Summer Session 2008 _Jul-Aug_ by liuqingyan

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									                                   Brigham Young University-Idaho
                                    FDREL 212 – New Testament
                                        Spring Semester 2011

Instructor: Shawn Dorman
            E-Mail: dormans@byui.edu
            Office Phone: (208) 496-3940
            Office Location: Taylor 250
            Office 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 106
                3 – T-Th / 11:30 a.m.-12:30 p.m. / Taylor 106
                4 – 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 – 531
       Semester Project:                             100 points       A- = 630 – 657     C- = 490 – 510
       Final Exam:                                   100 points       B+ = 602 – 629     D+ = 462 – 489
       Attendance:                                    50 points       B = 581 – 601      D = 441 – 461
       Class Participation:                           50 points       B- = 560 – 580     D- = 420 – 440
       Study Group Discussions     (2 x 25 points):   50 points       C+ = 532 – 559     F = below 420
       Application Assignments     (2 x 25 points):   50 points
       ―T.Y.D.‖ Activities         (2 x 10 points):   20 points
       Devotional:                                    20 points
       Syllabus 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 SCHEDULE
                               FDREL 212 – New Testament
                                Instructor: Shawn Dorman
                                   Spring Semester 2011

Required Text: The LDS Standard Works
               The 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. #5
          2 Thessalonians 1-3
          (S.M., pp. 269-79)

May 12    Acts 19-21                           P.A. #6, STUDY GROUP REPORT #1
          1 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. #15
          Philemon 1
          (S.M., pp. 349-57)

Jun. 16   Philippians 1-4       P.A. #16, APPLICATION REPORT #2
          1 Timothy 1-6
          (S.M., pp. 359-66)

Jun. 21   Titus 1-3             P.A. #17
          2 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. #21
          2 Peter 1-3
          (S.M., pp. 415-26)

Jul. 7    1 John 1-5            P.A. #22
          2 John 1
          3 John 1
          Jude
          (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 Dorman
                                             Spring 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 SHEET
                                    FDREL 212 – New Testament
                                     Instructor: Shawn Dorman
                                        Spring 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 GUIDELINES
                                  FDREL 212 – New Testament
                                   Instructor: Shawn Dorman
                                      Spring 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 Dorman
                                      Spring 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 SHEET
                                    FDREL 212 – New Testament
                                     Instructor: Shawn Dorman
                                        Spring 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 Dorman
                                    Spring 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 OUTLINE
                                          FDREL 212 – New Testament
                                           Instructor: Shawn Dorman
                                              Spring 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 GUIDELINES
                                   FDREL 212 – New Testament
                                    Instructor: Shawn Dorman
                                       Spring 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 # 1
                                        FDREL 212 – New Testament
                                         Instructor: Shawn Dorman
                                            Spring 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.

								
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