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    ma ke it

    s t ic k

    70 Pr ac tica l Ideas f or Ser mons , Boar d Meetings ,

    Small Gr oup Gather ings , and Holiday s

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    make it

    s t ic k :

    7 0 Pr actica l Ideas f or Ser mons , Boar d Meetings , Small Gr oup Gather ings ,

    and Holiday s

    Loveland, Coloradowww.group.com

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    Make It Stick Copyright 2007 Group Publishing, Inc.

    All rights reserved. No part o this book may be reproduced in any manner whatsoever without prior written permission rom the publisher, except where noted in the text and in the case o brie quotationsembodied in critical articles and reviews. For in ormation, e-mail Permissions at in [email protected] or

    write Permissions, Group Publishing, Inc., Ministry Essentials Dept., P.O. Box 481, Loveland, CO 80539.

    Visit our Web site: www.group.com

    CreditsCompiling Editor: Mike NappaEditor: Candace McMahanChie Creative O cer: Joani Schultz Copy Editor: Ann JahnsArt Director/Cover Art Director: Je StormCover Photographer: Rodney StewartProduction Manager: DeAnne LearInterior Designer: Pamela Poll

    Unless otherwise indicated, all Scripture quotations are taken rom theHoly Bible , New Living ranslation, copyright 1996, 2004. Used by permission o yndale House Publishers, Inc., CarolStream, Illinois 60188. All rights reserved.

    Some o the activities in this book are drawn rom sources previously published by Group Publishing,Inc. Posture o Prayer, Sweet Hearts, Get O My Pew! No Random Gi t, Free at Last, WeddedBliss, Dressed or Winter, Spring Cleaning or the Soul, Happy New Li e, and Gods Restcopyright 1995 Nappaland Communications, Inc. All rights reserved. Reprinted by permission romBore No More by Mike and Amy Nappa. For more in ormation or to contact the authors, access theInternet magazine or amilies at www.Nappaland.com.

    Library o Congress Cataloging-in-Publication DataMake it stick : 70 practical ideas or sermons, board meetings, small groupgatherings, and holidays / with an introduction by Alan Nelson, executiveeditor o Rev! Magazine ; [editor, Candace McMahan ; compiling editor, MikeNappa]. -- 1st American pbk. ed.

    p. cm.Includes indexes.ISBN 978-0-7644-3557-7 (pbk. : alk. paper)1. Communication--Religious aspects--Christianity. 2. Pastoral theology.I. McMahan, Candace. II. Nappa, Mike, 1963-BV4319.M25 2007251.08--dc22

    2007009149ISBN 978-0-7644-3557-710 9 8 7 6 5 4 3 2 1 16 15 14 13 12 11 10 09 08 07Printed in the United States o America.

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    People retain only 10

    percent of what they hear,but 90 percent ofwhat they experience.

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    Part One: The Case for Experiential LearningMake Your Sermon 90% Stickier! by Alan Nelson,Executive Editor o REV!Magazine ......................... 10How to Use This Book ......................................... 20

    Part Two: The Experiences

    Make Your Message Stick From the Pulpit 1. Pew Expectations ............................................. 28

    Romans 5:3-4 (Discom ort)2. Hands in Your Poc ets ...................................... 30

    Romans 7:4-6 (Freedom)3. Ready, Set, Pray ................................................ 32

    Romans 8:22-27 (Prayer)

    4. Spiritual Gi ts Indicators ................................... 3Romans 12:6-8 (Spiritual Gi ts)

    5. Crisp Clap ........................................................ 38Romans 15:5-7 (Unity)

    6. Can You Read My Mind? ................................. 01 Corinthians 2:10-16 (Gods Will)

    7. What Is It? ....................................................... 22 Corinthians 4:17-18 (Perspective)

    8. Hidden Strength ............................................... 52 Corinthians 12:7-10 (Wea ness)

    9. Li t ................................................................... 82 Corinthians 13:3-4 (Strength)

    10. Liar Liar ............................................................ 502 Corinthians 13:8 (Truth)

    11. Interesting Impressions ..................................... 52Galatians 1:13-24 (Sharing Faith)

    12. Instant Service .................................................. 5Galatians 5:13 (Serving)

    13. Wiped Clean ................................................ 56Ephesians 1:4-7 (Forgiveness)

    contents

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    14. A Squiggle in Eternity ....................................... 58Ephesians 4:4-8 (Body o Christ)

    15. I Dont Thin Youre a Pig ............................. 60Ephesians 4:29 (Encouragement)16. Penny or Your Future ......................................63

    Philippians 1:12-14 (The Future)17. Scripture Mirrors ........................................... 65

    Philippians 2:5-11 (Humility)18. 10-Second Masterpiece .................................... 68

    Colossians 1:11-12 (Patience)

    19. In-Your-Face Prayer ....................................... 701 Thessalonians 1:2-3 (Praying or Others)

    20. Letters From God ............................................. 721 Thessalonians 5:9-11 (Salvation)

    21. Bursting Point .................................................. 72 Thessalonians 3:16 (Stress)

    22. Les Misrables .............................................. 761 Timothy 1:13-16 (Mercy)

    23. Million-Dollar Blessings.....................................781 Timothy 6:6-11 (Money)

    24. Pop Quiz! ..................................................... 80Titus 3:4-7 (Heaven)

    25. Posture o Prayer .............................................. 82Philemon 4-21 (Praying or Others)

    Make Your Message Stick In Pastoral Staff and Board Meetings

    26. Love List ........................................................... 86Romans 12:9-10 (Relationships)

    27. Doors o Foolishness ..................................... 881 Corinthians 1:18-31 (Wisdom)

    28. Q & A With a Bible ........................................... 91

    1 Corinthians 2 (Questions)29. Pie Charts ........................................................ 931 Corinthians 9:19-23 (The Church)

    30. Li e on the Scales ............................................. 951 Corinthians 10:23-24, 31 (Balance)

    C O N T E N T S

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    31. Its Photocopied All Over Your Face .................. 971 Corinthians 13:12 (Truth)

    32. Churches R Us .................................................. 99Ephesians 4:11-13 (Leadership)33. Sweet Service ................................................. 101

    Philippians 2:3-4 (Motivation)34. What I Thin About Me...............................103

    Philippians 3:4-21 (Sel -Image)35. Matchstic s .................................................... 107

    Philippians 4:6-7 (Burnout)

    36. Than You ..................................................... 109Philippians 4:8-9 (Team Building)

    37. Up in the Air .................................................. 111Colossians 1:18-19 (Priorities)

    38. Critical Issues ................................................. 111 Timothy 4:16 (Doctrine)

    39. Wordless Stories .............................................1172 Timothy 4:1-2 (Sharing Faith)

    40. Follow the Leader........................................... 119Titus 1:6-9 (Leadership)

    Make Your Message Stick In Adult Small Group and Sunday School Settings

    41. Frozen Clay ....................................................122Romans 8:29 (Christ-li eness)

    42. I I Had a Servant............................................ 12Romans 12:13 (Serving)

    43. Circle Out, Circle In ........................................ 126Romans 12:15-20 (Reconciliation)

    44. Dirty Hands .................................................... 1291 Corinthians 6:9-11 (Salvation)

    45. Lesson From a Lea ......................................... 131

    1 Corinthians 12:1-11 (Spiritual Gi ts)46. A Rose by Any Other Name ............................ 1332 Corinthians 2:15-17 (Sharing Faith)

    47. Chair Concerns .............................................. 135Galatians 5:14-15 (Con ict)

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    48. Passing Grade ................................................ 137Ephesians 2:1-10 (Grace)

    49. Heavy Burdens ............................................... 139Colossians 3:13 (Relationships)50. Whats in Your Wallet? ................................... 1 2

    Colossians 3:17 (Christ-li eness)51. Strange Behavior ............................................1

    1 Thessalonians 4:1 (Right Living)52. Mr. Hollands Opus ......................................... 1 6

    1 Thessalonians 5:12-13 (Honoring Leaders)53. Monsters! ...................................................... 1 8

    2 Timothy 1:7 (Fear)54. Puzzler ........................................................... 151

    2 Timothy 3:16-17 (The Bible)55. Christianity Isnt or Wimps ............................ 153

    2 Timothy 4:5 (Su ering)

    Make Your Message Stick On Holidaysand Special Occasions

    56. Baby Powder and the Holy Child .................... 156Romans 1:2-3; 15:8-13 (Christmas)

    57. Go! Fight! Win! .............................................1581 Corinthians 9:24-27 (Super Bowl Sunday)

    58. Communion Bread Ba ers .............................. 161

    1 Corinthians 11:23-26 (Maundy Thursday / the Lords Supper)

    59. Sweet Hearts.................................................. 1631 Corinthians 13:1-13 (Valentines Day)

    60. Photo Gallery o Easter in Action .................... 1651 Corinthians 15:1-8 (Easter)

    61. Absurd but True ............................................. 1671 Corinthians 15:12-23 (Easter)

    62. Get O My Pew! ............................................1692 Corinthians 5:17 (Autumn)

    63. No Random Gi t .............................................1722 Corinthians 9:15 (Christmas)

    C O N T E N T S

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    64. Free at Last .................................................... 175Galatians 4:4-7 (Independence Day)

    65. Wedded Bliss ................................................. 177Ephesians 5:21-33 (Weddings)66. Three Amigos ................................................. 179

    Ephesians 6:2-3 (Mothers Day / Fathers Day)67. Dressed or Winter ......................................... 181

    Ephesians 6:10-20 (Winter)68. Spring-Cleaning or the Soul .......................... 183

    Philippians 2:14-15 (Spring)

    69. Happy New Li e.............................................. 185Colossians 3:1-10 (New Years Day)

    70. Gods Rest ...................................................... 1872 Thessalonians 1:7 (Summer)

    Index

    Ris Rating Index .................................................. 191

    Theme Index ......................................................... 196Scripture Index ..................................................... 199

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    P A R T onethe case forexperientiallearning

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    Education is not the flling o a pail,but the lighting o a fre.

    William Butler Yeats

    Trouble in the Faith Factory

    Imagine youre the CEO o a computer actory. One day, whiletouring the assembly line, you notice that nine out o every 10 comput-ers are dropping o the conveyor belt, crashing onto the oor. Aghast, you sprint to the emergency switch and shut down the line. Whatsgoing on? you shout. Why isnt somebody doing something to preventthis? I you were in charge o the assembly line, youd do somethingabout it, wouldnt you?

    Now move rom the computer actory to the sanctuary. By the time your people reach the exit o your church, theyve already orgottenover 90 percent o what you just invested more than hal o your work- week preparing. Lets say the typical pastor in America works 50 hoursper week, 25 o these hours on sermon preparation and presentation.Research numbers vary, but based on a $40,000 annual salary and over300,000 churches, that equates to more than $115,000,000 per week inmessage preparation. In light o cultural trends and church growth inAmerica, I would argue that we are not seeing a positive return on thissignifcant investment.

    What can we do to make our investment yield higher returns, assum-ing that the more Gods Word lingers in the minds and hearts o ourpeople, the more their lives will be trans ormed?

    make your sermon90% stickier!

    by Alan Nelson, Executive Editor o REV! Magazine

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    Active Learning Tere is a proven way to signifcantly increase the residual e ect o oursermons. It is a method that Jesus o ten implemented as well as theapproach that organizations such as Group (the publisher o this book)and the American Society o raining and Development utilize. Edu-cators re er to it as active learning. And it works: research indicates thatpeople remember 5 to 10 percent o what they hear but 80 to 90 percento what they experience.

    How Did Jesus Teach? Whether he was mentoring one-on-one, instructing a small group, orteaching the masses, Jesus employed a variety o teaching methods: lec-ture, parables (with and without explanation), visual aids, the Socraticmethod, and active learning. Power ul examples o active learninginclude Jesus turning water into wine ( John 2:1-11), instructing one o his disciples to catch a fsh and pull a coin out o its mouth (Matthew 17:24-26), healing a blind man by mixing his spit into the dirt and

    making mud (John 9:1-11), cursing a fg tree and causing it to witherin ront o the disciples (Matthew 21:18-22), inviting Peter to walk on water (Matthew 14:25-33), and encouraging Tomas to touch hisside (John 20:27). In all these examples, he moved his listeners beyondlistening into the realm o experiencing the truths he wanted them tounderstand.

    When you think about it, Jesus primary discipleship method wasa three-year experiential model whereby the welve did li e with him,resulting in the most e ective trans ormation o a single small group inrecorded history! While we cant embark on three-year camping trips with our people, wecan use brie , experiential learning events withinthe context o worship services, board retreats, sta meetings, and smallgroups to move them toward more pro ound learning.

    How Do Busine ss Leaders Teach? Te American Society or raining and Development is a 70,000-member pro essional organization that trains the trainers o Ameri-can and international corporations, including Fortune 500 companies. When I registered or AS Ds certifcation, I assumed Id be receivinga covey o training tools with power ul statistics, PowerPoint slides, and

    M A k E Y O U R S E R M O N 9 0 % S T I C k I E R !

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    notes on e ective education. Instead I received two days o nonstopactive-learning examples and experiences. Big business has discoveredthat active learning is not just or public school students; it is an e ec-tive way or adults to acquire vital job in ormation. Churches woulddo well to discover what their corporate colleagues, i not their lead eacher, know about how people learn.

    The Importance o InteractionIn an educational study, during each o fve lectures, a teacher paused

    or two minutes at three di erent times. During the pauses, students worked in pairs to discuss and rework their notes, and no interactionoccurred between the instructor and students. At the end o each lec-ture, students were given three minutes to write down everything they could remember rom the lecture; then, 12 days a ter the last lecture, thestudents were given a 65-item, multiple-choice test to measure long-term retention.

    Te researchers also tracked a control group, which attended the

    same lectures but wasnt o ered the pauses, and this group was similarly tested. Te same research test was conducted twice, and the results were

    striking and consistent: Students who interacted at various pointsthroughout the lectures did signifcantly better on both the ree recalland the comprehensive test. In act, the magnitude o the di erence inmean scores between the two groups was large enough to make a di er-ence o two letter grades!1

    Do you realize what this means? I we talk six minuteslessand engagein an activity that rein orces what we teach, people will learn far more .

    How Do Pastors Teach?More and more pastors are trying to make their teaching more mean-ing ul and in the process are rediscovering their roots in the early church. Teyre communicating through story, experience, and word pictures. Te rise o the arts in the church is also a move in this direction, sincethe arts touch us emotionally, making our messages more memorable. Trough movie clips, high-tech sound systems, candles, and mood

    1. K.L. Ruhl, C.A. Hughes, and P.J. Schloss, Using the pause procedure to enhancelecture recall, eacher Education and Special Education [Winter 1987], 14-18.

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    lighting, the church is intuitively embracing active-learning principles.Even so, the concept o active learning still isnt on the typical pas-

    tors radar. I Jesus and top trainers use this method, why dont most o us in ministry? I can think o at least fve reasons:

    1. Weve not seen this method modeled. Most o us in church leader-ship have assumed that the best way to teach is to mimic what weve expe-rienced in public education, seminaries, pastor con erences, and church serv-ices. We rarely question whether this is the most e ective way to teach.

    But i we bear in mind that the goal o Christian education is notcontent acquisition but li e trans ormation, our methods will change.Remember, or a large part o his ministry, Jesus had only 12 students,and they accompanied him on a three-year experiential journey.

    2. Using traditional lecture methods, the pastor gets to be the star. raditional teaching methods make the teacher the center o attention.An underlying message is Look at me. Listen to what I have to say. Imin charge. Im educated, the authority on this subject. You need what Iknow. But this approach isteacher based, not learner based.

    Te sage-on-the-stage mindset is a act o li e that even the mosthumble o us wrestles with, i were honest. By designing messages andselecting methods that ft our teaching style instead o our listenerslearning style, we put ourselves frst.

    3. Active learning requires more work. Surveys show that the oneacet o their calling pastors enjoy most is preparing and delivering ser-

    mons. Tats one reason more than hal o the typical pastors workweek is invested in message prep. Most o us fnd pleasure in being seques-tered in our studies, removed rom the ray, preparing the spiritual mealo the week or our ocks. While much sermon preparation is construc-tive, it is not healthy i it lulls us into avoiding the hard work o min-istry: understanding where our listeners are in their lives and cra tingmessages that will truly a ect their lives. Designing a one-way message,lecture, or speech is ar easier than cra ting a compelling experience thatmoves people rom being mere hearers o the Word to doers.

    Jesus o ten pushed the envelope with his audience, asking strategicquestions and challenging com ort zones. He called people out o theboat physically, not just intellectually.

    4. Active learning is risky. Experiential learning is unpredictable.Neither you nor the participants can predict what the outcome will be.

    M A k E Y O U R S E R M O N 9 0 % S T I C k I E R !

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    But surprise is a wonder ul part o authentic learning. When people arecaught o -guard, they are much more likely to remember the lessonthan i theyd seen the point coming rom a mile away.

    Handing over the learning process to disciples, even in part, is a scary process, or both teacher and student. When Jesus told his disciples

    hed be leaving them soon, they were ull o anxiety. But to produce true disciples, Jesusknew he had to release them to learn ontheir own.

    5. Active learning expects more o learners. By providing listeners with notes,

    PowerPoint slides, so t seats, and climate-controlled environments, wemay be inadvertently sabotaging congregants ability to grapple with andinternalize the truths were trying to impart. Are we creating consum-ers, spiritual spectators who only think theyre participating? Because we have ailed to engage them emotionally, physically, and relationally,are they absorbing less? We leave it up to them to apply what theyve

    learned cognitively, butlets be honesthow many people really do?No wonder so many people can attend church or years, gleaningactoids and doctrine, and still ail to mature in their aith or re ect love

    in their relationships. Tey havent internalized the messages theyveheard because weve used methods that ail to engage them in dynamic,robust learning.

    Lewis Carbone writes inClued In, I you are considering how youeelabout Starbucks, you are thinking about the Starbucks brand. I you

    think about how you yourself feel as a result o a visit to a Starbucks, youare relating to the experienceWhat customers value is the experi-ence. And thats what they associate with the brand.2 In the context o the local church, good learning has taken place when people leave say-ing, Wow, that was a wonder ul message.Great learning has occurred when people leave saying, I eel as i I connected with God.

    The Big Reason: Bad ExperiencesMany pastors have another reason to avoid experiential learning meth-ods: Teyve had bad experiences with them. Perhaps they took part

    2. Lewis Carbone,Clued In: How to Keep Customers Coming Back Again and Again, UpperSaddle River, NJ: Financial imes Prentice Hall, 2004, 44.

    Its not that the Word issterile; rather, our methods o

    teaching it are impotent.

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    in a cheesy activity at a camp or retreat orthey participated in a poorly executed dis-cussion that le t them thinking, I thatsactive learning, you can keep it. In orderto prevent their own people rom su eringthrough embarrassing moments and head-ing or the doors as ast as they can say,Share with your partner, theyve given upactive-learning methods altogether.

    Poor teaching is poor, whether its donein the context o a lecture or an attemptat active learning. But just because a pas-tor has had a bad experience with activelearning, continuing to deliver orgettablemonologues every week is not the answer.

    Developing quality active learning expe-riences is not easy. It requires practice and

    honing. But it is worth the e ort.

    Six Elements oE ective Active Learning o really engage people in authenticlearning, a quality active-learning experi-ence should contain all o the ollowingelements:

    1. It involves everyone. Sitting in acom ortable seat while listening to a talk-ing head is an easy but lazy way to obtainin ormation. Why not watch television,read a book, or watch a video instead?Moreover, involving only a ew people inan active-learning experience will not havemuch o an e ect on the entire congrega-tion. o be truly memorable, the experi-ence should involveeveryone .

    2. It is an adventure. Participants inan active-learning experience dont know

    An easy way to remember the

    elements o authentic learningis through this acrostic Grouphas developed: R.E.A.L. R.E.A.L. learning isRelational We o ten learnbest when were interactingwith others, who provide

    unique perspectives andinsights as well as listeningears to our thoughts inprocess.Experiential Physicalinteraction that also engagesmultiple senses cementslearning.Applicable Good teachingis relevant. It connects ideaswith everyday li e by ocusingon how in addition to what .Learner-based E ectivecommunication begins withan understanding o theaudience. Thats why Jesusnever used canned approacheswhen explaining the ingdom;rather, when he was spea ingto shepherds, he tal edabout lost sheep; to armers,vineyards; to fshermen,

    fshing or men; to a womanetching water, living water; to

    philosophers, li es riddles.

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    what the outcome will be; in act, even the designer o the activity cantpredict the outcome. Tats what makes active learning di erent roman object lesson, the outcome o which is controlled. Participants mightrespond with laughter, embarrassment, chatter, thought ulness, andeven tears. Whatever the responses, the learning will be rich.

    3. It stands alone as a un or captivating thing to do with riends.E ective learning activities are intrinsically interesting. Tey cause par-ticipants to want to share the ideas with people outside o church.

    4. It evokes emotion. Te emotional element is what drives an experi-ence rom short-term to long-term memory. When you ask people tore ect on the most memorable times in their lives, they nearly always re erto times o intense emotions, both positive and negative. Just as searing asteak locks in its avor, emotions serve as the glue that seals learning.

    5. It is age-appropriate. One reason pastors reject active-learningmethods is that the ones theyve experienced were childish or goo y. Itis imperative that these experiences genuinely appeal to the age groupto which theyre directed.

    6. It is coupled with strong debriefng and world-class questions.Even a modest time spent re ecting on an activity deepens learning.One o the most valuable benefts o discussions with a partner or asmall group is the insight participants gain intothemselvesas a result o articulating their thoughts and eelings. Putting thoughts into wordsrequires next-level thinking. How can we truly know or understandsomething i we cant begin to articulate it?

    Great questions are open-ended; there are no right or wrong answers orsimple, one-word responses. Instead, answers are individual and di erent,depending on the respondents unique perceptions, knowledge, personal-ity, and experiences. Great questions are never lame, obvious, or leading.

    Reminders o Important Truths When people have a good experience, they want a reminder o it. Whenthey go on vacation or attend a theme park, concert, or camp, they wantto take home something that will help them remember the experience.For many its a photo. For some its a -shirt. For others its a trinket.Physical objects stimulate our memories o important events.

    When the people o Israel crossed the Jordan River into thePromised Land, they took a dozen stones rom the river bottom and

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    created a monument that would cause uture generations to ask why the stones were there (Joshua 4:4-7). Jesus gave new meaning to mud,to fsh and small loaves o bread, to water and wine, to ointment, andto an instrument o death. Te items became signifcant because o themeanings attached to them. Troughoutbiblical history, mundane items took onspecial meaning when attached to impor-tant events and principles.

    By giving people simple items symbol-izing biblical truths, we can provide daily reminders o those truths.

    Creating a BuzzOne benefcial side e ect o active learning in the church is that itgets people talking about their Sunday experience throughout the week. Tey tell their riends, neighbors, associates at work, and rela-tives about the unusual thing they did in church, or they share the

    souvenir they took away rom the Sunday message. Te more peopletalk about these experiences, the more your church will stand out andthe more others will want to visit. Because youve made the Biblerelevant to their lives, youve turned spectators into participants, con-sumers into evangelists.

    But StillAll these considerations aside, when you think about employing new teaching methods in your own church, you may still have reservations.For example, you may be wondering,

    Is active learning really easible in large groups? You might consideremploying active-learning techniques in relatively intimate settings suchas sta meetings, leadership retreats, and small groups, but you still cantenvision using them in typical Sunday morning worship services.

    So begin with baby steps. Dont go or the deep end right away. Wadein frst; then swim. Youll be amazed at how well people respond i yougradually introduce active learning at nonthreatening levels and thenoccasionally deepen the involvement. Here are levels you might movethrough as you gradually introduce your congregation to the idea o active learning:

    People retain only about10% o what they hear or read,

    but up to 90% o what theyexperience.

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    Level 1:Employ a visual aid, creating a metaphor or a key point. Level 2:Recruit one or more members o the congregation to dem-

    onstrate a point in ront o the entire body. Level 3:Ask everyone to participate in an experience by creating a

    written or visual aid o their own. Level 4: Involve everyone in an experience and then ask them to

    debrie the experience with two, three, or our people sitting near them. Te key at frst is to acknowledge that people arent used to this sort o thing and to ask them to give it a try. Comments such as Now weregoing to do something a little di erent and Lets try this and see whathappens will lighten the mood and take some o the awkwardness outo your frst ew experiments with active learning. Its also important toprovide exits so that people dont eel orced to share at levels at whichtheyre uncom ortable.

    Especially in seeker- riendly churches, wont people be scaredaway i we ask them to share their thoughts with the strangers sitting next to them? odays seekers are di erent rom those o the 1980s,

    when the term described people returning to church who desired ano-nymity. odays postmodern seeker values experiences and authenticity over anonymity.

    Can I really expect my traditional congregation to accept a newand threateningmethod o learning? First, remember that, as theleader o your church, youre its cultural architect. Trough your wordsand actions, you establish the norm or your congregation. I you dont,then youre not doing your job.

    Anyone whos been attending church more than fve years has aninnate problem caused by the reticular activator. Tis fnger-sized por-tion o the brain actually blocks messages that are deemed amiliar andnonthreatening. In essence, when con ronted with amiliar in ormation,the brain says, Been there. Done that. Bought the -shirt. For veter-ans o the aith to hear old things anew, youhave to teach di erently.

    A ter Getting Your Feet Wet, Take the PlungeAre there risks? O course there are. Any dynamic learning process isdangerous. But remember that, when Jesus washed his disciples eet,he said, You dont understand now what I am doing, but someday you will ( John 13:7). In the same way, when you lead people through active

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    Congratulations.I youve read this ar, you value authentic, memorable teachingand

    youre ready to live out that value in the way you conduct the ministry o your church. So again, congratulations. Youre going to make a lastingdi erence in the lives o the people in your congregation.

    In Make It Stickyoull fnd 70 authentic, memorable learning expe-riences modeled a ter Jesus interactive teaching style and designed oruse during sermons, pastoral sta and board meetings, adult small-group and Sunday school classes, and holidays and other special occa-

    sions. Weve compiled winning ideas rom several previously publishedGroup resources and added some creative new ideas to round outthis collection. Heres what you need to know about how to use thisresource

    IllustrateBut Dont Eliminate Te ideas in this book arent intended to replace your sermon or yoursmall-group lesson. Rather, theyre meant tosupplement your teaching,to provide attention-getting, audience-involving, memorable experi-ences that will make your teaching come alive.

    What youll fnd here are short (fve- to 15-minute) experientiallearning activities that you can use to illustrate individual points orthemes within your teaching time. Use these ideas at any point duringa sermon to really bring home your message. Or use them to open asmall group or close a sta meeting. Basically, i its time to illustrate your pointsay, with a story or poemtry using one o these active,audience-involving illustrations instead.

    how to use this book

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    The Letters o Paul Trough his letters (and under the inspiration o the Holy Spirit), theApostle Paul wrote the bulk o the New estament, and in so doing,defned Christian theology or all o history. Its no wonder, then, thatover the course o a typical year the majority o expository teaching thatan American pastor does on the New estament is invariably drawn

    rom the Pauline epistles:Romans1 Corinthians2 CorinthiansGalatiansEphesiansSince we know that youre likely to teach rom one (or most) o these

    books in the coming year, we decided to ocus Make It Stickon thissection o Scripture as well. We hope this ocus will help you maximize your teaching potential in the coming months and will be a big help as you prepare or your next sermon series!

    I you like what you see here but wish you could also fnd ideas drawnrom the gospels, the non-Pauline epistles, or the Old estament books, we have many resources that will help. Just check out our Web site, www.group.com, or more in ormation.

    About Bible Translations Te ideas in this book use the New Living ranslation (NL ) as theirde ault text. However, you can use these ideas with any translation o Scripture that you pre er. Youll just want to double-check the wordingo your pre erred translation against the wording used in your chosenactivity and adjust the terminology accordingly be ore you present to your audience.

    Assessing Emotional Risk Factors in Your AudienceSome o your hearersparticularly in a congregation or other large-group settingmay not be used to interactive learning experiences inthe church, and thats OK. Te more you incorporate these kinds o teaching techniques into your ministry, the more people will grow com-

    ortable with this type o long-lasting learning method. Still, there is anemotional risk even in something as simple and innately relational as

    1 imothy 2 imothy itusPhilemon

    PhilippiansColossians1 Tessalonians2 Tessalonians

    H O W T O U S E T H I S B O O k

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    asking an audience member to discuss a thought with a riend. So, tohelp you assess your congregations readiness or a specifc activity, weveincluded a risk rating with each idea in this book.

    Low-risk ideas will typically require minimal involvement rom anaudience membersuch as Stand up, sit down or Write somethingon a piece o paperand will call or only limited or no discussion with others.

    Medium-risk ideas will typically call or some kind o discussion ordebriefng with a partner or a small group and may ask audience mem-bers to move around a bit.

    High-risk ideas will be rarebut e ective! Tese activities willusually require a longer-term e ort, such as having a small group gettogether to bake Communion bread, or stretch audience membersbeyond their com ort zones by, or example, asking some o them toleave the auditorium and return in fve minutes with something thatreminds them o God.

    Because the activities are designed to take place in di erent set-

    tings, youll notice that there is some exibility in the rating system. Forinstance, in a sermon setting, an idea that includes partner discussions will automatically be labeled as medium risk. However, in a sta meet-ing or small-group setting, discussion is an expected component o theteaching. So an idea o that type could easily be judged low risk among your pastoral sta or during a board meeting.

    In the end, however, all these ratings are subjective. Something oureditors have deemed as high risk might actually be a low-risk experi-ence or your congregation, or vice versa. You know your people best,so eel ree to ignore our risk rating i it doesnt seem quite right whenconsidering your own church or small group.

    About Discussion and DebriefngAs Alan Nelson said in his introduction, Even a modest time spentre ecting on an activity deepens learning. As learners take time to dis-cuss an experience, they become more active participants in your teach-ing and deepen their relational connections with other members o thecongregation. Youll fnd that this book doesnt shy away rom askingpeople to think, talk, and react to your teaching.

    Still, i your congregation is not used to talking during church, some

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    people may eel reluctant to participate in debriefng activitiesandthats OK. Encourage your people to overcome their initial jitters and togive it a try anyway. Most will fnd the discussion process a valuableand memorableexperience that helps them engage more deeply withthe content o your teaching. And the more you incorporate discussionmoments during your sermons and Sunday school lessons, the more your congregation will warm to the experience. Teyll even begin tolook orward to their time within the worship service.

    However, i the people in your care are genuinely opposed to talking with others during church, eel ree to ask your congregants to qui-etly re ect on the discussion questions by themselves instead o talkingabout them with a partner or small group. Again, you know your peoplebest, so eel ree to tailor these ideas to ft their personalities and com-

    ort levels.

    Remember to Rely on the Holy Spirit toBring Fruit Out o Your Teaching!

    Last but defnitely not least, when using an idea rom this book, pleaseremember that you arent alone up there behind the pulpit or in ronto a Sunday school class or when leading a pastoral board meeting.God himsel is the one who trans orms a li e, so dedicate yoursel toprayer as a natural part o these ideas. Ask God to bless your teach-ing e orts each time, and then rely on his Holy Spirit to acilitatethe active-learning experience and to bring about lasting change inthe lives o your listeners. A ter all, thats what Make It Stickis allabouthelping you to be the tool that Jesus uses to plant his Word inthe lives o others.

    H O W T O U S E T H I S B O O k

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    P A R T twotheexperiences

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    make your messagestick...

    In n nd 25 v d n sermon illustrations to use during your preaching time. Te ideas here

    vary in style and content, but all con orm to the ollowing standards: Tey are drawn rom speci c Scripture passages and themes. Tey somehow involve everyone in the audience in the learning

    experience. Tey are appropriate or congregations o just about any size, rom

    10 to 10,000 people. Tey can be done with ew (or no) props and minimal prepara-

    tion.As mentioned previously, debrie ng and partner discussions are

    o ten a part o these interactive illustrations. Remember that i yourcongregation is not used to talking during church, some people may

    eel reluctant to participate in this kind o discussion. Encourage yourpeople to overcome their initial jitters and to give it a try anywaybuti all else ails, eel ree to ask your congregants to quietly re ect on thediscussion questions by themselves instead o talking about them witha partner or small group. Again, you know your people best, so eel reeto tailor these ideas to t their personalities and com ort levels.

    Youll notice that Bibles are never listed among the supplies. Pleaseunderstand that this doesnt mean we expect you to omit Scripture

    rom your teaching; it simply means that we expect Bibles to always be

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    m a k e y o u r m e s s a g e s t i c k . . . r o m t h e p u l p i t

    present during your teaching and gured you didnt need us to remind you o that each and every time.

    Youll also notice that prayer is always included in your preparationinstructions. Tis doesnt mean we think you might orget to pray about your sermons. It is simply our way o acknowledgingand encouraging you to acknowledgethat God himsel is the one who reveals truththrough your teaching and through these ideas. And besides, we gurethere can never be too much prayer in this world o ours.

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    I d e A

    1P w exp ctationsRisk Rating: l w

    Scriptur : r n 5:3-4K y V rs : W n j , , w n w n n

    b nd (r n 5:3 ).

    Th m : D

    Point: W n d n b d x n n dn .

    Synopsis: a d n b w n b

    b n n x d d n v .Suppli s: N n

    Pr paration: l n w n b nn n n, nd g d b

    n d .

    B n w v n w When its time or you to begin the sermon, simply remain seated asi someone else is supposed to get up and speak. Listen care ully orthe sounds o discom ort your silence inspires, such as shu ing papers,murmurs, coughing, nervous laughter, and so on. Wait at least ve min-utes, or until someone asks about your inactivity.

    When you nally stand to speak, pay attention to your congregationssigns o relie such as sighs, smiles, or even applause. Ten ask audiencemembers to raise their hands in response to the ollowing questions:

    How many o you elt uncom ortable with the unexpected delay in our service this morning?

    How many o you elt uncom ortable in other situations during the past week?

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    Han s in Your Pock ts

    30

    Risk Rating: m d

    Scriptur : r n 7:4-6K y V rs : N w w n v g d (r n 7:6b).

    Th m : d

    Point: t w c nd n h s , v b n x n ndv g d w n!

    Synopsis: a d n b w b

    w n nd .Suppli s: h n B b d w n

    d n b

    Pr paration: a q d , nd g d b n d .

    A d n n,n every-one to take a moment to stand up and stretch. ell people to remainstanding or the next portion o your talk. Say:

    Id like to try a little experiment now. Tis may seem a bit unusual, but stay with me. I promise not to embarrass you or to ask you to do anything illegal!

    Have those people wearing clothing with pockets orm their handsinto sts and place them within their pockets. Ask everyone else toclose their hands into sts, to cross their arms over their chests, and toplace their sts securely under their arms. When everyones hands arehidden, say:

    OK, Id like to ask you to keep your hands out o commission or the rest o this exercise. Heres what Id like you to do: Pick up a hymnal [or a Bible]

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    rom the pew [or chair] in ront o you. Feel ree to work alone or in pairs,but remember, your hands must remain either in your pockets or under your arms at all times.

    Let participants spend a ew moments trying to pick up a hymnal orBible without using their hands. Although the overwhelming major-ity will be unsuccess ul at this, you may have one or two creative individuals whoare able to overcome their limitation andcomplete the task. Tats OK! Te point o this exercise is not to make it impossible

    or everyone to complete the task, but sim-ply to make it noticeably di cult.

    A ter olks have had time to attemptthis eat, tell them they may now ree theirhands and try again.

    Have people return the books to theirplaces and sit down. Say:Find a riend nearby and describe your reaction

    to the challenge o picking up a book without using your hands.Ask pairs to turn to Romans 7:4-6 in their Bibles and to read alongsilently as you read the passage aloud. A ter reading, ask people to re ecton these questions:

    How was your attempt to pick up a book without using your hands simi-lar to the situation Paul describes in this passage? Explain.

    How does a relationship with Jesus ree us to really serve God? What limits you rom giving your all to a relationship with Jesus? Close this portion o your sermon by saying: In a very real, spiritual sense, you dont have to live your li e with your

    hands in your pocketslimited and handicapped by sin and legalistic expec-tations.Trough the power o Christ and the presence o his Holy Spirit, youve been set ree to experience and serve God without limitation.

    Tip

    i n n n d n

    w d n ,

    n n n q f

    n d n q nnd v d n d nb w n .

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    I d e A

    3R a y, S t, PrayRisk Rating: l w

    Scriptur : r n 8:22-27K y V rs : W d n n w w g d w n

    (r n 8:26b).

    Th m : p

    Point: g d s n n n d n w n w .

    Synopsis: a d n b w x n n

    .Suppli s: N n

    Pr paration: p g d b n d .

    A d n n n n r n 8:22-27, :Lets try something that might be a little unexpected right now. Everyone

    bow your heads, please, as we see i we can experience what Romans 8:22-27 is talking about. When I give the word, start praying about whatever God may bring to mind. Ready? Set? Pray!

    Let a ew minutes o silence pass as people in your congregationcollect their thoughts and begin to pray. Allot as much time or thisimpromptu prayer as you eel is appropriate, but try to allow at leastthree or our minutes to pass be ore interrupting the silence.

    When you are ready, call the attention o the congregation back to you. Ten ask your audience to individually re ect on these questions:

    What made it easy or di cult or you to pray at a moments notice? Why do you suppose that was the case?

    Did you eel distracted and unable to ocus during our prayer time? Why

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    m a k e y o u r m e s s a g e s t i c k . . . r o m t h e p u l p i t

    or why not? How did you know what to pray about? Or did you have trouble think-

    ing o words to say to God during the silence? What weaknesses about prayer did you recognize during our silent time?

    How did, or might, the Holy Spirit help you overcome those weaknesses? A terward say:Some o us just experienced our human weaknesses in prayer. We couldnt

    pray meaning ully or even a ew minutes. Others o us had a great time o prayer, despite the rushed and shortened amount o time. Either way, we cantake con dence in knowing that Gods Spirit is constantly interceding or us when we pray.

    Continue your sermon as planned.

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    Risk Rating: m d

    Scriptur : r n 12:6-8K y V rs : g d v n d n d n

    n n w (r n 12:6 ).

    Th m : s g

    Point: g d v n b d nn w .

    Synopsis: c n n w b -

    nv n d v dn .Suppli s: p s g ind ( . 36-37). y n d n nd

    v n n n n v n . y n d n n .

    Pr paration: a q d , nd g d b n d .

    H v d b s gIndicator to each person as he or she enters the auditorium. Be sure tomake pencils or pens available to congregation members as well.

    At the appropriate time during your sermon on Romans 12:6-8,say:

    oday I want to do more than simply talk about some o the spiritual gi tsPaul identi ed in Romans 12:6-8. Id like to help you explore your possible gi tedness in these areas, right here, right now.

    Have congregation members take out their copies o the SpiritualGi ts Indicator and pencils. Say:

    Tis brie little worksheet will help you discover which gi ts you might

    I d e A

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    m a k e y o u r m e s s a g e s t i c k . . . r o m t h e p u l p i t

    possess. ake a ew minutes right now to complete your worksheet, and thenbe prepared to talk about your results with a partner when youre done.

    Give people ve to seven minutes tocomplete their worksheets. Encouragepeople to be honest as they complete thequestionnaire and to try to identi y one ormore areas o possible gi tedness.

    Wrap up this experience by saying:Romans 12:6-8 makes it clear that God

    has given each o us the ability to do certainthings well. Now that we have some idea o what those things might be, lets commit tohelping each other to use those gi ts o God inways that honor him.

    Tip

    i n n n d n

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    n n q fn d n q n

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    .

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    Spiritual Gifts In icator

    t nd b d n d nr n 12:6-8. o d n 1 c n n12:4-11, 27-31; e n 4:7-13; nd 1 p 4:10-11.

    r d w n n nd d n w w d b . m n d n w n

    :M = t d b most .S = t d b som tim s .N = t d not d b .

    ___ 1. i v w n d .___ 2. p n v .___ 3. i d d b v .___ 4. t n s nd B b d n .___ 5. i w n b wn

    n w b n .___ 6. i d wn n d .___ 7. i n w n nd n

    d wn.___ 8. i d n w g d d w

    .___ 9. g v n n n n n n.___10. i n n n .

    ___11. W n i nd n , i d n w b n b .

    ___12. o i x n n n , - -nd nd w .

    ___13. i w d , nd i .___14. i d w g d v .___15. i n b d w n w nn d.___16. p w n d v n b n

    n n.___17. i n v n d v nd nd d n .___18. i nj n n b i n w i

    w .

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    ___19. i n d n n n n , , d b d, nd n n .

    ___20. p i n b b n ,n w .

    ___21. i v n v n d.

    p n nd Make It Stick n d

    . c g p b n , in ., p.o. B x 481, l v nd, co 80539.www. .OKto

    COPY

    e n d b b d n n n d n r n 12:6-8. s n d w

    n M d nd dn n nd n tw d n d w nS d nd

    dn .m n w b w b n

    n b n d w nM. t q w M n n S n n b b .

    : 8, 14, 20 v n : 5, 15, 21

    n : 4, 12, 18 w n : 6, 17, 19 n n : 3, 7, 13 v n : 1, 9, 11 d n : 2, 10, 16

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    Risk Rating: l w

    Scriptur : r n 15:5-7K y V rs : a n j n w nv (r n 15:6 ).

    Th m : un

    Point: a n d b d w b d .

    Synopsis: a d n b w n n n.

    Suppli s: N n

    Pr paration: p g d b n d .

    A n b b n d b din Romans15:5-7, say:

    Romans 15:5-7 is a power ul challenge or our church and or the church at large. A unifed church body is a power ul church body.How-ever, we o ten talk about unity but rarely get a glimpse o what that looksor sounds like. Lets try a little exercise right now to see i we can glimpse unity in action.

    Ask participants to put down anything they may be holding in theirhands. Ten tell them youre going to demonstrate something or themto do in a moment, and ask them to pay close attention to you duringthis demonstration. Li t your hands above your head with your palms

    acing each other. Ten count: One, two, clap! On the word clap,bring your hands together to make a loud clapping sound.

    Ask your congregation to stand. Say: Now lets all try this activity together. When I give the count, lets see i we

    can all clap at exactly the same time. Ready? One, two, clap!

    Crisp Clap

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    Hope ully, you all will hear one solid, uni ed clap that lls your audi-toriumbut there may be a ew clappers who slap their palms too soonor too late. I that happens, thats OKjust repeat the exercise a ew times until you get at least one completely uni ed clap. (And i youlike that sound, eel ree to repeat it more than once!) Its amazing how singular this clap can sound i everyone in your audience closely ollows your directions.

    A ter your congregation has per ormed at least one uni ed clap, haveparticipants give their neighbors a high ve or their eforts, and thenhave everyone return to their seats.

    Continue your sermon as planned, discussing how, i we all are deter-mined to work together, our unity can make an impressive impact onanyone who sees or hears us.

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    Risk Rating: l w

    Scriptur : 1 c n n 2:10-16K y V rs : W v nd c (1 c n n 2:16b).

    Th m : g d W

    Point: W g d h s n , w nd v g d w v d

    B b .

    Synopsis: a d n b w dnd .

    Suppli s: N n

    Pr paration: p g d b n d .

    A d n n, v n in the audience to stand. Say:

    Were going to try an exercise now to see i any o you can read my mind! I you are com ortable hamming things up a bit, tell your congrega-

    tion that youve been practicing a broadband broadcast o your thoughtslately anda ter a ew interesting mishapsyou think youve nally gotten it down. Now you are simply looking or a ew good men and women who can receive that broadcast and read your mind. Feel ree toembellish this silly story as much as you wish.

    When youre ready, tell people that youve chosen a number between1 and 10, and now youd like them to tell you which number youvechosen. Let your selection be the number 9, but dont tell anyone that.Allow a moment or two or people to make their choices. Ten instruct

    I d e A

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    anyone who chose the number 1 to sit down. Next, instruct anyone whochose the number 2 to sit down. Continue having group members sitdown (be sure to include those who chose the number 10 in a groupo people selected to sit down) until only the people who chose thenumber 9 are le t standing. Congratulate these people pro usely, andhave the rest o the audience give them around o applause. Play up the act thatthese people have apparently received your thought broadcast per ectly and haveactually read your mind. Ten instruct theremaining people to be seated.

    Pause or a moment, and then scratch your head and suggest that there might beone other possibility to consider. It mightbe that no one reallyread your mind, thateveryone only took a guess at what they hoped you were thinking, and that some

    o them simply guessed correctly. Ask group members to raise their hands i that was the case with them. Ten shake your head mourn ully, promise topractice thought broadcasting more in the uture, and say:

    Un ortunately, most o us approach the idea o discovering Gods will with the same kind o random guessing that we used during this ake mind-reading exercise. But Scripture tells us that we dont have to live our relation-ship with Jesus in this way.

    Read aloud 1 Corinthians 2:10-16, with an emphasis on verses 10and 16. Say:

    With Gods Holy Spirit helping us, we can discover Gods will as itsrevealed through the pages o the Bible.Lets explore more about what that means during the rest o our time together.

    Continue your sermon as planned.

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    i b n n wb nd n w n

    v d

    n b 9 nd ok. in n,

    n n nd v

    b d nd v n w n j

    n w d w n n .

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    Risk Rating: l w

    Scriptur : 2 c n n 4:17-18K y V rs : W x z n n nn b

    n (2 c n n 4:18b).

    Th m : p v

    Point: g d v w n d v .

    Synopsis: a d n b w d n w n v .

    Suppli s: en W i i ?nd ( . 44) v n v n nd n n

    Pr paration: a q d , nd g d b n d .

    A b nn n n v d bcopies o the What Is It? handout (p. 44) to everyone in the congrega-tion. When each person has a copy o the circle drawing, say:

    Te drawing on your handout is an enlarged view o a piece o a larger structure. Please take a moment to identi y the structure and indicate where this piece ts on that structure. Feel ree to work on this task with a partner or a small group, i you like. Write your ideas right on your handout. You have two minutes. Go.

    Call time a ter two minutes. I your congregation is com ortable withthis kind o interaction, ask or volunteers to share their best guesses asto what the drawing actually is. Its very unlikely that anyone will cor-rectly identi y the drawing. A ter a ew incorrect guesses, say:

    Te drawing on your handout is a replica o the ourth rivet on the sixth

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    secondary support crossbeam located on the west side o the Ei el ower inParis, exactly 120.32 eet rom the ground.

    Next, ask congregation members to re ect on these questions: Why do you suppose it was nearly impos-

    sible to identi y exactly what was drawn onthe handout?

    How was this experience like trying to gure out what God is doing in your li e byexamining a single action or event?

    Say: I youve ever seen the Ei el ower, you

    know that while its beauti ul overall, its not so attractive when you get up close and examine its individual parts. Like our rivet here, individual pieces on a soaring structure appear plain or awk-wardly shaped.

    Our lives are o ten like that. We will stare closely at a problem or di cult situation and pass judgment on it. Our perspective is limited to our own

    experience. However,God sees our lives with his unlimited perspective.He sees how every hardship we ace contributes to the soaring artwork that he is creating in our lives, and how this present problem is molding us into the glorious architecture o heaven. Let me show you what I mean.

    Read aloud 2 Corinthians 4:17-18, and then continue your sermonas planned. Encourage your congregation to take notes on the rest o your sermon on the back o their handouts and then to take those hand-outs home as a reminder o the days teaching.

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    What Is It?

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    Risk Rating: l w

    Scriptur : 2 c n n 12:7-10K y V rs : W n i w , n i n (2 c n n 12:10b).

    Th m : W n

    Point: B g d , w n b n n d n w n .

    Synopsis: a d n b w v w

    b Ray .Suppli s: a DVD v n 2004 Ray ( dpg-13) nd b w DVD

    n n

    Pr paration: a q d , nd g d b n d . t

    x n d w n 13 n DVD, b nn n b n nd n n n

    v . t n n n 1:09:27 1:12:03. p

    b v w n n n n.

    P n n b n congrega-tion the ollowing story:

    Most o you have probably heard o the world- amous musician, RayCharles. When he was a boy, his vision slowly diminished until he wascompletely blind. During that time he struggled with losing his sight, and his mother struggled with helping him overcome that loss. Te lmRay a

    I d e A

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    dramatization o Ray Charles li ereveals one particularly compelling moment or both Ray and his mother. Lets watch that scene right now.

    Play the clip rom the DVD. Tis sceneshows a young Ray Charles running care-

    ree into his amilys small house. Becausehe is nearly blind, he alls and hurts himsel near the doorway. He tear ully calls out orhis mother. Although the mother standsonly a ew eet away, she resists the urgeto come to his rescue. Instead, she standssilently nearby, orcing the child to cope with the situation himsel . A ter a moment, young Ray stops crying and is surprised todiscover that although his sight is nearly gone, his other senses have sharpened ashis body compensates or his weakness. Helistens intently and hears the sounds o the

    world around him until at last he recognizesthe sound o his mother breathing nearby.And he learns that even in his weakness, heis strong enough to deal with li es hurts.

    A ter showing the clip, ask congregationmembers to re ect on these questions:

    What emotions did you have while watch-ing this lm clip?

    What thoughts went through your mind as you saw young Ray Charles learning to cope with his weakness?

    Next, have congregants open their Bibles to 2 Corinthians 12:7-10.Encourage them to read along silently as you read this pas-

    sage aloud. A ter reading, have peoplein the congregation re ect on thesequestions:

    Why do you suppose God allows us to eel weak and to su er in this li e?

    How would you explain the Apostle Pauls idea that when we are weak, then we are strong?

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    What can you learn rom Ray Charles and rom the Apostle Paul to help you triumph when you eel weak in the coming days?

    Wrap up this portion o your sermon by saying:Li e hurts, and when it does we o ten eel like blind children whove been

    abandoned by God. But, like Ray Charles and the Apostle Paul, we must remember that we are never alone and that,by Gods grace, we can be strong in the midst o any weakness.

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    Risk Rating: m d

    Scriptur : 2 c n n 13:3-4K y V rs : W , , w , j c w ,b w w b v w nd w v g d

    w (2 c n n 13:4b).

    Th m : s n

    Point: o n n nd n c .

    Synopsis: c n n w d

    n n x nd d d .Suppli s: N n

    Pr paration: p g d b n d .

    A d n n,have everyonein the congregation stand up. Instruct participants to stretch out theirle t arm in ront o them and hold that arm at shoulder level. Teninstruct audience members to also raise their right arm behind themand to hold that arm at shoulder level. Warn olks to be care ul not topoke anybody in the eye as they are stretching out their arms! At thispoint each person should be holding one arm straight out in ront andone arm straight out in back, both at shoulder level. (Yes, this will look pretty unny rom your perspective; i your congregation has a senseo humor, threaten to take a picture and use it or blackmail purposessometime in the uture.)

    ell congregation members that youd like them to simply stay inthat position, with their arms outstretched, or as long as they are com-

    ortable. Let them know that when they begin to eel tired or weakened,

    I d e A

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    they are ree to lower their arms and sit down. Ten continue with yoursermon. You might want to tell a story at this point or do some othersegment that will last about ve minutes or so. O course, most peoplein your congregation will be a little distracted during this exercise, so beprepared or that.

    Pay attention to the rate at which people nally give up, lowertheir arms, and sit down. When most o them have lowered theirarms and returned to their seats, tell the last ew holdouts to also sitdown. Ten say:

    Te reason I wanted you to stand with your arms outstretched today wasto bring homein a physical, immediate sensethe truth that the Apostle Paul wrote about in 2 Corinthians 13:3-4.

    Read aloud this Bible passage, with special emphasis on the last hal o verse 4. Ten say:Our only real strength or li e is ound in Christ. AsPaul has said, We, too, are weak, just as Christ was, butwe will be alive with him and will have Gods power.

    Continue your sermon as planned.

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    Risk Rating: m d

    Scriptur : 2 c n n 13:8K y V rs : w nn

    (2 c n n 13:8 ).

    Th m : t

    Point: o n b n v .

    Synopsis: a d n b w v w

    Liar Liar nd nd n .

    Suppli s: a DVD v n 1997 Liar Liar ( d pg-13, n J c )

    nd b w DVD n n

    Pr paration: a q d , nd g d b

    n d . t x n d b nn n

    8 n DVD, b 38 n v . t n n n 0:38:15

    0:41:57 ( nd 8).p b v w

    n n n n.

    A d n n,read aloud

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    10Liar Liar

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    2 Corinthians 13:8 to your congregation.Say:

    Scripture makes it clear that our respon- sibility is to never oppose the truth.How-ever, that perspective is o ten distorted and dismissed by our society. A hilarious example o that kind o distortion is ound in a scene rom the popular Jim Carrey movie LiarLiar. In this lm, Carrey plays a lawyer whose young son wishes that his dad would always have to tell the truthno matter what. Te wish comes true, and the result isdisastrous or the dad. When Carrey ndsout what has happened, he tries to convince his son to take back the wish. Lets eavesdropnow and see what happens next.

    Play the clip rom the DVD.

    A terward, ask congregation membersto nd a partner and discuss these ques-tions:

    What do you think is true and what do you think is alse in regard to the perspective on honesty Jim Carreys character presents?

    Is it possible to be truth ul without being o ensive? Explain.

    What do you think it really means when 2 Corinthians 13:8 says we must never oppose the truth?

    How might 2 Corinthians 13:8 be applied to Jim Carreys character and situa-tion in Liar Liar?

    I your congregation is com ortable withdialogue during a sermon, ask several vol-unteers to share insights gained rom theirdiscussion. I not, continue your sermonas planned, ofering your own insights inresponse to the questions.

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    Risk Rating: m d

    Scriptur : g n 1:13-24K y V rs : t d g d b (g n 1:24).

    Th m : s n

    Point: W v w n w g d v n n n v .

    Synopsis: a d n b w wn

    n n .Suppli s: on ( x 6x6 n )

    n

    Pr paration: a q d , nd g d b n d .

    H v d b n person as heor she enters the auditorium. Have ushers tell congregation members tokeep their oil sheets at until the time comes to use them during thechurch service.

    At the appropriate time during your sermon, ask congregation mem-bers to take out their attened sheets o oil. Say:

    Other than the act that it is shiny, the piece o oil you hold in your handsis pretty bland and uninteresting. Lets do something about that.

    Care ully press a oil sheet against your ace until it takes on the roughshape o your eatures. Ten instruct congregants to do the same with their

    oil sheets, leaving their own acial impressions on the oil. Encourage peo-ple to show their sculptures to one another. You might even want to hold upa ew or everyone to see (with the permission o the owners, o course).

    I d e A

    11Int r sting Impr ssions

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    Risk Rating: h

    Scriptur : g n 5:13K y V rs : s v n n n v (g n5:13b).

    Th m : s v n

    Point: s v n b w d n b n .

    Synopsis: a d n b w n n

    v .Suppli s: N n

    Pr paration: p g d b n d .

    B n n n b d naloud Galatians5:13, with emphasis on the last hal o the verse, serve one another inlove. Ten tell your people that you want to do more than simply talk about this verse today; you want to provide an opportunity or peopleto put the Scripture into action.

    Say: At this point during our service, Im going to ask you to step out o your com ort zone just a bit. I know this will eel like a stretch or some o you,but you can take heart in knowing that this activity has been done numeroustimes with audiences as large as several hundred peopleand not once hasanyone ever been maimed or killed during the experience!

    Have members o your congregation orm service teams o three (orour, i necessary). Have each team member number of rom 1 to 3 (its

    OK i two people have the same number within a group o our). ellcongregation members theyll take turns sending the other members o

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    m a k e y o u r m e s s a g e s t i c k . . . r o m t h e p u l p i t

    their service teams on instant service projects that must meet the ol-lowing guidelines. Read these guidelines aloud and clearly so everyoneunderstands:

    A project must serve at least one other member o the congregation. A project must include a word or action designed to encourage, such as a

    sincere compliment, a 30-second shoulder rub,a round o applause, a hug, and so on.

    A project must be able to be completed in30 seconds or less.

    No project can make the person doing it eel terribly uncom ortable. I youre too uneasyabout a particular project, ask or another option. However, dont let a little discom ort disable you rom service. Remember, service sometimes stretches us beyond our com ortable boundaries.

    When everyone is ready, instruct groups

    to make the Ones the rst team members to be in charge. ell the Onesthey have 15 seconds (or so) to give each o their team members a spe-ci c service project to accomplish. For instance, they may send wo of to compliment someones dress and Tree to thank a pastor or his orher dedication to the church. Or they might send wo and Tree of together to applaud people who volunteer in the churchs worship min-istry or to say a happy thank you to the sound engineers. Encourageteams to be creative and enthusiastic.

    Ten say: Ready? Go serve! Call time a ter 30 seconds and have everyone return to his or her

    original team. Ten repeat the process, this time designating the twos asthe people in charge o the teams. Repeat one last time, with the threesacting as the people in charge.

    A terward, have people return to their seats. Say: As we can see rom our experience today, serving others is a riskybut

    rewardingbusiness. As Galatians 5:13 reveals, Christ has set us ree toserve one another in love. Lets explore more about what that means.

    Continue your sermon as planned.

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    marker and say:Tis permanent marker represents sin. Because it leaves a permanent

    mark, its not supposed to be used on a whiteboard like this one.Ask a volunteer to join you, and have that individual con rm that

    the marker is indeed a permanent one. Next, ask the volunteer to writeSIN in big, bold, capital letters on the whiteboard. When he or sheis nished, thank your volunteer and ask that person to return to theaudience. Say:

    Weve all sinned, and as ar as were concerned, that sin has le t a big,indelible mark on our souls.

    Call up another volunteer and ask that person to use the eraser totry and remove the SIN mark rom the whiteboard. A ter that persondemonstrates that the permanent ink cant be erased rom the board,dismiss him or her. Ten say:

    We have no way to erase the permanent mark o sin rom our lives. And that sin separates us rom God. However, in his great love and compassion,God sent Jesus to die on the cross, bearing our sins.

    Hold up the red marker and say:Tis red marker will represent Jesus blood that covers our sins.

    Invite a third volunteer to the ront. Have that person use the reddry erase marker to quickly, andcompletely,cover every trace o the wordSIN on the whiteboard. Ten dismiss that volunteer and say:

    Since the blood o Jesus sacri ce covers our sins, we can seek Gods orgive-ness in our lives. When we do that, he wipes clean the sin rom our souls and restores us to an intimate relationship with him.

    Call orward one last volunteer. Ask that person to erase the entireboard. Tis time, the eraser will remove everything rom the board,including both the red ink and the dark permanent ink. Dismiss thelast volunteer and reread Ephesians 1:4-7, with emphasis on verse 7. Ten motion to the whiteboard and say:

    Because o Christs sacrifce, we have been orgiven, and our sins havebeen wiped away.

    Continue your sermon as planned.

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    Risk Rating: l w

    Scriptur : e n 4:4-8K y V rs : h v n n (e n 4:7 ).

    Th m : B d c

    Point: W n w n n w , w b n b n x d nd x n

    d v n n g d d n.

    Synopsis: V n n n w n b n v d n.

    Suppli s: an v d j nd n, b nn n , nd n n n

    Pr paration: a q d , nd g d b n d .

    S n v d j nd n n .Atthe appropriate time during your sermon, call attention to the projector,and then draw a ree- orm squiggle on a blank transparency. Positionthe transparency so everyone can see whats on it. Say:

    Tis ancy little squiggle here is just the beginning o a grand design. ake a moment now to imagine what you think the nal design will look like.

    Next, designate ve distinct teams within your congregation, andselect one volunteer rom each team to be its leader. ell your volun-teers youd like each o them to add one detail to the squiggle that will trans orm it into what they imagine it will be in the end. Letthem know they may add anything that helps to bring meaning to thedeveloping picture.

    I d e A

    14A Squiggl in et rnity

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    m a k e y o u r m e s s a g e s t i c k . . . r o m t h e p u l p i t

    Have leaders take turns soliciting advice rom their teams andthen adding new designs to the transparency. Encourage the lastleader to somehow tie up all the squiggles into a distinctive, nishedoverall design.

    A terward, present the nished design to the congregation andencourage listeners to consider these questions:

    How does the nal picture compare to what you initially imagined when you saw the squiggle?

    What changed your perspective? Read aloud Ephesians 4:4-8; then ask your audience to consider this

    question:How is this picture like what happens in the body o Christ as each person makes a contribution to Gods overall design?

    Say:God has given each o us a special gi t, and when we use our gi tsin relationship with each other, we bring about unexpected and exciting developments in Gods great design or our world.

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    Risk Rating: m d

    Scriptur : e n 4:29K y V rs : l v n b d nd

    (e n 4:29b).

    Th m : en n

    Point: l b n w ww ndhow w .

    Synopsis: a d n b w nd n

    x n n n n.Suppli s: a p w p n d n n w

    n n i d n n w n n , nd b j n n

    v n n n n n d

    Pr paration: a q d , nd g d b n d .

    B n v b d n d e n 4:29b:Let everything you say be good and help ul, so that your words will be an

    encouragement to those who hear them. Ten say:Can you imagine how our church would change i all o us ollowed the

    Apostle Pauls advice in this Scripture? Tat, I think, would be a wonder ul experience or all o usand it gives us a great goal to pursue. However, itsimportant or us to realize that this passage o Scripture encompasses more than just what we say, but also how we say it. Let me demonstrate.

    Show your congregation the sentence I dont think youre a pig.Say: When you rst read this sentence, it seems to mean only one thing.

    I d e A

    15I dont Think Your a Pig

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    m a k e y o u r m e s s a g e s t i c k . . . r o m t h e p u l p i t

    But see how the meaning o the sentence changes when you emphasize di er-ent words as you say it.

    Ask everyone who was born in January or February to stand. ellthese people that youd like them to shout out the sentence or the resto the congregation, putting emphasis on the rst word:

    I dont think youre a pig.Allow these group members to be

    seated, and then say:What these people just said was pretty

    straight orward. But the implied meaning was completely di erent. By emphasizing the rst word o this sentence, theyve communi-cated something like this: I dont think youre a pig, but everyone else does!

    Have other group members take turnsshouting out the sentence, putting empha-sis on a diferent word each time. For

    example, everyone born in March and April might read the sentence with an emphasis on the second word; everyone born in May and June would read with an emphasis on the third word; and so on. A ter eachreading, take a moment to point out how the sentence could be under-stoodor misunderstood. For instance:

    Emphasizing the second word, DON , communicates that thespeaker really doesnt think you are a pig.

    Emphasizing the third word, HINK, communicates somethinglike, I dont HINK youre a pigI KNOW you are!

    Emphasizing the ourth word, YOURE, communicates some-thing like, I dont think YOURE a pigbut your riends sure are!

    Emphasizing the th word, A, communicates something like, I dontthink youre A pigI think youre a whole stinky pigpen ull o them!

    Emphasizing the last word, PIG, communicates something like,I dont think youre a PIGbut you are some other kind o smelly animal!

    A ter this exercise, have everyone nd a riend nearby to discussthese questions:

    Why do you suppose its so easy or us to insult each other with our words?

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    What keeps us rom truly letting everything we say be good and help ul or each other?

    What can we learn rom todays little exercise to help us more ully ollowPauls advice in Ephesians 4:29 this week?

    Say: Ephesians 4:29 makes it clear that words we speak to each other are important. Lets remember to encourage others with what we sayand how we say it.

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    Risk Rating: m d

    Scriptur : p n 1:12-14K y V rs : ev n n d

    d d g d N w (p n1:12b).

    Th m : t

    Point: N w d , w n nn d n n n w n g d v n b

    d nd d w .

    Synopsis: a d n b w d b d n n .

    Suppli s: en nn n n n n v n , w nd n

    Pr paration: a q d , nd g d b n d .

    H v d b , n , nd n nn each person in your congregation. Have each person draw two columnson his or her paper, labeling one column as Good imes and the otheras Hard imes. Ten say:

    Right now I want you to try to predict your uture using anextremely scienti c method: with the fip o a coin! Let heads represent good times and tails represent hard times. With this high-tech system, you can nd out exactlywhat percentage o your uture will be spent experiencing pleasure and what percentage will be spent enduring hard times.

    Have audience members quickly execute 10 coin tosses with theirpennies, marking the appropriate column on their papers each time.

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    When they have 10 marks on their papers, have people nd a partnerto compare what their uture holds, according to the less-than-accurateindicator o coin tosses. Ten have partners explore answers to thesequestions:

    What do you hope your uture reallyholds?

    Why do you suppose God will allow both good times and hard times to ll your uture?

    What do you think is the best way toview both good times and hard times in li e? Explain.

    Say: No matter what the uture holds, wecan gain confdence in knowing that God isactive in both the good times and the hard times we ace.Te Apostle Paul learned thistruth thousands o years ago, even when he

    was imprisoned or simply preaching about Jesus Christ. Listen to what he

    said about that situation.Read aloud Philippians 1:12-14; then continue with your sermon asplanned.

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    Risk Rating: m d

    Scriptur : p n 2:5-11K y V rs : y v d c J d (p n 2:5).

    Th m : h

    Point: W b v d n w n w b d c d d.

    Synopsis: a d n b w n d

    x n p n 2:5-11.Suppli s: t s m

    nd ( . 67) nd w v n d x n

    Pr paration: a q d ,nd w v n d v

    n x . p g d b n d .

    A w b n, v bo your congregation to practice the worship pantomime indicated onthe Scripture Mirrors handout (p. 67). Make sure each volunteer getsa copy o the handout, but tell your per ormers that they can per ormthe pantomime as it is written or (i they are so inclined) they can tailorit as needed to better t the personality o your congregation. Also, besure to let your per ormers know that they wont be speaking; they willbe acting out their motions as you read aloud the Scripture passage.

    At the appropriate time during your sermon, say:We are best served in this li e when we mirror the humble attitude

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    17Scriptur Mirrors

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    that Christ displayed. As a physical reminder o that truth, Id like toread a passage o Scripture rom Philippians that describes beauti ullythe humility o Jesus. As I read, two volunteers will visually represent the

    words o the passage.Call your volunteers orward; then read

    Philippians 2:5-11 aloud while they act outthe accompanying motions. Ten say:

    Now Id like everyone to stand as I repeat this reading. Tis time, Id like you to joinin the visual representation o the verses.Watch our volunteers and simply mirror their motions right where you are standing. Ready? Lets begin.

    Read Philippians 2:5-11 again, paus-ing as needed to allow everyone to per-

    orm the appropriate motions. A terward,have everyone return to his or her seat and continue your sermon

    as planned.

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    Scriptur Mirrors

    y v d c J d(stand with hands clasped and head down).

    t w g d (li t head and look outward, sweepinghands out across the horizon, as though per orming an act o creation),

    d d n n q w g d n n .in d, v d v n v(quickly kneel, bow head,

    and cover head with crossed arms); b n v nd w b n

    n b n (extend hands, cupping them together as thougho ering service).

    W n d n n (look at arms in astonish-ment as though or the rst time),

    b d n b d n g d nd d d n

    d n .(While still kneeling, extend arms out as thoughnailed to a cross, and bow head.)

    t , g d v d n(with arms still extended, stand and look up)

    nd v n b v n (raise armstoward heaven),

    n J v n d b w, n v n(quickly bring arms down; then raise them toward heaven again)

    nd n (extend arms toward the audience) nd nd (spread arms downward toward the

    foor), nd v n n J c l d(kneel), g d .(Raise arms and li t ace toward

    heaven, smiling.)

    p n nd Make It Stick n d . c g p b n , in ., p.o. B x 481, l v nd, co 80539.

    www. .OKto COPY

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    Risk Rating: l w

    Scriptur : c n 1:11-12K y V rs : y w b n n d w

    w w v nd n ndn n d (c n 1:11b).

    Th m : p n

    Point: g d n n , d n .

    Synopsis: a d n b w n n n 10 nd .

    Suppli s: p , n , , nd v n

    Pr paration: a q d , ndn v n w v .

    a , g d b n d .

    W n n d , vushersgive each person a sheet o paper and a pencil. Have the ushers explainthat people will need these later during your sermon.

    At the appropriate time during your sermon, tell people to take outtheir paper and pencils. Place a stool up ront, near the pulpit, and call

    or your volunteer to come up and sit on the stool. Say: My volunteer here has agreed to be a model or todays sermon. Your task

    is to create a masterpiece-quality pencil drawing o our model. As you can see,our original is a wonder ul example o Gods creation. With a ne model like this, you should be able to draw your masterpiece in no time at all. Everyone ready? OK, go!

    Once participants have begun to draw, silently count of 10 seconds;

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    m a k e y o u r m e s s a g e s t i c k . . . r o m t h e p u l p i t

    then abruptly tell them their time is up. Send ushers to collect drawingsrom everyone, and have them brought to you.Begin thumbing through the drawings. Act disappointed and

    slightly ofended by the poor quality o so many barely-begun drawings. Play thisup as much as you eel com ortable doing. Ten ask your people to raise their handsin response to this question:

    How many o