Tuesday, January 16 AN IT ALL JUST AMOUNTS TO WHAT YOU TELL YOURSELF (STEINBECK 58)
|
|
- Angelica Turner
- 5 years ago
- Views:
Transcription
1 Tuesday, January 16 AN IT ALL JUST AMOUNTS TO WHAT YOU TELL YOURSELF (STEINBECK 58)
2 The new leadership in Egypt embarks on a campaign to subdue the Israelites, forcing them into slavery. Moses organizes the Israelites and confronts the Pharaoh, demanding the release of the Hebrew people. Moses performs a miracle, turning his staff into a snake, but Pharaoh is unimpressed and only increases the workload for the Israelites. God responds by inflicting a series of ten plagues on Egypt. God turns the Nile River into blood, causes frogs to cover Egypt, turns all of the dust in Egypt to gnats, and causes swarms of flies to come into the houses of Pharaoh and his officials. God then strikes Egypt s livestock with a disease, creates festering boils on humans and animals, and sends thunder, hail, and fire that destroy crops, livestock, and people. God sends swarms of locusts, and covers Egypt with a darkness that can be felt (10:21). The tenth and final plague kills all the firstborn males in Egypt. Before the plague, Moses instructs the Hebrew people to cover their door posts in the blood of a sacrificed lamb as a sign for God to protect their homes from his killings. Pharaoh relents and releases the more than 600,000 Israelites. Guided by a pillar of cloud during the day and by fire during the night, Moses and the Israelites head west toward the sea. -SparkNotes Old Testament Israelites These words correspond to the Bible's description of the plagues that forced the Israelites into Exodus: Then the Lord said to Moses, "Stretch out your hand toward the sky so that hail will fall all over Egypt--on people and animals and on everything growing in the fields of Egypt." When Moses stretched out his staff toward the sky, the Lord sent thunder and hail, and lightning flashed down to the ground. So the Lord rained hail on the land of Egypt; hail fell and lightning flashed back and forth. It was the worst storm in all the land of Egypt since it had become a nation. Throughout Egypt hail struck everything in the fields--both people and animals; it beat down everything growing in the fields and stripped every tree. (The Holy Bible, Exod. 10:22-26) How does this connect to Grapes? (identify allusions)
3 Agenda Israelites Discuss quiz scores Review Ch. 6 Qs Aphorisms and morals in Ch. 6 Quiz 2 (Ch. 4-6) tomorrow! DO: Understand and analyze significant moments in The Grapes of Wrath Understand and apply test taking strategies to improve Determine and analyze author s purpose to determine meaning HW: Ch. 7-8 for Thursday + Dialectical journal
4 Quiz review Open your notebook and title it Grapes of Wrath quizzes study materials. You will create a similar chart to what you had for 1 st semester (strengths/weaknesses). Focus on: Question stems Vocabulary (especially tone words and analytical verbs) Study habits (did you read/remember, were you rushing, etc.)
5 Quiz tip: annotate to justify your work 21. Chapter 3 opens with the following sentence: The concrete highway was edged with a mat of tangled, broken, dry grass, and the grass heads were heavy with oat beards to catch on a dog s coat, and foxtails to tangle in a horse s fetlocks, and clover burrs to fasten in sheep s wool; sleeping life waiting to be spread and dispersed, every seed armed with an appliance of dispersal, twisting darts and parachutes for the wind, little spears and balls of tiny thorns, and all waiting for animals and for the wind, for a man s trouser cuff or the hem of a woman s skirt, all passive but armed with appliances of activity, still, but each possessed of the anlage of movement (Steinbeck 14). What can be inferred from this portion? A. Steinbeck is very interested in non-human entities B. Steinbeck focuses on the only crops remaining C. The oats are symbolic of the capacity to change and evolve D. The oats are symbolic of the desire to stay put/grow The diction clearly emphasizes the capacity to change and is the direct opposite of staying put. Avoid the basic answers (like A) or conflating what things are (the oat beard is a seed, and is not a remaining crop).
6 Chapter 3 opens with the following sentence: The concrete highway was edged with a mat of tangled, broken, dry grass, and the grass heads were heavy with oat beards to catch on a dog s coat, and foxtails to tangle in a horse s fetlocks, and clover burrs to fasten in sheep s wool; sleeping life waiting to be spread and dispersed, every seed armed with an appliance of dispersal, twisting darts and parachutes for the wind, little spears and balls of tiny thorns, and all waiting for animals and for the wind, for a man s trouser cuff or the hem of a woman s skirt, all passive but armed with appliances of activity, still, but each possessed of the anlage of movement (Steinbeck 14). 22. Based on the quotation in question 21, what device does Steinbeck employ for what purpose? A. choppy diction to emphasize the harsh life with the dust B. complex diction to emphasize inherent potential C. choppy syntax to emphasize the harsh life with the dust D. complex syntax to emphasize inherent potential While anlage is an unfamiliar word, does one word then become the most important thing in an entire paragraph? Choppy = hard to follow or unclear Complex = compound sentences with multiple subclauses consider the fact that this is all one sentence
7 Example Joad, Casy, and Muley discuss and present multiple aphorisms, including Muley s If on y they didn tell me I go to get off, why, I d prob y be in California right now a-eatin grapes an a-pickin an orange when I wanted. But them sons-a-bitches says I got to get off-an, Jesus Christ, a man can t, when he s tol to! (Steinbeck 47). Here, Steinbeck is highlighting Muley s stubborn nature, and that even though he would have otherwise left with his family, he cannot abide direct orders. This reveals not only information about Muley s character, but establishes how men like Muley react when faced with eviction.
8 Chapter 7 Ch. 7 & 8 Qs why would Steinbeck switch perspectives to show us the used car salesman? How is this archetypal? Will this set up what we're about to read with the Joads? Chapter 8 how are Muley and Uncle John characterized at the start? Steinbeck often focuses on loneliness; who is lonely? Why? how is Tom welcomed home by his family? How are they each characterized? what is Ma worried about regarding Tom? Why is this insight significant? what is the purpose of Jim Casy saying Grace? how does Al change?
9 Wednesday, January 17
10 Song of Solomon 2.1 I am a rose of Sharon, a lily of the valleys. Like a lily among thorns is my darling among the maidens. Like an apple tree among the trees of the forest is my lover among the young men. I delight to sit in his shade, and his fruit is sweet to my taste. He has taken me to the banquet hall, and his banner over me is love. Strengthen me with raisins, refresh me with apples, for I am faint with love. His left arm is under my head, and his right arm embraces me. Daughters of Jerusalem, I charge you by the gazelles and by the does of the field: Do not arouse or awaken love until it so desires. Listen! My lover! Look! Here he comes, leaping across the mountains, bounding over the hills. My lover is like a gazelle or a young stag. Look! There he stands behind our wall, gazing through the windows, peering through the lattice. My lover spoke and said to me, Arise, my darling, my beautiful one, and come with me. See! The winter is past; the rains are over and gone. Flowers appear on the earth; the season of singing has come, the cooing of doves is heard in our land. The fig-tree forms its early fruit; the blossoming vines spread their fragrance. Arise, come, my darling; my beautiful one, come with me. My dove in the clefts of the rock, in the hiding-places on the mountainside, show me your face, let me hear your voice; for your voice is sweet, and your face is lovely. Catch for us the foxes, the little foxes that ruin the vineyards, our vineyards that are in bloom. My lover is mine and I am his; he browses among the lilies. Until the day breaks and the shadows flee, turn, my lover, and be like a gazelle or like a young stag on the rugged hills. 1) What is the subject? 2) What is the tone (author s attitude toward the subject from #1)? 3) How do you know? Prove your answer to #2 by copying and analyzing DIDLS. 4) Compare and contrast the speaker in this text to Rosasharn from Grapes of Wrath. Consider personality traits, conflicts, etc.
11 Agenda Review Ch. 6 Qs Quiz 2 (Ch. 4-6) Aphorisms and morals in Ch. 6 DO: Understand and analyze significant moments in The Grapes of Wrath Understand and apply test taking strategies to improve Determine and analyze author s purpose to determine meaning HW: Ch. 7-8 for Thursday + Dialectical journal
12 Chapter 6 -has anything been added to the turtle allegory? -what information does Muley give Tom? -the Joad house was not the house in chapter 5, but it suffered a similar fate; why would Steinbeck do this? -why does Muley have to share the rabbits? -why is talking important? -why does Pa hate writing? -how do people change? -why do the men have to hide? Why is Tom troubled by it?
13 Quiz 2: Chapters 4-6 Do your best! Check your bubbles on Mastery Manager Read and/or work on your aphorism, then dialectical journal when finished.
14 Aphorisms and morals An aphorism is a wise phrase that contains universal truths. Steinbeck begins to introduce numerous aphorisms and moral judgments, and it is your responsibility to make sense of it. Is Steinbeck create a code (like the man and the boy have in The Road)? Is he juxtaposing types of people (for example, owners vs. farmers)? Is he establishing basic characterization? Your task: find an aphorism in Ch. 6, write it on a sheet, and include decoration (drawings are recommended). You will present your aphorism, including an explanation of Steinbeck s purpose.
15 Chapter 7 Ch. 7 & 8 Qs why would Steinbeck switch perspectives to show us the used car salesman? How is this archetypal? Will this set up what we're about to read with the Joads? Chapter 8 how are Muley and Uncle John characterized at the start? Steinbeck often focuses on loneliness; who is lonely? Why? how is Tom welcomed home by his family? How are they each characterized? what is Ma worried about regarding Tom? Why is this insight significant? what is the purpose of Jim Casy saying Grace? how does Al change?
16 Thursday, January 18
17 Agenda Share aphorisms Quiz reflection Pass back dialectical journal Lens analysis Lens presentation intro DO: Reflect on quiz taking, evaluate study skills to improve/maintain grade. Analyze and interpret a source through a literary lens. HW: Ch. 9 + Dalectical journal
18 Share aphorisms You ain t poisoned mad? You don t hate boodby? They didn do nothing in that jail to rot you out with crazy mad? No I ain t proud like some fellas. I let stuff run off n me (Steinbeck 76).
19 Quizzes
20 Yay!! Class average = 83% (including EC)
21 Good progress!!
22 Quiz reflection Using your chart, reflect on what you do successfully with quizzes, and where you struggle.
23 Dialectical journal Make sure you include enough detail If you only write one sentence, it won t be enough. If you would rather type it up or use a separate sheet of paper (for more space) that is fine Follow directions (include lens label, page #, etc.) Feel free to check your progress with me before the due date (due next Thursday with the quiz)
24 Lens analysis In your groups, analyze your image through a corresponding literary lens. Identify and explain the specific elements, as well as the resulting meaning.
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45 Chapter 9 Once again, an archetypal chapter. Why are we leaving the Joads? What is repeated often in this chapter? What is really bought when the tenants sell their possessions? Who can start over? Why is this significant?
46 Friday, January 19
47 Synthesis - Matilda Watch the following clip from Matilda, and consider the events of Chapter 7.Consider: What details are shared between the two texts? What lens can both texts be interpreted through? What universal idea is conveyed by both texts?
48 Matilda s father can best be described as: A. A used car salesman with a dream B. A used car salesman focused on self-profit C. A pessimist who warns against naivety D. An educated man trying to help his children be successful.
49 The author s primary purpose of this clip is to: A.Explore how to survive in a dog-eat-dog world B.Reveal how selfishness is caustic and toxic C.Reinforce the idea that all people are corrupt D.Reflect upon family relationships
50 How does the clip from Matilda reinforce the message in CH. 7 of The Grapes of Wrath? A.All people are greedy. B.Only the most highly educated people can succeed in difficult times. C.It is morally questionable to swindle vulnerable people. D.The American Dream is attainable.
51 Matilda s father can best be described as: A. A used car salesman with a dream B. A used car salesman focused on selfprofit C. A pessimist who warns against naivety D. An educated man trying to help his children be successful.
52 The author s primary purpose of this clip is to: A.Explore how to survive in a dog-eat-dog world B.Reveal how selfishness is caustic and toxic C.Reinforce the idea that all people are corrupt D.Reflect upon family relationships
53 How does the clip from Matilda reinforce the message in CH. 7 of The Grapes of Wrath? A.All people are greedy. B.Only the most highly educated people can succeed in difficult times. C.It is morally questionable to swindle vulnerable people. D.The American Dream is attainable.
54 Agenda Finish lenses from yesterday Lens presentation information Out of the Dust poetry DO: Identify and evaluate thematic elements in poetry. Synthesize external sources with The Grapes of Wrath to determine thematic similarities. Analyze poetry through literary lens HW: Ch. 9 for Monday + Dialectical journal I would really recommend reading ch. 10 over the weekend too!
55
56
57
58 Lens presentations
59 Presentation details Find a credible news article, professional poem, or editorial cartoon to analyze through an appropriate, well-matched lens (Feminism, Machine Age, Transcendentalism, Biblical Allusion, Naturalism, or Marxism). The piece must connect to The Grapes of Wrath. You will present your findings using a Powerpoint or Prezi to the class that is detailed and insightful. Make sure you practice your presentation in advance, as you will have 10 minutes to present to the class.
60 A Marxist analysis of Jean Valjean in Les Miserables by Ms. Neal
61 Look Down from Les Miserables Look down, look down Don't look 'em in the eye Look down, look down, You're here until you die Now prisoner Your time is up And your parole's begun You know what that means. Yes, it means I'm free. No! Follow to the letter your itinerary This badge of shame you'll show until you die It warns you're a dangerous man I stole a loaf of bread. My sister's child was close to death And we were starving. You will starve again Unless you learn the meaning of the law. I know the meaning of those 19 years A slave of the law Five years for what you did The rest because you tried to run Yes, My name is Jean Valjean And I am Javert Do not forget my name! Do not forget me, Look down, look down You'll always be a slave Look down, look down You're standing in your grave.
62 Look Down through a Marxist lens Look down, look down Don't look 'em in the eye Look down, look down, You're here until you die I stole a loaf of bread. My sister's child was close to death And we were starving. The class difference is clear; the prisoners are literally treated like slaves, and repeat like a mantra to look down. They are not only cast down due to their crimes, but they are further dehumanized as a whole. The men also clearly turned to crime due to the fact they were starving.
63 Look Down from Les Miserables You will starve again Unless you learn the meaning of the law. I know the meaning of those 19 years A slave of the law Five years for what you did The rest because you tried to run Yes, My name is Jean Valjean And I am Javert Do not forget my name! Do not forget me, Valjean asserts his humanity, but due to his class he is condemned to be deindividualized (he is referred to as a number, not his name), while Javert, as an authority figure, can assert his name.
64 Connection to The Grapes of Wrath Tom, like Valjean, is recently paroled after committing a crime to save lives (Tom in self-defense, Valjean to feed his family), and both are not repentant of what they did: Here they put me in [prison], an keep me an feed me four years. That ought to either make me so I won t do her again or else punish me so I ll be afraid to do her again but if Herb or anybody else come for me, I d do her again. Do her before I could figure her out (Steinbeck 55). Like Tom, Valjean goes on to steal almost immediately after making parole, and being released from prison is not enough to make him believe what he did was wrong.
65 Questions Are Valjean and Tom sympathetic protagonists despite their criminal acts, or in spite of them?
66 Are Valjean and Tom sympathetic protagonists despite their criminal acts, or in spite of them? While criminals are normally not traditional heroes, Tom is continually reinforced as a patient and quiet man. Despite his past crime, Tom is not malicious, and intends to spend his parole with his family, working quietly, and avoiding trouble. Valjean is cut from a similar cloth: he steals to feed his starving family, and only runs away from prison in order to try and provide for them further. Both men go on to demonstrate compassion for others and resourcefulness. While their criminal acts are integral to the beginning of their stories, both men transcend the label of convict and are fully realized people; their only fear is that their status as a former convict will be revealed, and counteract the lifestyle they have been leading since release.
67 Questions What do the authors views of Tom and Valjean indicate about the working class?
68 What do the authors views of Tom and Valjean indicate about the working class? Both authors present an average man as he attempts to build his life back up after being released from prison. Both men experience stigma (Valjean from Javert, Tom from the truck driver despite his sympathy) and both surmount it. The authors show that both men are not reduced down to their crimes, but instead that is only a facet of who they are. The working man is not a beast or a monster, but a man with drives who only acts out when reasonably threatened (with starvation and murder respectively). Rather than depicting the lower classes as violent, they are revealed to be the opposite: rational men who took the only actions available to them to save their lives. Through this interpretation, the authors criticize the system that put otherwise good men in jeopardy and condemned the system that works to keep them entrenched as criminals, rather than returning to become fully realized men.
69 Works Cited Boublil, Alain, Jean-Marc Natel & Herbert Kretzmer. Look Down. Les Miserables Steinbeck, John. The Grapes of Wrath. Penguin Books, 2006.
70 Presentation tips Use appropriate visuals Make the text large enough for your audience to read (the default will be too tiny, I promise) Practice!! Do not read word for word off your slide; instead, show us that you are an expert in this information Triple check the rubric! Don t loose points because you forgot something.
71 Works Cited You MUST have a proper works cited according to MLA rules (see the Purdue Owl). Remember: Formatting counts!!
72 Works Cited - Book
73 Works Cited article
74 Works Cited Web Page
75 Music
76 Out of the Dust : Directions Under the Poem title and your group names, complete the following: 1. Read the poem. Read it again. And again 2. Pick a lens that is most appropriate for this poem. BE READY TO SHARE OUT!!! 3. Include at least 2 examples (specific lines) that provide evidence for lens. 4. Explain how these lines connect to chosen lens (3-5 sentence for each example) 5. Identify other poetic elements such as: Symbolism Sensory Imagery Rhyme Scheme Blank Verse Onomatopoeia Alliteration Metaphor/Similie Personification Punctuation Tone/ Tone Shift Diction Analogy: Assonance: Allusion: Consonance:
77 How archetypal chapters work They preview or foreshadow what will come Consider pages 46-47: Muley tells Tom how his dad responded to the tractor coming, and it mirrors the events of chapter 5. Steinbeck tells us a universal story (truth), but Tom, our hero, must also experience it first hand for himself.
Biblical allusions etc. Supplemental slides/info/facts to contribute to understanding of The Grapes of Wrath
Biblical allusions etc. Supplemental slides/info/facts to contribute to understanding of The Grapes of Wrath Excerpt from The Parable of the Lost Son (Luke 15:11-32) 11 Jesus continued: There was a man
More informationChapter 3 -this is an allegory; who does the turtle represent? What do his actions represent? How is he treated? Think symbolically
The Grapes of Wrath reading questions Chapter 1 -Imagery, why is Steinbeck making the choice to focus so heavily on the environment? -how is it progressing? What tone is used? -how do the people react
More informationThe Plagues Exodus 5-10
The Plagues Exodus 5-10 The people and animal in the picture are suffering a terrible attack of flies sent by God. Why? That will not be the only suffering sent to the people of Egypt. Let s find out more.
More informationGod Frees The Hebrews from the Pharaoh s Slavery in Egypt Exodus 7-11
Links God as to Omnipotent other resources (All-Powerful) God Frees The Hebrews from the Pharaoh s Slavery in Egypt Exodus 7-11 New International Version (NIV) 7 Then the LORD said to Moses, See, I have
More informationLesson 23. Song of Solomon part 1. Chapters 1 3:5
Lesson 23 Song of Solomon part 1 Chapters 1 3:5 1. Whose song is this? (S of S 1:1) 2. Write Ephesians 5:17 here. God put this book into the Bible. He inspired its writing. Let s see what we can do to
More informationGames Workshop: Moved by the Spirit
Scripture: Exodus chapters 5-15 with emphasis on Exodus 12:21-42 Memory Verse: Romans 8:38-39 (NIV) Same as the kids' Bibles. "For I am convinced that neither death nor life, neither angels nor demons,
More informationMOSES Lesson 5 SECOND DAY: THIRD DAY: FIRST DAY: Read the notes and the references. Read Exodus 6:28-7:13
FIRST DAY: Read the notes and the references. SECOND DAY: Read Exodus 6:28-7:13 Aaron to Speak for Moses [28] Now when the LORD spoke to Moses in Egypt, [29] he said to him, I am the LORD. Tell Pharaoh
More informationLESSON 7 BY GOD S POWER DAY ONE EXODUS 9:1-7. Questions: Word Meanings: 1. pestilence: a deadly, infectious, and rapidlyspreading
LESSON 7 BY GOD S POWER DAY ONE EXODUS 9:1-7 1 Then the LORD said to Moses, "Go in to Pharaoh and tell him, 'Thus says the LORD God of the Hebrews: "Let My people go, that they may serve Me. 2 "For if
More informationDialectical journals & Bloom s taxonomy
Dialectical journals & Bloom s taxonomy Dialectical journals - strength Overall, you guys know the lens (especially Marxism, naturalism and feminism). Strong synthesis connections! Dialectical journal
More informationENGLISH II REVIEW SHEET:
ENGLISH II REVIEW SHEET: Matching: match the Literary Terminology (domain specific language) to its definition. 1. Infer a. to break up a whole into parts for examination 2. Summarize b. proof that backs
More informationGod s Great Rescue 1
God s Great Rescue 1 The story of Passover begins with a boy named Joseph. Joseph had 11 brothers, but he was his father s favorite! His dad even gave him a special coat of many colors. 2 His brothers
More informationLet My People Go. Exodus 4:18 thru 10:29. 1
Let My People Go Exodus 4:18 thru 10:29 www.missionbibleclass.org 1 2. For four hundred years God s people had been slaves in Egypt. Being slaves meant that even though they had to work hard and do everything
More informationThe Plagues Exodus 5-10
The Plagues Exodus 5-10 God s Hand in Our Lives Old Testament 7/12/04 The Story God s people, the Israelites, were slaves in the land of Egypt. God sent Moses and Aaron to see Pharaoh, the great king of
More informationPromise at the Sea 1
Promise at the Sea Westminster Presbyterian Church Exodus 14:5-7, 10-14, 21-29 Pastor Doug Browne Matthew 2:13-15 September 30, 2018 Exodus 14:5-7, 10-14, 21-29 When the king of Egypt was told that the
More informationExodus 8:8-11:10. The Third Plague: Gnats. The Fourth Plague: Flies
Exodus 8:8-11:10 Then Pharaoh called Moses and Aaron, and said, Pray to the Lord to take away the frogs from me and my people, and I will let the people go to sacrifice to the Lord. Moses said to Pharaoh,
More informationMoses and the Nation of Israel
Moses and the Nation of Israel Moses and the Nation of Israel I n Lesson 3, we saw that Jacob wrestled with God and that his name was changed to Israel. We saw how one of Jacob s sons, Joseph, was thrown
More informationSong of Solomon Chapter 2
Song of Solomon Chapter 2 I. Son. 2:1- The young woman to the Shepherd King A. I am the rose of Sharon 1. Lit. Hebrew- a rose of Sharon - the land of Sharon was well known for vast numbers of roses it
More informationExodus Core Group Study
Exodus Core Group Study This is a ten-week study on the book of Exodus. In this study, you will travel with the Israelites (God s people) through their journey with the Lord from the beginning to a place
More informationSUNDAY SCHOOL LESSON
THE TEN PLAGUES Elementary Lesson Year One, Quarter Two, Lesson Eleven SUNDAY SCHOOL LESSON Leaving Egypt AIM: to use the story of the ten plagues to teach my class that it is a scary thing to say no to
More informationVa era And I Appeared. Shemot/Exodus 6:2 9:35; Ezekiel 28:25 29:21; Revelation 16:1-21. Let The Plagues Begin
Va era And I Appeared Shemot/Exodus 6:2 9:35; Ezekiel 28:25 29:21; Revelation 16:1-21 Let The Plagues Begin Objective: Understand that God gave Pharaoh warnings concerning the plagues. Understand that
More informationThe Barnabas Book of BIBLE QUESTIONS. Sally Ann Wright and Paola Bertolini Grudina
The Barnabas Book of BIBLE QUESTIONS Sally Ann Wright and Paola Bertolini Grudina Co n t e n t s Creation 6 Moses in Egypt 16 Elijah 30 Jesus Healings 48 Noah 8 Moses in the Desert 18 The Prophets 32 Jesus
More informationBible Detective. Bible Detective. Bible Detective. Bible Detective. Bible Detective. Bible Detective. Bible Detective.
two cities that the Israelites were forced to build for the Pharaoh during the time of their bondage in Egypt? (Exodus 1:11) Question: From whose house were the mother and father of Moses? (Exodus 2:1)
More informationWhy the Plagues? William Tracy and Jeff Dillard - Wednesday, August 2, Exodus 7-12
Why the Plagues? William Tracy and Jeff Dillard - Wednesday, August 2, 2017 Exodus 7-12 First Teaching Exodus 7:1-7 Then the Lord said to Moses, See, I have made you like God to Pharaoh, and your brother
More informationThe Point of No Return Exodus 7-11
1 The Point of No Return Exodus 7-11 2 Why study the OT? 3 Who do you obey? 5: 2 Pharaoh said, "Who is the LORD, that I should obey him and let Israel go? I do not know the LORD and I will not let Israel
More informationDON T LET YOUR HEART BECOME HARD
DON T LET YOUR HEART BECOME HARD Recently, while doing my Daily Bible reading, I was fascinated once again by the story of Moses encounter with Pharaoh. And as I read that tragic story, I was struck by
More informationLittle Bible Stories
Little Bible Stories Volume 1 TABLE OF CONTENTS: 1. The Story of Creation...3 2. The Story of Adam & Eve...7 3. The Story of Noah s Ark...11 4. The Story of Lot s Wife...17 5. The Story of Moses...19 6.
More informationSession 6 Challenging the Comfort Zone (Song 2:8-17) Additional Study Materials
INTERNATIONAL HOUSE OF PRAYER UNIVERSITY MIKE BICKLE STUDIES IN THE SONG OF SOLOMON (SPRING SEMESTER 2014) Session 6 Challenging the Comfort Zone (Song 2:8-17) Additional Study Materials ANSWERS TO THE
More informationTHE FIRST PASSOVER EXODUS 9:1-12:36
THE FIRST PASSOVER EXODUS 9:1-12:36 Pharaoh had seen the waters of Egypt become blood. Then there were the plagues of frogs, tiny bugs, and flies. Each time it was clear that God was sending these. But
More informationLessons are prepared by Ledeta LeMariam Sunday School Alexandria, Virginia
Lessons are prepared by Ledeta LeMariam Sunday School Alexandria, Virginia In the name of the Father, and the Son, and the Holy Spirit, one God. Amen. Begin with the Lord s prayer Our Lord and Savior,
More informationNew King James Version (NKJV) Exodus 9. Exodus 9-11
Exodus 9-11 New King James Version (NKJV) Exodus 9 The Fifth Plague: Livestock Diseased 1 Then the LORD said to Moses, Go in to Pharaoh and tell him, Thus says the LORD God of the Hebrews: Let My people
More informationExodus Lesson 9. The Fifth Plague: Livestock Diseased
Exodus Lesson 9 The Fifth Plague: Livestock Diseased 9 Then the LORD said to Moses, Go in to Pharaoh and tell him, Thus says the LORD God of the Hebrews: Let My people ( ) go, that they may serve ( ) Me.
More informationLesson on Egyptian Plagues (Lesson 10)
esson on gyptian lagues (esson 10) lide 1 alks alks With rofessor atey Holy gyptian lagues lide 2 2 esson Menu esson on gyptian lagues Finding Moses Game lide 3 3 earning earning M Moses staff becomes
More information6:13 11:10. The 10 Plagues. Hunter House Pat Anderson
6:13 11:10 The 10 Plagues Hunter House Pat Anderson The Question But Pharaoh said, Who is the LORD, that I should obey his voice and let Israel go? I do not know the LORD, and moreover, I will not let
More informationEnd of Novel Discussion
Grapes of Wrath End of Novel Discussion What did you think of the novel? Style of writing macroscopic vs. microscopic view; simple, straightforward narrative about the Joads and experimental writing in
More informationAugust 3-4, Moses and Red Sea. Exodus 5-15; Philippians 4:13. God rescues his family
rd th 3-5 August 3-4, 2013 Moses and Red Sea Exodus 5-15; Philippians 4:13 God rescues his family Hang out with kids (10 minutes): Ask kids about their week. Get kids into groups and play games together.
More informationY1 UTH LEVEL1 BIBLE LESSON11
Y1 UTH LEVEL1 BIBLE LESSON11 The Plagues on Egypt THE PLAGUES ON EGYPT God warned Moses that Pharaoh would not free the Israelites from slavery. God knew that Pharaoh would have to see great miracles before
More informationGrade 7. correlated to the. Kentucky Middle School Core Content for Assessment, Reading and Writing Seventh Grade
Grade 7 correlated to the Kentucky Middle School Core Content for Assessment, Reading and Writing Seventh Grade McDougal Littell, Grade 7 2006 correlated to the Kentucky Middle School Core Reading and
More informationGod Sends Moses into Egypt
God Sends Moses into Egypt After Moses killed the Egyptian & fled to Midian he married a woman & became a shepherd, working for his father-in-law (40yrs). God Introduced Himself to Moses at Horeb One day
More information3.3 Large Group Lesson Elementary
October 14 th, 2018 Mad Props Moses: The Plagues BIG IDEA: God is all-powerful, so I can go to Him for help. BIBLE BASIS: Exodus 7:14-10:20 KEY VERSE: Lord and King, you have reached out your great and
More informationThe Plagues and the Passover
Use Week of: 1/6/19 The Plagues and the Passover BIBLE PASSAGE: Exodus 5 12 STORY POINT: God rescued His people. KEY PASSAGE: Hosea 13:4b BIG PICTURE QUESTION: Is there anything God cannot do? God can
More informationCrossing the Red Sea
Crossing the Red Sea GraspingGod.com s Bible Study Lesson #6.03 Crossing the Red Sea Miracle Verses: Moses said to the people, "Do not be afraid. Stand still, and see the salvation of the LORD, which he
More informationBIBLE LESSON # 29 1.
BIBLE LESSON # 29 1. The land of Egypt was ruled by a wicked king called Pharaoh. This king made the Israelite people work as slaves. They couldn't quit work when it got hot or when they got thirsty or
More informationLeaving Egypt. Lesson Six Exodus 1-15
20/20 Hindsight 49 Leaving Egypt Lesson Six Exodus 1-15 The family of Jacob grows into the nation of Israel while they are in Egypt. About two hundred years have passed since the death of Joseph. The role
More informationThe Plagues and the Sea Exodus 5:1-15:21. February 19, 2015
Page 1 The Plagues and the Sea Exodus 5:1-15:21 February 19, 2015 Page 2 The Plagues and the Sea (5:1-15:21) I. The Plagues (5:1-13:16) A. Problems of Pharaoh, Moses & the Hebrew people(5:1-6:27) B. Three
More informationROTATION: MOSES & THE EXODUS CLASS SCHEDULE:
BIBLE TIMES SQUARE ROTATION: MOSES & THE EXODUS CLASS SCHEDULE: Here is a recommended outline for your lesson. Please feel free to adapt the schedule of events as you see fit! WELCOME Welcome kids to Bible
More informationGalaxy Express Vacation Bible School Pamphlet for the Main Lessons
Galaxy Express Vacation Bible School Pamphlet for the Main Lessons Navigation Panel General Overview Call out to God! Birth of Moses GREAT Every time the students hear Call out to God during the lesson,
More informationLEADER DEVOTIONAL. Kindergarten Leader Guide Unit 4, Session LifeWay
LEADER DEVOTIONAL Leaders: this is just for you! Read ahead of time to engage with the Bible story on an adult level and prepare your heart to teach on Sunday. God had a plan to rescue the people of Israel
More informationChrist Presbyterian Church Edina, Minnesota October 14 & 15, 2017 John Crosby Moses: Passover and Flight Exodus 13-16
Christ Presbyterian Church Edina, Minnesota October 14 & 15, 2017 John Crosby Moses: Passover and Flight Exodus 13-16 Today is special in part because of the first grade Bibles and the reason the first
More informationEph. 5:31-32 For this reason a man will leave his father and mother and be united to his wife, and the two will become one flesh. This is a profound
Eph. 5:31-32 For this reason a man will leave his father and mother and be united to his wife, and the two will become one flesh. This is a profound mystery but I am talking about Christ and the church.
More informationGod rescued Moses. God parted the sea so his people could escape. God gave special bread to. feed his people. God sent Moses to rescue.
God parted the sea so his people could escape God sent Moses to rescue his people God rescued Moses God sent birds to feed his people God gave his people water from a rock God gave special bread to feed
More informationThe EMC Masterpiece Series, Literature and the Language Arts
Correlation of The EMC Masterpiece Series, Literature and the Language Arts Grades 6-12, World Literature (2001 copyright) to the Massachusetts Learning Standards EMCParadigm Publishing 875 Montreal Way
More informationGod Sent Plagues on Egypt; God Passed Over Israel
Scripture lesson 22 LESSON PREPARATION This section is for you, the teacher. The passages in the Scripture Reference column are for your own study in preparing for this lesson. Since they may contain concepts
More informationThe Plagues and the Passover
February 23/24th 4.5 Kinder Lesson Plan The Plagues and the Passover Bible Passage: Exodus 5-12 Story Point: God rescued His people. Key Passage: You shall acknowledge no God but me, no saviour except
More informationCalvary Curriculum s LITTLE ONES CURRICULUM
EXODUS 7-12 Calvary Curriculum s LITTLE ONES CURRICULUM Copyright 2017 Calvary Curriculum. All rights reserved. You may not, under any circumstances, sell, distribute, or commercially exploit the content
More informationneck with strings of jewels. 11 We will make you earrings of gold, studded with silver. Song 1:9-11
Coffee Ministry Q & A He- I liken you, my darling, to a mare among Pharaoh s chariot horses. 10 Your cheeks are beautiful with earrings, your neck with strings of jewels. 11 We will make you earrings
More informationadditional resources SESSION 1 (available online at Template for nametags SESSION 2 Echo drama
additional resources SESSION 1 (available online at www.shinecurriculum.com/extras) Template for nametags Copy this page, preferably onto card stock, and cut apart for use in Build community. SESSION 2
More informationRevelation Lesson #14
BSF Scripture Reading: FIRST DAY: 1. Lecture principles: 2. Read the lesson notes SECOND DAY: Read Revelation 8:1-13 (See Day 6) Question 3b Revelation 4:8; [8] Each of the four living creatures had six
More informationTHE TEN PLAGUES OF EGYPT
VOICE PARTS: Narrator ONE 10 parts Narrator TWO 10 parts Pharaoh 9 parts (small one or two liners) Moses 14 parts (Largest part) Voice of Yahweh 5 parts Pharaoh Servant 1 (tiny one line part) Pharaoh Servant
More informationThe Grammardog Guide to The Secret Garden by Frances Hodgson Burnett
The Grammardog Guide to The Secret Garden by Frances Hodgson Burnett All quizzes use sentences from the novel. Includes over 250 multiple choice questions. About Grammardog Grammardog was founded in 2001
More information4:00 4:10 ACTIVITY SHEET / ARRIVING ACTIVITY: 4:10 4:15 CLEAN UP / GO OVER RULES & CONSEQUENCES: Rules are on the wall by the door
4pm: 1 st 4 th Grade Classroom Schedule The Plagues, the Passover, and the Crossing of the Red Sea BIBLE PASSAGE: Exodus 5 14 MAIN POINT: God showed Egypt that only He is God. KEY PASSAGE: Exodus 20:2
More informationEXPLORATION POWER GLORY. Central AND. Exodus 7:19-22;9:13-16; 11:4-8 TRUTH. Prepare for your group meeting by reading the passage two times.
4 POWER AND GLORY Exodus 7:19-22;9:13-16; 11:4-8 EXPLORATION Exodus 7:19-22; 9:13-16; 11:4-8 Central TRUTH God is holy powerful, glorious, and gracious beyond compare. Prepare for your group meeting by
More informationShow Me Your Glory. Lessons from the Life of Moses. Lesson 5. Exodus 9 10
Show Me Your Glory Lessons from the Life of Moses Lesson 5 Exodus 9 10 The waters of the Nile had turned red with blood; frogs, lice, and flies had covered the land, animals and man, but Pharaoh had refused
More informationThe Grammardog Guide to The Man Who Would Be King. by Rudyard Kipling
The Grammardog Guide to The Man Who Would Be King by Rudyard Kipling All quizzes use sentences from the novel. Includes over 250 multiple choice questions. About Grammardog Grammardog was founded in 2001
More informationPAGE(S) WHERE TAUGHT (If submission is not text, cite appropriate resource(s))
Prentice Hall Literature Timeless Voices, Timeless Themes Copper Level 2005 District of Columbia Public Schools, English Language Arts Standards (Grade 6) STRAND 1: LANGUAGE DEVELOPMENT Grades 6-12: Students
More information... -~.. -~ -=--'~ ..' 'l f' -' ~.,,~. ~ ". -.' J / j " '\ .; '</-, "'<I...~.. o 'O. 'f' .f ~ ',".#... :.' :"'. ~-J,I"". I- -[ I.'
-~.. -~ -=--'~ 1. Moses had traveled to the land of Egypt with his brother Aaron in order to ask Pharaoh to let the children of Israel go. Moses and Aaron followed God's instructions and when Pharaoh wouldn't
More informationGod Cares for His People
God Cares for His People Scripture: Exodus 7 13 Bible Memory: 1 Peter 5:7 Focus: Lesson 10 Heart to Heart Teacher Devotions God never changes. In a world that craves the latest and newest, this phrase
More informationUnit 4: Lessons 18-27
Unit Four - Lessons 18-27 Quiz Questions 1. Who were Moses brother and sister. 2. Who rescued Moses from the river? 3. What special job did God have for Moses to do? 4. Where did God give Moses his instructions?
More informationTHE RED SEA. after. before
THE RED SEA after before the RED SEA Sketchboard title: "God is Awesome!" Text: Exodus 5-7, 11:1,4-7, 12 Introduction: Do you believe in God? How do you know there is a God? What is the evidence? One of
More informationDr. Jim McGowan Law & Grace Session 03 04/23/2017
Law & Grace Jim McGowan, Th.D. Sugar Land Bible Church 04 23 2017. Special thanks to Dr. Vern Peterman for access to his insights and resources. Outline I. Our Purpose, Aim, and Objective II. Review III.Contrast
More informationThe Plagues, the Passover, and the Crossing of the Red Sea
Unit 4 Session 2 Use Week of: The Plagues, the Passover, and the Crossing of the Red Sea 2 BIBLE PASSAGE: Exodus 5 14 MAIN POINT: God proved to the Egyptians that He is the one true God. KEY PASSAGE: Hebrews
More informationB. Judgment of Pharaoh Pharaoh did not fear God He was a stubborn man - He was naturally stubborn - God used his stubbornness and multiplied it
Mid-Week Bible Study Living Life in 3D Week Six: Hard Times for a Hardened Heart I. The Nature of the Plagues 3 basic explanations of the plagues: 1. They were simply myths - They never really occurred
More informationJEWISH IDENTITY BY ROSHAN DOWNEY
JEWISH IDENTITY BY ROSHAN DOWNEY COVENANT Definition: A covenant is another word for a solemn promise or agreement. God s promises to Abraham included that his wife, Sarah, would bear a son; that he would
More informationFUTURE DEVELOPING THE. Children s Lesson Helps Thank Offering for the World Evangelism Fund
DEVELOPING FUTURE THE Children s Lesson Helps 2015 Thank Offering for the World Evangelism Fund Future generations will hear about the wonders of the Lord. Psalm 22:30b, NLT 2015 Stewardship Ministries
More informationBeshalach When he let go. Shemot/Exodus 13:17 17:16. God with Us
Beshalach When he let go Shemot/Exodus 13:17 17:16 God with Us Objective: The children understand that God wants to protect us. The children understand that God performed miracles to save Israel. The children
More informationChildren of Israel a sermon by Don Falkos for Advent Lutheran Church September 30, 2018
Children of Israel a sermon by Don Falkos for Advent Lutheran Church September 30, 2018 Scripture Readings: Exodus 12:1-13 Exodus 13:1-8 Good morning. What fun readings I get to talk about this morning.
More informationExodus 7:14-10:29, Selected Verses
Exodus 7:14-10:29, Selected Verses Then the Lord said to Moses, Pharaoh s heart is hardened; he refuses to let the people go. Go to Pharaoh in the morning, as he is going out to the water. Say to him,
More informationA Christmas Carol. by Charles Dickens
A Christmas Carol by Charles Dickens A Christmas Carol Have you ever seen a version of A Christmas Carol? You may be surprised how many versions of this classic tale have been made. A Christmas Carol The
More informationTen Plagues: Saved Through Judgment
Ten Plagues: Saved Through Judgment Part 1: Exodus 7-11 Bro. Kory Cunningham We will have a two-part message as we look at the ten plagues, which will take about three weeks. We will particularly do nine
More informationJourney Through the Old Testament
Journey Through the Old Testament #21 The Israelites Cross the Red Sea For Wednesday, July 6, 2016 -- Read Ex. 12-17 Egypt Asks the Israelites to Leave. The Lord had told Moses that when Pharaoh lets you
More informationThe Plagues of Egypt Part 1 (Plagues 1-5)
The Plagues of Egypt Part 1 (Plagues 1-5) God is mighty and strong! El Elyon: He is The Lord! Bible Kids Fun Zone grants permission to reproduce this page for offline local classroom use after purchase.
More informationSurvey of Psalms Part 2
Survey of Psalms Part 2 by Duane L. Anderson Survey of Psalms - Part 2 A study of the book of Psalms - Part 2 for Small Group or Personal Bible Study American Indian Bible Institute Box 511 Norwalk, California
More informationSunday: Sunday School 9:45 am Worship 10:45 am. Wednesday: The Rock Wednesday 6:45pm
Sunday: Sunday School 9:45 am Worship 10:45 am Wednesday: The Rock Wednesday 6:45pm BIG EVENTS: One day Mission to Atlanta October 17 th Outdoor Movie Night TBA Hallelujah Night October 31st BONFIRE -
More informationBIBLE STORYLINE Pharaoh and the Plagues
Q3 LEADER S GUIDE 2nd- Lesson Overview In today s lesson, we re going to learn what happened when Moses headed back to Egypt to confront Pharaoh. Last time we learned that God spoke to Moses from a burning
More informationdigest, summarize, question, clarify, critique, and remember something to say close reading of works
DIALECTICAL JOURNAL The purpose of a dialectical journal is to identify significant pieces of text and explain the significance. It is another form of highlighting/annotating text and should be used to
More informationThe Exodus. The Bible books relating to this session are Exodus, Leviticus, Numbers, and Deuteronomy. These. The Call of Moses
2 L E S S O N The Exodus The Bible books relating to this session are Exodus, Leviticus, Numbers, and Deuteronomy. These four books, together with Genesis, are sometimes called The Five Books of Moses,
More informationSermon, July 28, Texts: Song of Solomon 2:1-12, 1 Timothy 5:1-14 Title: Pleasure and Commitment
1 Texts: Song of Solomon 2:1-12, 1 Timothy 5:1-14 Title: Pleasure and Commitment 1. Many kinds of love a look in the Hebrew Scriptures 2. Hesed 3. The remaining kinds of love are all mixed together in
More informationGod Parts the Red Sea Lesson Aim: To show God has made a way for us to be saved. (Salvation Message)
Teacher s Guide: Ages 6-7 God of Wonders Part 2: Genesis through Joshua Unit 8, Lesson 42 God Parts the Red Sea Lesson Aim: To show God has made a way for us to be saved. (Salvation Message) THE WORSHIP
More informationGod Continues His Marvels Exodus 9:13-13:16
God Continues His Marvels Exodus 9:13-13:16 2 Moses went and confronted Pharaoh just as God said, Pharaoh, let my people go or God will send worse plagues. Tomorrow God will send the worst hailstorm in
More informationMoses part 11 The Lord kills Egypt's firstborn by Victor Torres
Moses part 11 The Lord kills Egypt's firstborn by Victor Torres The words of God are like the hailstones and fiery coals that God used to destroy every plant of the field in Egypt. This shows us that God's
More informationThe Ten Plagues of Egypt Primary Lapbook. Sample file
The Ten Plagues of Egypt Primary Lapbook Created and designed by Debbie Martin The Ten Plagues of Egypt Primary Lapbook The Word, the whole Word and nothing but the Word." Copyright December 2011 by Debbie
More informationPREPARATION: ROADMAP FOR THE EVENING
2 of 8 PREPARATION: Telling the Story: These stories are meant to be told, not read. Spend time reading through the stories multiple times so you can tell them when you re together. You don t have to memorize
More informationGod Parts the Red Sea Lesson Aim: To know God made a way for us to know His presence. (Salvation Message)
Teacher s Guide: Ages 10-12 God of Wonders Part 2: Genesis through Joshua Unit 8, Lesson 42 God Parts the Red Sea Lesson Aim: To know God made a way for us to know His presence. (Salvation Message) THE
More informationJan. 22 nd - Jan. 28 th
Jan. 22 nd - Jan. 28 th Week 4 ISRAEL S LIBERATION EXODUS 1-18 The Exodus story is the foundational story of the Jewish people and the entire Old Testament. It is so miraculous that it established the
More informationGod Parts the Red Sea Lesson Aim: To show God has made a way for us to be saved. (Salvation Message)
Teacher s Guide: Ages 8-9 God of Wonders Part 2: Genesis through Joshua Unit 8, Lesson 42 God Parts the Red Sea Lesson Aim: To show God has made a way for us to be saved. (Salvation Message) THE WORSHIP
More informationQuestions On Exodus 9-12
Questions by John C. Sewell Questions On Exodus 9-12 Pharaoh still unrelenting after certain other plagues; Passover feast initiated; Firstborn slain, Israelites sent away. FILL IN THE BLANKS WITH PROPER
More informationThe Battle of the Gods Exodus 7-12
The Battle of the Gods Exodus 7-12 Exodus 12:12 For I will pass through the land of Egypt on that night, and will strike all the firstborn in the land of Egypt, both man and beast; and against all the
More informationThe Plagues, the Passover, and the Crossing of the Red Sea
The Plagues, the Passover, and the Crossing of the Red Sea BIBLE PASSAGE: Exodus 5 14 MAIN POINT: God proved to the Egyptians that He is the one true God. KEY PASSAGE: Hebrews 3:5-6 BIG PICTURE QUESTION:
More informationOf Mice and Men John Steinbeck
Novel Study Components Preface What is the relationship between the "life and times" of the author and the novel? (How did Steinbeck's life and the time period he live in contribute to the writing of the
More informationMonday, February 20, 2017
Monday, February 20, 2017 Quickwrite Predict the ending of this story based on your knowledge of the RR/Stalin era. Pick two and answer them: o Is corruption a fast or slow process? o Can you believe everything
More informationCreation Days 5 and 6
Creation Days 5 and 6 UNIT 1 Lesson 4 Bible Reference Genesis 1:20 25 To the Teacher Students will study creation days 5 and 6, focusing on the creation of animals. Preparation/Materials \ Gift bags from
More information