 Okay, we'll begin just before we went for a break. We were looking at the importance of explaining or You know mentioning theological truths when we are teaching children Narratives or stories from the Bible not just mention the story or narrative but bring out deeper theological truths which they can You know receive which they can learn and they can grow in the things of God, okay Another thing that you need to remember when writing your lesson plan is plan relevant class activities and illustrations we already spoken about that when we talked about the Auditory learners and visual learners So it's important that you have your visual aids either puppets or posters pictures Or you can do a small drama you can enact when you are speaking. It's important that you have voice modulation I contact keep looking at children You know if I want to especially when I teach in schools or when I teach children You know if one child is not listening and I know they're dreaming they're playing with something or they're disturbing the class I just keep looking at them I keep looking at them. They're freeze and then they are listening So I don't waste time in correcting them or I don't want to pull them up and you know Make them feel awkward but just looking at them saying when I'm teaching them telling them. Hey, I'm looking at you I know what you're doing. I want you to listen. So just my contact my facial expressions I Didn't and hand gestures movements all is very important You just aren't standing, you know, like when you preach you can't just stand in one place and preach But for two children, you will have to Come down to their level you need to make all kind of faces noises You know acting whether it will sounds it looks silly, but for them it will not for this younger one especially You know, it'll just help so it is important that you use Visual aids and use relevant class activities and illustrations because children here only 10 percent Children, you know Receive only 10 percent of what they hear or children retain only 10 percent of what they hear 30 percent of what they see Okay, so if 30 percent of which means hearing and seeing happens Information is retained in the mind. So 10 percent of what they hear 30 percent of what they see 50 percent of what they hear and see 70 percent of what they hear see and say which means, you know, you're asking them questions. You're getting You're stopping your posing questions. You're having some discussion You're throwing a case scenario asking them to you know to share their viewpoints. So children learn 70 percent of what they hear see and say and children here 90 percent or Retain 90 percent. Sorry. They read a 90 percent of what they hear see say and Do okay, so if they're just hearing it's only 10 percent 30 percent And they see 50 percent they hear and see 70 percent of they hear see and say 90 percent of what they hear see say and Do okay, so it's so important for you to get them to You know ask questions so that you get back Information and you're hearing back from them and you know that they have caught the truth They have they have Understood what you are teaching them and as you can teach them again re-attracted if they're not caught it and then you know 90 percent of what they hear see say and do so also Activities of check lessons get them to enact and things like that. So get children to be actively involved in your class so when you're writing down the lesson plan you can look at various Instances in your In your time that you're going to teach and say, okay, let me throw a question here Sorry, let me ask them a question or I Can you know just have a discussion question here for a couple of minutes? Or I can give them a case scenario and get to know how much they've really understood And see whether they can apply what truth or concept I have taught them. Okay, so When get them involved because when you're Have active class participation and activities and young ones are involved And there's participatory learning that is happening then there is more enthusiasm You know and children will learn more and retain more Okay, and it's also important that you hear them say what you have thought because you know simply presenting Information does not guarantee that, you know children have caught everything. They have learned everything You know and that they are listening to you that is why it's important that you take time After you present the truth or concept or you're teaching them Theological truth or the main truth that is presented to them. You check their understanding. Okay So when you're writing out the lesson plan, you can think of various Places where you can stop and ask them a question to see if they understood what you have thought them and Once you have written out this entire thing then you would know that you know Hey, my lesson is pretty big You need two classes to finish in that case you can remove some Unimportant things things that are not important or you can stretch it to two classes and you can Know where you are going to stop in your story So come to a climax in your story a conclusion. What is the application? So, you know, they're not just left hanging in mid-air for them to come back next year Sorry next weekend, you know Get the learning and application and practice it, but they're already going to begin to do that even as you've completed half of the Lesson plan. Okay. So that is another important thing why you need to write out your lesson and the last thing that I would like to You know just help us with is how to tell a Bible story Okay Children love to listen to stories So that is why if you look at most of our lesson plans, even if it is Biblical doctrines or biblical covenants or it's about sin and salvation or it is about You know Evangelism, you know, every lesson will have at least a Bible story You know, because children can connect to Stories to narratives which and we also of course use Bible passages But we we basically use a story because that is what Catches their attention. Okay, so it's important that you narrate a story well so that you can capture their attention, okay, and Bible story is a narrative of events and actions, so you need to bring out those events and actions and So the beginning of the story is very very important I've always told you in an introduction how to introduce your lesson But just about a story. There are four main ways you can begin a story, okay But if you discovered more than four ways of what I am presenting now and telling you is okay don't hesitate to Use them you can use them so to teach us how to narrate a story, I would like to use the story of The narrative in first Kings chapter 21 the story about Nebots vineyard Story of Nebots vineyard, okay So the first way that you can I'm not saying it's the first way But one of the ways that you can begin a story is a direct approach, okay You can start with Direct approach means you can start with the action of the story the main action point of the story, okay You can think of several sentences which will basically capture the attention of the young ones Now for example in a direct approach for this narrative on You know the story of Nebots vineyard, you can tell the children You know it was just a vineyard children all of you know what is the meaning of a vineyard and then you can explain what's the vineyard and You can tell them, you know this king Wanted this vineyard now you might be mind wondering why a king wants a vineyard You know when he owns the whole Country and he has so much of property why does he want this vineyard? You see this vineyard was right beside his summer palace So it was summer and he was in the summer palace and he was walking on his balcony So just imagine you're the king, you know and You know you're walking on this and the balcony and you see this beautiful green Vineyard with beautiful green or black grapes hanging and they're looking so delicious And you're thinking hey, this you know is just next to my my palace. What if I own this vineyard, okay? So the king thought about it and he thought about it But you see he had a problem now the children will be wondering now what is the problem? So you see how you're getting them to think and getting them engaged and you know the way you're saying it But you see, you know the king had a problem What was the problem anyone knows what was the problem? You know the children be thinking they might say some smart ones can say the interpersonal Children, you know who learn intelligence they will answer You know the key the vineyard did not belong to him, you know, so This is a good way of starting with a direct approach and then you can go on with the rest of the story, of course the narrative So when you're teaching a narrative or a story, which is well known to children Don't give out the names of the main character in the very beginning said in K say it was king neighbor King a have I didn't say it was neighbors vineyard because what happens is, you know, when you Tell them a familiar story, which they all know then you say, I know it and they'll not be interested. They'll keep interrupting There's a boring story Teacher or ma'am or auntie. Can you tell us some other story? Then you'll have a lot of problems Okay, so just like my teacher Remember VBS I told you he he told us a story about the five loaves and two fishes and we couldn't catch it till the end So you keep them guessing and you keep them, you know Interested in your Narrative okay, the second way you can or another way that you can begin a story is through the question method Okay, you can ask a question which is related to the beginning of the narrative or You know, or you can ask a question related to the main truth that you're trying to teach them through the Narrative okay, but it should not be something that is really boring like for example, how many of you You know want to have a big vineyard now children will not even want to have a vineyard Okay, how many of you want a big land? Nobody will be interested in a land children especially Okay, so you need to phrase your question based on their interests and Their felt needs so what do you think will be a good question for this narrative? To get their attention Any thoughts any ideas? What's a good question you can ask? Hello class everybody there in class ask them whether they need toy cars Yes, can ask them whether they need toy cars Yes, good Paul. Thank you. Yes, whatever age group that you are teaching them You can answer directly asking them Hey, do you like to have toy cars or do you like to have this or that you can ask them us? Of course, how many of you like to have mobiles or you know new PlayStation or you know, whatever is Their interest in their age group. Oh, you can just ask them. Is there something that you really like to have? No, if you if I ask any of us here also, there are so many things with the early like to So, you know, it should be very excited because there's so many things that they really like to have and somebody's asking them because nobody really asked them You know because they know their parents know they really ask them then they'll have hands full They won't ask them. So, you know, you can ask them this question and they'll all be super excited So you need to have costume control, you know And get no good way to handle them, but get everyone's answers and get them involved So they will all like to tell you and so you can say, you know, hey I'm gonna tell you about a person, you know Who had so many nice things, but there is something that he really wanted to have So they'll be thinking who is this person who has so many things and what does he really want to have? And so they'll be listening to your story because you are starting from their felt need. They also want something They also want those that's something that they want. They want to get it So they're going to listen to you. Okay. Now, for example, if you're teaching them about David and Goliath or you're teaching about Zacchus What's the question that you can ask them? What's the question you can ask them a simple question? Any thoughts? All of you in class, but can you ask them a question for Zacchus or David and Goliath's story? Maybe I will ask them who's the tallest boy in the class and who's the shortest and I'll have them come up in front And I will tell them that, you know, the tallest boy or the tallest person I'll ask them, you know What what do they like about being tall? What is the advantages of being tall and I'll ask the short person if they like being short and What is the advantage of being short and I would tell them that when I was in school? I was the shortest Girl in school. I studied in all girls school and you know, I was the shortest So I would have the privilege of standing right up in front Sitting right up in front and all my classmates with my friends with my close friends would be really angry with me and you know on sports there we used to You know make this human pyramids, you know, so all of the huge big ones I remember Jean Jean was my classmate in school and Jean would be right down because she's really tall She'd be right down and you know people would and all of the others would be on them You know and I would climb right up in front and I would have to stand like this You know with my hands out and everybody will clap and they will say hey I get down get down fast. My back is spinning my hand is spinning and they say only when you get up you get all the Recognition and the honor and you know, everybody's clapping and look at us. We are like donkeys You know carrying you or the base or the base here and so, you know, we have so much of fun You know being shot was You know had his own advantages, so I would tell children that So, you know children will relate that they have some weaknesses in them, you know But how they can overlook that weaknesses and look at the advantages that they have in their weaknesses. So you can You know start with a question method or you can also start an exciting part of the story The exciting part of the story is like a flashback approach, you know Where you begin with an outstanding part of the narrative Somewhere in the middle or somewhere in the end and then you get back to the beginning of that narrative of story and tell Them how it all came about so for this narrative on neighbor neighbors vineyard You know, what is the exciting part of the story now children like like to have lots of everything, right? so And you know, they like to have everything in abundance lots of toys lots of food lots of snacks lots of chocolates So, you know if I'm teaching the younger ones or even the older ones, they would like more clothes more shoes You know and all of those things so I say, you know, this person had sent lots of money He could buy anything and everything that he wanted He just had to clap his hands the servants would bring him water and food bring his shoes You know, whatever he wanted and he should eat the best food he lived in the best house in the land and You know, you know who this person is so they'll say some multi-millionaire and all of those things and he was a king And then you can say hey, you you know, if you're a king you'd expect the king to be happy, right? Because he has everything and anything that he wants but look at this king, you know This king is sulking on his bed. He's just sleeping. He's sulking. He doesn't want to talk to anybody and In those days when the king is upset or sad or crying Everybody in the palace will cry and sulk and be upset and sad if the king doesn't eat nobody eats The king is crying everybody cries if the king is sulking everybody sucks So everybody was sulking and the queen was wondering why the king had not come for lunch And what's wrong? Why is everybody sulking? So she goes to his room and she sees him sulking and says What's wrong? What happened? Why are you sulking? Tell me what happened? So the king was very very upset about something and was sulking about it And so he tells the queen Why he is sulking do you want to know why he was sulking and then you go back To the beginning of the narrative. So you begin with some exciting part of the story and then you get back to the To the main part of the story. Okay, and then also you have illustration You can begin the story with an illustration Um, I have a good real life incident the scenario for the same illustration um That illustrates this neighbor's vinyan, you know about Yeah Here in in in india. We have a very famous a snack company called haldi rams. It's called haldi rams and you know, um they have a lot of variety of snack items which they sell and Uh, this haldi rams. They had of they have a factory just outside An airport in in india, which is called a place called kolkata Calcutta, you know, uh, just outside the airport. So when you come out of that airport, you know, you can smell all of these Uh snack items that they make and just next to this, uh, haldi rams factory was a vacant plot of land So the the the owner thought it's a good thing to extend his a good land to extend his factory So he asked his manager to find out, you know, who's the owner and to his surprise he found out that that the owner was Um, uh, the person who was selling tea. He had a small tea shop there and he was selling tea and he was the owner So the the haldi rams owner The factory owner was shocked because he thought this man was just an ordinary, you know Person who's selling making tea But he's the owner of that land and to own a land in a place like kolkata Is you know, it's really big Because land value is very very high like in mumbai and you know other places in uh in india. So He sent his manager and he said, you know, he would like to buy that land and to quote his price and he will give him whatever he asked. So the the the Tea shop owner said no, he can't sell that land because he's got it. He's an ancestral property He can't sell it just like the the bible one. They bought, you know, he can't sell it. So Haldi rams owner was very very upset. He said, you know, he tried to buy him in He said he'll give him prime property in the city You know, which will be for close of rupees worth double and more but the the The land owner the tea stall owner just wouldn't budge He would just not give his property or sell his property for anything and the haldi rams factory owner was so mad he got Some goons to kill him and get away with him and he took He took over that property and that client and you know, um, I read this in the newspaper. So I was telling children this and you know, um Finally they caught the person who they happened to catch the person who murdered This tea stall owner and when they interrogated him Finally led to the manager of haldi rams factory and then the manager said that it was the owner Who planned all of these things and then, you know, the owner was put behind bars So, you know a good illustration to start off for the older ones And you know, you can go on with your story, but keep it very short and sweet But for the or you can use, you know another illustration you can say, you know, there are these two Friends that they're most of them are boys in your class or girls in your class You have to be use illustration based on the number of students You know male or female students you have so just think you have more boys in your class. You can say, you know, um You know, john and paul had, uh, you know, uh, cricket bats and john got a new latest cricket bat And paul really liked john's bat and every time they would go to play He would not use his bat, but he would use john's bat and he would always think of how You know, he could get john's bat and he tried asking his mom to buy it He tried asking his dad to buy it But they said you already have a nice bat that's too expensive. They can't afford it But you know, it's something that he kept thinking and kept thinking and kept thinking about how to get that bat, okay So you can ask his children, is there something that you also really want that some of your You know, your friends have and all of them would think and then you can start off with your story, okay, or you can also use uh one of The good beginnings for your uh for your narrating your stories also using an object lesson Now once you're done with the beginning you move on with the progression of events, okay, which is the main part of the narrative So you a kind of list out in sequence the events that happened in the story. So it's important that you You know, uh Like like jeffina told us last class that it's important that you you know, follow the The sequence or order of the story so that you don't miss out anything the progression of events One leading to the next so that you don't get sidetracked through talking about some things that are unrelated Into the narrative and you just keep The lesson so what is the progression of events to the lesson in neighbors? So Cover Have covet's neighbors Have asked neighbor for it and neighbor refuses to Get for some other plot of land um ahab sulks Jezebel writes killed I think he have you can go and take the vineyard when he goes to vineyard He meets Elijah who you know, uh pronounces the curse and tells him that god has seen what he's done And this is the consequence of the punishment for his sin Okay, so you have the list of events that help you to clearly Move on others if you forget You know, we are all human we forget some part of the story and you know for children to go back and come back It's very difficult for them to relate for adults easier. So it's important that you write down the Sequence of the narratives the progression of events so you can follow through easily and then you come to the climax Okay, so the climax is the highest point of the store All of your Eating too, uh, it's here where you're telling them whether the hero wins or loses The unsolved Okay And you're getting actually the young ones to the peak of the interest And you're satisfying that curiosity here the suspense of the anxiety And you know, you're untangling the plot that you are narrated to them so far So in this narrative, what do you think is the climax? What is the climax the story of neighbors vineyard? What do you think it can be? What's the climax for neighbors vineyard? Not to covet others Okay, not to covet others that is maybe your main teaching point maybe your main Truth that you're trying to say but climax is basically Where you are taking them to you know about the story which you're telling them You know, it's getting them to the peak of the interest whether You know, whether the hero wins or loses the problem is solved or not solved or the mystery ends So what do you think is the climax in this story? Do no problem Rosalind. Thank you for trying good to hear some voice at least Thank you Huh Okay, jeffina says meeting Elijah Okay. Yes That's part of the climax What is the climax the story? What does Elijah tell a king a hab? The climax can of the story can be you know, of course, neighbor got the vineyard But what does he like to tell him, you know tells him where neighbor died you will also Die Okay, so that is the climax. So the children want to know did King a hab really die in the same place that neighbor Die, okay, so then that leads you to the conclusion, okay now Some stories are very long you would need to tell them in parts So even in the past if you say you can bring the whole narrative to a climax Okay, so the climax here is the the punishment that Elijah Speaks on behalf of god to king a hab now. What is the conclusion? Okay, the conclusion comes soon after the climax Okay, so You know, it's the ending of the Basically conclusion is basically ending of the story. So what do you think is the ending of the story in neighbors? Vineyard Think of the climax and then think of the conclusion What's the conclusion of the story? Okay, what is the climax climax was what punishment that king that you know, Elijah had pronounced on king a hab So what do you think would be the conclusion? of the story a ham Realizing what he has done. Okay. What is the conclusion of the story? The abuse of power and consequences of greed and injustice. Okay. Yes so in this case The conclusion is, you know, did King a hab and queen jezebel meet their punishment and their Uh, you know the consequences of their sin that god had spoken through Elijah Okay, so then you can go on to say in your conclusion that a hab went for a battle They disguised himself the enemy did not know that he was a King and struck an arrow and then he died and Sometime later jezebel was thrown down by the enemies from the Window. So what god said would happen to them did Happen. Okay. Did it happen? Okay. Yes. So it happened Now what is the use of neighbors? Vineet there was no use because they could not enjoy it because they were dead So then you can talk about greed and all of those things are the consequences of greed. Okay, so You know, uh, you can this can be the conclusion to your climax Now often we're very happy when we have, you know, told our story. Well, we've used object lessons We've used discussions. We've used a good attention getter or illustration. We've narrated our story We've caught them to the climax and the conclusion We've done everything that we needed to do But the important thing is that, you know, have the children caught the Truth, it's not the story that is important. It's not your You know, just the the the methods that you've used all of those are yes are important But have they caught the important truth the truth the values that they have to Learn and apply it in their lives. The next one is application. Okay So application is, you know, don't be vague about the Application don't say, okay children you look at you you see from neighbors vineyard how we learn not to be greedy And you see how, you know, if you're greedy, you know, we can have consequences So we should not Be greedy. Well, of course that is An application that you can use but you need to get them to apply it in their own lives So you can tell them, you know children, what are the areas that you Are greedy where you want more and more and more Maybe you want more and more time to play When you have to spend more time in studying and doing a project work Or you want more and more clothes when you have so much more and you know, you can Give away those clothes to Some other children or you can be thankful for what you have Or you want more and more of shoes more and more of chocolate or you're eating more and more of junk food And what is the consequences? So, you know, get them to apply it in their own context because For everyone if not just be greed for money or land or property But be different things to get them to list them out the areas where they're greedy because sometimes children will think Hey, I'm not greedy in any area. So then you would help them to Have to help them to think you know because they're children They can't think you know, so you can say maybe you're greedy about wanting more chocolates or you know eating more junk food Or watching more cartoons on tv or entertainment or more time for playing, you know All of those things are a form of greed which they might not know But you'll have to help them and so you get them to write out all of those things and you know Get them to see how they can help themselves to overcome That greed, okay So it might be personally just relating to each child even as the others are writing and say Hey, can I see what your greed is? Can I help you and what the bible says and how they can overcome that greed? So it's basically helping them So you see at the very young age of not teaching them that greed is going to destroy their lives but Also that you're teaching them to identify the greed in their life and how to work on It so don't let your application be very vague Like say hey children all of us have to if you're talking about obedience all of us have to obey god All of us have to obey our teachers our parents Yes, but what are the areas they are struggling in obeying their parents and how you can help them out Okay, and then of course you can Teach them the memory verse for that day and you can do creative ways of teaching them the memory verse You can have the memory verse written on the board and ask them to repeat it tries and each time you can rub Erase a word and put a fill in a blank there And so they have to keep saying the whole memory verse And so they just remember it finally there are no words on the board just blank spaces Or you can take a Soft ball and you can just throw it at one child and they have to say You know if you say teaching them god so loved the world so they can say two words god So and they throw the ball to another person and the person said god so loved the and then the third person God so loved the world that you know So then you know each child gets turns or they have to move from one chair to another and you know They move to the next chair. They have to Say one word in the memory verse. Can you think of various creative ways? There are numerous creative ways of teaching children Uh memory verse rather than just getting them to memorize it and of course then you end with a prayer Prayer also should not be something that is very general god help us not to be greedy help us to obey Uh, we know that greed destroys us. We know that greed hurts you But get them to specifically pray so you can say children you've written down areas where you need you're disobeying Uh, you're finding it difficult to obey areas where you're greedy areas where There is sin when you're talking about sin So just quietly tell god god these are the areas I want you to help me Please help me ask the holy spirit to come help you Say god, I give up these areas into your hands. So lead them lead them, you know and get them to pray and you know and Pray more meaningfully than more Generally and then that can that will end your lesson. Okay So this is how you Write a lesson plan and this is how you execute your lesson plan And these are the various things that you can keep in mind While writing a lesson plan. Okay So that is the end of Children's ministry course Anyone has any questions any doubts anything you like to say? Ask nothing Anything you think I need I should have thought I missed out Maybe I can think about it for the next Time I teach other students Okay, I think nobody wants to talk Thank you super sheesh Okay, I hope This course was helped you in children's ministry and I hope you will implement all that we've learned And you know to teach your own children and also to get your children's church ministers To minister effectively to children and to build on your Children's ministry in church. Okay. Thank you everyone. Thank you paul john paul So when can we have we have to give you another assessment when can we have thank you zealot holy Thank you super sheesh. When can we have our next assessment? I have to give you another assessment Now this thursday seventh is your assessment on first and second committee. Can you suggest? Any day in march Or if you want me to Give you the assessment for your second assessment final assessment for children's ministry. Can you please suggest the date? any date in march Maybe april can be a little Hectic for you also will do it in march Thank you, abu breaker As soon as possible. Okay, can you suggest a date, please? Is 14th of march. Okay. No, they are going for their mission strip the in-person students What about 21st march? Is 21st march. Okay for all of you 21st march is thursday Is that okay? Yes. Okay fine. Okay 21st march we'll have the the last assessment for children's ministry And next week onwards Pastor roshan join us. We'll take on children's ministry. Thank you linden Thank you very much. Thank you all And I'll see you for our classes on first and second timothy