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Ages 9-11 Children’s Lessons

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Ages 9-11Children’s Lessons

Sharing in Community of ChristReunion 2010Ages 9-11© 2010 Community of Christ

Faith Formation Individual learning styles, group dynamics, outside environment, and personal needs are important elements to consider when planning formation ministry. In order to create appropriate learning environments, be aware of variations in development and stages of faith formation. These stages are not rigid and individual development is not always linear. (“Faith Development,” in Seasons of the Spirit [Kelowna, British Columbia: Wood Lake Publishing, 2010], 18.

Ages 9-11 Peer group interest is increasing at this age and being a part of the group is very important. Small and large group activities and projects are good ways to engage learners. Reading skills still vary widely. Literal and concrete thinking skills are strong at this age, although learners are also beginning to think abstractly. This age group is often skeptical. These children need to know it is acceptable to ask questions and wonder about new meaning. They need opportunities to begin developing their own belief systems and to make their own decisions. Awareness of a larger world is also increasing, as are feelings about fair play and justice. Learners this age need opportunities to both reflect on justice issues as well as to engage directly and indirectly in the worldwide ministry of the church” (“From Start to Finish,” in Seasons of the Spirit, 18).

Lessons for Ages 9-11Created by

Sanna RogersForest Hills CongregationLaGrange, Kentucky, USA

– 3 – Children Ages 9-11

Sharing God’s Vision for Creation

Focus Scripture(s)Isaiah 11:6, 9

Purpose• To show God’s plan for all creation is

scriptural

• God wants shalom for all creation—justice, well-being, peace, and wholeness

ObjectivesThe learner will:

• better understand God’s love for all creation, including God’s children.

• discuss specific examples and engage in activities that highlight injustice and inequality in the world.

Materials• Bible

• Flip chart

• White board or newsprint sheets (to hang on the wall)

• Words that describe or divide God’s creation written on index cards

• Various colors of large sequins

• Cardstock of any size and color

• Glue

Resources (Check your local library for many of these titles; you may not need all of these, depending on which options in the lesson you choose to teach.)

• Planet Earth. DVD, dir. David Attenborough, BBC Warner, 2007, UPC 794051293824

• The Great Kapok Tree by Lynne Cherry, Voyager Books, 1990, ISBN: 978-0-15-202614-1

• Sharing in Community of Christ: Exploring Identity, Mission, Message, and Beliefs, Herald House, 2010, ISBN: 978-0-8309-1488-3

• The Lion and the Lamb by Susan Skoor, Herald House, 2003, ISBN: 978-083-091068-7

Sharing God’s Vision for Creation

– 4 – Children Ages 9-11

Activates background knowledge, prepares and motivates for lesson.

Invites exploration and interaction

Fear Factor Have each child name the animal or creature they fear the most. List them on a white board or flip chart. Children will enjoy hearing others’ fears. Ask “Why are you fearful? Why would God create things that we fear or that fear each other?” Then read Isaiah 11: 6, 9. How is God’s vision of creation different?

Planet Earth Show a short clip of a predator after its prey from the DVD documentary Planet Earth. Read Isaiah 11: 6, 9 and compare God’s vision to what they just watched. (Note: if you choose this option, preview the DVD series and find a clip of your choice.)

Story Read The Lion and the Lamb by Susan Skoor (Although enemies by nature and instinct, a lamb and a lion meet for the first time thanks to the encouragement of a mutual friend.) Or read The Great Kapok Tree by Lynne Cherry (The many different animals that live in a great kapok tree, in the Brazilian rain forest, try to convince a man with an ax of the importance of not cutting down their home.) Then discuss what it takes for natural enemies to create a bridge of peace.

What Is Shalom?Isaiah 11: 6, 9 is a vision of shalom. Share the definition of “shalom” from Sharing in Community of Christ: Exploring Identity, Mission, Message, and Beliefs, 4. Have the definition written out on newsprint and posted for all to see. In the peaceable kingdom of God, we will live in shalom. Things like anger, fear, loneliness, mistreatment of others, and harm to the planet won’t exist. Explain that as children of God, we are called to make changes. If jealousy and hatred are normal in this world, God wants us to be different, even weird! God is asking, “Are you willing to be different for me? Are you willing to step in when someone is being treated unfairly? Or is not valued?” How do you feel when you read again the words from Isaiah, “and a little child shall lead them”?

Facing InjusticeIsaiah 11: 6, 9 shows the world as it should be and could be—but isn’t. On a large piece of paper or flip chart, have children brainstorm a list of unjust happenings in our world (unfair might be a better term to use). Answers may include: homelessness, poverty, children who can’t go to school, and racism. Encourage their thinking—small as well as big injustices, all ages, men and women, nearby and far away. Then on another piece of paper, make three columns titled Every Day, Sometimes, Rarely. Ask the children to list those same injustices according to how often they think about them or are affected by them. Help them become more aware of injustices going on right in their own neighborhoods.

Consider the Lilies Read Luke 12: 26–32. Discuss God’s attention to even the smallest parts of creation. We, too, are God’s creation and God’s love for us is unending. God clothes the flowers in radiant colors and, likewise, God created us in various colors. But for us God wants much more—a worldwide community where everyone lives in equality and peace. Ask “What are you thinking as you imagine a God who cares for even the littlest part of God’s world?”

– 5 – Children Ages 9-11

Explores how the lesson might be lived out.

Takes the learners from hearing to doing.

Alphabet Creation Divide into groups of three or more. Give each group a large sheet of paper with the letters of the alphabet written down the left-hand side. Give the class a time limit (five to seven minutes should be enough) and then have them simultaneously write one of God’s creations for each letter, to the right of that letter (for example: Alligator, Border Collie, Carrots, and so on). Encourage them to think beyond animals (for example: P for Peace, F for Faith). When time is up, have one group read their list aloud, while other groups cross off any answers written on their papers. Ask “Were there any surprises? Was it difficult to think only about things made by God?” Repeat the process with each group, asking them to share only those items from their lists that had not already been reported.

Pair Up ActivityPair up the class with one student in each pair sitting in a chair facing away, with the other student standing behind. Give each standing student a card with a different word written on it. You may want to use descriptions of God’s vision of creation (for example: peace, shalom, freedom, faith, equal, sharing) or words that divide God’s creation (for example: hunger, poverty, greed, anger). Using a finger, have the standing student slowly write the word on the other’s back until he/she understands it. You may make it a competition or simply allow everyone the chance to finish. Have each pair share their word with the group. Follow up with “It’s not easy to understand the reasons for hunger or poverty in the world just as it wasn’t easy to read the words on your back.”

Craft On cardstock paper use various colored sequins to create a mosaic that represents what they have learned about God’s vision for creation. Children may choose words (for example, peace, justice, change, shalom) or symbols or phrases (for example, peaceable kingdom or the peace symbol). Have children write or draw with glue on their card stock. Place the colored sequins closely together on the glue and allow it to dry. If given enough sequins, the children may also choose to fill the rest of the cardstock with sequins of different colors.

Discuss ways to make the world a little more just and peaceful. For example, start a peace club in their neighborhood, join or start an environmental group at their school, or always stand up for a child who is mistreated.

A = alligatorB = butterflyC = carrotsD = dogsE = elephantsF = flowersG = grassH =I =J =K =L =

“We thank you, God, that there are signs in the world around us to remind us of your love.

Help us to be signs of your love, too. Amen.”

Time of prayer, praise,blessing, and hope.

– 6 – Children Ages 9-11

Focus Scripture(s)Ephesians 2: 13, 14, 17Doctrine and Covenants 163:2a

Purpose• To gain a greater understanding of God’s love

and appreciation of people’s differences and how we should follow Christ’s example on Earth

• To show how Jesus interacted with people from all walks of life

• To show that God’s aim is reconciliation for all by breaking down walls that divide us

ObjectivesThe learner will:

• see how Jesus lived a life devoted to peace for everyone.

• review social and religious differences between Jews and Gentiles around Jesus’ time and compare those differences to dividing influences in today’s world.

Materials• Index cards

• Candy or small snack of teacher’s choice

• Cardboard “bricks” or foam blocks (found in most teacher supply stores)

• Molding clay

• Circle cookie cutters

• Small sticks or skewers

• Craft paints in blue, green, and white

• Craft markers

• Thick string or ribbon

• Wet wipes

Resources• New Testament

• Doctrine and Covenants including Section 163

• Jonah: A Veggietales Movie, DVD, dir. Mike Nawrocki, 2002; Lion’s Gate, 2010, UPC 012236107934

• Peace Begins with You, by Katherine Scholes, Sierra Club Books, Little Brown and Co., 1989, 1994, ISBN: 978-0-316-77440-6

Sharing the Peace of Jesus Christ

Sharing the Peace of Jesus Christ

– 7 – Children Ages 9-11

Activates background knowledge, prepares and motivates for lesson.

Invites exploration and interaction

Word ScrambleUse the focus phrase: Together in Christ. Divide the class into two groups. Write the letters t-o-g-e-t-h-e-r on an index card, but scrambled them up. Do the same on another index card for C-h-r-i-s-t. Give each group one of the index cards. Give them time to unscramble the letters to make the word. Read Ephesians 2: 13–14, 17 and explain that God meant for all to be together in Christ no matter our differences.

Video Clip Show a clip from Jonah: A Veggietales Movie. Jonah is on the ship and he and the crew are playing Go Fish! Because Jonah gets the last card, the crew thinks he has caused the storm. Jonah admits he is running away from God and God is upset with him. He explains to the crew that it’s because he really doesn’t like those horrible people from Ninevah. Jonah shows his prejudice against the fish slapping Ninevites and is unwilling to give them a chance to repent. The start time is 34 minutes, 45 seconds, when the captain says “Okay, here’s the deal.” The end time is 37 minutes, when you hear “Ooooh, fish slappers!” (Total time is 2 minutes, 15 seconds.)

Peace Begins with YouRead all or part of the book Peace Begins with You by Katherine Scholes. The story is long and the first half is enough for this lesson. The book is a good introduction about what peace really is—that peace is not just the absence of war. You may want to brainstorm and then list and discuss various definitions of peace as the students see it. Encourage them to also think personally about peace (for example, having needs met, feeling included, being heard, compromise). Ask “What things did Jesus do and say that supported peace?” (Possible answers: never bullied people; healed sick people; forgave people for sins; stood up for children and poor people.)

Together in Christ Reread Ephesians 2: 13–14, 17. Describe the social condition of the day: the Jews understood themselves to be God’s “chosen” people. God promised to always be their God. At the time, the non-Jewish people, who were called Gentiles, were thought by the Jews to not be part of this promise. The Jews thought the Gentiles were not part of God’s family. There were often bad feelings between the two groups. Jews and Gentiles were different in the way they dressed, what food they ate, and how they worshipped. Discuss some of the ways people today can be different from each other. Then ask students to think of groups that have big differences and can’t seem to get along (Possible answers: gangs; different races and nationalities, different generations, rich and poor). Then explain that Jesus came to Earth to reconcile all people as God’s children.

Blue EyesAt any point during this part of the class session, hand out candy or a small snack to only the blue-eyed children, or those who don’t wear glasses, or tall children. When the others protest, tell them you only like blue eyes. They may respond with “That’s not fair!” or “I can’t help it!” or “Why does that matter?” Discuss their feelings about being excluded. “Did you consider fighting for your fair share? How did the blue-eyed students feel? Superior? Guilty? God doesn’t see our differences as good or bad. God loves all equally.”

– 8 – Children Ages 9-11

Explores how the lesson might be lived out.

Takes the learners from hearing to doing.

Time of prayer, praise,blessing, and hope.

Game The focus of this game is Jesus has broken down the dividing walls between us. This racing game will get students up and moving and works best outside or in a wide open space. Divide the class into two teams and have each team line up single file on the same side. Place a pile of foam or cardboard bricks beside the front of each line. One member of each team will race to a specified spot and lay down one brick before running back to the end of the line. The object is to be the first team to finish their brick wall by using all bricks. If your brick falls off you have to try it again after everyone on your team has a turn. (You can decide ahead of time how wide the walls should be.)

Red Rover Another quick and easy game for children who need to stretch is Red Rover. Some may consider this too rough for their class—it is up to you. This game can be another way to talk about breaking down walls that separate us.

Craft: Clay Worlds of PeaceThis is a two-day project, so be sure to

plan accordingly. Use self-hardening molding clay (found in most craft supply stores) to make miniature world ornaments. Roll out the clay and cut into circles with cookie cutter

(3” diameter is a good size). Show the students how to use a sharpened stick to outline water and land masses. (This does not have to be geographically accurate!) Allow the clay to dry for two days and then paint blue and green accordingly. After the paint is dry, as time allows, use craft markers or white paint to write Peace for All. To use as a hanging ornament or model, just bury the end of a piece of thick string or a ribbon into the top back and affix with clay before it dries.

Ask students “What group of people or topic would you like to learn more about when you go home, perhaps another religion, another culture, a different religious holiday?” “Peace is not a gap between times of fighting, or a

space where nothing is happening.

Peace is something that lives, grows, spreads—and needs to be looked after” (Katherine Scholes, Peace Begins with You [San Francisco: Sierra Club Books, 1994]).

– 9 – Children Ages 9-11

Sharing the Sacred Story

Focus Scripture(s) Psalm 78:4

Purpose To understand that the sacred story in Community of Christ is both scripture as well as other stories of people in relationship with God

ObjectivesThe learner will:

• understand that in Community of Christ the Bible (both Hebrew and Christian scripture), the Book of Mormon, and The Doctrine and Covenants are used as scripture.

• will place themselves as part of the sacred story.

• One copy for each student of the resource sheet Sharing the Sacred Story (provided)

• Wooden plaques at least 8” square

• Paint, stain, markers, stickers for writing on and decorating plaques

• Glue gun

• Thick string or cord for hanging

• Paints or markers

Resources• Bible

• Book of Mormon

• Doctrine and Covenants including Section 163

• “Thy Word” on Straight Ahead, MP3 download, ASIN*: B000T5MJNC

• HS 58, “Now in This Moment”

Materials

Sharing the Sacred Story

– 10 – Children Ages 9-11

Activates background knowledge, prepares and motivates for lesson.

Invites exploration and interaction

Telephone GameTo play this familiar game, line up the students in a row close together. Starting at one end, whisper the short sentence “I am part of God’s sacred story” in a student’s ear and tell them to pass it on. This continues until the last person has heard the message. Have that student tell what they heard. Point out how much better it is to be bold in sharing our witness, to speak out loud so others can clearly hear us tell about our relationship with God.

Thy Word Gather and listen to “Thy Word” sung by Amy Grant. Show students the Bible, Book of Mormon, and Doctrine and Covenants as you help them understand that in Community of Christ we use all three books as scripture—The Bible (both the Hebrew and Christian scriptures), The Book of Mormon, and The Doctrine and Covenants. We have heard Christ speak in all three of these books of scripture. Then remind them that scripture is a trustworthy lamp in the darkness. As the Holy Spirit helps us grow in knowledge and understanding of the scriptures, we value the light it provides as we faithfully follow the way of Jesus Christ.

Guest StorytellerIn addition to scripture, the sacred story is also about all those who have been in relationship with God even though their stories are not included in scripture. We can hear these stories by reading books and listening to their testimonies. ‘

Ask students “Who do you like to listen to when they share their testimony—their witness of how God has moved in their life?” For example, parent, grandparent, teacher, congregation member? What is it about their story that touches you?” Invite a person you know who has special storytelling abilities, and is willing to share his or her testimony, to share with the students.

– 11 – Children Ages 9-11

Ask the students to sing the refrain of HS 58, “Now in This Moment.”

“Dear God, We praise you all the day long for being with us as we write our own story that has not been heard before. Be with us and support us so we know we are not alone. In Jesus name. Amen.

Craft: Family Scripture Plaque Create a family scripture plaque. Introduce this by asking students if their family has a favorite verse or story from the scriptures. You need to ask this a day ahead so students have a chance to talk to family, if they choose. You also may want to have optional scripture passages available for them to use. A few examples are: Psalm 78: 4; Colossians 3:16; Doctrine and Covenants 161: 5; or 3 Nephi 5:8. Plaques are available at most craft supply stores and can be decorated with paint, stain, markers, stickers, etc. So the plaque can be hung on a wall, use a hot glue gun to glue on the think string or cord to the back of the plaque.

Resource Sheet Many people don’t think of themselves as part of the sacred story. Using the resource sheet, Sharing the Sacred Story (page 11), ask students to write down their thoughts on how God has moved in their life. Invite any student who would like to share their written thoughts with the entire class. Be willing to write down your own thoughts and share it with the class. Your modeling for them may help students feel brave and follow your example of witnessing. Be

sensitive to those who decline.

Explores how the lesson might be lived out.

Takes the learners from hearing to doing.

Time of prayer, praise,blessing, and hope.

– 12 – Children Ages 9-11

    13   

 

You are part of the Sacred Story! Spend some time thinking about how God has moved in your life; then write down what you are thinking. Here are some examples to help get you started:   A time when God helped you forgive someone  A time when God made you more aware of the beauty found in ever‐changing nature  A time when God provided comfort and strength when you were feeling afraid  A time when God helped you see ways to help those in need  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sharing the Sacred Story 

– 13 – Children Ages 9-11

SharingOur Enduring Principles

Materials • Flip chart paper

• Poster listing all nine of the Enduring Principles: Grace and Generosity, Sacredness of Creation,Continuing Revelation, Worth of All Persons, All Are Called, Responsible Choices, Pursuit of Peace (Shalom), Unity in Diversity, Blessings of Community

• Slips of paper with an Enduring Principle written on each one. (Make sure you have at least two slips of paper for each Enduring Principle.)

• One white t-shirt for each student

• Tree template (provided)

• Iron-on supplies

• Fabric markers

Resources• New Testament (optional version: The Message

Bible)

• Sharing in Community of Christ: Exploring Identity, Mission, Message, and Beliefs, Herald House, 2010, ISBN: 978-0-8309-1488-3 (also used in lesson one)

• Bore No More 2, 1999, Group Publishing, Inc. ISBN: 0-7644-2109-3

SharingOur Enduring Principles

Focus Scripture(s)Acts 4:32-35

Purpose• Enduring Principles are the heart of how

we express ourselves in Community of Christ.

• Enduring Principles are uniquely expressed throughout the church (We Are One, We Are Many).

• The early Christians also held a common vision of living together as loving disciples of Jesus.

ObjectivesThe learner will:

• read about the early Christian church living out Enduring Principles by following the teachings of Jesus.

• will understand what enduring means and will also become familiar with the nine Enduring Principles in Community of Christ.

– 14 – Children Ages 9-11

Activates background knowledge, prepares and motivates for lesson.

Invites exploration and interaction

Skit“Loving vs. Knowledge” from Bore No More 2. This skit requires three actors. The story is similar to the story of the “Good Samaritan,” and introduces one of the Enduring Principles: Worth of all Persons. The skit also relates well to the focus scripture (Acts 4: 32–35) depicting a zionic community where all are loved and cared for equally and where each responds generously to the example of Jesus Christ. Connection “We can read about a group of people in Acts who lived like the character ‘Brent’ from the skit we just saw.”

BrainstormHave the group brainstorm examples of things they think of as enduring. For example, gravity, parents loving children, sunshine, water, the planet Earth, God’s love. Write their responses on flip chart paper. As a class, discuss what makes them enduring (existed in the past, exists in the present, and will exist in the future). Work together to create a class definition for the word enduring.

God’s love sunshine

gravity water

parent’s love

Principles Discussion Use the poster board listing the nine Enduring Principles. Explain that each of these has been identified to be a significant part of the Community of Christ identity. Share with the students the meaning of Enduring Principles: “Enduring Principles define the essence, heart, or soul of church identity, mission, and message. They describe the personality of the church as expressed through its participants, congregations, and affiliate organizations throughout the world. Some call Enduring Principles “core values.” Others call them “foundational concepts.” Have the students give their opinions on which principles would be the hardest to live out. Which would be the easiest? Why?

Acts 4: 32–35 This passage tells about a community of people who lived out the Enduring Principles. Reading this scripture passage out loud, perhaps from The Message Bible, will help students see a world where the Enduring Principles describe how the people live and are not just ideals. Discuss with them what it would mean to live like these early disciples.

Ask “Could you give up ownership of everything you had? What would be the hardest part? What would you like about living this way?” Discuss the places where they see people who are poor and not treated fairly. Ask “What kind of community do you see in your school? In your church? Is this kind of living possible in the world today? If so, why don’t we do it?”

– 15 – Children Ages 9-11

Explores how the lesson might be lived out.

Takes the learners from hearing to doing.

Charades Play Charades using the Enduring Principles. Divide the class into two teams. Make up slips of paper with one Enduring Principle on it. Be sure to include two or more of each one so the game doesn’t become a process of elimina-tion. Have a student from the first team draw from the slips of paper. Give them one minute to think of a way to act out the Enduring Prin-ciple. The student then must act it out without talking, or pointing to a person or object (tra-ditional charade rules). Give their own team two minutes to guess as the student acts it out. If their team says the right Enduring Principles, award one point to their team. If the student’s team did not guess correctly after time, allow the opposing team 30 seconds to come up with one answer. If it is correct, award the team the point.

• Grace and Generosity • Sacredness of Creation • Continuing Revelation • Worth of All Persons • All Are Called • Responsible Choices • Pursuit of Peace (Shalom) • Unity in Diversity • Blessings of Community

After each round of Charades, ask students how they have seen that specific Endur-ing Principles lived out in the Community of Christ. To keep the activity moving, limit the responses to one student.

Craft Make an “Enduring Principles” T-shirt. Provide each student with a plain white or light colored t-shirt. Use the provided tree template as an iron-on picture. (Iron-on supplies can be found in most craft or computer supply stores.) Using fabric markers, students can write Community of Christ on the trunk and then label each branch with a chosen key word depicting an Enduring Principle: Grace and Generosity, Worth of All Persons, Sacredness of Creation, All Are Called, Continuing Revelation, Responsible Choices, Pursuit of Peace (Shalom), Unity in Diversity, Blessings of Community. Of course, the shirt can be embellished as desired.

Dear Lord, Thank you for the community of those who try to live the Enduring Principles. Help us to be open to new ways we can live them every day. In Jesus name, Amen.

Using a flip chart or white board, have students list some of their own enduring principles. As an example:

As a son/daughter, it’s important that I _______________________. As a friend, it’s important that I _____________________________. As a student, it’s important that I ____________________________. As a member of Community of Christ, it’s important that I _____________________. As a Christian, it’s important that I __________________________. As a child living in (insert name of country here), it’s important that I ________________. Option: Although this is the fourth day of class, encourage students to memorize all nine Enduring Principles of Community of Christ by the time they leave at the end of camp. You may ask them to be accountable to a family member or church member.

Time of prayer, praise,blessing, and hope.

– 16 – Children Ages 9-11

Tree provided by Artist Dan Lambert of Lexington, Kentucky

– 17 – Children Ages 9-11

Focus Scripture(s)John 21:17

Purpose We tell others about Jesus Christ by generously sharing our witness, resources, and our help.

Taking part in communities (local and worldwide) is the way we live as disciples of Jesus Christ.

Materials• One balloon per student

• Permanent markers

• Long strips of drawing paper

• Colored pencils or crayons

• M & M’s® candies (enough to give ten to each student)

• Bowl to hold candies

• Several colors of embroidery thread (8–10 strings per bracelet)

• Beads or charms (optional)

• Safety pins or small pieces of cardboard to hold down the embroidery thread

• Scissors

• Tape

• Clay pots (any size)

• Magazine (to cut out pictures symbolizing the sheep Christ is asking us to feed)

• Paints and brushes

• Glue

• Mod Podge® or similar sealant

ObjectivesThe learner will:

• will discover what Jesus meant when he said “feed my sheep” and ways to live out that call in today’s world.

• will recognize that taking part in communities helps us share God’s mission in the world. Resources

• New Testament

• www.wikihow.com/Make-a-Friendship-Bracelet

Sharing God’s Mission in the World

Sharing God’s Mission in the World

– 18 – Children Ages 9-11

Activates background knowledge, prepares and motivates for lesson.

Invites exploration and interaction

Mission BalloonsHave each student blow up a balloon but not tie it off. Have them use a permanent marker to write on the balloon an example of a gift or resource God has given them to use in helping to carry out God’s mission in the world: being a good listener, enjoying meeting new people, having extra money or toys to share with others, having love for people who are different, loving nature and having a desire to protect it. All together, have students release their balloons and watch where their particular balloon lands. Once all have located their balloons, get the students in groups of three or more (those standing closest together). Have them briefly tell their group how they can share their gift from God as they go into the world in peace. Emphasize that throughout their lifetime they may have opportunities to share God’s mission in familiar or faraway places.

Scripture Story Before reading the story about Jesus and the disciples on the beach of the Sea of Tiberias found in John 21: 1–17, ask the students to put themselves in the story. Ask them to pay attention to what sights, smells, or sounds they notice using their imagination. After reading the story, ask the students, “Who or what would you have been in the story? What did you see, smell, or hear in your mind as you heard the story? What did you still wonder about by the end of the story?” Provide pairs of students with a long strip

of paper. Ask them to draw a series of pictures that retell the story and include cap-tions where possible. Participant pairs can then share their retelling with the rest of the group. Mention how different people see the story from different perspectives and emphasize different things they notice in the story. Point out that the role of a

disciple is to continue the work of their master or teacher when they are absent. Ask them what they think Jesus is calling his disciples to do.

– 19 – Children Ages 9-11

Explores how the lesson might be lived out.

Takes the learners from hearing to doing.

Time of prayer, praise,blessing, and hope.

Craft Give each child a clay pot and have them paint the top, outer rim, including the words Feed My Sheep. While that is drying, have them cut out pictures from magazines of people, families, or communities who represent the sheep Christ is asking us all to feed. (You may choose to already have these cut out.) Have the students decoupage (or glue) the pictures onto the outside of the pots, below the rim. Seal it with Mod Podge or similar sealant. Remind the students that sharing their witness, their resources, and helping others are like seeds planted in the hearts of others. They may grow and flourish.

Friendship BraceletsUse embroidery thread or floss (available from most craft or sewing store) in several colors to create mission bracelets. Beads or a simple charm may be added to one end. The students may not have time to finish these but can do so on their own. These should be worn as a reminder that God is depending on each of us to spread God’s message of hope and love to all people. Detailed directions may be found at www.wikihow.com/Make-a-Friendship-Bracelet.

Sharing Witness, Resources, and Help Have the students sit in a circle. Give each of them ten M & M’s® as tokens. (Give only five tokens to make the activity shorter.) Each student gives the others an example of witness sharing (inviting a friend to reunion), resource sharing (giving money during Disciple Generous Response), or helping (shoveling a neighbor’s driveway) that he or she has done or will do. Whoever has or will do that same activity adds their token to a bowl in the center of the circle. Discussion: “Look at all the different tokens we’ve collected. Each of them represents ways we can share God’s mission in the world. Did you notice how, by sharing together and listening to each other, we discovered new ways to live as disciples of Jesus Christ?”

God, we are thankful for this shared reunion experience. Fill us with your life as we go now to share in your mission in the world. Amen.

Feed My Sheep

– 20 – Children Ages 9-11

Sharing as a Generous Disciple

6Focus ScripturesMark 12:41–44 Doctrine and Covenants 163:9

PurposeJesus used every opportunity to teach his disciples how to follow his ways. When he saw a widow come into the treasury at the temple, and humbly give all that she had, barely a “penny’s worth” (Mark 12:42 NRSV), he used this to teach his disciples about generosity.

We give in response to God’s grace to us. God wants us to give to our “true capacity.”

Having received God’s generous grace we can respond generously. Children have experienced this too, through the love of their parents and other caregivers. Children are eager to give of themselves, to share with others.

Materials• Crayons, washable markers, colored pencils,

blank paper (1 sheet for each child)

• Several copies of the pictures of the widow’s two small copper coins—copy and cut out from this page

• A copy of the can wrapper page for each child

• One empty, clean food can (4in/10cm tall, with 2.5in/6.5cm diameter) for each child.

• Transparent tape

• Lectionary Story Bible, Year B, page 225

• Mission Tithes envelopes for children (available from your Congregational or Mission Center Financial Officer). See an example of the envelopes at www.CofChrist.org/generosity/kids-envelopes.asp

ObjectivesThe learner will:• Know that God’s grace is always available to us

• Respond to God’s grace by generously giving and receiving

• Give money and help to others; receive money and help from others.

ResourcesLectionary Story Bible, Year B, or another children’s Bible with the story of the widow’s two copper coins

Mites, smaller than a dime. Two are worth one penny. Ancient mites can be purchased from coin dealers today.

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Story: The Widow’s Two Copper Coins

Read this story from the Lectionary Story Bible, Year B, page 225. Mark 12:41–44.

41 He sat down opposite the treasury, and watched the crowd putting money into the treasury. Many rich people put in large sums. 42 A poor widow came and put in two small copper coins, which are worth a penny. 43 Then he called his disciples and said to them, “Truly I tell you, this poor widow has put in more than all those who are contributing to the treasury. 44 For all of them have contributed out of their abundance; but she out of her poverty has put in everything she had, all she had to live on.”

Spread the copies of the widow’s two small copper coins in the center of the circle. Say that it would take two of these to equal less than one of the smallest coins we have today. (Note to teacher: show an example of whatever the smallest coin is in the currency of your country,

Invite children to sit in a close circle. Talk about what they own, what they have that’s very valuable or special to them. It may be money, or a pet, or book, or whatever.

Now ask if they would be willing to give everything they have to God. In today’s story, there was a poor woman who did.

Pause, and ask if any child wishes to offer a prayer about sharing.

and explain this is what is meant by the reading from Mark when he writes about a “penny”). Even during the time of Jesus in Jerusalem, a copper coin was worth very little. Discuss:

1. Do you have any coins that are worth less than a penny? (Note to teacher: use the smallest coin in the currency of your country). What coins do you have?

2. The widow gave God all the money she had to live on. Why did she give everything she had? How do you think she felt about God?

3. Think about how many things you have. Would you give all of that to God today? Would you give it to someone who really needs it?

Explain that Grace and Generosity is one of Community of Christ’s Enduring Principles, which we studied in our last class together. The church believes that God has given us so much we can never reach as high, go as far, or give as much as God’s giving.

Read Doctrine and Covenants 163:9 (adapted for children).

As you grow as my disciple, you see how generous God has been if you share with a full heart, not because you are commanded to. Give generously what you are able to give, out of your true capacity. Joy and peace will come to you as your heart grows generously without expecting anything in return. How else would you expect God to be, who gives forever for all creation?

1. Does the scripture command us to give a certain amount? What does it say instead?

2. What does it mean to give “according to your true capacity”? How do you know what your true capacity is?

Activates background knowledge, prepares and motivates for lesson.

Invites exploration and interaction

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Have the children gather in a circle and pray that their giving will go to those in need.

Sing the camp song “Freely, Freely.” Show children the Mission Tithes envelopes for children provided by your Congregational or Mission Center Financial Officer. These are for them to put their money in, if they would like to use them. (Information on these envelopes is at www.CofChrist.org/generosity/kids-envelopes.asp)

I “Can” GiveGive each child a copy of the can wrapper page to color, and washable markers or crayons. Invite them to color and, if they choose, they may draw a picture of themselves standing next to Jesus. Help them write their name on the can wrapper for their Mission Tithes can.

After they have colored their wrapper page, cut them out, then tape the wrapper around the empty food can. Attach the “lid” according to instructions on the can wrapper.

When finished, have them put some of the coins that were used earlier in their Mission Tithes can. Let them take their cans home to collect their Mission Tithes.

Takes the learners from hearing to doing.

Explores how the lesson might be lived out.

Time of prayer, praise,blessing, and hope.

– 23 – Children Ages 9-11