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Rotation Exchange Community Page Rotation Exchange Main Categories Lessons: NT GOSPELS: JESUS' MIRACLES Jesus and the Man Let Down Through the Roof Four Faithful Friends Lesson Plan Set from River Community Church|
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RiverKidz Workshops Summary:
**** River Community Church RiverKidz Take-home Flyer FOUR FAITHFUL FRIENDS: Bringing our Friends to Jesus Scripture: Mark 2:1-12, also Matthew 9:2-8 and Luke 5:17-26 (The following background is adapted from the Kirk of Kildaire’s Faith Quest Parents’ Flyer at http://www.kirkofkildaire.org/quest/faithquestflyers/RoofFlyer.htm) The story of Jesus healing the paralyzed man reveals Jesus’ authority to forgive sins and to heal the sick. The persistence of the friends in bringing the man to Jesus shows how our faith in God can help others. The Story: One day a crowd came from all around to hear Jesus teach. Some people brought a paralyzed man on a mat to ask Jesus to heal him. But there was such a crowd, they could not get into the house. So they carried their friend up onto the roof, dug through the roof, and lowered him on his mat into the room. When Jesus saw how much faith the friends had, he did something surprising. Instead of healing the man, he said, “My son, your sins are forgiven.” Some of the listeners were strict Pharisees and other Jews who were experts in God’s law. They said, “Jesus must think he is God! Only God can forgive sins.” So Jesus asked them, “Which is easier, to tell the man that his sins are forgiven, or to tell him to get up and walk? I’ll show you that I have the authority to forgive sins.” Then Jesus turned to the crippled man and said, “Get up! Pick up your mat and go home!” And guess what? The man stood up, picked up his mat, and went home, thanking God. Everyone was amazed and praised God. Our memory verse for this Rotation is “Let us stop just saying we love each other; let us really show it by our actions.” 1 John 3:18 (NLT) What we will learn: At the end of the rotation, the students will
RiverKidz Workshops: (see listing above) Family Time with God: (adapted from http://www.kirkofkildaire.org/quest/faithquestflyers/RoofFlyer.htm ) Read: Mark 2:1-12, Matthew 9:2-8 and Luke 5:17-26 Reflect: How can our faith in God help others? God forgives and cares for us, especially when we are sick or discouraged. What can we do to show this love of God to others? Who can we pray for? What other actions can we take? Pray: Dear God, thank you for loving me and forgiving my sins. Help me remember that Jesus loves everyone and that we are to love and serve all as he did. Please bring comfort and healing to a special friend of mine. Help me to find ways to show all of my friends that I love them. Amen. Thank you to our Four Faithful Friends Rotation Team: Movie Time: Games: Drama: Art: Shepherds: Music Leader: Curriculum Writers: Jamie Senyard and Amy Crane Sunday School Coordinator: Scripture quotations are taken from the Holy Bible, New Living Translation, copyright 8 1996. Used by permission of Tyndale House Publishers, Inc., Wheaton, Illinois 60189. All rights reserved. **** Letter sent to parents before rotation began, asking for help with art supplies and letting them know girls should dress appropriately for games. Dear Parents: On Sunday mornings children in Kindergarten through Fifth Grade participate in our RiverKidz Workshop Rotation Model (WoRM(TM)) program. For four weeks they explore one Bible story in a variety of ways: games, movies, puppets, drama, cooking, art, storytelling, and science. We surround children with familiar faces and teach them about God in engaging and creative ways. Our goal is to make RiverKidz a place children will want to visit every week! It is our prayer that all of the kids who come to RiverKidz find a place where the love of Jesus Christ shines. October 12 we will begin a new Rotation and look at the story of the four faithful friends who let the paralyzed man down through the roof to be healed by Jesus. We have some especially active games planned for this rotation, including a limbo game. It has been suggested that the girls would be more comfortable if they wore shorts, skorts, or pants on the day their class is in the Games Workshop. The schedule for Games is as follows: October 12: 2nd - 3rd Grades October 26: Kindergarten - 1st Grade November 2: 4th - 5th Grades Your children are always welcome to come to Sunday School “casual,” especially since we move around a great deal and often sit on the floor. Also, we need your help gathering materials for the Art Workshop: we need lots of shoeboxes — one for each child. If you have any boxes you can spare, drop them off at the table in the hallway. Thanks! For more information on our program, visit the church’s website (www.rivercommunity.org and click on RiverKidz) or contact ---. Sincerely, Jamie Senyard, Director of Children’s Ministries The RiverKidz Workshop Leaders and Shepherds ***** RIVER COMMUNITY CHURCH ROTATION MODEL LESSON PLAN FOUR FAITHFUL FRIENDS: Bringing our Friends to Jesus TEACHER BACKGROUND Scripture: Mark 2:1-12, also Matthew 9:2-8 and Luke 5:17-26 Memory Verse: “Let us stop just saying we love each other; let us really show it by our actions.” 1 John 3:18 (NLV) The following discussion is from the “Jesus and the Man Let Down Through the Roof: Bible Background” discussion at the rotation.org website: http://rotation.infopop.cc/eve/forums?q=Y&a=tpc&s=1206067121&f=4576068121&m=7576068121 Author: Angie2 “The story of the paralytic being brought by four friends and healed by Jesus can be found in three of the four Gospels: Matthew 9:2-8, Mark 2:1-22 and Luke 5:17-26. Matthew’s account leaves out the roof destruction. Mark’s account identifies the location as Capernaum. Luke’s account is very similar to the Mark account. For no real particular reason, I prefer the account in Mark.” Author: Neil MacQueen “I prefer Mark’s account because it places the house at Capernaum...and thus probably refers to the location as Peter’s Family Compound which was located there. I’ve been to Capernaum...the ruins are quite well defined and excavated. It looks like a small village of maybe 50 homes but it sat on the main road and had a well developed pier for fishing commerce. Jesus knew how to pick his spots. The later Gospel writers lost the significance of ‘where’ the event took place. Late in the first century a.d. the Jews in Capernaum built a wonderfully ornate synagogue which is still partially standing today. This indicates a strong Jewish faith community in Capernaum --which is further backdrop to those in the house that day questioning Jesus. It is believed that this ornate synagogue rests on an earlier synagogue which Jesus would have used. “Most of the houses in Capernaum were built next to each other using common stone walls between them. This may explain why the friends could so easily get to the roof. They may only have needed to step up on their own roof and over to Peter’s roof. But why couldn’t they get down the access ladder as many homes/roofs had in those days? Apparently, Jesus wasn’t sitting on that side of the room! In fact, some of these Capernaum houses had open court areas in the center of the house. In looking at the surprisingly well-documented ruins of Peter’s house in Capernaum, like some others, I’ve concluded that there may have been 30 to 40 people crammed in the house and flowing outside. “One last interesting question: Jesus had been living with Peter’s family in a rather small town where everyone knew everybody (in nearby towns too). Thus, Jesus probably had met the lame man before. Why didn’t Jesus heal the man earlier? Was it the action of the friends? The need to teach the crowd something? We know Jesus didn’t heal EVERYONE he met. He often used healing to teach. Interesting! ....I've found that my student lock on to the story much better when the scene is described in detail and issues are raised. <>< Neil MacQueen” NOTE: For further personal Bible study, see some good Bible Study questions in “Turning to Jesus! Lesson Two, A Vacation Bible School Curriculum” by Barry McWilliams: http://www.eldrbarry.net/vbs/3/galilsn2.htm Also see the Workshop Leaders Bible Study at the Kirk of Kildaire website: http://www.kirkofkildaire.org/quest/FQlessons/RoofLeaderStudy.htm Resources: “Jesus and the Man Let Down Through the Roof: Bible Background.” Discussion at the rotation.org website Lesson and Ideas Exchange: http://rotation.infopop.cc/eve/forums?q=Y&a=tpc&s=1206067121&f=4576068121&m=7576068121 Books for sharing during Shepherd Time: Look for collections of stories about Jesus that contain the story of the Four Faithful Friends (often called “Jesus Heals the Paralytic” or something about through the roof). Other Resources for Shepherds (just in case you have some extra time to fill): Word Search: http://www.kids-corner.info/myintouch/youth/scramble_paralytic_37353447.html coloring sheets: http://www.itmimg.org/images/youth/ParalyzedMan.gif http://www.raindrop.org/rugrat/fun/cpara.gif http://www.wesleyan.org/ssd/bkex/biblestorycards/ParalyzedColoring.htm coloring sheets and puzzles: http://www.calvarychapel.org/children/site/pdf/New/Curr180.pdf Scripture quotations are taken from the Holy Bible, New Living Translation, copyright © 1996. Used by permission of Tyndale House Publishers, Inc., Wheaton, Illinois 60189. All rights reserved. This message has been edited. Last edited by: Amy Crane, |
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RIVER COMMUNITY CHURCH
ROTATION MODEL LESSON PLAN FOUR FAITHFUL FRIENDS This lesson was written by Amy Crane for River Community Church in Prairieville, Louisiana. Copyright 2003 Amy Crane. Permission granted to freely distribute and use, provided the copyright message is included. MOVIE WORKSHOP Scripture: Mark 2:1-12, also Matthew 9:2-8 and Luke 5:17-26 Memory Verse: 1 John 3:18 (NLV) PURPOSE: The children will explore Matthew’s version of the story and look at some of Jesus’ other miracles as they watch the scripture come to life in The Visual Bible: Matthew. They will compare the way Matthew told the story to how Luke and Mark tell the story. Objectives for rotation (see listing above) Additional objectives for the Movie Workshop By the end of the session, the students will
Teacher preparation in advance:
Room set-up: Students will sit in seats or on the floor facing the television/projection screen. Supply List
PRESENTATION: OPEN: Welcome and Introductions: Greet the children and introduce yourself. Wear your name-tag. (Remember, you are interacting with a different group of students each week who may not know you.) Make sure the children are wearing name-tags. If not, ask the shepherd to supply a temporary badge. We had an opening prayer during the gathering time, but you may open with prayer if you feel led to do so. Explain the purpose of this workshop: Today we will be looking at this rotation’s story of Four Faithful Friends in the Gospel of Matthew. We will also consider some of Jesus’ other miracles. Scripture/Bible Story: Read the scripture: Matthew 9:2-8. (Encourage the children to use their Bibles in looking up verses. Remind them that Matthew is the first of four Gospels and it is toward the end of the Bible, but is the first book in the New Testament.) DIG: Application: Before beginning the video, talk about what is it like waiting in a doctor's office or hospital waiting room? Who cares for you when you are ill? First viewing: Tell the children: This is a short clip of just 7 verses directly from the Gospel of Matthew (the New International Version, which is a slightly different translation than the one we just read). We will watch it several times, as it is hard to see everything the first time. This first time you’re watching the video, notice * the teachers of the law — where they stand, how they react to what Jesus says and does. * the friends’ reaction to what Jesus says and to what happens. Set the story up by telling the children that Jesus had been traveling all over the country teaching people about God and healing the sick. The strict teachers of the Law of Moses didn’t like what Jesus was preaching. Matthew, the author of this Gospel, is the narrator. Pass out wipes, popcorn and drinks. Start the video (Volume 2). Watch Matthew 9:2-8 straight through. If you don’t stop the video quick enough, let the children know that the old man in the next scene is Matthew, telling a grandchild these stories. Second viewing: [While you are doing the dictionary activity, have the Shepherd rewind the video to Matthew 9:2.] Before we watch the video clip again, there are some key words you should understand. Can anyone tell me what ______ means? [Take suggestions, then offer dictionary definition if they need help. Look up the word for younger children - with older, ask if a volunteer wants to look it up.] * paralytic [person whose movement in one or more body parts/limbs is impaired or lost -- caused by injury or disease] * blaspheming [speaking irreverently of God, lacking respect] * sins [“closing our hearts to God and disobeying God’s law” -- Belonging to God: A First Catechism] * authority [the power to determine, the right to control; an expert on a subject] * awe [overwhelming feeling of reverence, admiration, fear, or wonder produced by that which is extremely powerful, grand, etc.] (Note that the video uses the New International Version rather than the NLT which we read, so some words are a bit different.) Now that some difficult words have been defined, let’s watch Matthew 9:2-8 straight through again. Let me know if there are any other words you don’t understand. Replay the video clip. Were there any other words you would like to look up or have explained? Third viewing: [While you are introducing the other healings, have the Shepherd rewind the volume 2 video to Matthew 9:2 and then eject it and insert the volume 1 video which should already be cued up to the proper spot.) Now let’s take a look at some other healings that Jesus did right before today’s story where he healed the paralytic. Notice all the other people that had come to Jesus for help before the four friends came. Word about Jesus was spreading. The crowds were growing. A few things you should know before we watch the video: ∙ The first man that approaches Jesus for help has leprosy. Leprosy is a skin disease. It is very obvious when someone has it. It was believed to be very VERY contagious and there was no known cure, so someone who had leprosy was not allowed to go near other people. ∙ Jesus tells the man to go to the priest after he is cured of leprosy. The Old Testament Law requires the priest to make sure the leprosy is gone before someone who is cured can return to live in a community. ∙ A Centurion is an officer in the Roman army over 100 men (‘cent’ means 100). Remember that the Romans had taken over in Judea and were disliked and mistrusted by the Jews. If a Jewish person enters the house of a Roman, he is unclean and not allowed to do certain things for a period of time, so Jesus’ friends try to stop him from going to help the Centurion. ∙ Notice how neither the man with leprosy nor the Centurion are welcomed by the crowd, but Jesus welcomes them. Watch the clip from volume 1: Matthew 7:28 - 8:17. Discuss verse 17: Matthew reminds his readers/listeners that the prophet Isaiah said: “Surely he took up our infirmities and carried our sorrows.” (Isaiah 53:4a, NIV) “Yet it was our weakness he carried; it was our sorrows that weighed him down.” (Isaiah 53:4a, NLT) I wonder what Matthew and Isaiah meant by this? I wonder why so many people turned to Jesus? What did they know about him or see in him? Fourth viewing: [While you are introducing this viewing, the Shepherd should put the volume 2 video back in the machine. It should already be rewound.] So after all these healings that we just saw, word is spreading about Jesus’ ability to do miracles, his authority. So you can see why the four friends were willing to work so hard to get to Jesus. This time as you watch the story of Four Faithful Friends, watch how everyone reacts to the healing. Watch Matthew 9:2-8 one more time. Discuss: ∙ Why did Jesus stop the friends from helping the paralyzed man get up? ∙ Why were people laughing? Was something funny? ∙ The last verse says: “When the crowd saw this [the man getting up], they were filled with awe; and they praised God, who had given such authority to men.” (Matthew 9:7, NIV) Was everyone praising God? What do you think of the way the filmmaker chose to show this verse? [Show the video clip one more time if necessary.] REFLECT: Pulling it all together (closing discussion): [adapted from “Man Through the Roof - Kirk of Kildaire”] ∙ What did the friends believe about Jesus? [He had the power to heal the man.] ∙ What does it mean to know that Jesus had the power to forgive sins and to heal? What does this story tell us about Jesus? [Jesus was the Son of God. Jesus is God. Jesus has authority.] ∙ Why were the Pharisees upset with Jesus? [Only God can forgive sins. Jesus was implying that he was God.] ∙ How did the crowd of people react when they saw the miracle? [They were amazed.] ∙ Do you think they told other people about this amazing Jesus? [Yes and that was how more people learned about Jesus and believed in his teachings.] ∙ How would you react if you saw this miracle? [Go and tell others - that is how the word about Jesus spread in the world and that is how more friends are brought to Jesus.] ∙ Can we still bring friends to Jesus, even though he is not here in person at River Community Church teaching and healing? [Yes, by bringing them to church with us, by telling them the stories from the Bible, by telling them the things Jesus has done in our lives.] Review the memory verse. Teach the children the memory verse using American Sign language (see attached instructions). By 11:45 a.m. ask the Shepherd to pass out the journal pages and pencils/markers. Suggestion: You may wish to give the children a heart sticker or some other sort of sticker that shows love and friendship to paste in their journals as a reminder of the story. Shepherd Time: The Four Faithful Friends were faithful to their friend who was paralyzed and they also were faithful to God. They loved their friend and so they brought him to God. Here is a “ticket” [pass out the journal page tickets with the memory verse]. Decorate this ticket however you want. Maybe you want to draw a scene from the movie. Maybe you want to list some friends you want to pray for and bring to Sunday School. Maybe you want to draw a picture of yourself taking action that shows someone you love him or her. This is meant to be a time of reflection and introspection. Writing about faith helps clarify lessons. In addition to the suggested activity, children may draw pictures relating to today’s scripture or memory verse, list highlights of the day’s activities, or rephrase the memory verse. The journal pages will be saved and given to the children at the end of the school year. You may want to provide an extra activity or worksheet for children who finish their journals quickly, such as coloring sheets, crossword puzzles, word searches, games. See the Workshop Leader’s Background Notes and rotation.org for ideas. The Stretchers and Activities handout has some additional ideas. Before noon, ask the students stop journaling for a moment and sit quietly for prayer so that they can leave when their parents arrive. Allow them to finish journailing after the prayer. Closing prayer: Do you have someone you love that you want to bring to God? Think about that person (a friend, a family member, a classmate) you want to know Jesus better, someone you can show love to through your actions. Think about that person or those people in your hearts as we pray. Remember, God hears all your prayers, spoken and unspoken. Pray for the children and their friends. [Sample prayer: Jesus, thank you for these children and their friends and families. Hear their prayers that they and those dear to them will grow closer to you and know you as a personal friend and Lord and Savior. Help these children to be faithful friends to all they meet. Amen.] Tidy and Dismissal: ∙ Ask children to help tidy the room. Give any specific instructions for clearing the workshop room. ∙ Collect the journal pages before they leave. ∙ Give everyone the parent take-home flyer the first week of the rotation; give it only to children who were absent and have not yet received it the other weeks of the rotation. Additional Suggestions: You will need to decide how best to adjust the lesson for older and younger students. Keep the children active and involved in activity. Do what works for you and the children. Some ideas: Older children: ∙ compare the Matthew version to Mark and Luke (either by reading all three versions or if this is not the first week of the rotation, by recalling what they read in other workshops). This can be done between the second and third video viewings or save it until later to see if time permits. ∙ ask a volunteer to look up the words in the dictionary. Younger Children: ∙ For classes composed primarily of pre-readers, show the children how to find the passage in the Bible (for example, “To find the Gospels, open the Bible in the middle and then open the second half in the middle - you should end up in Matthew, Mark, Luke, or John. Our passage is in Matthew.”) and then have them find it. After everyone has found the passage, have them close their Bibles and set them aside to listen while you read. ∙ for the dictionary/definition portion of the second viewing, find a simple definition for each word or think of a number of synonyms to help explain the concepts. Remember, children this age have small vocabularies. Resources American Sign Language Browser: http://commtechlab.msu.edu/sites/aslweb/browser.htm Atkinson, Rev. Dr. Lonnie. “Jesus Heals the Paralytic-A Lesson Set from St. Paul's Presbyterian, Ingersoll, Ontario.” A lesson set from the Lesson and Idea Exchange at rotation.org: http://rotation.infopop.cc/eve/forums?q=Y&a=tpc&s=1206067121&f=4576068121&m=9876068121 Belonging to God: A First Catechism. PCUSA, 1998. Catherine. “Man Through the Roof - Kirk of Kildaire.” A lesson set from the Lesson and Idea Exchange at rotation.org: http://rotation.infopop.cc/eve/forums?q=Y&a=tpc&s=1206067121&f=4576068121&m=3876068121 MacQueen, Neil. “A Brief Introduction to Teaching with Video.” Sunday School Software web site. http://www.sundaysoftware.com/video-tips.htm “Jesus Heals a Paralyzed Man, Wellshire Presbyterian, Denver, CO.” Drama Workshop and other workshops (source for many of the discussion questions). A lesson set from the Lesson and Idea Exchange at rotation.org:: http://rotation.infopop.cc/eve/forums?q=Y&a=tpc&s=1206067121&f=4576068121&m=1366027741 Random House Webster’s College Dictionary. New York: Random House, 1991. Some Scripture quotations are taken from the Holy Bible, New Living Translation, copyright © 1996. Used by permission of Tyndale House Publishers, Inc., Wheaton, Illinois 60189. All rights reserved. Other Scripture taken from the Holy Bible, NEW INTERNATIONAL VERSION®.Copyright © 1973, 1978, 1984 International Bible Society. All rights reserved throughout the world. Used by permission of International Bible Society. NEW INTERNATIONAL VERSION® and NIV® are registered trademarks of International Bible Society. Use of either trademark for the offering of goods or services requires the prior written consent of International Bible Society. **** RIVERKIDZ Four Faithful Friends MEMORY VERSE SIGN LANGUAGE “Let us stop just saying we love each other; let us really show it by our actions.” 1 John 3:18 (NLV) LET The fingertips of the hands point down and then move up with a slight forward movement. US The sign WE is made with a U handshape. That is, the first two fingers move from the right shoulder to the left shoulder. STOP The edge of one hand comes down on the palm to represent something coming to a quick stop (a chopping sort of motion). SAYING The index finger of the right hand rolls forth from the mouth to represent the flow of spoken words. LOVE The hands hug something over the heart to indicate the concept of love. EACH OTHER The two A handshapes (fist with thumb up at end of fingers) circle one another to show that they are in close proximity LET The fingertips of the hands point down and then move up with a slight forward movement. US The first two fingers move from the right shoulder to the left shoulder. REALLY The forefinger is upright and moves straight forward from the mouth. SHOW The tip of the right index finger is placed against the left palm and both are moved outward. The fingertip is pointing to something in the palm which is extended for others to see. ACTIONS (ACT) The hands swing back and forth to show that they are doing something (acting). From the American Sign Language Browser: http://commtechlab.msu.edu/sites/aslweb/browser.htm. You can see the signs demonstrated there. |
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RIVER COMMUNITY CHURCH
ROTATION MODEL LESSON PLAN FOUR FAITHFUL FRIENDS This lesson was written by Amy Crane for River Community Church in Prairieville, Louisiana. Copyright 2003 Amy Crane. Permission granted to freely distribute and use, provided the copyright message is included. DRAMA WORKSHOP Scripture: Mark 2:1-12, also Matthew 9:2-8 and Luke 5:17-26 Memory Verse: 1 John 3:18 (NLV) PURPOSE: A picture book or poster will be created with photos of the children re-enacting the story of Four Faithful Friends. The children will explore what it means to help someone in need. FIELD TEST NOTE: This is one of my favorite drama workshops!  We had great fun planning and taking the pictures. Plus, the children really really appreciated getting the books with their pictures the next week, and the parents enjoyed seeing it too! Plus, it wasn't too much work (for me  ) -- I had very capable techie-type help to take the pictures and make them into books. --Amy  Objectives for rotation (see listing above) Additional objectives for the Drama Workshop At the end of the session, the students
Teacher preparation in advance:
Room set-up: You will need a clear space in the room so there is space to create the dramatic scenes. Supply List
PRESENTATION: OPEN: Welcome and Introductions: Greet the children and introduce yourself. Wear your name-tag. (Remember, you are interacting with a different group of students each week who may not know you.) Make sure the children are wearing name-tags. If not, ask the shepherd to supply a temporary badge. We had an opening prayer during the gathering time, but you may open with prayer if you feel led to do so. Explain the purpose of this workshop: Today we will take pictures of you reenacting the story of some people who worked really hard to help a friend. The pictures will be used to make a picturebook for each of you (you will receive your picturebook next Sunday) or a poster. Scripture/Bible Story: Read the scripture: Mark 2: 1-12. (Encourage the children to use their Bibles in looking up verses. As they are turning the pages in their Bibles, remind them that Mark is one of the four Gospels. The Gospels contain the stories of Jesus and are found in the New Testament in the back part of the Bible.) Discuss the story: ∙ Talk about the construction of houses in that era: while you did not want a permanent hole in your roof, the roofs were made of wood with sticks and dried mud packed in between the wood beams and could be fixed relatively easily. There was little rain, so the roofs were flat, and often families would sit on their roofs because there was a bit more breeze up high with no walls (so there were stairs that make the roof accessible). Show pictures if you have some. ∙ I wonder how someone who was listening to Jesus teach would have felt about such a major interruption? Would they have watched quietly? ∙ I wonder how the man felt as he was lowered to Jesus while everyone was watching? Could he hold on? ∙ What did the Pharisees think about Jesus forgiving the man's sin? About healing him? ∙ What did everyone else think about the healing? Outline key scenes and key phrases from the story on the flip chart. Select from the list on the flip chart six to eight scenes that will tell the story. These will be photographed. DIG: Application: Let’s look for things in our own lives that might help us understand how the people in the story felt and why they acted that way. ∙ How would you feel if your best friend needed help, but there were lots of people in the way? ∙ Have you ever been frustrated by obstacles of some sort when you wanted to help a friend? (Are the people in the way always a crowd, like in this story, or are they sometimes blocking you by what they might think or say?) ∙ What happened? ∙ What did you do? Drama warm-up exercise: We are going to take pictures to show our story, right? Think about photographs. Is there any sound? Is there any movement? No, that’s right. So we will need to show what is happening and what we are thinking and feeling with just our faces and bodies. Let’s all stand and be statues. Show me: ∙ carrying something ∙ carrying something lightweight ∙ carrying something heavy (remember, no sound or movement once you have decided on a pose) ∙ sadness ∙ joy (no moving!) ∙ worry ∙ anger ∙ confusion ∙ trying to see from the back of a big crowd (remember, no moving!) ∙ trying to hear someone far away ∙ looking up to see what that scratching noise is — are you puzzled? afraid? ∙ standing and speaking from the front of a large crowd (no sound either!) ∙ surprise ∙ amazement (is that different from surprise?) ∙ walking for the first time in a very long time (or ever) ∙ digging a hole (still no moving) ∙ glorifying God Before we begin taking pictures, let’s think about our “stage.” Can we knock a hole in our ceiling and lower someone down for that scene in the story? How else can we show what is going on? [Take suggestions from students, discuss, and arrive at a solution. If they need a discussion kick-start, talk about showing the scene with two pictures, maybe one showing the crowd looking up (but don’t show the ceiling) and one showing the four friends holding ropes and looking down (but don’t show the floor in the photo).] Assign parts and run through the scenes listed on the flip chart, deciding where to stop the action to form a tableau that will tell the story without words. Work on facial expressions that “say something,” since the pictures will be silent. FIELD TEST NOTE: We did not have time to run through this twice. We took the pictures the first time around. After the class is happy with the selected scenes, ∙ put on costumes (if different people will have the same part in different pictures, make sure a character is always wearing the same costume). ∙ review the list of pictures to make sure together they tell the complete story. Add other scenes as necessary. ∙ run through it again and take the pictures. If you are using a digital camera: write captions for each picture. Print a copy of the book for each member of the class and one for the classroom or church library. Make sure to list the participants’ names. (It may be necessary to deliver these next week. If so, print extra copies so people who were absent today get a copy of the class book, too.) If using Polaroid photo option: Mount the photos on posterboard and write meaningful captions for each one. Make sure to list the participants’ names. Hang the poster in the hallway for everyone to enjoy. REFLECT: Pulling it all together (closing discussion): ∙ What might have happened if the friends hadn't helped the man who was paralyzed? ∙ What do you think the man will do now? ∙ What might the friends do? ∙ What might the people who saw all this do? Review the memory verse. (“Add-a-word” from Hide God’s Word) Divide the class into two groups. Group One says the first word of the verse. Group Two repeats that word and adds the second word. Then it is Group One’s turn again and they say the first three words of the verse. For example: 1: Let 2: Let us 1: Let us stop 2: Let us stop just 1: Let us stop just saying 2: Let us stop just saying we 1: Let us stop just saying we love 2: Let us stop just saying we love each 1: Let us stop just saying we love each other 2: Let us stop just saying we love each other; let 1: Let us stop just saying we love each other; let us 2: Let us stop just saying we love each other; let us really 1: Let us stop just saying we love each other; let us really show 2: Let us stop just saying we love each other; let us really show it 1: Let us stop just saying we love each other; let us really show it by 2: Let us stop just saying we love each other; let us really show it by our 1: Let us stop just saying we love each other; let us really show it by our actions. 2: Let us stop just saying we love each other; let us really show it by our actions. 1 John 3:18 See how fast you can say it and get it right. [Depending on the mood of the crowd and the age of the group, if they make a mistake keep going or start over.] At 11:45 a.m. ask the Shepherd to pass out the journal pages and pencils/markers. Suggestion: You may wish to give the children a sticker or some memento, maybe some sort of “Jesus” stickers, to paste in their journal as a reminder of the story. Shepherd Time: What is our memory verse? Can anyone say it yet? [“Let us stop just saying we love each other; let us really show it by our actions.” 1 John 3:18] Let’s think about what the verse means. What is “action?” What are some actions words? Have you ever seen someone say they love you or someone else and then they did something that REALLY made you wonder if their love was true? Does anyone want to share? Think about someone you say you love. Maybe your mother or father, a friend, a neighbor, a sister or brother, a far-away relative. How can you show them that you love them? Think about a time they may really need some love. What action(s) can you take to show them your love? On your journal sheet with the memory verse, either list some ways you can show this person you love them (use action words) or draw a picture of you doing something that shows this person that you love them. This is meant to be a time of reflection and introspection. Writing about faith helps clarify lessons. In addition to the suggested activity, children may draw pictures relating to today’s scripture or memory verse, list highlights of the day’s activities, or rephrase the memory verse. The journal pages will be saved and given to the children at the end of the school year. You may want to provide an extra activity or worksheet for children who finish their journals quickly, such as coloring sheets, crossword puzzles, word searches, games. See the Workshop Leader’s Background Notes and rotation.org for ideas. Before noon, ask the students stop journaling for a moment and sit quietly for prayer so that they can leave when their parents arrive. Then allow them to finish journaling. Closing prayer: Pray that God will help the children (and adults leaders, too) be active with love in their friends’ and families’ lives. Tidy and Dismissal: ∙ Ask children to help tidy the room. Give any specific instructions for clearing the workshop room. ∙ Collect the journal pages before they leave. ∙ Give everyone the parent take-home flyer the first week of the rotation; give it only to children who were absent and have not yet received it the other weeks of the rotation. Additional Suggestions: You will need to decide how best to adjust the lesson for older and younger students. Keep the children active and involved in activity. Do what works for you and the children. Some ideas: Older children: ∙ Select one child to be “director” and set up each picture, or pick a different child as director for each picture. Younger Children: ∙ For classes composed primarily of pre-readers, show the children how to find the passage in the Bible (for example, “To find the Gospels, open the Bible in the middle and then open the second half in the middle - you should end up in Matthew, Mark, Luke, or John. Our passage is in Mark.”) and then have them do it. After everyone has found the passage, have them close their Bibles and listen while you read. ∙ For the memory verse game, have a poster with the words and point to the words to help them remember how far to go. If they make a mistake, keep going. Try the whole thing again once you finish it once, if time permits. ∙ Offer to let the younger children dictate the list of ways they can show love for their journal page as you write it down. Resources “Jesus Heals a Paralyzed Man,” Wellshire Presbyterian, Denver, CO, Drama Workshop and other workshops (source for many of the discussion questions). Lesson plan set at the rotation.org Lesson and Idea Exchange: http://rotation.infopop.cc/eve/forums?q=Y&a=tpc&s=1206067121&f=4576068121&m=1366027741 Hastings, Selina. The Children’s Illustrated Bible. New York: Dorling Kindersley, 1994. (This book has a description of the flat roofed houses, as well as a good picture of the story.) ___ Hide God’s Word. Scripture quotations are taken from the Holy Bible, New Living Translation, copyright 1996. Used by permission of Tyndale House Publishers, Inc., Wheaton, Illinois 60189. All rights reserved. **** Sample listing of scenes and captions used in booklet with digital photos: Scenes: 1 Crowd listening to Jesus 2 Four friends carrying paralyzed man 3 Digging the hole in the roof 4 Down through the roof 5 What’s coming through the ceiling? 6 Jesus forgives 7 Teachers of the law are shocked! 8 Jesus tells the man to get up 9 The man gets up 10 Everyone praises God 1 Several days later Jesus returned to Capernaum, and the news of his arrival spread quickly through the town. Soon the house where he was staying was so packed with visitors that there wasn’t room for one more person, not even outside the door. And he preached the word to them. 2 Four men arrived carrying a paralyzed man on a mat. 3 They couldn’t get to Jesus through the crowd, so they dug through the clay roof above his head. 4,5 Then they lowered the sick man on his mat, right down in front of Jesus. 6 Seeing their faith, Jesus said to the paralyzed man, “My son, your sins are forgiven.” 7 But some of the teachers of religious law who were sitting there said to themselves, “What? This is blasphemy! Who but God can forgive sins!” 8 Jesus knew what they were discussing among themselves, so he said to them, “Why do you think this is blasphemy? Is it easier to say to the paralyzed man, ‘Your sins are forgiven’ or ‘Get up, pick up your mat, and walk’? I will prove that I, the Son of Man, have the authority on earth to forgive sins.” Then Jesus turned to the paralyzed man and said, “Stand up, take your mat, and go on home, because you are healed!” 9 The man jumped up, took the mat, and pushed his way through the stunned onlookers. 10 Then they all praised God. “We've never seen anything like this before!” they exclaimed. Scripture quotations are taken from the Holy Bible, New Living Translation, copyright © 1996. Used by permission of Tyndale House Publishers, Inc., Wheaton, Illinois 60189. All rights reserved. |
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Exchange Volunteer 'WoRM Guru' |
RIVER COMMUNITY CHURCH
ROTATION MODEL LESSON PLAN FOUR FAITHFUL FRIENDS This lesson was written by Jamie Senyard for River Community Church in Prairieville, Louisiana. Copyright 2003 Jamie Senyard. Permission granted to freely distribute and use, provided the copyright message is included. GAMES WORKSHOP Scripture: Mark 2:1-12, also Matthew 9:2-8 and Luke 5:17-26 Memory Verse: “Let us stop just saying we love each other; let us really show it by our actions.” 1 John 3:18 (NLV) PURPOSE: The children will play a game to explore the level of faith and commitment of the friends who carried the paralyzed man to see Jesus. They will also consider ways in which they can bring the needs of others to Jesus. Objectives for rotation (see listing above) Additional objectives for the games workshop At the end of the session, the students will * know that it was not easy for the four friends to carry their friend to Jesus but they had faith and found a way. Teacher preparation in advance:
Room set-up: Set-up a path for the children to follow (outside, weather permitting). Supply Listp
PRESENTATION: OPEN: Welcome and Introductions: Greet the children and introduce yourself. Wear your name-tag. (Remember, you are interacting with a different group of students each week who may not know you.) Make sure the children are wearing name-tags. If not, ask the shepherd to supply a temporary badge. We had an opening prayer during the gathering time, but you may open with prayer if you feel led to do so. Explain the purpose of this workshop: Today we will play a relay game to help you understand how difficult it was for four friends to bring their paralyzed friend to Jesus. Scripture/Bible Story: Read the scripture: Luke 5:17-26. Explain that this story is told in three of the Gospels – we are reading from Luke today. Have the children locate the story passage in their Bibles. Review the organization of the Bible: The Bible is divided into two big parts, the Old and New Testaments. Each part is a collection of books. Each book is divided into chapters and verses. Show them that if they open their Bible in the middle, they will usually land in the book of Psalms in the OT. Point out that the book name is at the top of each page. Tell them that Luke is the third book of the New Testament and it comes after Matthew and Mark. After they have found Luke tell them to find Luke 5:17-26. Some of the children may confuse chapters and verses. Show them that chapter numbers are the big ones, and also are at the top of every page (in most editions). For classes composed primarily of pre-readers, show the children how to find the passage in the Bible and then have them do it. After everyone has found the passage, have them close their Bibles and listen while you read. DIG: Application: Divide the class into groups of five or six children. (Try to have groups where the children are all about the same size.) Have them practice carrying each other on the stretcher the way the paralyzed man’s friends carried him to Jesus. (See stretcher-making instructions in the supply list.) SAFETY: Emphasize that the man’s friends cared very much about him so they carried him carefully and worked together. Everybody should pick up and put down their poles at the same time. If one person sets his pole down before the others, their friend will get dumped onto the ground. If anyone finds his load too heavy, he should tell the others so they can all set down the stretcher together. Go outside where you have created a course for each team, marked into several equal legs. The courses can be triangles, squares, or straight lines marked into sections. The distances should be long enough to require a little effort, but not so long as to be discouraging. Give each group a stretcher. One child is to lie on the stretcher, while four children carry it the first leg of the course. They then switch positions so that a different child is carried for the next leg. If you have more than five children in a group, rotate the participants so they all have a turn as spectators. Repeat until everybody has had a ride. If needed, remind the children that speed is not the object. They are to carry the friend on the stretcher carefully. NO RACING! Alternative for younger children or if you are concerned that the children can’t carry each other: Use weights or 40 lbs of rice, etc., double wrapped to prevent spillage. If you use this alternative for older children, use more weight. If the weather prevents you from going outside, let the children carry each other around the room on the stretchers. Use tables, chairs, or whatever is available to make a course, or just clear out a space and let them take 2 or 3 minute turns carrying and riding. FIELD TEST NOTE: This was great fun, and I, the great worrier (Amy  ) was skeptical, but I helped out one Sunday and no one was hurt and everyone was careful and respectful -- even the 2nd grade boys who occasionally are a bit more rough and rambunctious than I care for. This was easier for the smaller children. For the older/bigger/heavier children, you will want at least one adult to assist with the carrying.Additional games if needed: “Caring Carriers” from Bible Story Games for Preschoolers Divide the children into groups of four at one end of the play area. Give each group a large bath towel or beach towel and direct the children to each hold a different corner of the towel. Introduce them to their new balloon friend, who can’t walk by himself. Place a balloon on each towel. Have the shepherd pretend to be Jesus at the other end of the play area. Tell the children they are to carry their “friend” to the other side of the room without letting “the friend” fall off the towel. Praise each group as it accomplishes its goal. “Nimble Limbo” adapted from Collect-N-Play Games for Kids. Partners try to get under the limbo stick without touching the stick. Players can lean backward, crawl, or scootch under the stick. Partners need to hold hands as they go under the stick. They also should support and steady and help one another through. If any player touches the stick, the pair becomes the limbo stick holders and the stick holders enter the limbo line. Play until no one can go under the limbo stick without touching it. (The stick should be lowered after everyone has gone under without missing.) Encourage pairs to decide how they will go under the stick before their turn to try. As each pair makes it under the stick successfully, applaud. "You did a really good job helping each other and leaning on one another. In fact, sometimes the only way to get under the stick is with the help of a friend." REFLECT: Pulling it all together (closing discussion): Was it hard work to carry your friends? I wonder why the friends in the Bible story would work that hard (carry the man to the house, up the stairs to the roof, dig a hole in the thatch, tie ropes to the mat, and lower him down) to get their friend to Jesus? What did the man in the story need from Jesus? I wonder what things your friends need that you could ask Jesus for? I wonder how you can bring your friends to Jesus? (Let them know you are praying for them. Invite them to church. Talk to them about God. Think of things you can do to help them.) Review the memory verse. Read the memory verse from a poster together. Divide the class into groups of about 4 children. Give each group a set of index cards with one word of the verse written on each card. Have them put the words in order. Encourage them to help their friends get the job done. By 11:45 a.m. ask the Shepherd to pass out the journal pages and pencils/markers. Suggestion: You may wish to give the children a sticker or some memento to paste in their journal as a reminder of the story or activity. Shepherd Time: How have you helped one another today? Continue to think about helping as you draw a large stretcher covering most of their journal page. (The Shepherd can draw one as a model on a white board or flip chart. Just a long rectangle with poles sticking out from each corner.) For the younger children: Tell them to think of somebody they know who needs God’s help (a sick person or somebody with another problem) and write their name or draw a picture that shows their need. This week, remember to pray for them or do whatever else you can do to help them. For the older children: Tell them to think of one or more people they know who need God’s help. Have them write on the stretcher what they can do to bring this person’s need to God. Tell them, “This week, remember to do what you wrote that you could do to bring the need to God.” This is meant to be a time of reflection and introspection. Writing about faith helps clarify lessons. In addition to the suggested activity, children may draw pictures relating to today’s scripture or memory verse, list highlights of the day’s activities, or rephrase the memory verse. The journal pages will be saved and given to the children at the end of the school year. You may want to provide an extra activity or worksheet for children who finish their journals quickly, such as coloring sheets, crossword puzzles, word searches, games. See the Workshop Leader’s Background Notes and rotation.org for ideas. Before noon, ask the students stop journaling for a moment and sit quietly for prayer so that they can leave when their parents arrive. Then allow them to finish journaling. Closing prayer: Prayer: “Thank you God for ____ (each child names a friend). Help us to help our friends. Amen.” Tidy and Dismissal: Ask children to help tidy the room. Give any specific instructions for clearing the workshop room. Give everyone the parent take-home flyer the first week of the rotation; give it only to children who were absent and have not yet received it the other weeks of the rotation. Additional Suggestions: Be sensitive to children who are a noticeably different size than the majority of the class (both bigger and smaller). Try to match teams of like-sized children rather than friends. You will need to decide how best to adjust the lesson for older and younger students. Keep the children active and involved in activity. Do what works for you and the children. In addition to the suggestions included in the lesson plan, for younger children: * For classes composed primarily of pre-readers, show the children how to find the passage in the Bible (for example, “To find the Gospels, open the Bible in the middle and then open the second half in the middle - you should end up in Matthew, Mark, Luke, or John. Our passage is in Luke.”) and then have them do it. After everyone has found the passage, have them close their Bibles and listen while you read. * In the stretcher game, make the course shorter. * In the limbo game, the Workshop Leader and the Shepherd should hold the stick. Resources Alexander, et al. Bible Story Games for Preschoolers. Loveland, Colorado: Group, 1998. Catherine. “Man Through the Roof - Kirk of Kildaire.” A lesson set from the Lesson and Idea Exchange at rotation.org. Antioch Arcade lesson plan: http://rotation.infopop.cc/eve/forums?q=Y&a=tpc&s=1206067121&f=4576068121&m=3876068121 Lingo, Susan L. Collect-N-Play Games for Kids. Cincinnati: Standard, 2001. Scripture quotations are taken from the Holy Bible, New Living Translation, copyright © 1996. Used by permission of Tyndale House Publishers, Inc., Wheaton, Illinois 60189. All rights reserved. |
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Exchange Volunteer 'WoRM Guru' |
RIVER COMMUNITY CHURCH
ROTATION MODEL LESSON PLAN FOUR FAITHFUL FRIENDS This lesson was written by Jamie Senyard for River Community Church in Prairieville, Louisiana. Copyright 2003 Jamie Senyard. Permission granted to freely distribute and use, provided the copyright message is included. ART WORKSHOP (Note: this lesson plan could also be classified as storytelling or puppets) Scripture: Mark 2:1-12, also Matthew 9:2-8 and Luke 5:17-26 Memory Verse: “Let us stop just saying we love each other; let us really show it by our actions.” 1 John 3:18 (NLV) PURPOSE: The children will create a storytelling kit to retell the story to parents, siblings, and friends. In retelling the story to others, the children experience another way to bring people to Christ. Objectives for rotation (see list above) Additional objectives for the art workshop At the end of the session, the students will be able to * Retell the story using a storytelling kit. * Understand that telling the stories of Christ is a way to bring people to Jesus. Teacher preparation in advance:
Room set-up: Set the clothes pins, markers, craft sticks, and 2”x 4” construction paper rectangles for making the story telling kits out on the tables in the art room. Supply List
PRESENTATION: OPEN: Welcome and Introductions: Greet the children and introduce yourself. Wear your name-tag. (Remember, you are interacting with a different group of students each week who may not know you.) Make sure the children are wearing name-tags. If not, ask the shepherd to supply a temporary badge. We had an opening prayer during the gathering time, but you may open with prayer if you feel led to do so. Explain the purpose of this workshop: Today you are going to make a storytelling kit to help you retell the Bible story about Jesus to people you know. Telling others the stories about Jesus is a way that you can bring people to Jesus. Scripture/Bible Story: Before telling the story show the children how to find the passage in the Bible using your Bible. (Do not have the children do this themselves as they usually do during the Bible story time.) Review the organization of the Bible: The Bible is divided into two big parts, the Old and New Testaments. Each part is a collection of books. Each book is divided into chapters and verses. Show them that if they open their Bible in the middle, they will usually land in the book of Psalms in the OT. Point out that the book name is at the top of each page. Tell them that Mark is the second book of the New Testament and it come after Matthew. After they have found Mark tell them to find Mark 2:1-12. Some of the children may confuse chapters and verses. Show them that chapter numbers are the big ones, and also are at the top of every page (in most editions). After showing them how to find the passage, set your Bible aside and tell the story using the story telling kit you made prior to class. Provide some background on Middle East architecture. Show pictures of buildings and towns. They will see that homes in that part of the world are very different than houses here. Because the climate is mostly dry, people do not have to worry about heavy snow or pools of water on their roofs. The houses are connected side by side and the roofs are almost flat - sometimes they have slight domes in the center. Walls are made of stone and stone steps on the outside of the houses leading up to the roof. A roof is made of a network of wood beams, branches, and mud. These roofs are very strong and when the weather is good, they are used like a deck or patio. To keep the heat out, windows are few, small and high up.” (from Creation Station (art) lesson plan, Kirk of Kildaire) DIG: Application: Before the children move to the tables, give them instructions for making the stretcher and people. For the stretcher they will use a glue stick to put glue on one side of two craft sticks. Lay the craft sticks parallel to each other about an inch apart with the glue facing up. Lay a 2”x 4” construction paper rectangle down on the sticks with the long sides of the rectangle even with the edge of the craft sticks on each side. The ends of the sticks should be sticking out of the ends of the paper. Set the stretcher aside to dry. To make the people, the children will use markers to draw facial features and clothes on the people. They will make four friends, one paralytic man, and Jesus. By the time the children have made their people the stretchers will probably dry so they can tie a string to the each of the four ends of the sticks. The string should be about 12 inches long. If time permits the children can use markers to decorate the “walls” of the shoebox house. If not, they can decorate the walls at home. When the stretcher and people are finished, give each child six small balls of modeling clay for the people to “stand in” to hold them upright. (or use the clothespin doll stands if you found them.) Talking points while the children are working: Who are the people who brought us to Jesus? How did they bring us to Jesus? Who could we bring to Jesus? What things about this story amazed you? What things about this story confused you? REFLECT: Pulling it all together (closing discussion): Divide the children into pairs and have them take turns practicing telling the story to each other using their kits. This is a critical part of this lesson. Please keep an eye on the time and make sure it happens! Congratulate all on a job well done! Tell them that they should tell the story to at least one more person today so it will be truly “theirs” (that is, they will have learned it by heart). Review the memory verse. “Scripture Simon Says” The teacher is Scripture Simon and begins by giving the first word of the memory verse. The children respond by repeating it. Continue on in this fashion and then insert an incorrect word. The children must remain silent or they must start over. At first, the verse should be displayed for the children to follow, but after a few repetitions, remove the verse from view. The game would sound like this: Teacher: Let Class: Let Teacher: us Class: us Teacher: stop Class: stop Teacher: loving Class: (should remain silent) By 11:45 a.m. ask the Shepherd to pass out the journal pages and pencils/markers. Suggestion: You may wish to give the children a sticker or some memento to paste in their journal as a reminder of the story or activity. Shepherd Time: On your journal page draw a picture or write the name of the person you are going to use your story telling kit with to tell the story of the Four Faithful Friends. Also draw a picture or write the name of people who have brought you to Jesus. This is meant to be a time of reflection and introspection. Writing about faith helps clarify lessons. In addition to the suggested activity, children may draw pictures relating to today’s scripture or memory verse, list highlights of the day’s activities, or rephrase the memory verse. The journal pages will be saved and given to the children at the end of the school year. You may want to provide an extra activity or worksheet for children who finish their journals quickly, such as coloring sheets, crossword puzzles, word searches, games. See the Workshop Leader’s Background Notes and rotation.org for ideas. Before noon, ask the students stop journaling for a moment and sit quietly for prayer so that they can leave when their parents arrive. Then allow them to finish journaling. Closing prayer: Thank God for the people who have brought these children to Jesus and ask God to give them good recall of the story to tell to others so that they can bring people to Jesus. Tidy and Dismissal: Ask children to help tidy the room. Give any specific instructions for clearing the workshop room. Give everyone the parent take-home flyer the first week of the rotation; give it only to children who were absent and have not yet received it the other weeks of the rotation. Make sure everyone takes his storytelling kit. Suggest to the parents that they should ask their child to tell the story. Additional Suggestions: You will need to decide how best to adjust the lesson for older and younger students. Keep the children active and involved in activity. Do what works for you and the children. Some ideas: Older children: consider having them add chenille-stem arms to the clothespin puppets. Younger Children: * For classes composed primarily of pre-readers, show the children how to find the passage in the Bible (for example, “To find the Gospels, open the Bible in the middle and then open the second half in the middle - you should end up in Matthew, Mark, Luke, or John. Our passage is in Mark.”) and then have them do it. After everyone has found the passage, have them close their Bibles and listen while you read. * Children in this age group will have a variety of abilities with small motor skills. Be ready to help before someone gets frustrated. Congratulate effort, not results. * Leave off the string for lowering the mat. They can just pretend there are ropes (this will eliminate tangled string frustrations). You will probably want to do this for all but the very oldest group. * Instead of having them retell the story to partners, divide the class into groups so that you have one adult for each group to “moderate” the retellings. Ask each child in the group to retell the story using his or her kit. Or if no one wants to tell to the group, lead the entire small group in a simultaneous retelling and demonstration of the story (do this several times if no one wants to solo). Resources Kosmachuk, Joan Dower; Hide God’s Word in Young Hearts; Standard Publishing, Cincinnati, Ohio, 1990. Idea posted by Neil MacQueen at the rotation.org website: http://rotation.infopop.cc/eve/forums?a=tpc&s=1206067121&f=4576068121&m=7576068121 Catherine. “Man Through the Roof - Kirk of Kildaire.” A lesson set from the Lesson and Idea Exchange at rotation.org: http://rotation.infopop.cc/eve/forums?q=Y&a=tpc&s=1206067121&f=4576068121&m=3876068121 Books that show Middle Eastern Architecture: these and more are available at the library Tubb, Jonathan N. Biblelands. New York: Knopf, 1991. (Page 6 has small picture of village near Hebron) Great People of the Bible and How they Lived. Pleasantville, NY: Readers Digest, 1974. (Page 306 shows an excellent rendering of a small village of clustered houses with people on rooftops.) Scripture quotations are taken from the Holy Bible, New Living Translation, copyright 1996. Used by permission of Tyndale House Publishers, Inc., Wheaton, Illinois 60189. All rights reserved. |
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Rotation.org Main Site Rotation Exchange Community Page Rotation Exchange Main Categories Lessons: NT GOSPELS: JESUS' MIRACLES Jesus and the Man Let Down Through the Roof Four Faithful Friends Lesson Plan Set from River Community Church
Rotation Exchange Community Page Rotation Exchange Main Categories Lessons: NT GOSPELS: JESUS' MIRACLES Jesus and the Man Let Down Through the Roof Four Faithful Friends Lesson Plan Set from River Community ChurchCopyright. The content of the Exchange may not be commercially reproduced and remains the property of the individual authors. Send all content inquiries to coordinator@rotation.org.
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