Said, “I don’t have any silver or gold for you. Peter and John looked at him intently, and Peter said, “LookĪt us!” The lame man looked at them eagerly, expecting some money. When he saw Peter and John about to enter, he asked them for some money. Each day he was put beside the Temple gate, the one called the Beautiful Gate, so he could beg from the people going into the Temple. As they approached the Temple, a man lame from birth was being carried in. Feel free to give out rewards to the students who successfully memorize the Scripture.“Peter and John went to the Temple one afternoon to take part in the three o’clock prayer service. We typically include a memory verse every 4 or 5 lessons, so you can work for several weeks on the same verse. Also, feel free to share your own faith experiences with them (being careful not to delve into "adult" struggles, like marriage, sexual sin, etc). By the prompting of the Holy Spirit in response to His Word, you can encourage your children to surrender their lives to God and present the Gospel to them. Keep in mind that only your oldest elementary school children will be able to think in abstract terms, but you can ask some basic questions that will hopefully open up a conversation about what the children believe. These questions help the children think about how this story applies to their own life today. But let the Scripture and the Holy Spirit speak to them and be sensitive to where the conversation can go. Keep in mind that elementary school children are rarely capable of abstract thought, so don't boil it all down to a simplified principle for them. Pray for the Holy Spirit to reveal to them what truths he wants them to learn from the story, and help them understand how this story can be applied to their lives. Also, use this time to take the topic where the students want to go. These questions can help you ensure your students understood the story. So teach the lesson first, then let them read the Scripture out loud. Also, it is difficult for the other students to really understand what they are hearing. While it is a good thing that kids get used to reading out loud and reading the Bible for themselves, elementary-aged children do not typically have the reading skills necessary to be able both read out loud and comprehend at the same time. We recommend they do this after you teach the story, however, and certainly not as a substitute for you teaching a holistic story. If you would like to have your students read out of the Bible themselves, these are good verses to do it. We always encourage you to use a Bible storybook if you have one available ( here is a list of ones we know about) 3. Be sensitive to the age of your children and tell the story in a way they can understand. Use all the creativity you have to tell the story in an engaging, and interesting way. This is the most important part of the lesson. This is designed to get your kids talking and to build a connection with them. This is a question that goes along with the story for the day. This section helps you structure your teaching time. This may include a snack suggestion if there is one that goes well with the story, props you might use in teaching the lesson, and the coloring sheet that goes with each lesson. We place everything you might need to prepare for the actual story telling here (this doesn't include Reinforcement Activity supplies, because we don't know which ones you will choose!). Also, if you are not using a storybook Bible, you can use this summary as an outline for your own teaching in class. We provide a "Cliff's Notes" version of the story to help you see the big picture. We encourage you to read the background scripture 2-3 times during the week before teaching. God's word is powerful (much more powerful than our summary is!) and you should know the story well before you teach it. While we provide a summary of the story, we strongly encourage you to read the story directly from the Bible from yourself. Start your lesson planning by reading the "Lesson Prep" section about 5 days before you are scheduled to teach.
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