Unit 24 Hannah and Eli: Parenting Principles

Transcription

1 Old Testament 6: Teacher s Guide Lives of Samuel, Saul, David Suggested for Grade 9 This set contains... Student Lesson Copy Masters Teacher s Guide CD with Student Lesson Copy Masters and Teacher s Guide in PDF and RTF files Unit 24 Hannah and Eli: Parenting Principles Theme: Godly parents trust in the Lord and seek to raise their children to fear and love God above all things. Lesson 1: Hannah: Parent with a Deep Faith Lesson 2: Eli: Disciplining Children Lesson 3: Godly Parents Counsel Their Children Unit 25 Samuel: Israel Desires a King Theme: Don t forget God in order to be like other people in the world. Lesson 1: Called to Be Different Lesson 2: Called to Follow Lesson 3: Called to Love Like God Unit 26 Saul: Humility and Pride Theme: The Lord detests all sinful pride. Lesson 1: Humility versus Pride Lesson 2: Handle with Humility Lesson 3: True or False Humility? Unit 27 David: Daring Great Things with God Theme: Christians dare great things while trusting God to handle everything. Lesson 1: David Dares Lesson 2: David Trusts Lesson 3: God s Strength in Our Weakness Unit 28 David: Worshiping the Lord Theme: Worship the Lord your God. Lesson 1: David: Worshiping with Joy Lesson 2: Worshiping with Praise Lesson 3: Worshiping with Gifts Unit 29 David: A Broken Heart before God Theme: True repentance comes from a broken and contrite heart. Lesson 1: Broken Hearts before God Lesson 2: Sin and Consequences: Pain and Gain Lesson 3: Discipline Does It

2 Curriculum Developer: Prof. David Kuske Project Director: Gerald Kastens Writing/Editing Team: Rev. Lyle Albrecht, Laurie Biedenbender, Owen Dorn, Donald Helwig, Rev. John Miller, Rev. Duane Rodewald Design Team: NPH Design Services Authorized by the Wisconsin Evangelical Lutheran Synod. We extend our thanks to the many employees of Northwestern Publishing House and WELS Parish Services who have contributed to this project. All Scripture quotations, unless otherwise indicated, are taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION. NIV. Copyright 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved. The NIV and New International Version trademarks are registered in the United States Patent and Trademark Office by International Bible Society. Use of either trademark requires the permission of International Bible Society. All hymns, unless otherwise indicated, are taken from Christian Worship: A Lutheran Hymnal. Copyright 1993 by Northwestern Publishing House. Northwestern Publishing House 1250 N. 113th St., Milwaukee, WI by Northwestern Publishing House Published 2000 Printed in the United States of America ISBN All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording, or otherwise without the prior permission of Northwestern Publishing House. Printed with soy inks on recycled paper.

3 Introductory Pages for Old Testament Books UNIT FORMAT Each unit contains 15 to 25 copy masters for use with the students. These student copy masters may be reproduced. The teacher s guide contains copy master text, answers, and other instructions. Each student should have a threering binder to store and organize all the copy master sheets. Overview This page contains the information the teacher needs to understand the unit. Unit title Bible references Unit theme Spiritual goals: We pray that the Holy Spirit would help the students learn these spiritual truths and adopt these spiritual attitudes and habits. Suggested memory treasures: Assign these as you see fit. Be sure to discuss their relationship to the truths in the unit. The students will have learned almost all the suggested memory treasures in their Christ-Light lessons at Lutheran elementary school or Sunday school. One asterisk designates those memory treasures that are part of the Sunday school core. Two asterisks designate what is additional core for Lutheran elementary schools. Suggested commentary readings: Read these to review Scripture or add depth to your instruction. Introduction ideas: Use these to interest the students and to help them see their need for what they will learn in the unit. Copy Masters The Background page helps the students review some of the basic facts of the Bible character or the Bible era about to be studied. Most, but not all, units have a background page. This copy master should always be used. The Bible lessons guide the students in their study of specific portions of the Bible. They begin with an Aim question and end with a Truth(s) that answers that question. Key Points are emphasized along the way. You may hand these out and have the students fill them in as you teach the lesson, or you may have the students work in small groups to complete a portion of them before you discuss them. Please note that the student pages will lose their effectiveness if assigned as homework before class. The first Bible lesson is the primary one in the unit. It should always be used. Using the remaining two or three is strongly suggested. Each Discuss This page contains questions related to the Bible lesson directly preceding it. Each option is designated to the specific Key Point to which it is most closely connected. The discussion options require a variety of learning skills, such as analysis, synthesis, evaluation, and application. At least some of these questions should always be used, because they help the students apply the lesson to their lives. Plan in advance which questions you will use and where the questions fit best. Then vary your use of these questions: ~ Discuss some questions as a class. ~ Have students write answers first before discussing the questions as a class. ~ Have students discuss the questions in pairs or small groups before discussing them as a class. ~ Assign some questions as homework. The remaining sheets contain activities to help the students learn the Bible lessons and apply them. The sheets include additional Bible studies of many kinds, real-life situations, skits and roleplays, simple doctrinal studies, hymn and memory treasure studies, illustrations, writing activities, simple art activities, and so on. They may be done in class or outside of class, independently or in small groups. Select those activities best suited to your class, and limit the number of activities to fit the time allotted. Plan in advance at what point in the lesson you can most appropriately and effectively use the selected activities. Spiritual journal topics: The last copy master in each unit contains a variety of questions for student reflection and writing. You may assign one or more of the suggested topics or one of your own choosing. The students may put all their spiritual journal pages in one section of their three-ring binders. Generally, journal writings are intended to be kept private. You may ask the students occasionally to hand in one of their own choosing, or you may tell them ahead of time that you will be collecting one. Because the writing of spiritual journals encourages personal reflection on spiritual truths as they relate to daily living, use of these journal topics is strongly suggested. iii

4 Sample Lesson Plan The following sample lesson plan is for Lesson 1 of Unit 24: Hannah and Eli: Parenting Principles. 1. Use Copy Master 1 (Samuel: God s Answer to a Godly Woman s Prayer), the Background page, to provide the necessary background for the Bible lessons in this unit. 2. Introduce the lesson with the first Introduction option (Write the following list...). 3. Hand out Copy Master 2 (Hannah: Parent with a Deep Faith). Have the students work in pairs to read and complete the first section, concluding with Key Point To apply Key Point 1, hand out Copy Master 3 (Hannah: Parent with a Deep Faith), the Discuss This page. Discuss applications 2 and Return to the lesson on Copy Master 2. Read and discuss the second section, concluding with Key Point To apply Key Point 2, discuss application 6 on Copy Master Return to the lesson on Copy Master 2. Read and discuss the third section, concluding with Key Point To apply Key Point 3, use application 9 on Copy Master Return to the lesson on Copy Master 2. Answer the Aim question with the Truth of the lesson. 10. To further apply the lesson, use Copy Master 5 ( Cross Training). Have the students work in small groups to name as many cross training strategies as they can. 11. Assign Copy Master 4 (Religious Round Table) as homework. The students should do it with their parents. Characteristics of Ninth-Grade Students Spiritual Development They think more deeply about spiritual truths they have already learned. They can understand the interrelatedness of Bible events. They want to know how to apply spiritual truths to their lives. They may need additional guidance if they do not come from homes that model Christian living. Emotional and Volitional Development They do not consider themselves children, and they are independent in their attitudes and habits. They are greatly influenced by the actions and opinions of their peers. They are often governed by role models they have consciously or unconsciously chosen to follow. They are greatly influenced by television, movies, music, and magazines. Sexual Development Their sexuality is becoming an important aspect of their lives. Relationships with Parents They are in the process of leaving their parents in order to develop independent lives. They share less of their experiences with their parents. They are still influenced by their parents, especially if their parents respect their growing independence. iv

5 Learning Style They can study one topic in depth over a number of class periods. They still enjoy a variety of learning experiences: ~ working independently and in peer groups ~ learning by listening and by doing ~ learning by reading and by writing ~ learning by answering questions and by asking questions ~ analyzing, synthesizing, evaluating, and creating They question things they have previously accepted without question. Some Teaching Strategies Meet the students where they are and then stretch them: Recognize that your students have different levels of Bible knowledge and spiritual development, even when they might have received similar spiritual training in elementary school. Do not make assumptions about their previous learning. Start with the simple. Review the basics. Then move on to more complex concepts, deeper understandings, and applications of Bible truths relevant to their teenage years. Create an open, responsive environment: Recognize that as your students develop independent thinking skills, they may question things they previously accepted without question. Maintain a classroom in which it s good to ask questions, even spiritual questions. You are a spiritual leader. If they have questions, you want to give them truthful and appropriate answers. Encourage them to search the Scriptures not look to worldly experts for answers. Allow them to work together on some exercises: Occasional cooperative-learning activities yield many positive results. Your students may enjoy their work more when they do it with their peers. They may become accustomed to discussing spiritual issues with their peers a skill we hope they take with them outside the classroom. And when they have already tried out their ideas on a small group of their peers, they may feel more confident discussing an issue in front of the whole class. To keep chatty students focused on the task at hand, give the students definite and fairly short time limits. v

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7 Hannah and Eli: Parenting Principles 1 Samuel 1 4 Unit Theme Godly parents trust in the Lord and seek to raise their children to fear and love God above all things. Goals We pray that the student knows these spiritual truths: Godly parents trust in the Lord and lead their children to know him and his Word. Godly parents pray for their children. Godly parents lovingly discipline their children so that they live according to God s will. Godly parents give godly counsel to their children. Godly parents teach their children to give generously to God. develops these spiritual attitudes and habits: I appreciate the parents God has given me, honoring and obeying them. I look forward to being a godly parent of my own children someday, should God bless me with them. I fear, love, and trust in God above all things, understanding that he too sometimes disciplines me in love. To Memorize * Psalm 119:105 * Proverbs 3:5 Proverbs 13:24 Proverbs 22:6 Ephesians 6:4 Colossians 3:20 * The Fourth Commandment Hymn 506:1-3 Suggested Commentary Readings Pages in Franzmann, Bible History Commentary, Old Testament Pages 7-29,40-43 in Mittelstaedt, Samuel, The People s Bible series Pages 31-38, in Ehlke, Proverbs, The People s Bible series Introduction Ideas Write the following list on the board: love, negligence, understanding, forgiveness, wisdom, abuse, flexibility, leniency, faith, hard work, godliness. Go down the list one by one, asking the students whether each characteristic is one of a good parent or a bad parent. Some are obviously either good or bad. Some, such as leniency, may be both, depending on how you define them. This unit is about godly parenting. Have two or three students tell about a rule in their houses. Then briefly discuss each rule: What s its purpose? What s good about it? How might you change it if you were a parent? The point of the exercise is to show that every household has rules. As God s representatives, godly parents set boundaries for their children. This unit is about godly parenting. Blindfold one student. Draw a simple picture on the board. Then ask another student to instruct the blindfolded person to draw the same picture on the board. The class will soon see that without good instructions and good listening, the blindfolded student will make a mess of the picture. Explain that God wants us to follow the godly guidance and instructions of the parents he has given us so that we don t make a mess of our lives. This unit is about godly parenting. Old Testament Unit 24 1

8 Samuel: God s Answer to a Godly Woman s Prayer Background 1 Samuel 1,3 To be childless in Bible times was considered a deep disgrace for Hebrew women. And to have children was considered a blessing from God. God said one particular offspring of the woman would be the Savior of the world (Genesis 3:15). Hannah was one of those childless Hebrew women. She was deeply troubled by her barrenness, especially at festival time when her husband took their entire family to Shiloh to worship. Her husband s other wife, Peninnah, already had children, and she frequently taunted Hannah about her childlessness. One year at festival time, Hannah went to the tabernacle and poured out her heart to God. O LORD Almighty, if you will only look upon your servant s misery and remember me! she prayed. And she promised that if God would bless her with a son, she would dedicate him to the Lord that he might serve him his entire life. Eli the priest, on seeing Hannah, thought she was drunk. But, on finding out that she was praying, he blessed her. God did give Hannah a son, and she named him Samuel, which means heard of God. This child would loom large in God s plan of salvation. God appeared to Samuel and spoke to him even when Samuel was a child. God chose Samuel to replace Eli as judge and to rule the people for many years. All Israel recognized him as a great prophet, whose words never fell to the ground they always came true! And in his old age Samuel obeyed God s commands to anoint the first kings of Israel, Saul and David, thus establishing the hereditary monarchy in Israel. And as we know, from David s house centuries later came the King of kings himself, Jesus Christ. 2 Old Testament Unit 24 Copy Master 1

9 Hannah: Parent with a Deep Faith 1 Samuel 1:27,28; 2:1-10 What do godly parents believe? Hannah did not forget the vow she had made to the Lord: O LORD Almighty, if you will only look upon your servant s misery and remember me, and not forget your servant but give her a son, then I will give him to the LORD for all the days of his life, and no razor will ever be used on his head. God had answered her prayer and turned her sorrow into joy. Samuel was born! 1 Sa 1:27,28 a. What did Hannah acknowledge about the son she had? She acknowledged that the son she bore was a gift from God himself an answer to prayer. b. As part of her gratitude toward God, what did she do with the son God had given her? As she had promised, she gave him to the LORD, presenting him to God for a life of service. This occurred after he had been weaned, probably between the ages of 3 and 6. c. What did Hannah s decision mean for Samuel? Samuel became a helper in the tabernacle, serving the Lord as he helped the high priest and other priests in the work in and around the tabernacle, opening the doors, tending the oil lamps, and so on. There he would continue to learn about the Lord and grow in his faith, trusting God s promises of forgiveness in a coming Savior. d. Although the Bible does not tell us anything about Samuel s early childhood, how would Hannah have prepared Samuel for leaving home and going to live at the tabernacle to serve the Lord? Hannah likely told Samuel who the Lord is, how he loved his people, and how he had promised the Savior. What do godly parents believe about each child? Godly parents believe that each child is a special trust from God, to be raised for a life of faith and service toward God. After Hannah brought Samuel to the tabernacle, her heart erupted in a grateful prayer to God for his goodness and deliverance. Her sorrow had been replaced with joy, her hopelessness with confidence, and her feelings of rejection with a renewed sense of God s love. Mary the mother of Jesus sang her own song of praise, the Magnificat (Luke 1:46-55). It echoed many of the thoughts of Hannah s prayer. Both women had a deep understanding of who the Lord is and what the Lord is like. 1 Sa 2:1-3 a. In what did Hannah boast? She boasted that God had delivered her from the bane of being childless and that he had thereby given her the victory over those who ridiculed her. b. What three things did Hannah say about God in verse 2? She acknowledged that (1) he is holy, (2) he is the one true God, and (3) he is a Rock there is no one as great or mighty as he is. c. Why is rock a good metaphor for God? A rock is strong, unmovable, and unchanging just like God. 1 Sa 2:4-8a What do godly parents believe about God? Godly parents believe there is one true God who is holy, almighty, and unchanging. a. How do Jesus words in Luke 14:11 summarize what Hannah said in verses 4 and 5? God humbles the proud and lifts up the humble. The Lord can and does reverse the fortunes of people, the rich and poor, the humble and proud. He makes the weak strong and the strong weak. b. How is it true that the LORD brings death and makes alive (verse 6)? Hannah said that life and death are determined solely by the power of God. The Lord alone creates life, and he alone has the right to take life. 1 Sa 2:8b-10 c. Hannah continued to express her faith in God s almighty power and tender mercy in these verses. Who are the saints whose feet God guards (verse 9)? The saints are believers, his holy ones through faith in the promised Savior. Old Testament Unit 24 Lesson 1 Copy Master 2a 3

10 d. Which words of Hannah prophesied that Israel would have a monarchy? He will give strength to his king and exalt the horn of his anointed. e. About which other Anointed One was Hannah prophesying? Hannah was expressing her faith in the coming Savior by noting that one day God would raise up his Anointed King and in him exert his power to save. This is the first reference in the Bible to the Anointed One Messiah, or Christ. What do godly parents believe? Godly parents believe that each child is a special trust from God, to be raised for a life of faith and service toward God. They believe that the Lord is the one true God and that he saves his people through Christ. What do godly parents believe about what God does? Godly parents believe that God saves his people through the Savior, Jesus Christ. 4 Old Testament Unit 24 Lesson 1 Copy Master 2b