Lesson Structure

Heading up each lesson are the familiar Bible story title and the chapter(s) and verses upon which the lesson is based. The big topic is a virtue or concept usually expressed in one word which serves as the major theme of all the lessons in a unit. Today’s main emphasis is a sentence stating the message of the current lesson. This main, take-home statement is reinforced throughout the lesson.

Memory Verse

These are Bible verses are suggested as memory work for the kids.

·        The first verse given is repeated in all the lessons of one topical unit. If the lesson is taught within the unit, you can teach and reinforce this same verse over four or five weeks, which helps the kids learn it well.

·        If a second verse is given, it’s specific for the individual lesson and is usually preferable if you are not teaching the lesson within a topical unit.

Prepare in Advance 

Materials needed for various parts of the lesson are listed under this heading, and where necessary, preparation is described.

Please don’t begin preparing on Saturday evening! Read the lesson through much earlier to see what needs preparation and to estimate how much time it will take. Some visuals and crafts need extensive preparation; others do not. Read the Bible pas­sage (or the main passage, if it’s an overview), pray and work through the Bible story. High­light key passages and make notes for yourself.

Be sure to try out craft projects ahead of time so you understand the steps and can decide whether you’ll need a helper (which is only necessary for a few crafts). Also, you’ll need a finished example of a craft to show the kids what they’re making. Physics tricks and card tricks also need advance practice.

Links to supplemental material such as photos, templates, visuals (usually PowerPoint) and sound files are included in the link to the lesson. In the lesson text, the names of the included files are given in quotation marks.

Questions, Object Lesson, Introductory Story, Craft or Game

One of these activities is placed before the Bible story to introduce the main thrust of the lesson. The questions and introductory stories are designed to generate discus­sion. Object lessons often illustrate or help explain a Bible principle or word picture. Even the crafts and games have some connection to the main thrust. A connec­tion to the big topic with its definition ends with prayer. (You can of course change the order of the lesson elements  around to fit your situation.)

Bible Story

After this heading, there often follows in parentheses a description of the stage at the beginning of the Bible story. This can include props, signs, texts and volunteers.

Bible Story as a Skit

If the Bible story (or a part of it) is to be played as a skit, its text it is normally formatted on one page (or two) of the lesson by itself. Copy the skit page(s) the number of times given in the preparation section and highlight on each copy the text for one role in a different color (just the words to be spoken--excluding the figures’ names and any material in paren­theses). Use a different color for each role to avoid con­fusion. Give longer roles to older kids and those who can read well. Offer to help younger kids read the roles if they want to try reading aloud. It’s often best for the teacher to play the role of narrator, whose longer texts connect parts of the story and empha­size main points.

Bible Story without a Skit

Otherwise, the main part of the Bible story is generally arranged in para­graphs, each headed with the underlined numbers of the Bible chapter and verse treated. Key verses can be read aloud by the teacher or kids. When a number of volunteers are involved in a Bible story, it’s often best to dismiss each to return to his seat in the audience after his role has been played in order to reduce crowding and chaos on the stage.

Application

Here the class discusses the relevance of the Bible story and how one of the main principles can be applied in normal life. Depending on the thrust, there may be an invitation to believe on Jesus. (See the page: Leading a Child to Christ.) Answer questions and pray with the children, but wait until after class to hold a conversation with a child who has expressed interest in accepting Jesus.

Visitor

The text for the visitor is also formatted on one page by itself. Copy this page once and give it in advance to someone from the church who will make a one-time appearance. (The visitor’s age group and sex are given in each case.) A child from the class can play a child’s role. The visitor assumes the role and enters the classroom just after the Bible story (if not already present), telling of his or her situation relating to the main thrust of the lesson.

Tips for the Visitor

 It’s ideal for the visitor to speak as spon­ta­neously as possible, but it can also be very effective when the text is read. Emphasize that it should be spoken slowly, loudly and clearly, as people tend to mum­ble and speak quickly and quietly when nervous. Having the text along is helpful for most people to keep them from getting stuck, but request that they not hide their faces behind the paper. Each paragraph of the visitor’s text ends in a question to stimulate discussion with the kids, so it’s important that it be phrased as a question (with rising intonation at the end) and followed by a pause for answers. Near the end, the visitor often asks the audience for advice. This is an oppor­tunity for them to apply a Bible principle to an everyday situation.

Other uses for the Visitor Text

Instead of using the text in the standard way, you could tell the kids the situation described as a story, or you could tell a simi­lar story from your own experiences. Another alternative is to ask a child to read the text spontaneously, or you could read it yourself (depending on the role).

Game, Craft, Worksheet, Object Lesson or Sketch

 Another activity relating to the topic closes the lesson. A worksheet or a sketch often drives home an aspect of the main thrust.

Take-Home Questions

These questions can be printed on a handout for the kids to take home and dis­cuss with their parents. (If a point system exists in your classroom, you could offer an appropriate number of points to those who return the handout with a parent’s signature confirming that they discussed the questions at home.) The questions can also be discussed in class, for instance, if there’s time to fill at the end.