Teacher Tips

To engage the learners in a study of the Scripture text:

Distribute copies of the “All My Transgressions” exercise from the activity page, which you can download here. Have learners complete it in a minute or less before discussing conclusions with a partner.

Next, distribute copies of the “Cause and Effect” activity from the activity page. Have learners work in small groups to complete it as indicated. After calling time, have one member of each group share their group’s responses.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Song of Moses and Miriam” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

To encourage personal application:

Distribute copies of the “My Song of Praise” activity from the activity page. Have learners complete the activity as a take-home. Tell learners that you will give volunteers time at the start of the next class to share their work.

To begin the session:

Distribute copies of the “Celebrations Big and Small” exercise from the activity page, which you can download here. After learners take no more than one minute to fill in the three blanks, form participants into triads to answer the two questions below their entries.

Transition to the next part of the lesson by saying, “Let’s look at a Passover celebration that took place under King Josiah and think about how to apply lessons from it to life today.”

To encourage personal application:

Distribute copies of the “Word Search” exercise from the activity page as a take-home.

To engage the learners in a study of the Scripture text:

For deeper study on how God does and does not respond to prayers, distribute copies of the “Four Outcomes of Prayer” exercise from the activity page, which you can download here. Form learners into study pairs to complete as indicated. For faster completion, one person in the pair can look up the Old Testament texts while the other looks up the New Testament ones. Reconvene for a whole-class discussion of results.

To encourage personal application:

As learners depart, distribute copies of “Hezekiah’s Prayer Scramble” from the activity page as a take-home.

To encourage personal application:

Dig deeper by distributing copies of the “Dedicating Your Temple” exercise from the activity page, which you can download here. Allow work in triads to complete as indicated, followed by whole-class interaction.

Next, distribute copies of the “Inspirational Places” exercise from the activity page. Have learners complete it individually in a minute or less. This can be a take-home if time is short.

To begin the session:

Distribute copies of the “Conflict Resolution” exercise from the activity page, which you can download here. Have learners work in pairs to complete the exercise as indicated. After sufficient time to do so, reconvene for whole-class discussion.

After the discussion, say, “Conflict is as old as humanity. Let’s see how one conflict recorded in the Bible was settled unselfishly.”

To encourage personal application:

Form participants into study triads. Then distribute copies of the “Creative Problem-Solving” activity from the activity page, which you can download, to discuss and complete as indicated. (Feel free to delete, add, or modify the questions and options in advance.)

After discussions in triads, reconvene for whole-class sharing. Encourage participants to share examples of issues they are still trying to resolve. Cautions: (1) don’t put anyone on the spot to share information that is too personal, and (2) stress that the sharing is a time for encouragement, not a time for “giving advice.”

To begin the session:

Distribute the “What a Mess” exercise from the activity page, which you can download here. Have learners work in their groups to complete the activity as indicated before discussing conclusions with the whole class.

Lead into Bible study by saying, “A large mess can sometimes seem daunting to clean. But as we read today’s passage, let us consider how God has cleansed our lives.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Profitable Responses” exercise from the activity page. Have learners complete the activity individually in a minute or less before discussing conclusions with a partner.

To begin the session:

Distribute copies of the “Waiting Game” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

Lead into Bible study by saying, “Our lives are filled with seasons of waiting. Part of the Christian life is one of waiting—eagerly anticipating the glorious return of our Savior, Jesus Christ.  In today’s study, consider how we can be good stewards of the time in which we wait.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Personal Timeline” activity from the activity page. Have learners complete it individually in a minute or less before discussing conclusions with a partner.

To engage the learners in a study of the Scripture text:

Distribute copies of the “The Children of God” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

To encourage personal application:

Distribute the “Resist Sin” exercise from the activity page. Challenge learners to complete the exercise throughout the upcoming week. Invite volunteers to report at the beginning of class next week.

To engage the learners in a study of the Scripture text:

Distribute copies of “The Word at Work” exercise from the activity page, which you can download here. Divide learners into study pairs to complete as indicated.

To encourage personal application:

Distribute copies of the “Ideas for Encouragement” exercise from the activity page. Have learners complete it within one minute before discussing conclusions with a partner.

To engage the learners in a study of the Scripture text:

Distribute copies of the “God’s Response” exercise from the activity sheet, which you can download here. Ask pairs to complete as indicated.

After the activity, bring the class together to consider the following questions: 1–Does God make us wait a long time before he answers our petitions? 2–How can Psalm 130 help one continue to hope when our sins seem insurmountable? 3–What should we do as we wait on the Lord’s answer to the longings of our hearts?

To encourage personal application:

Distribute copies of the “Expectant Watchfulness” exercise. Have learners work individually for one minute as indicated. Encourage learners to refer to the exercise throughout the week as they wait on the Lord.

Finally, lead the class in a closing prayer, including elements of praise, requests for help, confession, and thanks.

To begin the session:

Distribute copies of the “Why Do People Break Traffic Laws?” exercise from the activity sheet, which you can download here. After completing the activity, bring the class together to discuss the prompts at the bottom of the exercise.

After the discussion, lead into Bible study by saying, “Obedience to laws rarely elicits great joy. But the psalmist experienced delight from his quest to learn God’s ways and obey them. Our study today encourages us to do the same.”

To encourage personal application:

Distribute copies of the “Delightful Precept” exercise from the activity page. Have learners complete it individually in a minute or less before discussing conclusions in pairs.

To begin the session:

Distribute copies of the “Biggest Sources of Stress” exercise from the activity page, which you can download here. Have learners complete it individually in a minute or less before discussing conclusions in pairs.

Transition into the next part of the lesson by saying, “Today’s Scripture text shows how one poet maintained hope in the face of adversity. Let’s see what that looks like.”

To encourage personal application:

Distribute copies of the “Continual Proclamation” exercise for individuals to complete. Optionally, you might offer this as a take-home activity, and remind students that they will have time to share in the next class if they desire.

After the activity, close class by reading Psalm 71:12-21 once more as a prayer to God. Allow time for one minute of silence for learners to add their private supplications before dismissing the class.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Hope and Despair” exercise from the activity page, which you can download here. Have learners complete as indicated.

To encourage personal application:

Distribute copies of the “This I Call to Mind” exercise from the activity page. Give learners a minute or less to complete as indicated before discussing with a partner.

Close class with a prayer, thanking God that we can lament to him and still be confident in his love and promises.

To engage the learners in a study of the Scripture text:

If you wish to consider the entirety of Paul’s defense in Acts 26, distribute copies of the “A Defense and a Testimony” exercise from the activity page, which you can download here, to be completed in the same small groups. During or after presentations of conclusions in whole-class discussion, write the following questions on the board:

1. How can a defense be a testimony?
2. Why was Paul’s testimony more important to him than his defense?

Jot responses on the board as they are voiced.

To encourage personal application:

Distribute copies of the “My Key Takeaway” exercise from the activity page. Have learners complete it individually in a minute or less. Assure learners in advance that you will not put anyone on the spot to share with the entire class, nor will you collect the completed exercise.

After the minute is up, allow the opportunity for volunteers to share their takeaways.

To begin the session:

Distribute copies of the “Let’s Make a Deal” exercise from the activity page, which you can download here. Ask pairs to complete the exercise as indicated.

Lead into the lesson by saying, “People make deals, but God makes promises!” Note that some of his contractual promises include escape clauses (example: Jeremiah 39:18), and some do not (example: Ezekiel 17:18). And God’s covenantal promises are never unconscionable. God will not break his covenant with humanity, nor will he impose impossible conditions to meet.

Make a transition by saying, “Let’s see how the writer of Hebrews draws on these ideas.”

To encourage personal application:

Distribute copies of the “I Once Was Weak, but Now I’m Strong” exercise from the activity page, which you can download here. Have learners complete it individually in a minute or less as indicated before working with a partner to finalize.

After calling time, challenge learners to choose one way to “bear with the weak” throughout the week. Begin next week’s lesson by allowing learners time to share what happened.

As learners depart, distribute copies of the “Reasons to Serve, Foundations for Unity” crossword puzzle from the activity page. Close with prayer appropriate to today’s topic.

To begin the session:

Distribute copies of the “Two Paraphrases” exercise from the activity page, which you can download here. Allow no more than one minute for learners to complete as indicated. Use the second of the two paraphrases to lead into the lesson.

To encourage personal application:

Distribute copies of the “I’m Changing!” activity from the activity page. Have learners complete it individually in a minute or less before sharing with a partner.

Close with a time of silent prayer for transformational change.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Paul’s Hope” exercise from the activity page, which you can download here. Allow learners to work individually for one minute before pairing up to complete the exercise.

In the same pairs, ask learners to use Bible concordances to look up information about mystery in the New Testament. Have them answer how mystery is applied to Jesus, what other concepts are referred to as mysteries, and how these concepts of mystery are similar to or different from mystery as it might be used in pop culture. When pairs are finished, ask them to share what they found most eye-opening or helpful from their research.

To encourage personal application:

Distribute copies of the “My Hope” exercise from the activity page. Have learners complete it individually in a minute or less before discussing conclusions with a partner. Option. Have learners complete the page at home during the week.

Conclude with prayer that the class will experience joy as they grow in Christ this week.

To begin the session:

Distribute copies of the “Zeal Without Knowledge” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated. Say, “Paul wrote to the Romans about the importance of understanding what Jesus has done for us—and of sharing that knowledge.”

To encourage personal application:

Distribute copies of the “Who Has Believed?” exercise from the activity page. Have learners complete it individually in a minute or less before sharing their answers with a partner.

After the activity, lead the class in a closing prayer that learners will be attentive to the Spirit’s leading this week as they find opportunities to grow in their belief in and preaching of the gospel in both word and deed.

To begin the session:

Distribute copies of the “Vocabulary Quiz” exercise from the activity page, which you can download here. Have learners work in pairs to complete the exercise as indicated. When pairs have finished discussing, give the class an opportunity to share their responses.

After the activity, say, “Reconciliation between God and us required his action on our behalf. Today’s lesson will explore what our reconciliation required and what it means for us.”

To encourage personal application:

Distribute copies of the “Not Only So!” exercise from the activity page to be worked on individually and completed at home. Inform learners that you will allow time for volunteers to share at the beginning of next week’s class.

After the activity, pray for learners to experience the peace of reconciliation with God in the week to come.

To begin the session:

Distribute copies of the “Promises” exercise from the activity page, which you can download here. Have learners complete it individually in a minute or less before discussing responses in small groups. Not all prompts need answers if learners run out of time.

To encourage personal application:

Distribute copies of the “A 90-Year-Old Bucket List” exercise from the activity page. Have learners complete it individually in a minute or less before discussing the conclusion in small groups.

To engage the learners in a study of the Scripture text:

Distribute index cards as well as copies of the “Coming Up Short” exercise from the activity page, which you can download here. Give learners a minute to work individually, then as a group, complete as indicated.

Distribute copies of the “God of All” exercise from the activity page. Give pairs of learners time to complete and discuss the activity as indicated.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Consider the Background” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

Distribute copies of the “Challenging Her Faith” exercise from the activity page. Have learners work in pairs to complete as indicated.

To engage the learners in a study of the Scripture text:

Distribute copies of the “An Encounter with Jesus” exercise from the activity page, which you can download here. Have groups work together to complete as indicated.

To encourage personal application:

Distribute copies of the “Scripture Story, Contemporary Attitudes” exercise from the activity page. Have learners complete it individually in a minute or less before discussing conclusions with a partner.

After the activity, call the class together and urge as many as possible to share their reactions and conclusions after comparing the characters in today’s story with their own life experiences.

To engage the learners in a study of the Scripture text:

Distribute copies of “The Centurion, the Servant, and the Savior” exercise from the activity page, which you can download here. Have learners work in small groups to complete as indicated.

To encourage personal application:

Distribute copies of the “Jumbled Words, Clear Messages” activity from the activity page. Have learners work with a partner to complete as indicated. If time allows, have pairs present their findings to the whole group. Conclude class with a time of prayer, thanking God for the truths stated in the unscrambled messages and asking God for the courage to share those truths with someone in the upcoming week.

To engage the learners in a study of the Scripture text:

Distribute copies of the “God’s Definition of a Friend” exercise from the activity page, which you can download here. Have the learners work in pairs to complete and discuss the activity page as indicated.

To encourage personal application:

Distribute copies of the “Remarkable Friendship” activity from the activity page. Have learners complete it as a take-home activity. To encourage completion, tell the class that you will set aside some time at the beginning of the next class to review the activity and its results.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Rest of the Story” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated before sharing conclusions with the whole class.

To encourage personal application:

Distribute copies of the “Notes for a Letter” activity from the activity page. Have learners work in pairs to complete as indicated.

To begin the session:

Distribute copies of the “Worst-Case Scenario” exercise from the activity page, which you can download here. Have learners work in groups of three to complete as indicated.

Lead into the lesson by saying, “There may be times when we face a situation that seems unjust or unfair. Our response reveals the nature of our faith in the Lord. Consider Stephen’s response to accusations and how you might have responded.”

To encourage personal application:

Distribute the “Responses and Reactions” activity from the activity page. Have learners complete it individually in a minute or less before discussing conclusions in small groups.

To engage the learners in a study of the Scripture text:

Distribute copies of the “To Do and Not to Do” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated before coming together as a whole class to discuss.

To encourage personal application:

Distribute copies of the “With Gentleness and Respect” exercise from the activity page. Allow learners one minute to complete as indicated before pairing up to give their answers.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Fruit of the Spirit Test” exercise from the activity page, which you can download here. Have learners complete it individually in a minute or less before discussing conclusions in pairs.

Next, distribute copies of the “My Prayer for You” activity from the activity page. Have learners complete it individually in one minute or less.

To begin the session:

Distribute copies of the “Dear Friends” exercise from the activity page, which you can download here. Ask learners to pair up to finish as indicated. After about 10 minutes, bring the class back together to discuss their findings.

Lead into the lesson by saying, “It is good to be able to recognize when a good leader has our best interests at heart. Jude’s words in our lesson today encourage us to remember what we know of God and to remain true to him.”

To encourage personal application:

Distribute the “Build Yourselves Up” exercise from the activity page to facilitate creating a plan for implementing Jude 20-21. Pray for the learners as you wrap up class time.

To encourage personal application:

Distribute copies of the “Praying, but Still Suffering” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

Next, distribute copies of the “Personal Prayer from One Who Waits” exercise from the activity page. Have learners complete it individually in a minute or less. Give them one minute to jot down thoughts under each of the two headings.

To begin the session:

Distribute copies of “My Daily Habits” exercise from the activity page, which you can download here. Have individuals complete it as indicated.

After the activity, lead into the Bible study by saying, “Today we’ll look at a story about a faithful follower of God who would not renege on his convictions or his faithful habits, even though this refusal threatened his very life.”

To encourage personal application:

Distribute copies of the “Daniel’s Example and New Testament Teaching” activity from the activity page. Have learners work in groups to discuss.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Keys to Context” exercise from the activity page, which you can download here. Have learners work in pairs or groups to complete as indicated. Have learners add concepts or notes to the exercise as you discuss the lesson.

To encourage personal application:

Distribute copies of the “Advice for Those Facing Trials” exercise from the activity page. Have learners complete it in pairs before discussing conclusions with the whole group.

Following the activity, divide the class into pairs. Distribute note cards and pens to each person. Give learners one minute to write down a personal “fiery furnace” they are currently facing. Then, with the help of his or her partner, have each learner write down one way to be a faithful witness to God while dealing with the issue. Encourage the partners to close class by praying for one another that each will be able to act faithfully in the middle of the fiery furnace.

To engage the learners in a study of the Scripture text:

Distribute copies of “The Warning and the Comfort” exercise from the activity page, which you can download here. Have learners work together in groups to complete as indicated. After five minutes, ask for volunteers from each group to share what their group discovered.

To encourage personal application:

Distribute copies of the “This Is My Father’s World” activity from the activity page. Ask learners to complete the activity as a take-home. To encourage completion, allow time at the beginning of the next class for learners to share insights.

To begin the session:

Divide participants into groups of three. Distribute copies of the “Common Goal” exercise from the activity page, which you can download here. Have groups work together to complete the activity as indicated before bringing the groups together to talk about their experiences.

Say, “God has given us value and purpose, but he has also designed us to need each other. In today’s lesson, think about how this truth is especially relevant in the church, among the body of believers.”

To encourage personal application:

Distribute copies of the “Badge of Gifts” activity from the activity page. Have learners complete the activity as indicated. Allow time after the pages have been completed for partners to pray for each other. Start next week’s lesson with participants sharing about how they are sharing their gifts to help the church.

To engage the learners in a study of the Scripture text:

Allow one minute for learners to complete the “Asaph’s Psalm” exercise from the activity page, which you can download here. Then ask learners to pair up to discuss their results.

To encourage personal application:

Distribute the “Your Song” exercise from the activity page to be completed individually. Encourage learners to refer to their song or poem throughout the week to remember God’s deliverance and faithfulness.

To begin the session:

Distribute copies of the “Words of Wisdom” exercise from the activity page, which you can download here. Have learners complete it individually in one minute or less before comparing responses with a partner.

Say, “Most proverbs help us make good decisions and point us to having positive relationships. Today, as we study the proverbs of Scripture, consider how we can apply their wisdom to our lives of faith and trust in God.”

To engage the learners in a study of the Scripture text:

Distribute the “World’s Way vs. God’s Way” activity from the activity page. Have learners work in small groups to complete as indicated.

To begin the session:

Distribute a blank piece of paper and copies of the “What Is Unseen” exercise from the activity page, which you can download here, to half of the class. Instruct them to find a partner who did not receive the exercise and complete it as indicated. Tell learners who received the exercise to read the instructions carefully without showing the page to their partners.

After the activity, say, “Sometimes it is hard to do things before we have all the information or know how it will end. In today’s lesson,  notice how each person’s actions were evidence of faith.”

To engage the learners in a study of the Scripture text:

Distribute copies of “The Hall of Faith” activity from the activity page. Have learners complete the first section with a partner before discussing conclusions in small groups. Then complete the exercise in pairs.

To begin the session:

Distribute the “Baby Gifts” exercise from the activity pages, which you can download here. Have learners complete it individually in a minute or less before discussing conclusions as a whole class.

Say, “As we study today’s lesson, consider how the baby announcement and gifts reveal the child’s importance to the gift-givers and gift-receivers.”

To encourage personal application:

Distribute copies of the “Faith in Action” activity from the activity page. Have learners complete it individually in a minute or less before discussing conclusions in small groups. Challenge them to complete the first step of the activity during class, then complete the rest of the activity throughout the upcoming week. Give individuals the opportunity to share about this experience at the beginning of the next class time.

To begin the session:

Distribute copies of the “Baby Talk Translator” exercise from the activity page, which you can download here. Have learners complete it individually in a minute or less before discussing conclusions with a partner.

After the activity, say, “When Mary visited her relative Elizabeth, the unborn baby of Elizabeth reacted when hearing Mary’s voice. In today’s lesson, we will explore the significance of Elizabeth’s response.”

To encourage personal application:

Distribute copies of the “Write Your Own Song” activity from the activity page. Have learners complete it individually in a minute or less before sharing their prayers of praise with a partner.

To begin the session:

Distribute copies of the “Surprising Ancestors” exercise from the activity page, which you can download here. Have learners work individually on the exercise as indicated for a minute or less before discussing conclusions as a whole group.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Genealogy Puzzle” exercise from the activity page. Have learners complete it as directed in groups of three.

To begin the session:

Distribute copies of the “Lions, Tigers, and Bears?” exercise from the activity page, which you can download here. Have learners complete it as indicated.

Next, say, “David, as a shepherd boy, was able to expertly fight animals that threatened his flock. Let’s see how he brought down a giant with just one stone.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “David and Goliath Acrostic” exercise from the activity page. Give groups time to complete as indicated before discussing their conclusions as a whole class.

To begin the session:

Distribute copies of the “How Do You Shop?” exercise from the activity page, which you can download here. Have learners work in pairs to complete the exercise as indicated before discussing conclusions as a whole group.

After the activity, say, “Today we’re going to look at the life of Ruth and how love motivated her to take a leap of faith.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “What Would You Give Up?” exercise from the activity page. Have learners complete it individually in a minute or less before discussing conclusions with the class.

After the activity, talk through how Ruth’s courage and faithfulness helped both her and Naomi deal with their situation.

To begin the session:

Distribute copies of the “Just Because You Can” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated. After time is called, allow time for group discussion.

Explain that today’s Bible study examines how Paul’s message to the Corinthians roots this message in our faith, including our call to be salt and light to others.

To engage the learners in a study of the Scripture text:

Distribute copies of the “How Shall We Act?” exercise on the activity page. Have learners work in pairs or groups of three to complete as indicated.

To begin the session:

Distribute copies of the “Real or Fake?” exercise from the activity page, which you can download here. Have learners complete it individually in a minute or less before discussing conclusions with a partner.

After calling time for the activity, lead into Scripture study by saying, “Today’s lesson will examine Paul’s message to the Colossians regarding wrong assumptions that added to the gospel message.

To encourage personal application:

Distribute copies of the “Stay Connected” exercise from the activity page. Have learners work in pairs to complete as indicated. Welcome the sharing of the word clouds at the end of this class or the beginning of the next one.

To begin the session:

Distribute copies of the “Love and Romance” exercise on the activity page, which you can download here. Have learners complete as indicated.

After calling time, start a discussion by asking, “How is sacrifice a demonstration of love?” Encourage people to talk about a variety of relationships in this discussion. Transition to the Bible study by saying, “Paul writes to both the Romans and the Corinthians about God’s sacrificial love. Let’s discover how love makes a difference in the lives of those who follow Jesus.”

To engage the learners in a study of the Scripture text:

Distribute copies of “The Bible on Love” exercise from the activity page. Have learners work in pairs to complete as indicated. After time is called, lead a discussion and write conclusions on the board.

To begin the session:

Distribute copies of the “Which Is Better?” exercise from the activity page, which you can download here. Have learners complete it individually in a minute or less before discussing conclusions with a partner.

After the activity, say, “Believers have engaged in other debates that are more significant and harder to resolve. In today’s lesson, let’s consider the significance of an early debate of the first-century church and the implications of that debate for our faith.”

To encourage personal application:

Distribute copies of the “My Personal Practices” activity from the activity page. Have learners complete it as a take-home activity. Remind the class that they will have an opportunity to discuss their responses at the beginning of the next class.

To begin the session:

Distribute copies of the “What Is Freedom? Part 1” exercise from the activity pages, which you can download here. Have learners complete it individually in a minute or less before discussing answers with a partner.

After the activity say, “We experience freedom in different ways, depending on who has authority and our relationship to them. In today’s lesson, notice who has true freedom and how that freedom is defined.”

To engage the learners in a study of the Scripture text:

Distribute the “What Is Freedom? Part 2” exercise from the activity page. Have learners work in pairs to complete as indicated.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Gospel to Abraham” exercise from the activity page, which you can download here. Instruct partners to work together to complete as indicated. After a few minutes, ask the partners to present their findings for whole-class discussion.

Ask a volunteer to read aloud Galatians 3:10-14. Then have small groups look up Old Testament references Paul included—Leviticus 18:5; Deuteronomy 21:23, 27:26; Habakkuk 2:4—as well as Matthew 5:17-20. Ask, “How do Jesus’ words connect the Old Testament verses with the verses in Galatians 3?” Allow time for group members to discuss before sharing their insights with the whole group. (Possible response: Jesus fulfills the law, so through him we are made righteous.)

To encourage personal application:

Distribute copies of the “One in Christ” exercise from the activity page. Have learners complete as indicated.

Give learners one minute to write down one way they continue to be motivated by the flesh instead of by the Spirit. Then ask them to brainstorm with a partner how to be open to the Spirit’s presence and leading in the week ahead as they seek opportunities to serve Christ. Have partners pray for each other in these efforts. Encourage them to come to class next week prepared to tell their partner about their experiences in the Spirit.

To begin the session:

Distribute copies of the “A Recipe for Winning Arguments” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

Connect this activity with today’s lesson by saying, “Sometimes the arrival of someone new can be an unwelcome disruption. Let’s learn how Paul addresses a situation like this in his letter to the Galatians.”

To encourage personal application:

Distribute copies of the “Call and Response Prayer” exercise from the activity page. Complete as a whole class. Encourage learners to refer to this exercise throughout the upcoming week.

After the activity, close class with a time of prayer, asking the Father to reveal any hypocrisies so that they can be repented of and discarded.

To begin the session:

Distribute copies of the “Still on the Books” exercise from the activity page, which you can download here. Have students work in pairs to complete as indicated. Then discuss the activity as a whole class.

Transition to the Bible st udy by introducing Paul’s discussion of the law’s nature and impact on people.

To engage the learners in a study of the Scripture text:

Distribute copies of the “World-Record Marriages” activity from the activity page. Have learners discuss conclusions in small groups. Be sensitive to those members of the class who may have experienced loss of a spouse or divorce and remarriage.

To begin the session:

Distribute copies of the “Right and Wrong Around the World” exercise from the activity page, which you can download here. Students can work in pairs to complete as indicated.

Following the activity, gather the pairs together. As a whole group discuss what the world might conclude from the fact that people from various religious faiths or no faith at all seem to live generally moral lives. What might society say when those people appear more righteous than Christians?

To encourage personal application:

Distribute copies of the “Repaired with Gold” exercise from the activity page. Have learners complete it individually in a minute or less before sharing with a partner. Conclude the lesson with a prayer that learners  would have open hearts that lead their actions throughout the week. Encourage them to watch for opportunities to teach in both word and deed and come to class next week prepared to report on their experiences.

To begin the session:

Distribute copies of the “When Can You Break the Speed Limit?” exercise from the activity page, which you can download here. Have learners work in small groups to discuss as indicated.

To encourage personal application:

Distribute copies of the “Behavior and Motivations” activity from the activity page. Have learners complete it individually in a minute or less before discussing conclusions with a partner.

Read John 3:16-17. Ask learners to write a prayer of gratitude for escaping condemnation in Christ. Challenge learners to spend time during the week reflecting on their actions.

To begin the session:

Distribute copies of the “Look at the Big Picture” exercise from the activity page, which you can download here. Ask pairs or small groups to complete the chart as indicated.

Lead to Bible study by saying, “Jesus, the best teacher in the world, was accused of sharing bad information with wrong motives. Let’s see what happened.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Examining the Story” activity from the activity page. Have learners complete it individually in one minute or less before comparing their work with a partner.

To engage the learners in a study of the Scripture text:  

Distribute copies of the “Three Meals, One Pattern” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

Next, distribute copies of the “Remember the Sabbath” activity from the activity page. Have learners work in pairs to complete as indicated.

To begin the session:

Distribute copies of the “Movie Script” exercise from the activity page, which you can download here. Have learners work in small groups to complete as indicated. After 10 minutes, reconvene the groups and ask them to share their results.

Transition to Bible study by saying, “Today’s Scripture describes how Jesus interacted with some religious leaders who were proud of their status as a part of the perceived ‘in’ crowd. As we study, notice Jesus’ reaction to their attitude.”

To encourage personal application:

Distribute copies of the “We Still Have a Problem” activity from the activity page. Have learners complete it in pairs before discussing conclusions with the whole class.

Close class with prayer. Begin with a silent time of repentance for hypocritical attitudes. Finish by asking God to reveal to learners how to live in a consistent way that demonstrates God’s love.

To begin the session:

Distribute copies of the “Define Authority?” exercise from the activity page, which you can download here. Have learners work in pairs or small groups to complete as indicated. After calling time, have volunteers share their responses with the class.

Lead into Bible study by saying, “Determining a proper response to authority is a problem for some people. Today’s Scripture shows how this problem is resolved for followers of Jesus.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Main Characters” activity from the activity page. Have learners work in pairs to complete as indicated.

After calling time under the activity, ask the following questions for whole-class discussion: 1–What are the roles of Adam, Jesus, and God the Father as described in 1 Corinthians 15:20-28? 2–How is God’s authority demonstrated and explained in this passage?

To engage the learners in a study of the Scripture text:

Activity 1: Distribute copies of the “Judging Paul’s Faithfulness” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

Activity 2: Distribute copies of the “The Lord, Our Judge” activity from the activity page. Have learners work in small groups to complete as indicated.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Building and Encouraging Love” exercise from the activity page, which you can download here. Have participants work in pairs to complete as indicated.

After calling time on the activity, have the class present their findings for discussion.

To encourage personal application:

Distribute copies of the “Weighing All the Angles” activity from the activity page. Have participants complete it individually (in a minute or less) before discussing conclusions in small groups.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Acts to Avoid” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

To encourage personal application:

Distribute copies of the “Yield to the Spirit” activity from the activity page. Have learners work together in pairs to complete it. After 10 minutes, bring the groups together to discuss their conclusions.

To begin the session:

Distribute copies of “Kingdom Teaching” activity from the activity page, which you can download here. Have learners complete it individually (in a minute or less).

After calling time on the activity, have pairs discuss how easy it can be for people to place value on the wrong things. Transition to the lesson by saying, “Jesus played on people’s inaccurate perceptions of value as he taught them using parables regarding that which has ultimate value.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Inventory of Everything” activity from the activity page. Have learners complete it individually (in a minute or less) before discussing conclusions in small groups, but with no pressure to reveal private information.

To begin the session:

Distribute copies of the “Survival Recipes” activity from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

After the activity, lead into Bible study by saying, “It can be hard for us to judge what things are good and what things are bad, just from outward appearances. Discerning another person’s character and their heart is even more difficult. Let’s see what Jesus had to say about his timing regarding judgment on the hearts of people.”

To encourage personal application:

Distribute copies of the “Whole Wheat Living” activity from the activity page. Have participants work in small groups to complete as indicated. If time allows, ask for representatives from each group to state their group’s responses to the questions.

Close class with a prayer asking God to help the class both to grow and be fruitful as wheat in God’s field.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Matching Soil” exercise from the activity page, which you can download here. Have participants work in pairs to complete as indicated.

To encourage personal application:

Distribute copies of the “Paradise Gardening Service” activity from the activity page. Allow one minute for learners to complete it.

To begin the session:

Distribute copies of “Seven Deadly Sins?” activity from the activity page, which you can download here. Have learners work in pairs to complete as indicated. Allow volunteers to share with the class how they answered.

Make a transition to the lesson by saying, “Today we are going to study a passage of Scripture that can be difficult to understand. In it we will look at a certain deadly stance toward God and his work.”

To encourage personal application:

Distribute copies of the “Arguments Against” activity from the activity page. Have learners work in small groups to complete as indicated.

To begin the session:

Distribute copies of the “Attitude of Gratitude” exercise from the activity page, which you can download here. Have learners complete it individually (in a minute or less) before revealing the answers.

After calling time on the activity, invite responses to these questions: 1–What does gratitude do for us? 2–How is gratitude connected to worship? Transition by talking about how the group will be studying verses from Zechariah to discover that there is much to rejoice about and be thankful for!

To encourage personal application:

Distribute copies of “Play by the Rules” exercise from the activity page. Have participants work in groups of three or four to complete as indicated before sharing their rules with the larger group. Allow several minutes for groups to complete this activity.

In the remaining minutes, have participants each write a short prayer rejoicing and thanking God for the many wonderful qualities in Jesus, our king and Messiah.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Power and Promises” exercise from the activity page, which you can download here. Have participants work in groups of three or four to complete as indicated. After 15 minutes bring the class together to discuss their findings.

To encourage personal application:

Distribute copies of the “Viral Rejoicing” activity from the activity page. Have learners work in pairs or trios to complete as indicated.

To begin the session:

Distribute copies of the “What’s in a Word?” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

After the activity, transition to the Bible study. Say, “In this week’s lesson, notice how God brings his people together, gives them a dwelling place, and makes them strong.”

To encourage personal application:

Distribute copies of the “United Forever” activity from the activity page. Have participants work in pairs to complete as indicated. Then bring the class together to discuss how the various puzzle pieces work together. Have learners color in one piece that isn’t an accurate description of his or her experience in God’s kingdom. Ask the partners to pray for one another regarding the growth area(s) they both identified.

To begin the session:

Distribute copies of the “Word Transformation” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated. (Option: This exercise can be done as a race. Do as many rounds as time allows.)

After the activity, say, “Transformation often happens in stages, but it can bring about dramatic changes. In today’s lesson, look for the ways God promises to transform his creation.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Reverse the Curse” exercise from the activity page. Have learners complete it individually (in one minute or less) before discussing conclusions with a partner. Allow additional time for pairs to share and discuss their responses and thoughts with the whole group.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Exciting Announcement” exercise from the activity page, which you can download here. Have pairs complete the exercise as indicated.

To encourage personal application:

Distribute the “Good News for Me” exercise from the activity page. Have learners complete it individually (in a minute or less) before discussing the sheet in small groups. End with the small groups praying together. Encourage participants to take the handout home to remind them to share the gospel this week.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Before and After” exercise, which you can download here. Have groups work to complete as indicated.

Another option is to distribute copies of the “Called to Suffering” exercise from the activity page. Have small groups complete as indicated before sharing conclusions with the whole class.

Allow a few minutes for groups to share specific learnings about Saul with the whole class.

To begin the session:

Distribute copies of the “Other Old Testament Prophecies” exercise from the activity page, which you can download here. Have learners complete it individually (in a minute or less) before discussing conclusions in small groups.

Say, “Today we will consider an unexpected visit by a believer in Jesus to someone who did not understand the gospel.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “One of Several Baptisms” activity from the activity page. Have groups work together to complete as indicated before discussing their answer to the question posed there.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Look Me in the Eye!” exercise from the activity page, which you can download here. Have learners work together in pairs to complete as indicated.

To encourage personal application:

Distribute copies of the “Signs of the Times” activity from the activity page. Have learners complete the activity in small groups before discussing conclusions with the whole class.

After the activity, distribute an index card and a pen to each learner. Have them write a prayer for the following needs: 1–Clarity for how to best meet the perceived needs of people in the community. 2–The desire to share the gospel with the people of your community. 3– Discernment to know how to do both.

Encourage learners to place these prayers in a visible location where they will be seen throughout the upcoming week.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Baptism in Scripture” exercise from the activity page, which you can download here. Have learners work in small groups to complete as indicated.

To encourage personal application:

Distribute copies of the “Power, Power!” activity from the activity page. Have learners complete the activity in pairs before discussing answers in whole-class discussion.

After calling time for the activity, distribute index cards and pens to each learner. Ask learners to write a prayer based on the following prompt:

Lord, help me be attentive to the influence of the Holy Spirit. Empower me through the Holy Spirit to follow Jesus boldly this week as I . . .

Encourage learners to place the cards in a location where they will notice the prayers throughout the week.

To engage the learners in a study of the Scripture text:

Distribute copies of the “In the Cloud” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated. Have pairs share with the whole class their answers to the last two questions.

To encourage personal application:

Distribute copies of the “Circles of Influence” activity from the activity page. Have learners work in small groups to complete as indicated.

End class by placing learners in pairs and having them pray for guidance for how they might rededicate themselves to the work that Jesus has given them to accomplish the gospel mandate.

To begin the session:

Divide the class into small groups. Distribute copies of the “Sheep, Sheep, Shepherd” exercise from the activity page, which you can download here. Have learners complete it individually in one minute or less before discussing questions with small groups. Bring the groups back together before transitioning to the Bible study by saying, “In today’s lesson we’ll discover what Peter learned about being a shepherd.”

To encourage personal application:

Distribute copies of the “Revised Hollywood Ending” activity from the activity page. Have learners complete as indicated.

To begin the session:

Distribute copies of the “Word for Word” exercise from the activity page, which you can download here. Have learners complete it individually in one minute or less before discussing in small groups. Transition to the Bible study by saying, “Today’s lesson will show us how the concepts of trust, belief, faith, and obedience are interrelated.”

To encourage personal application:

Distribute copies of the “I See Jesus” exercise from the activity page. Have learners complete it as directed.

After the activity, invite learners to write a prayer for eyes to recognize Jesus at work. Encourage participants to refer to their prayer throughout the week.

To begin the session:

Distribute copies of the “Did It Happen?” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

After completing the activity, lead into Bible study by saying, “Last week’s lesson was the first of two parts. This week we’ll continue the story and consider how some of Jesus’ followers were provided with an unexpected corrective.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Extra! Extra!” exercise from the active page, which you can download. Have learners work in pairs to complete as indicated. After 10 minutes, have pairs present their articles to the whole class.

To begin the session:

Distribute copies of the “Multiple Lenses” exercise from the activity page, which you can download here. Have learners work in groups of four to complete as indicated.

After the activity, transition to Bible study by saying, “Today’s Scripture will examine the nature of human expectations and the reality of when those expectations are not met—for the better!”

To engage the learners in a study of the Scripture text:

Distribute copies of the “What’s the Story?” exercise from the activity page. Have learners work in groups to complete as indicated.

To engage the learners in a study of the Scripture text:

Distribute copies of the “The Ultimate Spiritual Makeover” exercise from the activity page, which you can download here. Have learners complete as directed in one minute or less before discussing with their small groups.

To encourage personal application:

Distribute the “Before and After” activity page to each participant. Encourage them to take it home to complete this week. Ask volunteers to be prepared to share their testimonies at the beginning of the next lesson.

Divide the class into small groups. Encourage learners to discuss a plan for sharing their “before and after” testimonies with at least one person this week.

Conclude class time by praying for opportunities, courage, and wisdom to share these testimonies. Be sure to allow time next week for learners to share their experience.

To begin the session:

Divide learners into small groups. Distribute the “Satisfaction Guaranteed” exercise from the activity page, which you can download here. After allowing a couple of minutes for groups to complete as directed, reveal the correct answers.

To encourage personal application:

Distribute copies of the “Evangelistic Elements” activity from the activity page. Have learners work in small groups to complete as indicated. Not all answers need to be filled out. Encourage participants to finish the sheet at home during the week, to be discussed at the beginning of class next week.

Conclude by reading aloud John 4:42 and having small groups pray that their witness would have this effect on others.

To begin the session:

Divide participants into three groups. Distribute copies of the “What to Remove” exercise from the activity page, which you can download here. Have groups work to complete as indicated.

After the activity, lead into the Bible study by saying, “Being ‘like a child’ can mean different things. In today’s text from Matthew, we consider which of these ideas Jesus meant when he was teaching his followers.”

To encourage personal application:

Distribute copies of the “Humble Behavior” activity from the activity page. Have learners complete it individually (in a minute or less) before dividing into pairs. Give pairs time to pray for each other’s plan to show humility throughout the week.

At the beginning of the next lesson, ask volunteers to share what happened when they practiced humble behavior during the week.

To begin the session:

Distribute copies of the “Would You Rather?” exercise from the activity page, which you can download here. Have learners complete it individually in a minute or less before discussing conclusions in whole-class discussion.

After the activity, lead into the Bible study by saying, “All decisions have consequences. As we read the parable in today’s Scripture, consider how your decisions would be similar to or different from the decisions made by each character.”

To engage the learners in a study of the Scripture text:

Option 1: Distribute copies of the “If You Ask Me” activity from the activity page. Have learners complete prompts 1 and 2. After one minute, discuss responses in whole-class discussion.

Have the groups read Luke 15:14-19 and write a second diary entry based on their character’s perspective in these specific verses. Encourage groups to creatively consider the consequences of their character’s decisions. After several minutes, ask a volunteer from each group to read their group’s diary entry to the whole class.

Option 2: Have learners complete prompts 3 and 4 on the “If You Ask Me” activity page. After one minute, invite volunteers to share their responses and explain how the responses are similar to or different from the parable’s narrative.

Have the groups read Luke 15:20-24 and write a third diary entry based on their character’s perspective in these specific verses. Encourage groups to consider their character’s treatment of the other character, given what feelings and beliefs might have been behind the actions. After several minutes, ask a volunteer from each group to read their group’s diary entry to the whole class.

Option 3: Have participants complete prompts 5 and 6 on the “If You Ask Me” activity page. After one minute, invite volunteers to share their responses and how the responses best connect with the characters or events of the parable.

To begin the session:

Distribute copies of the “Which Category?” exercise from the activity page, which you can download here. Have students complete it as directed.

After the activity, say, “Our identity is composed out of many facets of personality and experience. In today’s text, Peter gives us metaphors for categories that help us better understand our identity as Christians.”

To encourage personal application:

Distribute copies of the “Set Apart” activity from the activity page. Encourage students to finish the activity as a take-home.

To begin the session:

Distribute copies of “The Dangers of Favoritism” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

After the activity, give the group time to talk about favoritism. Lead into the Bible study by saying, “Favoritism can be dangerous to society and in our own lives. In today’s text, James gives us a warning against allowing favoritism within the church.”

To encourage personal application:

Distribute copies of the “Welcoming Newcomers” activity from the activity page. Have learners complete it individually (in a minute or less) before discussing conclusions in small groups.

After calling time, have small groups talk about how you, as a church, might improve in not showing favoritism in your congregation. Close with a prayer.

To engage the learners in a study of the Scripture text:

Distribute copies of the “A Marvelous Mentor” exercise from the activity page, which you can download here. Have learners work in small groups to complete as indicated.

After calling time, have groups present their findings in whole-class discussion. Use the commentary to correct misconceptions.

To encourage personal application:

Distribute copies of the “Hold Fast” activity from the activity page. Have learners work in pairs to complete as indicated.

After the activity, hand out index cards and pens. Invite learners to write out how they can be encouraged throughout the next week to hold fast to the faith and love that is in Christ Jesus. Then close with prayer.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Word Web” exercise from the activity page, which you can download here. Have learners work in pairs to complete the activity as indicated.

After calling time for the activity, have groups present their findings in whole-class discussion. Conclude the activity by asking, “Why do the implications of the cross seem foolish to some people?”

To encourage personal application:

Distribute copies of the “Praying for Wisdom” activity from the activity page. Have students complete the activity as indicated (in a minute or less) before sharing with a partner.

To begin the session:

Distribute copies of the “Hope Quotes” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

After calling time for the activity, have students present their findings to the class. Then ask the following questions as part of whole-class discussion: 1–How do you define hope? 2–Why is hope important? 3–When is having hope difficult? 4–What happens when people give up hope?

Lead into the lesson by saying, “Today’s Scripture text was written to people who needed hope that God’s presence would be evident. We’ll examine the prophet’s message and consider how helpful his message was to them and to us.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Hope’s Foundation” activity from the activity page. Have learners work in pairs to complete as indicated. (This exercise will be more time-consuming than it appears at first glance.) After 10 minutes, ask pairs to share their paraphrases with the whole class.

To engage the learners in a study of the Scripture text:

Option 1. Distribute copies of the “Compare the Passages” exercise from the activity page, which you can download here. Have groups work to complete as indicated.

Option 2. Distribute copies of the “Passage Prompts” activity from the activity page. Have groups complete as indicated.

To begin the session:

Distribute copies of “The Googles Know” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated. Discuss conclusions as a group. Say: “While technologies may seem to ‘know’ us, today’s passage illustrates how nothing is hidden from God and that only he controls and reveals the future—at his pleasure.”

To encourage personal application:

Distribute copies of the “Win or Learn” activity from the activity page. Have learners complete it individually (in one minute) before discussing conclusions in small groups.

To begin the session:

Distribute copies of the “Fear-o-Phobia” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated. As time allows, ask learners to talk about how faith can help people overcome their fears.

After the activity, say, “In today’s text, Isaiah shares promises God gave to Israel, and us, to help calm fears.”

To encourage personal application:

Distribute copies of the “God’s Protection” activity from the activity page. Have learners complete as indicated.

After the activity, read Isaiah 43:1, replacing the words “O Jacob” and “O Israel” with a pause. Ask learners to silently say their own names in place of the pause.

To begin the session:

Distribute copies of the “A Holy Place” exercise from the activity page, which you can download here. Have learners complete it individually (in one minute) before sharing their creations with a partner. As a whole group, discuss what is required for a place to be considered holy. Continue the discussion by asking, “Why do we seek sacred spaces?”

After the activity, say, “With God’s approval and guidance, Solomon built the temple, and with God’s presence it became a holy place to worship and pray to God. But consequences would follow if the people forsook their faithfulness to him.”

To engage the learners in a study of the Scripture text:

Read through today’s passage aloud once. Distribute copies of the “If/Then Covenant” activity from the activity page. Have learners work in pairs to complete as indicated. (This exercise may be more time-consuming than it appears at first glance.) Then reconvene the whole class to discuss their work.

To begin the session:

Distribute copies of the “Awards Show” exercise from the activity page, which you can download here. Have learners complete it individually in a minute or less. Ask volunteers to share their responses to the final question.

After the activity, transition to the lesson by saying, “Although Mary was shown favor by God, she did not brag about herself at all. Instead, she praised God for the work that he had done.”

To encourage personal application:

Distribute copies of the “Song of Praise Template” exercise from the activity page. Assign this as a take-home activity. To encourage completion, ask learners to consider sharing their completed songs at the beginning of the next class.

To begin the session:

Distribute copies of the “Always Be Prepared” exercise from the activity page, which you can download here. Have learners work in groups to complete as indicated.

Transition into the Scripture text by saying, “In today’s Scripture, notice how John the Baptist introduced people to the Lord and how he answered their questions regarding the Lord’s identity.”

To encourage personal application:

Distribute copies of the “Relating to Jesus” exercise from the activity page. Have learners work in pairs to complete as indicated. After calling time, invite pairs to share their responses to the last question. Encourage everyone to share their metaphors with a neighbor during the upcoming week and be prepared to report on the experience at the beginning of the next class.

To begin the session:

Distribute copies of the “What’s in a Name?” activity from activity page, which you can download here. Have learners work in small groups to complete as indicated.

After calling time on the activity, say, “Sometimes a name’s significance is in its meaning. Other times its significance is related to our experiences with people who have that name—no matter how fair or accurate those perceptions are. In today’s lesson, consider how the name John was significant for Elizabeth and Zechariah.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Prophecies” activity from the activity page. Have learners work in pairs to complete as indicated.

After calling time, ask how Zechariah’s prophecy showed God’s faithfulness and prepared the hearts of the people to receive the Lord.

To begin the session:

Distribute copies of the “An Astonishing Story” exercise from the activity page, which you can download here. Have learners complete the exercise as indicated.

After the activity, say, “Communicating without speaking words is a challenge. In today’s lesson, we will consider how Zechariah’s inability to speak was both a punishment and an expression of mercy.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Baby Announcement” exercise from the activity page. Have students work in pairs to complete the activity as indicated.

To begin the session:

Distribute copies of the “Seeking Security” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated. Allow time for group discussion.

Lead into Bible study by saying, “The apostle Paul uses the imagery of a suit of armor to show how God protects believers from evil.”

To encourage personal application:

Distribute copies of the “Dress Me in Armor” activity from the activity page. Allow one minute for participants to complete the exercise.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Rich in Mercy” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated. Allow time for group discussion before continuing with the next part of the lesson.

To encourage personal application:

Distribute copies of the “Pass It On” exercise on the activity page. Allow one minute for the quick brainstorming exercise. Have individuals share their commitments with a partner for accountability.

After calling time for the activity, end the lesson with a prayer time, praising God for the love and grace experienced in being God’s workmanship.

To begin the session:

Distribute copies of the “Mission Accomplished?” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated. After several minutes of work time, invite volunteers to share what they’ve discovered.

After calling time for the activity, say, “Today we’ll look at how Paul encourages Christians to do God’s work.”

To encourage personal application:

Distribute copies of the “Show Me the Love” activity from the activity page. Have students work in pairs to complete the chart and action plan. It is important to follow up on this activity next week. Make a plan to discuss (at that time) ways they saw God at work through their initiatives. Remind students to be prepared for this discussion. Then remember to praise and thank God together for the blessings—and to commit to God’s care anything that did not turn out as expected.

To begin the session:

Distribute copies of the “Winning Qualities” exercise from the activity page, which you can download here. Allow three minutes for pairs to complete the activity.

After the activity, discuss how our criteria for choosing a winner or determining success affects how we see ourselves and how we interact with others. Consider pressures as well as possible positive outcomes of a culture focused on winning awards. Wrap up by saying, “Today’s lesson allows us to expand beyond a popular worldview and think about who we are in Christ.”

To encourage personal application:

Distribute copies of the “Adopted in Christ” exercise from the activity page. Allow a minute for students to work individually; then let them work together to complete the puzzle. Discuss ideas for how to implement this message into their lives this week when they are faced with challenges.

Plan time during next week’s lesson to see how learners are dealing with their challenges from the perspective of being God’s children. Close with a prayer of praise for adoption into Christ’s family.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Samuel’s Tough Assignment” exercise from the activity page, which you can download here. Have learners work in pairs or small groups to complete as indicated.

To encourage personal application:

Distribute copies of the “Leaders You Know” exercise from the activity page. Have learners work independently for one minute before working with others in groups of three to complete the activity.

After the activity, end with sentence prayers from class members asking God to help them develop a clean heart and eyes of faith, as well as the specific qualities they wrote down. You may ask students to jot down their prayers on their sheets. Plan time next week to talk about how God is working to develop godly leadership qualities in your learners.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Diary of an Old Man” exercise from the activity page, which you can download here. Have learners work together to complete as indicated. After a few minutes, invite volunteers to read what they’ve written.

After completing the activity, have the class draw conclusions about how Israel’s choices reflected their relationship with God and his standards.

To encourage personal application:

Distribute copies of the “What Do You Say?” exercise from the activity page. Have learners complete it in pairs before discussing conclusions as a whole class.

To encourage personal application:

Close the class by distributing copies of the “Help!” exercise on the activity page, which you can download here. Allow one minute for participants to complete as indicated individually before voluntary sharing. Or use this activity as a take-home prayer prompt for the week ahead.

Also, distribute copies of the “Called to Rescue” crossword puzzle on the activity page as a take-home.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Goodness and Rebellion” exercise from the activity page, which you can download here. Have groups work together to complete the activity as indicated before discussing their findings with the whole class.

To encourage personal application:

Distribute copies of the “Images of Praise” activity from the activity page. Have learners work in pairs to complete the activity as indicated. After five minutes, have volunteers give their answer to the third prompt on the activity.

To engage the learners in a study of the Scripture text:

Distribute copies of the “An Unforgettable Day” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

After calling time for the exercise, have groups present their findings for whole-class discussion.

To encourage personal application:

Distribute copies of the “Decisions, Decisions” activity from the activity page. Because of the personal nature of the activity, students may wish to complete this as a take-home.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Jacob’s Family” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated.

Next, distribute copies of the “Family Tree” activity from the activity page. Have learners complete it as indicated, in small groups. After no more than five minutes, ask for volunteers to share their group’s insights from the discussion questions.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “What’s in a Name?” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated. After 10 minutes, provide the correct answers for the class and ask volunteers to share their answers to the final three questions.

To encourage personal application:

Distribute copies of the “Count Your Blessings” exercise from the activity page as a take-home. To encourage completion, promise to discuss the results at the beginning of the next class.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Get What You Want” exercise from the activity page, which you can download here. Have learners work in small groups to complete all four rows.

To encourage personal application:

Distribute copies of “The Situation” activity from the activity page. Have learners complete it with a partner.

Close class with a prayer based on Psalm 75, a psalm composed to provide reassurance of God’s victory. Begin the prayer by reading verse 1 aloud. Allow students to pray silently regarding the conflicts they may face, asking God for his wisdom. End the prayer by reading verse 9 aloud.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “God’s Promises Fulfilled” exercise from the activity page, which you can download here. Have students work in pairs to complete the activity as indicated. After 10 minutes, ask volunteers to share their conclusions.

After the activity, make the transition to Into Life by saying, “The narrative of Abram can inform us greatly regarding obedience and emboldened faith. The next practice will demonstrate how today’s Scripture passage is more than a good story for us to read.”

To encourage personal application:

Distribute copies of the “Emboldened and Obedient” activity from the activity page. Have learners complete the activity individually in a minute.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

For deeper study on the titles of Jesus, distribute copies of the “Who Was/Is Jesus?” exercise from the activity page, which you can download here. Digging into the distinction between “meaning” and “significance” (as in lesson 11) will result in a much deeper study.

To encourage personal application:

As class wraps up, distribute copies of the “Come, Lord Jesus” exercise from the activity page as a take-home.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

For cross-passage comparison, distribute copies of the “The Source of Life” exercise on the activity page, which you can download here. Have groups work to complete as indicated. After groups finish, discuss conclusions as a class.

To encourage personal application:

Distribute copies of the exercise “The Promise of Hope” from the activity page for participants to complete in pairs as indicated.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Place in chairs (or distribute via e-mail) before learners arrive the “Gems” word-search puzzle from the activity page, which you can download here. Your early arrivers can work on this before class begins.

To engage the learners in a study of the Scripture text:

For extra study on meaning and significance (and the difference between those two terms), distribute copies of the “Meaning and Significance” exercise from the activity page to your triads, to be completed as indicated. After several minutes, reconvene for whole-class discussion.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

To focus on the “symbol” aspect of the first set of tasks, distribute copies of the “Words as Depictions” exercise from the activity page, which you can download here. Learners can work on this in study pairs, or they can use it as a note-taker as you work through the text. It should not be used for individual in-class study.

Another option for exploring symbolic language further is to distribute copies of the “Here Comes the Bride” exercise from the activity page, to be completed as  above.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the two exercises on the activity page, which you can download here. Do both parts of the Inductive study activity in groups.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “(Mis) conceptions About Death” exercise on the activity page, which you can download here. Have participants work in pairs to complete as indicated. After five minutes, reconvene for whole-class sharing of insights regarding the stages of life. Do not discuss the compare/contrast with 1 Corinthians 15 at this point; save that for Into the Word.

After the above, lead into Bible study by saying, “Even though we may not want to think about it, death is a regular part of life. But that won’t always be the case. Let’s see why.”

To engage the learners in a study of the Scripture text:

Return to the “(Mis)conceptions About Death” activity to compare and contrast the stages-of-life views of death with what Paul says in 1 Corinthians 15.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Light and Dark” activity from the activity page, which you can download here. Have learners work in pairs to complete the activity as indicated.

To encourage personal application:

Distribute copies of the “Light Meter” activity from the activity page. Have learners work in pairs to complete the activity as indicated. After no more than five minutes, have volunteers give their answers to the third question on the handout.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of “Significant Miracles” exercise from the activity page, which you can download here. Have learners work in pairs to complete as indicated. After 10 minutes, ask volunteers to share their findings.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “Seeking God’s Power” activity from the activity page. Have learners work in pairs to complete the activity as indicated.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Word/Creator/Light” exercise from the activity page, which you can download here. Have learners complete it individually before discussing conclusions in small groups.

Divide the class into pairs and distribute copies of the “A Witness to the Light” activity from the activity page. Have learners work in pairs to complete as indicated. After calling time under either activity, have groups or pairs present their findings in whole class discussion.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute the “What Are You Searching For?” exercise from the activity page, which you can download here. Allow learners one minute to individually find as many words related to today’s lesson as they can before allowing them to work in pairs for a few minutes longer. Allow time briefly to discuss the final answer together.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

After the activity, say, “In today’s lesson, we will see how God turns his people’s focus in different directions to help them become oriented to who he is and who he has called them to be.”

To engage the learners in a study of the Scripture text:

Divide the class into four small groups. Distribute to each group the “Look Around!” exercise from the activity page. Ask the groups to study and discuss the verses together, completing as directed. Then bring the class back together to discuss further.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “Bedtime Story” exercise from the activity page, which you can download here, to be completed as directed alone or in pairs. Bring the class together and allow volunteers to read their completed stories before discussing the questions together as a class.

After the activity say, “In today’s lesson we’ll explore the promises God made to his people and how they responded.”

To encourage personal application:

Bring the original pairs from the first activity back together. Ask them to discuss what evidence of the Lord’s faithfulness and redemption they saw in the reunion they described. If none, ask them to imagine how the experience would have been different if God’s work had been more evident in that gathering. Allow volunteers to share with the class.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute the “Acceptance Speech” exercise from the activity page, which you can download here. Ask pairs to complete only the “Servant’s Speech” column for now.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

After the activity, ask groups to briefly summarize their responses for the whole group. Allow time for discussion.

To encourage personal application:

Distribute one “Servant Leader” exercise from the activity page to all the learners. Give them one minute to consider the activity before pairing up. Tell them their new partner is their accountability partner for the week to encourage them to do what they have brainstormed.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “Advice in the Stars?” exercise from the activity page, which you can download here. Encourage class members to work in pairs to complete as indicated. Invite volunteers to share their responses with the group.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “Am I Safe?” exercise on the activity page and allow the pairs to use Part 1 to help them keep track of their answers. Gather the class together to discuss their answers.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “What Kind of Fruit?” activity from the activity page, which you can download here. Have learners work in pairs to complete the activity as indicated.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

After calling time for the activity, have each group present their findings for whole-class discussion. Use the lesson commentary to correct misconceptions regarding the Spirit’s fruit.

To encourage personal application:

Distribute copies of the “Read All About It!” exercise from the activity page. Have learners work in small groups to complete the activity as indicated. After 10 minutes, have each group share their findings.

End class with a prayer asking God to help each class member demonstrate the Spirit’s fruit in the coming week.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Love Your Neighbor” activity from the activity page, which you can download here. Have learners divide into pairs and complete the activity as indicated.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “Who’s My Neighbor?” exercise from the activity page. Encourage everyone to complete the activity at home, as directed, and be prepared to share their experiences with the class at the start of next week’s time.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Divide the class into three groups. To each group distribute copies of the “What About Baptism?” exercise on the activity page, which you can download here. Have groups complete the activity as indicated. Ask a volunteer from each group to share their final definition.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “Adopted to a New Life” exercise on the activity page as a take-home. As a motive to complete it, state that you will begin the next class session by reviewing volunteers’ results.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute the “Prayer Requests” exercise from the activity page, which you can download here, to be completed as directed. After one minute, ask volunteers to share their responses, especially to the final question.

After the activity, lead into Bible study by saying, “Life can be difficult. But Jesus offers hope in all situations. Today we’ll examine one passage that explores this idea.”

To engage the learners in a study of the Scripture text:

Distribute the “Patterns in God’s Will” exercise from the activity page, to be completed in pairs (or small groups) as directed. Bring the class back together after 15 minutes to discuss what they found. Supplement their answers with information from the lesson commentary as needed.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To engage the learners in a study of the Scripture text:

Distribute the “Romans Vocabulary Puzzle” exercise from the activity page, which you can download here, to be completed in pairs as directed. After 10 minutes, reconvene the class to discuss the concepts raised in the puzzle.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute the “His Resurrection and Our New Life” exercise from the activity page. Have the students complete this exercise in pairs according to the instructions. Reconvene the class to discuss.

Close in prayer, thanking God for freedom in Christ.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Divide the whole class into four groups. Distribute to each group a copy of the “Roles and Expectations” exercise from the activity page, which you can download here. Have groups complete the activity as indicated.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute to each learner a copy of the “Word Web” activity page. Encourage everyone to complete the activity at home, as directed, and be prepared to share with the class at the start of next week’s time together.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute the “Declaration and Command” exercise from the activity page, which you can download here, to be completed in pairs as directed.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute the “He Arose!” exercise from the activity page. Play a recording of the song “Up from the Grave He Arose” (available on the internet) and encourage participants to sing along with the chorus. Ask learners to jot down any words or phrases in the song lyrics that are most meaningful to them. Allow time for volunteers to share how the words are meaningful in their testimony.

Close the class by playing “Because He Lives” or another resurrection song and encouraging the class to sing along. Offer a prayer of thanksgiving to Jesus for his sacrifice and for all the reasons he has given us to overcome our fears. Ask for his help in faithfully calling others to him.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute to pairs “The Passover Lamb” exercise from the activity page, which you can download here. Have them complete as directed before allowing groups to share their responses.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute the “Remember!” exercise from the activity page. Encourage learners to complete the activity at home, as directed, and be prepared to share with the class at the start of next week’s time.

Close the class with a prayer of thanksgiving for Jesus’ sacrifice and for the meal that we still eat in his memory.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute the “Monarch for a Day” exercise from the activity page, which you can download here. Allow learners one minute to work individually before pairing up to complete the activity and discuss.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

After the activity, say, “Important people often are given special treatment. Today we will look closely at a story about how Jesus chose to present himself and the way others received him.”

To encourage personal application:

Distribute the “Who Is This?” exercise from the activity page to be completed according to the instructions. Encourage participants to take the exercise home this week, pray over it, and write down their responses. Also ask them to bring it back to share with the whole group next week.

Close the class by playing “All Glory, Laud, and Honor” (available on the internet) or another appropriate song. Give thanks in prayer for Jesus’ saving work on the cross.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute the “Looking Backward/Looking Forward” exercise from the activity page, which you can download here, to pairs of participants.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

When they have completed both Part A and Part B of the exercise, ask them to discuss the results as a whole class and summarize what they notice about God’s character—in both the past and the future. (Possible conclusions may be: God always provides what is needed; God’s provision is abundant and gracious; God cares about the physical well-being and prosperity of his people.)

To encourage personal application:

Distribute the “Remember” activity page to each participant as a take-home to be completed as indicated.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “Holiday Matching” exercise from the activity page, which you can download here. Have learners complete the activity as indicated.

Lead into the Bible study by saying, “Significant moments are worth remembering and celebrating. Today we will look at a long-awaited moment in the history of God’s people, and how they responded in celebration.”

To engage the learners in a study of the Scripture text:

Divide the whole class into small groups of two or three people. Distribute copies of the “Compare and Contrast” exercise from the activity page. Ask groups to complete the activity as indicated. After a few minutes, invite groups to share what they found.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Rebuild and Redeem” exercise from the activity page, which you can download here. Have learners complete the activity as indicated.

To encourage personal application:

Distribute copies of the “God’s Resources” exercise from the activity page. Have learners work in pairs to complete Part 1 but work independently on Part 2. Ask learners to consider sharing their responses to Part 3 at the beginning of the next lesson. Conclude class by praying for opportunities to grow in trust of God’s faithfulness and promises.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “Famous Projects” exercise from the activity page, which you can download here. Have learners work individually or in pairs to complete as indicated in less than one minute.

After the activity, lead into Bible study by saying, “Today’s lesson from the Old Testament repeats itself in the New Testament in certain ways. See if you can remember passages as we go.”

To engage the learners in a study of the Scripture text:

Distribute copies of Parts A and B of the “Construction Proposal” exercise from the activity page. Depending on the size and nature of your group, the questions can be discussed in small groups or as a whole class.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of Image 1 of the “New Perspective” exercise on the activity page, which you can download here. Have participants guess what it depicts (answer: grain of sand). Then distribute copies of Image 2 and let participants know that the subject matter is the same thing. Finally, distribute copies of Image 3 and pose the following two questions to the whole group. (Do not state both questions together; allow responses to the first question before posing the second.)

1. Why did the grain of sand seem so big and important in Image 1?
2. When did it become clear that you were looking at mere sand?

Invite participants to give other examples of things (or experiences) that become clearer as one “zooms out” or see the bigger picture.

To encourage personal application:

Distribute the “A Sincere Prayer” exercise from the activity page for learners to complete in study pairs.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Form learners into study pairs and announce a closed-Bible pop quiz. Distribute copies of the “Fact-Check the Speech” exercise from the activity page, which you can download here. Allow a few minutes for the pairs to complete as directed. When pairs are finished, have them score their own work.

For a deeper study of defective beliefs that Christians sometimes embrace, distribute copies of the “Say What?” exercise from the activity page. Form learners into study pairs or triads to complete it as indicated. After subsequent whole-class discussion, ask if participants have more entries for the list.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Have someone read Ezra 7:23-26 aloud. Use the “Job Description” handout from the activity page of lesson 8, which you can download here. Ask what challenges and rewards Ezra might have experienced.

To encourage personal application:

Read aloud Nehemiah 8:1-6 to show the response to Ezra’s teaching. Distribute copies of “The Effects of God’s Word” and/or “Looking Forward” exercises from the activity page as take-homes.

To engage the learners in a study of the Scripture text:

Distribute to study pairs copies of the “Saul vis-á-vis David” exercise from the activity page, which you can download here. Instruct learners to compare and contrast the two accounts as they complete the exercise as indicated.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “Psalm 51” exercise from the activity page, which you can download, to be completed as a take-home.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To encourage personal application:

Distribute copies of the “Color Coding” exercise from the activity page, which you can download here, as a take-home activity. To encourage completion, promise to discuss results and insights gained at the beginning of next week’s class.

Distribute copies of the “Examples to Follow” exercise as a take-home activity. To encourage completion, say that you will ask for volunteers next week to share how this exercise challenged or inspired them. Promise also to discuss how the class as a whole can respond in a practical way.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Job Description” exercise from the activity page, which you can download here. Allow groups of three to four to work through the activity as directed. After 10 minutes or so, have groups compare and contrast their documents in the ensuing whole-class discussion.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

If you used the “Job Description” exercise above, distribute copies of the “Personal Statement” exercise from the activity page as a take-home. To encourage its completion, state that you will call for results at the beginning of the next class session.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Divide the whole group into small groups of two or three. Distribute copies of the “To Do or Not to Do” exercise from the activity page, which you can download here. Have all groups complete the entire activity and then compare results. (Alternative. Assign each group a section of the activity to complete.) Share results in the ensuing whole-class discussion.

To encourage personal application:

Distribute copies of the “Who Is My Neighbor?” exercise from the activity page. Spend a few minutes in group discussion clarifying the categories. Challenge participants to take the page home to reflect on and respond to during the week. State that participants should be prepared to discuss the results of this activity during the next class session.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Have participants choose a partner as you distribute copies of the “Relationship Dynamics” exercise from the activity page, which you can  download here. After pairs complete the exercise, reconvene for whole-class discussion.

For deeper study and possible input for the exercise above, distribute copies of the “Hagar and God” exercise from the activity page to complete together. Allow time for whole-group discussion and insights.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Crossroads” exercise from the activity page, which you can  download here. Have students work in groups of two or three to complete as directed. After a few minutes, reconvene for whole-class discussion of conclusions.

To encourage personal application:

Distribute copies of the “Anger Two Ways” exercise from the activity page as a take-home. Suggest that some volunteers come to the next class prepared to share what they learned through this activity.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

distribute instead copies of the “Our Just God” exercise from the activity page, which you can download here. Have students complete the exercise in their groups. Discuss results. The “Good News” exercise from the activity page can be used after either alternative for expanded consideration.

To encourage personal application:

Ask students to use the blank side of one of the handouts to write a commitment prayer about living for God in the new year. Direct them to consider words, phrases, and ideas from today’s text. State that you will offer opportunities for sharing results with the class as a whole, but you will not put any on the spot to do so. Offer that opportunity after no more than one minute to jot down thoughts for their individual prayers.

Close the class with sentence prayers, led by volunteers (possibly recruited in advance) to voice specific individuals (named or unnamed) who need to hear the message of justice (wrath to come) alongside the message of restoration offered through Christ (forgiveness). You as teacher can offer the last of the prayers to wrap up.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Looking at the Light” exercise from the activity page, which you can download here, to be completed as indicated.

To encourage personal application:

Distribute copies of the “No Santa” exercise from the activity page. Have students work individually for one minute before comparing their cards with others in ensuing whole-class discussion. For each sentiment, ask the class, “Why is this message so important for our world today?”

Close with a prayer of thanks for Jesus, whose rule is a reason to celebrate not only at Christmas but always for those who have submitted to him as Lord.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Before class, place at each chair or distribute electronically a copy of the “Why Be Kind?” exercise from the activity page, which you can download here. Students can begin work on as they arrive.

Make a transition by saying, “How are kindness and justice connected? David’s actions today give us some insight into this question.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “www.Ziba&Mephibosheth.edu?” exercise from the activity page. Allow study pairs several minutes to complete the activity before whole-class sharing.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Hear Here” exercise from the activity page, which you can download here. Complete the activity together.

To encourage personal application:

Distribute copies of the “Doing What God Wants” exercise from the activity page as a take-home devotional work. Close with five prayers that ask God’s help in heeding the five admonitions listed in the take-home activity, one request per prayer.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To encourage personal application:

Distribute copies of the “Broken Barriers” exercise from the activity page, which you can download here. Announce a one-minute time limit to complete as indicated. Have participants discuss their entries and adjust their lists as desired.

Another option is to distribute copies of the “Who Is My Gentile?” exercise from the activity page as a take-home. Promise to discuss results next week.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “Weddings” icebreaker exercise from the activity page, which you can download here. Award a token prize to the participant who collects the most affirmations. After the activity, make a transition by noting that today’s lesson may challenge our view of how weddings “should” be.

To engage the learners in a study of the Scripture text:

Distribute copies of the “OT in NT” matching exercise from the activity page. Announce a speed drill for individuals to complete the exercise as indicated, time limit of one minute. Have learners raise a hand when finished. After calling time, allow learners to correct their own work. Give a token prize suitable to the nature of the exercise to the participant who raised his or her hand first and has all answers correct. Discuss what significance learners see in the Old Testament allusions to the verses from Revelation 19.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Before doing the preceding activity, have learners gain a broader perspective on the book of Revelation by completing the “The Perfect Number” exercise from the activity page, which you can download here. This is individual work; time limit of one minute. Give a token gift featuring the numeral 7 to learners who get all 14 correct answers.

Another option is to distribute copies of the “How Long?” exercise from the activity page. Assign groups of four to prepare their conclusions for whole-class discussion.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Extend the Into the Word study by distributing copies of the “Power and Authority” exercise from the activity page, which you can download here. Have groups complete it as indicated to contribute to ensuing whole-class discussion.

Another option is to distribute copies of the “Nothing but the Blood” exercise from the activity page for one minute of individual work. Award a token prize to the first to finish correctly.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To encourage personal application:

As learners depart, give each a copy of the “Praise God Anyway!” exercise from the activity page, which you can download here. To encourage its completion as a take-home exercise, promise to discuss results at the outset of next week’s class.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

For a broader and deeper consideration of God’s presence and dwelling place, distribute copies of the “Where God Dwells” exercise on the activity page, which you can download here. Allow study pairs or triads to complete it as indicated for ensuing whole-class discussion.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “Heart Test” journal from the activity page as learners depart. Challenge them to log entries three times daily in the coming week. Promise to discuss results when the class meets again.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

For a deeper and broader look at Psalm 107, distribute copies of the “To Cry for Help” and/or “Psalm 107 Reflected in Scripture” exercises from the activity page, which you can download here. Have participants work in groups to complete as indicated; follow with whole-class discussion of discoveries.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To encourage personal application:

Use one or both of the exercises on the activity page, which you can download here, to explore the subject of oppression as it may relate to poverty—the two topics often being associated in faith-based and secular discussion. There are many ways to use these exercises in that regard. You could have half the class divide into smaller groups for one exercise while the other half considers the other exercise.

Close by allowing volunteers to finish this sentence: “Based on today’s study, here’s how I could better demonstrate God’s concern for justice.”

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “God Is King” exercise from the activity page, which you can download here. Have learners work in pairs or triads to complete as indicated. Reconvene for whole-class discussion of findings.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the word-search puzzle “Important Ideas from Psalm 100” from the activity page as a take-home exercise as students depart.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

For a deeper look at New Testament teaching on baptism, distribute copies of the “More on Baptism” exercise on the activity page, which you can download here. Have study pairs complete it as indicated. (Since it can be time-consuming for all pairs to study every entry on the activity handout, you can assign fewer passages to each group.) Reconvene for whole-class discussion.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute to study pairs copies of the “One Story, Three Versions” exercise from the activity page, which you can download here. Each study pair will need a set of five colored pencils: one each of brown, blue, green, red, and either yellow or orange. Complete and discuss results as indicated.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To encourage personal application:

To have your class dig deeper into worship in the New Testament era, distribute copies of the “New Testament Worship” exercise from the activity page, which you can download here. Have small groups complete it as indicated. After groups complete the listing, reconvene for whole-class discussion. Pay particular attention to “other” texts that groups saw fit to enter.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of “The Problems Before the Praise” exercise on the activity page, which you can download here, to complete in study pairs as indicated. Since this section has both a Bible-study element and personal reflection segment, you may wish to save the latter for the end of your class time.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

To close the session, distribute copies of the “His Love Lasts My Whole Life” exercise from the activity page, to complete as indicated. Allow individuals to share their compositions, but don’t put anyone on the spot to do so.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Before learners arrive, place in chairs (or distribute electronically) copies of the “Walk by What?” exercise from the activity page, which you can download here. After learners complete as indicated, award a humorous “Faithful Lexicography” certificate (you prepare) to the learner with the most words that no one else has. Have more than one certificate on hand in case of ties.

After the activity, make a transition by noting that today’s lesson has something to say about what the ultimate focus in life should be.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Finish the Thoughts” exercise from the activity page. Announce a one-minute time limit, closed Bibles. Allow self-scoring of results.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To encourage personal application:

Option 1: Distribute copies of the “Love ≠ Apathy” exercise on the activity page, which you can download here. After several minutes of discussion in pairs, or one minute of individual work, call for volunteers to share in whole-class discovery.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Option 2: Distribute copies of the “Overcoming the World” exercise on the activity page. Have participants work individually to complete it as indicated in one minute. In the ensuing discussion, also discuss the different senses of what it means to love the world as depicted in John 3:16 and 1 John 2:16.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Step outside today’s lesson text by having learners complete the “A Call to Persevere” exercise on the activity page, which you can download here.

To encourage personal application:

Distribute copies of the “Why Worship?” exercise on the activity page. Have participants work in pairs to complete it as indicated. Have colored pencils or markers available for those who request them. Award a token prize for the most catchy creation.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Something Better” exercise on the activity page, which you can download here. Since this can be very time-consuming, you may wish to assign discrete segments to groups. Discuss results as appropriate.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To encourage personal application:

Distribute copies of the “Amazing Stats” exercise from the activity page, which you can download here, for study pairs to complete as indicated.

Then do the same thing with the “Amazing Quotes” exercise.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To encourage personal application:

Distribute copies of the “From Alphabetical to . . .” exercise from the activity page, which you can download here; allow one minute for learners to complete it individually, Bibles closed, before whole-class discussion.)

Distribute copies of the “How Do We Know?” exercise on the activity page as a take-home exercise. Encourage its completion by promising to discuss class members’ conclusions as class begins next week.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Divide the class into study groups of four to six. Distribute to one group copies of the “A Story of Faith” exercise from the activity page, which you can download here, rather than the questions in the printed lesson. When you reconvene the class as a whole, let this group report answers first.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “A Legacy of Faith” exercise from the activity page, to be completed as indicated in no more than one minute. If distributed as a take-home, encourage completion by promising to begin next week’s class with it.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Modify the printed groupings by creating an additional, third grouping of learners. Distribute to this/these group(s) copies of the “Qualifications, Please!” exercise from the activity page, which you can download  here, to be completed and reported as indicated. Reconvene groups for whole-class sharing.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “Paul’s Mission to Rome” crossword on the activity page as a take-home.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To encourage personal application:

Option. Distribute copies of the “Attitude Adjustment” exercise on the activity page, which you can download  here. Have learners pick one of the four statements to respond to, time limit of one minute.

Wrap up by asking students to identify which of the five lessons of the unit presents the biggest personal challenge. Ask volunteers to tell which they’ve chosen and why.

Option. Distribute copies of the “Depicting Gratitude” exercise on the activity page as a take-home.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

As a closed-Bible pretest, distribute copies of the “True, False, and When?” exercise on the activity page, which you can download  here. Allow learners only one minute to complete it individually. Assure your class that you will not collect the tests—they will score their own. Have them do so when the minute is up.

Make a transition by saying, “Water is a tricky thing: it can be life-giving in one context and life-threatening in another. But in either case, the water itself may not be the main issue. Let’s see why.”

To encourage personal application:

Have learners discuss in triads their response to the exercise “I Just Don’t Get It!” on the activity page. This will cast a wider context for learners to relate their own experiences of faith and doubt.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Option 1: Explore the context by distributing copies of the “Jesus in Context” exercise from the activity page, which you can download here. Depending on the nature of your class, either have learners stay in their groups of four to complete this or return to their original pairs to do so. During  whole-class discussion of results, stress that this listing is itself only partial in helping us understand Jesus’ mission.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Option 2: Have learners work individually for no more than one minute to complete the “Reactions to Healing” exercise on the activity page as indicated. After calling time, surprise your learners by ignoring what they wrote and instead polling them on which of the four characters they chose to evaluate. Focusing on the reason why, explore what their choices say about them personally.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

For broader comparison with other texts, distribute copies of the “Sailors Afraid” exercise from the activity page, which you can download here. Have learners  complete it in groups. Discuss as time allows.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “Fear Busters” exercise on the activity page. Allow time for learners to work in groups for the Scripture search portion of the activity and then complete the second half of it individually. Encourage placement where learners will see theirs daily, as indicated.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

Many of the Involvement Learning activities in the Standard Lesson curriculum assume an in-person classroom setting. As written, such activities include distributing paper handouts, writing on the board, and breaking into pairs or small groups. If a class is conducted entirely online or a hybrid of in-person and online, these activities are not always easy to convert.

Learners may experience difficulty when some learners gather in-person and other learners attend virtually. The group of in-person learners may get into a lively discussion, leaving out the digital learners. Learners participating remotely may feel they aren’t free to “break in” and contribute to the larger conversation. Further, the teacher may speak primarily to a camera, neglecting those physically present.

This document suggests how to adapt the most common classroom elements of the Involvement Learning (IL) pages for use with an online or hybrid class—so that everyone can be included.

Whenever you see the phrases mentioned below on an IL page, refer to this document for an adaptation.

• “you prepare”—IL pages frequently task the teacher to prepare simple handouts for distribution. In an online/hybrid classroom, consider distributing the handouts to the in-person learners, while using text or e-mail to send electronic copies of the same handout to your online learners.
• “from the activity page”—Standard Lesson makes additional activities available via activity pages. Remember to text or e-mail the exercises on these pages to your remote learners.
• “write on the board”—It’s important to be sure everyone—physically present and online—can see the board. If your entire class is online, “the board” becomes the software you’re using to record learners’ responses. Zoom’s share screen option will allow all virtual attendees to see those responses as the discussion progresses. If your class is a mix of in-person and virtual attendees, you can turn your webcam toward the board you’re writing on.
• “break into pairs” or “form small groups”—Several online meeting platforms, like Zoom or Google Meet, have solutions for breaking large groups into smaller groups and then coming back together later.
  • If all your learners are online, consider using Zoom Breakout Rooms (which you can learn about online).
  • If some of your learners are online and others are physically present (a hybrid class), the former can use Zoom Breakout Rooms, while the latter gather physically.

As with any tool, the more you use it, the better you’ll become with it. Whichever software solution you use for including your online, virtual learners, practice with it ahead of time.

Several Zoom tutorials are here.

The entire Standard Lesson staff is prayerfully upholding you as you adjust to these unusual and challenging times. But even as conditions change and technology advances, nothing shakes the throne of the Lord God Almighty.

To begin the session:

Before learners arrive, place in chairs (or distribute digitally) copies of the “Corrie on Worry” exercise from the activity page, which you can download here. Allow students in pairs to unscramble the sentence. (It is also found, in a shorter version, as the lesson’s Thought to Remember.)

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Tell the class, “Today as we study some familiar advice from Jesus about worry, let’s contrast his teaching with our tendencies.”

To encourage personal application:

As learners depart, distribute copies of the “My Seeking Week” exercise from the activity page to be completed as a take-home. Promise to discuss results during next week’s class.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “What Does It Say?” exercise from the activity page, which you can download here, for learners to complete in pairs as indicated.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Read All About It!” exercise from the activity page. Have learners work in groups to complete it as indicated. (Or divide your class into of the groups complete, one each, the two charts above while the third group completes the “Read All About It” exercise.)

After several minutes, allow groups to report back to the class.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Sins of the Fathers” exercise from the activity page, which you can download here. Use the “jot three steps” instruction as a transition to Into Life.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Reinforce the lesson by giving each learner one of the six false statements from the “Fixing Falsehoods” exercise on the activity page, which you can download here. Read the instructions aloud. Allow one minute for learners to fix their statements and find the passage in today’s text that validates the fix. Compare results among those who have the same statement.

To place today’s study in the larger context of the relationship between Zedekiah and Jeremiah, distribute copies of the “Three Confrontations” exercise from the activity page. Have each learner consult with one or two others to complete it as indicated. Compare results in ensuing whole-class discussion.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies, in print or electronically, of the “God’s ‘Woe to’ Warnings” exercise from the activity page, which you can download here. Break your class into two halves to complete the exercise. If the halves of the class total more than six learners each, have participants form smaller groups with duplicate assignments.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “Searching for Meaning” exercise from the activity page as learners depart. To encourage after-class completion, stress that you will discuss results as a first order of business when the class meets again next week.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To encourage personal application:

Distribute (on paper or in electronic form) copies of one or both of the exercises on the activity page, which you can download here, for learners to complete. Give careful thought to the sizes and constituencies of the groups you use for discussion, given the nature of each scenario—you want the discussion to shed “light,” not “heat”!

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Before class members arrive, place at their chairs (or distribute electronically) copies of the “The Js Have It!” exercise from the activity page, which you can download here. Learners can begin working on this as they arrive.

Lead into the Bible study by asking, “Should we keep our pain to ourselves, or should we express it? Let’s see how the writer of Lamentations handled that question.”

To encourage personal application:

Distribute copies of the (public domain) first stanza and the refrain of the hymn “It Is Well” on the activity page. After singing these, have a preselected participant tell the tragic story of the writer, Horatio G. Spafford (1828–1888). Coordinate this in advance so your participant has time to research the story.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: A key to using Zoom effectively without fumbling is to practice ahead of time! For Zoom tutorials, see here.

To engage the learners in a study of the Scripture text:

Option 1. Distribute copies of the “It’s a Secret!” exercise from the activity page, which you can download here. Discuss the top half of this particular exercise as a class; then have participants form study pairs (or triads) to answer the two questions in its bottom half. Discuss conclusions as a class.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Option 2. To expand consideration of opposition to Nehemiah, distribute copies of the “A Tale of Three Enemies” exercise from the activity page. Have participants work in study pairs to complete it as indicated. Discuss conclusions as appropriate.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “What Would You Say?” exercise from the activity page, which you can download here for learners to complete in pairs as indicated. Be prepared to offer your own conclusions.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute to study pairs copies of one or two sentences of the “Stinkin’ Thinkin’” exercise from the activity page along with instructions. Allow three minutes for discussion before having the whole class consider the entire list.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Servant Songs” exercise from the activity page, which you can download here. This exercise will allow learners to see today’s text in a broader context of the other four Servant Songs in Isaiah. There are a total of 40 verses to consider, and the five songs vary widely in length. Therefore, you will need to think carefully in advance regarding how many groups there will be, how many participants will be in each group, how much time to allow, and how to keep things moving briskly when groups report conclusions in the ensuing all-class discussion.

To encourage personal application:

Distribute copies of the “Servant Thanks” exercise from the activity page. This devotional prayer-writing activity is designed for students to begin in class but finish at home or on their own.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Place at chairs (or distribute electronically) copies of the “Profiles in Courage” exercise from the activity page, which you can download here. Work the exercise alone or in study groups.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To engage the learners in a study of the Scripture text:

Distribute copies of the “A Tale of Three Men” exercise from the activity page for groups to complete as indicated; follow with whole-class discussion.

To encourage personal application:

Distribute copies of the “My Prayer for Courage” exercise from the activity page. Give individuals one minute to jot down ideas, and then ask volunteers to share what they’ve written.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Before learners arrive, place at chairs (or send out electronically) copies of the “Five Milestones of 1 and 2 Kings” exercise from the activity page, which you can download here, for individuals to complete as indicated. This brief exercise will sketch the broader context in which today’s lesson occurs.

To encourage personal application:

Distribute copies of the “Many Sources” exercise from the activity page for learners in study pairs to complete as indicated. Compare and contrast entries in ensuing whole-class discussion.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute to study pairs copies of the “Strategies and Tactics” exercise from the activity page, which you can download here. Assign one text per pair to complete as indicated. Use discoveries to compare and contrast with the conquest of Jericho as the Bible study proceeds.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

If you wish to weave into this task the subject of spiritual disciplines, distribute copies of the “Discipline Deficiency” exercise from the activity page. Use of this exercise in study pairs may result in accountability partnerships being formed.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Before learners arrive, place at chairs (or distribute via text or e-mail) copies of the “Significant Events, Surprising Leader” exercise from the activity page, which you can download here. Participants can begin working on this as they arrive.

After discussing the activity, make a transition by saying, “It is important to follow good leaders who guide us through possible and impossible situations.”

To encourage personal application:

Distribute copies of the “Prophet to Come, Prophet Who Came” exercise from the activity page for learners to complete as indicated. Close with prayer.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Before class begins, place on chairs copies of the “Places of Transition” word-search puzzle from the activity page, which you can download here. Learners can begin working on this as they arrive.

To encourage personal application:

Distribute copies of the “Church Planting” exercise on the activity page as a take-home for private reflection.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session: 

Distribute copies of the “Famous Partners on TV” exercise from the activity page, which you can download here. Allow one minute for learners to complete as indicated. After that minute, ask why these partners worked well together.

After the activity say, “Some teams work well together to achieve evil purposes (example: Acts 5:1-10), while others work well together for godly purposes. Today we are going to be looking at one such incredible team in the latter category.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Find the Opposite” exercise on the activity page, assigning its completion to research teams. You can assign work to teams either by the exercise’s horizontal rows or by its vertical columns. If assigning by row, you will need five teams, one for each trait; if assigning by column, you will need four teams, one for each name.

If you use the five-team approach, say, “Take the negative trait you’ve been assigned and see if your team can find one instance of its opposite for each of the four people listed.” If you use the four-team approach, say, “Research your assigned person and see if you can find an example of an opposite to each of the five negative traits.”

Allow time for whole-class discussion of discoveries. If learners could benefit from considering other texts in order to fill out their charts, have these ready to suggest: 1 Corinthians 1:12-13; 3:3- 9; 4:1-7; 16:19.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Place on chairs (and/or distribute electronically) copies of the “Favorite Brands” exercise from the activity page, which you can download here. After students complete this individually, there is no need to discuss results.

After the activity, lead into the Bible study saying, “The depth of our devotion to certain stores or products can vary greatly. However, our devotion to God should be constant. Today we have something to learn from a person whose devotion was just that.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Mary Magdalene’s Loyalty” exercise from the activity page for students to complete the middle column in study pairs or triads. Save the final column for the Into Life section.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Interacting with Nonbelievers” exercise on the activity page, which you can download here. Have pairs or triads complete as indicated. Compare and contrast results in ensuing whole-class discussion.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “Sow or Reap?” exercise from the activity page, allowing learners one minute to complete individually as indicated; then share names with a prayer partner to close the class.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Before class begins, place on chairs (or distribute electronically) copies of the “His Plan, Not Ours” exercise from the activity page, which you can download here. Learners can begin considering it as they arrive.

To encourage personal application:

Distribute copies of the “Calling Intersections” exercise from the activity page for learners to complete in pairs as indicated.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “What I Pray for Most” exercise on the activity page, which can be downloaded here. Allow one minute to complete; then call for volunteers to share the entries on their lists. Make a transition by saying, “Today as we look at a prayer priority of Jesus, it will be interesting to compare and contrast it with our typical prayers.”

To engage the learners in a study of the Scripture text:

If you used the “What I Pray for Most” exercise on the activity page, distribute copies of the “The Prayer Requests of Jesus” exercise from that same page for learners to complete as indicated in study pairs. After three minutes, compare and contrast the results of the two exercises.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Be Healed!” exercise on the activity page, which you can download here. Assign each Scripture there to a different class member or study pair to paraphrase and then share results with the whole class.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

Distribute copies of the “Finding Forgiveness” exercise on the activity page. Have learners work in study pairs to complete it. Allow time for whole-class sharing.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Dig deeper into the first challenge by distributing to small groups the “What Were They Thinking?” exercise from the activity page, which you can download here. (Remember to text or e-mail the exercise pages to your remote learners.)

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

After several minutes, reconvene for whole-class discussion.

To encourage personal application:

Distribute copies of the “All to Jesus I Surrender” exercise from the activity page. Give students a minute to jot thoughts in this chart, and then invite them to share those thoughts with a study partner. End the class session by leading the class in singing “All to Jesus I Surrender.” Provide copies of additional stanzas as appropriate.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “Minute Match” exercise from the activity page, which you can download here. (Remember to text or e-mail the exercise pages to your remote learners.) Allow no more than one minute for the matching part; how much time to allow for the compare part is at your discretion.

To encourage personal application:

Extend the above activity by distributing copies of the “My Mission” prayer-writing exercise on the activity page. Use this to close the class or as a take-home.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “How Would You Prepare?” exercise from the activity page, which you can download here. (Remember to text or e-mail the exercise pages to your remote learners.) Have learners work in pairs to complete as indicated.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

After the activity, lead into Bible study by saying, “Today’s lesson has something important to teach us about preparation. Let’s see what it is.”

To engage the learners in a study of the Scripture text:

For an extended study on baptism, distribute copies of the “Baptism in the New Testament” exercise from the activity page for learners to complete in small groups as indicated. If time is short, this can be a take-home.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Before learners arrive, distribute (via text or e-mail) or place in chairs copies of the “Worship Around the World” exercise from the activity page, which you can download here. Discuss results to begin class.

To engage the learners in a study of the Scripture text:

For deeper study of Old Testament predictions of the Messiah, distribute copies of the “Old Testament Prophecies” exercise from the activity page. Have learners work in study pairs or triads to complete as indicated. After an appropriate amount of time, reconvene for whole-class comparisons of conclusions.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Joseph’s Options” exercise from the activity page, which you can download here. Have learners work in small groups to complete as indicated.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here).
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into groups together and using Zoom Breakouts for the online learners.

To encourage personal application:

To extend this activity, distribute copies of “Step Up Your Thanks!” from the activity page as a take-home exercise. You have two options regarding words to be found: either include a list of the 13 to be found or don’t. The latter option will make the puzzle harder to solve and is recommended. To encourage completion, promise to call for results at the beginning of next week’s class.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Jesus’ Heritage” exercise from the activity page, which you can download here. Have students work in pairs or small groups to complete as indicated.

• If all your learners are online, consider using Zoom Breakouts (which you can learn about here) to form study pairs.
• If some of your learners are online and others are in the classroom with you, consider breaking the in-person learners into pairs together and using Zoom Breakouts for the online learners.

After no more than 15 minutes, have students share their conclusions. Use the commentary to fill in any gaps.

Make a transition to Into Life by saying, “While we don’t have any control over our human heritage, we do have control over our spiritual heritage.”

To encourage personal application:

Close by distributing copies of the “Jesus, My Savior, Is All Things to Me” from the activity page. As someone reads aloud the words to the hymn, encourage students to remember and acknowledge that their spiritual heritage is in Jesus—and what a wonderful heritage it is!

To begin the session:

Distribute copies of the matching exercise “He’ll Never Amount to Anything” from the activity page, which you can download here, for learners to work on for no more than one minute. (If you’re meeting completely or partially online, send the activity page exercise to remote class members via e-mail or text.)

After the activity, ask the class about times they reacted to someone inappropriately based on the person’s appearance, vocational failure, or other external factor. Make a transition to Bible study by noting that the Bible has much to teach us in this regard.

To encourage personal application:

Distribute copies of the exercise “A Place for Everyone?” from the activity page. Allow no more than one minute for learners working individually to complete Part 1; call for a show of hands to tally results on the board. (Be sure to share your screen—if all participants are meeting online and you’re capturing notes on your computer—or turn your webcam toward the board—if your class is a hybrid of those physically and virtually present—so your online learners can see and participate.) Engage learners in whole-class discussion to complete Part 2.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “Truth from an Atheist?” exercise from the activity page, which you can download here. (If you’re meeting completely or partially online, send the activity page exercise to remote class members via e-mail or text.) Have learners form study pairs to complete it as indicated.

If you’re meeting online, you might make use of Zoom breakouts to create study pairs or discussion groups. If you’re in a hybrid situation, you might group all the online people into one group and the in-person people in other groups.

After the activity ask, “As we consider our own needs and wants, how do we know when we’ve crossed the line into selfishness? And how do we ensure that our generosity isn’t really a form of selfishness? Let’s consider how today’s text can answer such questions.”

To encourage personal application:

Distribute copies of the “My Response to Need” exercise from the activity page for learners to complete the first part as indicated, time limit of one minute. This can also be a take-home exercise. If the latter, increase the likelihood of completion by announcing that you will begin the next class by asking volunteers to share results.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Before class begins, place in chairs copies of the “Simon Says” exercise on the activity page, which you can download here, for learners to complete as they arrive. (If you’re meeting completely or partially online, send the activity page exercise to remote class members via e-mail or text.)

To engage the learners in a study of the Scripture text:

Begin with a mini lecture on the context of the passage. Focus on the contrast between the way people of worldly and Christian outlooks interact both with those of their kind and with those of the opposite viewpoint in terms of love (or lack thereof). Distribute copies of the “God’s Outlook vs. World’s Outlook” exercise from the activity page for learners to complete as indicated. You can use it as a framework for the mini lecture.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

If you wish to focus exclusively on social media, distribute copies of the “Connecting” activity from the activity page, which you can download here. (If you’re meeting completely or partially online, send the activity page exercise to remote class members via e-mail or text.)

Have learners work together in groups of three to complete as indicated. (If you’re meeting online, you might make use of Zoom breakout rooms to create study pairs or discussion groups. If you’re in a hybrid situation, you might group all the online people into one group and the in-person people in other groups.)

After the exercise, make a transition by saying, “Let’s see what today’s lesson tells us about the best way to connect with Jesus.”

To encourage personal application:

Distribute copies of the “Obeying” exercise from the activity page for learners to complete individually as indicated. When the time limit of one minute expires, ask for volunteers to share responses; don’t put anyone on the spot. Close with prayer for mentioned and unmentioned challenges.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

If your learners need help grasping the difference between literal and figurative language, distribute copies of the “What Does the Context Imply?” exercise from the activity page, which you can download here. Have learners work in groups of three (physically and/or via Zoom breakouts) to reach understanding.

To encourage personal application:

Conclude the class with a few minutes of silent reflection by distributing copies of the “My (Un)Willingness” exercise from the activity page. Ask learners to complete this individually. Assure them that their written responses are theirs alone to keep—you will not collect them.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “Healthy or Unhealthy Love?” exercise from the activity page, which you can download here. (If you’re meeting completely or partially online, send the activity page exercise to remote class members via e-mail or text.) Have learners work in pairs to complete as indicated.

If you’re meeting online, you might make use of Zoom breakouts to create study pairs or discussion groups. If you’re in a hybrid situation, you might group all the online people into one group and the in-person people in other groups.

After the activity say, “Brace yourselves: today we are going to examine the most famous passage in the Bible on the topic of love.”

To encourage personal application:

Distribute copies of the “Using Our Gifts in Love” exercise from the activity page as a take-home to complete as indicated. To encourage its use, promise to begin next week’s class with a discussion of results.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. Tip: A key to using Zoom effectively without fumbling is to practice ahead of time!

To encourage personal application:

Distribute copies of the exercise “Your Actions: A Case Study” from the activity page, which you can download here. (If you’re meeting completely or partially online, send the activity page exercise to remote class members via e-mail or text.) Ask students to identify patterns of values that can make it challenging to overcome biased thinking in terms of whom we will help and whom we won’t. Have class members work in groups of three, physically and/or via Zoom breakouts, to process the variables as indicated.

Close with a minute of silence during which time learners write to themselves the challenge of one change they are willing to make in order to serve others as Christ would have them. Enhance this segment by distributing copies of the exercise “More Compassion, Less Rationalizing” from the activity page. Have learners complete it during the closing minute of silence, then take it home for further reflection.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. Tip: A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

If you choose to spend more time working through the text in depth, distribute copies of the “Natural or Godly” note-taker from the activity page, which you can download here. (If you’re meeting completely or partially online, send the activity page exercise to remote class members via e-mail or text.)

To encourage personal application:

Distribute copies of the “Now It’s Personal” lesson reminder from the activity page as a take-home. Encourage learners to use it daily as indicated. To encourage its use, promise to ask for results at the beginning of next week’s class.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute to small groups copies of the “What Could Go Wrong?” exercise from the activity page, which you can download here, for learners to complete as indicated. (If you’re meeting completely or partially online, send the activity page exercise to remote class members via e-mail or text.)

To encourage personal application:

Distribute copies of the “Loyalty and Intercession” exercise from the activity page for learners to complete individually as indicated. Since this will take more than a minute, it is best used as a take-home activity.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To engage the learners in a study of the Scripture text:

Distribute copies of the “Joseph’s Actions and Mine” exercise from the activity page, which you can download here, for learners to discuss and complete in study pairs.

To encourage personal application:

Distribute copies* of the “Grateful for God’s Blessings” exercise from the activity page for learners to complete as indicated in study pairs (physically and/or via Zoom breakouts). Allow time for whole-class sharing.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online Zoom.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “Movie Plot: Revenge Is Mine!” exercise from the activity page, which you can download here. Divide the class into groups to complete as indicated. (For those participating online, use Zoom breakouts to create discussion groups.) After 10 minutes or so, have groups share results.

After the activity, share a story of a time when you entertained thoughts of revenge against a family member. Say, “I am sure many if not all of us have our own revenge stories, whether of revenge merely pondered or actually carried out. Let’s see how one servant of God dealt with this same temptation.”

To engage the learners in a study of the Scripture text:

Split the class in half (physically and/or via Zoom breakouts) and give each group copies of the “Be It Resolved” exercise from the activity page. Conduct the indicated debate after groups develop their arguments.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online Zoom.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Distribute copies of the “Storytelling” exercise from the activity page, which you can download here. Have learners pair off (physically and/or via Zoom breakouts) and share their stories. Ask for volunteers to tell briefly their stories of someone whose faith helped them through a difficult time.

After the activity say, “Everyone’s life has its ups and downs. This was especially true of Joseph. Let’s see part of the result of his faithfulness.”

To encourage personal application:

Distribute copies of the “Your Life Tree” exercise from the activity page to complete as indicated. This can be a do-at-home activity.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online Zoom.

Tip: For a tutorial on how to use Zoom breakouts, go here. For many other Zoom tutorials, see here. A key to using Zoom effectively without fumbling is to practice ahead of time!

To begin the session:

Before class members arrive, place in chairs copies of the “Yep—That’s Family!” exercise from the activity page, which you can download here. Your early arrivers can work on this as indicated. If you’re meeting completely or partially online, send the activity page exercise to remote class members via e-mail or text.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Exegesis, Not Eisegesis” activity from the activity page for learners to complete as indicated.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those joining online via Zoom, etc.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Commentary from Scripture” exercise from the activity page, which you can download here. Let half of the class, in pairs or triads, consider the first passage noted as the other half considers the second. Use Zoom breakout groups as necessary. Call for whole-class sharing after several minutes.

Distribute copies of the “Wisdom of the Sages” exercise from the activity page. Allow one minute for learners to complete Part 1 with quick first impressions. Then put learners into groups of three or four to complete Part 2. Use Zoom breakout groups as necessary.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those on Zoom.

To engage the learners in a study of the Scripture text:

For extended discussion, distribute copies of the “Positive Pointers” exercise on the activity page, which you can download here. Have learners work in study pairs to complete as indicated.

To encourage personal application:

Distribute copies of the “Situational Suggestions” exercise from the activity page. Due to its personal nature and need for possibly lengthy reflection, it should be an at-home exercise. To encourage completion, promise to ask for volunteers to disclose results at the beginning of next week’s class.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those on Zoom.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Reconsider the Stories” exercise from the activity page, which you can download here, for deeper study. Ask learners to complete this activity in pairs or triads (Zoom breakouts as appropriate) before you have volunteers share what they’ve discussed.

Distribute copies of the “Finish the Thoughts” exercise from the activity page for learners to complete individually as a post-test. Allow only one minute.

Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those on Zoom.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Freedom or Frustration?” exercise from the activity page, which you can download here. Have small groups complete as indicated in Zoom breakout rooms (caution: may be very time consuming).

To encourage personal application:

Distribute copies of the “What Will You Do?” exercise on the activity page. Because of the highly personal nature of this assignment, it should be an at-home exercise. To encourage its completion, say that you will invite learners to volunteer responses next week.

• Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those meeting online.

To encourage personal application:

As time allows and the needs of your class dictate, distribute copies of one or more of the three exercises on the activity page, which you can download here, to be completed together or by study pairs. (Note: Whenever you distribute copies of anything, use hard-copy (paper) handouts for those physically present and e-copies for those on Zoom.)

If given as at-home work instead, encourage completion by stressing that the activity or activities will be the first matter the class will discuss during next week’s lesson.

To begin the session:

Distribute or send participants copies of the “Building a Following” exercise from the activity page, which you can download here. (Note: Since there is usually more than one exercise on an activity page, you should take care to send only the exercise that is relevant at the time; otherwise, distraction may result.) Have learners work in pairs or individually for no more than one minute to complete as indicated; if you’re meeting online, mute all participants during this time.

After the activity, say, “We live in a world where we constantly encounter someone saying, ‘trust me.’ Today’s lesson will consider Jesus’ invitation to do just that.”

To engage the learners in a study of the Scripture text:

Distribute or send by email attachment or text message copies of the “Contrast Jesus’ Statement” exercise from the activity page. Have learners complete in pairs or small groups as indicated. If your class meets as a hybrid—part in-person and part virtually, have learners complete the activity as those two groups separately.

To begin the session:

Distribute copies of the “Wisdom Sayings” exercise from the activity page, which you can download here, Have learners work in pairs to complete as indicated. If you’re meeting online, consider having the group complete the activity together. You might even fill it out yourself before class and share some of your answers to get the learners’ wheels turning.

Lead into Bible study by saying, “We often limit our expectations of others based on where they come from. It was no different in Jesus’ day. Let’s see how he handled it.”

To encourage personal application:

Distribute copies of the “Follow Godly Wisdom” exercise from the activity page as a take-home. If you’re meeting online, consider e-mailing the handout to learners before or during class. Alternately, you could go through the acronym together, brainstorming ideas as a group.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Cycles of Wisdom” exercise from the activity page, which you can download here, (Note: Since there is usually more than one exercise on an activity page, you should take care to distribute—by email or text message—only the exercise that is relevant at the time; otherwise, distraction may result.) Form groups of three or four to complete as indicated. Reconvene for whole-class compare-and-contrast of results. Distribute copies of the “Amazement” exercise from the activity page. Email or text copies of the “Amazement” exercise from the activity page for whole-class discussion.

To begin the session:

Distribute copies of the “Puzzling” exercise from the activity page, which you can download here, Conduct an agree/disagree discussion as appropriate.

To engage the learners in a study of the Scripture text:

As a post-test, distribute copies of the “Correcting Falsehood” quiz from the activity page. Allow learners to score their own results after one minute.

To begin the session:

Distribute copies of the “Choices” exercise from the activity page, which you can download here, for each learner to complete silently as indicated. Call time after no more than one minute. Tally responses on the board or screen.

After the activity say, “Life is full of choices. Some are merely matters of personal taste, while others influence the very course of life. Let’s see what Solomon had to say about the latter.”

To encourage personal application:

Distribute copies of the “Two Appeals” exercise from the activity page as a closing self-test. Assure learners that you will not collect the results. Allow no more than one minute; have learners check their own answers.

Close with a prayer that thanks God for his rebukes and teachings in wisdom, asking that he will continue to teach wisdom to each member of the class.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Wisdom Wanted!” exercise from the activity page, which you can download here. If you’re meeting in person, have study pairs complete the activity. If you’re meeting online, consider completing the worksheet as a group. After the activity is complete, start a discussion by asking which is truer: we apprehend wisdom or wisdom apprehends us.

To encourage personal application:

To expand the previous activity, distribute copies of the “Wisdom Needed!” exercise from the activity page. Allow one minute for class members to complete as indicated.

To begin the session:

Distribute copies of the “A Search for Information” exercise from the activity page, which you can download here. Give class members five minutes to complete as indicated. Allow students to share what they have learned.

Discuss the activity with these questions: 1–What other types of treasure hunts have you enjoyed in the past? (Possible responses: scavenger hunts, Easter egg hunts, etc.) 2–Sometimes our searches are not games but rather are vital parts of life. What are some of those? (Possible responses: job search, researching a major purchase, etc.)

Lead into Bible study by saying, “Treasure hunts and similar games are fun, but we all participate in much more serious searches. Let’s see what Solomon taught regarding the nature of the most important search.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Fill It In” exercise from the activity page. Have students work together to complete the puzzle.

To begin the session:

Distribute copies of the “Decode It” exercise from the activity page, which you can download here. Allow class members to work in pairs to complete the activity according to instructions. (If you’re meeting online, consider having the class complete the activity together.) After completion, discuss conclusions by asking learners to identify the common theme of the decoded phrases, which relate to feelings of inadequacy or incompetence.

After the activity say, “We all have times when we feel unqualified, unprepared, or incompetent to address a task. How do we overcome these feelings? Let’s find out.”

To encourage personal application:

Distribute copies of the “On Trial” exercise from the activity page as a take-home or an after-class activity to be completed as indicated. As a motive to complete it, state that you will begin the next class session by reviewing results.

To begin the session:

E-mail to learners the “Tell a Story” exercise on the activity page, which you can download here. Work as a group to complete as indicated. Call for ideas in the ensuing whole-class discussion.

Lead into Bible study by asking, “Do these pictures have anything to do with people’s relationships with their heavenly Father? Let’s find out!”

To encourage personal application:

If you have time, have learners complete both the “Find the Lesson” and “Change Your Story” portions of the activity page. If you don’t have time to do it in your time together, encourage learners to complete those sections on their own.

To encourage personal application:

Have learners work together to complete the “Concern for the Vulnerable” exercise on the activity page, which you can download here. Remind students that each listed category is in Jeremiah 22:3.

As a group, propose how you can help your church improve in each of those areas of ministry.

Conclude by encouraging learners to work on the “Prayer for Wisdom to Help” exercise at the bottom of the activity page after class.

To encourage personal application:

Send learners this link and direct them to today’s two exercises on the activity page as after-lesson work. State that you will discuss results at the beginning of the next class.

To engage the learners in a study of the Scripture text:

E-mail to learners the link (here it is) to find the “Turn Lies into Truth” exercise from the activity page. Have everyone complete the exercise as a group. Include in the ensuing whole-class discussion a consideration of how easy it is to allow nonbiblical folk wisdom to direct our talk and actions.

Tip for group video calls: Make the rule that each person can answer only once until everyone else has spoken.

To encourage personal application:

As you reach the end of your time together, encourage learners to complete the puzzle “Jesus Gives What I Know I Really Need” on their own time.

To engage the learners in a study of the Scripture text:

Distribute copies of the “The Promise of God’s Presence” exercise from the activity page, which you can download here. Have study pairs complete it as indicated. Call for insights during ensuing whole-class discussion.

To encourage personal application:

If you used the first exercise from the activity page earlier, distribute copies of the second one, titled “Practicing God’s Presence,” as a take-home. To greatly increase the likelihood that learners will complete it (and not just leave it stuck in their Bibles), say that you will call for their conclusions at the beginning of the next class.

To begin the session:

Distribute copies of the “Would You Rather . . . ?” quiz from the activity page, which you can download here. After learners complete as indicated, have them pair off and take turns trying to guess the other person’s choices.

After the activity state, “Most of our preferences are morally neutral. They are neither right nor wrong, but are simply matters of taste. Today we’ll explore whether the same is true of God.”

To encourage personal application:

Distribute copies of the “Did You Ever . . . ?” exercise from the activity page to complete as indicated. Assure learners that you will not ask for these back or put anyone on the spot to reveal responses to the class.

To begin the session:

Before class begins, place in chairs copies of the “Revenge Gone Wrong” exercise from the activity page, which you can download here. Learners can begin working on this as they arrive.

To encourage personal application:

Distribute copies of the “Teamwork Under Fire” exercise from the activity page. Promise to discuss answers when the class next meets.

To engage the learners in a study of the Scripture text:

Distribute copies of the “My Resurrection Body” exercise from the activity page, which you can download here. Have learners complete it in pairs.

To encourage personal application:

Distribute copies of the “Proclaim the Resurrection” exercise from the activity page for learners to discuss and use as indicated.

To encourage personal application:

Option 1. Distribute copies of “A Case Study” from the activity page, which you can download here. Have learners work in groups to discuss as indicated.

Option 2. Distribute copies of “The Ultimate Servant” puzzle from the activity page as a take-home.

To begin the session:

Before class begins, place in chairs copies of the “Fair Representation” puzzle from the activity page, which you can download here. Your early arrivers can begin work on this before class begins. If time allows, discuss at conclusion of the class.

Make a transition by asking, “When a leader of God’s people falls short of what the responsibility requires, is it usually through simple negligence or intentional misconduct?” After brief whole-class discussion, say, “Let’s see what today’s lesson from Malachi has to say about the distinction and about God’s standards, as the prophet describes the conduct of the Judean priesthood of the late fifth century BC.”

To encourage personal application:

Distribute copies of the “My Priesthood” exercise from the activity page as a takehome for further self-evaluation.

To begin the session:

Distribute copies of the “Scandalous History” exercise on the activity page, which you can download here. Have students work in pairs to complete it as indicated.

After the activity, ask, “Is abuse of power really anything new? The ancient prophet Micah has the answer.”

To encourage personal application:

Distribute copies of the “Micah 3 & 6 Interview Questions” exercise from the activity page to groups of three to five. During whole-class discussion after groups complete as indicated, work through the lesson text carefully to see if learners have missed anything.

To begin the session:

Distribute copies of the “Consequotation” exercise on the activity page, which you can download here. Have students work in pairs to complete the puzzle as directed.

After the activity say, “The fact is, actions have consequences. Let’s see what the ancient prophet Habakkuk learned from God in that regard.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “From the Dustbin of History” exercise from the activity page. After learners complete it in pairs, discuss why people don’t seem to learn the lessons that the examples of failed despots have to teach.

To begin the session:

Distribute copies of the “Tyrants in Power” exercise from the activity page, which you can download here. Have students work individually for no more than a minute (or in small groups for a few minutes) to complete as indicated.

After the activity say, “We recognize that this world has bad guys in it—not just fictional but terribly real. If God is good and all powerful, why doesn’t he stop them? This is not a new question, as today’s text reveals.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “It Doesn’t Add Up!” exercise from the activity page. Have students work in small groups to complete as indicated.

After the activity, point out that because God is sovereign, he can and does use even the actions people intend for evil to accomplish his will.

To begin the session:

Distribute copies of the “Fair Enough” exercise from the activity page, which you can download here. Have students work in small groups to discuss the fairness of the situations described. Note that there are no clear right or wrong responses. Limit discussion time to no more than five minutes.

After the activity, pose one or more of the following questions for a whole-class discussion: 1–What frequently causes people to complain about being treated unfairly? 2–Why is self-interest the worst criterion by which to evaluate fairness? 3–What better criteria exist?

Make a transition by saying, “People want fairness and expect justice—it’s human nature. But is justice a matter of personal, subjective expectation? Let’s see what God had to say about this through the prophet Amos.”

To encourage personal application:

Distribute copies of the “Seven Days of Justice and Righteousness” exercise from the activity page as a take-home. As an incentive to complete it, promise that you will begin next week’s class by discussing results.

To begin the session:

Distribute copies of the “Handling Personal Requests” exercise from the activity page, which you can download here. Have students work in pairs to complete as indicated. (Option. Reduce the number of questions to be discussed as time constraints dictate.)

After the activity, lead into Bible study by saying, “Those who can grant our desires sometimes say yes, sometimes they say no, and sometimes change their no to yes because of our persistence. Let’s see how Jesus used this common experience to teach about our relationship with the heavenly Father.”

To encourage personal application:

Distribute copies of the “A Pathway to Prayer” exercise from the activity page. This is best used as a take-home due to its personal nature. Stress that you will begin next week’s class by asking for volunteers to share conclusions.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Forgiveness Pointers” exercise from the activity page, which you can download here. If you wish learners to work alone, allow one minute for selecting one quotation and reacting as indicated. If learners work in pairs, adjust your request as appropriate for your class. Limit the time for whole-class discussion so it won’t drag out.

To encourage personal application:

Distribute copies of the “Forgiveness Challenge” exercise on the activity page. Due to the highly personal nature of this exercise, it should be given as a take-home as learners depart.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Giving, Prayer, and Heart” exercise from the activity page, which you can download here. Have learners complete it in study pairs or groups of three. (Option. You can change the seven questions into seven skits for learners to act out for discussion.)

To encourage personal application:

If you did not do so earlier, distribute copies of the “Giving, Prayer, and Heart” exercise from the activity page as a take-home. To encourage completion, promise to discuss results next week.

To engage the learners in a study of the Scripture text:

As a posttest, have learners complete the “True or False?” exercise on the activity page, which you can download here and reproduce.

To encourage personal application:

Distribute copies of the “Tempted Like Jesus” exercise on the activity page. Have learners complete it in study pairs before moving to the final commitment activity.

To encourage personal application:

Distribute copies of the “Standing (?) in Need of Prayer” exercise from the activity page, which you can download here. Have learners work in groups of three or four to discuss as indicated. As group discussion winds down, ask learners if any postures have been left out. Discuss those and group conclusions as appropriate.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Seven Prayers, Seven Principles” exercise from the activity page, which you can download here. Have learners complete as indicated, considering 1 Kings 8:31-51 as background. If distributed as a take-home, promise to discuss results next week.

To encourage personal application:

Distribute copies of the “Prayer Emphasis” exercise from the activity page as a take-home. To encourage completion, state that you will call for volunteers to share results next week.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Twelve of Many” exercise from the activity page, which you can download here. Have learners work in study pairs to complete as indicated.

To encourage personal application:

Use the “One Favorite Promise” exercise from the activity page to expand the discussion. Students can pair off to discuss as indicated.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Glory, Glory, Glory!” exercise from the activity page, which you can download here. Time allowing, have learners complete it in groups of three. It can be a take-home if time is short.

To encourage personal application:

Distribute copies of the “God’s Glory in Us” exercise from the activity page. Challenge class members to jot down a response to at least one of the questions before class adjourns. Call for volunteers to share what they’ve written, but don’t put anyone on the spot.

To begin the session:

Distribute copies of the “Exceptional Acceptance” exercise from the activity page, which you can download here. Have class members work in pairs to discuss as indicated.

After the activity, discuss what makes a good acceptance speech. Lead into Bible study by saying, “When a person receives an honor, he or she may respond with gracious words. We can learn from David in this regard.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “How to Give an Acceptance Speech” exercise from the activity page. Have learners work in small groups to complete it. After either activity, lead into the final section of the lesson by saying, “David’s prayer in this text provides us a good model for our own prayer lives. Let’s see how we can apply what it teaches us.”

To begin the session:

Distribute copies of the “Bless You!” exercise from the activity page, which you can download here. Have students work individually to complete the activity as indicated in no more than one minute.

After the activity say, “To be blessed is to recognize and enjoy some kind of prosperity. In describing the visit of Mary to Elizabeth, Luke repeatedly wrote of blessing and being blessed. Let’s see what this has to do with us.”

To encourage personal application:

As learners depart, distribute copies of the “Praying from the Psalms” exercise from the activity page as a take-home. To encourage completion, promise to discuss the results at the beginning of the next class.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Fair or Unfair?” exercise from the activity page, which you can download here, as a posttest.

To encourage personal application:

Distribute copies of the “Who Is in Charge?” exercise from the activity page for learners to complete in one minute or less. Give a token prize to the one who completes it the fastest. Discuss what the quote signifies.

Close with prayer asking God to help your learners trust that his plans are always superior to even the best of human intentions.

To begin the session:

For your early arrivers, place in chairs copies of the “Reasons to Celebrate” exercise from the activity page, which you can download here.

When the time to start class arrives, have playing in the background a song that speaks of “celebration” in some way. Ask what memories this kind of song (but not necessarily this particular song) evokes. Follow up by discussing various reasons such songs give for celebrating.

Say, “We like parties—and there are so many reasons for celebration. But do we ever celebrate for reasons similar to those of Bible characters? Let’s take a look at one and find out!”

To encourage personal application:

Distribute copies of the “Party Animals” exercise from the activity page as a take-home for personal self-evaluation. Promise to discuss results during next week’s class.

To begin the session:

Distribute copies of the “Making a Move” exercise from the activity page, which you can download here. Have students work in pairs to complete this very difficult matching quiz.

After the activity say, “Whether we are moving the contents of one room into another or moving a household across the country, we need to prepare for the task to do it properly. We may be surprised to know that King David has something to teach us in this regard.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “David’s Moving Plans” exercise from the activity page. Use the five lines with the scrambled words as outline points for further discussion.

To encourage personal application:

Distribute the exercises titled “What Do They Need?” and “What Do You Need?” from the activity page, which you can download here. After the first, review class members’ answers and discuss questions. After the second, ask volunteers to share which quality they’ve chosen as a goal for this week.

To begin the session:

Place in chairs copies of the “What Does It Mean to Be Holy?” exercise from the activity page, which you can download here, for learners to begin working on as they arrive. Tell them to feel free to work with a partner to find the answers. After learners solve the puzzle, Ask, “Why should these words describe the Christian?”

After the activity, say, “Today’s Scripture challenges every Christian to be holy and also tells us why and how.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “My Life Is Yours, Lord” exercise from the activity page. This activity challenges students to compare the lyrics of the hymn “Take My Life and Let It Be” with the admonitions of today’s Scripture.

To encourage personal application:

Distribute copies of the activity page, which you can download here. Students can complete the “Counterfeit Gods” activity in pairs or groups. If you have time, ask class members to share their responses. Then point students to the “Composing a Prayer” activity at the bottom of the sheet as the closing activity.

To engage the learners in a study of the Scripture text:

Distribute copies of the exercise “A Difficult Letter” on the activity page, which you can download here. Divide the class into at least four groups, one to consider each of the headings listed. After several minutes of group work, have groups share their decisions during whole-class discussion.

To encourage personal application:

Distribute to pairs copies of the “Strength Through Weakness” exercise on the activity page to be completed as indicated. Ask volunteers to share what they’ve written.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Reflecting on God’s Forgiveness” activity on the activity page, which you can download here, to be completed in pairs or groups. After several minutes, discuss with the whole class.

To encourage personal application:

Distribute copies of the “A Graph of My Gratitude” exercise from the activity page. Ask students to complete it in one minute. If learners cannot pinpoint a gratitude level for each line on the graph, ask them to mark the time in their lives when they were most grateful to God. Then discuss with them the questions on the activity as indicated.

To begin the session:

Before class begins, distribute the crossword puzzle “What’s Faith Like?” on the activity page, which you can download here, to each class member as a take-home activity.

Hand students two slips of paper. On the first they are to complete this sentence: “The best surprise I ever received was . . .” After no more than one minute, collect the slips. Then ask students to complete this sentence on the second slip: “The worst surprise I ever received was . . .” Collect these slips also after no more than one minute. Read several slips from each set to the class.

Lead into Bible study by telling students that real faith is often surprising to those who witness it, as will be seen in this week’s account of a man with great faith and great humility.

To encourage personal application:

Distribute copies of the “My Faith Looks Up to Thee” exercise from the activity page to be completed as indicated. Discuss as time permits.

To engage the learners in a study of the Scripture text:

Distribute copies of the “Obeying God with Confidence” exercise from the activity page, which you can download here. These can be completed individually as indicated; the time limit is one minute.

To encourage personal application:

Distribute copies of the “What Jesus Said” activity on the activity page. Discuss the questions as a class.

To encourage personal application:

Distribute to study pairs copies of the “Why Obey?” exercise from the activity page, which you can download here. Have pairs complete it as indicated.

After the activity, close with a prayer of gratitude for God’s laws and for opportunities in the coming days to obey them.

To begin the session:

Distribute copies of the “In Place Of” exercise from the activity page, which you can download here. Have students work individually for no more than one minute (or in small groups for several minutes) to complete as indicated.

After the activity, lead into Bible study by saying, “There are times when all of us need someone to ‘go to bat’ for us. We need someone to stand up or to stand in, to be a broker or a backer, to support us in some way. When the people of Israel angered the Lord by their rebellion, they had an intercessor. His name was Moses.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Substituting Subtext” exercise from the activity page. Have students work in small groups to complete as indicated.

After the activity, move to the final section of the lesson by saying, “The Lord’s anger against Israel was certainly justified. But another theme is intercession. Ultimately, the intercessor who stands up for us is God’s own Son! Let’s look for ways we can be intercessors for our brothers and sisters in Christ.”

To begin the session:

Distribute copies of the “Motivation” exercise from the activity page, which you can download here. Have students work individually for no more than one minute or in pairs for a few minutes to complete it as indicated.

Lead into Bible study by saying, “When life puts obstacles in our paths, what contributes to our ending up discouraged easily?” Discuss. Make a transition by noting that two Israelite spies believed that God could lead Israel to possess the promised land. But their inability to overcome human nature has something to teach us today.

To encourage personal application:

Distribute copies of the “Counseling Session” exercise from the activity page. Have students work in small groups or as a whole class to complete it as indicated.

To begin the session:

Distribute copies of the “Decode the Title” exercise from the activity page, which you can download here. Have students work individually for no more than one minute or in small groups for up to three minutes to complete as indicated.

Lead into Bible study by saying, “We can’t seem to help ourselves! We complain about the weather, high prices, long lines, and so much more. But this is nothing new. Although the Israelites were rescued from slavery, they found reasons to complain. Let’s see how that happened and what resulted.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Here We Go Again!” exercise from the activity page. Have students work in small groups or as a class to complete it as indicated.

After the activity, make a transition to the Into Life section by saying, “A lifestyle of grumbling results from failing to be grateful for what one has and a failure to recognize the source of those blessings. Like Israel, we start listening to our desires and the influences around us. We can find ourselves believing that we are victims of God rather than victors enjoying victories won by God. Let’s look at how we can avoid that trap and, instead, live in trust that our God will provide for us.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Putting It Together” exercise from the activity page, which you can download here. Have students work in groups to complete it as indicated.

After the activity, move to the final section of the lesson by saying, “Hannah’s situation reminds us that life is messy. Her prayer was answered yes only after bitter tears. In the end, her burden was relieved. Let’s see what we can learn from other believers who have turned to God in prayer.”

To encourage personal application:

Distribute copies of the “A Prayer That Changed the World” exercise from the activity page to be completed and discussed as indicated.

To begin the session:

Distribute copies of the “Celebrity Godparents” exercise from the activity page, which you can download here. Have students work individually for no more than a minute or in pairs for a few minutes to complete as indicated.

After the activity say, “It is not unusual for people, even after they become adults, to have an older and wiser adult looking out for their best interests. In the Bible, we find a similar situation concerning Abraham and his nephew Lot. Let’s take a look.”

To engage the learners in a study of the Scripture text:

Distribute copies of the “Surprising or Expected?” exercise from the activity page. Have students work in small groups to complete as indicated.

After the activity, make a transition to the Into Life section by saying, “Note that the people in today’s lesson had varying degrees of faith as connected with their self-interest. Let’s think about how we can use today’s lesson effectively in our interactions with those who are less mature in the faith—newer believers who need to be aware of the tension between God’s holy judgment and his gracious mercy.”

To begin the session:

Distribute copies of the activity page, which you can download here. Point students to the “Marriage Broken” activity at the top of the page. With a time limit of one minute, have students write descriptions of what seems to be happening in each one. (You can use the “Marriage Mended” part of the reproducible page in the Into Life section.)

Lead into Bible study by saying, “Today, we’re going to look at a covenant that’s personal, a covenant arrangement that has affected each of our lives in one way or another. I’m talking about marriage. The challenge for us is to decide how a Christian marriage can be more pleasing to God than marriages not governed by Christ.”

To encourage personal application:

Point students to the “Marriage Mended” section of the activity page. Allow a maximum of one minute for learners to engage the activity as indicated. Ask for volunteers to share thoughts for whole-class discussion.

Write this sentence on the board: Christian marriages are unique because ______. Ask class members to volunteer completions to the sentence. End with a prayer for the marriages represented—and to be represented—in your class.

To begin the session:

Distribute copies of the “Hidden Message, Helpful Message” activity from the activity page, which you can download here. After learners work in pairs for several minutes, ask who can read it. Ask volunteers how they’ve seen this principle played out with positive or negative examples.

Lead into Bible study by saying, “Today we’re going to look at a prelude to a wedding. The details of this account may seem strange to us in our time and in our culture. But we will see how the actions demonstrated the integrity of everyone in the story.”

To encourage personal application:

Distribute copies of “My Relationship Matrix” from the activity page, to be completed as indicated in one minute. Discuss. (Option. Distribute as a take-home activity.)

To engage the learners in a study of the Scripture text:

Distribute copies of the “In-law Diaries” activity from the activity page, which you can download here. Read today’s printed text in the segments indicated on the sheet. After each segment, pause for learners to make entries as indicated. After the last entry, cycle back to the beginning as you ask volunteers to share what they’ve written.

To encourage personal application:

Distribute copies of the “Blessed to Be a Blessing” activity from the activity page as a take-home exercise. Ask for volunteers to be ready to share in the next class session what they have written and how things turned out.

To begin the session:

Distribute copies of the “Acquaintance . . . or Friend?” activity from the activity page, which you can download here. Ask students if they agree or disagree with the quote. Taking no more than one minute, have them complete the “Remembering My Friends” section as indicated.

Lead into Bible study by saying, “Today we’ll look at a story of friendship to see how it confirms or contradicts these quotes. Maybe we’ll decide something new about friendship in the process.”