Acacia in the Desert

July 28, 2010

4 Setup Tips for Stories-by-Galilee

VBS teachers decorate their rooms.  This adds pizazz.  But they have five stories around a common theme.  You can’t reach that level of pizazz just by changing the decorations each Sunday.  So analyze each month’s worth of stories.  Usually you can pull out a common theme, if you have the kind of curriculum that starts a new set of stories each month.  Find the common theme, and redesign your room based on it.

These setup tips are for that collection of stories that are usually grouped together in a curriculum.  It’s a smattering of miracles, Jesus’ teachings, and tales of the disciples.  One unifying theme to make these stories a unit is the Sea of Galilee.  Common stories are:

  • Calling of the Disciples.  “Follow me, and I will make you fishers of men.”
  • Jesus Calms the Storm.  “Peace, be still.”
  • Healing of the Paralytic.  Four friends and a lame man let down through the roof.
  • Feeding of the Multitudes.  And a little boy gave his lunch.
  • Jesus Walks on Water.  Peter too.

If the craft involves fish, then the story fits into this unit.

Felt Underlay

Available from Worship Woodworks.  They also provide:

  • a wooden boat
  • people
  • fishing net
  • wooden fish

Personally, I’d go to the local craft store, buy two pieces of felt, and hot glue them together.  Then I’d make the other pieces out of construction paper.  Most stories can be told just with the pieces above.  But you could add:

  • waves cut from blue felt (Calming of the Storm, Walking on Water)
  • basket (Feeding of the Multitudes)
  • mat (Healing of the Paralytic)
  • house made from shoebox (Healing of the Paralytic)

You use these pieces to tell the Bible story to the kids.  Then place them on a table against the wall, turning them into a learning center, so kids can tell the story to themselves over and over.

Air Mattress

Available from your local store. Your job is to transform this into the Sea of Galilee.

  • Blue.  If it’s not a suitable color, get a blue tarp and toss it over the mattress.  Voila!  Water!
  • Waves.  Fill the air mattress only partially with air.  Avoid firmness.
  • Boat.  Take the table from your Sunday School classroom, and fold its legs under it.  Place it on the mattress.

If you have filled the mattress to the right amount of firmness, kids should be able to sit on the table, and by shifting their weight, feel the “boat” sway with the “waves.”

Use this to dramatize the stories.  The teacher acts as narrator, the kids are the disciples, and one person is Jesus.  Have them:

  • Sit in the boat and fish from it (Calling of the Disciples)
  • Experience a storm (Jesus Calms the Storm and Jesus Walks on Water)

Any storm is greatly enhanced if you stand by the light switch and flicker the lights, or if you aim a box fan at them and turn it on, or if you mist kids with a water-filled spray bottle.

Lake Scene Setter

Available from Party City.

Use to  mark off sections of the room.  Mark off a drama center with a box of costumes.  Mark off a fishing area.  Place a section of the scene setter behind the air mattress “boat.”

  • Any Story.  Draw a bulls-eye and spread it onto floor.  Kid tosses a bean bag.  Teacher asks a review question.  If answer is correct, child is awarded points based on where the bean bag landed.
  • Jesus Calms the Storm. Cut a section and turn it into a parachute.  Kids hold the sides and corners, and create a storm by shaking it wildly.  Put paper boats on it, and shake until kids hear the words “Peace, be still!”
  • Peter Walks on Water.  Lay strips of it on the floor.  Dramatize Peter sinking beneath the waves.  Award a prize to the best actor.

Use it to just generally add atmosphere.

Fishing Net

Available from Party City.

Hang from the ceiling to add atmosphere. Or tack it to the wall.

For Calling of the Disciples, have kids pretend to be the fish, and run to the other side of the room. You, the teacher, be the fisherman and try to toss the net over them.

Or, cut net into pieces, hot glue magnets to it, and use to catch paper clipped construction paper fish.

June 8, 2010

4 Tools a Preschool Sunday School Teacher Can Use to Add Zing

Parachute

Take any story that includes water, add a parachute, and presto, instant game.

  • Noah and the Ark.  Make paper arks and toss them onto the parachute.  Create a flood by shaking the chute rapidly until the arks fall off.  Do it again.  And again.  Do it until the teacher gets tired and says “Enough!”
  • Moses and the Red Sea.  Play Israelites and Egyptians.
  • Jonah and the Whale.  First make a storm by shaking the chute.  Then have the whale swallow Jonah by raising the chute up, ducking under it, and pulling it down to sit on the edge.
  • Jesus Calms the Storm.  Shake the chute wildly until they hear the words, “Peace, be still.”
  • Peter Walking on Water.  Kids take turns “being Peter” by running under the parachute (walking on water) to the other side.

Large Packing Boxes

Even more versatile than the parachute.  Packing boxes can be the…

  • Belly of the whale Jonah was in
  • Ark that Noah put the animals in
  • Lion’s den that Daniel was in
  • Pit that Jeremiah was thrown into
  • House where the angel Gabriel visited Mary
  • Stable where baby Jesus was born
  • Prison where Paul and Silas were
  • …and many more.

Putting several boxes together is better than just one.  To ensure they don’t collapse, support the sides with chairs or the table.

Picture Books

By reading books, you build…

  • attention span
  • Biblical worldview
  • memory of previous stories

If the entire class is out of control, sit ‘em down and read books.  If you need a controlled activity while kids are being dropped off, read books.  If you want to ensure kids don’t forget the Bible story you taught last Sunday, pick a book based on that story and read it for a month.

The books Lifeway provides its teachers are junk with a capital J.  Zero plot, no conflict, no character development, and no climax.  Children deserve better.  Look on Amazon for books that are highly rated.

Scratch Art Paper

A craft with instant zing and zero mess.  Experiment by using not just wooden sticks, but pennies and fingernails to draw on the paper.  Although scratch art paper can be used with any story, it is best suited for stories with darkness and light, like the:

  • Countless stars that Abraham saw
  • Midianite camp that Gideon surrounded with trumpets and torches
  • Angels that appeared to the shepherds
  • Burning bush that Moses faced
  • Column of fire that settled over the tabernacle in the Israelite camp

I guarantee the finished result won’t look like the picture to the right, but who cares?

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May 17, 2010

Parachute Game for Moses and the Red Sea

Age
Preschool-Kindergarten

Learning Statement
God parted the waters of the Red Sea for the Israelites, but when the Egyptians tried to cross, they drowned.

Game
Ask, “Child, do you want to be an Egyptian or Israelite?”  The chosen child states his preference, then runs underneath parachute.  If Egyptian, the kids drop the parachute down to the ground.  Hysterical giggling ensues as the child wriggles out.  If Israelite, the kids raise the parachute up.

Field Report

  • I was worried kids would only pick “Egyptian” but they alternated pretty evenly.
  • Tristan called out “Israelite” then ran into the middle, and stopped, waiting for the parachute to descend.  We steadfastly kept it up, and reminded him that God didn’t let the sea cover the Israelites.
  • Levi would call out “Egyptian,” then attempt get to the other side before the parachute caught him.  He’d do this flying-dive that was hilarious.  Picture a movie hero rolling under the blast door as it descends.

February 7, 2010

Cute Comment About Baby Jesus

So today in Sunday School I was reading aloud The Nativity.  Keep in mind that we spent the entire month of December on this story.  The kids have dramatized this story with a plastic nativity set.  In fact, I even read this particular book last Sunday.

So the kids should all be familiar with the details of the story, right?

Me: Then Mary brought forth her firstborn son, and laid him in a manger, because there was no room for them in the inn.

Tabitha leans over to examine the picture of the baby on the book’s page.

Tabitha: Was it a boy or a girl?

I figure she hasn’t been listening, and just doesn’t realize which story this is.

Me: Well, was Jesus a boy or a girl?

Tabitha: Um, a girl?

I’m sure there’s some deep comment about teaching I could make here, but I’m laughing too hard to think of it.

February 2, 2010

8 Tips for Reading to Television-Jaded Preschoolers

Let children sit on your lap. After my first disastrous experience trying to read to the kids in my class, I did what any sane person would do.  I asked my mother.  “Mommy!!” I wailed.  “They don’t listen to me.  When I was a little girl I loved books!  Why don’t these kids?”  “Well,” she responded, “I think you liked cuddling up next to me.  It meant love and attention.”  I had been sitting the kids in front of me in a semi-circle.  Now, I put one kid on my lap, and I put my arm around the kid sitting next to me. The others cluster behind me.

Tell the story with rhythm instruments. After I first realized that reading books to this class was like pulling teeth, I strategized.  The next Sunday, the book was about Jesus calming the storm by Nick Butterworth.  I provided rhythm instruments, and told the kids to make soft noises when they are putting out to sea, and loud noises when the storm comes.  I got through the entire story without complaints.  (Helpful Hint: If you try this, use rhythm sticks or sandpaper blocks, not cymbals.  Ask me how I know.)

Introduce story with a song first. We sang “Zacchaeus climbed a sycamore tree…” for two Sundays before I introduced the story of Zacchaeus.  The hey-I-think-I-know-this-story look on the kids faces was gratifying.  I made sure to do the motions for the song during the appropriate places of the book.

Use physical touch. Think through the story ahead of time, and plan movements.   When reading about Jesus calming the storm, I rock the kid on my lap back and forth, first gently, then violently, then suddenly stopping.  When the first raindrop falls, my fingers tap on the head of the kids next to me.  When Jesus falls asleep, I drop my head to a kid’s shoulder and snore.

Use stories with a climax and resolution. The book should be an actual story.  In my experience, the story of Jonah is requested, but reading the text of Genesis One causes squirming.

Read only to those who love books. In my class, Tabitha loves books.  She is willing to listen to books long after everyone else wants to play.   So as long as the rest of the class doesn’t need me, I will read to her.

Require the three greatest troublemakers to listen. I recall one time in particular when I required (no ifs ands or buts) Levi and Tristan to sit beside me and listen to books.  With them sitting, the noise level in the room went down substantially. Elsha stayed quietly in her corner working the puzzle, but I knew she could hear.  Tabitha and Corin came running over to listen (of course!) as soon as I got out the books, so that was no problem.  Hunter kept playing with trucks, but about halfway into the book, he moved his trucks over into the corner of the room where we were sitting.  (Yes!  Victory!)

Pick your battles wisely. Do you really care whether they hear this book?  For myself, I dropped any books that were just good books (such as Mike Mulligan) and read only Bible stories that were also good books.  I figure they’ve got the rest of the week to learn about morals and character, but I have one hour in Sunday School to teach the gospel.

suc·cess n. When I dismiss kids to play with blocks, and Levi asks if he can look at the book instead.

re·straint n.  What I showed by not jumping up and down in glee, but instead politely handing Levi the book.

beau·ti·ful adj.  A child reading. 

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January 25, 2010

On Teaching Preschoolers the Importance of the Bible

Ladies and gentlemen, the question before us today is “What is the best way to teach preschoolers they can read the Bible?”

Option One – Do as Lifeway did.  Tell a Bible story from Luke 4:16-22, which in pre-K vernacular can be summarized as follows.

Jesus went to the synagogue.  He stood up.  He read the Bible scroll.  Then he sat down.  He said, “These words are about me.”

Then make bookmarks, or sort a stack of Bibles from smallest to largest, or use magnifying glasses to look at the Bibles.

Option Two – When a child walks in the door holding her picture Bible, get really excited and ask if she has a favorite story she would like read to her from the Bible.  Then sit down and read it, right then and there.

Option Three – When the Sunday School lesson is on Abraham, find a Bible to read it from.  When the memory verse  is John 3:16, open up the Bible and read it from there.  When the next Sunday there is a different lesson entirely, read it from the Bible too.

Ladies and gentlemen, the choice is yours.  Personally, I’m going with options two and three.  To determine the correct answer, wait twenty years then ask your former students whether they still use the Bible.

P.S. Tony Kummer has some helpful tips on reading Bible stories aloud.

P.P.S. Yes, I think this Lifeway lesson was an incredibly dull story, and therefore counterproductive.   Teaching kids that the Bible is boring may not be the objective, but will probably be the result.

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January 24, 2010

Yes, Hermeneutics Matters When Teaching Children

John Walton’s post on hermeneutics highlights five errors writers display when writing children’s curriculum.  I suggest that it is these errors which lead to a moralism-centered curriculum rather than gospel-centered.

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January 23, 2010

Lifeway’s Educational Objectives vs. Actual Bible Teaching

Hermeneutical Issues

From Teach the Text: The Problem, by John Walton

Frequently the objectives of the biblical author are neglected in the pursuit of the curriculum’s own educational objectives. There is no commitment to teach always and only what the Bible is teaching in any given section. As a matter of fact, the relationship between the Bible’s teaching in a particular passage and the educational objectives of the lesson or unit is often quite oblique and at times totally obscure.

I concur.  Lifeway’s preschool theme for the month of January is “What We Do at Church.”  One story was the widow giving two copper coins, from Mark 12:41-44.

Actual Bible Teaching: The amount given is irrelevant; God cares about the totality of the commitment.

Educational Objective: I will discover that people give money at church, and I can too.

See the difference?  It gets worse.  The life application from the lesson is as follows:

Encourage preschoolers to think about why we give money at church.  Place a variety of items such as a Bible, hymnal, can of food, wooden block, and rhythm instrument in a pillowcase.  Preschoolers can take turns touching and trying to guess items.  Comment that the church uses money that people bring to buy items like these.

Technically accurate, but wrong attitude.  We give money at church because it is an act of worship, not to buy more toys for me to play with. By the logic of this activity, the person who gives more money and therefore buys more puzzles must be better.

Developmental Issues

The obvious solution when a lesson is not hermeneutically accurate is to simply modify the lesson’s educational objective to match that of the Bible.  But preschoolers are in a pre-operational stage of cognitive development, and are sometimes incapable of comprehending the actual Bible teaching.  Consider:

  • Four year olds don’t earn money.
  • If she puts all the money she has into the offering, Daddy will give her more.
  • Even if all her money is gone, she still gets to eat delicious macaroni and cheese for lunch.
  • You try convincing a five year old that 2 copper coins was “more” than the 50 the Pharisee gave.

Actual Sunday School Session

For our activity, our class acted out the story.  I lined the kids up against the wall, gave each one a plastic cup, and distributed different amounts of pennies.  Each kid then had to put 2 coins in the offering bowl.   When Corin put his only 2 coins in, I ecstatically praised him for putting in “all he had.”   Being a quick-witted young lady, Tabitha at the front of the line promptly dumped the rest of her coins in, and was similarly praised.

We played the game three times, always with the kids getting different amounts of pennies.  After the first round, each child put in “all he had.”  They also argued about who would get to give the most pennies this time, complained “I don’t want to be the poor widow again,” and one kid tossed aside her cup in favor of a gigantic bowl from the kitchenette.

So, yeah.

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January 2, 2010

Of Torn Curtains, and Other Joyful Thoughts

Otherwise entitled There Is A Tabernacle Story, and That Story Is The Gospel

This post is the field report of a non-linear storytelling approach using these materials.

Setting:  It is Sunday morning.  Each preschooler is excitedly waiting his or her turn to draw the next piece of tabernacle furniture out of the cloth bag.

Teacher: That’s the …Wait your turn Hunter!… the bronze bowl.  It goes here.  Before they could go worship God, the priests had to wash their hands and feet so they would be clean.

The next child draws out a lamb.

Amdiel: Oooh!!  Look at the sheepie!

Then…

Amdiel: Why is the red there?

Teacher: That’s blood on its neck.  Every time someone sinned, like being mean to someone, they would have to kill a sheep for a sacrifice.

Amdiel:  Oh.  (Sadly) Poor sheepie.

Teacher: That’s the bronze altar.  The priests burnt the sacrifices on it.  See the black ashes on the bottom?  Several heads bent over to examine and touch the black paint on the bottom.

Teacher: This is Ark of the Covenant.    Hunter turns it upside down accidentally, and the Ten Commandments and manna spill out.

Amdiel: Wow!

And simultaneously…

Hunter: Wow!

I explain what those pieces are, then we place the Ark in the Holy of Holies.

Teacher: This is the curtain that separates the Holy of Holies from the rest of the tabernacle, because God is holy.  Only the High Priest could go into the Holy of Holies.  If anyone else went in, he would die.

Amdiel’s eyes grow wide.

Amdiel: I did not know that.

Teacher: This is the fence surrounding the tabernacle.  Only the Israelites were allowed go into the tabernacle.  Tavish, are you an Israelite?

My co-teacher knows the correct response.

Tavish: No.

Teacher: Corin, are you an Israelite?

It appears that no one in our class is an Israelite.  Well, then…

Teacher: If you lived in Bible times, you could not come in the tabernacle.

We go through the rest of the pieces– the Menorah, the altar of incense, and so on.  At last, everything is placed.  The tale from Leviticus has been told.  But the story does not end there.

Teacher: After Jesus came…

I point to the curtain.

Teacher: …the curtain tore in half.  So now anyone can come close to God!

Amdiel looks up in sudden delighted relief.   Then she gave one of the best summaries of the gospel message I have ever heard.

Amdiel: So now no more sheep have to die?

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December 14, 2009

Biblical Fabrics

Filed under: Sunday School Activities, Tabernacle and Temple — Tags: , , — Acacia @ 6:01 pm

Materials Needed

Blindfold – so the child can focus on the sense of touch
Linen/Flax
Wool
Sackcloth (originally made of goat or camel’s hair)
Silk
Cotton (likely not cultivated in Palestine until after contact with the Persians in the exile)
Embroidered cloth
Leather

Have two pieces of each fabric.  All pieces should be a uniform size.  Try to have solid colors of a natural hue.

Instructions

Play a Matching Game, or play Can You Find [Name of Object]?

Stories to Use Activity With

Making of Tabernacle (Exodus)
The High Priest’s Job (Leviticus)
Solomon Builds the Temple (2 Chronicles 2-5)
Resurrection of Jesus (nothing left but the linen wrappings)
Christ’s Second Coming (Revelation 19)
Esther (mentions of linen and sackcloth in this story)
Daniel, Jeremiah, Ezekiel (in the prophets the messengers of God generally wear white linen, while the people of Israel are urged to wear sackcloth and ashes)
Jonah (the people of Nineveh demonstrate repentance by covering themselves with sackcloth)

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