Over the Top 7 Teacher's Manual Sample

Leader’s manual OT7 God speaks through Elijah and Elisha From 1 and 2 Kings

Contents How it works

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Unit introduction

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Elijah and Ahab

1 Kings 17:1–6

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Elijah and the widow

1 Kings 17:7–24

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Elijah on Mount Carmel

1 Kings 18:1–40

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Elijah prays for rain

1 Kings 18:41–19:8

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God answers Elijah

1 Kings 19:9–21

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Elijah: Naboth’s vineyard

1 Kings 21:1–29

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Elijah and Jesus

2 Kings 2:1–15; Matthew 17:1–8

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Elisha: the widow’s oil, feeding 100 people 2 Kings 4:1–7,42–44; Matthew 14:13–21

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Elisha and Naaman

2 Kings 5:1–19

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Elisha: the Syrians stopped

2 Kings 6:1–23

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How it works How the sessions are structured Bible passage: All sessions are Bible-focused

Aim This is the ‘big idea’ to be taught during this session. It is child-oriented.

Outcomes These statements break down the aim into ‘do-able’ chunks. There are generally only three, so that the leader can keep them in mind and check up later whether or not they were achieved. They are broken up into: • knowledge – information, concepts, beliefs • understanding – more personal ways of grasping the concepts in the session • life application – ways of making links between knowledge and children’s lives, and reflecting on what kind of change might happen in response to God’s word.

Memory verse This verse will be based on the CEV Bible and will be taught during the session.

Notes These notes for the leader give Bible context and background. There are hints regarding the theology of the passage, where it fits in salvation history and how it may properly be applied to both leader and child.

There might also be comments about the management of the session content and special comments when needed about visual aids and activities.

Leader’s prayer This section links to the aim and outcomes, mentioning the way this session will actually call for a response from the child and make a difference in their lives.

Gear A list is given at the beginning of the session including all the equipment needed by the leader and when it will be used. Some items will be given as optional.

Start up During this time activities occur that introduce the theme, aim and ideas of the session. There may be a few activities to choose from. Each activity has a specified purpose.

Chat time This short section is when the activities are over and the leader and children reflect on what the activities were about and how they lead into the Bible focus time.

This will often involve a few open-ended questions.

NOTE: Sometimes during Bible focus time there will be a special comment to the leader about an issue that may come up during the session.

Get ready This section gives hints about important preparation to be done before the session starts.

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Bible focus

of the stage of their faith, they can be called on to respond and encouraged to know how God’s word challenges them to change. Application should always be ‘grace-oriented’ and ‘gospel-based’.

Links Links are made with previous learning which may involve the Memory verse or a previous session.

This icon shows you where in the session the children will be reading, listening to and interacting with the Bible.

Links with life will also happen at this introductory part of the session. Connections with life are raised and the children are encouraged to discuss ‘real life’ situations they face. We will raise the issue here and it will be drawn to a conclusion during Bringing it together.

Digging deeper This section has suggested extension learning activities for older or more able children.

It still seeks to be directed by the aim and outcomes. It will usually be Bible-based.

Teaching time This is the body of the session. It involves teaching and learning activities. Activities are usually integrated into this time rather than having them as an add-on later. During this time the aim and the outcomes of the session are directing the activities.

What the leader actually says to the children is presented in bold text. Directions to the leader are in normal type.

In this part of the session we aim to have the children interacting with the Bible themselves. We seek to unpack the Bible passage in its context and place it in the big picture of salvation history.

Concepts and activities are designed to be ageappropriate and not too abstract. It is understood that such a wide age-range is a great challenge, so in many ways we aim for the middle group of nine and ten year olds. Older or more able children will be challenged by the Digging deeper activities.

Application is an important part of this section and it is done carefully, while being true to the passage and to the developmental needs of the children. There must be a ‘crunch’ for the child – a place where ‘the rubber hits the road’ in their lives. They are called to respond to the challenge of the passage, without ever being manipulated or inappropriately pushed into an uncomfortable situation. Regardless

Music spot Various songs, on readily available CDs, are suggested to link into the session and to provide a high-interest flow to the activities.

Bringing it together This section is really important. The leader is encouraged to allow enough time for this as connections are discussed that impact the children’s lives.

There may be open-ended questions that encourage children to respond in their own terms. We are aiming for honest responses from the children.

Prayer This will normally follow Bringing it together and allows for the issues highlighted by the children to be prayed about. Leaders will model prayer and also teach children how to pray – both for themselves and for others, and for issues in the wider world.

Think about it

Think ahead

Here the leader is encouraged to think through issues that occurred in the session and reflect on possible strategies for the future.

This is a very brief indication of what the leader will need to plan ahead for next session. It may involve equipment, people and so on.

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God speaks through Elijah and Elisha

Unit introduction

From 1 and 2 Kings

Unit aim To help the children understand that God is faithful to his promises and plans for his people and that Elijah and Elisha told the people of these promises and plans.

Unit outcomes By the end of this unit the children will: • know that Elijah and Elisha brought God’s word to his people • know that God keeps his promises • know something of the character of God as revealed in his word • know that Jesus is central to God’s plan of salvation • know that God’s plan continues today and that he invites us to be a part of his plan • understand that Israel did not always worship the Lord as the one true God • understand that there were times when Israel turned back to God • appreciate that Elijah and Elisha trusted God • appreciate that God always planned to save his people from their sin.

Memory verses Sessions 1–2 Then when the time is right, God will do all that he has planned. Ephesians 1:10a (CEV) Sessions 3–5 When the crowd saw what had happened, they all bowed down and shouted, ‘The Lord is God! The Lord is God!’ 1 Kings 18:39 (CEV) Sessions 6–7 You willingly forgive, and your love is always there for those who pray to you. Psalm 86:5 (CEV)

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Timeline Cr ea ti on

Where this fits in God’s plan of salvation

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Sessions 8–10 Israel, trust the Lord! He is always merciful, and he has the power to save you. Psalm 130:7 (CEV)

We encourage the children to understand that Jesus is the ‘centre-piece’ of God’s plan and that we can also be part of the plan by having faith in Jesus ourselves.

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Notes

allow the children the opportunity to consider their own response to God and what he has done for us through Jesus.

Bible background Israel had rejected God’s kingship and had asked for a king to rule them. Despite God’s warnings the people persisted in their request. They wanted to be like the other nations. God’s people were subjected to many kings who failed to trust and worship God. Ahab was the seventh king of Israel and reigned for 22 years. Ahab married Jezebel, the daughter of the priest-king of Tyre and Sidon. She worshipped Baal and greatly influenced Ahab.

God sent Elihah to King Ahab. We know nothing of Elijah’s background other than that he was from Tishbe in Gilead. Elijah presented himself as a ‘servant of the living God’. Elijah prophesied that there would be drought. In holding back the rains, God displayed his sovereignty over nature and his superiority over the false god Baal, who was supposed to control the weather.

After three years of drought God sent Elijah back to Ahab. Elijah proposed a challenge to take place on Mount Carmel. Elijah told Ahab to call together everyone from Israel to witness the challenge. The god who responded by starting a fire under a slaughtered bull would be proven to be the one true God. Elijah’s prayer revealed the reason for the dramatic nature of the challenge. It was so the people would turn back to God (1 Kings 18:37). God answered Elijah’s prayer and the people proclaimed the Lord as God (1 Kings 18:39). Elijah prayed for rain. Heavy rain fell and God demonstrated that he alone is Lord; he alone is worthy of worship and obedience.

God worked powerfully through Elijah and his ministry was marked by several miracles as God displayed his power, and grace, to Israel (see 1 Kings 18:20–46). Elijah called Israel to worship God alone and follow his Law. Elisha’s ministry continued to highlight God’s sovereignty over all nations and over nature. Miracle after miracle demonstrated to both Israel and the other nations that Elisha was the true successor to Elijah and that God was at work through him.

Session 10 concludes the unit by summing up what we have learned about God. He is faithful; he is merciful and mighty to save his people. He has acted through his prophets to communicate his word, to do miracles on both a personal and national level.

Throughout this unit we have seen a variety of ways in which people respond to God. It is the same today – people respond differently to the news about Jesus. The photocopiable Activity sheets

Faith development Children grow and develop physically, emotionally, cognitively and spiritually at different rates and in different ways. This unit aims to encourage growth in faith for each child at their own pace. No matter where each child is at in their faith development, they can be challenged to respond in faith to God and in obedience to the way he wants them to live.

Faith has been described as having four aspects: believing, imagining, trusting and doing. (See Children finding faith by Francis Bridger, SU, England, 2000, available from CEP.) Believing involves having faith in the truth of the gospel and a reliance on the promises of God in Christ. Imagining involves creatively exploring our beliefs. Trusting involves the relational side of faith. Doing is the way we act as an outworking of our faith. Children, like adults, benefit from learning approaches that involve exploring faith from each of these four aspects.

These sessions have been written with this in mind.

Special features Visual aids The Leader’s pack includes: • •

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a Leader’s manual with ten sessions a full-colour A2 size Leader’s Snapshots poster – Snapshots from the lives of Elijah and Elisha and Leader’s Snapshot cut-outs poster Six A3 size full-colour Leader’s posters and Memory verse posters a sample children’s Snapshot board and Snapshot cut-outs poster. Extra boards and posters may be purchased from CEP so every child can complete their own board. a set of photocopiable masters including Activity cards and Activity sheets relating to the sessions a variety of Visual aids and activities for each session.

Snapshots from the lives of Elijah and Elisha theme This unit looks at snapshots from the lives and times of the prophets Elijah and Elisha. In the sessions the children will look at how God’s plan and purpose for his people is seen in and through the ministry of these men. The child’s take-home component is a Snapshot board which summarises what the children learn in each session. There are also

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photocopiable Activity cards that involve the students in the sessions and Activity sheets which provide activities to reinforce concepts taught in each session.

The Snapshots from the lives of Elijah and Elisha poster

to visit and meet the group. It would be especially helpful for young people, a few years older than the children in your group, to meet them. Help the children see where they are heading as part of the community of God’s people.

The Leader’s Snapshot poster – Snapshots from the lives of Elijah and Elisha poster should be displayed each session. The leader should cut out the appropriate cut-out from the accompanying Leader’s Snapshots cut-out poster and add it to the poster.

This provides a record of what has been studied and gives an overall picture of how God’s plan was being worked out in this period of Israel’s history.

Digging deeper This section is designed for more able children who want to dig deeper into the session content. These activities are usually Bible-focused and involve good reading skills and literacy. If you have a multi-aged group, these ideas can be used to challenge children who feel they have ‘heard it all before’.

Let’s meet …

Each session a leader takes the part of a character involved in the events being studied. The leader should familiarise themselves with the script. They may also do some background reading on the person to help them in knowing how to portray the character.

You may choose to ask a church member who is not a regular member of your team to play the part.

Response board Bringing it together is structured to allow the children to look at God’s character as well as his plan and purpose for his people.

Leaders are encouraged to make a Response board using three sheets of brightly coloured cardboard with the headings: What has God done?, What is God like? and How do people respond?. The leader can then summarise the key facts the children are learning about God under these headings.

Bibles It is intended that during each session the children will read the Bible for themselves and think about how they can respond to its message. It is strongly recommended that children begin to handle the Bible for themselves, learn their way around it and discuss what it means. The Contemporary English Version (CEV) is recommended as it uses everyday language that should be easy for the children in this age group to understand.

Relationships As children of this age grow in faith, their relationships with other Christians will be very important. You have an important role as an example to them. Be warm and genuine in your relationships with the children. Pray for them and their concerns. Invite other Christians of various ages

Activities Each session contains many suggested activities, either to begin the session in Start up or to reinforce the Teaching time. When choosing the activities to include, consider the number of children in your group, their individual skills, and the time and space available. Try to encourage a wide range of activities so the different learning skills will be catered for.

A Memory verse activity is presented in an interactive way so that the children begin to build their own personal store of Bible verses.

Photocopiable masters The set of photocopiable masters is included.

Encourage the children to take home the appropriate photocopiable each week as this helps parents and carers to know what is being treated in the sessions.

Purchase of the Leader’s pack entitles you to make one copy for each member of your group.

Music spot Music spot is used in each session as a way of changing pace, adding interest and reinforcing the concepts of the session. The recommended CDs are: •

Promises, promises, CEP

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Practise being godly, Colin Buchanan

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Jesus rocks the world, Colin Buchanan

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The king the snake the promise, Emu Music

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How cool is that!, Johnny Burns

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Praise crazy, Johnny Burns

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Best news!, Tony Jones & Mountain feet

These CDs are available from CEP.

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Elijah and

Ahab

1 Kings 17:1–6

Aim To help the children understand that God has promises and plans for his people.

Outcomes By the end of this session the children will: • know that Elijah was God’s prophet who told the people God’s promises and plans • understand that many of Israel’s kings, including Ahab, did not trust God • appreciate that Elijah trusted God and God cared for his needs.

Memory verse When the time is right, God will do all that he has planned. Ephesians 1:10a (CEV)

Notes Read 1 Kings 17:1–6.

Israel had rejected God’s kingship and had asked for a king to rule them. Despite God’s warnings the people persisted in their request. They wanted to be like the other nations (1 Samuel 8:19–20). God’s people were subjected to many kings who failed to trust and worship God. Despite this, God had promised David, the second king of Israel, that one of his descendants would be king forever (2 Samuel 7:16). Jesus fulfilled this promise.

David’s son, Solomon, worshipped foreign gods and as a consequence Israel was divided into two kingdoms, Israel and Judah.

Ahab was the seventh king of Israel and reigned for 22 years. Ahab married Jezebel, the daughter of the priest-king of Tyre and Sidon. She worshipped Baal and greatly influenced Ahab, which resulted in her being able to maintain a large school of prophets and having a temple built to Baal.

Elijah described God as the ‘God of Israel’ and so gave to God his rightful place, something that Ahab refused to do (1 Kings 17:1). Elijah prophesied that there would be drought. In holding back the rains, God showed his sovereignty over nature and his superiority over the false god Baal, who was supposed to control the weather.

God sent Elijah into hiding and provided miraculously for him (1 Kings 17:6). The drought continued for three years.

Leader’s prayer Praise God that he is faithful to his word. Pray that the children will appreciate that God was faithful to his people in the past and will understand that God keeps his promises to his people today.

God sent Elihah to King Ahab. We know nothing of Elijah’s background other than that he was from Tishbe in Gilead. Elijah presented himself as a ‘servant of the living God’. This was in marked contrast to the idols worshipped by Ahab and his queen.

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Gear ❑ Colour Bible timeline posters from OT9 (optional) ❑ A costume for Ahab (see Get ready) ❑ Copies of the Activity card photocopiable (page 15) ❑ A CEV Bible marked at 1 Kings 17:5,6 ❑ Leader’s Snapshot poster ❑ Leader’s Snapshot cut-out – Ahab (see Get ready) ❑ A children’s Snapshot board for each child ❑ A children’s Snapshot cut-out – Ahab for each child ❑ Glue sticks ❑ A copy of the Activity sheet, Elijah – God’s messenger photocopiable (page 16) for each child ❑ Three sheets of brightly coloured cardboard to make a Response board (see Get ready) ❑ CD player and CD of choice ❑ Memory verse poster – Ephesians 1:10a ❑ Gear for chosen activities in Start up

Get ready Display the Leader’s Snapshot poster – Snapshots from the lives of Elijah and Elisha in your area.

Cut out the Ahab snapshot from the Leader’s Snapshot cut-out poster and have it ready for Snapshots.

Start up Choose one or more of these activities for the time you have available. These are fun and interesting activities designed to introduce the topic or theme of the session. Please note that Chat time is an important component of the session and should be completed immediately before moving into Bible focus.

Make sure you complete the Promises activity as this helps to set up the theme for the unit.

Promises Purpose: To develop an understanding that God keeps the promises he has made to his people.

Gear ❑ Photocopy of the Promise cards (page 14) ❑ Nine rewards such as stickers, Bible cards, erasers, pencils and so on Cut out the cards and mount them on cardboard if desired.

Explain to the children that you will read out some challenges. If they complete the challenge they will be given a small reward. Read the first card, choose a volunteer and reward the child after they complete the task. Continue with the other challenges.

What happened?

Cut out a children’s Snapshot cut-out – Ahab for each child and put aside with the children’s Snapshot boards ready for Snapshots.

Purpose: To develop an understanding that we may need to know the background to a story to understand fully what happened.

You will need to make copies of the Activity card photocopiable (page 15), either one for each child or one between two.

Gear

Join together three sheets of brightly coloured cardboard to make a Response board that the children will add to each session. On the first sheet add the heading What has God done?, on the second sheet What is God like? and on the third How do people respond? This Response board will be used in Bringing it together each session as the children summarise what they are learning about God. If you have limited time you may choose to only do one of the role plays in the So, what will you do? activity.

Ask another leader or church member to dress as King Ahab and to take part in the ‘Let’s meet Ahab’ section. They should familiarise themselves with the script. It is possible to play the part of Ahab yourself if necessary or you could ask a child to mime the part while you read the script.

❑ Some pieces of litter ❑ A waste paper basket ❑ A soccer ball Place some litter on the floor. Tell the children the following scenario: Yesterday I came home and went into my study.

I looked down and noticed the paper on the floor. I wondered what had happened.

Ask the children to give an explanation for what may have happened. Encourage them to use their imaginations. Allow two or three responses.

Then I noticed the waste paper basket was on its side.

Put the waste paper basket on its side. Ask the students what they now think may have happened.

Then I noticed a soccer ball in the corner of the room.

Show the soccer ball. Ask the students what they now think may have happened.

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So, what will you do?

Purpose: To encourage the children to think about times when they need to make a decision about what to do.

Ask two or three children to join you at the front of your area to role-play the following scenarios. You will need to be familiar with each scenario and may need to give suggestions as to some choices that could be made. Encourage children to join in and say what they think they should do.

happened? (Encourage responses. Perhaps you could give an example from your own experience.)

In the last activity we had to think about what we would do in a certain situation. This happens to us in real life. Everyone has to make choices or decisions.

What are some choices that we make everyday in our lives? (Accept responses. What we eat. What we watch on T.V. and so on.)

Bible focus

NOTE: If the third scenario is too close to any child’s own experience you may choose not to do the role-play.

Links 1. You are playing catch with a ball inside. You break one of mum’s ornaments. What will you do? Will you own up or will you try to hide the broken pieces and pretend you know nothing about what happened?

2. The teacher’s pen is missing from her desk. You and your friends know who took the pen. What should you do? Will you keep quiet about it?

Will you encourage your friend to return the pen? Will you tell the teacher who has the pen?

3. There is a new student at school. They are lonely and look sad. However, one of your friends has said that if you play with the new child then they will stop being your friend. You and two other friends discuss what you should do. Should you make friends with the new student or do what your other friend said?

Chat time

What do you think is the most important choice we can ever make? (Accept responses.)

Show the Bible timeline posters if you have them or quickly sketch a timeline on a large piece of paper. Briefly trace the story of God’s people. Point out major events and characters such as Creation, Abraham, Moses and King David. Show the section where the two kingdoms are divided after King Solomon but that both kingdoms still continued to worship false gods. Show the figure of Elijah. Explain that you are going to be finding out more about God’s people during this time.

Teaching time

Lead the following discussion.

In the first activity we were promised a reward if we managed to complete a task.

How would you have felt if I didn’t keep my promise? (Accept responses.)

Do you think it is important to keep promises?

Why or why not? (Accept responses.)

In the next activity we were asked to give our opinion about something that happened without knowing the full story. We were then given some clues that helped us to understand what had actually occurred. We often need to know the background to a story to help us to understand what really happened and why.

Have you ever thought you knew how something had happened and then were surprised to learn the truth about what

We talked about choices that we make in our lives. What are some of the important choices we will make? (Accept responses.)

Today we are going to hear about some of God’s people who had a choice to make about trusting God. I wonder which choice they made – to trust God or not trust God? God’s people were living in the land he had promised them. King David had been dead for many years. His son Solomon had started out as a good king but later turned away from God. Now God’s people had a very bad king who led the people away from God. The king and the people had forgotten God’s promises; they had turned away from him. They ignored God’s laws and lived their own way.

They were even worshipping idols. So although they were living in the land God had given them, they were not living God’s way – and neither was their king!

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Snapshots

What do you think might happen next?

(Accept responses.)

During each session a ‘snapshot’ will be added to the Leader’s Snapshot poster.

One of the kings of Israel was a man named Ahab.

A leader dressed as King Ahab comes to the front of the area He should act proud and arrogant and strut around, talking with a regal voice.

Ahab: My name is Ahab. I am the seventh king of Israel.

My wife is Jezebel. She is very beautiful, but she is not one of God’s people. She is from a country nearby. In her country people don’t trust God. They worship Baal.

Attach the cut-out of Ahab in the appropriate space on the poster. Discuss what kind of king Ahab was.

Ask the children to suggest what might happen next.

Distribute the children’s Snapshot boards and Snapshot cut-out of Ahab and encourage them to glue their snapshot into the appropriate place on their poster. Encourage the children to read the three things they have learnt about Ahab.

Collect the children’s Snapshot boards ready to use again next session.

She has taught me all about worshipping Baal.

No more of that old fashioned worshipping God for me!

I have even built a temple for the people to come and worship Baal. Worshipping Baal is really catching on in Israel – everyone’s doing it!

But one day a man came to see me. His name was Elijah. He said he was a prophet of God. I couldn’t believe what he came to tell me.

Activity sheet – God’s messenger Give each child a copy of the God’s messenger photocopiable (page 16). Encourage the children to work through the activities. Sit with the children as they work and discuss the questions with them.

If necessary the children can complete it at home.

However, discuss with the children what is expected of them in completing the activity before they take it home.

Distribute copies of the Activity card photocopiable (page 15). Divide the children into two groups.

Encourage one group to read the part of Ahab and the other group the part of Elijah.

Thank the children for their participation.

The leader dressed as Ahab continues.

Ahab: So, Elijah’s God’s going to stop the rain is he? We’ll see about that. I believe that Baal can make it rain. Baal will listen to my prayers and send the rain.

‘Ahab’ leaves the area.

Leader: A drought was a serious matter in Israel.

The people were farmers and needed the rain to fall at the right time to water their crops.

After Elijah delivered the message, God told Elijah to cross the Jordan River and to hide near Cherith Creek. The Bible tells us how God provided Elijah’s needs in an amazing way while he was there.

Ask a child to read 1 Kings 17:5,6 from a CEV Bible.

God was true to his word and the rain stopped falling. In the mornings there wasn’t even moisture from dew on the ground.

What was Elijah learning about God? (Accept responses. God kept his word. He did what he promised to do.)

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Digging deeper It is recommended that the children have access to a CEV Bible to complete this section. Place a large sheet of blank paper on a wall to record the children’s suggestions.

What do you think are some of God’s promises? (Record responses.)

How do we find out about God’s promises? (Record responses.)

The Bible is God’s word to us. In the Bible God tells us some things about himself and his promises that should encourage us.

Ask the children to look up the following references in a CEV Bible.

1 Kings 8:56 Hebrews 6:18 2 Peter 3:8,9 Discuss with the children what these verses mean and why they can take encouragement from them in their own lives.

Music spot

God showed he was more powerful than Ahab’s idols by stopping the rain.)

Choose from the following songs.

Write under ‘What is God like?’: He is powerful.

God’s mega-plan, track 2 on CEP’s Promises, promises CD. I’m forever in your love, track 10 on Doug Horley’s Whoopah wahey! CD.

Memory verse Discuss with the children that God always had a plan for his people. God unfolded the plan over a long period of time but that at the right time God sent Jesus. Jesus is the one who will bring the plan together.

Display Memory verse poster – Ephesians 1:10a.

Read the Memory verse from the poster with the children.

When the time is right, God will do all that he has planned. Ephesians 1:10a (CEV)

Elijah hid at the Cherith Creek where God sent him food and water. What does this show about what God is like? (Accept responses. God showed he could be trusted to look after Elijah.)

Write under ‘What is God like?’: God cares for his people.

Even though it could have been difficult to go to Ahab and tell him there was going to be a drought, Elijah obeyed God. Ahab ignored God. He didn’t believe God controlled the rain.

Write under ‘How do people respond?’: Elijah obeyed God. Ahab ignored God.

Prayer

Bringing it together Display the Response board with the headings: What has God done?, What is God like? and How do people respond? (see Get ready).

God had chosen Israel as his special people.

Invite the children to join you in the following prayer.

Father God, Thank you that you always planned to save your people and that you speak to people and work in their lives to bring them back to yourself. Help us to always trust and obey you.

Amen.

What was God’s plan for his people?

(Accept responses.)

Write under ‘What has God done?’: He chose Israel to live as his people, under his rule, in the land he gave to them.

Ahab discovered that God controlled the weather. What does being in control of the weather tell us about God? (Accept responses.

Think about it

Think ahead

Do the children have a basic understanding of where Elijah fits in the history of God’s people?

You will need Leader’s Snapshot poster, Leader’s Snapshot cut-out – Widow helped

by Elijah and the children’s Snapshot boards and children’s Snapshot cut-out – Widow helped by Elijah.

Do they understand that God has always worked to bring people to himself and that he continues to do this today?

You will need the Response board begun in this session, a costume for the leader playing the widow, copies of the Activity card photocopiable (page 22) and a copy of the Activity sheet – The widow of Zarephath photocopiable (page 23) for each child.

You will also need Memory verse poster – Ephesians 1:10a

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Sing at least two lines of a song.

Say your seven times table.

Tell us five words that rhyme with ‘rhyme’.

Name six makes of cars.

Name five of Jesus’ disciples.

What do the following initials stand for? CD VIP ASAP Seven people had $7 each.

How much would they have together after they had each spent $1?

Name one of Noah’s sons.

Say ‘She sells sea shells by the sea shore’ three times quickly. © CEP 2005 The purchaser of the Over the top OT7 manual is entitled to photocopy this page for use with his or her group.

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Script for Readers’ theatre Ahab: Who are you?

Elijah: I am Elijah, a prophet. I am a servant of the living Lord, the God of Israel.

Ahab: Haa! And what do you want?

Elijah: I have a message for you from God himself.

Ahab: And what is this message?

Elijah: God is going to withhold the rains from Israel.

Ahab: Is he now?

Elijah: There will be no rain, not even dew, until God gives the word.

Š CEP 2005 The purchaser of the Over the top OT7 manual is entitled to photocopy this page for use with his or her group.

Over 15 the top

Š CEP 2005 The purchaser of the Over the top OT7 manual is entitled to photocopy this page for use with his or her group.

Over 16 the top