||
 * Comments: WOW! This was harder than I thought it was going to be. I don't generally write lesson plans in this format, so that was rather difficult, but I think I have the general idea of how this is suppose to work. Clearly, based on the scores that are shown, this plan in particular could use some help. There is a serious need for some sort of multimedia and for some opportunites for the students to make some predictions. Allowing the students to predict something in regards to the scriptures is often challenging. For one, many students already know what is going to happen within the stories that we read about, but maybe they could make some predictions during the application portion of the lesson. Predicting our own future based on our current choices is a great habbit for the students to get into and also a great skill for them to develop. Anyway, I hope I have completed this according to your specifications. ||  ||

Comment on Davis Ryan's plan by Leslie Hoxsie Wow! How long did this take? This is overwhelming.Good work!!! LH

[Brandon is this your work? No identification but I'm assuming. ] The first issue that I struggled with in breaking down this particular lesson was what the component steps are. Since the lesson I son the 10 commandments, there are of course 10 steps there, but there is also a break down into the categories of Love God, and Love your neighbor, as well as a break down into categories of what you should do, and what you shouldn’t do. After a bit of thinking, I decided that the problem that is being solved, would most likely be “How to keep the commandments by loving God, and Loving our neighbors.” This would be my first suggestion to improve the lesson, stating a clearer problem at the beginning. [Good idea! I believe this is the focus of this course -- problem-centered instruction. Obviously the 10 commandments are directions for potentially solving problems, but what problems. The category of problems "love your neighbor" is a good start. Now you need to identify a specific portrayal of a problem that requires loving your neighbor and that requires some action on the part of the learner that demonstrates the application of this principle. dm]

Unlike most problems, the skills were taught simultaneously, and as such, have similar, if not identical scores. The introduction explains that Christ taught that there are really two great commandments, to Love God, and to love you neighbor, then asks the students to break down the ten commandments into one of the two categories. This shows the students that the commandments can be broken into these two categories. [In order to apply the checklist it is necessary to identify individual learning events. This description is pretty general. Can you be specific? If so, then I think that the application of the checklist makes more sense.]

From their there it asks the students to do an activity in which they take the commandments and break them into two different groups, what they should be doing, and what they shouldn’t be doing. While the purpose of the activity is to point the students back to the idea that all of the commandments are broken into two categories, Love God, and Love your neighbor, the intent is not very clear, and needed some clarification. The activity does however use a good use of Multimedia, with the graph it uses, but only demonstrates on two of the commandments, leaving it one short of the category requirement. Since the instructions suggest the teacher giving a few examples, we might be able to qualify this as being over three as well. At the conclusion of the activity, the example of flying a kite is given, (With an accompanying, diagram) and keeping the commandments is likened to the kite string, which seems to hold us back, but in reality is keeping us up. This serves as a framework for students to understanding how commandments work, it does not however serve as a framework for breaking down the two different categories. I suppose the jury is still out on this one.

The students are asked to do some doing, although in this case, doing is identifying. Along with filling in the chart, the students are asked to come up with a completion to the sentence, “The commandments are like ”

To better apply some of these things to them however, some additional “Doing” would be good. Since there are other commandments, it would be good for students to have a chance to break down a few other commandments into the two categories as well.

I’m still working on completing the actual checklist. I feel like I am starting to understand all of the components, but I don’t feel like I understand how to score them. Part of the problem has been evaluating a non-problem-centered course, on a problem-centered course evaluation form. I feel like I could very easily redesign the course to align with the principles, but feel like I’m going through the checklist for a tractor trailor while taking a look at my Honda civic, while there are several similarities, they just don’t quite line up the same. I’m hoping that I can add a more complete checklist after class Tuesday.

[Two problems with evaluating the course -- first, it is not problem-centered so some of the checklist does not apply, but second, it still teaches kinds-of and how-to and what-happens but the exercises outlined above seem unrelated to these outcomes. Kind-of, how-to, and what-happens all require real examples, which of course are problems. You cannot apply how-to without something to act upon, a person, situation, challenge, etc. You cannot classify an event or situation unless you have a specific example. Generalities like keep the Sabbath day holy are just information unless a learner is given a set of activities and some context for these activities and then judging if they are consistent with the principle or not. Hopefully this is making sense? dm]

[I assume that I will see work from Leslie and Ryan posted here in the near future :-) dm.].