FAITH QUEST

This lesson plan is copyrighted and belongs to the Kirk of Kildaire Presbyterian, Cary North Carolina. It may be used for non-profit uses only.

Links
See the kids flyer and the complete set of Faith Quest lessons

Contact us about our lessons at woynicz@mindspring.com

There are 6 workshops in this lesson unit:
Drama: Through the use of a drama technique called “Frozen Picture”, the children will experience the Last Supper
Puppets: This workshop will focus on celebrating communion in the church today (script included)
Video: view the video : “The Easter Story” and then do a story sequencing activity
Art: create a stained glass picture of the elements to remind them of Jesus, the holiness of the elements and the sacredness of communion
Games: Q&A format game with buzzer box (questions included in lesson plan)
Storytelling: sample some traditional Passover foods to learn about Jesus’ last meal with his disciples (modified seder)

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THE LAST SUPPER

APOSTLE’S PLAYHOUSE - Drama

Scripture: Luke 27:7-23 or Mark 14:12-26. In these few verses, much is covered. The first few verses set the stage. It is the Jewish festival of Passover and the disciples prepare to eat the Passover meal. The next section is the actual sharing of the Lord’s Supper, where Jesus gives new meaning to the elements of bread and wine that are used in the Passover meal. The last section deals briefly with Jesus’ betrayal and the disciples’ response to Jesus’ words.

Key Verse Luke22:17 “Jesus took a cup of wine in his hands and gave thanks to God. Then he told the apostles, ‘Take this wine and share it with each other.’” (Contemporary English Version)

Concepts:
1. The Last Supper was a Passover meal in Jerusalem before the crucifixion.
2. The bread and wine are special symbols and we treat them with respect.
3. Communion is remembering Jesus.

Objectives:
1. Through the use of a drama technique called “Frozen Picture”, the children will experience the Last Supper.
2. The children will have a better understanding of who the disciples were and what part they played in the Last Supper.

Procedure:
Welcome and Introductions:
1. Welcome the kids and introduce yourself.
2. Start the “lesson time” with prayer thanking God for the sacrament (use that word – kids need to hear communion referred to as such) of Communion would be appropriate. Thank God for giving us special symbols to help us remember Jesus and to remember how much God loves us.

Bible Story:
1. Spend some time on the scripture passages referenced above.
2. Show the kids a poster of Da Vinci’s famous painting “The Last Supper.” Have the kids note how many people are in the picture. Do they know who the people are? What is happening in the picture? What is on the table?
3. Tell the kids they are going recreate that painting and that they are going to assume the poses of the people in the painting. Before they make the “Frozen Picture,” they will read or hear a little bit about the character/disciple they are going to become in the painting.

Application:
1. Prior to starting the ‘acting’, take a few minutes to share some information with the kids about Da Vinci and the famous painting. There are many children’s art books at the library that contain information about him and show pictures of other famous paintings (Mona Lisa). Tell the kids where he lived, when he lived and any other information that you think they might find interesting or you feel reflects the concepts of this lesson.

2. Ask the kids again who the people in the painting are. You might want to write them down on a large chart pad or poster as the kids give the names. After the kids have given you as many names of disciples as they are able to, tell them the names that Da Vinci used. We know this information based on other pictures that Da Vinci painted in which he identified those same characters. (They are sitting in the following order from left to right: Bartholomew, James, son of Alphaeus, Andrew, Judas, Peter, John, Jesus, Thomas, James the Greater, Philip, Matthew, Thaddeaus, Simon.)

3. Drama! Decide who is going to play the 13 characters (12 disciples and Jesus). Have other children set up the scene (see painting for details and props required).

4. Give each character their short ‘monologue’ so they can read through it to prepare. If you have a really large class, one person could read and the other person could be the character in the painting. If the group consists of some nonreaders, you can act as Narrator and read the entire script while kids act out the scene. You might also assign some kids to help with costumes. Try and get costumes that match the colors in the painting as near as possible.

5. Decide the best order to have the characters “get into the painting”. This may not really matter – you will need to help the kids assume their poses once all the characters are in their general location. Perhaps some of the kids who are not “painting characters” could help pose the painting – checking it against the copies of the painting they examined earlier in class.

6. Give each disciple and Jesus his/her monologue. For the younger classes (1st and maybe 2nd), you will probably need to read the part for them ( the shepherd could also take turns reading them). You could also have different people (men, women, kids, etc.) read the parts and tape record. Give each child a sign or placard with the disciples’ name on it to hold as the monologue is being read. After the monologue is read or listened to, have that character go and take their place in the “painting”. Remove the signs with the disciples’ names before posing in the painting.

7. Once all the characters are posed, take either a digital camera or a Polaroid picture of the scene.* Do not use a video – still life is what is being looked at here! Keep all the photos from each group and display them week by week

Reflection Time:
1. Shepherds will pass out the journals and pencils/markers. The children should spend a few minutes reflecting upon the morning’s lesson – What did they learn about a particular disciple? Who was their favorite disciple? What was happening at the Last Supper that Da Vinci captured in his painting?

Closing:
1. Ask each child to share a detail from the painting that they noticed. Remind them that God notices the many “details” of our lives just as they noticed details in the painting. Remind them that the bread and wine in the painting are special symbols for us – they remind us of Jesus and what Jesus did for us.

2. Say the Key Verse together. (See above). You may want to have this verse printed on a banner and hung in the room or have it on slips of paper that each child can read and take with them.

3. Pray! Ask the kids if they have any prayer requests. Thank God for the time spent learning and being together in fellowship.

Materials:
drama props
costumes
biographical information on DaVinci
books, posters, poster of “Last Supper” painting by DaVinci
paper strip with Key verse printed on it
Polaroid or digital camera
Bible
Monologues cut into sections for each disciple
placards or signs with names of disciples

References:
Who’s Who in the Bible, Reader’s Digest, 1994

(Monologues written by Toni Dattilo based on information in the above cited reference)

DISCIPLE’S MONOLOGUES FOR “LAST SUPPER” FROZEN MOMENT
The disciples are listed in order as they appear in the painting, left to right, as you look at the painting.

Bartholomew:
My name is Bartholomew. I am the son of Tolmai and one of Jesus’ not so well known disciples. I am often listed after Philip in the gospels. Some people say I am also the disciple called Nathaniel. I once asked Philip, “Can anything good come out of Nazareth?” I now know that Jesus is something good that came out of Nazareth!

James the younger, of the lesser:
My name is James – James the younger! I am called “the younger” so that you won’t confuse me with the other James. He is a fisherman – I am not. I am sometimes called Jesus’ brother. I stay in the background and keep pretty quiet. Jesus is the important one, the Son of God, that people come to hear. I am happy to just watch, listen and learn.

Andrew:
My name is Andrew. I like to tell people that I was Jesus’ first disciple. I am a fisherman, like my brother Simon Peter. We make our living fishing the Sea of Galilee. When I realized who Jesus was, I immediately went to my brother Simon and said, “We have found the Messiah!”.

Judas:
My name is Judas. I am close to Jesus – very close. I am important to all the disciples too because I am the treasurer of the group. I have great hopes for Jesus. He is going to be a great leader and get rid of the Romans! Of course, he may need my help………

Peter:
My name is Peter – that is what Jesus called me. Before I met Jesus I was called Simon. The first time I met Jesus he said that I should be called Peter, which means rock. I know that Jesus is the Messiah, but I sometimes forget and doubt him. I really wanted to be able to walk on the water like Jesus did that time in the boat, but just as I nearly reached Jesus, I was afraid and I began to sink into the water! I wish I could be strong and not feel unsure.

John:
My name is John. I am the brother of James and the son of Zebedee. I am one of Jesus’ first disciples. Like my brother James, I am a fisherman. I have seen many wonderful things that Jesus has done. I even saw him bring Jairus’ daughter back to life! Just this morning Jesus asked Peter and me to go and prepare the Passover meal we are now sharing. We found everything just as Jesus said we would! Jesus is very special – I wonder what will happen next.

Jesus:
I am Jesus of Nazareth. I have gathered my friends in this place tonight to share this last meal with me. They do not know all that is to happen in the next few days, but I do. Tonight I will share with them the simple food of bread and wine. I will use those simple foods as symbols to help remind my friends of me when I am taken from them. I want to remind all who love me that even simple things like bread and drink can help them remember and have faith.

Thomas (with finger raised):
I am Thomas. I am not one of the more well-known disciples, but I have spoken out one or two times. For instance, just in the past few days, Jesus decided we had to return to Jerusalem. Many of the disciples think Jesus is crazy for wanting to go to Jerusalem – there are people here who want to arrest and execute him! Well, when I realized just how serious Jesus was about coming here, I told the others, “Let us also go, that we may die with him.” I love Jesus and will stand by him.

James:
My name is James – yes, another James! I am the brother of John - you have already met him. I am, or was, a fisherman. I fished with John, Peter and Andrew. I am older than John – guess that is why the other disciple names James is called the younger! Like John, I am very close to Jesus. I have seen many of the miracles that Jesus has done – not all of the disciples can say that. Once Jesus called John and me the “sons of thunder.” I guess that means Jesus knows we can get a little worked up about things! I am embarrassed to tell you this, but once John and I even went so far as to ask Jesus if we could sit at his right and left, places of great honor, when Jesus got his kingdom!

Phillip:
I am Phillip. I live in the same fishing village, Bethsaida, as Andrew, Simon, James and John. I know a lot about the scriptures and I knew that Jesus was the one the prophets foretold. However, I don’t always seem to understand what Jesus is trying to tell us. Like that time Jesus fed the 5,000. I was worried about how much we could buy with the little money we had. I couldn’t even imagine that Jesus’ miracle was feed to them all! I wonder what will happen at this meal…

Matthew:
I am Matthew. I was a tax collector. People do not like tax collectors. I was not a good person before Jesus called me. I collected more than I had too – I lived a good life! I was astounded when Jesus ate at my house that time. What a wonderful thing that was. Jesus told me to follow him, and I did!

Thaddeus:
I am Thaddeus. I am not one of the disciples that most people know. My name is hardly mentioned in any of the stories that are told about Jesus. Some people call me by the name Jude, the son of James. However, there are already two James who are disciples, so that makes things sort of confusing! I am one of those disciples who followed Jesus, but didn’t take a leadership role. Like James the Younger, I watched, listened and learned. Those are important things too, sometimes even more important than doing!

Simon:
My name is Simon. I am known among us disciples as the ‘eager one.’ At one point in my life I was sure that Jesus was the leader we were looking for to help us force the Romans out of our land. However, now I am not so sure that Jesus is that kind of leader. My eagerness has changed – I am even able to call Matthew, the changed tax collector, friend. I would have never been part of a group with him before I met and followed Jesus. I sometimes wonder where my new ‘eagerness’ will take me.



[This message was edited by Catherine on January 09, 2003 at 04:25 PM.]



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Exchange Volunteer edited post to add summary of workshops.

This message has been edited. Last edited by: Luanne Payne,

FAITH QUEST

This lesson plan is copyrighted and belongs to the Kirk of Kildaire Presbyterian, Cary, North Carolina. It may be used for non-profit uses only.

THE LAST SUPPER

PRAISING PUPPETS

Scripture: Luke 22:7-23 with emphasis on verses 19-20

Additional Reference: Presbyterian Church, USA Book of Order, Directory For Worship, Section W-2.4000

Concepts: The bread and wine are special symbols and we treat them with respect.

Objectives: This workshop will focus on celebrating communion in the church today. Children will learn that communion is a special time in the life of God’s people and that we celebrate communion with a spirit of holiness and respect.

Procedure:
Welcome and Introductions:
1. Greet the children and introduce yourself.
2. Tell the children that today they will use the puppets to learn more about how we celebrate communion.

Bible Story:
1. Ask the children find Luke 22:19-20 in their Bibles. Since this is a short passage and there are not too many difficult words, try having the children read it out loud together. If this does not seem like a good idea, perhaps half the class could read the first verse out loud and the other half read the second verse.
2. Briefly review with the children that this occurred at the last meal Jesus and his disciples ate together before he died. You do not need to spend much time reviewing any more details of the Last Supper story since other workshops will focus on this.
3. Ask the children if these verses sound familiar to them. When have them heard them before? Many children will quickly know that they are repeated during communion. But, it is important the children understand we are following Jesus’ example from the Bible during communion. They also need to know that the words that are spoken during much of communion are these words from the Bible that Jesus spoke to his disciples.
4. Be sure also to discuss that we are eating the same foods that Jesus did with his disciples—bread and wine (although in our church we have chosen to use grape juice rather than wine).
5. Also mention that Jesus told us to keep celebrating this meal when he said “do this in remembrance of me”. That is why we continue to celebrate communion several times a year.

Application:
1. Pass out puppets to everyone in one group.
2. Pass out at least one question to each child. (The questions are at the end of the lesson in a format that can be photocopied and cut into strips to give each child a question.)
3. The workshop leader will be answering the puppets’ questions about communion. The leader may answer directly—or use a puppet to answer—whichever seems best to the leader.
4. After the puppets have finished asking all the pre-arranged questions, allow the puppets and/or the listeners to ask additional questions about communion. It is ok for the workshop leader to say that you are not sure of an answer. Perhaps the shepherds might know the answer if you are unsure.

Optional ideas:
A) Allow each child to have a puppet. Ask the children to get into pairs to pretend to pass a plate of bread with the words “The body of Christ broken for you”. The pairs of puppets can then pass the small cups to each other and say “This blood of Christ shed for you.
B) The workshop leader could ask some of the same questions of the puppets that they just asked of her. This would serve as a review and reinforcement of some of the topics covered in the question/answer section.

Wrap-up
Ask the children why communion is a special time for God’s people—it is a way to remember Jesus and a way to feel closer to God. Ask the children what is the special word that describes communion—sacrament. Have a brief review of this word—it is related to the word sacred and holy and it means something that is set-apart to worship God. Ask the children what our attitude should be during communion--respectful and quiet. .

Reflection Time:
“Communion is a time when…” If this is difficult for the younger children, they can draw a picture of the communion bread and cup instead. If it is too easy for the older children—or if they write one very quick answer then ask them to write three or four different endings to the sentence.

Closing:
Prayer: End with a simple prayer thanking God for communion as a special way to remember Jesus and to feel closer to God.

COMMUNION QUESTIONS
NOTE: For these questions and answers, the workshop leader can either speak to the puppets directly, or use a puppet to speak for you. If you use the puppet, you might provide an introduction for the puppet such as “I’m Pastor Professor So & So (you can choose a name that suits you) and I’ve been studying about communion. Ask me any questions about communion—any questions at all. Let’s see how much I know!”

Also—the leader does not need to memorize or read these answers. The answers are written out here as an example of what you can say, but you do not need to use these words exactly.

PUPPET 1: “Where do you get the grape juice and bread for communion?”
LEADER: “A member of the church buys the bread and juice at any grocery store. Sometimes church members choose to make the bread at home, though, as a way to share their talents with the congregation. During the communion service we pray that God will use these regular foods in a special way to grow closer to God.”

PUPPET 2: “How do you get the grape juice in those little cups?”
LEADER: “We fill this little squirt bottle with grape juice. Then we squirt it out into the cups. We could just pour it from the grape juice bottle into the cups, but the squirt bottle is neater than pouring would be.” (The workshop leader may borrow the squirt bottle and several small plastic communion cups to demonstrate.) Call Hazel Allen, Worship Committee Chair (380-0398) if you would like to use these.)

PUPPET 3: “How do you get the bread in little pieces?”
LEADER: “Church members help with that job, too. They just cut the bread with a knife into little pieces.”

PUPPET 4: “Where did the communion plates and trays come from?”
LEADER: “Sometimes a church buys their communion plates and trays, but other times people give them as a gift in memory of a friend or family member. Some of the communion plates and trays at the Kirk were given in memory of people who died.

PUPPET 5: “Why are the communion plates and trays so fancy?”
LEADER: “Do you ever use special or fancy dishes at your house on holidays or birthdays? That is a way families make those times of celebration more special. We are doing that in the church, too. When we use pretty or fancy communion plates and trays it shows the congregation that this is a special service.”

PUPPET 6: “Who are the people that serve communion?”
LEADER: “The leaders of our church are called elders. They have been elected by the congregation to make decisions for our church. Only elders may serve communion. Once you have been an elder in any Presbyterian Church you may always help serve communion.

PUPPET 7: “What does the name communion mean?”
LEADER: “It means ‘to share’. When we have communion we are sharing with God and with other members of the church.”

PUPPET 8: “I heard someone use the word ‘sacrament’ when they talked about communion. What’s that?”
LEADER: “The word ‘sacrament’ is related to the word ‘sacred’ which means ‘holy’ or ‘set aside for the worship of God’. When we celebrate communion, we are setting aside the bread and juice as a special way to worship God.”

PUPPET 9: “Why is everyone so quiet during communion?”
LEADER: “Being quiet is a way to show respect for something or someone. We are respectful toward God and the other people in church when we are quiet. It gives people around us time to pray, think about God, and remember how good God has been to them.

PUPPET 10: “Why do we pass the trays of juice and bread sometimes and other times go to the front of the church?”
LEADER: “There are many ways of sharing the bread and the juice. The tradition in our church is to pass the trays along the pews, but sometimes a change is nice and we go to the front to receive communion. In some churches, people go to the front of the church and kneel and the minister gives them the bread that way. The way we receive the bread and juice is not as important as remembering Jesus and using this time to worship God.”

PUPPET 11: “What happens to the little cups after communion?”
LEADER: “They are plastic and we throw them away. We use new cups the next time.”

PUPPET 12: “Who takes communion?”
LEADER: In the Presbyterian Church anyone who has been baptized can share communion. This applies to children, too, if their parents agree. In some families children begin to share communion when they are very young. In other families, the parents think it is best for the children to be older and have a better understanding of Jesus, God and the church before they share communion. If you are not sure if it is ok for you to have communion, ask your parents.”

PUPPET 13: “I went to another church one time and they said I couldn’t take communion there. Why not?”
LEADER: “Some churches have a rule that you must be a member of that particular church to take communion with them. If you visit a different church and they are having communion, ask your host or your parents if you can share communion there, too.”

PUPPET 14: “My mom says that communion is her favorite worship service. It seems kind of boring to me. I don’t get it.”
LEADER: “For many people, communion is a time when they feel very close to God. It is a very nice feeling to notice the peace of God near you and to feel that God loves you and cares about you. For many people this is what they feel during communion and why communion is a special time for them.”

PUPPET 15: “I forget what we say when we pass the bread. What is it?”
LEADER: “In our church, we say ‘The body of Christ broken for you’ when we pass the bread. By saying this we remember that Jesus died on the cross for us—that his body was broken for us—even though we did not deserve such love and care. These are also the words that Jesus said to the disciples when he shared bread with them. Do you remember we read that earlier today?”

PUPPET 16: “What do we say when we pass the juice?”
LEADER: “In our church we say, ‘The blood of Christ shed for you’ when we pass the juice. Again this helps us remember that Christ died for us—that his blood was shed for us. This is also similar to what Jesus said to the disciples. How amazing that Jesus would do that for us!”

PUPPET 17: “Who decides when we will have communion at the Kirk?”
LEADER: “The elders and ministers of our church meet together to make decisions for the Kirk. Each year, they decide on which Sundays we will have communion. We usually have it about 6 times a year.”

PUPPET 18: “What doe we call the table we put the bread and juice on?”
LEADER: It is called the communion table. The table we use for communion is always in the front of the church. You can see it there every Sunday. It is called the communion table. This table is a way to remember that we share with each other around a table just like Jesus shared with the disciples. When we are going to have communion, we put a special tablecloth on it, just like you might have a special tablecloth at home.”

PUPPET 19: “Once I had communion and they had little flat crackers. What were those?”
LEADER: “Sometimes churches use bread that does not have any yeast in it because this might have been the kind of bread that Jesus was using. When bread does not have any yeast—it is hard and crunchy, like crackers.”

PUPPET 20: “I’m confused about the juice and wine stuff. Why do we use grape juice, but the Bible talks about wine?”
LEADER: “Wine was very common at the time of Jesus because it was a way to preserve the juice from the grapes. They didn’t have refrigerators then to keep juice cold and fresh like we do. Since it is easier for us to keep grape juice fresh now than it was in Jesus’ time we just use grape juice instead of wine. Some churches, though, still use wine since that is more similar to what Jesus used.”

PUPPET 21: “I think it would be nice to have communion at home sometime. Could we borrow the cups and plates for that?”
LEADER: “No, in our church, communion is to be part of a regular worship service not a private service at home. The communion service should include hymns, Bible reading, confession and prayer and those are the things that we include in our regular worship at church. Not just anyone is allowed to offer communion. Communion needs to be led by our pastors. They have been given special training and authority to offer this sacrament to us. Come to church and share communion with lots of other people who believe in Jesus, too.”

FAITH QUEST

This lesson plan is copyrighted and belongs to the Kirk of Kildaire Presbyterian, Cary, North Carolina. It may be used for non-profit uses only.

Last Supper

HOLYWOOD - Video


Scripture: Mark 11-16

Concepts:
The Last Supper was a Passover meal in Jerusalem before the crucifixion.

Objectives:
1. Children will view the video : “The Easter Story”
2. The children will learn the events of Holy Week according to the Gospel of Mark.
3. The children will be able to put the events in order.

Procedure:
Welcome and Introductions:
1. Greet the children and introduce yourself.
2. Explain the purpose of this workshop. This unit is a study of the Last Supper. The other workshops will focus on the significance and meaning of the Last Supper. We will look at the main events that took place during Holy Week, including the Last Supper. We are going to discover the events that took place before and after the Last Supper.

Bible Story:
1. Set up the story for the children. In the interest of time, start the video a few minutes into the story. You should already have it cued to the segment when as Mark begins to tell the story and the two disciples are sent to fetch a donkey. Explain that the story is about three kids who are sent back in time and they talk to Mark, one of the gospel writers. Mark is telling the story about the last week of Jesus’ life.

For older children, you may wish to define the words: blasphemy (making fun of God), “betray” (to help the enemy), “fall away” (run away from Jesus).

2. Start the video. It’s about 24 minutes long if cued as suggested and distribute the popcorn.

Application:
Story sequencing. Clear space in the middle of the room. The story sequence statements (see below) should be printed on large cards/paper (without numbers or Bible references) and handed out randomly to the children. Ask the children to put the statements in order according to the story. You can lead the discussion by asking what happened first in the video? Who has a statement they think was one of the first events of Holy Week? Continue until you have put all in order. OR, if you think the older groups can manage it, let them figure it out. Arrange the cards on the floor in proper sequence. When you are done, ask the children to read it.

For younger children: print the statements on 3 colors. The first color identifies leading events up to the last supper and Gethsemane(1-8). The next color is Judas’ betrayal, Jesus’ capture, trial and crucifixion (9-13). The third color represents events after Jesus’ death to ascension (14-17). The 3 colors represent the beginning, middle and end of the story. If you wish, remove some of the statements to further simplify the activity. When you are finished sequencing, read the story from the cards.

Older children: hand out the statements on single colored paper. After you have put the statements in order, ask the children to use their Bibles and find the book of Mark. The video story is told as seen through the eyes of Mark who wrote one of the gospels. (what are the names of the 4 gospels?). As time permits, select statements (in order) and ask the children to find and read the referenced passages in the Bible. Try to read 4 or 5 passages. The point of the exercise is to show that the video is an account from the Gospel of Mark as found in the Bible.

Reflection Time:
Suggestion: You may wish to give the children a movie ticket stub, sticker or some momento to paste in their journal as a reminder of the story or their commitment to be hospitable to God.

Prompts for journal writing: List 5 events of Holy Week. Write about one thing that happened during Holy Week. Why did the disciples deny that they knew Jesus? What important thing did Jesus tell the disciples at the Last Supper? Draw a picture: a communion table, Jesus coming into the city on a donkey, the temple after Jesus overturned the tables, Jesus praying in the Garden of Gethsemane.

Closing:
Prayer: Thank God for the gift of the Gospel of Mark – that we have a record of the events of Holy Week. Thank God for the sacrament of communion as a way to give thanks to God, to remember Jesus, and to let God's spirit make us strong.

References
Hanna Barbera – The Easter Story – The Greatest Adventure Stories From the Bible, distributed by Sparrow Communications Group

Holy Week Statements
Copy the statements (without Bible references or numbers) onto poster board and then cut into individual statement cards. You may wish to make 2 sets. One set for the younger children could be on 3 colors to give clues as to beginning(blue), middle (green) and ending statements (red). The set for the older children is all one color.

1. Two disciples go to look for a donkey. (Mark 11: 1-6)
2. Jesus rides into Jerusalem as crowds shout “Hosanna”. (Mark 11:7-10)
3. Jesus goes to the temple and chases out the money changers and turns over tables. (Mark 11:15-17)
4. The chief priests and temple leaders make a plan to get rid of Jesus. (Mark 14:1-2)
5. Jesus sends two disciples to find a man carrying a pitcher of water. (Mark 14:12-16)
6. Jesus and the disciples eat the Passover meal in an upstairs room. (Mark 14: 16-18)
7. Jesus has the first communion service with bread and wine (Mark 14:22-25)
8. Jesus tells the disciples that they will tell people they don’t know Jesus. The disciples say they would never deny Jesus (Mark 14:27-31)
9. Jesus prays in the Garden of Gethsemane (Mark 14:32-34)
10. Judas kisses Jesus to show the crowd whom to arrest. (Mark 14:43-46)
11. Jesus is put on trial and sentenced to death. (Mark 14:53, Mark 14:60-64)
12. Peter says he doesn’t know Jesus. The rooster crows. (Mark 14:66-71)
13. Pilate lets the crowd decide whom to free from prison: Jesus or Barabbus. (Mark 15:6-15)
14. Jesus is crucified on a cross (Mark 15:22-25)
15. Jesus’ body is laid in a tomb (Mark 15:46)
16. Three days after Jesus dies, the women find an empty tomb and an angel tells them that Jesus is risen.(Mark 16:5-8)
17. Jesus appears to many people, including the disciples, after his death. He tells them to go and preach the good news to everyone in the world. (Mark 16:14-15)

FAITH QUEST

This lesson plan is copyrighted and belongs to the Kirk of Kildaire Presbyterian, Cary North Carolina. It may be used for non-profit uses only.

LAST SUPPER

CREATION STATION - Art

Scripture: Luke 22:7-23 or Mark 14:12-26. In these few verses, much is covered. The first few verses set the stage. It is the Jewish festival of Passover and the disciples prepare to eat the Passover meal. The next section is the actual sharing of the Lord’s Supper, where Jesus gives new meaning to the elements of bread and wine that are used in the Passover meal. The last section deals briefly with Jesus’ betrayal and the disciples’ response to Jesus’ words.

Key Scripture Verses: Luke 22:17-19, “Jesus took a cup of wine in his hands and gave thanks to God. Then he told the apostles, ‘Take this wine and share it with each other. I tell you that I will not drink any more wine until God’s kingdom comes.’ Jesus took some bread in his hands and gave thanks for it. He broke the bread and handed it to his apostles. Then he said, ‘This is my body which is given for you. Eat this as a way of remembering me!’” (Contemporary English Version)

Concepts:
1. Communion is giving thanks to God.
2. Communion is remembering Jesus.
3. The bread and wine are special symbols and we treat them with respect.

Objectives
1. The students will learn that Jesus gave thanks to God before giving the bread and wine.
2. The students will learn that Jesus used the meal to help us remember him.
3. The students will learn that the wine and bread mean more than just being wine and bread - they are symbols for the blood and body of Jesus.
4. The students will create a stained glass picture of the elements to remind them of Jesus, the holiness of the elements and the sacredness of communion.

Procedure
Welcome and Introductions:
1. Welcome the kids and introduce yourself.

2. Start the “lesson time” with prayer of thanksgiving. You might also want to use one of the prayers found in the hymnal that is used in our communion service.

Bible Story:
1. Spend a few minutes going over the Key Scripture Verses mentioned above. What is important about the wine and bread? Note that in Luke 22:16 and Mark 14:24, Jesus refers to wine as the fruit of the vine. Remind the children that wine is made from grapes. Remind them that Jesus was celebrating Passover with his disciples. There are many symbolic foods that are always served when Jewish people celebrate Passover. Why do you think Jesus used these two food items and not others? What do you think of when people talk about wine and bread, or you read about wine and bread in the Bible?

2. Help the children understand that Jesus wasn’t telling his disciples that the wine and bread were important because of what they are - they are important because of the meaning that Jesus gave them. Jesus used them as a way to help remind us of him and as a way of remembering what Jesus wants us to do.

3. Establish a mental picture. Although artists typically show Jesus and his disciples sitting at a table with the wine served in goblets, they most likely sat on mats on the floor with the food on a low table. The serving dishes would have been made of clay and the wine was probably served from a clay pitcher into cups without stems or handles. Because it was Passover, the bread was flat (without leavening) to remember Moses’ flight from Egypt. Arrange examples of these objects in the center of the working area - pitcher, clay cups, plates with dark pita bread and red grapes.

4. Tell the children that you would like them to make a picture of the Communion elements imitating the stained glass technique. Show them photos of stained glass windows. Note how the windows are divided into a grid for strength. Within each grid section, pieces of colored glass are held together with thinner pieces of metal. They can make a picture that looks like stained glass by studying the elements and drawing and coloring them on transparent film.

5. Pass out transparency film. Tell them that they will be using permanent markers, so be careful to keep the points away from their skin and clothes. Start with black lines to draw a picture of the elements. Remind them that these lines should pretend to be the strips of metal that hold glass pieces together. It would be more authentic if they draw a simple grid, but this is not essential. After these outlines are completed, the colors should be inserted. Yellow can be used for the bread and clay, red for the grapes. Blue, which comes in most sets, can fill in sectioned backgrounds.


Reflection Time:
The children should spend a few minutes reflecting upon the morning’s lesson - some kids might to choose to write about what communion means to them. They might simply draw a picture they used or another picture they could have used to show wine and bread. They might write down a grace (prayer of thanks said over food) that they use at home, or would like to use.

Closing:
To close have the kids tell one thing they remember about Jesus. You might also want them to listen to a song that talks about communion (“Let Us Break Bread Together”, “His Banner Over Me is Love” .

2. Ask if anyone has any prayer requests. Say a short prayer naming any that the children have mentioned. Thank God for Jesus. Thank God for food and drink. Ask God to help us remember Jesus and how much Jesus loves us and wants us to follow him.


Materials:
photos of stained glass to show
Simple, plain clay pitcher, plate and cup
Dark pita bread
Red grapes on a stem (real or artificial)
8 x 10 transparent film (cut in half)
Permanent markers - Sharpie markers are good but thin

References:
THE LAST CATHEDRAL from the Library 726.HAR pages 112-113

FAITH QUEST

This lesson plan is copyrighted and belongs to the Kirk of Kildaire Presbyterian, Cary North Carolina. It may be used for non-profit uses only.

The Last Supper

ANTIOCH ARCADE - Games


Scripture: Luke 22: 7-23 and Mark 14: 12-26

Key Verse: "Do this in remembrance of me.” Luke 22:19

Concepts:
1. Communion is giving thanks to God, remembering Jesus, and letting God's spirit make us strong.
2. The Last Supper was a Passover meal in Jerusalem before the crucifixion.
3. The bread and wine are special symbols and we treat them with respect.

Objectives:
1. Learn where to find the story of the Last Supper in the Bible.
2. Learn the historical facts of the Last Supper as recorded in Luke.
3. Relate the biblical account to how we celebrate Communion today.

Procedure:
Welcome and Introductions:
1. As the children come in the door, count them off by color -- Red, Orange, Green and Purple -- and have them go to the area of the room that is designated with their color.
2. Introduce yourself and make sure that everyone is wearing a name tag. Open with a brief prayer.

Scripture/Bible Story:
Review the story, using this summary as a guide. Tell them they’ll need to remember the details in order to play a game afterwards. Emphasize the bold-faced words. Unless this is the first Sunday of the rotation, let the children help you tell the story. This will give you an idea of how much they already know.


Jesus and his disciples were in Jerusalem during the time that the Jews celebrated the Passover. The Passover was a special meal when the Jews gave thanks for the time hundreds of years earlier when their ancestors, the Israelites, escaped from slavery in Egypt.

Jesus sent Peter and John to make preparations for the group to eat the Passover.

Jesus told them, "As you enter the city, a man carrying a jar of water will meet you. Follow him to the house that he enters. Say to the owner of the house, ‘The Teacher wants to know, where is your guest room, where he can eat the Passover with his disciples?' “The owner of the house will show you a large upstairs room, all furnished. Make preparations there." (Have you heard of “the Upper Room”? That’s the room where the Last Supper happened.)

Peter and John left and found things just as Jesus had told them. So they got the Passover meal ready.

On the evening of the Passover, Jesus and his disciples gathered at the table and Jesus said to them, "I have really been wanting to eat this Passover meal with you, because soon it will be time for me to suffer, and this is the last Passover I will eat until the Kingdom of God comes."

Then he took a cup of wine, gave a prayer of thanks for it, and told the disciples, “Share this among yourselves, because I will not drink wine again until the Kingdom of God comes."

Then Jesus took a loaf of bread, gave thanks, and broke it into pieces, gave it to the disciples and said, "This is my body given for you. Do this in remembrance of me."

Then after the supper he took the cup of wine and said, "This wine is a symbol of my blood, which is poured out for you. It represents the new covenant.” (Remind them that they learned from the Noah story that a covenant is a promise. The new promise is that God will forgive our sins.)


Application:

1. The children are already divided into four teams, named for the four colors on the buzzer box – Red, Orange, Green, Purple. Have either four (one from each team) or eight players (two from each team) gather around a table with the buzzer box in the middle (One of the round tables from the main room is good for this). Each player holds a buzzer (the buzzer wires are color-coded; players on the same team hold the same color wire).

2. Grades 1-2: Explain that you will call out a question and players who think they know the answer should press their buzzer. The first to buzz gets to give the answer.

Grades 3-5: Explain that you will call out a clue to remind them of a word or phrase in the story (or related to the story). Most of the clues are one or two words – not definitions but just reminders of a word or phrase from the story. Players who think they know the word should press their buzzer. The first to buzz gets to give the answer.

After several questions, switch to the next group of players. Make sure everybody gets to play.

3. Scoring: Ask the shepherd to keep score on the white board. Award 5 points for a correct answer. No points for a wrong answer; let anyone who knows the correct answer tell it. (You can use a different scoring system if you prefer, but keep it simple.)

4. Tips: Try not to let one knowledgeable or fast-fingered child dominate the game. Rotating the players usually takes care of the problem, but you might run into a team that doesn’t want to rotate, wanting the sharpest member to play the whole time. In this case you might announce that anybody who answers three questions in a row will be retired as permanent champion to give everybody else a chance to compete. (You might as well make this announcement in the beginning when you have fifth-graders). Also, don’t let non-playing team members help the players; this in effect lets the fast kid answer by proxy.

Be sure they know the answer before buzzing. If they are buzzing and then taking too long to think of the answer, use the timer and give 5 seconds to answer after buzzing (this has not been a problem in the past).

You might have to adjust the game as you go along. If it turns out that eight players make the game chaotic, try letting just four play at a time. With the older kids, be ready to switch to the straight questions if the clue format isn’t working.

Note: When the buzzer system was used for the first time, first-graders had difficulty with the mechanics of operating it. If you’d rather not tackle using buzzers with first-graders, you can just divide them into two teams and alternate asking questions of each team. Let children take turns answering.

At the end of the lesson plan you’ll find a list of words and potential clues, and a list of questions. If you have the younger kids early in the rotation, you might ask the questions in the order given to reinforce the sequence of events. If it’s later in the rotation, they might know the story well enough to mix the questions up.

Wrap-up:
1. Recite the Bible memory verse. "Do this in remembrance of me.”

2. Discuss: Jesus said “do this in remembrance of me.” How do we do that today? (Communion service). What things do we have in the Communion service that were also in the Last Supper? (bread, “wine,” cup, table). What do we do to the bread? (The minister breaks it and the people share it). What does the bread represent? (Jesus’ body. Remind them that at the Kirk as we pass the bread, we say, “The body of Christ, broken for you.”) What does the wine represent? (Jesus’ blood. As we pass the grape juice, we say, “The blood of Christ, shed for you.”) Why do we have symbols for Jesus’ body and blood? (To remember that Jesus died for us.) The bread and wine are special symbols and we treat them with respect. (That means not treating them just like any old snack, and not running into the kitchen after the service and gobbling the leftovers.)

What was the first thing Jesus did when he picked up the bread? (Gave thanks to God.) In our Communion service, we also thank God, not just for the bread but for all God’s love and care. We also ask for God's spirit to be with us and make us strong. Communion is giving thanks to God, remembering Jesus, and letting God's spirit make us strong.

Different churches have different rules for who can take the bread and wine in Communion. Who can take the bread and wine in our Communion service? (In the Presbyterian Church, anyone who has been baptized is welcome to take communion.) What if you were baptized in another church? (You can still take Communion in the Presbyterian Church.) What if you visit another church? (Find out from your parents or members of that church what their rules are.) What if your parents say you’re too young to take communion? (That’s OK too. In some families, the children wait until they’ve finished confirmation class when they’re in eighth grade.


We have a special word for Communion and Baptism. Do you know what it is? (sacraments). The word sacrament is related to the word “sacred,” which means holy and set-apart. A sacrament is a special ceremony. It reminds us that God is with us, and we celebrate it because Jesus told us to. Communion is a sacrament because Jesus said, “Do this in remembrance of me.” (The other sacrament is baptism; Jesus said to go and make disciples of people all over the world and baptize them.)

Reflection Time:
Have the shepherds pass out the journals. Optional: Give the children a sticker appropriate to the story, or some other memento to put in their journals. Grades 3-5: Ask the children to think about remembering Jesus and to write down five or more things they remember about Jesus. Grades 1-2: Ask the children to write or draw a picture of something they remember about Jesus.

Closing:
Prayer – Suggestion: Use a litany. (Explain what a litany is. Where have they heard a litany before? worship). Tell the children that you will say something that we want to thank God for, and when you pause, they are to say, “Thank you, God.” The shepherds can help them come in at the appropriate time.

For all of your love and care for us...
Thank you, God.

For the Communion service, which gives us a special way to remember Jesus...
Thank you, God.

For the new covenant, the promise that you will forgive our sins...
Thank you, God.

For your spirit, which guides us and helps us.
Thank you, God.
Amen.

Materials:
Extra Bibles
Buzzer system, Timer
Dry-erase marker
Stickers or other mementos for journals (optional)
Skittles (optional)


Words for game (possible clues in parentheses)

TABLE (furniture )
DISCIPLES (followers, apostles)
PASSOVER (thanksgiving meal)
ISRAELITES (ancestors)
JERUSALEM (city)
KINGDOM of GOD (time of Jesus’ next Passover meal)
CUP (what held the wine)
WINE (what was in cup)
SHARE (divide)
BREAD (food)
BROKE (What Jesus did to bread)
BODY (what bread symbolizes)
REMEMBRANCE (memory)
COVENANT (promise)
BLOOD (Wine is a symbol of...)
DRINK (done to wine)
SUFFER (what Jesus expected to do soon)
EVENING (time of day)
SLAVERY (what Israelites escaped )
EGYPT (place Israelites escaped )
JESUS (whom we remember)
EAT (done to bread)
CELEBRATION (happy ceremony)
THANKS (prayer)
COMMUNION (Lord’s Supper today)
PETER AND JOHN (meal preparers)
UPSTAIRS (where room was)
SUFFER (what Jesus expected to do)


Questions (younger children)
The Last Supper was a special meal What was it called?
Passover

Which disciples prepared the Passover meal?
Peter and John

Where in the house was the room
Upstairs

What did the Jews give thanks for at Passover?
Their ancestors’ escape from slavery in Egypt

In what city did the Last Supper take place?
Jerusalem

What time of day was the Last Supper?
Evening

What kind of furniture did Jesus and the disciples use at the Last Supper?
a table (and we use a table today in our communion service)

Who was at the Last Supper?
Jesus and the 12 disciples

When did Jesus say he would eat his next Passover meal?
When the Kingdom of God comes

What did Jesus say he would do soon?
Suffer

What kind of prayers did Jesus say during the meal?
Thanks

What was in the cup?
Wine

What did Jesus tell the disciples to do with the wine?
Share it, divide it among themselves

What kind of food is mentioned in the story?
Bread

What did Jesus do to the bread?
Broke it into pieces and gave it to the disciples

What did Jesus say the bread was a symbol of?
His body

What did Jesus say the wine was symbol of?
His blood, or the new covenant

What is a covenant?
A promise

What is the new covenant?
God’s promise that our sins will be forgiven

Finish this verse: Do this in...
Remembrance of me (or memory of me)

What do we remember when we celebrate the Lord’s Supper in church?
Jesus, Jesus’s death

What is another name for the Lord’s Supper today?
Communion


Optional Activity for Grades 3-5: Play a few rounds of "who can find the passage first" to practice looking up passages and also to show them where in the other gospels the story is told. Call out verses for the students to search and read when they find them -- do this in pairs if you wish. Have them close their Bibles between turns. Suggested verses: Luke 22:19; Luke 22: 20; Mark 14: 22; Mark 14:23; Matthew 26: 26; Matthew 26: 27-28.

FAITH QUEST

This lesson plan is copyrighted and belongs to the Kirk of Kildaire Presbyterian, Cary North Carolina. It may be used for non-profit uses only.

THE LAST SUPPER

GOOD NEWS - Storytelling


Scripture: Luke 22:7-23 or Mark 14:12-26. In these few verses, much is covered. The first few verses set the stage. It is the Jewish Festival of Passover and the disciples prepare to eat the Passover meal. The next section is the actual sharing of the Lord’s Supper, where Jesus gives new meaning to the elements of bread and wine that are used in the Passover meal. The last section deals briefly with Jesus’ betrayal and the disciples’ response to Jesus’ words.

Key Verse Luke 22:7-8, “The day had come for the Festival of Thin Bread, and it was time to kill the Passover lambs. So Jesus said to Peter and John, ‘Go and prepare the Passover meal for us to eat.’” (Contemporary English Version)

Concepts:
1. The Last Supper was a Passover meal in Jerusalem before the crucifixion.
2. The bread and wine are special symbols and we treat them with respect.
3. Communion is remembering Jesus.

Objectives:
1. The kids will sample some traditional Passover foods to learn about Jesus’ last meal with his disciples.
2. The kids will learn how the elements of bread and wine were important at the Passover meal and that Jesus give them new meaning at the Last Supper.

Procedure:
Welcome and Introductions:
1. Welcome the kids and introduce yourself.
2. Start the “lesson time” with prayer. “Blessed are You, Lord our G*d (Jews would NEVER say or print the name for the Lord), King of the Universe, who has kept us alive, sustained us, and brought us to this season.”

Bible Story:
1. Read the story of the Last Supper from Mark 14:12-26. Before reading, ask the children to pay particular attention to the specific references to the Passover meal (e.g., dipping in the bowl, blessing and breaking the bread, blessing the wine, sharing the food, singing hymns).
2. Review the story to make sure the kids understand it. Ask them if anyone knows what ‘Passover’ is and why was Jesus having a Passover meal.

Application:
1. What is Passover? Tell the kids that Passover is the holiday that reminds Jews (and Christians!) about the Israelite slaves being freed from slavery and Moses leading them out of Egypt. Moses was the shepherd chosen by God to go to Pharaoh and demand freedom for the Israelites. Pharoah refused.

Ask if the kids remember what happened next. Plagues! What plagues can they name? (don’t worry about getting them all – there are 10 counting the last terrible plague. It is this last plague that we will focus on in this workshop). Have the kids find the book of Exodus (where is it? Old Testament) Exodus 11:4-8, 12:3-13, 28-32. Have the kids read the sections and figure out why the holiday is called Passover. For younger kids you might want to read this from a children’s Bible or a Bible storybook. If you read the story, at least have the kids locate the book of Exodus in the Bible so they will see where the book is. Ask the following questions after they or you have read:

What was the final plague God sent on the Egyptians?
Why do you think God had the Israelites sacrifice a lamb?
Why do you think people remember this as the “Passover”?

Help the kids understand that this was, and still is, one of the major holidays for Jewish people and that it was this holiday and special meal that Jesus was sharing with his disciples. It wasn’t an ordinary supper, but a special occasion.

2. Share in a modified Seder. Sedar is the Hebrew word for order. The parts of the Seder you and the children will be sharing are those sections from a traditional seder that highlight the things mentioned in the scripture passages about the Last Supper (dipping, breaking bread, etc.). As you go through the seder, discuss the parallels between God’s actions remembered at Passover (the Exodus) and God’s actions remembered when we celebrate Communion (the death and resurrection of Jesus).

· If you have a Jewish friend, borrow (if you can) a seder plate. On the plate you will have: 1. matzo (unleavened bread), 2. bowl of salt water, 3. sprigs of parsley, 4. dish of horseradish 5. charoseth, and 6. a cup of grape juice. You will also need to have baking powder, baking soda and yeast.

· Begin the seder by having the kids gather around a table or a blanket spread out like a tablecloth. I suggest that you have a special cup and/or place setting that remains empty at your table/blanket. Point to this as Elijah’s cup and tell them you will explain what it is later.

· Hold up the containers of baking powder, soda and yeast. Explain that all these things contain “leaven” which makes bread, cake or cookies rise and look puffy. Have the kids look at a regular piece of bread and a piece of matzo. Ask them which one has leaven in it.

· The Leader says: We are now coming to the Seder meal. As we ordinarily begin with breaking of bread, we begin this meal with breaking of matzo. We recite two blessings; first is the regular blessing for bread, then a special one for matzo. (The leader then proceeds to say each Hebrew word which is repeated by the kids. the pastors can help with the Hebrew pronunciation.)

Baruch Atah Adonai Eloheinu Melech ha-olam, ha-matozi lechem min ha-aretz. (Blessed are You, Lord our God, Who brings forth bread from the earth.)

Now the special blessing for matzo:
Baruch Atah Adonai Eloheinu Melech Ha-olam, asher kidshanu b’mitzvo-tav v’tzivanu al a-chilat matzah. (Blessed are You, Lord our God, Who hallows our lives through commandments, and commands us to eat matzah.)

· Encourage them to all eat a piece of matzoh. In Exodus 12:37-39 we learn why unleavened bread is used during Passover. At the last Supper, Jesus blessed the bread (he may have used one of the blessings we just said), but then he also said to his disciples, “Take this and eat it, for this is my body.”

· Tell the kids that life was very hard for the Israelite slaves and that they often cried. The bowl of saltwater on the Passover plate reminds people of the tears shed in Egypt. Have the kids dip a sprig of parsley into the salt water and taste it. Remind them that the story of the Last Supper talks about dipping (Mark 14:20 “He answered, ‘It is the one of you twelve men who is eating from this dish with me.’” .

· Like most meals, the Passover dinner also includes vegetables. However, a special vegetable is eaten. To remember that life as a slave was bitter (not easy, not nice), bitter herbs and vegetable are eaten. We have horseradish on our plate to remind us of what life as a slave was like. (Some kids will not want to try this – tell them it is hot and spicy. It is best to dip a piece of matzo into a very small amount of horseradish to get just a small taste.)

· The Israelite slaves worked in Egypt to build the pyramids and palaces for the Pharaoh and his officials. During Passover, a special food is made and eaten to remind us of the mortar or cement that the slaves used to hold the bricks together. This mixture is call charoset (pronounced haroset). It is made with apples, honey, cinnamon and nuts. (see recipe in teacher Prep. section). Have the kids try it on a piece of matzo.

· Take a minute to ask the kids if they remember what each food stands for. Give them a minute to share with you and any parts of the Exodus story they recall.

· Continue the Seder by telling the kids that during the time Jesus lived here on Earth, the people also ate roasted lamb. Remind them our Key Scripture Verse for this workshop says “It was time for the Passover lambs to be killed.” (Luke 22:7) In the New Testament, Jesus is referred to as the Lamb of God. Why was the lamb important at the very first Passover? (in the Old Testament, an unblemished or nearly perfect in color and shape, lamb was sacrificed) In what ways is Jesus like the lamb killed at Passover? (Jesus was killed or died for our sins and he was pure like the unblemished lamb).

· Ask the kids what is left on the plate that hasn’t been shared? It is the cup of wine or grape juice. During a Seder meal, 4 cups of juice or wine are used. During the meal that Jesus celebrated with his disciples, Jesus used Elijah’s cup. Jewish people wait for Elijah to come, for they believe that Elijah’s return will signal that the Messiah will be coming. A plate and a cup was, and still is, always set for Elijah in hopes that he would/will come.

At the Last Supper, Jesus blessed the cup of wine and said “Drink this, for this is my blood.” Share some juice with the kids by having them dip a piece of matzoh into the juice and eating it.

· During the Last Supper, Jesus used Elijah’s cup and he called it HIS cup. Jesus was telling his disciples that he was giving new meaning to the Seder meal. His disciples were to now remember Jesus and what he did for them and us when we celebrate the special meal with bread and wine.

This is a very difficult concept and not all the kids will get the connection. Try and explain it as best you can. Do not worry if the kids don’t seem to make the connection between the Passover Seder and the Last Supper and the Communion we celebrate in our own church. There are many adults who don’t understand the meaning of it all either. However, it is a place for them to start and for them to ponder what has been said and done.

· Finish the Seder with either a song or blessing. “Shalom Haverim” or the “Doxology” would be appropriate. (The story of the Last Supper as found in Matthew 26:30 speaks of hymn singing to finish the meal.)

Reflection Time:
1. The children should spend a few minutes reflecting upon the morning’s lesson – What was their favorite food item? What was it a symbol of in the Passover meal? Why do we use bread and juice in our Communion celebration? How is Jesus like a lamb?

Closing:
1. Say the Key Verse together. (See above).
2. You might want to repeat the Hebrew blessings used earlier in the Seder meal. You might want to have the kids share a grace they use at home before the “breaking of bread” (eating the meal). You might use a song you didn’t use to finish the Seder meal.
3. Pray! Ask the kids if they have any prayer requests. Thank God for the time spent learning and being together in fellowship.

Teacher Preparation
Preview the video The Last Supper by Gateway Films, Vision Video. It will provide you with a lot of background information.

Gather supplies you will need for the Seder. You will not need to have large quantities of any of the food items except maybe the matzoh. The other items are for tasting purposes only. The charoseth will need to be prepared each week as it turns dark and rather nasty looking after it sets! Don’t forget the baking powder, soda and yeast for visual aids and a slice of regular bread.

Charoseth recipe:
¼ cup nuts finely chopped
¼ cup apples, finely chopped
1 T. grape juice
1 T. honey
¼ tsp. cinnamon

I haven’t made this recipe without nuts, but you might want to do that to avoid the ‘nut allergy’ problem with kids. Perhaps just using ½ cup chopped apples would work.

Materials:
Bible and/or Children’s Bible storybook
Seder plate or fancy plate
Matzoh
parsley spring
bowl of salt water
horseradish
charoseth
grape juice
fancy chalice or cup for Elijah
placemat/doily to ‘mark’ the place for Elijah.

References:
Video – The Last Supper, Gateway Films, Vision Video

Lessons at rotation.org (with thanks) :
· “The Twelve Apostles and the Last Supper”. Hassick, Lynda, DCE, Bethany UCC, Bethlehem PA
· “The Last Supper”. Rotation set from Irvington Presbyterian, Irvington,
· “A Passover – Seder for Kids”. MacQueen, Neil.

I just wanted to say the games workshop for this rotation was wonderful. I did it a little differently because I don't have large classes and mine went from kindergarten to 6th grade.

I had 10 kids. I chose my youngest 2 who were both in kindergarten to be captains and choose teams and amazingly enough I was able to create 5 pretty evenly matched pairs. I had them sit in 2 rows facing me. I gave them each a musical noise maker since we don't have buzzers. I actually found the questions easier for all ages not just the younger ones. First I read the story and after the first round for each child, I read the story again and they listened better the second time once they really understood what they needed to know. Only the first person in the row could go. I would ask the question and the first person to sound got first chance, if they couldn't get the other person got a chance, if neither got it, I let others answer for less point value.

We did it cooperatively, how many points could we get as a group each round.

Everyone really loved it. After the game, we ate snack and did the ending activity.

Thanks for such a great game and questions.

SheilaB