Brigham Young University-IdahoFDREL 212 – New Testament

Spring Semester 2011

Instructor: Shawn DormanE-Mail: dormans@byui.eduOffice Phone: (208) 496-3940Office Location: Taylor 250Office Hours: M-W-F 12:45-1:45 p.m.

T-Th 3:15-4:15 p.m.

Class Sections: 2 – T-Th / 10:15-11:15 a.m. / Taylor 1063 – T-Th / 11:30 a.m.-12:30 p.m. / Taylor 1064 – T-Th / 12:45-1:45 p.m. / Taylor 106

Learning Outcomes:

This course is intended to help students:

learn, teach, and live—by study and by faith—the restored gospel of Jesus Christ, with emphasis given to the teachings contained in the second half of the New Testament;

discover, ponder, and apply eternal truths from the second half of the New Testament that will foster personal conversion and facilitate efforts to become more like the Savior Jesus Christ;

develop a deeper appreciation for and testimony of the divine sonship, atoning sacrifice, redeeming power, and living reality of Jesus Christ;

gain a greater conviction of the truthfulness, divinity, and life-changing power of the New Testament;

lay hold upon the word of God and become more devoted disciple-leaders.

Teaching Philosophy:

BYU-Idaho’s vision is to “foster faith-building and life-changing learning. Our faith in the Lord Jesus Christ, the gifts of the Holy Ghost, our commitment to the restored gospel, and our effort to build a Zion learning community motivate us to learn and teach by study and by faith” (Learning Model , BYU-Idaho, September 2007, p. 1). At BYU-Idaho, everyone is considered a learner and a teacher, and learners and teachers are at different levels in their individual progress toward learning by study and also by faith. Learners and teachers enhance their educational experience by:

exercising faith in the Lord Jesus Christ as a principle of power; understanding that true teaching is done by and with the Spirit of the Holy Ghost; laying hold upon the word of God as found in the holy scriptures and in the words of the

prophets in all disciplines; acting for themselves and accepting responsibility for learning and teaching; loving, serving, and teaching one another.

To benefit most from the BYU-I Learning Model as applied to this course, students will need to prepare themselves spiritually to be taught and guided by the Holy Ghost, observe the Honor Code, complete all assigned readings and course requirements, attend class faithfully and on time, apply gospel truths in real-life situations, and contribute to class discussions with inspired comments, questions, and insights, “that all may be edified of all” (D&C 88:122).Required Text: The LDS Standard Works

The Life and Teachings of Jesus and His Apostles (N.T. Student Manual)

Grading Criteria:

Grades will be determined by points earned through class attendance, preparation assessments, class participation, study group discussions, application assignments, in-class teaching activities, a syllabus quiz, a semester project, and a final exam.

1) CLASS ATTENDANCE: Students may earn up to 50 points during the semester by faithfully attending class and avoiding unexcused absences. Attendance points will be awarded at the end of the semester as follows: 0 unexcused absences = 50 points; 1 unexcused absence = 40 points; 2 unexcused absences = 30 points; 3 unexcused absences = 20 points; 4 unexcused absences = 10 points; 5 unexcused absences = 0 points. Students who incur an unexcused absence will not be allowed to make up missed attendance points. Students who leave class before it ends without prior approval from the instructor will be marked absent and will forfeit their attendance points for that day. In most cases, an absence will be considered “excused” only if it is a university-authorized absence or an absence resulting from a medical emergency or serious illness. (Note: Absences caused by important family functions—i.e., weddings, funerals, reunions, missionary farewells, etc.—do not qualify as excused absences.) To evidence an excused absence, students will be required to provide appropriate documentation, such as a signed copy of the BYU-Idaho Authorized Absence form or a doctor’s note. If an absence is deemed “excused,” no attendance points for the missed class will be deducted from the student’s grade. (Note: An absence caused by illness that does not warrant a doctor’s visit is not considered “excused.” However, only 5 attendance points will be deducted from the student’s grade for such absences if the student notifies the instructor of the illness prior to the missed class.)

2) PREPARATION ASSESSMENTS: Students are expected to come to class prepared and primed for gospel discussion, having completed the reading assignment for that day. (See Reading & Assignment Schedule, below.) In preparation for most classes, students will be asked to fill out an assessment form which will help them evaluate their level of spiritual and academic readiness for meaningful discussion of gospel truths found in their assigned readings. (See Preparation Assessment Form, below.) Each preparation assessment is worth 10 points. Students who come to class prepared and on time may receive up to 10 points for their assessment. Students who come to class late or unprepared may receive up to 5 points for their assessment. Students who leave class before it ends without prior approval from the instructor will be marked absent and will forfeit their assessment points for that day.

Regaining Missed Assessment Points: Students who incur an absence from class may regain missed assessment points by writing a make-up essay that discusses meaningful and applicable principles from the reading assignment for the missed class. (Instructions for this essay can be found on the P.A. Make-Up Essay Cover Sheet, below.) For an unexcused absence, students may regain up to 5 missed assessment points by writing the make-up essay. For an unexcused illness-related absence, students may regain up to 8 missed assessment points by writing the essay. For an excused absence, students may regain up to 10 missed assessment points by writing the essay. (Note: The only way students may regain missed assessment points is by writing and submitting a make-up essay, not by turning in a late—or even an early—preparation assessment. Early or late assessments are not accepted under any circumstances.) Any essay written for the purpose of regaining missed assessment points must be submitted when the student first returns to class following the absence that brought about the missed assessment.

3) CLASS PARTICIPATION: Students will be invited to use class time to teach true principles, ask inspired questions, share scriptural insights, and testify of the doctrines contained in their

reading assignments. Students may earn up to 50 points during the semester by consistently, willingly, and actively participating in the classroom learning activities.

4) STUDY GROUP DISCUSSIONS: Students may earn up to 50 points during the semester by participating in two study group discussions wherein they ask gospel questions, share scriptural insights, and discuss the application of key principles found in assigned readings. Study groups will consist of three to five students who gather outside of class time and engage in meaningful, scripture-based discussions. Each discussion must be held for at least 30 minutes and should involve every group member. (See Study Group Discussion Guidelines, below.) Participation in each discussion is worth up to 25 points. To receive credit, group members must submit a report after each discussion that identifies the truths discussed and the students who participated. (See Study Group Discussion Report, below.) Students who miss a discussion with their study group may still receive up to 20 points by writing a make-up essay on the key principles contained in the readings that were to be discussed by their study group. (Instructions for this essay can be found on the S.G.D. Make-Up Essay Cover Sheet, below.) Any essay written in lieu of study group participation is due at the same time that the report is due for those who participated in their study group.

5) APPLICATION ASSIGNMENTS: Students may earn up to 50 points during the semester by completing two application assignments. These assignments will require students to act upon key principles that are taught in the second half of the New Testament. Upon the completion of each application assignment, students will be asked to submit a report that explains how they fulfilled their assignment, what scriptures they put into action, and what they learned from their experience. (See Application Assignment Report, below.) Each assignment is worth 25 points.

6) DEVOTIONAL: Students may earn up to 20 points by preparing and conducting a 5-minute in-class devotional based on truths contained in the second half of the New Testament. As with missionary companionships, students will be divided into teaching companionships and will be asked to prayerfully prepare an inspirational message designed to engage their classmates in the scriptures and emphasize one essential doctrine or principle found in the second half of the New Testament. Teaching by the Spirit—and utilizing individual talents and instructional skills—teaching companionships will share a 5-minute message aimed at edifying their classmates and demonstrating how one key doctrine or principle can be applied to strengthen faith in the Lord Jesus Christ. The devotional outline prepared by each teaching companionship should identify scriptural verses and authoritative commentary that will be shared during the devotional. The outline should also identify a hymn to be sung at the beginning of class to prepare students for the devotional message. (See Devotional Outline, below.) Students may earn up to 10 points for their devotional outline, and up to 10 points for their in-class devotional message.

7) “TEACH YE DILIGENTLY” ACTIVITIES: Students may earn up to 20 points by diligently and correctly completing two in-class learning activities that will require them to analyze a case study, find and apply relevant scriptural teachings, share insights and experiences, and testify of truths found in their assigned readings. Twice during the semester, students will be called upon to complete these activities during class. Each activity is worth 10 points.

8) SYLLABUS QUIZ: Students are expected to know all of the guidelines, policies, procedures, objectives, rules, requirements, schedules, forms, criteria, and other information contained in the course syllabus. Early in the semester, a quiz worth 20 points will be administered to test student understanding of the course syllabus.

9) SEMESTER PROJECT: Students may earn up to 100 points by:

identifying and proposing one way in which they would like to improve their discipleship or gospel living;

discovering and applying key principles from the second half of the New Testament that will assist in bringing about the desired improvement;

submitting periodic progress reports detailing the growth experienced and the blessings received by faithfully applying the principles found in the second half of the New Testament. (See Semester Project Guidelines, below.)

Points for this project may be earned as follows: semester project proposal = 20 points; progress report #1 = 20 points; progress report #2 = 20 points; progress report #3 = 40 points.

10) FINAL EXAM: A comprehensive, “open-book” exam worth 100 points will be given at the end of the semester. The exam will allow students to demonstrate their retention and understanding of significant doctrines or principles discussed or studied during the semester. Students may refer to their scriptures, student manual, and personal notes while taking the exam.

POINTS & GRADE SYNOPSIS

Preparation Assessments (24 x 10 points): 240 points A = 658 – 700 C = 511 – 531Semester Project: 100 points A- = 630 – 657 C- = 490 – 510 Final Exam: 100 points B+ = 602 – 629 D+ = 462 – 489Attendance: 50 points B = 581 – 601 D = 441 – 461Class Participation: 50 points B- = 560 – 580 D- = 420 – 440Study Group Discussions (2 x 25 points): 50 points C+ = 532 – 559 F = below 420Application Assignments (2 x 25 points): 50 points “T.Y.D.” Activities (2 x 10 points): 20 pointsDevotional: 20 pointsSyllabus Quiz: 20 points Total: 700 points

Attendance Policy:

To receive credit for this course, students must attend at least 80% of the scheduled classes during the semester. Students who incur more than 5 unexcused absences during the semester will receive a failing grade. Given the importance of class attendance, students are advised not to miss any classes except under the most extenuating of circumstances.

Classroom Protocol:

Spiritual learning and edification require the presence of the Holy Ghost. (See D&C 42:14; 50:17-22.) Class participants must conduct themselves in a manner that would invite the Spirit of the Lord into the classroom. Given the importance of a Spirit-filled environment to religious education, the following conduct during instructional time is not permitted and will affect the grade and standing of offending students: eating, drinking (anything other than water), sleeping, chatting disruptively, doing homework, using electronic devices (i.e., laptop computers, texting devices, cell phones, iPods, Palm Pilots, etc.), cheating on assignments, wearing improper clothing, engaging in inappropriate displays of affection, using profane language, leaving the classroom without prior authorization, or behaving in any other unseemly manner that would demonstrate disrespect toward others or toward the learning process.Late Assignments:

To receive full credit, students must submit completed course assignments at the time they are due. (See “Reading and Assignment Schedule” below.) For a grade reduction of at least 20%, students may turn in assignments late, but late work will only be accepted until the beginning of the class that follows the assignment due-date. Thereafter, absent mitigating circumstances, no late work will be accepted without prior approval from the instructor. All assignments that are allowed to be turned in late—whether they are a few minutes late or a few days late—will receive a grade reduction of at least 20%.

E-Mailed Assignments:

Students are expected to submit hard copies of all written assignments as they become due. Absent prior approval from the instructor, no e-mailed assignments will be accepted.

Honor Code:

BYU-Idaho students are expected to comply with the Church Educational System Honor Code. Two specific policies embodied in the Honor Code include:

Dress and Grooming Standards: The dress and grooming of BYU-Idaho students should always be modest, neat, clean, and consistent with the values of The Church of Jesus Christ of Latter-day Saints. Students are expected to be familiar with and observe CES standards for classroom attire and appearance. Students may refer to the Student Handbook for further details regarding appropriate attire and appearance.

Academic Honesty: Students are expected to be completely honest in all of their school work. This includes honesty in completing reading assignments, submitting preparation assessments, answering quiz or exam questions, writing reports or essays, and grading course work. Students should avoid academic dishonesty and misconduct in all of its forms. Students may refer to the Student Handbook for further details on what constitutes academic dishonesty and misconduct.

Class Procedure:

Each class will begin with a devotional consisting of a hymn, an opening prayer, and a spiritual message derived from the assigned readings for that day. Class announcements will then be made, followed by a brief preparation assessment. Students will then be invited to share scriptural insights with each other, teach correct principles, and testify of the truths contained in their reading assignment for that day. After students share their insights, a discussion covering the content from the assigned readings will be conducted. During the discussion, students are encouraged to ask relevant questions and share inspired comments, while remembering that not all should speak at once, “but let one speak at a time, and let all listen unto his sayings” (D&C 88:122). As the discussion comes to a close, students should kindly and respectfully refrain from gathering their belongings prior to the closing prayer, as such commotion often interferes with concluding thoughts and testimony.

Students who are not LDS are invited to take this class and will not be disadvantaged if they attend class faithfully and complete the course requirements. This class is not designed to debate doctrine or contest faith. All are welcome.

Disabilities and Special Needs:

Students with special needs or diagnosed disabilities which may require accommodation on the part of BYU-Idaho are invited to contact Richard Taylor (Director of Services for Students with a Disability) at 208-496-1158. Accommodations will be considered on an individual basis and will be based upon the recommendation from the SSD Office and interactive dialogue with the student.

Preventing Sexual Harassment:

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an education program or activity that receives federal funds, including federal loans and grants. Title IX also covers student-to-student sexual harassment. All who encounter unlawful sexual harassment or gender-based discrimination at BYU-Idaho should contact the Human Resources Office at 208-496-1130.

Syllabus Adjustments:

The instructor reserves the right to make necessary adjustments to the syllabus, course assignments, class procedures, or grading criteria throughout the semester. Any changes will be communicated as soon as possible.

READING & ASSIGNMENT SCHEDULEFDREL 212 – New Testament

Instructor: Shawn DormanSpring Semester 2011

Required Text: The LDS Standard WorksThe Life and Teachings of Jesus and His Apostles (N.T. Student Manual)

DATE ASSIGNED READINGS ASSIGNMENTS DUE

Apr. 19 Syllabus, Honor Code

Apr. 21 “Therefore, What?” (Elder Jeffrey R. Holland, CES Conference, 8 Aug. 2000, BYU)http://www.ldsces.org/content/talks/general/2000-holland-therefore-what__eng.pdf

Apr. 26 Acts 1-8 P.A. #1, SEMESTER PROJECT PROPOSAL(S.M., pp. 226-49)

Apr. 28 Acts 10-12 P.A. #2(S.M., pp. 251-55)

May 3 Acts 9 P.A. #3, SYLLABUS QUIZ(S.M., pp. 257-61)

May 5 Acts 13-18 P.A. #4 (S.M., pp. 263-67)

May 10 1 Thessalonians 1-5 P.A. #52 Thessalonians 1-3(S.M., pp. 269-79)

May 12 Acts 19-21 P.A. #6, STUDY GROUP REPORT #11 Corinthians 1-3(S.M., pp. 281-84)

May 17 1 Corinthians 4-11 P.A. #7(S.M., pp. 287-93)

May 19 1 Corinthians 12-16 P.A. #8, APPLICATION REPORT #1(S.M., pp. 295-99)

May 24 2 Corinthians 1-13 P.A. #9(S.M., pp. 301-05)

May 26 Galatians 1-6 P.A. #10, PROGRESS REPORT #1(S.M., pp. 307-13)

May 31 Romans 1-5 P.A. #11(S.M., pp. 315-21)

Jun. 2 Romans 6-8 P.A. #12(S.M., pp. 323-28)

Jun. 7 Romans 9-16 P.A. #13(S.M., pp. 331-37)

Jun. 9 Acts 22-28 P.A. #14, STUDY GROUP REPORT #2 Colossians 1-4(S.M., pp. 339-47)

Jun. 14 Ephesians 1-6 P.A. #15Philemon 1(S.M., pp. 349-57)

Jun. 16 Philippians 1-4 P.A. #16, APPLICATION REPORT #21 Timothy 1-6(S.M., pp. 359-66)

Jun. 21 Titus 1-3 P.A. #172 Timothy 1-4(S.M., pp. 369-79)

Jun. 23 Hebrews 1-7 P.A. #18, PROGRESS REPORT #2(S.M., pp. 381-87)

Jun. 28 Hebrews 8-13(S.M., pp. 389-401) P.A. #19

Jun. 30 James 1-5 P.A. #20(S.M., pp. 403-13)

Jul. 5 1 Peter 1-5 P.A. #212 Peter 1-3(S.M., pp. 415-26)

Jul. 7 1 John 1-5 P.A. #222 John 13 John 1Jude(S.M., pp. 429-41)

Jul. 12 Revelation 1-3 P.A. #23(S.M., pp. 443-55)

Jul. 14 Revelation 4-18 P.A. #24(S.M., pp. 457-65)

Jul. 19 Revelation 19-22 PROGRESS REPORT #3

(S.M., pp. 467-72)

Jul. 22 FINAL EXAM (must be submitted by 5:00 p.m.)

Date: PREPARATION ASSESSMENT FORM Assessment # ____FDREL 212 – New Testament

Instructor: Shawn DormanSpring Semester 2011

Name: Semester Project: ________________________________________

Class Section: Reading Assignment: _________________ _________________ (scriptures) (student manual)

Yes or No “I am prepared to learn and teach by the Spirit in class today because I have done all of the following:

-- completed the assigned readings and filled out this form prior to and in preparation for class today;-- arrived at class on time and in compliance with the BYU-I dress and grooming standards;-- arrived at class having taken care of all potentially distracting or disruptive needs so as to prevent my having to leave class or attend to such needs during class time;-- arrived at class having turned off and put away all personal electronic devices (i.e., laptop computers, cell phones, Palm Pilots, etc.) so as to prevent their use during class time;-- arrived at class with a determination to participate actively in the learning activities;-- brought my scriptures to use in class today.”

(NOTE: If you answered “Yes” to the above question, you may receive up to 10 points for this assessment. If you answered “No” to the above question, you may receive up to 5 points for this assessment.)

1. Scripture from the assigned readings that most increases your faith in the Savior: ________________ (reference)

2. What does this scripture teach you about Christ?

3. Scripture from the assigned readings best applies to your semester project: ________________ (reference)

4. For you, what is the key phrase or sentence in this scripture?

5. In your own words, what principle does this scripture teach?

6. How does this principle relate to your semester project?

7. Commentary from the S.M. assignment that best applies to your semester project: ________________ (heading #; page #)

8. For you, what is the key sentence in this commentary?

9. How does this commentary relate to your semester project?

10. Based on your readings for today, what is one specific thing that you will “go and do” differently so as to bring about the change or improvement in your discipleship that you are seeking this semester?

P.A. MAKE-UP ESSAY COVER SHEETFDREL 212 – New Testament

Instructor: Shawn DormanSpring Semester 2011

Name: Make-Up for P.A. #:

Class Section:

Date of Absence:

Type of Absence: (UA) – Unexcused Absence

(UIRA) – Unexcused Illness-Related Absence (i.e., “I did not go to a doctor, but I did notify Brother Dorman of my illness prior to missing class on the above-noted date.”)

(EA) – Excused Absence (i.e., “I have attached to this form the doctor’s note, excuse form, or other documentation that shows why my absence on the above-noted date should be excused.”)

New Testament Reading Assignment: ____________________________

Did you fully complete this reading assignment? Yes No

Student Manual Reading Assignment: ____________________________

Did you fully complete this reading assignment? Yes No

Please attach this cover sheet to your make-up essay. Your essay, which should be a minimum of 500 words in length, should address the following:

1. What scripture from the above-noted reading assignment serves most to strengthen your faith in and love for the Savior? (Please reference the scripture.) In your own words, what does this scripture teach about Christ? How does this scripture help increase your faith in and love for the Savior?

2. What scripture from the above-noted reading assignment best applies to your semester project? (Please reference the scripture.) For you, what is the key phrase or sentence in this scripture? What principle does this scripture teach? How does this principle relate to your semester project?

3. What quote from the above-noted student manual readings best applies to your semester project? (Please identify the speaker and the student manual page on which the quote appears.) For you, what is the key sentence of this quote? How does this quote relate to your semester project?

4. Based on your readings from the above-noted assignment, what is one specific thing that you will “go and do” differently so as to bring about the change or improvement in your discipleship that you are seeking this semester?

STUDY GROUP DISCUSSION GUIDELINESFDREL 212 – New Testament

Instructor: Shawn DormanSpring Semester 2011

1-- Students may earn up to 50 points by participating in two study group discussions wherein they ask gospel questions, identify true principles, share scriptural insights, and discuss the application of gospel truths learned from their assigned readings.

2-- Study groups are to consist of three to five students from the same religion class who gather on their own time to engage in meaningful scripture-based discussions.

3-- Each group discussion—which should begin and end with prayer—must be held for at least 30 minutes and should involve every group member.

4-- Participation in each group discussion is worth up to 25 points. To receive credit, group participants must collectively submit a Study Group Discussion Report after each discussion, identifying the key principles and scriptures that were discussed, as well as the students who participated. (Students who fail to attend a discussion with their study group may still receive up to 20 points by writing a make-up essay on the doctrines or principles contained in the readings that were to be discussed by their study group. Instructions for this essay can be found on the S.G.D. Make-Up Essay Cover Sheet.)

5-- At the first group meeting, one student should serve as the facilitator who guides the discussion and provides a sense of conversational order. A different student should serve as the facilitator at the second group meeting. It is the facilitator’s responsibility to make sure that the Study Group Report is filled out during the discussion and submitted to the instructor on the appropriate due date.

6-- To stimulate discussion, the facilitator should be prepared to ask inspired questions that relate to the assigned readings. As comments are shared, the facilitator should make sure that everyone is invited to participate, and that the discussion is not dominated completely by one or two students.

7-- As group members identify doctrines and principles gleaned from their assigned readings, they are to discuss how these doctrines and principles apply to them in specific ways. Everyone in the group should share at least one way in which he or she hopes to improve as a result of what was studied and discussed from their assigned readings.

8-- Study groups are welcome to spend some time reviewing previous class discussions to make sure that all group members understand the essential principles and doctrinal highlights that were discussed in class.

9-- All group members should be encouraged to ask questions about things that are not clear to them. As inspired questions are asked, group members should avoid speculation and provide answers from the scriptures and the words of the living prophets.

10-- Study groups are encouraged to examine gospel topics in depth by using scriptural cross-references, the Bible Dictionary, and General Conference talks.

STUDY GROUP DISCUSSION REPORT # ___FDREL 212 – New Testament

Instructor: Shawn DormanSpring Semester 2011

Assigned Talk: Class Section:Date of Group Discussion: Begin Time: End Time:

Group members who did all of the following: 1) attended the full 30-minute discussion, 2) completely read the assigned talk prior to the discussion, and 3) contributed to the discussion in a meaningful way:

Group members who did any of the following: 1) arrived late to the discussion or left early, 2) failed to completely read the assigned talk prior to the discussion, or 3) contributed little to the discussion:

Group members who did not attend the discussion:

Facilitator: Opening Prayer: Closing Prayer:

Summary of Doctrines or Principles Discussed (i.e., “What important truths did I learn from this talk?”):

Five Relevant Scriptures from the Second Half of the New Testament (i.e., Acts – Revelation):

Reference Key Phrases

1.

2.

3.

4.

5.

Summary of Application Ideas (i.e., “How can I apply these truths now to improve my discipleship?”):

S.G.D. MAKE-UP ESSAY COVER SHEETFDREL 212 – New Testament

Instructor: Shawn DormanSpring Semester 2011

Name: Make-Up for S.G.D. #:

Class Section:

Assigned Talk: ______________________________________ Author: _______________________

Did you read this talk in its entirety before writing your make-up essay? Yes No

Please attach this cover sheet to your make-up essay. Your essay, which should be a minimum of 500 words in length, should address the following:

1. What key doctrines or principles are discussed in the above-noted talk? How are these doctrines or principles relevant to you at this time of your life?

2. What five scriptures from the second half of the New Testament help you better understand the doctrines or principles discussed in the above-noted talk? (Please reference the scriptures and briefly summarize what they teach.) What added insights do these scriptures give to the message contained in the above-noted talk?

3. How can you apply the truths learned from the above-noted talk to improve your discipleship and strengthen your commitment to Christ?

APPLICATION ASSIGNMENT REPORT # ___FDREL 212 – New Testament

Instructor: Shawn DormanSpring Semester 2011

Name: Class Section:

In at least 500 words, please do the following:

1. Explain what you did, specifically, to fulfill this assignment.2. Reference, quote, and discuss two scriptures from the second half of the New Testament (i.e.,

Acts – Revelation) that you “likened” unto yourself while fulfilling this assignment.3. Identify what you learned from this application experience.

(Please type your report in the space provided below.)

Word Count (i.e., your words):

DEVOTIONAL OUTLINEFDREL 212 – New Testament

Instructor: Shawn DormanSpring Semester 2011

Student Names: Class Section:Assigned Reading Block:Date of Devotional:

1. What opening hymn would you have the class sing in preparation for your message?

2. Which of you will give the opening prayer for class?

3. Which of you will give the closing prayer at the end of class?

4. What gospel principle will you emphasize in your devotional message?

5. What scripture from your assigned reading block will you use?

6. What cross-reference (i.e., scripture outside of your assigned reading block) will you use?

7. During your devotional, you must use commentary from one Church authority to enhance student understanding of the doctrine or principle you teach. That commentary may be in the form of a written quotation, an audio excerpt, or a video excerpt. For the commentary you plan to use in your devotional, please identify the following:

Name of Name of Form of Commentary (i.e.,Speaker or Author Conference Talk, Book, or Article quotation, audio, or video?)

8. Which of you will share a brief personal experience to illustrate the gospel principle you will teach?

9. Which of you will conclude the devotional by bearing testimony of the truths you will teach?

10. Have you rehearsed your devotional message to ensure that it will not exceed 5 minutes in length?

------------------------------------------------ FOR INSTRUCTOR USE ONLY -------------------------------------------------

Outline Grade: Message Grade:

Comments:

SEMESTER PROJECT GUIDELINESFDREL 212 – New Testament

Instructor: Shawn DormanSpring Semester 2011

This project will consist of three steps: 1) identifying an area of discipleship or gospel living that needs improvement in your life; 2) discovering and applying key principles from the second half of the New Testament that will assist you in making your desired improvement; and 3) evaluating your progress through a series of reports that detail your growth experienced, your changes made, and your blessings received as a result of your faithfully applying truths from the second half of the New Testament.

Step 1 (Semester Project Proposal): Review Matthew 19:16-22 and ask yourself, “What lack I yet?” Using 500 words or more, submit a response to this question, identifying one significant way in which you would like to improve your discipleship. Without being too personal, explain the change in your life that you would like to make, why you feel the need to make this change now, and how you believe that you (and others) will benefit by your successfully making this change. Conclude your response by quoting a scripture or a line of a hymn that will serve to inspire you as you go forth to “strengthen your feeble knees.”

Step 2 (Principle Identification & Application): Throughout the semester, as you read the second half of the New Testament, identify key principles that will assist you in making the change or improvement that is the focus of your semester project. As you discover these principles, apply them in specific ways that will help you succeed in your efforts to change for the better. Each preparation assessment that you complete before class is designed to help you focus on principle identification and principle application. Questions #1 and #2 on each preparation assessment remind you of the Savior’s role in your project. Questions #3, #4, #5, and #6 prompt you to “liken the scriptures” to your project. Questions #7, #8, and #9 ask you to discuss commentary from the student manual that relates to your project, and question #10 invites you to apply what you have learned in a specific way so as to help you succeed in accomplishing your project. (See Sample Preparation Assessment, below.)

Step 3 (Progress Evaluation): At three different times during the semester, you will be invited to submit a report of the progress you are making relative to the change or improvement you desire. The first two reports should be at least 500 words in length. The third report should be at least 1000 words in length. Each report should contain a discussion of three things: (1) scriptures from the second half of the New Testament that have been helpful to you in your efforts to change or improve; (2) specific efforts you have made to bring about the change or improvement you desire; and (3) an honest assessment of the progress you have made in achieving your desired change or improvement (i.e., How have you grown? How you have improved as a disciple of Christ? How you have been blessed as a result of your efforts to apply eternal truths?). In your final report, you will be asked to elaborate on what you have learned about the process of conversion, the price of discipleship, and the various ways in which the Savior can bring about “mighty changes” in the lives of all who exercise faith in Him and obey His teachings.

Date: April 26, 2011 SAMPLE PREPARATION ASSESSMENT Assessment # 1FDREL 212 – New Testament

Instructor: Shawn DormanSpring Semester 2011

Name: Wanna B. Humble Semester Project: overcome pride; increase humility; become meek

Class Section: 2 Reading Assignment: Acts 1-8 pp. 226-49 (scriptures) (student manual)

Yes or No “I am prepared to learn and teach by the Spirit in class today because I have done all of the following:

-- completed the assigned readings and filled out this form prior to and in preparation for class today;-- arrived at class on time and in compliance with the BYU-I dress and grooming standards;-- arrived at class having taken care of all potentially distracting or disruptive needs so as to prevent my having to leave class or attend to such needs during class time;-- arrived at class having turned off and put away all personal electronic devices (i.e., laptop computers, cell phones, Palm Pilots, etc.) so as to prevent their use during class time;-- arrived at class with a determination to participate actively in the learning activities;-- brought my scriptures to use in class today.”

(NOTE: If you answered “Yes” to the above question, you may receive up to 10 points for this assessment. If you answered “No” to the above question, you may receive up to 5 points for this assessment.)

1. Scripture from the assigned readings most increases your faith in the Savior: Acts 3:16 (reference)

2. What does this scripture teach you about Christ? As I exercise faith in Him, He can help me become strong in ways that will help me achieve “perfect soundness” of being.

3. Scripture from the assigned readings best applies to your semester project: Act 5:29 (reference)

4. For you, what is the key phrase or sentence in this scripture? “We ought to obey God rather than men.”

5. In your own words, what principle does this scripture teach? When anyone wants me to do things that are contrary to the will of God, my responsibility is to obey God.

6. How does this principle relate to your semester project? In striving to overcome pride, I need to put God first in my life and do His will in all things. As I increase my dependency on Him and distance myself from the voices and vices of the world, I will become meek and humble.

7. Commentary from the S.M. assignment that best applies to your semester project: h. 29-24; p. 247 (heading #; page #)

8. For you, what is the key sentence in this commentary? “Is anything too hard for the Lord?”

9. How does this commentary relate to your semester project? Overcoming pride will not be easy for me, but in the Book of Mormon, God has promised that if I will humble myself and exercise faith in Him, He will “make weak things become strong” unto me (Ether 12:27).

10. Based on your readings for today, what is one specific thing that you will “go and do” differently so as to bring about the change or improvement in your discipleship that you are seeking this semester? I will choose to be humble by adhering to the BYU-I dress and grooming standards.