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(WT) Jesus the Boy in the Temple ~ Bible Skills & Games

Rotation.org Writing Team

Jesus the Boy in the Temple

Bible Skills & Games Workshop

 

Summary of Lesson Activity

Students will play through several versions of the game "Concentration" using Bible verse cards from the passage. By making changes to the game, the teacher will walk the students through a series of insights about the story, and ultimately, play a "listening" skit-game.

About the "games" in this lesson

A traditional game lesson has a Bible study followed by a game that might be themed on the story or be some sort of quiz. This games lesson demonstrates how the Bible study itself can be part of the game, and insights unfolded as the game is replayed under different rules. "Playing" or "gam-ing" the discussion is perhaps a better description of the style.

Scripture

Passage: Luke 2:41-52

Key/Memory Verse: Luke 2:46-47   After three days they found him in the temple, sitting among the teachers, listening to them and asking them questions. And all who heard him were amazed at his understanding and his answers.

Objectives

See Bible Background

Additional "Bible Skill" Objectives

  • Learn how to use a Gospel Parallels study resource which lists which stories are in which Gospel.
  • Trace the journey from Nazareth to Jerusalem.

Preparation

  • Read Bible Background, scripture and this lesson.
  • Get a copy of a "Gospels Parallels" study resource. Your pastor probably has one or check the church library.
  • Pull together your materials.
  • Print a copy of the scripture passage for each student.

Materials List 

  • Bibles (a children's storybook for younger children)
  • map of Israel (which shows Nazareth and Jerusalem)
  • 4" square pieces of poster board for the "concentration" game
  • markers
  • printed copy of the scripture passage for each student
  • chair (temple chair)
  • table (strong enough to hold a student sitting on a chair on top of it - other suggestion instead of chair on table just use a stool or something similar to an "Easyreach" three step stool- to elevate them)
  • chairs, enough for all students - for reflection (if no chairs in room - you could use a single temple chair and have rest of students simply sit on floor)


Lesson Plan

Students will make and play a "concentration" game that is actually a rolling Bible study. You will lead them through several variations of the game to illustrate various points in the study.

"Concentration" is the game in which cards are dealt face down, and students take turns flipping one over, then flipping a second hoping to match it. If they match, the student collects the cards. If they don't match, cards are flipped back over and the next player tries. This version of the game is designed to steep your students' memory in the passage, and create opportunities for discussion as you play versions of the game.

Bible Skills Beginning for Older Students

Pull out a map of Israel and have students find Nazareth and Jerusalem. Explain a few things about each town (Nazareth=small town in the northern hills, Jerusalem=capitol city where the Temple and power was).  Note that our story today takes place during a journey to Jerusalem for Passover. Measure the distance, look at the terrain (Was it an easy journey? How did they get around? What kind of dedication did it take? How far away did you come from to get to church today? How was your journey? What made you want to be here?).

For older students, mention that our story is only found in the Gospel of Luke. Pull out your Gospel Parallels book and pass it around so that students can see that today's story is not included in other Gospels. Explain why that may be (Luke seems to have personal information about Jesus' family, namely Mary. Perhaps he knew her.) Mark doesn't include a birth or younger Jesus. Matthew goes from Wisemen and the Flight to Egypt straight to the baptism of Jesus. Note that your Gospel Parallels charts show that Matthew and Luke have very different sources in the first two or three chapters.

Game 1: "A Study in Concentration"

This first game introduces the passage and begins to identify key words and ideas.

1. Give each student several blank cards and a marker.

2. Give each student a copy of the scripture passage that they can mark up.

3. Read through the passage, and as you do, ask students to circle the key words and phrases. Point out key concepts and lightly explore meanings at this stage. Now go back over the passage and discuss which words might be the "key" words. Allow them to disagree and change which words they highlighted on their own paper.

4. Now assign one verse (or more) per student. Tell them to write a condensed version of their verse on the first card using the keywords and phrases circled and discussed during the study.  Then, have them duplicate what they wrote on the second card.

If they have a short verse, they can write the entire verse. But for the slightly longer verses, have them only write keywords/phrases on their card from the verse.

Do not add verse numbers to the cards. Instead, you want them to read and think about the actual words, instead of just trying to "remember where the card with the 3 is."   [Non-readers can draw the verses.]

5. Once everyone is done creating their verse cards, have them place their cards face down with everyone else's, scramble the order, and then arrange into a square.

6. Play "Concentration" with the verse cards, taking turns until all the verses are matched. Feel free to make brief comments about the verses.

Non-reader adaptation:  If using a storybook Bible, break the story down to 5 or 6 scenes. Mark the cards with pencil ahead of time so you know which are which. Add a key phrase to the card and then let the non-readers illustrate the idea after you explain it to them.


Game 2: Time-It

This game reinforces knowledge of the passage and begins to ask students for input.

Now that all the pairs of verse cards are matched, have each student place one card from each matched pair onto the table (collect all the remaining cards). You now have the entire passage on the table, in cards, to play the following game (alter the game play depending on # of students).

To play: See how long it takes your group to put all the verse cards in the correct order. If you have a large group, split into teams and time them.

Discussion Break:  "Touch Up"

Say: On the count of three, I want you to put your hand on the verse card that you think is the most important or favorite in the passage. When students have their hand on the card, one by one touch their hand off the card and at the same time ask them why they picked that card-verse as the most important/favorite.

Non-reader adaptation:  For touch up, reduce the number of cards they can touch and explain each ahead of time again.


Game 3: What Verses Are Missing?

Still using a single set of the verse cards, have students put all the cards in the correct order, then flip them all face down. 
Now remove any two of the cards from the table, and turn all the cards face up.

See if they can remember what two verses are missing.

If they struggle, let them use their Bibles.

Discussion Break: World's Most Polite Student

Show the missing verse cards and ask them a question about them. Tell them you will ONLY accept an answer if they act as if they are"The World's Greatest and Most Polite Student." This not only makes it fun, it creates a great memory hook, and begins to dig into the attitude that a good student is supposed to bring to class.

Game 4: What Verses Are Missing? – the Sneaky version

This game turns to the "life application" of the passage.

Repeat game 3 by having the students put all the cards in the correct order and turn them face down. Now take two cards off the table ⇒ only this time, make sure you are taking the following 2 KEY verse cards off the table, leaving two empty spots:

◊ "They found him in the temple, sitting among the teachers, listening to them and asking them questions."

◊ "Did you not know that I must be in my Father’s house?”

Turn all the cards face-up one by one to reveal which verses are on the table, and which two verses might not be on the table. Let them guess as you turn over cards. After you've turned over all the cards, if they're still stumped about what's on the two missing cards, let them use their Bibles. To add some competition, take turns guessing.

Non-reader adaptation:  Give them clues.


Game 5: Acting Out How to Listen

After they figure out the two missing verses...

Take the first of the two missing cards ("they found him in the temple") and pass it to a student, saying, "I want you to go sit in that "temple chair" and give us your best "listening pose." 

The Temple chair is simply a chair set apart that everyone can see and you can send students to, one at a time, letting each show off their "best listening pose." Encourage them to think about their body language, facial expression, etc....all the things a person uses to show they are interested. Make pose suggestions and see who thinks they can improve on the previous student's "listening pose."

This is an excellent time to share your thoughts about the scripture.

Say: Jesus was a good LISTENER. The teachers could SEE him understanding. And all who heard him were amazed at his understanding and his answers. Lk2:47

Ask: How do you show that you "understand" a teacher and aren't just being polite?

Game 6: BTW, God Is Listening!

First, without telling anybody why, pick a student to sit in a special seat that you have carefully placed on top of the table. Whisper to that student to sit there and not talk to anybody, just look friendly.  (This person will be revealed as "God" after the skits.)

Then, have the rest of the students split into two teams and give each team 3 minutes to come up with a skit featuring their "impression" of the following poor listeners:

  ♦ Don't listen in the church service.
  ♦ Act disrespectful when teacher is talking in Sunday School

As the teams are doing their quick skits, the person on the chair is watching.

After the skits, offer a few additional insights related to their skits. Then pull out the 2nd missing card that you saved from the Missing Card game (Did you not know that I must be in my Father’s house?)

Tell them that it's a "CLUE" about the identity of who is sitting in the chair during our lesson (and in worship with us). Read Jesus' words, Did you not know that I must be in my Father’s house,  and ask the students who they think the student on the chair represents.  It will probably be obvious now, it's God. God is in the house!

Say: Jesus reminds us that he was in his "Father's House." Sometimes it's easy to forget that God is here with us, especially when we are bored, in a bad mood, or don't understand something.

Reflection:  Playing God  (God gives advice to the other students)

Have everyone sit in a circle of chairs that includes the special "God's chair." When you say "SWITCH" have everyone shift one chair to their left. Have them keep moving to a new chair until you yell, "STOP."  Whoever is sitting in the God Chair must answer one of several questions you have written on the board. Do this until (almost) everyone has had a chance to "Play God."

Suggested God Questions:

1. God, tell us how you want us to act in Sunday School.

2. God, give us some advice about how we can pay better attention in worship.

3. God, tell us why we should go to Sunday School.

4. God, give us some advice about how to encourage our parents to bring us to church.


 

Written by:  Neil MacQueen, based on a lesson idea from Anne Camp

Copyright © 2015 by Rotation.org 

Printed from https://www.rotation.org

Last edited by Luanne Payne
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