Subject: Gospel of Luke	Level: bachelors
Topic: Luk.16:1-9 The shrewd manager	Date: Feb.05, 2019
Major Strategy: KWL	Class Duration: 10 minuts

Material:

• KWL chart  (sheet of paper, format A3)
• Small Board (paper stand).
• Marker.
• Three copies of short comment on the passage.

Instructional Objectives:

By the end of the class, students will be able to:

1. Explain/Describe different interpretations of the Bible passage that have place in the Theology.
2. Ask questions on what they want to clarify about the passage.
3. Verify their answer and to find new information by reading the lesson.
4. Identify/Select the aspects for additional research.

Introduction:

Last time we talked about the wastefulness, lavish or unreasonable generosity of the father in the parable of the prodigal son. It is the one of traits of God’s character. Today we are going to learn next chapter of the Gospel of Luke. And we will again meet this idea, idea of good wastefulness. How we can explain it?

Presentation:

Teacher’s Activity	Students’ Activity
1. The teacher will introduce and explain the procedure of KWL	The students will listen
2. The teacher will draw the KWL chart on the paper. He/she will also states and write the topic of the lesson.	The students will observe
3. The teacher will ask the student what they already know about meaning of parable of The shrewd manager and write their respond in the K column.	The students will think and respond the teacher what they know about the interpretation of this parable.
4. The teacher will ask the students what they want to know about the topic and records the student respond in the W column.	The students will think and respond the teacher what they want to know about the topic
5. The teacher will ask the student to read the expository materials silently	The students will read the materials silently
6. The teacher will ask the student for ideas to verify K item through their reading	The students will verify and share
7. The teacher will ask the student and write their answer to the questions of W items in L column	The students will tell the teacher, the answer to the W item they found from the reading
8. The teacher will ask the student to share new ideas they learn from reading the material, and add them to L column	The students will share new ideas they learn
9. Teacher will select the aspects which were not verified or answerd in the K and W column for additional research.	Students will help the teacher identify unanswered questions
9. The teacher will assign follow up research assignment for different students.	The students will take notes on the assignment.

Assignments: (once the class is over)

1. Assign specific students to research the questions or acpects in which students were intrested but which were not provided in the material.

Reflections:

1. This stratagy is very good for expositiory and factual material. I had expository one. And I found out that K-W-L works very good as brainstorming. I feel like I created the need, the thirst, the hunger and then gave the informational text as water or food.
   1. I noted that teacher’s comments are very important. It is good when a teacher repeats with specific intonation, rephrases, restates or classifies questions. It is good when teacher makes comments like “Wow!”, “It is good one!”, “very good!”, “How much do you know!”, “We will check it!” and so on.
   1. In my case it was working well because the students in my group came up with ideas, questions and answers.
   1. Students find not only the answers, but also new questions. They were interested in finding answers and it was good.
   1. I was the last teacher in our group. Some of the students were tired and didn’t want to discuss in details, because “It is only for practice”. I was a little discourage by it. But it is OK, anyway we have gained experience.

Appendix 1. The expository material used:

Reading Source: Howard Marshall, Luke, New Bible Commentary: 21st Century Edition; ed. D. A Carson et al.; Accordance electronic ed. (Downers Grove: InterVarsity Press, 1994), 1005.

The shrewd manager

The manager employed by a rich man to look after his estate and keep his accounts was suspected of mismanaging his affairs and possibly of actual dishonesty. When he saw that he was in danger of being dismissed, he called together his master’s debtors and allowed them to put lower figures on the statements which showed how much they had promised to pay. This would make them feel a sense of gratitude to him and perhaps help him when he was out of a job. He had acted with considerable astuteness in providing for his own interests.

The message of the parable is disputed. It may simply be meant to urge people to prepare for the crisis brought about by the preaching of Jesus with the same zeal and prudence as the manager. On the other hand, Jesus’ added comment that more astuteness is shown by worldly people than by those who belong to the people of God may indicate that the parable was directed at the disciples (8), or the Pharisees whose greed was excluding them from God’s friendship (14; cf. 11:39-41). The point would then be that people should learn from the manager and use their wealth to make God their friend, so that, when money is no longer of any help to them, God will receive them into his presence (9). A third possibility is that the manager in the story was not in fact acting dishonestly. Instead he may have been releasing the debtors from the very high interest charges which had been imposed on them (quite illegally) when the loans were made. If this is so then the message of the parable is that keeping the law and showing generosity are ways by which wealthy people can make God their friend. None of these interpretations can be excluded.

Appendix 2. The worksheet for strategy «K-W-L».

K stands for «Know»,

W stands for «What you want to know»

L  stands for «Learned»

K	W	L