One Man Thanks Jesus (Lesson 3)

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Teachers: Margaret/David

Students: Isabella, Jacob, Jaymee, Joshua, Logen, Martin, Miles

Give Me 5: I asked students to all call out each rule when I pointed to the body part/made the gesture.

Bible verse: “I will give thanks to the Lord” Psalm 7:17

I briefly explained that Psalms was found in the Old Testament. We learned the Bible verse to the tune “Twinkle, Twinkle Little Star” and would sing it twice in a row during transition times or when I needed to bring the children back to focus. I believe the children would still be able to sing it now.

Bible Lesson: One Man Thanks Jesus

I wrote where we find the Bible story on the board: Luke 17: 11-19. I told the children that the Bible is divided into two different parts, the Old Testament and the New Testament. I told them that Luke is in the New Testament and I pointed it out to them on the tall Bible chart in the room. I opened my Bible up and showed them Luke, they helped me to look for the big chapter number 17, and then we found the tiny verse number 11. I bring a small Bible for ease of use and because it isn’t heavy, but I will bring a larger Bible next time because it was hard for the children to gather around and see, and they all wanted to see.

I read the story from Luke and added some explanations about leprosy and why the 10 men called out to Jesus from a distance. I had made a visual for the story and we counted the 10 men. It was important to me that they could visually see what 10 people looked like – it’s a little crowd! When we got to the part where the men were obeying Jesus and were on their way to the high priest, I removed the big crowd off of the visual and put a small group of them on the path in the distance, going toward the city.Then I took one of the men from the big group and put him back in front of Jesus – he was the one who returned to thank Jesus.

Game 1: Thank You God for ______________

I’ve seen that some of the children really like to play games, they like pulling cards and finding out what they say. So for this game I made two piles of cards: one with each child’s name, and another pile with a question, such as, “Where do you like to visit?” and “What is one thing that you like about yourself?” I pulled a name and a question from each pile. As each child answered, I tried to ask them another question so that they could elaborate/think about it more. Then I asked them to thank God for what it was that they were thankful for. It was a nice practice time to thank God out loud, and also to see how many things there really are to be thankful for. The answer I got the biggest kick out of was Martin’s. One thing he likes about himself is his “big brain”.  To hear him say, “Thank You God for my big brain” just tickled me J

Game 2: Bible story comprehension

This was another game that I tried, but instead of pulling the names with cards, I had the children toss a ball to each other. The first round, they had to throw the ball to someone who hadn’t had the ball yet. To keep things going, I told them that they had to toss the ball before I counted to three. That worked pretty well. When each child got the ball, I asked them a question from the cards, such as, “What was your favorite part of the story?” and “Who were the characters in the story?”. The answers weren’t as forthcoming as I had hoped; older/more vocal children helped the younger/less vocal ones. It was during this time that I emphasized to the children the importance of verbally thanking God. I told them that the 10 men in the story were not “bad” people, and that the story reminds us that we must make an effort (be intentional)/we must practice saying thank you. I didn’t use this expression, but we need to cultivate an attitude of gratitude.

Snack time:

I wanted to provide a healthy/healthier snack for the kids for Valentine’s. David put cheese spread on heart-shaped crackers for them, but most of them opted to eat their regular fruit chew snacks. David and I ate most of the cheese and crackers! Some of the kids became a little rowdier – I think because they were very comfortable with David as an adult “playmate” (even though he wasn’t playing with them) and they shouted, “No!” when he asked if they wanted cheese and crackers. I had to tell them twice to say, “No thank you.” David helped to keep the conversation in line during snack time.

Craft: Saying “thank you” in our Valentine’s Day card to parents, and saying “thank you” in a card to each other via the Love Tanks

 As the children who ate more slowly finished up their snacks, I had the rest of the children come to the mat. I explained to them that we were going to make two cards: one for their parents, and one for somebody in the room. I gave instructions that one sentence in each card had to be a thank you sentence. I asked them to think of words they could use in their thank you cards, and I wrote the words on the white board. It was nice practice as the older children would spell out the word for me as I wrote it.

The craft time went alright. I knew it would be a little difficult to make two different cards, but it turned out fine. Some children needed more help than others.

We did not have time for free play and I think that was fine.

 


Thank you David for all of your help! It’s wonderful to see how much the kids love you Uncle Dave :^)

I’m sorry, but I don’t have any photos to post. However, the visual I made for the Bible story is up on the bulletin board.

Next time I teach, I want to begin by reviewing the lesson from the previous week, and then segue into the current day’s lesson. I also want to review the Bible memory verse song and ask why they think it’s important to memorize God’s word.

 

Daniel & the lions' den

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This past Sunday was my first time teaching with EKKO Kids. It was filled with both things that worked well, and things that I know to work on for next time.

After children’s worship, we came to the classroom and sat on the rug. We went over the class rules of Give Me 5.  Then we learned the Bible verse for the week. I had the Bible verse with each word written out on a separate piece of paper and taped to the white board. I taught the children a song with a few claps for the Bible verse. They all responded very well to this as they were attentive. The girls in particular were very enthusiastic about the Bible verse “game”, which was, we would sing the song, but each time we sang it, I would remove the last word of the verse from the white board and I would not sing that word. It ended with the white board empty, and the children singing the Bible verse all on their own. Since it is very easy to memorize a Bible verse when it is put to a catchy tune, Michelle and I took a lot of advantage of this throughout class. As a reinforcement and also to bring us back on focus, we sang the song at various times throughout Sunday school. We also asked the children individually to sing the verse to us (I think most of them were able to – Michelle took care of this while the children were in play time) and then rewarded them with a sticker.

I used paper head puppets while telling the story about Daniel and the Lion’s den. I didn’t stick strictly to the way the story was told in the lesson plan, but added some more details as it is written in the Bible. The children were also very attentive for the story. As in the lesson plan, I opted not to describe the part of the Bible story where the men who accused Daniel to the king, were themselves (with their wives and children) thrown into the lion’s den. This part of the story – about the men being thrown into the lion’s den – was later brought up by Martin while we were doing our activity of play-acting the Bible story, and we play-acted this part out too.

After the story, I asked the children if they had any questions. Then I asked if any of them had any comments. None of them had either questions or comments. I think  next time, I will ask the children open-ended questions to generate thinking/more response.

Michelle had activities for the children to reinforce the story and lesson. First, she had them play act the story with toys. After doing this, she had the children play act the story with each child playing a character. Both of these activities helped to reinforce the story.  It was interesting to observe that the children were not as conversant as I thought they would be when they were play acting. Michelle would ask them what a character might say and they would be very shy about it and not say anything. When she told them what the character might say, the child would repeat it in the play acting. It seems to me that upon the first go-round of play acting, a simple script with promptings from the teacher would work well since I noticed the children being confident about what the character says after Michelle told them what to say. Then on the second go round, I’d be very interested to see how the children would do without promptings.

 

The children behaved well and received 3 marbles in the marble jar.

I did goof up after the children had snack. All of them had gone to wash their hands afterward and Michelle was in the hall watching/helping them. As they trickled back in, I was not really prepared as Michelle was doing the activity. She had explained it to me, but I see that I had interpreted it as kind of a play time. So some of the boys came back first and since Michelle was still with the other children, I thought it best to get the activity  ready and I brought out the toy lions and characters that Michelle had brought. I told the boys to play act the Bible story and for a few moments they did, but then they decided they wanted to play something else. One of them asked me if he could play with the Legos instead, and I said okay.  Shortly after, Michelle and the rest of the children came back and we were in play time way ahead of time. Michelle told the children to put the Legos back because it was not play time. I told Michelle that I had brought out the “Daniel” toys for the kids to act out, but they didn’t stick with it, and that one of the boys had asked if he could play with the Legos, and I had said okay. I wish that I had not only explained what happened to Michelle, but also apologized to both her and the children. I should have told them that I was sorry and that I had made a mistake. I plan to be prepared to admit my mistake and apologize the next time something happens, no matter how embarrassed I am.

A couple of other things: at snack time one of the children started talking about another one of the children, a relative, and saying things about them that were embarrassing. I didn’t say anything at first because I didn’t quite understand who she was talking about, and then I also thought she would stop. However, she went on, and then said something else embarrassing about the child. This prompted another child to say something about it too. At this point, Michelle started another conversation at the snack table. Looking back, of course, I wish I’d known how to address this. If/when this happens again, I think I will say something like, “Sweetheart, let’s not talk about things about other people that would embarrass them.” I might also pose the question of how would they feel if someone said the same thing about them to others. I could also ask if that is a loving thing that they were doing by saying these things. I tend to believe this child said all these things for attention.

Finally, when it really was playtime, some of the children were playing with the game, “Operation”. This game is for kids, and has a naked man on the board with places where you have to remove body parts like the funny bone, etc. He’s very age appropriate with no genitalia. But one of the children pointed to that area and laughed and said a word in Korean. I ignored it because I thought not to make a big deal of it and it would pass. Another child asked me why the man was naked, and I said that it was because he was having an operation. The other child continued pointing that area out and saying the word in Korean. Michelle heard and said something, I can’t remember what, but it made the child stop. Next time, I will just say, “Okay honey, that’s enough” should something like this happen again where a child keeps on about something.

Daniel & the lions' den

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This past Sunday was my first time teaching with EKKO Kids. It was filled with both things that worked well, and things that I know to work on for next time.

After children’s worship, we came to the classroom and sat on the rug. We went over the class rules of Give Me 5.  Then we learned the Bible verse for the week. I had the Bible verse with each word written out on a separate piece of paper and taped to the white board. I taught the children a song with a few claps for the Bible verse. They all responded very well to this as they were attentive. The girls in particular were very enthusiastic about the Bible verse “game”, which was, we would sing the song, but each time we sang it, I would remove the last word of the verse from the white board and I would not sing that word. It ended with the white board empty, and the children singing the Bible verse all on their own. Since it is very easy to memorize a Bible verse when it is put to a catchy tune, Michelle and I took a lot of advantage of this throughout class. As a reinforcement and also to bring us back on focus, we sang the song at various times throughout Sunday school. We also asked the children individually to sing the verse to us (I think most of them were able to – Michelle took care of this while the children were in play time) and then rewarded them with a sticker.

I used paper head puppets while telling the story about Daniel and the Lion’s den. I didn’t stick strictly to the way the story was told in the lesson plan, but added some more details as it is written in the Bible. The children were also very attentive for the story. As in the lesson plan, I opted not to describe the part of the Bible story where the men who accused Daniel to the king, were themselves (with their wives and children) thrown into the lion’s den. This part of the story – about the men being thrown into the lion’s den – was later brought up by Martin while we were doing our activity of play-acting the Bible story, and we play-acted this part out too.

After the story, I asked the children if they had any questions. Then I asked if any of them had any comments. None of them had either questions or comments. I think  next time, I will ask the children open-ended questions to generate thinking/more response.

Michelle had activities for the children to reinforce the story and lesson. First, she had them play act the story with toys. After doing this, she had the children play act the story with each child playing a character. Both of these activities helped to reinforce the story.  It was interesting to observe that the children were not as conversant as I thought they would be when they were play acting. Michelle would ask them what a character might say and they would be very shy about it and not say anything. When she told them what the character might say, the child would repeat it in the play acting. It seems to me that upon the first go-round of play acting, a simple script with promptings from the teacher would work well since I noticed the children being confident about what the character says after Michelle told them what to say. Then on the second go round, I’d be very interested to see how the children would do without promptings.

The children behaved well and received 3 marbles in the marble jar.

I did goof up after the children had snack. All of them had gone to wash their hands afterward and Michelle was in the hall watching/helping them. As they trickled back in, I was not really prepared as Michelle was doing the activity. She had explained it to me, but I see that I had interpreted it as kind of a play time. So some of the boys came back first and since Michelle was still with the other children, I thought it best to get the activity  ready and I brought out the toy lions and characters that Michelle had brought. I told the boys to play act the Bible story and for a few moments they did, but then they decided they wanted to play something else. One of them asked me if he could play with the Legos instead, and I said okay.  Shortly after, Michelle and the rest of the children came back and we were in play time way ahead of time. Michelle told the children to put the Legos back because it was not play time. I told Michelle that I had brought out the “Daniel” toys for the kids to act out, but they didn’t stick with it, and that one of the boys had asked if he could play with the Legos, and I had said okay. I wish that I had not only explained what happened to Michelle, but also apologized to both her and the children. I should have told them that I was sorry and that I had made a mistake. I plan to be prepared to admit my mistake and apologize the next time something happens, no matter how embarrassed I am.

A couple of other things: at snack time one of the children started talking about another one of the children, a relative, and saying things about them that were embarrassing. I didn’t say anything at first because I didn’t quite understand who she was talking about, and then I also thought she would stop. However, she went on, and then said something else embarrassing about the child. This prompted another child to say something about it too. At this point, Michelle started another conversation at the snack table. Looking back, of course, I wish I’d known how to address this. If/when this happens again, I think I will say something like, “Sweetheart, let’s not talk about things about other people that would embarrass them.” I might also pose the question of how would they feel if someone said the same thing about them to others. I could also ask if that is a loving thing that they were doing by saying these things. I tend to believe this child said all these things for attention.

Finally, when it really was playtime, some of the children were playing with the game, “Operation”. This game is for kids, and has a naked man on the board with places where you have to remove body parts like the funny bone, etc. He’s very age appropriate with no genitalia. But one of the children pointed to that area and laughed and said a word in Korean. I ignored it because I thought not to make a big deal of it and it would pass. Another child asked me why the man was naked, and I said that it was because he was having an operation. The other child continued pointing that area out and saying the word in Korean. Michelle heard and said something, I can’t remember what, but it made the child stop. Next time, I will just say, “Okay honey, that’s enough” should something like this happen again where a child keeps on about something.

Margaret - Week 4

Ladies, I'm so upset. I have been doing my homework readings since this morning, came home and finished all my readings, did my Bible Study, and spent an hour responding to all the readings on here. When I went to save it, it took me to a page that said something like "Oops, login again". I lost my entire response. So I spent another 20 minutes retyping my response in a short version. I hit post, and it sent me to the login page. Entire response lost. Now I'm an hour past my bedtime, extremely frustrated, and I won't be home any nights this week due to school and commitments. I will try to post my response again on another night - and type it in Word so that I don't lose it. 

 

:^( mo