Middler Teacher Guide

Middler

TEACHER GUIDE

UNITS

1. Jesus Heals 2. God Is Our Source

3. Gratitude

Middler Teacher Guide

MIDDLER TEACHER GUIDE is published quarterly by Gospel Publishing House, 1445 N. Boonville Ave., Springfield, Missouri 65802.

Unless otherwise indicated, all Scripture quotations are taken from the Holy Bible, New Living Translation, copyright © 1996, 2004, 2015 by Tyndale House Foundation.

Used by permission of Tyndale House Publishers, Carol Stream, Illinois 60188.

All rights reserved.

Scripture quotations marked (KJV) are taken from the King James Version of the Bible.

To find more information about quality discipleship resources for all ages, please visit our website at www.GospelPublishing.com or call toll-free 1-855-642-2011.

Grades 3 & 4

• TEACHING HELPS The ABC’s of Salvation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 5 Steps to a Successful Sunday School Class. . . . . . . . . . . . . . . . . . . . 2 Learning Styles.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Age-Level Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Teacher Skill Builders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Feedback Forum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Review Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

• LESSONS UNIT 1: JESUS HEALS .. . . . . . . . . . . . . . . . . .

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September 6—Jesus Heals a Man at a Pool . . . . . . . . . . . . . . . . . . . 1 2 September 13—Jesus Heals a Girl and a Woman. . . . . . . . . . . . . . . . 18 September 20—Jesus Heals a Sick Friend . . . . . . . . . . . . . . . . . . . 24

641141 978-1-60731-814-9

UNIT 2: GOD IS OUR SOURCE.. . . . . . . . . . . . . 30 September 27—Our Source of Life . . . . . . . . . . . . . . . . . . . . . . 31 October 4—Esther’s Source of Guidance.. . . . . . . . . . . . . . . . . . . 37 October 11—Jeremiah’s Source of Courage . . . . . . . . . . . . . . . . . . 43 October 18—The Three Hebrews’ Source of Faith. . . . . . . . . . . . . . . 49 October 25—Daniel’s Source of Wisdom. . . . . . . . . . . . . . . . . . . 55 November 1—Our Source of Love. . . . . . . . . . . . . . . . . . . . . . . 61

© 2026 by Gospel Publishing House, 1445 N. Boonville Ave., Springfield, Missouri 65802.

All rights reserved.

Printed in the United States of America

UNIT 3: GRATITUDE. . . . . . . . . . . . . . . . . . .

69

November 8—Jehoshaphat Is Grateful. . . . . . . . . . . . . . . . . . . . . 70 November 15—A Leper Chooses to Be Grateful. . . . . . . . . . . . . . . 76 November 22—A Woman Shows Appreciation.. . . . . . . . . . . . . . . . 82 November 29—The Prodigal Son’s Grateful Thoughts . . . . . . . . . . . . 88

THE ABC’s of SALVATION Leading a Child to Christ

†

Evangelism is a privilege. There’s nothing quite so exciting as helping a child accept Jesus as Savior. As you teach, look for opportunities to lead children to Christ. When children respond to a salvation invitation, use this plan to guide them as they accept Jesus as Savior.

Admit you are a sinner.

• Read Romans 3:23 (NLT) with the child: “For everyone has sinned; we all fall short of God’s glorious standard.”

• Say, “Everyone disobeys God. That is sin.”

• Ask, “Do you understand that you have sinned?”

Believe in Jesus.

• Read John 3:16 (NLT) with the child: “ For this is how God loved the world: He gave his one and only Son, so that everyone who believes in him will not perish but have eternal life.”

• Say, “God hates sin but loves each of us—even though we all sin. He loves us so much that He gave Jesus, His Son, to die and take the punishment for our sins.”

• Lead the child in the sinner’s prayer: “Dear Jesus, I am a sinner. I have disobeyed You. Please forgive me. Come into my heart and life.

Help me love and follow You. Thank You for the gift of salvation. Amen.”

Confess (or declare) that Jesus is your Lord.

• Read Romans 10:9 (NLT) with the child: “If you openly declare that Jesus is Lord and believe in your heart that God raised him from the dead, you will be saved.”

• Say, “Asking Jesus into your heart is the start of a new life, a life where Jesus is your Leader—your Lord. He will never leave you alone.”

• Ask, “What has happened to you?” and let the child respond.

• Encourage the child to tell someone about his or her new life with Jesus.

• Tell the child’s guardian the good news of the child’s salvation. Ask if the child would like to be baptized in water as a sign of his or her decision to live for Jesus.

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5

Steps to a Successful Sunday School Class

1 Start with Curriculum

You’ve made the right choice in choosing this curriculum. It provides solid biblical teaching at a level your middlers will enjoy and understand. The lessons are designed for easy preparation, and the activities will keep your students interested and reinforce your lesson. As you begin your preparation, use the following checklist to keep track of the curriculum pieces you will be using.

 Middler Teacher Guide— 13 easy-to-use lessons, plus helpful hints and tips  Middler Resource Packet— lesson helps for your classroom, including downloads  Middler Student Guide— hands-on activities that relate to the lessons  Action Tracks— take-home paper to reinforce the lesson throughout the week  Bible Fact-Pak ™ — 576 questions covering biblical people, places, events, and teachings

2 Think About Your Class

Consider what you already know about your class.  Time—How much class time do you have? Be sure to consider total time as well as actual time (after greeting, transitions, etc.). Estimating the time it will take for each activity will help you decide which ones to use.  Setting—What is your classroom setting like? Is your classroom arranged in lecture style? Do you have a table? Don’t be afraid to get creative in your classroom arrangement. Arrange the chairs in a circle, or bring pillows and have everyone sit on the floor one week. If you have a small space, adapt activities to better fit your needs.  Teachers—How many teachers and helpers do you have? You may want to choose or modify activities based on the amount of supervision required.  Students—Who are your regular attendees? How do they learn best? Do you frequently have visitors? It’s a good idea to plan your lesson for the regular attendees, but be prepared in case of visitors.

Now consider what you know about your regular attendees. You may want to keep notes (sample, right) on each child describing how he or she learns best.

s old Nate—boy, 9 year touching.

Learns by seeing

&

e, notices pictures He always looks nic to draw. He is an and colors, and likes t and friendly to an enthusiastic particip w. students, old and ne

years old Michaela—girl, 8 She gets in g.

Learns by hearin

to , is always the first trouble for talking to ten lis to es lov and answer a question, ities tiv ac w ne of ry e is wa and tell stories. Sh . before participating and always watches

ars old Amber—girl, 9 ye moving

by Learns primarily is always moving, e Sh . ng hi and touc ficult for her

g! It’s dif talking, and touchin . She on the task at hand to remain focused .

ADHD was diagnosed with

ars old Austin—boy, 8 yeHe’s athletic, g.

Learns by movin

ely en rough—play, rar enjoys energetic—ev sits down, etc.

If your regular attendees cover all the learning styles* (like the sample note), you won’t have to plan other activities for less frequent attendees. If your class has primarily one or two learning styles, you may want to have variations or additional activities ready for visitors. *To learn more about learning styles, see page 5.

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Middler Teacher Guide

The “Teacher Focus” will help you become familiar with the lesson and how it relates to your students. “Life Application” will show you how to apply the lesson theme to your students’ lives. “We Believe” lets you know what doctrine is being reinforced by the lesson.

C. P oster Interaction Seeing and Touching A. Music (as students arrive)

Displaying posters helps students who learn by seeing. Posters that require interaction help students who learn by touching and moving.

Seeing and Hearing

As students arrive and get settled, you may want to take a little extra time to talk to your students about what is going on in their lives as well as review last week’s lesson. Asking questions about last week’s lesson will prepare their minds to focus on this week’s theme.

B. H ealing Defined Hearing and Seeing

An activity that gets them interacting with each other can help break the ice, especially for newcomers, and start them thinking about the lesson.

A Info: KJV and NLT

Songs: (downloadable)

Learning God’s Word

This segment presents students with the Bible lesson.

JESUS HEALS A MAN

John 5:1–9

Pool of Bethesda A spring-fed pool at Jerusalem, surrounded by five porches (John 5:2), thought to have healing properties. Here Jesus healed a man who had been sick for thirty-eight years (John 5:1–16).

Getting Started

B

Middler Resource Packet Middler Resource Packet

(Adapted from Accordance 4.3 April 2000, Oak Tree Software , Inc. NIV Compact Dictionary of the Bible)

Bible-Time Beds In Bible times, Jewish people slept on the floor.

Wealthier people may have had thick, coarse mattres ses to sleep on. Poor people used animal skins or light, flexible mats for beds. These could easily be rolled and carried.

(Adapted from The Bible Almanac, pp. 416, 492; Beacon Commen tary, page 76)

Let’s read the Bible story on page 1 of the studen t guide, to discover how Jesus helped a man who had been ill many years. (The story is provid ed here.)

• The city of Jerusalem is surrounded by a tall wall.

In one of the walls was an opening called the Sheep Gate. Near this gate was the Pool of Bethesda. The pool was surrounded by five colonnades, columns set at regular interva ls, supporting the base of a roof structure.

• One day Jesus went to Jerusalem for a feast. He stopped near the Pool of Bethesda. Many people who were sick or disable d sat or lay near the pool. They wanted to be healed.

• Jesus stopped to talk with a man lying near the pool.

He learned the man had been ill for thirty-e ight years. Jesus asked the man,“Do you want to get well?”

• The man explained that he was at the pool to receive healing. When the water was stirred, he had no one to help him get into the water to be healed.

• Jesus did not help the man into the water. Jesus had another way to heal him. He said,“Get up!

Pick up your mat and walk.”

• Instantly, the man was healed. He got up right away. He picked up his mat and walked.

C

Cut apart Lesson 1 Poster on the dotted lines. Attach the lesson scene to a bulletin board. Pin the rectang les over the picture so it is covere d.

Use the following questio ns to review the story. ? How long had the man been ill? (Thirtyeight years)

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3

Middler Teacher Guide Lesson 1

? How had the man tried to get help? (Tried to get into the pool when the water was stirred) Draw the students’ attentio n to Lesson 1 Poster. ? What do people do today when they are sick or hurt? (Let volunt eers respond by removing pictures of

| Plan Your Lesson At this point, take your Middler Teacher Guide and adapt the ­lesson to fit the needs of your class. Highlight, circle, or mark the activities your students will enjoy and, most importantly, will meet their learning styles. Here is a lesson overview with a sample way to teach the lesson.

Fall

3

3 Plan Your Lesson (cont.)

KJV and NLT memory verses

a or a sling for a headache aspirin for use, such as verse to read the things people the students .) broken arm scene is uncovered, ask on n.)

When the less h you. led the ma ter wit n? (He hea on the pos for the ma heals.

Jesus do God still le times. ? What did Bib for t s not jus Healing wa

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CURED BY

When God Doe sn’t Heal We can’t den doesn’t always y that God time and in heal at the the want. Jesus may way we the man who have passed Beautiful ever sat at Gate man wasn’t y day.Yet the hea and John pass led until Peter Jesus’ resurrec ed him after tion and timing are . God’s ways ours, but we different from know that He does heal and ask for healingthat we are to .

JESUS

let volunstory is to 5:1–9. present this le in John tive way to n from the Bib An alterna ng read. The g the story turns readin the story while it is bei eone som ile teers take y wh ents act out out the stor act to Let two stud s ent other stud ” n.

Ma allow two us Heals a story. d under “Jes retells the led by stions provide o were hea Ask the que today. people wh stories of God heals tells many just for Bible times.

The Bible s not wa ling Jesus. Hea John 5:1–9

’s Word Applying God

ents helps the stud This segment le to their lives.

Bib connect the

you TODAY GOD HEALS a time when God healed ut. fly share e read abo

Brie or hav e you know of or someon examples progives many The Bible g. (Share the examples led lin hea ple are hea God’s ebar.) Peo sid the in vided . ls today too y of “God Hea m dent a cop Give each stu ster 3. Review with the y Ma ling Today,” Cop current hea nies of God’s imo test the power.

God Heals Middler

Resource

Today, Lesson

Packet

1, Copy

Master 3

day

God Heals To

healto pray for April began later April He right foot. ing. Five months to the doctor. that his paralyzed later James went back good news two Two months gave them the had improved service with He BABY HEALED was born blind. went to a believers.

April’s eyes did not need Baby Shari one lung, and thousand other Two minisso much she She had only organs were asked for prayer. him. glasses. to pray for her internal later the docters began James felt the normal position.

Two months April again, not in a said they Suddenly, in his body. tor checked was perfect.

Fourteen doctors for her. power of God healed. no and her vision other could do nothing could find He was completely his right arm, The doctor her Shari’s great-grandm for the total prayed for He could move paralyzed. medical reasonwas also healed been and a friend next morning which had and began change. Aprilpains and headBaby all night. The James stood When found that of stomach around. the doctors see, she had two jumping to the aches. and her parents Gary and Shari could and everything went back find no James —April Duncombe, could had are from perfect lungs, doctors, they skull, and he Karma Nelson normal. God his inside was Iowa. cracks in healed Shari. and her famSigns completely had no paralysis. and his wife later (Ball) Gambino God, from Acts Today: of —Shari Central Assembly ily attended Missouri.

Springfield,

Sturgeon His heal—James P. in Oklahoma. served as pastorsat the annual Oklahoma of ing took place the Assemblies Council of

District HEALED God in Seminole.

SOLDIER in army trainJames was while hiking day he GIRL HEALED was ten ing. One field pack, When April fourth-grade with a full heat. When he her years old, fainted from his skull was that April seeteacher noticed fell backward,seven different problems her was having cracked in seventeen days parents took ing. April’s eyes checked, ways. After James awoke. His need to get her in a coma, strokes. she might said thinking He had four paralyzed. doctors was glasses. The serious eye disright side months doctors a April had would lead to After five him anymore. ease that couldn’t help all the time, he blindness.

His head hurt eyesight, and heard about his People who was losing crutch, dragging he used a

Stories adapted Holy Spirit by Ralph of the House, & Wonders Gospel Publishing by perUsed W. Harris.

MO, 1996.

Springfield, rights reserved. mission. All

Ave., Springfield, N. Boonville only.

House, 1445 classroom use Publishing duplicate for © 2004 Gospel Permission granted to

MO 65802

on te “Me Too” dents comple r: Have the stu dent guide. (Answe stu l me page 2 of the sick man. He can hea a Jesus healed ely too.)

We can fre for today. ling Healing is d and ask for hea Go ch ers. approa and for oth s lve rse for ou

F

CIRCLE ACTIVIT Y An alternative way to help the stud story is for them ents apply the Bible to com plet e “Circle Activity” on pag e 4 of Action They will iden Tracks. tify people Jesu heal and the s can kinds of thin gs Jesus can heal. (Answe r: Circle all the people.

Underline all the situations.)

When Healing Delays God is sovereig n and we do lednot always underst Jesus HeaHis and ple Peo ways. However er Oth This segment , we can e rem helps students cam emb who er seve God’s Word • All ral thin in daily livin use a pers on is not hea gs when ant g.

• Ten lepers turion’s serv led.

HEALING IN M • Roman cen -in-law1. Some are sick because Y LIFE ther sin (1 Corinth of • Peter’s mo Rea ians d aloud, one 11:27–30).

Wedshou at a time, the ld His • Paralytic ask che the from tou to show questions Holy “Healing in My us any sin in Spirit • Woman who Life” on page student gui our 3 of the hearts. garment de. Give stud ghter 2. God ents time to in their respons • Jairus’ dau e blin d may be tryin write es. (Answer: wer us som g to 1. Answers will vary. The • Men who s, blin d ething (2 Corinthi teach Bib aeu le ans 12:7 tells of Jesus’ d • Bartim shrivel hancan ed).We people; the Bib ask God for hea h ling wit n und le promises hea ersta • Ma ghter hea cian’s dau nding. ling eni ls ; peo God oph ple Syr 3.sJesus reminds • today. 2. Answer ure seizand us to pray s will vary.

3. Answers will it • Boy with unc notspir give lean vary. Pray for - (Luke 18:1). echup Headea Answers will them. 4.

• Man with was lingf, spe may com vary.)

• Man who not be immedia e, but it may ? Do you nee waste. less who 4.

Lack d ida pra of faith can hsa yer for hea (Write on the prevent • Man at Bethealing. The ling? cha pray blind from er of faith willrais of students who lkboard the names heaed l the son sick (James respond. Hav • Widow’s If, afte 5:15). student guide.) e the students r we hav death our hea write the nam rmity e examined h anrtinfi Pray wit and es in the an toge ther ther for each • Wom be no psy on for e seems to student who h droreas to pray for stud not being • Man wit se name is liste Peter cut hea ent led,afte wer mus s’ ear d. Ask for volu t trust God • Malchuand If questions aris needs. nteers e the resu e rega th it off han leav rdin dea lts g the delay of in His the sidebar with ds. ed from s rais healing, share the stud • Lazaru (Ada

E

pted from edited by Stanl Systematic Theology, ey M. Horton, Press, p. 517– Logion 518)

SEPTEMBER

16

7, 2008

15

Middler Teac her Guide Lesson 1

Living God’s W ord

ents.

the material

NLT

ORD

G

in

PRAYER REM INDER An alternative way to help the students son is to hav apply this lese them mak ry verse writ e bookmarks ten on them with the mem . oKeep your boo kmarks in you are reading.

Each time you r Bibles or in other boo ks you reminded that see your boo kmarks, you when we are will be sick, we can Option: Writ pray for hea e on the boo ling. kmark the nam needs healing e of a person . who

D. Jesus Heals Skit Moving and Hearing

Drama is an excellent teaching tool.

Most students enjoy acting; plus, acting out the Bible story helps them learn it better by experiencing it.

E. Healing in My Life Seeing and Hearing

Using activities from the Middler Student Guide and Action Tracks helps students review the Bible lesson and reinforces lesson objectives.

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Middler Teacher Guide

F. Rhythm Verse Touching and Hearing

Handling objects and repeating words to a rhythm helps students retain what they are learning.

G. Making Christ My Savior

If you have students who have not made a commitment to Christ, or you are not sure of the spiritual walk of visitors, it’s a good idea to present the plan of salvation and give them the opportunity to accept Christ. (See page 1 of this teacher guide.) You never know when a student might be ready to make a life-changing decision.

4 Teach the Lesson As you teach the lesson, constantly evaluate: • Your middlers—What things are you ­discovering about them and how they learn?

• Your lesson—Are the students grasping the concept and objective presented in the lesson?

• The activities—Are they working well? Is the order flowing like you’d hoped?

• The time—Do you have extra activities or games planned? Are you keeping your students’ attention? What fun activities can you do to reinforce the lesson?

5 Evaluate

After each class, evaluate the lesson as a whole using the questions from step four.

Evaluation: * The lesson went well. option activity! * Glad I had the bonus baseball game. Note: the * The students loved up and moving is a Any option to get them winner!

There’s no set formula for a successful Sunday School class, and there’s no guarantee that all your middlers will remember what you teach them and make the life applications. But God promises that His Word will not return void.

By following these five simple steps (pages 2 through 5), you can teach biblical principles effectively so that your students will remember and make the applications; that’s what teaching is all about.

Take a closer look at LEARNING STYLES SEEING (visual) Miguel likes to “see” his world. He enjoys colors, contrast, bulletin boards, and videos. He gets bored when there are no visuals.

HOW TO TEACH MIGUEL: • Display posters from the Middler Resource Packet.

• Do student guide, Action Tracks, and copy master activities.

• Use object lessons.

HEARING (auditory)

B

Allison “hears” her world. She loves to hear stories and listens when you tell her to do something. She becomes bored when she hears information she already knows.

HOW TO TEACH ALLISON: • Tell Bible and life-application stories.

• Use listening and sharing activities.

• Sing songs and listen to skits from the resource packet.

TOUCHING (tactual/tactile) Stephanie likes to “feel” and “feel good about” her world. She needs to “get in touch” with new concepts and learns best when she can feel and compare information.

HOW TO TEACH STEPHANIE: • Use interactive posters from the resource packet.

• Make lesson-related objects or crafts.

• Draw and create lesson-related pictures or collages.

MOVING (kinesthetic) Zack loves to experience his world through movement. He moves a lot during class and loves p­ articipating in things like dramas, action songs, and plays.

HOW TO TEACH ZACK: • Act out the Bible story.

• Utilize dramas and skits.

• Play movement games for review or memory work.

Fall

5

All children at this age grow through similar stages. Some characteristics will occur earlier or later. Knowing how children think, feel, and act in general helps you relate to them so that you can plan lessons to help them in their spiritual growth.

L

Teach each student equally. Show what the Bible says about how we should treat others. Show that God is fair and just.

Sensitive to criticism

Avoid criticism. When correction is needed, always talk to the individual alone.

Will attempt to place blame on others

Show them the wrongness of placing blame on others for something they choose to do.

Can accept responsibilities

Give them a chance to do things for you.

Your trust will do much for them.

Group approval is important

Encourage the students to accept each other and visitors in your class.

Provide opportunities for students to get to know each other.

Developing interest in people

A study of real-life missionary characters and biblical heroes will help to satisfy this need.

More competitive as group members than as individuals

When planning competitive activities, involve the whole group.

S

O

C

Strong sense of fairness and justice

A

WHAT THIS SAYS TO THE TEACHER

I

COMMON CHARACTERISTICS

S P I R I T UA L

COMMON CHARACTERISTICS

6

WHAT THIS SAYS TO THE TEACHER

Easiest age to lead to Christ

Explain salvation. Provide time for the students to respond to the message of Jesus Christ.

Have good memories

Teach the Bible. Help them memorize Bible verses.

Interested in Bible stories and characters

Use drama and role-play. Show them ways to study the Bible.

Use Bible games to reinforce the lesson.

Practical in their approach to the Bible

Ask questions. Speak plainly. When they ask questions, answer truthfully. If you do not know, say so.

Enjoy attending Sunday School

Make every student feel welcome. Keep the class interesting to encourage a positive attitude toward the church.

Relate Bible stories to their own life experiences

Give personal application with lessons.

Ask them to give examples also.

Middler Teacher Guide

PHYSICAL

COMMON CHARACTERISTICS

Full of energy

Take advantage of this energy by using such methods as role-play, drama, Bible games, or active choruses.

Enjoy organized games

Use team games to increase learning and retention. Have clear, simple rules.

Release tension through movement

Allow them to stretch. Movement is a way of coping with growing pains. Their muscles need to stretch.

N E M

WHAT THIS SAYS TO THE TEACHER

Curious

Bring things to class they can touch and examine. A nature center or table for investigating objects can be useful.

Limited concepts of time and distance

Explain new concepts or terms. Use pictures when possible.

Be patient.

Limited vocabularies

Explain new words. Use language they can understand.

Question to see if they understand what you said.

More mature mentally

Lead them in memorizing Scripture verses and doing Bible research.

Eager to learn

Encourage them to participate in class projects.

Learning games interest them

Use games to review the lesson or to learn the memory verse.

Like details and unusual information

Encourage them to read the Bible and learn its facts.

Watch a lot of TV and listen to the radio

They are aware of world events, but cannot always process information received through the media. Fears arise from this.

Need adult assurance and recognition

Become sensitive to their needs. Offer praise for things well done.

T

A

L

COMMON CHARACTERISTICS

COMMON CHARACTERISTICS

EMOTI O NAL

WHAT THIS SAYS TO THE TEACHER

WHAT THIS SAYS TO THE TEACHER

Complainers

Listen to each student and hear what he says. Provide encouragement.

Want to do things for themselves

Allow them to do things for themselves. They need to discover their own capabilities.

Are big worriers

Listen to what they are worried about. Try to help them.

Let them know Jesus can help them with their problems, both real and imagined.

Relatively easy to discipline

They know when they have done wrong. Accept their apology and don’t overreact.

Quick shifts in mood and attitude Wait awhile before you react. Accept them as they are.

Fall

7

Teacher Skill Builders

SUNDAY SCHOOL

Can Be a Good Experience You reach your classroom on Sunday morning with high hopes for an interesting class where everyone is involved.

Your hopes are dashed when your lesson presentation is lost amid classroom chaos. As the last student leaves, you wonder what happened. Did you make a mistake by agreeing to teach?

If this sounds familiar, the following tips are for you.

Use variety.

An interesting presentation is crucial for maintaining student attention. An interested class has fewer behavior problems.

Practice your presentation during the week. Don’t read the entire lesson to the students. If you do, • your students will think you don’t know the material, • you won’t have eye contact, • you won’t see signs of potential misbehavior.

As you study your lesson, select activities to provide variety and evoke interest and understanding. Lecture has a place among teaching methods, but any method used all the time becomes monotonous.

Students will be more interested in the lesson if variety is used in its presentation.

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Middler Teacher Guide

Let the students help set behavior boundaries.

Have an informal class discussion and let the students suggest what behaviors should or should not be permissible in Sunday School. List their suggestions on the whiteboard.

Some students may try to be

Children can sense if you want to be their teacher. When they know you want to be with them, misbehavior, apathy, or chaos is diminished and interest and involvement increases.

funny or shocking in their suggestions, but you will probably get several excellent ideas.

Help the students understand that their conduct shows how much they love and respect God. You may be pleasantly

surprised at how well the students respond to forming their own guidelines for behavior.

Communicate your own behavior expectations.

Tell the students what kind of behavior you expect from them.

Explain, for example, that you want them to read their lesson before class or that you don’t want them to interrupt while you or someone else is talking.

Telling them what you expect lets them know if their behavior is acceptable.

Reinforce the positive.

A misbehaving student receives attention, while wellbehaved students are often ignored.

Children like to feel they are noticed and that they are pleasing the people who are important to them. By recognizing good behavior, such as contributions and attentiveness while others are speaking, you are providing examples of how you want all the students to act.

Make your room cheerful.

Attempt to have a bright and cheerful room with interesting items and visuals. Although you

Teacher Skill Builders

Essentials for Improvement

may face limitations in decorating as you wish, you can still do things to brighten a room.

• Add brightly colored posters.

Purchase inexpensive posters or let the students make them to give them a sense of ownership.

• Work out arrangements with leaders of groups who share the room. Decorate portions of the walls assigned to you.

There will be days when it seems nothing works. Children are naturally more energetic during holidays or drastic changes in weather (the first snowfall or the first few days of warm weather after winter). It is also impossible to know all the events happening in each student’s personal life. As a teacher who wants to improve, do these things:

Enjoy your students.

Children can sense if you want to be their teacher. When they know you want to be with them, misbehavior, apathy, or chaos is diminished and interest and involvement increases.

• Like your students for who they are.

• Consider the strengths or talents of each student.

• What is particularly likable about each student?

• Ask God to help you see positive characteristics in difficult students.

The more you enjoy your students as people, the more you will enjoy your teaching ministry. Your students will also sense they are accepted for who they are and will begin to relax and enjoy the class—and you.

Pray Ask God to help you be the teacher He wants you to be. Ask Him to show you ways to improve your teaching ministry. Seek to be open to the Holy Spirit’s direction as He convicts and deals with students in your class.

Pray for each student individually. You may not know every need each student has, but God does. Pray in your classroom before the students arrive. Dedicate your class time to God to be used for His glory. God can work through your prayers.

Evaluate progress After every class, evaluate it.

• How did the students react to the lesson topic?

• Did the students identify how the topic related to them?

• Did your presentation keep them interested?

• Did you give the students a chance to respond to the lesson topic?

• Did you begin to lose control of the students? If so, when?

By evaluating each lesson, you will become more aware of which ideas work with your particular students and which ideas don’t. This will give you guidelines for future lessons.

God wants you to be a successful teacher. He wants Sunday School to be a good experience for you and your students.

Depend on God’s help You are never alone in your teaching ministry. God wants you to be a successful teacher. He wants Sunday School to be a good experience for you and your students.

Let God help you be the teacher He wants you to be.

Fall

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Teacher Skill Builders GROWING SPIRITUALLY Daily prayer and Bible study are essential for both you and your students. Daily Bible study and prayer can benefit you as a teacher by • helping your own life to grow spiritually stronger, making you a better role model.

• providing spiritual help for your teaching ministry.

If you have a hard time developing a consistent pattern of Bible study and prayer, perhaps the following points will help.

1. Make an appointment with God.

4. Come just as you are. Prayer is a privilege

God has given us to express our deepest feelings to Him. Talk honestly with God. He knows how you feel. Psalm 139:4 says, “You know what I am going to say even before I say it, Lord.” God wants you to come to Him as you are. He understands you because He created you.

5. Incorporate praise. Prayer is also a time to praise God for who He is. God deserves our praise and adoration. God can do great things in and for us as we praise Him. He commanded the army of Jehoshaphat to let the singers lead them into battle. When they obeyed, they found their enemy completely destroyed. There is power in praise (2 Chronicles 20:20–24).

Develop a habit of having your devotions at the same time every day when you can be alone with God. Remember, God spoke to Elijah in a still, small voice (1 Kings 19:11–13). Hearing God speak is easier if your mind is uncluttered with the day’s activities.

If necessary, keep a notepad handy. When something you need to remember comes to mind, jot it down, then return to your devotions.

If you begin to have your devotions at the same time each day, this will soon become a normal, yet special, part of your day’s schedule. The day may even seem incomplete if you fail to have some time with God. It is a spiritually uplifting habit.

6. Include your teaching ministry. As you spend time in prayer, ask God to prepare you for the coming Sunday. Let the Holy Spirit guide you into a deeper understanding of the truths you teach your students. The Holy Spirit may also reveal passages of Scripture that will be useful in teaching your class. Then pray for each student in your class.

2. Find a “secret place.” This may be nothing

7. Share your devotions. Tell your students

more than sitting beside a certain window or in a favorite chair during your devotions. In your secret place, you can shut yourself away from the problems and trials of daily life and spend quiet and special moments with God.

about some new things you have learned from God’s Word or an answer to prayer you have had in your personal devotions. You will be setting a good example of daily devotions for them to follow. They need to know you practice what you teach.

3. Pray for the Holy Spirit’s guidance.

Use personal devotions as a time for growing in Christ. Let God speak to you as you in turn speak to Him. Then minister to others through your growing, maturing spiritual life.

Jesus knew we could not understand His Word by using our minds alone. We need His help to understand spiritual truths. The Holy Spirit provides that help.

Before you read God’s Word, ask the Holy Spirit to help you understand what it says and how you can apply it to your life. Then be sensitive to the Spirit’s direction.

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Middler Teacher Guide

Jesus Heals “We believe deliverance from sickness is provided for in the Atonement and is the privilege of all believers.” Jesus bought our healing on the cross. Throughout history, God actively healed His people. He heals today. Students will be challenged to believe God not only has the power, but that He will heal those who come to Him in faith for healing.

UNIT VERSE The unit memory verse is provided for those teachers who prefer that the students learn one memory verse each unit rather than a new verse each week. The unit memory verse can be learned over the course of an entire unit.

KJV: He was wounded for our transgressions, . . . and with his stripes we are healed. Isaiah 53:5 NLT: He was pierced for our rebellion, . . . He was whipped so we could be healed. Isaiah 53:5

By the end of this unit, your students should be able to ■ state that Jesus has power over all illness and death, ■ tell about several people Jesus healed, ■ tell about people they know whom Jesus has healed, and ■ demonstrate compassion for the sick by praying for them.

UNIT REVIEW At the beginning of the unit, give the students the Unit Review from Copy Master 1 to see what they need to learn. Repeat the review at the end of the unit to see what they have learned. Answers are provided below.

CLASS IDEA Play Dough Recipe You will need: 1 cup cornstarch 2 cups baking soda 11⁄4 cups water

The numbers referenced in the lessons refer to the Bible Fact-Pak Question Cards used with Junior Bible Quiz.

These questions correlate with the lessons. For more information, visit www.GospelPublishing.com.

Mix the cornstarch and baking soda in a medium-sized sauce pan until it is blended. Add the water and stir until the mixture is smooth. Cook over medium heat, stirring constantly until it is the consistency of mashed potatoes, then remove from the heat. Turn it out onto a plate and cover it with a damp cloth. When it is cool enough to handle, knead it for a short time. Store the play dough in an airtight container.

Option: Add food coloring to make various colors of play dough.

Tip: Experiment with the dough at home to create the consistency that is best for you.

The numbers referenced in the lessons refer to the question numbers from the Bible Fact-Pak, used with Junior Bible Quiz.

These questions correlate with the lessons.

To order, contact your Radiant Life supplier 1-800-641-4310.

Middler Teacher Guide Unit 1

Fall

11

Lesson 4

Our Source of Life UNIT 2: GOD IS OUR SOURCE Middler Resource Packet

Bible Text

Genesis 1:26–28; 2:7,8,18,21–23

Teacher Focus

Copy Master 1

Use this to introduce the unit (preview to see what students know).

Today’s lesson is about creation. God created everything. When He made a man and a woman, He did something different because they were special. He made them in His own image and then breathed life into them. People were created by God, to be loved by Him and to love Him in return.

Objective

The students will be able to describe how people came to live on earth.

Life Application

Dough Creations. ..................

Play dough

Option: Creation Exhibits. ....

Small pet in cage or bowl

Creation of humans: To encourage the students to believe God created the first humans

Our Source of Life .........

Learning God’s Word

Middler Student Guide, page 1, play dough

Memory Verse

Option: Creation Movement...

Downloadable music (without vocals), Bible

What Does It Mean?........

Applying God’s Word

Middler Student Guide, pages 2 and 3

Option: Origins of People.....

Whiteboard, markers Middler Student Guide, page 4

LESSON STEP

Getting Started

ACTIVITY

Knowing the Bible. .........

Living God’s Word Option: Creation Illustrated.

Closing Activities

Memory Verse .................

MATERIALS NEEDED

Paper, pencils, whiteboard, markers Paper and markers Student guide covers and stickers Lesson 4 Poster, mounting putty, blindfold

Making Christ My Savior.

Page 1

Review.............................

Pages 94–95

Bonus Option: Creation Alphabet Game.......................

Whiteboard, markers

God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul.

Genesis 2:7 (KJV) God formed the man from the dust of the ground. He breathed the breath of life into the man’s nostrils, and the man became a living person. Genesis 2:7 (NLT)

We Believe

God: We believe there is one God, existing in three Persons: God the Father, God the Son, and God the Holy Spirit. God is the creator of heaven and earth.

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Music Sing “The Source” and “Thank You, Creator” Option (downloadable). See the resource packet.

Review Last Week’s Lesson ? How did four men help a friend receive healing? (They made sure he got to Jesus even though there was a great crowd.)

Getting Started

This segment gets your students thinking about the lesson concept.

Dough Creations Definitions Creation—To make; to make out of nothing Source—The place, person, or thing from which something comes. The source of a river or stream is where it starts.

When a person creates something, he feels proud of what he made. God feels pride in His creation (especially humankind). He loves us.

Give the students play dough. Allow them to shape some of their favorite things in creation. Let the other students guess what was created. Participate in this activity yourself. While you are working with the clay, talk with the students about why they like the things they’ve made.

Today’s lesson is about how people first came to live on earth.

ion Opt

Creation Exhibits

An alternative way to introduce the lesson topic is to show, or have someone else show, a pet. Give some background information about the animal and describe what kind of care the animal needs. Explain whether that type of animal is born or hatched. Let the students talk about pets they have or have had.

Today’s lesson is about our source of life­—where people came from.

Learning God’s Word with the Bible lesson.

This segment presents students

Our Source of Life

Genesis 1:26–28; 2:7,8,18,21–23

These questions from the ™ are Bible Fact-Pak These Bible Fact-Pak Question relevant to this lesson: Cards are relevant to this lesson: ## 25, 26, 311 See page 11 for information about the Bible Fact-Pak™.

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Middler Teacher Guide Middler Teacher Guide Lesson 14 Lesson

I will read the story on page 1 of the student guide so we can learn how people came to live on earth. (The story is also provided here. While the students listen to you read how people came to live on earth, they can shape play dough into people.)

• God created the earth and plants and animals. Everything was ready for His special creation. This creation would be different

from everything He had created so far. This creation was to be made in His own image.

• God didn’t just speak this part of creation into existence as He had until now. He had a new way. He took some dust from the ground and formed the shape of a man. Then God breathed into the man’s nostrils. It was the breath of life. And the man, Adam, came alive.

• God put the man in the Garden He had planted. And the man worked in the Garden and took care of it.

• God knew it wasn’t good for the man to be alone. He would make a helper for the man.

• God had a new way of creating this person, also made in the image of God. This time, God made the man fall into a deep sleep. While Adam slept, God took part of the man’s side to make a woman. He brought the woman, Eve, to the man. Adam realized that Eve was a person like him; now Adam would not be alone.

• God created people, male and female. Then He blessed them and said, “Be fruitful and multiply. Fill the earth and govern it.

Reign over the fish in the sea, the birds in the sky, and all the animals that scurry along the ground” (Genesis 1:28).

• God created all of creation before He created people. He prepared a special place for them to live and work and love each other. He made them different from all other creations. They were made in His image, and He had a friendship with them.

They were His own children, created to be loved by Him and to love Him in return. God had made everything they needed to live. He was their source of life.

Read or summarize “God’s Image—Male and Female” from the sidebar. reation Movement ion C t p Genesis 1:26–28; 2:7,8,18,21–23 O

An alternative way to present this story is to read from the Scripture passages for this lesson: Genesis 1:26–28; 2:7,8,18,21–23. Then have the students work in small groups to think of ways to express—without using words—how God created the first man and woman. They can mime it, act it out, or use body movement to symbolize the creation described in the verses. While the students perform the lesson, you may want to play background music from any one of the downloadable songs (without vocals). See the front cover of the resource packet for the download address.

Before Creation Until creation, nothing existed, not even a single atom. God created the heavens and earth out of nothing.

God Created . ..

Day 1—night and day, separated light from dark Day 2—the sky, separated waters above from waters below Day 3—dry land and plants, separated land and water Day 4—great lights—sun, moon, and stars Day 5—birds and water animals Day 6—land animals and people God’s Image—Male and Female Male and female were made in God’s image and God found His creation “good.” God made Adam from the dust of the ground. God made Eve from Adam’s side *. “The woman was made ‘of the same stuff’ as man.” Genesis 2:23 also reveals that Eve was bone of Adam’s bones and flesh of his flesh. The woman was created directly by God, just as the man was.

(Systematic Theology, edited by Stanley M. Horton, Logion Press, pp.

237–238)

*Part of the man’s side is used in the NLT footnotes as an alternative phrase choice for the word rib found in most common Bible versions. (See Gen. 2:21.)

Eve as “Helper” According to the AG Position Papers, the word ezer (“helper”) is never used in the Hebrew Bible with a subordinate meaning. Eve was created from Adam’s side, but the intent was that she would be a suitable or compatible helper.

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Applying God’s Word connect the Bible to their lives.

This segment helps the students

The Unity of Humanity All human beings—man and woman, all races, rich and poor, young and old— were made in God’s image and are equally valuable to God. Men are not better than women. The word “helper” (Genesis 2) is often used of God (Exodus 18) and does not mean a lower status.

Also, all races are equal; no race is better than another. Paul said, “From one man he [God] made every nation of men.”

(Adapted from Systematic Theology, edited by Stanley M. Horton, Logion Press, p. 248)

Made in God’s Image When the Bible says we are made in God’s image, it doesn’t mean we look like God. Because God is a Spirit, He has no body (John 1:18; 4:24; Romans 1:20). When the Bible uses phrases, such as “the finger” or “the arm of God,” these are figures of speech used to give a picture of God’s nature or love.

The image of God is our spirituality: our ability to know, love, and serve God. We are able to think and reason and communicate with God and people in ways animals cannot (Colossians 3:10). Only people choose whether or not they will obey God’s commands (Romans 2:14,15; Eccle­siastes 7:29).

The image of God includes immortality. All those who are “in Christ” will be made alive—forever (1 Corinthians 15:22).

(Adapted from Systematic Theology, edited by Stanley M. Horton, Logion Press, pp.

251–252)

What Does It Mean?

Ask the students to help you define the word source. Then have them turn to “What Does It Mean?” pages 2 and 3 in the student guide. Ask a volunteer to read the definition on page 2. Work through the sequence of pictures on the page.

As you move across the page, you will be going backward in time, back to your beginnings.

• In Part 1, have girls cross out the boy in the picture and have boys cross out the girl. Have students write their names on the line.

Think about what you were like when you were younger.

Write something about yourselves on the line. Write the month, day, and year you were born. Then follow the directions for Part 2 on page 3 to discover your Source.

(Answer: I am a creation of God.) rigins of People ion O An alternative way to help the students understand how

Opt

people came to live on the earth is to talk about origins.

Write the word origin on the board.

Origin means the source of something or the point where something began.

Draw a timeline on the board. Put today’s date on the far right. Also write the names of your students at that point. Move left, make a mark, and write parents. Go back farther to the left, make another mark, and write grandparents. Continue making marks along the line until you get all the way to the left. Explain the following as you draw your timeline: • All people on earth have the same origin. All can be traced back to the beginning, to the first people.

• The Bible describes a special beginning of people.

They were made by God, to be loved by Him and to love Him in return.

Great Great Great Great Great Grandparents Grandparents

1 4 Lesson 34 Lesson 34

Middler Teacher GuideGuide Middler Teacher

Great Grandparents

Grandparents

Parents

Today's date Students‘ names

Have the students complete “A Special Creation” on page 4 of the student guide. When they are finished, have the students read their answers aloud in unison. (Answer: They were made in God’s image. God breathed life into man. God formed woman from man’s side. They were God’s children, created to have a relationship with God.)

Living God’s Word

Notes

This segment helps students use God’s Word in daily living.

Knowing the Bible

? What does the Bible say about how people came to live on earth? (God created people.)

Give each student a sheet of paper and a pencil. On the board write: I believe the first humans came to earth in this way: Ask the students to write what they believe. Some may write silly responses. To avoid this, ask them to write a serious response now of what they truly believe and then later let them express their more imaginative ideas. Let volunteers share what they wrote.

n Creation Illustrated

io Opt

An alternative way to help the students take the belief of creation into their daily lives is to give them paper and markers and have them make a cartoon or comic strip showing the creation of the first humans.

Share your drawings with at least three people this week.

Closing Activities Memory Verse

Cut out the pictures of Adam and Eve from the right side of the Lesson 4 Poster. Attach the picture of the Garden of Eden to a wall. Put mounting putty on the back of Adam and Eve. Review the memory verse.

Then allow students to recite the verse by themselves.

After each student says the verse, blindfold the student and position him about five feet from the poster. The student should walk to the wall and try to place the people in the Garden.

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Review Questions 1. How did God shape the first man? He formed man from the dust of the ground.

2. How did God give the first man life? God breathed into his nostrils.

3. What happened when God breathed into the man?

The man came alive.

4. Why did God make the first woman? It wasn’t good for the man to be alone; to be a helper 5. How did God create the first woman? God made the first woman from the man’s side.

6. What did God say to the first man and woman? “Be fruitful and multiply. Fill the earth and govern it. Reign over the fish in the sea, the birds in the sky, and all the animals that scurry along the ground.” (Genesis 1:28)

Hand out Action Tracks take-home paper.

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Middler Teacher Guide Middler Teacher Guide Lesson 4 Lesson 1

KJV: God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul. Genesis 2:7 NLT: God formed the man from the dust of the ground. He breathed the breath of life into the man’s nostrils, and the man became a living person. Genesis 2:7

Making Christ My Savior God created people who can be adopted into His family.

Invite students to join God’s family by repenting of sin (being sorry for sin and changing their minds to follow God) and believing in Jesus as Savior. See “The ABC’s of Salvation” on page 1 for further assistance.

Review

See pages 94–95 for ideas to use with the questions in the sidebar.

s nu Bo tion Op

Creation Alphabet Game

If time permits, print the alphabet vertically on the board.

Let the students name things God created, one for each letter of the alphabet. Write the word beside the letter. See how many can be named. End with a short prayer of thanks for all the things that God created, especially people.

Answers may include the following things God created that begin with each letter of the alphabet: • Antelope • Kittens • Universe • Bears • Light • Valleys • Clouds • Music • Wind • Dirt • Nuts • Xenolith • Elephants • Oceans (a fragment of one • Frogs • People rock embedded • Goats • Quail in a second rock) • Honey • Rain • Yellow • Insects • Steam • Zebra • Jewels • Trees

Self-Evaluation: • Were the students able to describe how people came to live on earth?

• Did the students express belief that God created the first humans?