Sample Preschool Teacher Guide Fall

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Sep | Oct | Nov 2020



1: Samuel and Solomon 2: Daniel and Esther

3: Peter and Paul

Preschool Teacher Guide Ages 3 & 4

Volume 80 Number 1 Sep • Oct • Nov 2020

PRESCHOOL TEACHER GUIDE is also available in Spanish from Gospel Publishing House. PRIMEROS PASOS MAESTRO Y AYUDAS VISUALES (order number 60 2101) includes lessons for September 2020 through February 2021. Scripture quotations marked (KJV) are taken from the King James Version of the Bible. Scripture quotations marked (NIV) are taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION®. NIV®. Copyright ©1973, 1978, 1984 by Biblica, Inc.™ Used by permission. All rights reserved worldwide. Scripture quotations marked (NCV) are taken from the New Century Version®. Copyright © 2005 by Thomas Nelson, Inc. Used by permission. All rights reserved. PRESCHOOL TEACHER GUIDE (ISSN 1072–1460) is published quarterly by Gospel Publishing House, 1445 N. Boonville Ave., Springfield, MO 65802–1894. POSTMASTER: Send address changes to PRESCHOOL TEACHER GUIDE, 1445 N. Boonville Ave., Springfield, MO 65802-1894. For information on quality discipleship resources for all ages, visit or call toll-free 1-800-641-4310. 60 1111

© 2020 by Gospel Publishing House 1445 N. Boonville Ave. Springfield, Missouri 65802 Printed in U.S.A.

Quarter Theme: BIBLE PEOPLE

• TEACHING HELPS The ABCs of Salvation. . . . . . . . . . . . . . . 5 Steps to a Successful Sunday School Class. Teacher Skill Builder: Letting Them Learn.. . . Lesson Plan Form. . . . . . . . . . . . . . . . . . Preschool Resources. . . . . . . . . . . . . . . . Quarter Overview. . . . . . . . . . . . . . . . . . Notes. . . . . . . . . . . . . . . . . . . . . . . . . I am a . . . Preschooler. . . . . . . . . . . . . . . Parent Letter. . . . . . . . . . . . . . . . . . . . . Activity Collection.. . . . . . . . . . . . . . . . . Three Christmas Program Poems. . . . . . . . Coming Next Quarter. . . . . . . . . . . . . . . Preschool Feedback Forum. . . . . . . . . . . .

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September 6—Samuel Works in the Temple. . . . . September 13—God Calls Samuel. . . . . . . . . . September 20—Solomon Builds the Temple.. . . . September 27—The Ark Is Brought to the Temple.

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UNIT 2: DANIEL AND ESTHER October 4—Daniel Obeys God. . . . . . October 11—Daniel in the Lions’ Den. . October 18—Esther Is Chosen Queen. October 25—Esther Saves Her People.

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November 1—Peter and John Help a Lame Man. November 8—Peter Escapes from Prison. . . . . November 15—God Protects Paul. . . . . . . . . . November 22—Paul and Silas in Prison.. . . . . . November 29—Paul Is Shipwrecked. . . . . . . .

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Cover photo: photo: FatCamera/E+/Getty Images

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The ABCs 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 a child responds 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 with the child: “For all have sinned and fall short of the glory of God.” • Say, “Everyone disobeys God. That is sin.” • Ask, “Do you understand that you have sinned?”

Believe in Jesus.

• Read John 3:16 with the child:

“‘For God so loved the world that he gave his one and only Son, that whoever believes in him shall 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 that Jesus is your Lord. • Read Romans 10:9 with the child:

“Confess with your mouth, ‘Jesus is Lord.’” • 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.

What Now?

• Encourage the child to: • Talk to Jesus every day in prayer, asking Him for help to live for Him. • Readers: Read the Bible every day. Start by reading the Gospel of Mark. • Non-readers: Ask someone to read Bible stories to you. • Ask yourself, “What would Jesus do?” when you’re not sure what to do. • Go to church.

Teaching Tip

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.



Start with Curriculum

You’ve made the right choice in choosing this curriculum. It provides solid biblical teaching at a level your children will enjoy and understand. The lessons are designed for easy preparation, and the

 Preschool  Preschool  Preschool  Preschool  Preschool


Steps to a Successful Sunday School Class activities will keep your children interested while they reinforce the lesson.  As you begin your lesson preparation, make a list (either mental or literal) of all the curriculum pieces you will be using.

Teacher Guide— 13 easy-to-use lessons, plus helpful hints and tips Resource Packet— lesson helps for your classroom Handwork Packet— activities/crafts for hands-on learners, plus stickers & Beginning Explorers Bible Visuals— fun-to-use Bible characters bring the story to life Bibletime Stories— take-home paper that reinforces the lesson throughout the week

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 teaching 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? Do you have a table and chairs, or is your room arranged in centers? Is a kitchen nearby? Are restrooms close? (For example, if no kitchen is nearby, you may decide not to use snack time. If you need to trek down the hall for a restroom break, you will want to include this in your estimated time.)  Teachers—How many teachers and helpers do you have? You may want to choose activities based on the amount of supervision required or modify them to fit your needs.  Children—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.

s old Nate—boy, 3 year hearing. by touching and

Learns something, easily He’s always holding to songs, listens remembers words tention Span: 2-6 attentively, etc. At d, on task if intereste minutes. He stays ht get started rig but doesn’t always away.

years old Michaela—girl, 4 es pretty by seeing. She lov

Learns dressed up, colors things, getting all n Span: 5-10 neatly, etc. Attentio s to complete activitie minutes. She likes she starts.

ars old Austin—boy, 4 ye ic, enjoys moving. He’s athlet

Learns by s ugh—play, rarely sit energetic—even ro . tes nu mi 4 0: an n Sp down, etc. Attentio ity r starts—an activ He rarely finishes—o like st him; he doesn’t that doesn’t intere . to color or do crafts

Now consider what you know about your regular attendees. You may want to keep notes (see sample) on each child describing how she learns best and her attention span. If your regular children 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.


Plan Your Lesson At this point, sit down with your Preschool Teacher Guide and adapt the lesson to fit the needs of your class. Highlight, circle, or mark the activities that your children will enjoy and, most importantly, will meet their learning styles. Here is a lesson overview with a sample way to teach the lesson. B. Offering (move offering time from intro to part of worship).

The Teacher Focus will help you become familiar with the lesson and how it relates to your children. Use the resource checklist to make sure you have all your supplies ready.

Preschool Sunday School curriculum is flexible so you can rearrange the activities to best suit the needs of your classroom.

C. Story Intro (moving and listening) Target: Austin and Nate

A. Church Puppet (Touching and Moving) Make a church puppet out of paper. Use the puppet to encourage the children to help in church by picking up paper from the floor. SAY • Church Puppet is glad you’re in God’s house today. Church Puppet is looking for some helpers. • How can we help in God’s house? • Let’s help make our room clean. Today we’re going to learn how Samuel helped in God’s house.

• Bring Bibletime costumes & cleaning items. Let children take turns dressing up and pretending to be Samuel helping to clean God’s house. • Invite a church custodian or janitor to come talk to the children about how he works in God’s house. Using Preschool & Beginning Explorers Bible Visuals during the Bible story will target your children who learn by seeing. By allowing the other children to participate in displaying the visuals, you keep them interested and involved in the story.

D. Story Time (seeing) Target: Michaela

You may have a standard way to welcome the children and begin your lesson. For example, having play dough available helps children get comfortable quickly. You can also use the activity to introduce the lesson.

• Ask Michaela to give a visual to each child. •H ave each child display his or her visual at the appropriate time during the story. Action activities will target your children who learn by moving while keeping all your other children involved as well.





Plan Your Lesson cont.

E F G H E. Handwork (touching) •B ecause of children’s preferences, do “Litter Bag,” p. 15, as an option. Target: Nate and Michaela • Ask review questions (p. 14) while doing the activity.

F. Memory Verse (hearing)

H. Take-Home Ask review questions from p. 14

• Recite the memory verse while doing E. • C raft activities will target your children who learn by touching and also keep your visual learners involved. Some children may not be interested in doing crafts. It’s okay to allow them to play during this time. •R eviewing the story and memory verse can reinforce the lesson while the children are doing the handwork packet items. Studies show your children will remember better if they learn while doing something active.


G. Extra Time Do “Sponge Help.” Also, play dress up with costumes and cleaning items again. I t’s a good idea to have extra activities on hand in case you need to fill time or regain lost attention. Try to plan activities and games that will reinforce the Bible story and lesson. It’s also okay to repeat the parts the students enjoyed.

Asking leading questions as parents pick up their children can help the children share about the lesson. It can also help parents ask about the lesson as they look at the handwork and read the take-home paper during the week.


Take a closer look at . . . LEARNING STYLES Teach the Lesson As you teach the lesson, constantly evaluate: • Your preschoolers— 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?

SEEING (visual) Miguel likes to “see” his world. He enjoys colors, contrasts, bulletin boards, and videos. He gets bored when there are no visuals.


• Display posters from the Resource Packet • Show Bible Visuals with the story • Use objects for illustration

HEARING (auditory)


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.

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

HOW TO TEACH ALLISON: • Tell Bible and life-application stories • Use listening activities • Sing songs and do activities from the Resource Packet CD

Evaluation: nt well. we * The lesson for all the * We didn’t have time . activities ssing up. * The children loved dre ! hit big It was a

There’s no “secret formula” for a successful Sunday School class, and there’s no guarantee that all your children will remember what you teach them and apply it to their lives. But God promises that His Word will not return void. And by following these five simple steps, you can teach biblical principles so that many of your children remember and apply them . . . and that’s what teaching is all about!

TOUCHING (tactual) 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.


• Create activities from the Handwork Packet • Make crafts and use play dough or finger paints • Use role play with puppets to explore feelings

MOVING (kinesthetic) Zack loves to experience his world through movement. He moves a lot during class and loves ­participating in dramas, action songs, action verses, and games.

HOW TO TEACH ZACK: • Act out the Bible story • Utilize activity centers • Play movement games • Sing action songs


Letting Them Learn A Basic Guide to Understanding Learning Styles Dr. Sandy Friesen, Ph.D.

Over the years, understanding children and our roles in their development has been passionately debated. For the purpose of this article, we make the following assumptions: Children are probably born with temperament tendencies, learning styles, and personality preferences. Parents and teachers are responsible to guide, direct, and help children fulfill Christ’s commission to love God and love others.

Where does the teacher begin in the process of developing the child? Historically, training a child meant the process was emphasized and the child was adapted to the process. In recent years, a paradigm shift has taken place. We began to think about “training” differently. This new paradigm emphasizes understanding the individual child. An important understanding has resulted—we now know individuals develop learning preferences that stay relatively constant throughout their lives. We call this their “learning styles.”

Discover who the child is. By using the latest research, we can glean important understanding. Several learning style models are relevant to the development and teaching of children. Children have preferences (much like being right-handed or left-handed) that they favor throughout their lives.


One of the most influential factors in a child’s learning is the sense (hearing, sight, touch, experiential) through which a child learns most effectively.

Auditory children learn through hearing. Auditory children perceive the world through sounds. They listen attentively (unless they are familiar with the information, at which point they may become bored). These learners rarely take notes and do not ask for a written copy, map, or pictorial presentation. The auditory teacher will use auditory language to communicate, i.e., “Is everyone listening?”

Visual learners process information through sight. These children “see” the world. They notice classroom decorations and enjoy videos, TV, books, and pictures. They notice what people wear, colors, and designs. They watch what you do. The visual teacher will use visual language, i.e., “I need everyone’s eyes on me.”

Tactual learners explore the world through touch. For these children to grasp new and difficult information, they need to “get in touch” with the concept. For example, if you were trying to teach the difference between “soft”


and “rough,” the child would need to touch a piece of cotton and a piece of sandpaper. Feeling and comparing would bring about quick, effective learning. Another aspect of tactual learners is their need to “feel good” about what they are learning. While some children may not care if the information pertains to them, some tactual children find this an important aspect of the process. The tactual teacher will communicate tactually, i.e., “Are you all grasping this information?”

Kinesthetic students prefer large body movement or an actual experience. For these children to grasp information, they need to act it out, i.e., run in place while thinking about the concept. They may use their bodies to become a “storm at sea.” To experience learning, these children need to walk through the process for new and difficult information. For example, if you were making chocolate chip cookies, merely hearing the instructions would not teach these children. Seeing the instructions would not make a lasting impression, just as touching a cookie would not help them learn. These children would need to make cookies. The kinesthetic teacher communicates kinesthetically, i.e., “Are you all getting into this?” The most commonly misunderstood children are the “touch dominant” children. They exhibit several of the tactual and kinesthetic qualities of learning. They keep teachers on their toes.

verbal instruction well. When the teacher says, “Joshua, it’s story time; come and sit down,” Joshua runs to take his seat, usually clapping enthusiastically. On the other hand, Heather is a tactualkinesthetic child. She walks around touching, pulling, and knocking over everybody and everything in sight. When instructed to sit down to listen to the story, she acts as if she hasn’t heard you. This is the child who makes every teacher (and parent) understand why they need a good dose of patience and a healthy grasp of how to deal with the tactually difficult child. The learning style of a child is as individual as his fingerprint. We cannot begin to say that each classroom will meet each student’s needs. That would not be possible and is not healthy for the developing child who will have to learn to deal with incongruencies in life. What we can encourage is that as you deal with a difficult child (the child who does not “fit in,” does not cope well, or is labeled as “difficult”), that you take into consideration the elements over which you have some control. As you look at these elements, decide if there’s anything you can do to help this child be a success. Our role as Christian educators is to fulfill Christ’s commands to make disciples. We can learn effective ways to do this.

Young children tend to favor a multi-modal approach to learning. All senses should be stimulated to encourage a full range of skills in the developing child. However, understanding learning preferences will help teachers understand the choices made by some of their more difficult students. For example, Joshua is auditory. Teaching Joshua is a pleasant experience. He takes Fall 2020


Lesson Plan Lesson Title:_____________________

Date:______________________________ Lesson Focus:_____________________

Preparing for God’s Word (Allow approximately 10 minutes.)

☐ Offering / Attendance_______________________________________________________________________________________ ☐ Welcome Activity__________________________________________________________________________________________ ☐ Worship / Sing / Pray_______________________________________________________________________________________ ☐ Action Verse______________________________________________________________________________________________

Time with God’s Word (Allow approximately 10–20 minutes.) ☐ Bible Story Preview________________________________________________________________________________________ ☐ Bible Story_______________________________________________________________________________________________ ☐ Bible Story Review_________________________________________________________________________________________ ☐ Handwork Packet / Craft____________________________________________________________________________________ ☐ Bible Verses______________________________________________________________________________________________

Actively Learning God’s Word (Allow approximately 15–20 minutes.) ☐ Activity__________________________________________________________________________________________________ ☐ Activity__________________________________________________________________________________________________ ☐ Activity__________________________________________________________________________________________________ ☐ Activity__________________________________________________________________________________________________

Living God’s Word (Allow approximately 10 minutes.) ☐ Life Application Story_______________________________________________________________________________________ ☐ Closing Activity____________________________________________________________________________________________ ☐ Clean-up / Gather take-home items____________________________________________________________________________

Extended Session Ideas (Allow time as needed.) ☐ Activities (See page 92.)_____________________________________________________________________________________ ☐ Snack___________________________________________________________________________________________________ ☐ Other___________________________________________________________________________________________________


Fall 2020, Preschool Teacher Guide © 2020. Permission to duplicate for classroom use only.

This page provides a single page lesson outline. Make one copy per lesson to help view your lesson at a glance.


These curriculum items accompany and enhance this teacher guide. Each sold separately. Images are a random sampling of curriculum items.



Colorful, die-cut, interactive, flannelgraph figures illustrate each Bible story in Preschool Teacher Guide.

Craft projects that reinforce objectives and provide life application emphasis are enhanced by selfadhesive stickers and an attendance sheet.



This take-home paper provides the weekly Bible story and life application story, parent-child activities, Bible verses, and a coloring page. A quarterly supplement, Preschool Parenting, provides parenting articles.

Active learning teaching helps include stickers, several colorful display and interactive posters, life-application figures, copy masters, and a CD.



Extend learning into the church hour by using the Beginning Explorers Children’s Church curriculum. Items available for purchase include these: Leader Guide Rusty & Raspberry puppets Resource Packet Sycamore Sam puppet Coloring & Activity Book Little Explorers CD Preschool & Beginning Explorers Bible Visuals

Fall 2020

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Quarter Overview

BIBLE PEOPLE This quarter’s Bible stories emphasize outstanding Bible characters who laid their lives on the line to bring about God’s purpose in the world. These stories tell of Old Testament characters—Samuel, Solomon, Daniel, and Esther. Stories from the New Testament include the apostles Peter and Paul.

Unit 1: SAMUEL and SOLOMON This unit provides four lessons about Samuel and Solomon and their ministry in the tabernacle and temple—the Old Testament counterparts to today’s church. Two lessons focus on Samuel and his faithfulness to minister in God’s house and his willingness to listen when God spoke. Two other lessons tell of Solomon building the temple so God’s people would have a permanent place of worship.

Unit 2: DANIEL and ESTHER Unit 2 features two Old Testament characters who stood for God in the face of danger. Daniel survived being thrown into the lions’ den for exercising his faith. Queen Esther risked her life to save both her people and herself from destruction.

Unit 3: PETER and PAUL Five lessons on the lives of Peter and Paul will encourage your students to believe for God’s miraculous intervention in their lives. Both men escaped from the hands of those who hated their message. Both saw God’s healing power at work in their ministries.



Unit 1—Samuel and Solomon September 6, 2020

1 Samuel Works in the Temple Bible Text 1 Samuel 1:21–28; 2:11,18,26

Bible Verses

Weekly Bible Verse Samuel ministered unto the Lord. 1 Samuel 3:1 (KJV) Samuel served the Lord. 1 Samuel 3:1 (NCV)

Unit Bible Verse Hear . . . the word of the Lord. 1 Kings 22:19 (KJV) “Hear the word of the Lord.” 1 Kings 22:19 (NIV)

Objective The child will be able to tell that Samuel helped in God’s house.

Life Application HELP: To encourage the child to help at church.

Teacher Focus Samuel was a miracle baby. He was God’s response to Hannah’s prayer. To fulfill her vow, Hannah dedicated Samuel to the Lord’s service. When Samuel was weaned, Hannah brought her son to Eli the priest. Samuel grew up in the tabernacle. Every morning Samuel helped in the tabernacle. In the evenings, he may have lit lamps that burned all night. He helped Eli in many ways. Samuel grew to love God and to listen to God’s voice. As a man he became a judge of Israel. Many young children enjoy helping in small ways. The praise they receive for their help gives them a sense of self-worth and makes them feel “big.” Look for opportunities to allow the children to help during Sunday School. By allowing them to help, you develop their sense of responsibility and love for God’s house. Thank them for their help.

Lesson 1 – September 6


■ Offering container


■ Chart Poster* ■ Chart Stickers*


■ Construction paper ■ Tape or stapler ■ Felt-tip pen ■ Ruler or stick ■ Paper scraps


■ CD*


BIBLE STORY PREVIEW ■ Church custodian ■ Cleaning tools, supplies


■ Bible ■ Preschool & Beginning

Explorers Bible Visuals, Sheet 1

BIBLE STORY REVIEW ■ Bible Visuals 1d, 1e, 1f


■ Preschool Handwork

Packet, Lesson 1; Stickers

■ Crayons ■ Yarn

WEEKLY BIBLE VERSE ■ Bible ■ Bible Visuals 1d, 1e, 1f


ACTIVELY LEARNING GOD’S WORD LITTER BAG ■ Lunch bags ■ Felt-tip pen ■ Paper scraps


■ Colorful sponges ■ Shallow container of


MATCHING GAME ■ Copy Master 1* ■ Glue ■ Construction paper


■ Bible Visuals 1d, 1e, 1f


■ Preschool Bibletime Stories ■ Life Application Poster*

*from Preschool Resource Packet


• Offering container

Preparing for God’s Word OFFERING

Greet each child as she arrives, and allow her to give her offering.

• Chart Poster* • Chart Stickers*


See the Preschool Resource Packet for suggestions on how to use the Chart Poster and the Chart Stickers throughout the quarter.


• Construction paper • Tape or stapler • Felt-tip pen • Ruler or stick • Paper scraps


Duplicate Copy Master 1*, and cut apart the pictures. Place them inside a small bag. Seat the children in a circle. As you play music from the CD*, the children should pass the bag around the circle. Each time you stop the music, the child with the bag should remove a picture and identify how that person is helping at church. • CD*


See the inside back cover of this teacher guide for quarterly bulletin board ideas.

Before class, prepare a church puppet. Fold a sheet of construction paper in half. Cut off the top corners to form the church roof. Tape or staple the roof and side edges together. Tape a stick or ruler between the sides. Draw a happy face on one side, a sad face on the other. Make your room “messy” by scattering paper scraps on the floor. Hold up the sad face. Help the children restore order, and then show the puppet’s happy face. • Does Church Puppet look happy or sad? • Church Puppet feels sad because our room is messy. • Let’s help make our room look clean. • Now Church Puppet looks happy and so do we. • We can help in God’s house. • Today we are going to learn how Samuel helped in God’s house.


Talk with the children about ways of worshipping God. Tell them that one way to worship God is by helping at church. Encourage them to pretend to mop, sweep, and vacuum the floor as you lead them to the worship area. • Let’s pretend we are cleaning the floor of our church. • What else can we do to help at church?


Sing these songs from the Resource Packet CD: “Bible” (track 6) “We Praise You, God!” (track 7) “God’s My Special Friend” (track 10) “God Loves All the Little Children” (track 11)


Allow the children to share their prayer requests. Pray for each need. Pray for today’s lesson. Express love and thankfulness to God. • Thank You, Jesus, that Samuel helped in God’s house. Thank You for our church. Help us be good helpers at church. We love You. Amen.


*from Preschool Resource Packet


I like to come to God’s house, (Point to self; point up.) This place we call a church. (Touch fingertips together to make church steeple.) I see my friends; I worship God, (Shade eyes and look around; raise hands; look up.) And help to do God’s work. (Stack fists alternately on each other.) PRESCHOOL TEACHER GUIDE

Time with God’s Word BIBLE STORY PREVIEW

Invite a church custodian to visit your class this week. Ask him to bring tools and supplies he uses for cleaning the church. • (Mr. Moore) is an important helper in our church. • He will show us some ways he cleans our church. • Listen carefully to the Bible story to hear how Samuel helped in God’s house too.


Hold an open Bible as you tell the Bible story. Illustrate it with the Preschool & Beginning Explorers Bible Visuals. Suggested ways for the children to actively participate are provided.

Step, step, step. (Pat legs in a walking tempo.) Do you hear footsteps? Step, step, step. Someone is coming to God’s house. (Display 1a. Sing the following words to the tune of “The Mulberry Bush.”) Who was coming to God’s house, To God’s house, to God’s house? Who was coming to God’s house? It was little Samuel. (Add 1b.) Samuel’s mother and father, Hannah and Elkanah, were bringing him to God’s house. Samuel was going to be Eli’s helper in God’s house. (Add 1c. Remove 1b.) How could Samuel help in God’s house? (Add 1d.) Samuel could sweep the floor in God’s house. (Pretend to sweep floors. Sing to the tune of “The Mulberry Bush.”) Who was sweeping in God’s house, In God’s house, in God’s house? Who was sweeping in God’s house? It was little Samuel. Samuel found other ways to help in God’s house. How could Samuel help when God’s house was dark? (Remove 1d. Add 1e.) Samuel could pour oil into the lamps. (Pretend to pour oil. Sing to the tune of “The Mulberry Bush.”) Who would help to light God’s house, Light God’s house, light God’s house? Who would help to light God’s house? It was little Samuel. Samuel could help keep God’s house clean. When the lamp was dusty, guess who could find a way to help? (Remove 1e. Add 1f. Pretend to dust. Sing to the tune of “The Mulberry Bush.”) Who would help to clean God’s house, Clean God’s house, clean God’s house? Who would help to clean God’s house? It was little Samuel. Samuel was a good helper in God’s house. Samuel helped make God’s house a nice place to worship God. We can be helpers in God’s house too. Lesson 1 – September 6

• Church custodian • Cleaning tools and supplies

• Bible • Preschool & Beginning Explorers Bible Visuals, Sheet 1

Each Bible story in the Preschool curriculum is enhanced by the use of these colorful, die-cut, interactive flannelgraph figures.


Tell the Bible story without the song. Teach the children to sing the song later as a Bible story review.


• Bible Visuals 1d, 1e, and 1f

✔ Every Sunday, find a way to show each child that you value and like him. By feeling love from you, the child will better understand the love of Jesus.

• Preschool Handwork Packet, Lesson 1 • Preschool Handwork Packet Stickers • Crayons • Yarn


Show Bible Visuals 1d, 1e, and 1f, one at a time. Let a volunteer tell what work the visual shows Samuel doing to help in God’s house. Encourage the children to pantomime that way of helping. Repeat this for each visual. Possible discussion questions: • Who was Eli’s helper? (Samuel) • What did Samuel do to help Eli? (swept the floor, cleaned the lamps, lit the lamps) • Who has helped at church this morning? (Children should raise their hands because they helped clean the room as they arrived.) • What did you do? (They helped clean the room as they arrived; helped tell the story by doing actions; helped review by pantomiming Samuel’s work.)


Give each child a handwork sheet for Lesson 1, the window sticker, and crayons. Let each child color the sheet, then attach the window sticker. Read the back of the sheet with the children, helping them identify ways they can help in church. Help him fold his sheet on the score line. Then string yarn through the holes to make a pendant for him to wear. • What is a way you can help at church? • Thank you for being a good helper in God’s house.


Choose to teach a weekly Bible verse or to teach one verse throughout the unit. Begin the Bible Verse activity by reading the verse to the children from the Bible. Help the children repeat the verse several times.

Weekly Bible Verse: • Bible • Bible Visuals 1d, 1e, and 1f

• Bible


Display the Fall Welcome Poster* on the outside of your classroom door. The children can color a copy of the corresponding Copy Master 10* picture anytime throughout the quarter.

Samuel ministered unto the Lord. 1 Samuel 3:1 (KJV) Samuel served the Lord. 1 Samuel 3:1 (NCV) Choose three volunteers to hold Bible Visuals 1d, 1e, and 1f. Point to one visual at a time, and let the children identify the work Samuel is doing. Then say the verse together. • How did Samuel help in God’s house? • How can you help at church?

Unit Bible Verse: Hear . . . the word of the Lord. 1 Kings 22:19 (KJV) “Hear the word of the Lord.” 1 Kings 22:19 (NIV) Explain that children can help in church by listening quietly to the Bible story. When they are quiet, everyone can hear. Encourage them to respond to the following question by saying the verse. • What can everyone in church do when we listen quietly? • We can “hear the word of the Lord.”

More Than Enough

*from Preschool Resource Packet


Good teaching resources contain more content and options than can be used in a normal class period. This curriculum serves a wide variety of class settings and, therefore, includes options that appeal to various formats and learning styles. Choose the concepts, questions, and activities that suit your class best. Keep in mind that anything labeled “option” can be taken or left without diminishing the lesson’s overall train of thought.


Actively Learning God’s Word

Use one or more of the following active learning activities to review the lesson and provide life application emphasis. See page 92 for additional activities.


Scatter scraps of paper in one area of the room. Give each child a paper lunch bag on which you have printed I Can Help in Church. Let the children pick up the litter and place it in their bags. • What can we do with these little bags? • We can help clean the floor in God’s house. • God is pleased when we help in His house.


Provide colorful sponges and a shallow container of water. Let each child moisten her sponge and wring it out. The children may use their sponges to wipe tables, toys, and shelves. • Who helped Eli at God’s house? • God was happy that Samuel was a helper. • Let’s use our sponges to clean God’s house.


Help the children form a circle and join hands. Walk in a circle as you say the following verse to the rhythm of “Ring around a Rosie.” Whisper the last line and have the children sit down. Repeat this several times. We can help in God’s house. We can help in God’s house. We can listen quietly. • We can help in God’s house by listening to the Bible story. • Let’s play a game to help us remember to listen quietly at church.

• Lunch bags • Felt-tip pen • Paper scraps

• Colorful sponges • Shallow container of water


Display the I Spy Poster*. Let the children find and point to the hidden pictures that relate to the stories about Samuel.


Duplicate two sets of the pictures from Copy Master 1. Cut them apart and glue them to separate pieces of construction paper. Place the pictures facedown. Let the children take turns turning over two pictures at a time to find pictures that match. • How is this person helping at church? • What boy helped Eli at God’s house? • How did Samuel help at God’s house?

• Copy Master 1* • Glue • Construction paper


Play a game to help the children remember that Samuel helped in God’s house. Ask the children to stand facing the wall while you place Bible Visuals 1d, 1e, and 1f in simple hiding places in the room. Then have the children look for the visuals. When they find a visual, help them identify the job Samuel is doing in the picture. • Can you help me find Samuel? • God was happy that Samuel helped in God’s house. • God is pleased that you help in church too.

• Bible Visuals 1d, 1e, and 1f

*from Preschool Resource Packet

Lesson 1 – September 6


• Preschool Bibletime Stories • Life Application Poster*

E Gabriel* G Gabriel’s Mother


Let some of the children use toy brooms, toy vacuum cleaners, and dust cloths to “clean” the room. Other children can help organize toy shelves, pick up paper, and empty trash cans.

TAKE HOME: ✓ Preschool Bibletime Stories ✓ Preschool Parenting ✓ Parent Newsletter, page 91 ✓ Preschool Handwork Packet, Lesson 1 ✓ Craft(s)


Illustrate this story with Preschool Bibletime Stories and the Life Application Poster from the Resource Packet.

What a funny sound, Gabriel (Figure E) thought as he hurried to where his mother (Figure G) was putting up a new bulletin board in the church hallway. Today was Saturday, and the church was quiet. Reaching his mother, Gabriel said, “I heard a funny sound back there.” Mommy led Gabriel to an open door. When they looked through, they saw a man vacuuming the floor. Mommy said, “Mr. Sanders is vacuuming the carpets so they will be clean when people come to worship God on Sunday. ” “Are you and Mr. Sanders the church HELPERS?” Gabriel asked. “You HELP by putting things on the bulletin board. Mr. Sanders vacuums.” Mommy smiled at Gabriel and said, “The church has many HELPERS. Our pastor and our teachers HELP us learn about God. Some ladies HELP by taking care of the babies in the nursery. Two men HELP by driving the church van. If you watch, you will find many more HELPERS at church.” When Sunday morning arrived, Gabriel eagerly watched at church. He saw a teenage boy HELPING by opening a door for his grandmother. He saw a lady HELPING by handing out bulletins. (Show Preschool Bibletime Stories picture.) In Sunday School, Gabriel watched as some children HELPED pick up crayons. One girl passed out handwork sheets to everyone. A red-headed boy collected the offering. A smiling girl erased the marker board. Another boy picked up art paper from the floor. Gabriel thought, We have a lot of HELPERS at church. I want to HELP too. And he did.


Help two children join hands to form a bridge for the rest of the children to walk beneath. Sing the following words to the tune of “London Bridge.” I will help in God’s house, in God’s house, in God’s house. I will help in God’s house. I will help. After the last line, the captured child may name a way she can help at church (picking up toys/giving/singing/listening quietly/ obeying). • Who helped Eli in the temple? • How can you help at church?


1. Can the children tell that Samuel helped in God’s house? 2. Did the children have opportunity to help at church?

*from Preschool Resource Packet



NOTES: ___________________ ___________________ ___________________ ___________________ ___________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________

Fall 2020

© 2020 Permission to duplicate for classroom use only.


I am a . . . PRESCHOOLER SPIRITUALLY • I like stories from the Bible, especially when you teach me in different ways (listening, acting, puppets, etc.). • I think God is like you. When you love me and make God’s house a nice place to be, you are t­eaching me about God. • I like to imitate adults who are showing me how to pray, worship, and obey God.

SOCIALLY • I am learning to obey, but I can’t always remember the rules. • I understand more than I can say, and I communicate through body language. • I like to say “no” when asked to do something. Let me choose between two options. • I am learning to share.

EMOTIONALLY • I am usually happy, but I can have strong feelings. • I might be afraid to leave my ­parents, meet strangers, and try new things. • I want you to like me.

MENTALLY • I am curious, and I like to use my senses to explore my world. • I like being challenged with a variety of questions. • I have a short attention span. For each activity, I can handle 1 minute for each year of my age, plus 2 more minutes. (3 years old = 5 minutes) • I can remember simple facts, songs, and finger plays.

PHYSICALLY • I have lots of energy. • I like to run, climb, and move around. • I am getting better at using my hands to color, do p­ uzzles, practice stirring, ­and pick up small things. • I am learning to use the restroom independently. Fall 2020


Dear Parents,

We are happy to have your child as part of our class. This quarter your child will enjoy three units featuring Bible stories about some outstanding Bible people. Because we know you are interested in your child’s spiritual development, we are providing a list of the stories and Bible verses that will be taught this quarter. God bless you.

QUARTER THEME: Bible People UNIT 1: Samuel and Solomon

October 25 — Esther Saves Her People

Hear . . . the word of the Lord. 1 Kings 22:19 (KJV) “Hear the word of the Lord.” 1 Kings 22:19 (NIV)

I will trust, and not be afraid. Isaiah 12:2 (KJV) “I will trust and not be afraid.” Isaiah 12:2 (NIV)

September 6 — Samuel Works in the Temple

UNIT 3: Peter and Paul

Samuel ministered unto the Lord. 1 Samuel 3:1 (KJV) Samuel served the Lord. 1 Samuel 3:1 (NCV)

God is mine helper. Psalm 54:4 (KJV) God is my help. Psalm 54:4 (NIV)

September 13 — God Calls Samuel

November 1 — Peter and John Help a Lame Man

Speak; for thy servant heareth. 1 Samuel 3:10 (KJV) “Speak, for your servant is listening.” 1 Samuel 3:10 (NIV)

September 20 — Solomon Builds the Temple Lord, I have loved . . . thy house. Psalm 26:8 (KJV) Lord, I love the Temple. Psalm 26:8 (NCV)

September 27 — The Ark is Brought to the Temple The glory of the Lord had filled the house of the Lord. 1 Kings 8:11 (KJV) The glory of the Lord filled his temple. 1 Kings 8:11 (NIV)

UNIT 2: Daniel and Esther

[God] . . . preserveth the way of his saints. Proverbs 2:8 (KJV) [God] . . . protects the way of his faithful ones. Proverbs 2:8 (NIV)

October 4 — Daniel Obeys God God gave . . . knowledge . . . and wisdom. Daniel 1:17 (KJV) God gave knowledge and understanding. Daniel 1:17 (NIV)

The prayer of faith shall save the sick. James 5:15 (KJV) Prayer that is said with faith will make the sick person well. James 5:15 (NCV)

November 8 — Peter Escapes from Prison The Lord hath sent his angel, and hath delivered me. Acts 12:11 (KJV) “The Lord sent his angel and rescued me.” Acts 12:11 (NIV)

November 15 — God Protects Paul The Lord will preserve him. Psalm 41:2 (KJV) The Lord will protect him. Psalm 41:2 (NIV)

November 22 — Paul and Silas in Prison Believe on the Lord Jesus. Acts 16:31 (KJV) “Believe in the Lord Jesus.” Acts 16:31 (NIV)

November 29 — Paul Is Shipwrecked Pray one for another, that ye may be healed. James 5:16 (KJV) Pray for each other so God can heal you. James 5:16 (NCV)

October 11 — Daniel in the Lions’ Den God . . . shut the lions’ mouths. Daniel 6:22 (KJV) “God . . . shut the mouths of the lions.” Daniel 6:22 (NIV)

October 18 — Esther Is Chosen Queen

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

The Lord shall guide thee. Isaiah 58:11 (KJV) The Lord will always lead you. Isaiah 58:11 (NCV)

Scripture quotations marked (NIV) are taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION®. NIV®. Copyright ©1973, 1978, 1984 by Biblica, Inc.™. Used by permission. All rights reserved worldwide. Scripture quotations marked (NCV) are taken from the New Century Version®. Copyright © 2005 by Thomas Nelson, Inc. Used by permission. All rights reserved.

Fall 2020, Preschool Teacher Guide, Parent Newsletter © 2020. Permission to duplicate for classroom use only.

Fall 2020


Activity Collection SECRET OBJECTS


Fill a plastic dishpan with uncooked rice. Hide small, lesson-related objects in the pan. (For example, if the story is about the woman who lost and found her coin, coins could be hidden in the rice.) Let each child take a turn reaching into the pan to find a hidden object. Discuss how the object relates to the Bible story.

Set up toy bowling pins. (Or make bowling pins from empty two-liter plastic bottles.) When a child answers a lesson-related question or correctly repeats a Bible verse, let her take a turn rolling a ball to knock over the pins. Cheer, “Hooray, (Name)!”

DOG AND BONE Let the children listen to lesson-related music as they walk around a masking tape circle. When the music stops, the children should freeze in place and say the Bible verse with you.

Instruct one child to sit in a chair with his back to the other children. Place a lesson-related item—“the bone”—beneath the child’s chair. Let one of the other children take the “bone” and return to his seat, hiding the “bone” behind him. Then the child who was “It” should try to guess who has the “bone.”



Play a game to involve the children in observing their classmates. Give clues, one at a time, to identify one of the children. Examples: “God loves a girl who has a red bow in her hair. Can you guess who? God loves a boy who is wearing a blue shirt. Can you guess who?”

Make matching picture cards. Mount the pictures on poster board. Place the cards facedown on a table or on the floor. Let the children take turns turning over two cards at a time. If the cards match, the child may keep them. If the cards do not match, have the child turn the cards facedown again.



Sit in a chair and have the children sit on the floor around you. Read to the children from a big book with brightly colored pictures. Hold the book so the children can see the pictures at all times.

Drape a bed sheet over a table. Let two or three children at a time put on an impromptu puppet show. If puppets are not available, stuffed animals or dolls may be substituted. Let the children use the puppets to tell Bible or life application stories.


WHAT’S MISSING? Place several lesson-related items or visuals on a tray. Place the tray where all the children can easily see the items. Ask the children to close their eyes as you remove one item from the tray. The children should then open their eyes and try to guess which item is missing. When they guess correctly, discuss how the item relates to the lesson.



Three Christmas Program Poems by Dixie Phillips Manger Animals (Dress the children like the animals they portray. Arrange the children around a manger.) Donkey: (Hee-haw, hee-haw.) I carried Mary all the way. Mouse:

(Squeak, squeak.) I saw the Baby on the hay.

Christmas Questions

rooster: (Crow, crow.) I woke the animals one by one. Lamb:

(Assign an older child to ask the questions. Dress the other children in biblical costumes to match the Christmas characters they answer for.)

(Baa, baa.) I knew the Baby was God’s Son.

Worship (Dress children as Wise Men, shepherds, and angels.) Wise Men: We saw a star that shone so bright. (Point up.) Angels: We told the shepherds the good news. (Cup hands around mouths.) Shepherds: We knelt and worshipped Him that night. (Kneel.) Unison: You still can worship if you choose (Point toward congregation.) Fall 2020

Older Child: What did angels say On that Christmas day? Angel(s): Glory to God in the highest! Older Child: What did shepherds say On that Christmas day? Shepherd(s): We heard angels tell About the newborn King. Older Child: What did Wise Men say On that Christmas day? Wise Men: We saw a star Shining from afar! Older Child: What did the innkeeper say On that Christmas day? innkeeper: I have no room for you today. Older Child: What do we say On this Christmas day? Unison: Come to my heart, Lord Jesus. There’s room in my heart for You!

© 2020. Permission to duplicate for classroom use only.


Winter 2020–21

God Is Good Unit 1

Unit 2

Unit 3

God Gives Jesus

God Gives Families

God Can Do Anything

December 6

January 3

February 7

Baby Jesus Is Promised

Abraham and Sarah

Balaam’s Donkey Talks

December 13

January 10

February 14

(Luke 1:26–38)

Baby Jesus’ First Bed (Luke 2:1–7)

December 20

Baby Jesus’ Birth (Luke 2:8–15)

(Genesis 18:1–11; 21:1–7)

Isaac and Rebekah

(Genesis 24:1–4,10–32,59–67; 25:21,24–26)

January 17

Jacob and Esau

December 27

(Genesis 25:27–34; 27:1–37,41–43; 31:3,4,14–18; 32:3 to 33:4)

(Luke 2:15–20)

January 24

Baby Jesus’ First Visitors

Hannah and Samuel (1 Samuel 1:1–20; 2:1–10)

January 31

Ruth and Naomi (Ruth 2:1–23)

Lessons may change without notice.

(Numbers 22:1–6,21–38)

The Walls of Jericho Fall (Joshua 6:1–6,20)

February 21

God Keeps Three Men Safe (Daniel 3:1–30)

February 28

Samson Has Great Strength (Judges 13:2–5; 14:5,6; 16:2,3)

MATERIALS • Construction paper • Brown poster board • Letter stencils • Copy Master 8* • Photos of children

God Gives Us Fall • • • • • •

Attach a blue background to the bulletin board. Cut a tree trunk and branches from brown paper and fringed “grass” from green paper. Cut out letters for the title. Use the pattern from Copy Master 8 to cut a brown acorn shape for each child. Attach a photo of the child to the acorn shape. Use the pattern from Copy Master 8 to cut oak leaf shapes of bright, fall colors.

MATERIALS • Construction paper • Copy Master 8* • Preschool & Beginning

Explorers Bible Visuals The visuals shown are: Samuel (2b) Solomon (3a) Daniel (6a) Esther (8a) Peter (10d) Paul (11a)

• • • •

Cover the bulletin board with orange paper. Cut out letters for the title and acorns for the border from brown construction paper. Cut out leaf shapes from red, orange, and yellow construction paper. Attach a Bible Visual figure to each leaf.

*from Preschool Resource Packet

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