Genesis 37, 39, 40-45, 46:1-7, Genesis 46:28-34

Review changes to the syllabus

Continuation of work from prior class ...

Let's look at some big picture ideas. Find evidence of these ideas/themes in the text and share with the class via the board.

1. Punishment vs Judgment
2. Covenants
3. Evil
4. Doubles/Opposites
5. Governing lessons
6. God's contradictory nature

Genesis 12:1-9, Genesis 16, Genesis 17:1-16, Genesis 18:16–19:29, Genesis 21:1-8, Genesis 22:1-19, Genesis 25:19-35, Genesis 27:1-45, Genesis 28:10-22, Genesis 32:23-33

Let's look at some images! Who doesn't love pictures?

1. Adam & Eve: who's to blame?
2. Looking at the text: notice that the serpent doesn't overtly oppose anything God has said.
3. What are we to make of knowledge being evil/unethical/sexual?

Let's look at some big picture ideas. Find evidence of these ideas/themes in the text and share with the class via the board.

1. Punishment vs Judgment
2. Covenants
3. Evil
4. Doubles/Opposites
5. Governing lessons
6. God's contradictory nature

Genesis 1:1–2:25, Genesis 3, 4:4–4:16, 6:5–9:17, 11:1-9

In the beginning ...

Seven days. Lots of action. Break into six groups and draw what happened. Group 1 = day 1. Group 2 = day 2. Group 3 = day 3 .... on the seventh day God rested.

1. First story of creation (Genesis 1:1–2:4) vs second story of creation (Genesis 2:4–2:25).
**In the image of God ... what does that mean?
**What is different about the two creation stories? Look at language and content.
**What lesson does this story teach?
2. Garden of Eden, Adam & Eve, Temptation, Fall
**Whose fault is the fall?
**What lesson does this story teach?
**Notice that the serpent doesn't overtly oppose anything God has said.
**What are we to make of knowledge being evil/unethical/sexual?
3. Cain & Abel
**Cain is older son; Adam, younger. Cain is a farmer; Abel, a shepard.
**How does this story of punishment compare/contrast with Adam & Eve?
**What lesson does this story teach?
4. The Flood, Noah & the Ark
**Some ark details: approx 450' long, 75' wide, 45' high. Three decks, each the size of 1 1/2 football fields.
**Covenant (a binding agreement/pact)
5. Tower of Babel

Big questions: what does god reward? How has God turned judgement into salvation?

Presentations & a little Bible fun

Each student presents his/her work. 1-2 minutes each.

The Bible —our next piece of literature

• How we read? BibleGateway.com
• pasting in readings
• How to take notes
• Guidelines for Nightly Reading
• Nightly Response Sheet
• How we will discuss
• iPads
• Some basic info to get us started

Project work day

1. Break into groups according to assignment
2. Discuss written piece with partners (if you have written piece, share and give feedback)
3. Discuss art piece with partners (share and give feedback of what you brought to class)

Take-Aways:
1. What's left to do?
2. How can you make this more intentional?
3. Does writing and art complement each other?

PTI: The end. It's all over. Junior is saved. Or is he?

Sentence Pattern #7

An introductory series of appositives (something names elsewhere in the sentence) with a dash and a summarizing subject. Key summarizing words include: such, all, those, this, many, each, which, what, these, something, someone.

Example: Identity, nature, personal responsibility — which serves as the novel’s central theme?

(Checklist for this pattern: commas between appositives, dash after the series; summary word at start of the main clause; all appositives are parallel in structure and related in meaning)

Discussion

Archetypes: How is Arnold a warrior? What symbols/motifs does he use to express his worth? his overcoming fear? his courage? How does he fit into other archetypes? How do any of the other main characters fit into these roles?

Writing: Write Junior's moral code.

1. Junior's reaction to Mary's death.

2. Drawings on 213, 108, 91, 38.

3. p. 217: Junior's understanding of the American Dream and realization of his sense of place and purpose.

Day 13: PTI 179-198: Archetypes, Final Assessment & Discussion

Sentence Pattern 6: A series of balanced pairs (178)

Example: He likes chocolate and vanilla, strawberries and raspberries, cookies and cakes; he likes lots of sweet treats.

Discussion

1. "And no matter how good I was, I would always be an Indian. And some folks just found it difficult to compare an Indian to a white guy. It wasn't racism, not exactly. It was, well, I don't know what it was," (181). If this isn't racism, what is it?
2. Arnold wants to "embarrass my best friend" (183),  to "absolutely demoralize him" (192). What does this reveal about his character? Does this indicate a change in his personality?
3. p. 195: What is the effect/intent of the repetition? What tone does it create? Content related: Is it okay for Arnold to momentarily lose perspective. How does this reveal his character?
4. "I guess that's the only time that men and boys get to cry and not get punched in the face," (196). Gender roles Arnold struggles with.

Archetypes: How is Arnold a warrior? How does he fit into other archetypes? How do any of the other main characters fit into these roles?

In-class writing

Keeping the archetypes in mind, identify a person in your life who has been an orphan, a wanderer, a warrior, an altruist, an innocent or a magician, and write about HOW they helped you overcome the fear of ______________ and HOW they helped you gain the virtue of _____________. Be specific in your writing yet creative in how you express the information.

Last writing!
The final assessment