JESUS’ LIFE + Acts 4 WORDS
MARK 1:14-20 Came Near
Come near*
ª Math
Games 19 Darts without darts
ª Math
Games 3 Take three steps forward
Come along
ª Everyone sits with their eyes closed. One
person is “it” and silently tags several people. Those who are tagged quietly come
along out of the meeting room (into the hallway). Those left in the room
and those who went can be counted: 20
(in the group) – 10 = 10; 5 + 15 = 20, etc.
ª The leader names different characteristics. If
the characteristic applies to you, you leave the group and come along.
Examples might be: if you ate pasta
yesterday, have braided hair, have a little sister, rode a bus last week . . .
.
At once
ª Different words and phrases mean at once: now, immediately, without delay, straight
away. Write each word or phrase on a separate piece of paper—enough for
everyone in the group (some words will be repeated). Give everyone in the group
one of these papers and play “seek the letter.” For example, everyone stands in
a line. All the people with a “t” on their paper may take a step forward.
ª Any version of Tag: when the one who is “it” runs towards you,
you react at once.
Follow
ª FUNdament
13.3 Follow the leader
ª Start
Games B5: Statues
The FUNdament
activities, Start Games, Math Games, and Letter Games can be found on Davar: Bridging
to Literacy. Translations are available in
English, Dutch, Romanian, German (some activities) and Spanish (FUNdament, not
yet posted)
John 6: Jesus
feeds 5000
Follow:
·
FUNdament 10.4. Follow the leader, or have everyone stand in a line. Everyone must follow the
leader and do exactly THE SAME as the leader does. Let people in the group
take turns being the leader.
Listen:
·
Start Game F4. How
many did you hear?
Five
& two:
·
Start Game F3. (Take
2 or 5 steps forward instead of 3)
Bread
& fish:
·
Letter Game E3. Follow a recipe to make simple bread
·
Circle
discussion: how do you catch fish? Draw
this.
Multiplication:
Math Game 17-22; choose one
Lost Coin Lk 15:8-10
Coins
Lost
10-1
Rejoice
Coins
- Davar FUNdament Thick, Thin, Thickest: 6.7
- Learn the names of coins in local
currency. Show kids different local coins & teach them the names for
them.
Or find worksheet online which teaches local currency.
OR Practice counting with the coins.
Might demonstrate that 5 of this coin = 1 of that coin; etc. - Stacking coins—see how high we
can get them without tipping them over. (Could be done in teams.) Shows
that the more coins you have, the better material standard of living you
have.
- Playing store. Set up small store
with, among other things, healthy treats (apples, etc.) which the children
can ‘buy’. Each child has same number of “coins.”
Lost
· Hide the thimble. Take turns hiding something
(a thimble, a large play coin, . . .). See who can find it first.
· Play hide & seek. The one who is “it” must
find everyone else. OR play Sardines. The one who is “it” hides (is lost).
Everyone else must find that person & join them.
10 minus 1; 10
· Many Math Games
Rejoice
· Start Game A1. Repeat the rhythm. Have a lot
of fun making noise
· Letter Game B8. Make flags together.
Luke 19:1-10: Zacchaeus
Through:
· Start Game G1:
The Road Game
· Through the Line. Have the children stand in 2
lines, facing each other. The first two in each line moves back and forth through
the lines however they wish to move and join the end of the line. The next two
move in the same way after them and so on until everyone has gone through
the lines.
Continue with a different set of two leaders as long as it is still fun.
Small
Tree
• Leaves
of trees. As a group, pick leaves from different kinds of trees. Make cards
with the name of the type of tree on them. Take turns laying the right name by
the right leaf.
Draw the leaves. Or trace around the leaves and color the trace. Or put the leaves
under pieces of paper and draw over with chalk, a crayon, or a pencil to let
the shape of the leaf appear on the paper.
• High
in the tree. Climb in a tree. Who can climb the highest?
Seek
Jesus heals and forgives the paralyzed
man Mark 2 :3-11 **more needed
Paralyzed
FUNdament 3.4 Soft and hard touch.
Above.
Imagine you are in a room with a lot of people quiet and
listening, all of the sudden a hole is made and… Tell the story as if you are
looking at what is happening above you. Tell what a viewer experiences.
What is easy: to act and to guess? Things you can see! Make
two groups, easy wishes to enact and difficult to see: rich, many children, old, nice hose, good
job, happy, satisfied, enough, good future, never alone, blessed. Act and guess
Walk.
Who can walk fastest? Do some sport
Matthew 18:1-5 Who is Greatest
in God’s Kingdom?
Greatest
v Activities
that would show who was “best” at something.
Series of races, single, not as a team
Silly activity: Balancing something on
top of their head; holding a spoon on your nose; who can sit still the longest.
v FUNdament
2 Small, Big or Same Size
v StartGame
C1Shorter/taller
v Synonyms: discuss words that are similar to greatest
(most important; biggest; strongest?) Comparing & deciding what meets that
criteria the best. That’s “the greatest.” What is the greatest number? Is no
greatest. Always one bigger; no decision on what biggest number can be.
v Position—who
is in the first position (most important); best; worst. See the difference with
dolls or stuffed animals rather than people.
Like Child
v FUNdament
2.8 Talking to big and small. Pretend to talk to
someone and have the group guess who this person is/how old (“big”) this person
is and draw a picture of them. Choose from age groups used in the culture.
Examples from English:
o
baby
o
toddler
o
school child (6-12 years)
o
teenager
o
adult
o
elder
v Discuss
the different ways you talk to people in different age groups.
Have the group discuss what they consider the ideal age.
If it’s appropriate, do this in the mother tongue. How you talk to people of
different ages and how people of different ages live is culture-specific.
v Little
Child or grown up? (show a little child—either a picture or someone in the group,
under 5 years old)
List of activities—who would do this? Going to grocery store. (define
activities a child does in comparison to what an adult does)
East or West activity—if you think a child would do that, go stand on East
side; if you think an adult would do that, go stand on west. Choose which mind
you would be in—in child mind or adult mind.
Walking a dog. Playing in the water. Splashing in a mud puddle.
10 activities that define what a child does & what an adult does (about 5
each).
Maybe have middle line to stand on if think it’s something a child or an adult
would do.
Can discuss at end.
v
Discuss: What does the little child have that
is different than the grown-ups in the story?
Here is a little child. What do you see? What do you hear? What do you feel?
Here is a grown-up man. What do you see? What do you hear? What do you feel?
Who is more important? Who has more to learn?
Kingdom
v
Sing song about Heaven. Example in English: Heaven is a wonderful place, filled w/ glory
and grace, I want to see my Savior’s face, heaven is a wonderful place, I want
to go there.
Sing it louder. Sing it softer. Sing in rounds.
v
Art project. Heaven being created for
us right now. Take natural items (dirt, leaves, whatever) and use them to
create a picture or mural.
Beautiful, friendly, peaceful—cut out pictures and glue onto a collage.
Discuss how Heaven is bigger, better, greater than that.
v
Letter game. Spell the word KINGDOM.
Use a game to find the letters in the room.
v
Art project. They could all make a
crown. Who’s the king? Discuss who is the ruler, who is in charge (of the
group, of the village, of the country).
v
Role play who is in charge. Take
turns being in charge. How does the “important person” act? How different than
children?
Welcome
v How
to welcome—in words and in behavior. Is about including.
Again, could have list of words & actions that show including people. (Differs
in every culture.)
Bring food to someone who moves into your neighborhood.
List of welcoming things—pull from a hat—have to act it out. Everyone have to
guess whether that was behavior or whether that was words.
Act out what they’re supposed to do. 2 thumbs up for words; 1 thumb up for
behavior.
v Create
a welcome song. Sing it every time a new person comes.
v Game
Red Rover. 2
lines of people, holding hands, maybe 20 ft apart. “Red Rover, Red Rover, send
Johnnie/Janie right over.” They have to bust through to join the group.
v Choosing
& welcoming game (like the Farmer in the Dell) that involves coming into
the middle. https://www.dltk-teach.com/rhymes/farmer/song.htm
v Craft: If it’s culturally appropriate,
the children can make a WELCOME picture or sign to hang on the door or wall of
their house. Write & decorate or color pre-printed word or MAKE WELCOME
cards for new people who come.
Make a welcome mat or a welcome sign.
Make a friendship bracelet or ankle bracelet or ring which is given to each new
visitor as a welcome gift (beads or braided or knotted—shows that you are a
part of us). Can also braid long grass stems or rope or ribbon together. Ribbon
or band & all put same pattern on it.
v Welcome
Team—demonstrate
how to welcome someone into the group. Have the children split up into pairs
and take turns welcoming each other.
Ask who would like to volunteer to be on a welcoming team? For the next 6
lessons, have welcome team members take turns welcoming everyone as they come
into the group. Make special badges or pins or banners/sashes for the welcome
team person to wear.
Background--children in the
culture the disciples lived in: Children
in background; seen but not heard; property; humble; last; least.
Luke
10:25-37 Good Samaritan (MvR & Crista Smidt; see separate doc)
Jesus and the woman by the well (John 4: 1-42) (Alfinda Herman; see separate doc)
Jesus the Good Shepherd (John 10: 1-10)
(Aflinda Herman; see separate doc)
John
11 Lazarus
Sick
What makes you sick?
· Eating bad food FUNdament
6.2 cold/hot
· Poor hygiene Start Games
C5
·
Accident/danger
FUNdament 3.2 and 4.6.
·
Discuss what causes
illness: eating bad food; eating too
much of the wrong food & not enough good food; poor hygiene.
OR What can
you do to keep from getting sick?
Crying/weeping
·
Letter Game D3
·
Another activity
Alive
·
FUNdament 6.4 Plant
seeds
·
FUNdament 2.8 Big
and small person
Arise
·
Stand up game: everyone lays on the ground. The one who is described/has
a certain letter in their name/holds a certain number in their hand may stand
up and go sit on the bench.
·
Sing a song with
movements that involve standing up, clapping in rhythm, singing with
instruments.
Marleen Schönthaler
Lk 10:38-42 Mary & Martha (see separate doc for all suggestions)
Welcomed
Sisters
(See also Jacob & Esau are born; “different”)
Distracted/focus
Need (what we
think we need; only need one thing)
A Widow Gives; Luke 21:1-4
Watch/see
·
Play “I spy with my little eye”
also known as “I see something” or “20 Questions”(Ik zie ik zie wat jij niet
ziet). One person sees something. Everyone else tries to guess what they see.
The person who “sees” something can only answer “yes” or “no”.
·
Leader leads the group in
“seeing” by asking questions like:
What do you see that is ___________
(a certain color, such as green; red; etc.).
What do you see that is _________ (a
certain shape, such as round, square).
What do you see that is __________ (living. Answers might include a tree; a
bug).
Can be made into a team game. The two teams take turns answering the questions
& naming what they see. The team that “sees” the most (has the most
answers) wins.
·
Scavenger hunt. (Being aware of
your environment; watching) See Davar Start Game: Spot the Shapes.
Let’s find something that is a circle . . .
Let’s go find something that is . . . heavy
Can you find something that is . . . smooth
·
Any game from Davar Start Games: Visual Skills.
·
Play Red Light/Green Light or
similar game. Players have to watch to
see if someone is moving. The game is also about self-control, because players
practice controlling their own bodies.
One person is the caller or “traffic cop”. They stand at the end goal. Everyone
else stands behind the starting line. The goal is to get past the caller.
The caller stands with their back to the rest of the group. When the caller
says “Green light,” everyone can run towards the goal.
When the caller says, “Red light,” everyone freezes. The caller immediately
turns around. If they see anyone moving, that person has to go back to the
start line.
Children do not need to be familiar with traffic lights to play this game, as
long as the words for moving & for freezing in place are explained to them.
Give
·
Make something & give it to
someone else (put a plant in a pot; bake something; make a card; make flowers;
cards;). Doesn’t have to be physical things. Could also be helping to pick up
for other people. (Davar Letter Games: E3 and E5)
·
Discussion: what can we give? See what kids come up with.
Time, possessions, praise (songs, to God), being nice, pat on the back . . ..
Giving, not keeping for yourself.
Also discuss: How do you give? How did the widow give? What was good about how
she gave?
·
Give compliments. Discuss what
a compliment is. Model giving compliments. Then have the group practice this.
Go around the circle and take turns giving the person next to you a compliment.
Or turn to the person next to you and exchange compliments. Model this.
·
Find a Coloring page of woman
giving the coins. Everyone colors the picture, then gives it to someone.
Reinforces that the children are doing the same thing that the woman in the
story did. (See attached for two options; many fun coloring sheets available on
Lamb Songs, www.lambsongs.co.nz.)
·
Affirmation. You can give a
handshake or a pat on the back. Might do this as a group with each other.
Coins
·
Davar FUNdament Thick, Thin,
Thickest: 6.7
·
Learn the names of coins in
local currency. Show kids different local coins & teach them the names for
them.
Or find worksheet online which teaches local currency.
OR Practice counting with the coins.
Might demonstrate that 5 of this coin = 1 of that coin; etc.
·
Stacking coins—see how high we
can get them without tipping them over. (Could be done in teams.) Shows that
the more coins you have, the better material standard of living you have.
·
Playing store. Set up small
store with, among other things, healthy treats (apples, etc.) which the
children can ‘buy’. Each child has same number of “coins.”
Have some items cost 2 coins. That’s what the woman gave—she gave all that she
had to live on.
The coins get you something—food, what you need to live.
(For an older group, you might make a sample budget.)
Extra/all
·
Dramatize the story (“Jesus”,
“widow”, 1 or 2 “rich people”; everyone else “disciples”). First give a visual
of all vs extra. Give the person playing the widow 2 “coins” (blocks, nuts,
buttons, play coins); give the rich person a lot more coins. Have the group
count the coins that each person is given.
Then have the group watch and
count as each person gives into the treasury (a box or something). The rich
person gives a lot, but not all of their coins.
Which person gave all?
Which person just gave extra? (if give 50% of what you have)
Compare & contrast the idea of all and extra. Everybody gave—but who gave all
and who gave extra? (Had extra for themselves). How much does the rich
person have left? (Count as a group)
·
Discuss a team game the group
is familiar with that only has a certain number on the team (football,
baseball, cricket). If we play this game, can everyone play? Can all the
people in the group play this game? Or do we need some to sit out as extras?
Which games can everyone (all) play? (example—Red Light, Green Light).
·
Dress up. Have a set of
oversized clothes so that the children can easily put these on over their own
clothing; make sure to have one extra of something that there should only be
two of. Have a volunteer put on all the clothes. Maybe have 3 shoes
instead of 2. That would be an extra. You can’t put on 3 shoes (if you
put on all the shoes, you’d have to put them on your hands).
·
Play a relay game with
oversized clothes. The teams. Run to one
end of the playing field where the runner has to put on all the clothing (maybe
just mittens & a hat? A large t-shirt & a scarf?), then take it all off
& run back.
Crista
Smidt & MvR
Thoughts to add to Bible Story
lesson thread on who Jesus was and what he did:
Jesus gave all for us. Gave
everything He had.
Thoughts to add to Bible Story
lesson thread on discipleship:
That’s what Jesus notices. Jesus
notices the heart of people.
Acts 1:1-11
Wait
Tell
Up/sky/cloud
Return
Wait
· Show the children a treat that you will give
each one of them . . . at the end of the lesson. They must wait for
it.
· SG F4 Guess how many. The one who guesses
must wait until the signal to turn around and see how many are
really behind them.
· Red light/green light. Everyone must wait until
the green light to run.
Tell
· Telephone Game. Tell something
around the circle.
· Tell this story,
using one of the games for retelling a story.
Up/Sky/Cloud
· Any cloud game, G3, G4, G6; none in the sky.
· FUNdament 21 High
Return (Go and come back)
· Relay: The first team to have everyone
go and come back wins.
· Road Game. Come and go on the road.
· Letter Game F2, Run and do. Go to do the task;
come back to the line.
Acts 2:1-ff The Holy Spirit Comes
Together
Noise
See/saw
Own language
Together
· Discussion:
what do you do together? And where do you come together to
do these things? (to learn, to play, to worship God, to pick mushrooms, to
sleep . . . )
· Game:
any Math Game
Noise/sound
· FUNdament 4. 8 Sound of wind, sound of birds
singing, sound of rain on the roof, sound of splashing in the water, sound of
….,
· Discussion about what happens when it storms
and the wind really blows;
· Act out walking in a strong wind.
Saw/see
· Start Games B4
· Start Games B5
· Letter Games A4 Drawing dictation. Include
something unusual (fire on head, walk on the water, a strong wall that falls, a
ladder from heaven with angels on it)
Own language
· Say a sentence in three languages. Have a
child repeat it in their mother tongue.
· Give orders in an unknown language (jump up
and down; pat your head . . .). Whoever does it right gets a treat. Then give
the same order in the children’s first language. What happens?
· Letter Games E2 Write a Letter
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