Connect A2 Lower Primary Teacher's manual

TEACHER’S MANUAL

cO nnect Lower Primary A2

REVISED

2017

TEACHER'S MANUAL

connect Lower Primary A2

A Christian Education curriculum for children aged 7 to 9 years.

Contents For the teacher What you will find in each lesson Music, drama, PowerPoints and PDFs Curriculum stance Training and support Five circles of learning Connect icons

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Introduction – Having faith in God Lesson 1 Trusting Jesus as Saviour Lesson 2 Hearing God’s word Lesson 3 Real treasure Lesson 4 The rich fool Lesson 5 The good Samaritan Lesson 6 The great party Lesson 7 Lost and found Lesson 8 The rich important man Lesson 9 True greatness Lesson 10 Matthew: A follower of Jesus

Acts 7 Luke 8:4–15 Matthew 13:44–46 Luke 12:16–21 Luke 10:25–37 Luke 14:15–24 Luke 15:11–32 Luke 18:18–30 Mark 10:35–37, 40–45 Matthew 9:9–13

Introduction – Trusting and following Jesus Lesson 11 Peter Lesson 12 Philip Lesson 13 Saul Lesson 14 Barnabas and Paul Lesson 15 Lydia Lesson 16 Priscilla and Aquila Lesson 17 Timothy Lesson 18 Philemon Lesson 19 Good news for everyone Lesson 20 Quiz Worx

Matthew 14:22–34; Acts 2–5 Acts 6:1–7; 8:26–40 Acts 9:1–31; 13:1–3, 47 Acts 9:26–27; 11:24–26 Acts 16 Acts 18; Romans 16:3, 5 Acts 16; 1 & 2 Timothy Philemon Luke 2 Acts 16:30–31

98 100 110 118 126 132 138 146 154 164 172

Christmas assembly

Luke 1 & 2

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Special lesson

Various

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Teaching ideas Help with classroom management Helpful teaching techniques Teaching Memory verses Is your class different?

Teaching Aboriginal and Torres Strait Islander students Understanding the student: the learning theory undergirding Connect Using appropriate language in the (S)RE/RI class What the Bible says about living as God’s friends Christian Education outcomes

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Dealing with grief

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A2 LOWER

PRIMARY

L E SS O N

The good Samaritan

5 LESSON AIM Q To help students to recognise that being in God’s family and trusting Jesus as Lord and Saviour leads people to positive actions.

LESSON OUTCOMES Students will learn about: Q what it means to be a good neighbour Q the connection between faith and actions.

Students will learn to: Q behave in a loving way towards others.

MEMORY VERSE But more than anything else, put God’s work first and do what he wants. Matthew 6:33a (CEV)

» Bible background The 'Parable of the Good Samaritan' is about entry into God’s kingdom. It was prompted by the question of an expert in the law (lawyer) who was seeking to be told that he was ‘good enough’ for God. He asked, ‘How good do I need to be to get into heaven?’ Jesus answered the lawyer by telling this parable.

The setting and scene of the parable would have been familiar to those listening. The road stretching between Jerusalem and Jericho was a treacherous one and all who travelled it feared suffering the same fate as the man in the parable.

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Luke 10:25–37

Priests and Levites frequently travelled on the Jerusalem–Jericho road when they were visiting the temple. The priests were ministers in the Jerusalem temple responsible for worship and sacrifices. The Levites assisted the priests by doing a number of different duties such as playing music and maintaining the building. Both the priests and the Levites were unquestionably the religious elite. They would have been seen to be right with God (the lawyer would have identified himself with them).

The entrance of a Samaritan is very surprising. The hearers might have been expecting a regular Jewish man to come along and show up the religious leaders, but not a Samaritan. This may not seem like a big deal to us, but it was for the original Jewish hearers! The Samaritans were the arch-rivals of the Jews. They hated each other. The Jews would avoid any contact with Samaritans at all costs.

But it was the Samaritan who showed unbridled love and compassion for the beaten Jewish man, the very grace and mercy shown to him by God. It is ironic that the religious leaders claimed to know God and his kindness, but they obviously didn’t. They thought they were ‘good’ enough for God and that they didn’t need his kindness and forgiveness.

This parable is an example story with two main examples. We are to emulate the example of the Samaritan and avoid the examples of the Levite and the priest. The point is that those who have experienced the love and grace of God are able to love everyone and that the love required of children of the kingdom knows no restrictions.

This is truly the mark of one who follows Jesus.

» You will need

Q If you intend to use an interactive whiteboard, review the PowerPoint slide(s) for this lesson (see page 6 of this manual).

✔ Photocopies of the Visual aid on page 54 of Happy and sad faces for each student (see Before you start) ✔ Visual aids on pages 55–57 of the Map of the places Jesus travelled, Israelite on the road to Jericho and Words to ‘Jericho road blues’ ✔ Craft sticks (also called paddle-pop sticks), scissors and glue sticks for students ✔ A CEV Bible marked at Luke 10:25–29 ✔ Jericho road blues (track 6) on CEP’s A2 Lower Primary Music and Drama CD ✔ Activity books ✔ Materials for Taking it further (optional) ✔ Jesus teaching the crowd, Good Samaritan, Jesus, Priest, Temple helper and Injured man from the Coloured Visual aid pack

Q Using the Visual aid of the Happy and sad faces, the class will make a small puppet by cutting out the faces and sticking them back-toback on each side of a craft stick with glue. The students can change the face by twisting the craft stick. It is probably best not to colour the faces until the end, to keep the lesson moving.

You could save time in class by pre-cutting the faces before the lesson.

›› LOWER PRIMARY LESSON 5

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BEFORE YOU START

Q If you do not have access to an interactive whiteboard, you may wish to refer students to the words to Jericho road blues in the Song words section of their activity books.

Q Be careful that students don’t misunderstand today’s story by thinking that ‘being good’ will help them to have a relationship with God. Faith in Jesus, which is trusting in Jesus’ death on the cross, needs to be emphasised in this lesson as the only way to God.

OTHER RESOURCES

Thank God for people who show their faith in God by what they do.

Pray that the students will learn to love the word of God, and do what he wants (as stated in the Memory verse).

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Pray that you will have good classroom management skills.

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Q The Jesus Video for Children has scenes covering the 'Parable of the good Samaritan', Luke 10:25–37.

» Teacher’s prayer

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If your lessons are longer than the standard, you may find the following resources useful.

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» Way in Hand out a copy of the Visual aid on page 54 of the Happy and sad faces, along with the scissors, glue sticks and a craft stick for each student. Ask them to cut out the faces and stick them back-to-back on the top of each side of the craft stick. Remember to encourage the children to focus on finishing their craft so the lesson can begin.

We are going to use this puppet today as I tell a parable from the Bible.

Q Who can tell me what a parable is?

(Accept responses. A parable is an earthly story with a heavenly meaning.)

If something good happens, I will say ‘happily’ and I want you to show the happy face. If something bad happens, I will say ‘sadly’ and I want you to show the sad face.

Let’s see how well you are listening and test out your puppets.

Happily, I was able to get here on time; sadly, I was rushing around all morning.

›› LOWER PRIMARY LESSON 5

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Happily, you are a wonderful class to teach; sadly, sometimes you find listening hard.

Happily, I love teaching this class.

Good, now you’ve all got the hang of it.

Put your puppets down for a moment.

Today we will listen to a story Jesus told.

Perhaps you may have heard of the good Samaritan.

» Bible focus Display the Visual aid on page 41 or Coloured Visual aid of Jesus teaching the crowd if you have it.

As we have noticed in the past few lessons, not all people found Jesus easy to understand.

Often Jesus spoke in parables, or stories, when he taught about being part of God’s family.

Ask a student to read Luke 10:25–29.

Thank the student and tell them to return to their seat.

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Jesus answered these questions from the expert in the Law of Moses by telling the following story.

In Jesus’ time people from Samaria were enemies of the Israelites.

Display the Visual aid on page 55 of the Map of the places Jesus travelled.

Point to the area around Samaria.

They would have nothing to do with each other. They tried to stay away from each other.

They didn’t trust each other at all. In fact, they hated each other!

There was an Israelite man living in Jerusalem.

Point to Jerusalem on the map.

He was going to travel to Jericho.

Point to Jericho on the map.

The road to Jericho was a dangerous one going down the side of the mountains.

Robbers would hide behind the rocks that lined the road. They would jump out and steal the belongings of unsuspecting travellers. It was safest to travel in groups but even then, the robbers might still attack.

Display the Visual aid on page 56 of the Israelite on the road to Jericho.

Remember, Jesus was telling this story to answer the man who asked the question, ‘Who is my neighbour?’ This man didn’t want to be kind to his enemies and didn’t think that he had to be. Let’s get our puppet sticks ready.

Happily, a man woke up to a beautiful day and thought he might take a trip to Jericho to see his friend.

Sadly, the road was known for being dangerous because of robbers who would hide behind the rocks and then jump out unexpectedly.

Happily, the man was fit and healthy and he thought he would have no problems on the trip.

Display the Coloured Visual aid of the Injured man if you have it.

Sadly, some robbers surprised him and overpowered him. They took everything he had and ran off, leaving him half dead. The man lay on the road, badly hurt, unable to get up. He really needed help.

Thank the students for using their puppets in the story and ask them to put them down on their desks.

Happily, the man didn’t have to wait long before he heard footsteps. Even more happily, it was a priest. He knew it was a priest’s job to help people so he was very confident when he called out for help.

Q Who was the real neighbour to the man in this story who was beaten by robbers?

(Accept responses. The Samaritan was kind and helped the man even though they were enemies.)

Sadly, the priest pretended not to hear him and he moved over to the other side of the road so he would not have to stop.

Jesus wanted the people to understand that trusting him and being a member of his family should lead them to behave in certain ways.

In this instance, having faith in God means showing love and kindness to others.

Happily, the man, a helper in the temple, heard the injured man call out.

Sadly, he also went past the injured man without offering to help.

Happily, the injured man was fit and healthy before the attack so he was able to hang on.

Sadly, it was close to nightfall and he knew he would die if he was left out on the road for the night. He waited and waited. He was too hurt to get up.

Happily, more footsteps approached.

Sadly, the man was a Samaritan and everyone knew the Israelites and the Samaritans hated each other.

The man thought he would be left to die.

Happily, the Samaritan man felt sorry for the injured man. He knew the injured man was an Israelite but this did not matter to him. He decided to help him anyway.

Display the Coloured Visual aid of the Good Samaritan if you have it.

He treated his wounds then put him on his donkey to take him to the nearest inn.

Sadly, the injured man had no money to pay for any treatment because his money had all been taken by the robbers.

Happily, the Samaritan man gave the innkeeper all the money he would need to treat the injured man.

Play Jericho road blues (track 6) on CEP’s A2 Lower Primary Music and Drama CD. Display the Visual aid on page 57 of the words of ‘Jericho road blues’.

» Connections We have learned that the Samaritan did the right thing in helping the man who was robbed.

However, this story teaches us more than that.

Q How do you think this story answers the question that the man asked Jesus about which neighbours he needed to love in order to have eternal life?

(Accept responses. Jesus says to love God and to love others, even when it is hard to do so. Ultimately, however, everyone fails in both these areas, but through Jesus’ death and resurrection they can have faith in God and live eternally with him.)

Today we have heard that the good Samaritan helped the injured man, even though it cost his time and money.

Q How might you show God’s love to others?

(Accept responses. Share an example or two from your own life.)

In a dictionary we can find the meanings of words. I want you to imagine you are writing a dictionary.

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Display the Coloured Visual aid of the Temple helper if you have it.

Let’s listen to a song about this.

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Sadly, the man was weak from his injuries and could only call out in a small voice.

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Happily, it was not long before some more footsteps approached.

›› ›› LOWER PRIMARY LESSON 5

Display the Coloured Visual aid of the Priest if you have it.

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Distribute the Activity books and direct the students to Lesson 5. Facilitate discussion of the definition-writing activity before expecting the students to work independently.

In your Activity books I want you to write a definition of eternal life. (Life with God forever, through faith in Jesus.)

JERICHO ROAD BLUES

Now write answers to the other two questions in your books.

Invite the students to arrange a performance using the song Jericho road blues (track 6) on CEP’s A2 Lower Primary Music and Drama CD.

Q What do people in God’s family believe?

(They have faith in Jesus and trust that through him their sins are forgiven.)

To assist students, the words for this song can be found in the Song words section of their activity books.

Q How should people in God’s family act towards others?

(They are called love others and help them, even if it is costly.)

Tapping sticks or coconut shells could be used for the donkey footsteps sound effect. One group of students could sing the main part of the song while another group could do the back-up singing.

Each group of singers could choreograph their own movement or actions to the song.

When this work is completed, the students can complete the rest of the page. Note that the fifth box in the first activity requires the students to draw a picture of the man recovering.

This is how Christians talk to God. If you would like to pray with me please join me. If you don’t then please lower your head so we don’t get distracted while praying this short prayer.

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» Taking it further

» Concluding prayer Thank you heavenly Father for Jesus, who died on the cross to forgive sins. Help us to be kind to other people, just as you are kind. Amen.

MAKE A GAME The students could make a snakes and ladders game about living as a person who puts God first.

To climb a ladder, the students must use scenarios that involve living God’s way. To go down a snake, the students use scenarios that involve not living God’s way. The board could be numbered 1–25.

Provide dice or spinner and markers so that the students can play the games they have created.

HAPPILY/SADLY The students could decorate the smiley face and the sad face using wool for the hair, red paper collage for the mouth and beads or buttons for the eyes.

They could use this puppet to retell the Parable of the Good Samaritan from Luke 10:25–37 using the ‘happily/sadly’ method. Students may work individually or in groups.

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You may be able to arrange a visit from an organisation that strives to show God’s love to the people of your community, such as World Vision, Compassion or Anglicare.

LOVE IS …

Read 1 Corinthians 13:4–8a to the students from a CEV Bible.

Brainstorm thoughts from the students to finish the sentence, ‘Love is …’

As the students think of ideas, write them on a wall chart to be displayed in the classroom. At the centre of the chart, write the words, ‘Love is …’

Encourage students to use ideas developed in this passage as well as practical suggestions of how they can show love.

›› ›› LOWER PRIMARY LESSON 5

CHARITY VISIT

» Teacher reflections Q Did the students enjoy participating in the lesson, especially the sad and happy faces activity?

Q Were you able to keep the students interested as you read the story out to them? How could you be better prepared so that a lesson like this one could flow better?

» For the next lesson Q You will need to prepare some Visual aids for next lesson.

Q You will need some blank A5 sheets of paper for students to write on and a shoebox to act as a postbox so that the students can ‘post’ their replies to an invitation.

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As an alternative, students could work in groups of six to complete this activity.

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© 2010 The purchaser of this manual is entitled to photocopy this page for classroom purposes.

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Š 2010 The purchaser of this manual is entitled to photocopy this page for classroom purposes.

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© 2010 The purchaser of this manual is entitled to photocopy this page for classroom purposes.

56 • CONNECT – TEACHER’S MANUAL

Jericho road blues I lay there dying on that Jericho road.

(I was hurting, mamma I was hurting) I lay there dying on that Jericho road.

(I was hurting, mamma I was hurting) Hoping somebody would help me on that road, On that Jericho road.

A priest came by on that Jericho road.

(So holy, oh so holy moley) A priest came by on that Jericho road.

(So holy, oh so holy moley) But he just walked on by on that road, On that Jericho road.

A Levite came by on that Jericho road.

(So helpful, helpful in the temple) A Levite came by on that Jericho road.

(So helpful, helpful in the temple) But he just walked on by on that road, On that Jericho road.

A Samaritan stopped on that Jericho road.

(Would you believe it? Oh, would you believe it?)

A Samaritan stopped on that Jericho road.

(Would you believe it? Oh, would you believe it?)

He stopped and helped me on that road, On that Jericho road.

He put me on his donkey on that Jericho road, (Clip, clop. Clip, clippity, clop) He put me on his donkey on that Jericho road, (Clip, clop. Clip, clippity, clop) I never knew his name, but he helped me On that Jericho road.

Š 2010 The purchaser of this manual is entitled to photocopy this page for classroom purposes.

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