Unit 24 - Regeneration and Progress
"The creature itself also shall be delivered from the bondage of corruption
into the glorious liberty of the children of God . . .
For we are saved by hope: but hope that is seen is not hope:
for what a man seeth why doth he yet hope for?
But if we hope for that we see not, then do we with patience waiteth for it.
Likewise the Spirit also helpeth our infirmities:
for we know not what we should pray for as we ought:
but the Spirit itself maketh intercession for us with groaning which cannot be uttered.
And he that searcheth the hearts knoweth what is the mind of the Spirit,
because he maketh intercession for the saints according to the will of God.
And we know that all things work together for good to them that love God,
to them who are called according to His purpose.
Romans 8: 20, 24-28
into the glorious liberty of the children of God . . .
For we are saved by hope: but hope that is seen is not hope:
for what a man seeth why doth he yet hope for?
But if we hope for that we see not, then do we with patience waiteth for it.
Likewise the Spirit also helpeth our infirmities:
for we know not what we should pray for as we ought:
but the Spirit itself maketh intercession for us with groaning which cannot be uttered.
And he that searcheth the hearts knoweth what is the mind of the Spirit,
because he maketh intercession for the saints according to the will of God.
And we know that all things work together for good to them that love God,
to them who are called according to His purpose.
Romans 8: 20, 24-28
Allow 3-4 weeks for this lesson. McGuffey Second Reader Lessons LXXIX, LXXX, LXXXI, LXXXII
These lessons provide an opportunity to discuss who the children want to become when they are older. What character do they want to develop? What occupation are they interested in? What do they do if they make a poor decision? Is it too late or can they change their ways and find hope to be better in the future?
It is also helpful to consider how these lessons are preparing the students to move into the Third and Fourth McGuffey Readers. The First and Second Readers are designed to help students learn to read. The Third and Fourth Readers are designed to help the students read to learn. While discussing these lessons, consider take some time to guide the children through principles of learning.
Learning is ongoing throughout life and as we learn to follow basic principles over and over again, we set ourselves on a course of life-long learning - it is like a regeneration cycle - where we continue to increase in knowledge, understanding, and character development. The Websters 1828 Dictionary provides a theological definition of regeneration as "new birth by the grace of God". Movement and progression are the key to this cycle. As we make an effort to move forward through the cycle, even if it is only one small step at a time, we can maintain hope and joy. When we hit obstacles that cause us to stagnate, we become discouraged and depressed. When we understand this cycle and the importance of movement, we can choose to move forward. Even a small step will allow motivation and desire to enter the heart to overcome the despair and discouragement.
In some religions, this cycle would be referred to ongoing or daily repentance, where we maintain an open mind and heart to learn new things and continue to do a little better each day. This cycle of growth and change will be used during the Third and Fourth McGuffey Readers as students are encouraged to create their own learning experiences by following the cycle pattern od upward growth. .
After completing this unit, complete one of the following Create and Share projects to show what you are learning.
These lessons provide an opportunity to discuss who the children want to become when they are older. What character do they want to develop? What occupation are they interested in? What do they do if they make a poor decision? Is it too late or can they change their ways and find hope to be better in the future?
It is also helpful to consider how these lessons are preparing the students to move into the Third and Fourth McGuffey Readers. The First and Second Readers are designed to help students learn to read. The Third and Fourth Readers are designed to help the students read to learn. While discussing these lessons, consider take some time to guide the children through principles of learning.
Learning is ongoing throughout life and as we learn to follow basic principles over and over again, we set ourselves on a course of life-long learning - it is like a regeneration cycle - where we continue to increase in knowledge, understanding, and character development. The Websters 1828 Dictionary provides a theological definition of regeneration as "new birth by the grace of God". Movement and progression are the key to this cycle. As we make an effort to move forward through the cycle, even if it is only one small step at a time, we can maintain hope and joy. When we hit obstacles that cause us to stagnate, we become discouraged and depressed. When we understand this cycle and the importance of movement, we can choose to move forward. Even a small step will allow motivation and desire to enter the heart to overcome the despair and discouragement.
In some religions, this cycle would be referred to ongoing or daily repentance, where we maintain an open mind and heart to learn new things and continue to do a little better each day. This cycle of growth and change will be used during the Third and Fourth McGuffey Readers as students are encouraged to create their own learning experiences by following the cycle pattern od upward growth. .
After completing this unit, complete one of the following Create and Share projects to show what you are learning.
- Identify a topic, skill, or character trait that you would like to develop. Design a learning experience to help you practice the skill or learn more about the topic by following the pattern of progression and growth.
- Write a prayer poem similar to the poem in Lesson XXIX
LXXIX - Thoughts at Sunset
This short prayer poem may be compared with the narrative poems of Lesson LXXV and LXXVI. Some students who did not write narrative poems may prefer trying to write a prayer poem. While discussing this poem, you have an opportunity to consider together cycles in nature. The setting for this poem occurs at the end of the day, when the writer looks back to evaluate the events of the day. Consider the 24 hour cycle we observe every day. Ponder how this pattern can be applied to personal progression and growth. There are five basic movements that we see happen every day. These five movements or natural transformations illustrate a cycle that every being and every process is exposed to. These same movements show us a pattern we can follow as we begin and end a learning project, whether it be one day or several days to bring it to completion. These five movements provide the basic framework for how energy within the cycle in manifest.
Each of these movements also corresponds with several aspects of nature. Consider the daily cycle:
Or the Seasonal cycles/planting and harvesting
There are also five movements in our personal learning and growth
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Notice how the five movements of natural transformation have parallel manifestations in the daily cycle of the sun rising and setting.
How can you apply these five movements
to your own learning and progression? |
LXXX - George and Charles
Talk about how the boys started out on the road of alcohol and the road got worse and worse. Help your students to see that they are now choosing their life roads. Which way are they headed?
In this story we see how poor decisions puts two boys in an opposite pattern of degeneration and moving backwards instead of forwards. Discuss with the students what these boys would need to do to turn things around. See diagrams below for ideas on how to work through adversity and grief.
Vocabulary: Use context cues from the story to define the following words.
Talk about how the boys started out on the road of alcohol and the road got worse and worse. Help your students to see that they are now choosing their life roads. Which way are they headed?
In this story we see how poor decisions puts two boys in an opposite pattern of degeneration and moving backwards instead of forwards. Discuss with the students what these boys would need to do to turn things around. See diagrams below for ideas on how to work through adversity and grief.
Vocabulary: Use context cues from the story to define the following words.
- respectable
- prospect
- neglect
- fatigue
- misery
LXXXI - Things to Remember
Read this poem both silently and aloud. A refrain is a repeated part in a poem, usually at the end of each stanza. But in this poem, the "remember" refrain is usually the first line.
Remember is a powerful word. Discuss with the students how remembering the goodness of God in times past will help them have hope in the future. How do the words in this poem help readers move forward through the pattern of progression and growth? Consider how students can use the evening of each day, or the ending of each learning experience to remember what they learned and record it for future reference.
Writing: Writing in a personal journal is a powerful way to remember the blessings and help we receive from God. In times of trial, we can go back and read these journal entries to help us find hope. What can you remember about God? Have you received specific blessings or help from Him? Write down your some of your memories in your personal journal.
Vocabulary: Use context cues from the poem to define the following words:
Read this poem both silently and aloud. A refrain is a repeated part in a poem, usually at the end of each stanza. But in this poem, the "remember" refrain is usually the first line.
Remember is a powerful word. Discuss with the students how remembering the goodness of God in times past will help them have hope in the future. How do the words in this poem help readers move forward through the pattern of progression and growth? Consider how students can use the evening of each day, or the ending of each learning experience to remember what they learned and record it for future reference.
Writing: Writing in a personal journal is a powerful way to remember the blessings and help we receive from God. In times of trial, we can go back and read these journal entries to help us find hope. What can you remember about God? Have you received specific blessings or help from Him? Write down your some of your memories in your personal journal.
Vocabulary: Use context cues from the poem to define the following words:
- forgive
- delight
- actions
- remember
LXXXII - A Ship in a Storm
This story shows how hard it would be to work as a sailor. When they are in a storm, they must work very hard to keep the ship afloat. Read through this story a few times and answer the questions at the end.
Metaphors
Use this story as a metaphor for life. What types of challenges might come your way that feel like a storm? Can storms catch us off guard? Do we cause the storm or do they just happen? Discuss how storms may come to us because of a mistake we made. Or, we may be innocent of any wrongdoing, and experience a storm because of a trial or challenge.
What types of things can you do to stay afloat? Take this opportunity to discuss with the students some strategies for emotional resiliency. Bring in some of the things learned in the previous lessons: remembering blessings and good things in the past, how to turn things around after making a mistake, how to push forward through the cycle of progression and change.
This story shows how hard it would be to work as a sailor. When they are in a storm, they must work very hard to keep the ship afloat. Read through this story a few times and answer the questions at the end.
Metaphors
Use this story as a metaphor for life. What types of challenges might come your way that feel like a storm? Can storms catch us off guard? Do we cause the storm or do they just happen? Discuss how storms may come to us because of a mistake we made. Or, we may be innocent of any wrongdoing, and experience a storm because of a trial or challenge.
What types of things can you do to stay afloat? Take this opportunity to discuss with the students some strategies for emotional resiliency. Bring in some of the things learned in the previous lessons: remembering blessings and good things in the past, how to turn things around after making a mistake, how to push forward through the cycle of progression and change.
Pattern of Progression and Growth
The five movements applied to seed planting and harvest.
Click here to see ideas on how to apply the five movements to the creation of new learning experiences: Five Points of Learning (hearthstoneplan.org)
The cycles to the right for overcoming sin, grief, and adversity are simplified models to illustrate that when hardships come, we can choose to move forward through the challenge to find resolution. If we allow ourselves the time to work through these challenges, we will eventually feel ready to create new learning opportunities once again.
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Pattern of Progression During Adversity and Grief
These five movements also provide some clues for coping with stress and adversity. Sometimes things happen that interfere with planting and harvest. Farmers planting seeds every spring risk hail storms, drought, or other natural disaster that interfere with their harvest. What can you do with disappointment, discouragement, or grief stops the cycle?
Personal mistakes and sin can stop progress. Beginning with the blue circle, discuss the cycle above with your parents to learn how to correct mistakes. How does your faith in God fit in this cycle? What kind of help will you receive when you turn to God?
Grief and adversity can also stop progress. It is important to slow down and allow yourself time to heal. Beginning with the purple circle, discuss with your parents how each step in the cycle and help you in times of sorrow.
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