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

4 6 7 7 8 9

Introduction – Who is Jesus? Lesson 1 Introducing Luke 1 − 2:38 Lesson 2 Jesus is God’s son Luke 2:39−52 Lesson 3 Jesus fulfils God’s promises Luke 4:14−30 Lesson 4 Peter follows Jesus Luke 5:1−11 Lesson 5 Jesus heals and forgives Luke 5:17−26 Lesson 6 Jesus commands the wind and the waves Luke 8:22−25 Lesson 7 Jesus has power over death and disease Luke 7:11−17; 8:40−56 Lesson 8 Jesus knows the future. Luke 9:18−22; 44b−45; 51 Lesson 9 God’s will be done Luke 22:39−53 Lesson 10 Resurrection—eternal life with God Luke 24, 1 Corinthians 15

10 12 24 34 44 54 62 72 82 90 100

Introduction – Who is Jesus? Lesson 11 God’s great grace Genesis 1–11 Lesson 12 God’s big promises Genesis 12:1–9 Lesson 13 Abraham has a son Genesis 18:1–15; 21:1–8 Lesson 14 Jesus, the perfect sacrifice Genesis 22:1–19 Lesson 15 Trust God, trust Jesus Genesis 25:19–34 Lesson 16 God is on control Genesis 27:1–40 Lesson 17 Joseph trusted God’s promises Genesis 29:31 – 30:24; 37 Lesson 18 Jesus saves Genesis 39–40 Lesson 19 God keeps his promises Genesis 41–50 Lesson 20 Mothers’ Union Australia Matthew 6:25–34

108 110 122 130 140 148 154 162 170 180 188

Easter assembly


John 19-20

Special lesson—Coping with change Various


Teaching ideas Help with classroom management 214 Helpful teaching techniques 216 Teaching Memory verses 219 Is your class different? 222 Bible icon The special needs of indigenous students 224 Understanding the student: the learning theory undergirding Connect 225 Activity Books icon in the RE class Using appropriate language 227 When a student wants to make a response 228 Christian Education outcomes 229 Visual Aid icon For information about what is included CDyour iconMusic and drama CD and CD-ROM, refer to page 6. on

Music icon Word icon


Maths & Logic icon

Space & Vision icon



Body icon CO





L e ss o n


God’s will be done

Lesson aim ■■ To help students to understand that Jesus chose to go to the cross for sinful people and that this shows that he has power over life and death.

Lesson outcomes Students will learn about: ■■ Jesus’ prayer on the Mount of Olives ■■ Jesus’ arrest and how he healed the servant of the high priest. Students will learn to: ■■ understand what it means for God’s will to be done ■■ recognise Jesus’ power to choose to die to rescue people from their sins.

Memory verse We know that Jesus Christ the Son of God has come and has shown us the true God. And because of Jesus, we now belong to the true God who gives eternal life. 1 John 5:20 (CEV)

» Bible background In this lesson we are focusing on the events that occurred the night Jesus was arrested in the Garden of Gethsemane, that is, the night before he was crucified. The focus of this lesson is that despite the fact that Jesus had the power to stop what was about to happen, he chose to be obedient to his Father. Throughout the passage we see that Jesus was in complete control of all the events of that night.

90 • connect – teacher’s manual

Luke 22:39–53

This passage has two scenes. The first is Jesus’ time of prayer (Luke 22:39–46) and the second is Jesus’ betrayal and arrest (22:47-53). The first scene reveals Jesus’ attitude as he prepared to face the events that were to come. Jesus’ real anguish and distress is revealed in verses 39–46. As he prayed that the cup may be taken from him (22:42), Luke records that his sweat became like drops of blood (22:44). The ‘cup’ Jesus was talking about is a symbol representing God’s wrath. This imagery comes predominantly from the Old Testament prophets as they described God’s judgment (Isaiah 51:17–23; Jeremiah 25:15–29; Ezekiel 23:31–34; Habakkuk 2:16). Jesus is God but he was also completely human. The prospect of the pain and suffering that awaited him was agonising to him. Yet he chose to be obedient to the will of his Father and go to the cross on our behalf (Luke 22:42). Divinely strengthened (22:43), Jesus was ready to face what was to come. The second scene in this passage describes Jesus’ betrayal by Judas and his subsequent arrest. This is where we clearly see Jesus’ strength and power displayed. Despite the appearance of circumstances, Jesus was completely in control. Matthew tells us how Jesus could have asked his Father for 12 armies of angels at his command (Matthew 26:52-54) and received them. However he chose, instead, to submit himself to the soldiers and be arrested, for this is what he came to do. The events in the Garden of Gethsemane also show Jesus to be compassionate and gracious. Jesus healed one of his enemies who had come to arrest him. Jesus was innocent, yet took the wrath and punishment for the sins of all people. He willingly paid the penalty that each one of us deserves, but what’s more, he did this for those who hate him (Romans 5:6).


» You will need

■■ If you intend to use an interactive whiteboard, review the PowerPoint slide(s) for this lesson on the CD-ROM that comes with this manual.

✔✔ ✔✔ ✔✔ ✔✔ ✔✔ ✔✔

■■ For the Way in you may like to change the names to better suit your class.

✔✔ ✔✔ ✔✔ ✔✔ ✔✔ ✔✔

A CEV Bible marked at Luke 22:39–46 ‘Who is Jesus?’ poster Playdough (see Before you start) Blank paper and pens (see Connections) Blu-Tack Visual aids on pages 97–98 of the Interviewer, the Servant of the high priest and the Lesson 9 interview script (see Before you start) Jesus died for me (track 7): CEP Lower Primary CD Jesus praying and Jesus arrested from the Coloured Visual aid pack CD player Activity books Materials for Taking it further (optional) The CD-ROM from this manual if you intend to use an interactive whiteboard to display the PowerPoints of either the lessons, song words, or prayers.

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

›› lower primary LESSON 9


■■ You will find a recipe for making playdough on page 96. Alternatively you can purchase playdough from toy shops and department stores. Divide your playdough into enough zip-lock bags for each student in your class. Ensure you close each bag properly so the playdough doesn’t dry out. ■■ Photocopy the Visual aids on pages 97–98 of the Interviewer, the Servant of the high priest and the Lesson 9 interview script.

» Teacher’s prayer Pray that you will teach lovingly and effectively. Pray for your students’ parents and caregivers to discover and accept the eternal life that God offers through Jesus. Thank God for time well spent in SRE classes.

■■ Forgive me track 11 of CEP’s Promises promises CD ■■ Jesus loves me track 24 of Colin Buchanan’s 10, 9, 8 … God is great CD ■■ Jesus is the Lord track 26 of Emu Music’s The King, the snake and the promise CD




■■ The Jesus story for children DVD has scenes covering the stories in this lesson.




» Way in We are almost at the end of Term 1 already! And we have learned so much about who Jesus is. Let’s have a look at our poster. Display your ‘Who is Jesus?’ poster and invite students to read out what you have written from previous lessons. I’m going to read out some descriptions about three people. Listen carefully because I am going to ask you a question about them. Jessica’s friend was being picked on by the class bully. It was hard but Jessica chose to stick up for her friend. She asked the bully to stop speaking badly to her friend, but when the bully didn’t stop, she asked the teacher for help.

›› lower primary LESSON 9


Charlie had been playing with his football in the backyard. While he was playing he kicked the football and it smashed into one of his mum’s favourite garden pots. It was hard but Charlie went inside the house to tell his mum what happened and that he was sorry. Chloe loved playing on the computer when she arrived home from school, but this particular afternoon, she knew that she needed to study for her spelling test the next day. It was hard but Chloe sat down and made sure she knew all her words before she turned the computer on. ■■ What do you think these three children had in common? (Accept responses. They all had difficult decisions to make. It was hard for Jessica to stand up for her friend, it was hard for Charlie to admit what he had done to his mum, and it was hard for Chloe to choose to study instead of playing on the computer.) We are now going to hear about how Jesus had to make a hard decision. I am going to read from the Bible and those who listen carefully will get to do an activity with playdough.

Bible icon

» Bible focus Activity Books icon

Display the Coloured Visual aid of Jesus Visual Aid icon praying if you have it. Read Luke 22:39–46 from a CEV Bible.

CD icon Bible icon

■■ Can I have two or three Music icon Activity Books icon people give me a summary of what I just read about Jesus? (Accept responses. Jesus was praying and Word icon Visual Aid icon asking God to let him avoid suffering and not go to the cross to die. But he was also praying Maths Logic icon icon& do that heCD would whatever God wanted, even if it meant he had to die on the cross.)

Body Musicicon icon

■■ What were the disciples doing while Jesus was praying? Space & Vision icon Word icon (Accept responses. In the meantime the disciples were sleeping because they were so Interpersonal icon Maths & Logic tired from being sad.)icon ■■ What do you think Jesus meant when he Self icon Body icon said to God, ‘Father, if you will, please don’t make me suffer by having to drink from Nature Space &icon Vision icon this cup’? (Accept responses. Explain that the cup is Bible Exploration icon Interpersonal a symbol of sufferingicon in the Old Testament. We know from last lesson that Jesus knew what would happen to him as he went to Self icon Jerusalem—he would be handed over to his enemies to suffer Nature icon terribly and die.) ■■ What do you think Jesus meant when he Bible Exploration prayed to God, ‘But doicon what you want, and not what I want’? (Accept responses. Jesus wanted to do what Bible because icon God wants he knew that God knew what was best. Jesus was obedient to God so Activity Books that our sins could beicon forgiven.) Blu-Tack the Visual aid on page 97 of Visual Aid icon ‘Interviewer’ and ‘Servant of the high priest’ to the front board of the classroom.

CD icon

Hand out zip-lock bags containing playdough to each student. Ask your students to make two Music icon people from their playdough—an interviewer and a servant of the high priest. Remind them that the Word icona microphone and tell them that Interviewer needs the servant of the high priest needs a really big right ear (and they will find out why in a moment). Maths & Logic icon Let students have a bit of fun with this activity; the charactersBody don’ticon need to be perfect.

Space & Vision icon Interpersonal icon

92 • connect – teacher’s manual

Self icon Nature icon

Interpersonal icon

» Connections Self icon

Nature icon

We can see from this lesson that Jesus is Exploration icon injury—he heals powerful.Bible He has power over the servant of the high priest by touching his ear so that it re-attaches to his head. ■■ What else do we learn about Jesus? Hand out blank paper and pens and direct students to form groups of three of four. Ask students the following two questions (one at a time) and ask them to discuss and write down their answers to share at the end of the lesson. ■■ How do you feel knowing that Jesus didn’t want to suffer on the cross, but that he did because he wanted to fulfil God’s plan to rescue us from our sins? And this means that when we trust and follow Jesus we can live forever with God? (Thankful and happy. We are seeing time and time again that God keeps his promises because here, his plan to save us is being realised in Jesus.)

Activity Books icon and ask the Display your ‘Who is Jesus?’ poster students to add what they learned this lesson. Visual icon Biblehas icon Write ‘Jesus powerAid over life and death’. Hand out the Activity books and

ActivityCD Books iconicon to open to Lesson 9. ask students Students could listen to Jesus died Visualon Aid iconicon Music for me track 7 CEP’s Lower Primary CD while they complete their activities.

CD iconWord icon

» Concluding prayer Music icon Maths & Logic icon Body icon Word icon

Dear God, Thank you that Jesus made the hard decision to do your will. Thank you &icon Vision icon Maths &Space Logicfollow that if we trust and Jesus, who died on the cross and rose again, we can live Interpersonal icon foreverBody with icon you. Amen.

Space &Self Vision iconicon Interpersonal Natureicon icon Self iconBible Exploration icon Nature icon Bible Exploration icon


Maths & Logic icon

Thank the students and ask them to put their playdough characters inside the zip-lock bags and icon give themBody to you so you can take them home to re-use in a future lesson. If students ask to take Spacehome & Vision their creations tell icon them they can come and get them from you at the end of the lesson.

icontheir thoughts Invite each groupBible to share and discuss.


Music icon

As you read the Lesson 9 interview script from page 96 gesture to the appropriate Visual aid on icon can tell who is speaking at the boardWord so students that time.

While students are working on these questions walk around the classroom so that you can be accessible if students need assistance, as well as make sure students remain on task.


Display the Coloured Visual aid of Jesus Visual Aid icon arrested if you have it. Read out the Visual aid on page 96 of the Lesson 9 interview icon students to use their playdough script andCD encourage creations to ‘talk along’ with the interview.


■■ We see that Jesus made a difficult decision because he wanted to do what God his father wanted. What things might we pray about where we can ask for God’s will and not our own will? Is this difficult? (Have an example or two ready to share.)

›› lower primary LESSON 9

So what happened after Jesus’ prayer? Well, we can find out by conducting an interview. Bible Remember weicon want to add answers to the question we have been asking each week ... Activity Books icon ‘Who is Jesus?’




Activity Books icon

Word icon Body icon CD icon

Visual Aid icon

Maths & Vision Logic icon Space & icon Music icon

» Taking it further CD icon

Music icon

DEBATE Word icon

icon You couldBible divide the class into affirmative and Maths & Logic icon negative teams and encourage students to debate Booksfor icon whether itActivity was wrong the disciple to cut off Body icon the servant of the high priest’s ear. End the debate Bible icon with a short discussion Visual Aid iconof how Jesus healed his Space ear and why. & Vision icon Activity Books icon CD icon Interpersonal icon

PERCUSSION Visual Aid icon

Music icon Self icon Bible icon Hand out CD percussion instruments and allow icon Word icon icona rhythm to accompany students Nature to develop Books icon the song Activity Who isicon Jesus? (track 1): CEP Music Maths & Logic icon Bible Exploration icon Lower Primary CD. Visual Aid icon Word icon Body icon

›› lower primary LESSON 9


SERVANT OF Body icon Interpersonal icon Word icon HIGH PRIEST


& Visionwhat icon the servant of the Students Space could discuss Self iconMaths & Logic icon high priest may have been thinking after Jesus icon healed hisInterpersonal ear. How may he have felt? After the Nature icon Body icon discussion, students could work alone and write a diary entry from the perspective of the servant of Self Bibleicon Exploration icon icon Space Vision the high priest about the& events of that night. Nature icon Interpersonal icon


Bible Exploration icon Self icon

Read Romans 5:9–11 from a CEV Bible and ask Nature icon the following questions. We read here that Jesus sacrificed himself so that Bible Exploration icon people could be saved. ■■ What are people saved from? ■■ What are people saved for?

SEQUENCING CD icon Maths & Vision Logic icon Space & icon

icon alone and write five short Students Music could work Body icon Interpersonal icon sentences describing events from Luke 22:39–53 in today’sWord lesson. Students could then form pairs Spaceicon & Vision icon Self icon after cutting out the five sentences and challenge their partner to place theicon sentences in the correct Maths & Logic Interpersonal icon sequence.Nature icon Body icon Self Bibleicon Exploration icon

JIGSAW PICTURE Space & Vision icon Nature icon

Hand out Interpersonal the Visual aid icon on page 99 of the Jigsaw icon could glue the picture toBible eachExploration student. Students picture onto cardboard and then colour it in. When Selfstudents icon could cut the puzzle pieces completed, out and, after mixing up the pieces, attempt to put icon the puzzleNature together.

Bible Exploration icon

94 • connect – teacher’s manual

» Teacher reflections ■■ Did students work well in their groups of three or four? ■■ Have they enjoyed using interviews throughout this term to learn more about Jesus?

» For next lesson ■■ Check with the classroom teacher about the school’s policies on bringing snack foods to share with your students. ■■ You will need to bring in some clothing props as well as photocopy some Visual aids.




›› lower primary LESSON 9

›› » Notes




© 2011 The purchaser of this manual is entitled to photocopy this page for classroom purposes.

96 • connect – teacher’s manual

servant of the high priest


Š 2011 The purchaser of this manual is entitled to photocopy this page for classroom purposes.


© 2011 The purchaser of this manual is entitled to photocopy this page for classroom purposes.

98 • connect – teacher’s manual

Š 2011 The purchaser of this manual is entitled to photocopy this page for classroom purposes.


Connect B1 LP Teachers Manual  

Curriculum for Lower Primary Christian Religious Education

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