Leader Guide. March April May 2011 INTERNATIONAL BIBLE LESSONS FOR CHRISTIAN TEACHING

Transcription

1 Leader Guide March April May 2011 INTERNATIONAL BIBLE LESSONS FOR CHRISTIAN TEACHING

2 Encounter Leader Guide Using This Guide The leader helps for each lesson correspond to the lessons in Encounter (student book). The format of the leader guide has changed. The new format will help teachers as they lead the class in exploring the scripture passage, understanding what the scripture means in their lives, and identifying what it means to live accordingly. The guide will continue to provide activity suggestions and discussion tips. Use the questions and suggestions to further class discussion and to encourage the group toward action. Evaluating Tell us what you think of this issue by completing and returning the evaluation form at the back of this resource. Writers: Randall McGee, Cindy H. Martin, Claudette Pickle Editor: Cindy H. Martin Vol. 5, No. 3 March, April May 2011 Cover photo: Richard Schmidt-Zuper ENCOUNTER LEADER GUIDE is published quarterly by the Ministry Council of the General Assembly of the Cumberland Presbyterian Church, 8207 Traditional Place, Cordova, TN POSTMASTER: Send address changes to ENCOUNTER, 8207 Traditional Place, Cordova, TN Price $3.25 per quarter. The lessons in this quarterly are developed from outlines prepared by the Committee on the Uniform Series, produced for use by the member denominations of Education and Leadership Ministries Commission of the National Council of Churches of Christ in the USA.

3 The Search for Meaning March 6, 2011 Lesson Aim: (1) To uncover the literary and theological elements in the texts of this early creed; (2) to develop a growing understanding of the Christian faith; (3) to create a personal statement of faith. Background Scripture: 1 Timothy 2:1-6; 3:14-16 Scripture Selection: 1 Timothy 2:1-6; 3:14-16 Suggestions for Worship: Opening Sentences: Ephesians 2:8-10. Hymns: There s a Wideness in God s Mercy, I Know Whom I Have Believed, Jesus Saves. Devotional Reading: Hebrews 8:6-12. Advance Preparation Read the Background Scripture for this lesson and the lesson in Encounter. Highlight ideas that you want to explore with the class. Pay particular attention to the reasons First Timothy was written and to the information on mystery. Think about people who have served as a mentor for you. What did they do? How did they do it? Or think about times when a mentor was a big help in your life. Rearrange the class area, removing items from previous units. Add some fresh flowers or a green plant. Get a copy of the Confession of Faith. It is available online at Write these section titles from the Confession on newsprint: 1. God speaks to the human family; 2. The human family breaks relationship with God; 3. God acts through Jesus Christ to reconcile the world; 4. God acts through the Holy Spirit; 5. God creates the church for mission; 6. Christians live and witness in the world; 7. God consummates all life and history. Write the phrase Jesus is Lord on a piece of newsprint. Provide pens and paper or newsprint and markers. One activity requires simple art supplies such as crayons or colored pencils as well as paper. Welcome/Introduction Greet class members as they arrive. Allow time for the class s normal opening activities. Include a time for sharing joys and concerns before opening with prayer. The title for this quarter is We Worship God. Invite class members to describe ways in which they worship God. If no one mentions prayer as a form of worship, add it. Then ask: Which ways of worship are the most meaningful to you? Why? Explain that in the first unit your class will be looking at a part of scripture that can be seen as words of wisdom from a veteran minister to a younger minister. Paul mentored Timothy, believing in him and encouraging him, and providing opportunities for him to learn. Invite the class to share experiences of either being a mentor or having a mentor. Ask: What are some helpful things that mentors say? What are some of the challenges of being a mentor? Exploring the Scripture First Timothy, Second Timothy, and Titus are called Pastoral Epistles. They appear to be directed to the leaders of early congregations, not to entire congregations. Scholars think that First Timothy was written in approximately A.D. 63, following Paul s first imprisonment in Rome. First Timothy is a letter from Paul to Timothy, who is the leader of the church at Ephesus. The lesson in the student book opens with information about the relationship between Paul and Timothy. If your class tends not to read the student book, provide a brief overview. Have the class read the Scripture Selection (as printed in the student book) in this way: Leader 2:1-4; class 2:5-6; leader 3:14-16a (stopping at the word great); class rest of 3:16. Note that

4 verses 2:5-6 and 3:6 may have been hymns. Invite the class to suggest the sort of tune that might fit with these hymns (fast, slow, loud, soft, sad, joyful). Encourage class members to respond to the following questions: What does God want? What role does Jesus have? What is the relationship between humans and God? Digging Deeper Refer back to the responses about worship mentioned earlier. Remind students that prayer is one way of worshiping God. Have class members divide into pairs, making sure that the pairs are not family members. Encourage each pair to covenant to pray for one another throughout this quarter of study. Suggest that they touch base regularly to pray together and to learn of any new concerns or joys. The Scripture Selection includes the word mystery. In popular understanding, a mystery is either a who done it? story or a problem to be solved. But that is not how it is used in First Timothy. Here it is a theological affirmation about who Jesus is, what he does, and how people have responded to him. The student book devotes an entire section to exploring the word mystery. Select a few key points from this section and highlight them for the class. Invite class members to think about and respond to these questions: How do you respond to Paul s concepts of the living God and the mystery of our faith? Where do you sense mystery in your life and in your worship of God? Instead of verbal responses, class members might prefer to use art supplies to share their answers. Living the Faith As humans we often try to express the mystery of Christian faith in words. That is why we have creeds such as the Confession of Faith. The English word creed comes from the Latin word credo, which means I believe. A creed is a statement of what an individual or a group believes. The Apostles Creed is ancient while others, such as the Cumberland Presbyterian Confession, are only a few decades old. Some creeds are very brief. The oldest Christian creed may be the single sentence Jesus is Lord. Other creeds are longer because they cover many questions as they retell the story of God and God s people. Display the newsprint where you have written Jesus is Lord and the newsprint with the paragraph titles from the Confession of Faith on newsprint. Suggest that this outline tells a story. Pass out paper and pens. Invite class members to think about their credo. They might begin by pondering the topics of the Confession listed on newsprint. Ask them to jot down ideas they would include in a creed. Encourage them to think about their creeds throughout the coming week. Special Note: If class members get deeply involved in the art project, let them continue to work while you share a few of the ideas about creeds. Those class members who are less engaged in the art project could begin the creed writing activity. Closing Next week we will explore what it means to be a leader in the church. Close by reciting 1 Timothy 2:5-6 together. Read aloud the paragraph that begins with My prayer for you at the bottom of page 5 in the student book.

5 Choosing a Good Leader March 13, 2011 Lesson Aim: (1) To describe the qualifications and responsibilities of spiritual leaders as set forth in First Timothy; (2) to evaluate current job descriptions for congregational leaders in light of the scriptural qualifications; (3) to identify one s own qualifications for leadership roles and to accept those roles. Background Scripture: 1 Timothy 3:1-13 Scripture Selection: 1 Timothy 3:1-13 Suggestions for Worship: Opening Sentences: Ephesians 4:1-3. Hymns: More Like the Master, Take Time to Be Holy, Make Me a Blessing. Devotional Reading: 1 Peter 5:1-5. Advance Preparation Think about the previous class. What went well? What might you have done differently? What unfinished items might the class want to deal with before moving on? How might you incorporate those items into this week s lesson? Read the scripture for the lesson several times. Circle or underline words or phrases that may need additional explanation. Read the lesson in the student book. Note sections to which you want to refer as you teach. Highlight any topics about which you want to do additional research. Look up the word gentle in a dictionary. Jot down the definitions in your notes. Read what the Constitution of the Cumberland Presbyterian Church says about the qualities of church leaders. List those qualities on a piece of newsprint. Invite an elder or deacon to come and share the joys and challenges of leading a congregation. If your church has a job description for its church officers, secure a copy for use in class. You will need newsprint and a marker or an erasable board and markers or chalk. Provide instrumental music appropriate for a time of quiet reflection as well as the needed player. Welcome/Introduction Greet class members as they arrive. Welcome visitors, introduce them to others in the class, and provide a copy of the student book for them to use during the lesson. If anyone had specific prayer concerns last week, invite them to update class members. Open the class with a time of sharing joys and concerns. Ask a volunteer to lead in prayer, being sure to include those joys and concerns that have been mentioned. This lesson continues the exploration of First Timothy. Call attention to the title of this lesson. Ask the class to think about the qualities of the the best leader they have ever followed. Encourage them to share some of those qualities. List the qualities they mention on newsprint or an erasable board. Then ask: What do we know about good leaders? The nature of a good leader was a key issue in the early church. Today we will explore how Paul dealt with it in writing Timothy. Exploring the Scripture Today s Scripture Selection contains specific guidance about the leadership of the church. It is one of many in the Bible that deals with the qualities of leaders. The passage refers to bishops and deacons. There is information in the student book about both of these offices. For Cumberland Presbyterians, the term bishop is much the same as our terms pastor and elder. Our denomination also allows the office of deacon. Many congregations do not have deacons. When that is the case, their constitutional duties belong to the elders.

6 Encourage class members to read the Scripture Selection silently. When everyone has finished reading, point out that this passage lists several qualities of a good leader. Compare the list from First Timothy with the list the class generated earlier in the meeting. Suggest class members identify the items they think are the most important as well as their reasons for making those choices. Highlight the comments in the student book about the qualities on the list. Note the emphasis given to gentleness. Invite class members to define the word gentle. Then share the definitions you found in the dictionary. Have one or two people share how they associate gentleness with the qualities of a good leader. Share how you have experienced a gentle leader. Ask: How can one be a gentle leader? Why is gentleness a desirable quality in a leader? Digging Deeper What does leadership look like in the Cumberland Presbyterian Church? Our Constitution contains descriptions for both Elders and Deacons. Place the sheets of newsprint you prepared with these descriptions on the wall. Invite the class to compare and contrast these lists with those in First Timothy. Note the differences and similarities. If your congregation has job descriptions for its officers, share them with the class. Compare those responsibilities with the ones in First Timothy as well as the ones listed in the Constitution. Invite class members who have served as elders or deacons to share the joys and challenges of being a leader in a congregation. Or if you invited, a guest ask that person to share for a few minutes. If this discssion leads to the need for training for your church officers, Developmet of Church Officers in the Cumberland Presbyterian Church, by Chris Joiner is availabe in loose-leaf notebook format. It includes sections on the call to ministry, ministry of the elder, ministry of the deacon, photo-copiable resources, and a leader s guide. It is available from Cumberland Presbyterian Resource Distribution for $ Call , ext. 252 or resources@cumberland.org to order a copy. Living the Faith Shift from talking about leadership in the abstract or about others who may be leaders to reflecting on how God may be calling members of the class to be leaders and followers of good leaders. Have a volunteer read aloud the first two paragraphs and the last two paragraphs of A Servant s Lifestyle (ending with the phrase among God s people ) beginning on page 11 in the student book. Distribute paper and pens. Invite each person to reflect on the three questions in the paragraphs that were just read. Suggest persons respond to the questions by writing a prayer asking God to guide them and the congregation in finding ministries of love. Make it clear that these are private prayers and they will not be asked to share them. While the class works, play the music you selected beforehand. When time is up, move without comment to the last part of the lesson. Closing Tell the class that next week you will continue to let First Timothy guide a conversation about leadership with a focus on preparing to be a leader in the church. If anyone in the class has trained for a major task (race, backpacking trip, musical performance, certification exam, promotion at work, etc.), ask him or her to think about how they approached that preparation. What was their preparation like? What would be the consequences of failing to train or prepare? Ask them to come prepared next week to share some thoughts about their preparation. Close by inviting the class to pray in unison the Pastoral Prayer on Gentleness on pages in the student book. (Or you might ask each of six different volunteers to pray one paragraph.)

7 Fitness for Leadership March 20, 2011 Lesson Aim: (1) To study how a spiritual leader trains and prepares for service as identified in 1 Timothy 4; (2) to reflect on gifts for ministry and what it takes to nurture those gifts; (3) to design a personal spiritual-fitness training program. Background Scripture: 1 Timothy 4:6-16 Scripture Selection: 1 Timothy 4:6-16 Suggestions for Worship: Opening Sentences: Ephesians 4: Hymns: He Leadeth Me, Wonderful Words of Life, Faith Is the Victory! Devotional Reading: Philippians 3:17 4:1. Advance Preparation Read the Scripture Selection. Then read the instructions aloud in different teacher voices such as stern, encouraging, and challenging. Read the lesson in the student book. Highlight the sections that this guide references as well as things you want to mention during the lesson. Interview one or more members of the congregation concerning intensive training they have undertaken (for example: an athletic event, graduate study, performance). Or invite them to drop by your class for a few minutes during the Introduction to share their training experiences. Review sections 4.22 and 4.23 from the Confession of Faith. Write key words from these sections on newsprint or an erasable board so they will be visible to the entire class. Write the questions related to the Fitness Training Program assignment on newsprint. (See Living the Faith on the next page.) You will need newsprint and markers or an erasable board and markers or chalk. Provide one or more copies of the Confession of Faith. If you have access to some basic fitness equipment (jump rope, weights, running shoes), place the items around the learning area. Welcome/Introduction Welcome people as they arrive. If you have visitors, help them to connect with those who regularly attend the class. Allow time for people to check in with one another and to share joys and concerns. Ask for a volunteer to open with a time of prayer that includes these joys and concerns. We are continuing a four-week look at First Timothy. This week the focus is Fitness for Leadership. Remind class members that last week you asked them to think of things for which they had undergone extensive training. Ask: What was it like to prepare for this event? What would have been the consequences of failing to train or prepare? If you interviewed church members about experiences of intensive training or preparation, share that information now. Or, if someone is visiting your class, invite them to share at this time. Exploring the Scripture Not all training is physical or academic. There is also spiritual training. First Timothy contains instructions to the early church about spiritual training for leadership. Have a volunteer read the Scripture Selection aloud. Ask the class to pay attention to words or phrases that call for specific actions. Invite the class to share what caught their attention. Ask: Why would a mature Christian like Paul have thought training in godliness was important? Why is it important for leaders to pursue such training? for lay people?

8 List some of the specific activities or actions that are included in the instructions. Suggest class members describe how each of these actions would help a leader be fit or prepared. Summarize A Good Example found on page 15 in the student book. Encourage students to reflect silently about these questions: What example does your life provide? How well does that example fit into Paul s instructions? Digging Deeper The Cumberland Presbyterian Confession of Faith also has instructions about spiritual fitness and training for Christians. We call it growing in grace and the knowledge of Jesus Christ as Lord. It is a lifelong task. We never achieve perfect spiritual fitness, but we have the possibility of growing towards becoming more fit. We work on spiritual fitness or growing in grace in response to God s gift of love in Jesus Christ. We find that we have a sense of assurance as we move toward being spiritually fit. Ask for volunteers to read sections 4.22 and 4.23 from the Confession of Faith. Call attention to the key words from these sections that you have written on newsprint or an erasable board. Enter into a discussion by asking: What do you associate with these words? What do these words say about spiritual fitness? How do these words challenge you? Invite the class to listen as you read these two sections of the Confession again. Ask: What activities are listed or implied that we can do that might lead us toward spiritual fitness? Now ask the class to look back at the selection from First Timothy. Ask: What do the Scripture Selection and the Confession have in common in terms of spiritual fitness? What are the differences? Living the Faith We can t become physically fit or trained by doing nothing and just hoping it happens. The same is true of moving towards spiritual fitness. Present the following scenario to class members: Imagine that the session of our congregation has appointed this class as a task force to design and implement a program of Spiritual Fitness Training for our congregation. Based on your reading and discussion of First Timothy and the Confession of Faith, along with your experience in trying to live faithfully, consider these questions: What would be the goal of this congregation-wide program? What components should this program include? How should we begin? What should we include in the design to increase the likelihood of people succeeding? How can we reduce the temptation to drop out? Complete this activity with the whole class or break a large class into groups of 4 or 5. Provide newsprint and markers for recording ideas. Post your newsprint with the questions and let the class work for an announced period of time. Obviously they won t have time to design a fully detailed program, but they should be able to get some ideas for further exploration. Ask the class for suggestions as to how to implement the design they have been preparing. Closing Next week will be the final lesson from First Timothy. Challenge class members to look for ways in which they can move toward spiritual fitness this week. Close by reading 1 Timothy 4:9-10. Sing a hymn together and pray the Lord s Prayer.

9 All in the Family March 27, 2011 Lesson Aim: (1) To examine what First Timothy says about honoring widows and elders; (2) to understand that when we serve those who are important to God, we serve, honor, and worship God; (3) to name those who have faithfully served us in God s name and to honor them. Background Scripture: 1 Timothy 5:1-22 Scripture Selection: 1 Timothy 5:1-8, Suggestions for Worship: Opening Sentences: Ephesians 4:32. Hymns: Lord, for Tomorrow and Its Needs, It Is Well with My Soul, God Will Take Care of You. Devotional Reading: John 12: Advance Preparation This lesson is the last one in the unit and is also the the last of four lessons from First Timothy. It focuses on how we treat other people. Read the scripture for the lesson several times. As you read, think about those who, through their faithful service, have made a difference in your life. Jot their names down in the margins. Read the lesson in the student book. Highlight sections to which you want to refer during class. Be aware of people in your class who may be like some of those described in the scripture selection (like a widow or widower in need). By thinking of specific people, the lesson may suddenly become less abstract and more concrete. Depending on the person(s), it may have an effect on how you choose to approach the lesson. If you plan to have class members read the Scripture Selection aloud, contact people in advance. Many people are not comfortable reading aloud. Think about the prayer of thanksgiving suggested in Living the Faith. Make sure you understand the process so that you can easily lead the class in this prayer. Locate pictures of widows, elders, etc. as mentioned in the Scripture Selection. Display the pictures in the class area. If necessary, write the type of person on the picture. You will need newsprint and markers or an erasable board and markers or chalk. Welcome/Introduction Greet people as they arrive, being especially welcoming to visitors. Include a time for sharing of joys and concerns. Offer a prayer of thanksgiving and intercession in response to those joys and concerns. Encourage class members to consider what happens when they share joys and concerns each week. Ask: What happens when we pray together about those things? Why is it important for us to include such activities as a part of our time together? If necessary, point out that doing such things demonstrates that we are part of a group that cares about and respects other people. Call attention to the pictures you displayed. Encourage class members to think about how they treat these groups of people. Exploring the Scripture Remind class members that they have been exploring passages from First Timothy for the past three weeks. Explain that today you will make one final stop in the letter before moving on to a new unit. Mention that the previous lesson talked about training and growing in spiritual fitness. This lesson deals with how we can use that training to serve others. Have those class members whom you asked to read aloud the scripture to do so. Divide the selection as follows: 1-2, 3-6, 7-8, 17-8, 19-20, Allow a few moments of silence for the class to reflect on the passage after hearing it.

10 This passage contains a large number of instructions about how to behave in relationships with certain other people. Ask class members to reflect on these questions: Which of these instructions is these easiest for you to embrace? Why? Which one is the most difficult to accept? What makes it so challenging? Invite students to share their responses. If you have a large class, consider dividing into smaller groups for this sharing time. Doing so gives more people an opportunity to share and may be less threatening for others. Look back at the Scripture Selection. Have students list the categories of persons it identifies. Record the list on newsprint or an erasable board. The passage deals with several different categories of persons as well as a number of different types of behavior. To put those words into action we need to move from thinking about categories of people to real people we may encounter. Digging Deeper In Paul s time, when children left their parents home, they often settled nearby, much like the early days of this country. They cared for their aging relatives, the widows, and those who had been orphaned. Such is not the situation in most communities today. Now we have government agencies and programs as well as facilities to care for the aged, those who are widowed, and orphans. However, the church is not without responsibility to these people. Invite class members to identify the church s responsibility to those who are aged, widowed, and orphaned. Then ask: In what ways are we fulfilling this responsibility? How does the church honor those people? support them? For over 100 years the Cumberland Presbyterian Church has been fulfilling part of this responsibility by providing a home for those who are orphaned or unable to live with their parents. More recently they have developed a ministry for single parents who need help with parenting and job skills. To learn more about The Cumberland Presbyterian Children s Home, visit Briefly summarize Double Honor for Elders in the student book. Most of us have had one or more Mr. Culliphers in our life. They are people who have given of their time and energy to help us or teach us as we journey through life. These are people who are worthy of what First Timothy calls a double honor. Invite the class to take a few moments and think about their Mr. Culliphers. Ask them to think about the difference those persons made in their own lives. After a few moments, suggest that one way to honor those people is to offer a prayer of thanksgiving for them and their acts of service to God. After you begin the prayer, invite class members to mention the person s name along with a brief comment about how the person has served. Living the Faith Ask a volunteer to read aloud the first part of Serving God and Serving Others (ending with the quote from Hebrews) in the sudent book. Then ask: Who in our church family and/or community needs help? What we might be able to do? What steps do we need to take to move from looking to acting? The student book mentions people in need in addition to elders and widows. Encourage class members to list categories of people in your church or community who may have a specific need. For instance, if there is a college nearby, students might appreciate having a local family to whom they could relate or there may be single parents who would benefit from having an adopted grandparent. Look for creative ways to address the needs you identify. Closing Close by reading 1 Timothy 2:5-6 in unison. (It s part of the scripture selection from the first lesson.)

11 Communicating Personal Beliefs April 3, 2011 Lesson Aim: (1) To analyze the Scripture Selection as both poetry and theology; (2) to identify phrases in the passage that encourage us in our faith; (3) to examine the language of early and modern hymns and use it to help communicate the faith today. Background Scripture: 2 Timothy 2:8-15 Scripture Selection: 2 Timothy 2:8-15 Suggestions for Worship: Opening Sentences: Ephesians 4: Hymns: My Faith Looks Up to Thee, How Firm a Foundation, Moment by Moment. Devotional Reading: Titus 3:1-7. Advance Preparation Read the scripture for the lesson several times. Verses 11b-13 may very well have been part of an early Christian hymn. Think about what kind of music would best fit with these words. Read the lesson in the student book. Highlight things to which you want to call attention during class. Provide access to hymnals during class. If you choose the second activity option, find out which hymns or songs are being used in worship. If any students have been absent, call or send a card to let them know they have been missed. Also contact any visitors, inviting them to return. Think of several encouraging words and statements. Write them on strips of construction paper or posterboard and display around the learning area. Welcome/Introduction As students arrive, make a point to say something affirming to each person. Make announcements and allow for updates about any projects the class has undertaken. Call attention to the words and statements displayed in the class area. Ask: How do these words make you feel? How might they reflect Paul s relationship to Timothy? Invite class members to share joys and prayer concerns. Remember to ask about prayer concerns from previous weeks. Ask a volunteer to lead in a time of prayer, including the joys and concerns. Explain that remember and remind are words that open two paragraphs in the Scripture Selection for this lesson. Encourage class members to share any strategies they use to help them remember things. Then ask: Why is it important for us to remember some things? Why do we sometimes need to be reminded about key things? Exploring the Scripture Some scholars think that Paul wrote this second letter to Timothy shortly before his death possibly A.D This writing was likely during his second imprisonment in Rome. Why he was imprisoned a second time is not certain, but there is speculation that Nero blamed the Christians for the burning of Rome and had Paul arrested because he was known to be a leader of the Christians. During this imprisonment, Paul did not have the freedom of house arrest. He was probably kept in a damp, dark dungeon. However, Paul was still able to offer encouragement to Timothy. Divide the class into two sections. Read the Scripture Selection aloud in this way. Section 1 reads verses 8-11a (last word is sure), both Sections read 11b-13, Section 2 reads Give the class a few moments to reflect on what they have just read together. Invite the class to share possible titles they would give for this passage and why they would choose that title. Give several people a chance to respond. If you have a larger class, divide into small groups for this activ-

12 ity. Small groups can be less intimidating for some people and provide an opportunity for more people to participate. Paul told Timothy to Remember Jesus Christ. Ask: What happens when individuals or a congregation as a whole Remembers Jesus Christ? Digging Deeper The text in the student book shares some thoughts about what becomes possible when we remember who Jesus is and what he does. Have a volunteer read aloud the first three paragraphs of Living the Resurrection. Then ask: Why would Paul s words have encouraged Timothy? How do they encourage you? Summarize the comments from Carl Sagan. Then invite another volunteer to read aloud the last three paragraphs of that section. Ask: How might you respond to someone who holds the same opinion as Dr. Sagan? How would Paul s comments be helpful in forming your response? Suggest the class look back at the Scripture Selection in light of what was just read. Ask: What is worth remembering and sharing with others? How will you share the hope and encouragement of these words with others? Living the Faith Singing is an important part of the Christian life. Hymns often help us remember and explain key aspects of the faith. A long time ago St. Augustine said that when we sing we pray twice. That truth may be why we find what could have been part of the text for an early Christian hymn in the middle of today s Scripture Selection. Read verses 11b-13 aloud. Ask: What sort of music would you use in singing this hymn? Why? Take several different responses. Assure students that they don t have to use formal musical terms. Tell the class that they will look at some familiar hymns. Distribute hymnals. Choose from one of the following options: 1. Have class members look up one or two favorite hymns. (To insure variety, suggest they choose a hymn other than Amazing Grace. ) 2. Share the titles of the hymns that will be (or were) sung during worship. 3. Encourage students to pick one favorite hymn and one that will be used during the worship service. Ask class members to look over the hymns and find the key points about the Christian faith that are being communicated. After they have had time to work, invite students to share what they found. If time permits, suggest class members share why they chose those particular hymns. Sing a verse of one or two of the hymns. Closing Remind class members to share words of encouragement with others during the week. Suggest they plan to report about the experience of doing so next week. Point out that next week the class will be looking at part of one of the least known books of the Bible: Jude. Close by singing Amazing Grace. Lead in a prayer thanking God for those who offer words of encouragement and hope.

13 Assurance for Daily Living April 10, 2011 Lesson Aim: (1) To review Jude s benediction and its affirmation of Jesus as the Savior who builds us up and strengthens us; (2) to express ways Jude s benediction inspires praise as well as assurance; (3) to write a contemporary benediction. Background Scripture: Jude Scripture Selection: Jude Suggestions for Worship: Opening Sentences: Ephesians 3: Hymns: Jesus Is All the World to Me, O for a Thousand Tongues to Sing, Rejoice, Ye Pure in Heart. Devotional Reading: 2 Corinthians 4:1-12. Advance Preparation This lesson is from Jude. There s a good chance that many if not most of the students in your class have never read or studied Jude. Since it is so short, it s easy to miss as you flip through the New Testament. The student book refers to it as the least known and most neglected book in the New Testament. The information in the student book about the background of Jude should be more than adequate for today s lesson. Read all 25 verses in the book of Jude. Then go back and re-read verses 17-25, the Scripture Selection for this lesson. Read the lesson in the student book. Highlight things that intrigue or challenge you or that you think will do the same for class members. Take note of the references to the different words for love. Pay particular attention to the information about agape. Since one of the class activities will be writing a benediction, pay particular attention to the last section of the lesson in the student book. Think about how you would approach writing a benediction. You will need paper and pencils for one activity. Welcome/Introduction Once class members have arrived, take a few moments to ask for updates on any projects that the class has undertaken. Include visitors in this time by explaining the project and inviting them to participate. If your class does not regularly get together outside of Sunday school, plan a time to do so. Fellowship is an important part of the church. It will strengthen relationships between class members, which will strengthen the congregation. Explain that you will open class with a slightly different type of prayer today. You will begin and end the prayer, but will have a time of silence during which class members are invited to voice their joys and concerns. After each joy, the group will respond by saying, thanks be to God ; after each concern suggest they respond by saying, hear our prayer, O Lord. Be prepared to share some ways you find encouragement during challenging times. Invite class members to share where they look for or find encouragement when they are facing challenging times. Exploring the Scripture Since most of the class is not likely to be familiar with Jude, summarize the information on page 31 in the student book. Touch on the possible author and the reasons for writing the letter. Note that there are some pretty sharp words in the verses of Jude immediately preceding the portion that is the focus of this lesson. Then turn attention to the Scripture Selection.

14 Ask for a volunteer to read the passage aloud. Allow a few moments for people to ponder the passage. Suggest they pay particular attention to the verbs or action words. Ask students: What would Jude think is the most important thing for Christians to remember? Point out that the student book describes this passage as a tender exhortation to those who had remained true. Ask: How do you feel about this description of the passage? Why? How would you describe it? Point out that this brief passage includes calls to several different kinds of action. Encourage class members to share the actions they would be able to do with great enthusiasm. Which ones would be more of a challenge? These calls to action are to be both responses to love and acts of love. Digging Deeper Summarize the first four paragraphs of An Appeal for Love and Mercy on page 32 in the student book. Also call attention to the four-paragraph portion of that section beginning with Agape is selfgiving and ends with be merciful to others. Talk with class members about the different kinds of love. Make sure they understand the difference between agape love and the others. Then ask: Where do you see examples of agape selfgiving love? Where do you see opportunities to offer self-giving love? Invite the class to share times that they have been the recipients of agape love. Encourage them to tell of times they have been able to show agape love to someone else. Ask: Is it easier to give or receive this kind of love? Why? The concept of agape is a potentially challenging one. We should show such love to all with whom we come into contact. Challenge class members to consider whether or not they have been able to show agape love during the past week. Living the Faith Read aloud the last two verses of Jude. Invite comments as to when and how class members may have heard these words used. Then explain that these verses are a benediction, which literally means good words. Suggest students look closely at verses 24 and 25. Have them identify the good words they see in these verses. Encourage them to tell what makes those words good. Have the class say those two verses out loud together. Your pastor may use a benediction at the end each worship service. Often it is combined with a challenge or charge to the congregation. The student book offers another sample of a benediction (pages 34-35). Call attention to it. Have the class say it together. Distribute paper and pens. Invite class members to jot down ways they have experienced God s goodness, grace, and love. Then encourage them to think about the words they would use to praise God for those things. Suggest they write a few good words or a benediction. Give them time to work. Allow those who would like to do so to share what they have written. Closing Next week is Palm Sunday. The lesson will focus on what the Gospel of Mark has to say about the day Jesus entered Jerusalem. Close by using the benediction from Jude.

15 Lavishing Praise April 17, 2011 Lesson Aim: (1) To recount the story of Jesus triumphal entry into Jerusalem; (2) to understand that Hosanna was an early plea in worship; (3) to participate in joyful and exuberant worship. Background Scripture: Mark 11:1-11 Scripture Selection: Mark 11:1-11 Suggestions for Worship: Opening Sentences: Ephesians 5:1-2. Hymns: All Glory, Laud, and Honor, Ride On! Ride On in Majesty, Hallelujah, What a Savior! Devotional Reading: 1 Chronicles 16:8-15. Advance Preparation This Sunday (Palm Sunday) and the next (Easter) are two of the busiest and most festive of the year for many congregations. It s a joyful time, but one that can present special challenges for planning and teaching. Regular class members may have responsibilities that call them away from class entirely or for part of the session. You may also have visitors who do not attend any church regularly. Plan for both possibilities. This lesson looks at the Palm Sunday passage from the Gospel of Mark. The story will be very familiar to many people in your class. That familiarity can present a challenge, tempting people to skim over the passage because they already know it. Read the scripture for the lesson several times. It s usually a good idea to take a look at different translations. Read the lesson in the student book. Highlight things that interest or challenge you and that you think will do the same for class members. Create a cloth path through your class area using old towels or similar items. Place some leafy branches or something that looks like them around the classroom. (If the children will be waving palm leaves during the service, see if you can borrow a few.) You will need markers and paper for one activity. You may need an earasable board or newsprint. Welcome/Introduction Greet people as they arrive. Remind class members of any special activities in which your congregation will be participating this week. Allow time for class members to share joys and concerns. Open with a time of prayer. Ask persons to reflect silently on ways their family has celebrated events such as a significant birthday, special anniversary, or graduation. After a few moments, ask class members to share about some of these events. Ask: What is it like to be in the midst of a special celebration? What is your favorite part? least favorite? Point out that this morning we are going to be looking at a day with much shouting and celebration. However, there is more than immediately meets the eye in this celebration. Exploring the Scripture Briefly share the information from the student book about the triumph of the Maccabees, which may be new to you and to most of your class. An awareness of the situation in Jerusalem at that time offers new insight into this familiar passage. According to the Gospel of Mark, before Jesus came into Jerusalem he had been traveling through the countryside teaching and healing. In particular, Jesus had been teaching his closest followers that a time of suffering for him was coming. Despite Jesus making this point clear on several occasions, the disciples never seemed to understand.

16 Read the Scripture Selection aloud as a dramatic reading. You will need a Narrator (11:1-2a, 4-5a, 6-9a, 11), Jesus (2b-3), Bystander (5b), and the Crowd (9b-10). Remind them that the crowd was shouting. Encourage class members to do the reading while standing along the path of cloth. Invite the Bystander and the Crowd to wave the leafy branches. Encourage class members to put themselves in Jerusalem on this day. Say: The city is crowded with visitors. Suddenly you hear the roar of a crowd approaching. When you investigate, you find a man riding a young donkey into Jerualem. He doesn t appear to be anyone special. He s not wearing fancy clothes or a crown, yet the people are shouting praises. Ask: How do you respond to this situation? Why? Why might you join the crowd? How do you feel if you are one of Jesus followers? the owner of the donkey? Digging Deeper Call attention to the Hosanna section in the student book. Note the history of the word hosanna and the way it would have been used in Jewish life during the time of Jesus. The author says that To sing hosanna is to praise Jesus as the Messiah. Pass out paper and markers. Invite class members to make mini-posters using contemporary words to praise Jesus. When they have had sufficient time to work, encourage them to share their posters. Display their posters in the class area or in a common area of the church. If your class is resistant to individual work or time is short, ask the class as a whole to name contemporary words to praise Jesus. Write those words on an erasable board or newsprint. Consider asking the class to take several of those phrases and shout them in unison as if Jesus were riding through your class. They could do this while lining up along the cloth path. Living the Faith The crowd that gathered on Palm Sunday praised Jesus with words, but once the excitement had passed most of them forgot about Jesus. As Christians, we have to be careful that we do not fall victim to the same scenario. Invite a volunteer to read aloud the last three paragraphs of A Day of Decision in the student book. Then ask: What is our responsibility, as Christians, to those who are suffering? In what ways does our congregation work to alleviate suffering? to offer compassion? Suggest class members identify ways in which people in your community (and beyond) are suffering. Discuss ways these needs are being met. Which areas need additional support? How can your class offer such support? Make plans as to how your class will become involved in meeting the needs of those who are suffering. The student book reminds us that Jesus cried because he saw what Jerusalem could not see. Discuss the questions in Think About. If we desire to live out our faith, are there any concrete things we can do? How are you touched by the story of Marge in Our Decision? Discuss as a class how one dies well today. How can the church help people to die well? Closing Remind the class that next Sunday is Easter. Note any changes in schedule your congregation has on Easter. Encourage class members to read the lesson in the student book even if your class will not meet. Point out that doing so could deepen the celebration of Easter for them. Close by praying together the Palm Sunday Prayer on page 41 in the student book.

17 Eternal Remembrance April 24, 2011 Lesson Aim: (1) To retell the story of Jesus resurrection from death and how his followers worshiped the risen Christ; (2) to connect Jesus resurrection to deceased loved ones life after death; (3) to discover and make use of rituals that worship and praise the risen Christ. Background Scripture: Matthew 28:1-17 Scripture Selection: Matthew 28:1-17 Suggestions for Worship: Opening Sentences: Ephesians 2:4-7. Hymns: Christ Arose, Christ the Lord Is Risen Today, I Know That My Redeemer Liveth. Devotional Reading: 1 Corinthians 15:1-8. Advance Preparation This Sunday is Easter. As you prepare, be aware of any changes to the normal schedule. Adjust your lesson plan accordingly. We are going to look at the description of that day from the Gospel of Matthew. Read the Scripture Selection. While it is a familiar story, read the passage like it is new to you. Reading the passage aloud or in a different translation can help. Look at the Easter story in the other three Gospels; note similarities and differences. Read the lesson in the student book carefully. Be attentive to places where your class will want to spend some time in discussion. Collect symbols related to Holy Week, Easter, and the resurrection; place in the classroom. These symbols might include blooming flowers, eggs, pictures or other artwork featuring butterflies, a white cloth or parament to drape over a lectern, and a cross. If your church has a picture file, look there for pictures and symbols. Be aware that some people will have been preparing for guests and will have been involved in other Easter-type activities so they may not have spent as much time as usual in preparation for the lesson.you may also have visitors. You will need pencils and paper for one activity. Welcome/Introduction As students arrive, greet them with the phrase He is Risen or He Lives. Help any visitors feel welcome. Call attention to the symbols you displayed in the class area. Invite students to comment as to how the items you have displayed relate to Easter. As you begin class, ask students to reflect silently about these questions: When have you known fear? joy? Have you ever experienced these emotions simultaneously? Point out that this lesson will explore the story of the first Easter as related in the Gospel of Matthew. Through this story they will encounter people who are described as having fear and joy at the same time. Exploring the Scripture Each of the four Gospels provides an account of Easter. Each one has a unique emphasis. Let s look at what Matthew thinks is important for us to remember and ponder why. Read the Scripture Selection aloud. Explain that you will be pausing at some points to allow the class to reflect on what has been read. Encourage people to follow along using the student book, making note of what they see and hear. Pause for a few moments of silent reflection after verse 10 and again after verse 15. Pause again after the end for a time for reflection. There is something called a Ten Words or Less Movie Review (10WOL). The challenge is to

18 sum up a movie using less than 10 words. Pass out paper and pencil. Encourage class members to write a 10WOL summary of the Scripture Selection. Give them time to work. Then invite class members to share their work. If you feel they would be more comfortable reading another person s 10WOL, ask persons to put their summaries in a basket; pass the basket around allowing each person to select one and read it. Also invite them to share what was challenging about trying to summarize the selection in 10WOL. Point out that while we may summarize the events of that day in 10WOL, doing so does not stop our need to think continually about what the resurrection means for each of us. If your class would be reluctant to do 10WOL, ask them to think about how they would summarize in their own words this scripture passage to someone sitting next to them at a lunch counter or on a bus. Digging Deeper If you think class members may not have spent much time on the lesson, summarize page 43. Then ask: What might these two women have talked about as they went to the garden? Why do you think no one else went with them? Why does Matthew focus on these women when the other Gospels have different accounts? The questions in Think About on page 44 in the student book pose some interesting ideas. Considering these questions will help the students get into the feelings of Mary Magdalene and Mary. Encourage class members to discuss why people visit graves. Compare and contrast why Mary Magdalene and Mary went to the grave of Jesus with why we go. In a time when women were not valued, Jesus gave Mary Magdalene and Mary important roles. The student book poses the question of what this has to say about the role of women as clergy. Ask: How willing would your congregation be to accept a woman minister? Why? Summarize the first four paragraphs of The Meaning of the Resurrection on page 45 in the student book. Read aloud the remaining paragraphs of that section. Invite the class to comment on what was read. Living the Faith It is easy to praise the risen Christ on special days like Easter. It may also be easier to remember Jesus promise to go ahead of us on a special day than it is on an ordinary day. Encourage class members to respond to the questions in Think About at the bottom of page 45 either in small groups or as a class. If people are comfortable doing so, invite them to share when they have sensed that the risen Christ went ahead of them. Refer to the examples of children, teens, and adults realizing that Christ went ahead of them. Ponder the importance of this. Ask class members: If the message of Easter lives in you, what might you do differently in the days ahead? How will you become bolder in your witness to the resurrection? Closing Close the class by saying, He is Risen!! and asking the class to respond with He is risen, indeed!!! Repeat these words several times a bit more enthusiastically each time. Then add, Christ will be with you always. Ask the class to respond with, Christ is with us always. Challenge students to tell others the good news of the risen Christ. You might wish to send the class out with an Easter reminder, such as a flower.

19 Emulating Others May 1, 2011 Lesson Aim: (1) To examine the Christ hymn in Philippians 2 as an affirmation of faith; (2) to focus on who Jesus is and remember what he did for us; (3) to create a contemporary affirmation of faith based on the themes of this early hymn. Background Scripture: Philippians 2:1-11 Scripture Selection: Philippians 2:1-11 Suggestions for Worship: Opening Sentences: Ephesians 1: Hymns: Footprints of Jesus, Beneath the Cross of Jesus, May the Mind of Christ Our Savior. Devotional Reading: 1 Peter 2: Advance Preparation In many congregations, the Sunday after Easter is one marked by a low energy level. There is not the buzz that goes with Palm Sunday and Easter. Attendance may drop off. Think of ways to maintain enthusiasm. Contact recent visitors, especially those who do not have a church home or who do not regularly attend your class. Invite them to join your class again. This lesson is the last one in this unit. The Scripture Selection comes from Paul s letter to the church at Philippi. The passage will include both prose (2:1-5) and poetry (2:6-11). The poetry portion appears to be a very early Christian hymn. Read the Scripture Selection several times. Try reading the poetry portion aloud. How do you think it should sound if sung? Read the lesson in the student book. Highlight areas to which you want to call attention. What sections do you think will resonate with your students? You will need several pieces of newsprint or a long piece of brown paper for the graffiti wall activity. Place the blank paper on the wall or on tables before class begins. The amount of paper will depend on the size of your class. Make sure you have enough paper for everyone to work at the same time. You will also need markers or crayons. Welcome/Introduction Greet people as they arrive. Help visitors feel welcome. Share joys and concerns. If your class did not meet on Easter or if attendance was low, there may be lots to share. Quietly take note of which regulars are not present. Lead or have a volunteer lead the class in a time of prayer. Ask the class to think about a time when they may have gotten a card, letter, , or a phone call from an old and trusted friend with an encouraging or helpful word. Perhaps the message was just what they needed to hear at that particular time in their lives. Invite people to share what it felt like to have that contact. Explain that today s lesson will look at part of a letter that was sent to a group of early Christians from just such an old and trusted friend. In this quarter we have come to know the author of this letter as an encourager. Exploring the Scripture Paul was in prison when he wrote to the Philippians. He wrote letters when he wanted to visit in person but could not. The congregation at Philippi seems to have been a pretty healthy one. It certainly did not have the problems the Galatians had, for example. But it was not a perfect congregation.

20 In his letter Paul reminded these early believers of some important things; he also made a request of them. The words he used appear to be an early Christian hymn. Perhaps it is one that Paul wrote just for this letter. Or maybe it was one they had sung when they were last together. It may have been what we often call an old favorite when we talk about special hymns and songs. Read the Scripture Selection aloud in this way. Invite one person to read verses 1-5; have the class read verses 6-11 in unison. (If class members will read the scriptre from the student book, they will all be using the same version.) Allow a few moments for students to reflect on what they have heard and read. Then ask: What do you think Paul is asking the Philippians to do? Why was it so important to Paul that they do these things? Call attention to the hymn portion of the passage (verses 6-11). Invite the class to suggest possible titles for this hymn and explain their suggestions. Encourage students to tell what type of tune would best fit this hymn. Wonder together as to why Paul might have decided to use a hymn here instead of just giving the Philippians a list of things they needed to remember about Jesus. Digging Deeper Call attention to the section An Attitude of Service on pages in the student book. Have a volunteer read aloud the first three paragraphs and the last one. Then lead the class in a time of reflection and discussion using the questions in Think About This at the end of this section. Point out the blank paper that you placed on the wall or on a table in your classroom. If necessary, give examples of graffiti. Invite class members to create some graffiti. Suggest they look over the scripture selection again and pick out a word or phrase that they find especially meaningful. Encourage them to write or draw the word on the paper wall in some sort of graffiti style. They may be as elaborate or a simple as they like. And of course it is fine if more than one person chooses the same word. As class members are creating their graffiti or as they finish up, invite them to share with one another why they chose that particular word or phrase. Then ask: What do these words say about who Jesus is? about what Jesus did for humankind? about our responsibility as followers of Jesus? Living the Faith As a class talk about what it means to be a follower of Jesus. An important part of our responsibility as followers of Jesus is the example we set for others. Invite class members to share how the example set by another Christian has influenced their lives. Then consider together: What example is our church showing to the community? How are we, as members of the church and followers of Christ, being an example for others? As class members respond to the questions, encourage them to develop ideas of ways they can be more effective examples. For instance, they might want to open the church after school and provide a safe place for children to study, adopt a single parent family, volunteer at a homeless shelter, and so forth. Encourage class members individually and collectively to take action to implement one or more of the ideas they have generated. Closing Tell the class that we will spend the next four weeks looking at Scripture Selections from the Book of Revelation. Encourage them to read the lessons from the student book. Close the class by reading together Philippians 2:6-11.

21 Communicating Through Symbols May 8, 2011 Lesson Aim: (1) To identify the origin of the symbols used in the Scripture Selection; (2) to identify sections of the text that inspire worship; (3) to use contemporary symbols and text to create a worship experience. Background Scripture: Revelation 4 Scripture Selection: Revelation 4:1-2, 6b-11 Suggestions for Worship: Opening Sentences: Ephesians 1:3-4. Hymns: Holy, Holy, Holy, Ye Servants of God, Blessed Be the Name. Devotional Reading: Psalm 11. Advance Preparation We begin a four-week unit with lessons using scripture from the Book of Revelation. Many people are intimidated by Revelation. This will not be a full survey of Revelation but a unit tightly focused around the theme of worship, which means you will not be studying some of the passages of Revelation that invite the most speculation. The student book gives excellent summaries of the key issues related to the nature and origin of Revelation. If you want to explore these matters in more detail, the commentary by Eugene Boring in the Interpretation series is an excellent resource. The student book effectively connects the Scripture Selection to personal experience. Perhaps you and your class will be inspired to think of similar illustrations from your own lives. Read the Scripture Selection for this lesson. Note the hymns in the midst of the passage Read the student book lesson. Some terms, such as apocalyptic, may be new to you or to students. Gather some examples of Christian symbols to bring to the class. These could include crosses, crèches, chalices, a loaf of bread, butterflies, etc. Pictures of the symbols will work. Think about the symbols that are part of the regular worship in your congregation. Write these two questions from the student book on newsprint (or an erasable board) and display in the class area: Why is the Book of Revelation difficult to understand today? Why is the study of this writing worth the time and effort? Leave these questions displayed for the remainder of the quarter. Provide a candle and matches or a lighter. You will also need newsprint and markers or an erasable board and markers or chalk. Welcome/Introduction Be present in the class area before students arrive. Place the lighted candle in a central location in your class area. As class members arrive, invite them to join you for a time of worship. Call attention to the symbols you have displayed in the classroom. Encourage students to comment as to why these things are considered Christian symbols. Then ask: Why are symbols an important part of our worship? Open with prayer, including a time of silence during which you encourage class members to empty their hearts and minds of those things that get in the way of worship. Invite class members to think about the most meaningful or memorable worship services they have ever attended. Provide an opportunity for class members to share a bit about what made the services so memorable or moving. Point out that through this lesson you will be taking a look at an interesting act of worship. Exploring the Scripture The student book explains the nature of Revelation as apocalyptic writing. While it seems strange to us, it would not have seemed that way to the first readers. The style and the symbols would have all

22 had very clear meaning to the original audience. Revelation was directed at a group of Christians in congregations that were facing some type of persecution. It was meant to be a word of good news in a troubled time. It may have seemed to them that the Roman Emperor was all powerful. But Revelation made it clear that God, not the Emperor, is the true ruler of all creation. Read the Scripture Selection responsively by having one person read the passage aloud with the entire class joining to read verses 8b and 11 in unison. Summarize the key points presented in the student book s introduction to Revelation. Invite the class to reflect on and discuss the questions you posted in the class area. Ask how this passage might be seen as good news by the Christians who first heard it. Invite class members to share what they might include as content in a message of good news to a group of Christians suffering persecution. Digging Deeper The student book says John s vision of worship is a unifying theme throughout the Book of Revelation. Note that Revelation 4 is described as a call to worship God as Creator. Invite the class to reread the Scripture Selection silently. Encourage them to pay close attention to the songs of the creatures and elders. Then ask: How would you feel about participating in such a worship event? What is the focus of the creatures and elders singing? Why do you think they might have expressed themselves with song? Encourage class members to name familiar hymns that are similar to the songs of the creatures and elders. Suggest students take a serious look at the corporate worship services in which they participate. Without being critical, encourage students to suggest ways in which those times of worship could be revitalized. List the suggestions and give them to those who have responsibility for planning worship. Living the Faith The Book of Revelation is filled with symbols that may seem strange to us. However, these symbols would have had a great deal of meaning to the first readers in those early congregations. Retell the story from the student book about remembering summer in the midst of winter as a way of showing the power of symbols. Call attention to the Christian symbols that you displayed in the classroom. Invite the class to share other symbols they have found helpful in worship. Invite students to list symbols that are a part of your congregation s weekly worship. If possible, walk through your worship area and note any symbols that are present. Invite the class to share how these symbols inspire them to worship God. Ask: How do these symbols help you to remember who God is even when you are not in an organized worship service? Why are symbols important to the life and worship of the church? Closing Note that next week we will continue to look at symbols and images of worship in Revelation. Invite class members to bring additional examples of Christian symbols to the next class session. Leave in place the ones you brought for this lesson. Close by singing or reciting a verse of Holy, Holy, Holy.

23 Where We Look in Times of Trouble May 15, 2011 Lesson Aim: (1) To research the visual images and symbols in the Scripture Selection; (2) to meditate on reasons to praise God from both the text and personal experience; (3) to incorporate into daily life the principles of worship described in this vignette. Background Scripture: Revelation 7:9-17 Scripture Selection: Revelation 7:9-17 Suggestions for Worship: Opening Sentences: Ephesians 1:7-10. Hymns: The Lord s My Shepherd, Savior, Like a Shepherd Lead Us, All the Way My Savior Leads Me. Devotional Reading: Psalm 23. Advance Preparation This lesson is the second of four lessons with Scripture Selections from Revelation. Read the Scripture Selection for this lesson. Note the hymn and the spoken portions of the passage. Also look back at last week s Scripture Selection since you will be asking the class to do so during the Exploring the Scripture segment of the lesson. Read the student book. The term thin place may be new to you or your class. Pay attention to the information on the possible meanings of the Greek word that is translated salvation in 7:10. Also pay attention to the seven fold doxology and the list of seven blessings. The number seven most likely was not repeated coincidentally. It was a special number in the ancient world, symbolizing or indicating completeness or perfection. Gather some simple art supplies such as crayons or markers and pens or pencils and paper. Welcome/Introduction Greet people as they arrive. Mentally take note of people who were not present for the previous lesson and who may benefit from a summary of it. If class members have brought symbols (as requested last week) place them with the others. Open with a time of prayer that includes the sharing of joys and concerns. Either lead the prayer yourself or ask for a volunteer to do so. Invite the class to look over the collection of symbols. Be sure to give time for class members to share any symbols they brought. Encourage class members to tell of a place where they feel particularly close to God. Then point out that some people use the term thin place to describe this kind of place. A thin place is a location where earth and heaven or the kingdom of God or God s presence seems closer than ordinary places ; it seems that you may just get a glimpse or taste of heaven. The student book shares a story about the writer s own experience of a thin place. Recall the story for the class. It appears that the author of Revelation, even though he was in exile, was also experiencing such a place. Today we will be looking at one scene from that experience. Before you proceed, ask the class: Where have you experienced a thin place? If you think this is personal and people would be reluctant to share in the total group, suggest they talk in pairs and then have some sharing with the total group. Exploring the Scripture Using any notes you made as well as information in last week s lesson, briefly review to refresh everyone s memory about Revelation. If you have people who were not present for the last session, go into more detail. An alternative to a mini-lecture for this refresher would be to ask several questions of the class. For instance: According to the student book, who were the original readers/recipi-

24 ents of Revelation? What was their situation? What was a likely purpose for the writing of Revelation? What is apocalyptic writing? (Don t let this time bog down and try not to let one person dominate the conversation.) Read the Scripture Selection aloud as a responsive reading. Divide the class into two sections (left/right, men/women, front rows/back rows). Have one group read the odd numbered verses and the other read the even. After reading the passage, invite class members to share their impressions of the scene it describes. Invite them to compare it to the Scripture Selection from the previous lesson. Ask: What similarities or differences do you see? Call attention to the second John s Vision of Heaven section on page 60 of the student book. Point out the multiple meanings of the word translated salvation in 7:10. Also point out the seven fold doxology found in 7:12. Doxology simply means song of praise. Starting with blessing and ending with might there are seven words of praise. Invite the class to look at the Consider questions at the end of this section; discuss one or more of them. Digging Deeper Now turn attention to the next section in the student book, Importance of Faithful Endurance on page 61. Point out the expanded list of the seven blessings found in the Scripture Selection. Ask: In what ways do these seven blessings suggest security to you? Does worship make you feel secure? If so, how? If class members are open to art activities, suggest they create an artistic expression that reflects their response to the list of blessings. If they prefer, they may write a letter to God. When the class has completed its work, ask how what they have done might be seen as an act of worship or a prayer. Living the Faith Turn to the The Drawing Power of Visionary Prayers on page 62. Lead the class in pondering and sharing responses to the Think About questions posed throughout that section. Invite the class to share their thoughts on both the challenge of prayer and the joys of prayer from their own experiences. Invite them to share ways that they include prayer as a part of their daily lives. Suggest they write their prayers during the following week as a way of being more intentional with their prayer time. If time allows, encourage class members to write a prayer for today. Some persons may be willing to pray their prayers with the group. The student book challenges us to go out. As a group, list ways that you believe God is calling the people in your church to go out. Read the list together and then say, Lord, do it again. Lord, do it again, Lord! Do it again! Closing Revisit the two newsprint questions that were used in the last lesson: Why is the Book of Revelation difficult to understand today? Why is the study of this writing worth the time and effort? What new insights do class members have after this lesson? The next lesson will continue to look at worship as class members ponder the promise of a new heaven and a new earth. Close the class by saying the Sevenfold Benediction (7:12) together.

25 New Beginnings May 22, 2011 Lesson Aim: (1) To study the new heaven and new earth described in the Revelation to John; (2) to reflect on what it means that God dwells with us; (3) to describe how the concept of God as Alpha and Omega informs worship. Background Scripture: Revelation 21 Scripture Selection: Revelation 21:1-8 Suggestions for Worship: Opening Sentences: Ephesians 1: Hymns: Face to Face, O That Will Be Glory, When We All Get to Heaven. Devotional Reading: Isaiah 43: Advance Preparation This is the third of four sessions with Scripture Selections from Revelation. We will be moving from chapter 7 to chapter 21 in this lesson. In the student book, you will find excellent background information about Revelation. Read this week s Scripture Selection several times. Also review the last two week s Scripture Selections since you will be asking the class to do so during the Exploring the Scripture segment of the lesson. Read the lesson in the student book. Mark any areas about which you have questions or want to do additional research. Since a portion of the Scripture Selection is often used at funerals, think about any class members who may have attended a funeral recently. Be sensitive to their feelings as you plan the direction of the class discussion. Select an Assurance of Pardon to be used as part of the activity in Digging Deeper. You will need pen/pencils and paper for one activity. Welcome/Introduction Greet persons as they arrive. Help any visitors to connect with other class members. Include a time of sharing joys and concerns. Open with prayer. Ask class members to think of a time when they have they longed to replace something old and worn out with a newer version. (a car, furniture, a coat, glasses, hip joint, etc). Encourage class members to share what was it like to look forward and hope for something new while continuing to use the old items. Exploring the Scripture This week as you move near the end of Revelation, you will be dealing with promises of a new heaven and a new earth as well as a time when there will be no more tears for God s people. Remember these words were originally directed to Christians who were dealing with persecution and other troubles. The old earth may not have been a pleasant place for them. Their lives may have been filled with many tears. It may have seemed at times like the bad guys were destined to win and the Christians would lose. Perhaps they wondered if God had abandoned them. Today s words are part of a message sent into that situation. Helpful information on understanding this passage may be found on pages in the student book. Suggest class members read the Scripture Selection silently, marking places that speak to them. Then read it aloud or have a class member do so. Invite the class to share what they marked as being important to them. Have the class briefly look at the Scripture Selections from the last two lessons and compare them with today s selection. Ask: What does each selection have in common? What is new or differ-

26 ent today? If you are afraid this may be too time consuming, ask a couple of class members to do the comparison during the week and be ready to share with the group. Invite the class to list the characteristics of the new heaven and new earth. Ask the following questions and lead the class in discussing them: What s different from the current or old earth? What would be appealing about this vision for Christians who were being persecuted? How is this vision good news for us today? Why is part of this selection often read at funeral services? Digging Deeper Call attention to A New Fullness on page 67 in the student book. Either read this section aloud or review the highlights. It will be especially helpful to highlight the information about the sea. This view of the sea is very different from our modern enjoyment of going to the beach for rest and relaxation. Make note of the absence of barriers between God and God s people. Invite the class to respond to the question: What do you think John meant when he said that God will dwell with us? Encourage class members to think about where they would like to see newness in their lives a memory erased, an act undone, a sin forgiven. Pass out paper and pens to them. Encourage them to write a prayer of confession dealing with these things. You might give a choice between writing a prayer of confession or writing a letter to God that would include a confession and a request for newness. Make it clear that they will not be asked to share what they write. After they have had sufficient time to complete the task, invite them silently to read over what they have written. Then offer an assurance of forgiveness and pardon. As a symbol of pardon, ask class members to tear up their prayers or letters and place them in a trash can. Living the Faith All things begin and end with God; God is present with us in all times and places. Invite class members to recall and share a time when they felt God s presence in a special way. I remember a very busy day at work when I was preparing to lead an event. It seemed that everything that could go wrong was! As I about to leave for the event, a feeling of peace came over me. I later learned that one of the event participants had been praying for me. Ask: How does knowing God is present give you hope? How does it affect the way you worship? the way you live? The words in our Scripture Selection were not just words of hope for Christians living long ago. We also find them helpful today. Point out the snippet from the memorial service for Marge in Death Will Be No More on page 68. Look at the Consider questions at the end of that section. Also ask: Would you want this Scripture read at your memorial service? Why or why not? Invite class members to respond to these questions. Some may wish to offer a specific personal testimony while others may focus on possible ways they might live faithfully in the future. Closing Revisit the two questions you have used in the last two lessons: Why is the Book of Revelation difficult to understand today? Why is the study of this writing worth the time and effort? Point out that next week will be the final look at a Scripture Selection from Revelation. Conclude the class by reading 21:3-4 out loud as a class. Go around the class, naming a person and saying, God delights in you. For example: George, God delights in you. Evelyn, God delights in you. Continue until you have named everyone.

27 Appreciating Abundance May 29, 2011 Lesson Aim: (1) To review the images of nature in the Scripture Selection; (2) to understand and appreciate worship as an appropriate response to receiving God s abundance; (3) to investigate the implications for the world of access to a tree of life as described in Revelation 22. Background Scripture: Revelation 22 Scripture Selection: Revelation 22:1-9 Suggestions for Worship: Opening Sentences: Ephesians 4:1-3. Hymns: He Keeps Me Singing, I Sing the Mighty Power of God, All Creatures of Our God and King. Devotional Reading: Ephesians 3: Advance Preparation This lesson is the final one of the quarter and the last lesson with Scripture Selections from Revelation. Read the Scripture Selection slowly and thoughtfully. Read the corresponding lesson in the student book. Remember that this weekend is the first holiday weekend of the summer. You may have visitors; several of your regular class members may be absent. Plan accordingly! You will need pens and paper or newsprint and markers for one activity. Provide information about organizations such as Church World Service, World Vision, Heifer International, etc. Locate the lyrics for I Am a Man of Constant Sorrow. They are available free online at Welcome/Introduction Continue your custom of greeting each person as he or she arrives. Include time for sharing joys and concerns as well as time for prayer about those matters. Encourage class members to identify a time and place when they were most certain that God was present in their lives. Allow time for sharing. Note any aspects that these experiences have in common as well as things that seem to be unique. Exploring the Scripture We continue to look at the hopeful words of Revelation. The student book speaks about this being the final promise of the book. The promise is that The Christian will enjoy eternal life forever in the presence of God. It is a very hopeful message. Read the Scripture Selection in unison. Then invite class members to close their eyes as they listen to you read it one more time. Ask: As you listened, what seemed hopeful to you? If the class enjoyed comparing the Scripture Selections from the first three sessions, have them do so again this week. Suggest class members briefly look at one or more of the Scripture Selections from the last three lessons and compare them with today s selection. What do they all have in common? What is new or different today? Refer to the writer s illustration of heaven as a place where God dwells with God s people! Then ask: In what ways does this illustration and description resonate with your understanding of heaven? If class members have not already done so, point out the presence of the nature imagery in this scripture passage. Highlight the points made in the introductory paragraphs and the Apocalyptic Nature Imagery on pages of the student book. Look together at the Think About reflections

28 at the end of this section. Invite students to share those things that would be on their list of promised abundance for which they are grateful to God. Digging Deeper Point out the command to Worship God! that ends verse 22:9. Ask class members: What does it mean to you to worship God? Allow for several responses. Distribute paper and pencils or newsprint and markers. Invite the class to prepare a litany or responsive reading based on the words and images from the Revelation passages that have been used as Scripture Selections in this unit. The entire class can work together on this project, or divide into small groups and create several litanies or responsive readings. Suggest students also choose one or two hymns to go along with their litany(ies). If students worked in small groups, encourage the groups to share what they wrote with the entire class. Consider ways that you might use these litanies in your class or even in your congregation s worship in the future. If you choose not to have the class write a litany, discuss the question in Consider at the top of page 72 in the student book. Living the Faith Go back in your minds to the devastation caused by earthquakes in Haiti that you saw on television and in newspapers. Describe your reaction to those images. Then ask: What do you know about poverty in our country? What do you know about global poverty? What organizations work to combat poverty? Have persons share their knowledge of poverty. Some of the facts may be found in A Vision for the Church on pages in the student book. You may also research poverty online. Share the information you found about organizations such as Church World Service, World Vision, Heifer International, etc. Play the music for I Am a Man of Constant Sorrow if you have it or can locate it. If not, read the lyrics to the class. Ask: In what ways would the seven churches in Revelation identify with this song? How does it speak to you? In Consider at the end of God and Suffering on page 72 in the student book, the writer offers the statement that the church finds its calling in Revelation 22. Invite the class to respond to that statement. Ask: What might such a calling or mission look like for your congregation and/or class? What are you doing now that meshes with this mission? What new things is your congregation/class possibly being called to try? Closing For a final time revisit the two questions you have on newsprint that were used in the last three lessons: Why is the Book of Revelation difficult to understand today? Why is the study of this writing worth the time and effort? Ask the class what new insight they have after spending four weeks exploring these passages from Revelation. How have they been inspired or challenged by what they have read? Close by reading Revelation 22:1-5 aloud together. Then turn to the person on your right and say, You will enjoy eternal life forever in the presence of God. Have that person repeat the statement to the person on his or her right. Continue until everyone has participated. Distribute books for the next quarter, highlighting the themes for that study. Announce any changes to your regular schedule that will happen during the summer months.

29 Evaluation Help to improve the usefulness of this leader s guide by answering the following questions and returning this form, along with your comments and suggestions, to the address listed on the reverse side of this page. To what extent was this leader s guide helpful to you? (Circle the appropriate number. 1 = Not at All and 7 = Extremely.) What are the two most helpful things in this guide? If you could change one thing about the leader s guide, what would it be? Additional Comments: (Church name optional) (Your name optional)

30 Return Address Place postage here. Encounter Discipleship Ministry Team 8207 Traditional Place Cordova, TN 38016

31 Coming for Summer 2011 A Community of Faith Our study this quarter focuses on our relationship with God as a community of faith. What does it mean to live out the love of God in community? The Old Testament books of Joshua, Judges, and Ruth form the backdrop for this study. The five lessons of Unit I, God s People Learn from Prosperity, look at Israel s early life as the people prepared to enter the Promised Land. Selected texts from the Book of Joshua highlight God s blessing in response to obedience and God s anger in response to disobedience. Unit II, Listening for God in Changing Times, has five lessons. This study of Judges gives us a glimpse of Israel s life entering the Promised Land. These lessons examine the repeated cycle of disobedience, oppression, repentance, and renewed faithfulness. When the people turned away from God, they were inevitably left vulnerable to enemy attack, but when they repented, God raised up a judge to deliver them. Unit III, A Case Study in Community, considers how the choices of Ruth to live with Naomi affected a national community. This unit has three lessons, all related to the story of Ruth and her eventual marriage to Boaz. Lesson 1 explores what happened to Ruth as she chose to leave her parents and home country in order to travel with Naomi back to Bethlehem. Lesson 2 reviews the obligation of the faithful to care for the needy. Lesson 3 shows that mutual respect is the basis for a healthy community. About the Writer Cardelia Howell-Diamond is an ordained minister in the Cumberland Presbyterian Church and a member of Murfreesboro Presbytery. She currently serves as the associate pastor of Christian education and youth ministries at the Manchester church. She is secretary and treasurer of the Board of Christian Education for Murfreesboro Presbytery. Cardelia is married to Steve Diamond, who is also a minister in Murfreesboro Presbytery. They have two daughters, Zanna and Sara. Cardelia is an avid reader and loves to knit and crochet. She especially enjoys her time spent with the churches Knitwits group, a group of women who gather to knit and crochet items for members of the community. Originally from Lubbock, Texas, Cardelia is an obsessive Texas Tech Red Raider supporter. We welcome Cardelia as a first-time writer for Encounter.

32 Check Out These Resources! Faithful Living Outside the Box: Selected Sermons, by Roy E. Blakeburn. The specific events in David s life that helped to give rise to the title of this volume are those connected with David s relationship with the Ark of the Covenant, in which God s presence is betokened. Israel had come to believe that they were protected by God if only the Ark were in their presence. It was typical of the people of Old Testament times, and still is today, for good or ill. However God refuses to be placed in any kind of box, whether of buildings, slogans, ideologies, or doctrinal systems. God is a living God and refuses to be controlled by our placing him in any kind of box. God is always outside the box. $ Of Blood and Faith, by Stacy Kathleen Nelson. This novel takes place during the early years of the Cumberland Presbyterian Church. Situated against the background of the War of 1812, it tells the story of family matriarch Jane Hope and her four grandsons as they each struggle with their own conscience, faith, and family to sort right from wrong. Ultimately, they fight not for any glorious cause but, like American soldiers before and since, for their lives and the lives of their comrades. $ To order these resources written by Cumberland Presbyterians, contact Cumberland Presbyterian Resource Distribution , ext. 252 or resources@cumberland.org.