Rationale

Rationale introductory lesson

Lesson goals:

Students demonstrate a basic understanding of the influence of the bible on our modern-day
society. Students demonstrate a basic understanding of the characteristics of the seven basic
plots.

Lesson goals explained:

As this lesson series aims to teach students about the seven basic plots, and the relevance of
the bible, we cannot dive into this without a proper introduction. In order to make sure all the
students are capable of following the entire lesson series, scaffolding should take place.
Scaffolding makes sure that students are able to perform more complex tasks than they would
otherwise be capable of on their own (Reiser & Tabak, 2014). With this introductory lesson
and these lesson goals, we aim to provide this necessary scaffolding.

Description & rationale of exercises:

Exercise 1: Bible quiz

In this assignment, we aim to either give students the chance to recollect their basic
knowledge of the bible, or to have students come into contact with basic information from the
bible in order for them to be able to structure the rest of the information (Wessels, 2012).

Exercise 2: Old Testament and New Testament

In the second assignment, students watch a short video clip explaining the main differences
between the old and the new testament. The assignment that goes with it, is that students have
to decide which testament interests them the most and why. There are no wrong answers
here, the aim of the exercise is to have the students use their critical thinking skills to decide
which of the two parts of the bible interests them the most.

Exercise 3: Influence of the bible

The first part of this assignment asks students to write down how they think the bible has
influenced our modern-day society. Students can rate each other’s answers, and reply to
them, like on a messaging board. Using a messaging board, or something else that resembles
instant messaging like WhatsApp, creates a safe environment where students are more likely
to participate in a writing activity (Winet, 2016)

The second part of this assignment entails watching a YouTube video, where a certain
number of claims are made on how and where the bible and Christianity have left their mark.
Students are then to pick one of the topics as discussed in the video, and need to research on
their own whether or not these claims are true, or that there might be more to it than what is
mentioned in the video. This exercise is to let the students use their critical thinking skills.
Just because something is on the internet, does not make it true. Not only do they put their
critical thinking skills to good use, they also come into contact with more bible stories and
information, useful to them for the rest of the lesson series.

Exercise 4: The seven basic plots

As the entire lesson series revolves around the bible, but also the seven basic plots, it makes
sense to introduce the students to what these are and entail.

For exercise 4, students firstly watch a short YouTube video where the seven basic plots are
explained. Students then need to explain which of the seven basic plots speaks to them the
most, and give one modern-day example of this basic plot, which has not been mentioned in
the video.

After having done so, the students are provided with a written, more detailed version of what
the seven basic plots are. They are once again asked to pick their favourite basic plot. The
information from the PDF might have changed their mind, from the first time they had to
pick one. Finally, for exercise 4, the students have to come up with their own story, related to
one of the seven basic plots. They do NOT have to write the entire story, but they do have to
describe it, using the steps from the basic plot they have chosen.

Exercise 5: Final assignment

For this final assignment, students are required to come up with examples from the bible for
three of the seven basic plots. Because, four of the seven basic plots will be discussed in the
remainder of the lesson series, only “Rags to riches”, “Journey and return” and “Comedy” are
available for this final assignment. Again, a messaging board style tool makes sure students
are more willing to participate. With this final assignment, the students combine their newly
gained or newly refreshed knowledge of the bible and the seven basic plots, making them
perfectly prepared for the lessons to come in this lesson series.

Reiser, B., & Tabak, I. (2014). Scaffolding. In R. Sawyer (Ed.), The Cambridge Handbook of
the Learning Sciences (Cambridge Handbooks in Psychology, pp. 44-62). Cambridge:
Cambridge University Press. doi:10.1017/CBO9781139519526.005

Wessels, S. (2012). The Importance of Activating and Building Knowledge. From

https://core.ac.uk/download/pdf/18411137.pdf

Winet, D. (2016). Mobile Instant Messaging in the ESL Writing Class. The Electronic
Journal for English as a Second Language 20(3).
 Lesson 2 Overcoming the Monster

Learning Objectives
At the end of this lesson students should be able to
1. Deeply appreciate the effects of Overcoming the Monster plotline in shaping Dutch
culture and tradition.
2. Demonstrate basic understanding of the characteristics of Overcoming the Monster
plotline and can identify the different stages of Overcoming the Monster story.
3. Apply knowledge gained in identifying the characteristics and the different stages of
Overcoming the Monster story in other stories.
4. Connect the dots and make good logical conclusions, which will help them to support
their views.
Learning objectives explained
1. While going through this lesson, students will be made aware of Overcoming the
Monster plotline in films and stories. They will also be made conscious of its impact
and that of the bible in shaping the Dutch culture and tradition. These things were
achieved by making them identify the stages of Overcoming the Monster plotline in
stories and films and by requiring them to cite examples of such storylines they know
from the Dutch culture.
2. To make students understand the characteristics of and the stages of Overcoming the
Monster plotline, they were given information on these two concepts so that they can
read it. After reading about a concept, students were given opportunities to test their
understanding of what they have read. They were also given varied activities to help
stimulate their interests.
3. Students were provided with film fragments of David and Goliath and Dracula. They
were given vocabulary from these stories to aid understanding of what they have read.
They were given YouTube fragments to watch and the biblical text of David and
Goliath to read. Then, from the information they had gathered from the texts read and
YouTube film fragments watched, they were required to apply knowledge gained in
extracting the Overcoming the Monster plotline from these and similar stories.
4. The main idea of this lesson is to help students so that they can be able to anticipate,
quickly pick up signals and make corresponding and logical connections between
Overcoming the Monster plotline and any other similar plotline they may come across
in the nearest future.
Final evaluation lesson 1
1. Watch/listen to the YouTube fragment on Dutch revolt against the Spanish king and
after that.
2. Make a filmed presentation of yourself of not more than 6 minutes on.
3. Who you think the monster is, why you think so and what makes that person/entity fit
into that description of a monster?
4. Who the hero is in the story and what points/characteristics from the film support your
claim?
 5. Explaining in your own words to what extent this story may have shaped the Dutch
culture and tradition? Do not forget to give reasons for your answers.
Extra Evaluation Rationale
Using the characteristics and five stages of Overcoming the Monster, write a story in which
you ensure that the characteristics and stages of Overcoming the Monster plotline are very
clearly embedded in your narrative. Do not forget to incorporate the help God gives to the
hero/heroine in your story.
Evaluation Explained
Students were given a YouTube fragment on Dutch revolt against the Spanish king to
watch/listen to and after that to make a recorded presentation of their answers to the questions
that followed. This according to Hughes, (2013) puts the emphasis on the comprehension and
production aspect of oral testing. Furthermore, students were also required to write a story
with the characteristics of and stages of Overcoming the Monster. This also aligns with the
higher order thinking questions, which is theorised by Bloom and referred to by The Learning
Center of The University of North Carolina, (2020) as the level where a man's brain is deeply
able to learn.
References
The New International Version of the Bible (2021). (web documant). Received from:
https://www.biblestudytools.com/genesis/3.html
Hughes, A. (2013). Testing for Language Teachers Second Edition. Cambridge: Published by
Cambridge University Press.
Google map (2021). (web document). Received from:
https://www.google.nl/maps/@44.8211827,-5.6297038,3z
YouTube Dracula. (web document). Received from: Dracula, Francis Ford Coppola - 1992
HD
Brooker, C. (2004). The Seven Basic Plots. New York, USA: Continuum. Received from:
file:///C:/Users/Dosuala/Downloads/the%20seven%20basic%20plots%20(4).pdf
The University of North Carolina at Chapel Hill (2020). Higher Order Thinking: Bloom’s
Taxonomy. (web document) Retrieved from: https://learningcenter.unc.edu/tips-and-
tools/higher-order-thinking/
 Lesson 3: Rebirth

The Conversion of Saul the Persecutor to Paul the Apostle & the
Rebirth of Jules Winnfield
In this lesson students take a closer look at the two characters Saul/Paul and Jules Winnfield
and their conversion and Rebirth they make. Is he shaped by the way he is treated or the
things he experiences or is it just the way he is? We will look at both stories and several
excerpts as well as key scenes from the movie Pulp Fiction and clips from YouTube about the
conversion of Saul and the Rebirth plot.

At the end of this lesson students should be able to:

· Show better understanding of the characters Saul/Paul & Jules Winnfield and show this by
recognizing the conversion and rebirth they go through. (E1/E2)

· Demonstrate basic understanding of the characteristics and can identify the different stages
of the Rebirth story. (E2/E3)

· Apply knowledge gained in identifying the characteristics and the different stages of the
Rebirth story in other stories. (E1/E2/E3)

Warm Up exercise

Students look at photographs of Saul/Paul and Jules Winnfield. Students write down the ideas
and feelings they have about the characters when looking at the photographs. You as a
teacher are advised to offer scaffolding when appropriate.

Find out about

In this part students find out about the Phoenix (a symbol of Rebirth) and watch a video about
the Rebirth plot. After having watched the video, students write down the 5 steps of the
Rebirth plot. Teachers could offer scaffolding by showing students a picture of the phoenix
and sharing the backstory of this legendary bird.

Now watch

A video of Paul the Apostle is shown to the students and they are asked to identify 2 stages
from the Rebirth plot during watching. For a higher-level class it is advised to show a higher
level and more challenging video, such as: https://www.youtube.com/watch?v=N32JISnhrs8

Assignment 1

Here students are asked to put the artwork in chronological order according to the story while
taking inspiration from the Rebirth plot. They are also asked what stages they are missing.
You as a teacher has to make sure to put emphasis on the necessity of good support for their
answers. Students should be motivated to think critically about their answers.
Differentiation 1

In the differentiation activity for this part of the lesson it is important to give fast-working
students the opportunity to expand on their knowledge. In this part they are motivated to do
some extra research on biblical expressions and terminology. Teachers are advised to pre-
select these fast-working students to instruct them not to forget to do the differentiation
exercises.

Now watch

A clip is shown from the Pulp Fiction movie to the students, and they are asked to write down
2 similarities and 2 differences between Saul the Persecutor and Jules Winnfield. Make sure
to make it clear to the students that they need to compare Jules to Saul before he was
converted to Paul. You as the teacher could also decide to play the longer version of the clip.
Playing the longer version will make it easier for the students because it will offer them more
context but also be aware of the fact that it shows graphic violence.

Assignment 2

Here students are asked to help the screenwriter finish his script using the Rebirth plot as a
guideline. This is an example of an assignment that will stimulate the higher-level thinking
skills of the students. This is why teachers are advised to scaffold accordingly.

Differentiation 2

In the differentiation activity for this part of the lesson it is important to give fast-working
students the opportunity to expand on their knowledge. In this part they are motivated to do
some extra research on Ezekiel 25:17 from the bible. Teachers are advised to pre-select these
fast-working students to instruct them not to forget to do the differentiation exercises.

Activity 3

In this activity students work collaboratively and present their ideas. They research the term
divine intervention in groups and come up with an example from popular fiction. Students
should be advised by their teacher to use google slides for their presentations.

Activity 4

Before this activity teachers should refer back to the symbol for Rebirth (the Phoenix).
Students are shown pictures of Jules and Paul the Apostle. They look for symbols in the two
pictures and should make use of their critical thinking skills to come up with what they
represent for both characters.

Final Assignment

In the final assignment students have to come up with their own Rebirth plot. They should
spend time on creating an interesting character and use all the information from the previous
exercises. Teacher are advised to scaffold accordingly.
 Lesson 4: Quest – Moses
Learning Goals

Students are able to explain the quest plot.

Students are able to explain how the quest plot relates to Moses.
Students are able to recognize the Quest plot in other contemporary works.

Description & Rationale of exercises

Tab 1: What is a quest?

The students are given a visual guide to the quest plot line, along with a detailed description
of what a quest plot is, accompanied by examples.

Tab 2: Who was Moses?

The students are given several examples of the tale of Moses. They begin first with Exodus
14:14. This is then followed by the a visual storyboard version of Exodus 14:14. Finally, they
are then given a condensed version of the tale of Moses in the form of an extract from The
Simpsons.

Tab 3: Exercises

Students are given a series of exercises to both develop and test their knowledge.

Assignment 1: What is a quest?

The students are asked to give a brief description as to what a quest plot is.

Assignment 2: Who was Moses?

In this exercise, the students are asked to explain what they know about Moses. They are then
asked to say which rendition of the tale of Moses they liked the most, from the three
examples that they were given.

Assignment 3: Quests

The students are asked to look at the final scene from The Prince of Egypt and are then asked
whether or not it fulfils the final criteria of the quest plot.

Assignment 4: Critical Thinking

There are many adaptions of the quest plot, such as the classic quest, the fetch quest, the
puzzle quest and the rescue quest. The students are given descriptions of what each variations
entails and are then asked to explain where the tale of Moses fits in.
Assignment 5: Final Assignment

In the final assignment, the students are asked to relay the knowledge of what they have
learned over the course of the lesson. This is done via three questions, in which they are
asked to look at contemporary versions of the quest and compare and contrast it with the tale
of Moses.

Sources:

Brooker, C. (2004). The Seven Basic Plots. New York, USA: Continuum. Received from:
https://canvas.hu.nl/courses/14630/files/731802/download?wrap=1

Silvester, M. (2016, November 4). Literary archetypes: The quest. Retrieved February 06,
2021, from https://prezi.com/t6dtp9sxapj1/literary-archetypes-the-
quest/?frame=5058a97562de948eecdd82e632b80ba40f0173ff

Twinkl. (n.d.). The Story of Moses Resource Pack. Retrieved February 06, 2021, from
https://www.twinkl.co.uk/resource/cfe-re-242-cfe-early-level-the-story-of-moses-
resource-pack
 Lesson 5: Tragedy – Judas Iscariot
Learning Goals

Students are able to show that they have gained a more detailed perspective on Judas
Iscariot’s story.

Students are able to identify and explain Judas Iscariot’s story as a tragedy.

Learning goals explained

Everyone knows that Judas was the one that betrayed Jesus. However, how many people
know that he was the first deacon, that held the money box. Who knows that he was so guilt
ridden that he hung himself in the end. This lesson will give students extra knowledge about
the person that betrayed Jesus and will learn to identify Tragedies by explaining why Judas’s
story.

Description & Rationale of exercises

Assignment 1: Warm Up

Activating prior knowledge by having the students share their knowledge about with each
other.

Assignment 2: Getting to know Judas

The students do research on Judas, gathering information to be well-equipped for the

remainder of the lesson. They either use the New King James Version (NKJV) or the New
International Version (NIV) depending on how familiar they are with the Bible. The website
provided through the buttons contain both versions and the passages are easy to find by using
the index.

Source: www.biblegateway.com

The developer of this lesson decided to have the students look for the answers in the passages
instead of having a quiz after reading. This is to prevent the situation where students rush
through the reading and failing to answer the questions.

Assignment 3: Bible’s Influence Today

Students find examples of the Judas Kiss in contemporary art.

Assignment 4: Tragedy

The basic plot ‘Tragedy’ is explained and with the 5 stages that are provided the students
think about stories they already know that have this plot. Examples are provided. These can
be used as a check or as inspiration.

Assignment 5: Creative writing

Student write a short story about the Anticipation stage of Judas Iscariot’s story. It is
important that students show how Judas came to his decision to betray Jesus.

The first learning goal can be check through this exercise by checking whether the students
show a more thorough understanding of Judas Iscariot’s character. For example, by using
‘greed’ as a motivator for his deeds.

Assignment 6: Critical Thinking

Students think about the question whether Judas ever had a chance to gain redemption.

This exercise is intended to have students analyse and evaluate the parts they have read and
the text provided in the assignment by discussing the question. It would be ideal that the
students reach the point that there had to be a ‘son of perdition’ and the discussion takes place
whether this is fair to the person who had to play this role.

Assignment 7: Final Assignment

Students show a thorough understanding of tragedy and Judas’s story by writing an essay
explaining that Judas Iscariot’s story is a tragedy and giving examples for the different stages.

Anticipation => Judas leaves Passover to betray Jesus / Dream stage => taking the reward
from the chief priests / Frustration stage => Judas betrays Jesus in the Garden by identifying
him with a kiss / Nightmare stage => Chief priests won’t let Jesus go, even when returning
the reward / Destruction stage => Judas hangs himself.

The exercises are based on the Revised Taxonomy of Bloom. The students first go through
the remember and understand stages in the first two assignments. They apply their gained
knowledge in assignment 3-5. However, in assignment 4 some new information is presented
about the basic plot ‘tragedy’ making it a remember, understand and apply exercise. During
assignment 6, the students analyse and evaluate what they have read by having a discussion.
The last assignment is the create stage where students assemble all of their gained knowledge
about Judas and the basic plot ‘tragedy’ and formulate it by producing an essay.

Sources:

Anderson, L. W., Krathwohl D.R., Bloom B. S., (2001) A Taxonomy for Learning, Teaching,
and Assessing : a Revision of Bloom’s Taxonomy of Educational Objectives. New York:
Longman.

Brooker, C. (2004). The Seven Basic Plots. New York, USA: Continuum. Received from:
https://canvas.hu.nl/courses/14630/files/731802/download?wrap=1