What I Would Do Differently
APPENDIX 3 LESSON TEMPLATE
Lesson Block Name Lesson # – Title of Lesson –
________________________________________________________________________
Lesson Warmup: (5 minutes)
Lesson Warmup serves several purposes in a short amount of time. The focus of the discussion should now shift to introducing the lesson’s topic. Second, the Scriptures and reading/video resources from the previous week aid in reinforcing the lesson topic.
Third, students have the opportunity to participate in various trivia activities. This step serves to facilitate retention of the lesson and strengthen their overall knowledge.
Bible Trivia:
Trivia or “Quiz” questions encourage outside study and foster retention of lesson material. The goal focused on students practically engaging the topics.
(Example): Which two books of the bible do not mention God?
(Answer): Esther and Song of Solomon Topic Background:
When possible, reading and video materials are provided to students the previous week. Extra time with lesson content will allow students to familiarize themselves with the subject matter. When meeting together, the content may be summarized or reviewed to aid with beginning the discussion.
Note: Instructors should review all reading and video links before the presentation to ensure all content is acceptable for the intended audience.
Scripture Passage:
This scripture passage, selected for relevance to the information covered in the lesson serves as an introduction to the teaching.
(Example) For a lesson on witnessing and sharing the gospel to the world. Acts 1:8
“But you will receive power when the Holy Spirit comes on you, and you will be my witnesses in Jerusalem, and in all Judea and Samaria, and to the ends of the earth.”
LESSON: (30 minutes)
Key Truth: This is the “take away statement.” The truth you want the students to leave with even if they remember nothing else from the discussion.
(Example): The Bible is true, and the Gospels can be trusted.
Apologetic Purpose: This curriculum selected lesson topics based on their popularity and practicality. This collection is not exhaustive, yet it is safe to tell most of the students already have or will soon encounter these topics and discussions. As believers called to be ever ready to defend our faith, it is the goal of these lessons to introduce these issues and ideas. This “Apologetic Purpose” section should offer up a quick layman’s “reason”
for why this topic is essential, why there is an argument or disagreement with Christianity, and how the Bible addresses it.
(Example): What would be the Apologetic Purpose of a lesson focused on the reliability of scripture?
(Answer): Scripture is the word of God. The Bible is God’s revealing His truth,
promises, and hope to the world. Many people dismiss God because they feel they cannot trust the bible. They will refuse to listen or consider Christ because the bible seems so fictional to them. Some people will have never heard the bible is described as authentic, much less hear evidence on scripture’s behalf. When Christians know and can defend the trustworthiness of the bible, we can remove that stumbling block from unbelievers.
Introduce the Discussion:
Having gone through the “Scripture Passage,” the “Key Truth,” and the
“Apologetic Purpose,” the lesson is somewhat introduced. This section should now unpack and set up the discussion to follow.
Facts/Discussion:
This section is where the focal point of the lesson resides. Here is where the heart of the topic lies. Any “lecture” or information dump will occur here. This section will be the largest and longest of the lesson. These topics can be cumbersome, and there is little time to convey ideas and information.
Attempt to involve the students as often as possible, whether through questions and discussions or participating in presenting. Ideally, there will be questions introduced throughout the presentation. Otherwise, the attention span of the students will wain, no matter the topic. Offer open-ended questions that stimulate discussion.
(Example): “Why do you think this is the case?” or “Now that we know this, how does this help us in engaging unbelievers?”
It would be foolish to think one could thoroughly cover these topics in the time frame provided. Leaders should seek to give an overview and select a handful of “must- have” points and address those in the time you have.
Information: “Over the years, the discovery of several other documents and manuscripts tell of a different Jesus and salvation.”
Discussion Question: “Does this mean the Bible we have today is incomplete or inaccurate?”
Please remember that tenth graders are the intended audience for these lessons.
The topics will often introduce terms and words that are new or seldom used in everyday language. Attempt to word your discussion and questions in layman’s terms. When the lesson calls for the more advanced vocabulary, define the terms, and explain them clearly. Also, make every effort to avoid “church” words. The world outside of the Church does not speak Christianese (slang and terms commonly used by Christians).
There is a benefit to students and adults to engage these subjects without such terminology.
Gospel Final Word: (5 minutes) Gospel Application:
If believers are to be ambassadors for Christ, we must draw people to Him. Many miss the Grace of Salvation and the fellowship of God because of misconceptions or false teachings about the Bible, Christianity, or God Himself. By design, these lessons look to meet such issues head-on and seek to peer through the confusion to see the truth. This part of the discussion should focus on how knowing this week’s lesson can aid in erasing the stumbling blocks, allowing folks to see Jesus clearly. This section differs from the
“Apologetic Purpose” in that we are looking for a Gospel-focused example. This section should efficiently and succinctly answer these two questions:
“How can students take what they learned today and minister to others for the Gospel?”
and
“What are some practical ways I can apply the gospel truths from this lesson?”
Student Final Word:
Each student is allowed to give a short comment, expressing their thoughts, position, or ideas on the day’s discussion. Go around the room, giving each student a few moments before ending with the leader.
Pray: (5 Minutes)
Guide the conversation to a place of prayer. This time provides an excellent opportunity to demonstrate prayer. The student should learn how to pray thankfully, reverently, and specifically. Take prayer requests and praise reports. Pray for these things, but also pray specifically regarding the topic covered that day.
Resources: This would be any links to articles, videos, or books that you would recommend to students that offer a background to the topic or which promote further learning.
Online: (example)
• Michael J. Kruger - New Testament Reliability
o https://www.youtube.com/watch?v=J5AkDOsc4fA Written: (example)
• “How We Got the Bible” – Timothy Paul Jones
This book is an easy read with lots of answers to the typical questions a believer will often hear about the bible.
https://www.amazon.com/How-Bible-Timothy-Paul-
Jones/dp/1628622164/ref=sr_1_1_sspa?ie=UTF8&qid=1526516361&sr=8-1- spons&keywords=how+we+got+the+bible+timothy+paul+jones&psc=1
APPENDIX 4
LESSON 1: INTRODUCTION TO GOSPEL-