Paul’s Travels

Games Workshop

Workshop-specific Goals:

• Be familiar with the message that Paul brought to the people
• Know that Paul did not give up when his message was first rejected
• Understand that being a “light to the Gentiles” brings telling non-Jews (us included) the good news of Jesus

For scripture and background - see above.

Preparation

1. Review Background notes. The Bible story is from Acts 13: 13-52.
2. Gather the materials.
3. Refer to schedule and decide how you will make adjustments for the different ages.
4. Each of the students has their own passport, which is kept in the teaching box for the summer. At the end of class, you or the guide should hand out the passports. The students will have the opportunity to write/draw on the passport page. There is also a space for you to put their passport stamp. Check the supply list for the proper stamp (the stamp applies to the lesson).
5. Look at the passport page for your “city” for the background information and question of the day that the students will be getting (copy at end of lesson).
6. Tape the map onto the wall and locate the city/region you are teaching about today so you are ready for the first part of the lesson. so you are ready for the first part of the lesson
7. This class needs to be held in a space that can be made somewhat—but not totally—dark. Make sure windows are covered, etc.

Materials List:

• Bibles (supplied in teaching box)
• Large map of Paul’s journeys (tape to the wall)
• Construction paper star to place on the map
• Tape
• Passport stamp of candle
• Inkpad
• Pencils, markers, crayons
• Student passports (kept in teaching box for the summer)
• TV/DVD Player
• “The Visual Bible: Acts” DVD
• Flashlights—lots! Would be nice to have one for each child
• Large piece of paper listing the “Parts of Story” from chart in back (don’t list the items)
• Tape
• Scavenger hunt Items—each with a paper cross or cross sticker attached (3 of each so that there will be plenty to find): 3 pyramids, 3 jars of sand, 3 crowns, 3 mangers with Jesus, 3 shells, 3 crosses, 3 Easter Eggs with “He is Risen!” written on them; 3 Bibles, 3 washcloths, 3 candles

Lesson Plan

Opening:

Make sure you have your nametag on. Introduce yourself to the students.

Open with a prayer .

We would like to have a consistent opening and closing to each class, especially since the teacher and station changes each week. Please start the class by having everyone make the sign of the cross and say: “We make our beginning in the name of God the Father—and God the Son—and God the Holy Spirit. Amen.

Dig:

Introduction & Bible Story:
Please make sure that the students hear and “get” the Bible story as well as the application of that story to their lives. The Bible story is the MOST important part of the lesson—it is much more important than the activity associated with this station!

Say: This summer for Sunday School we are going on a Mediterranean cruise with the Apostle Paul. Every week we will visit a different port and learn something about Paul’s life or his teachings. This week we are visiting Pisidian Antioch. There were several cities named Antioch. This Antioch was in the region of Pisidia, so it is called Pisidian Antioch. Locate this city/region on the large map and put the construction paper star with the appropriate name on the map. After the first week, you could ask the students some of the other places that they have “visited” and what they did and learned.

Paul and Barnabas were on their first missionary journey when they visited the town of Antioch in the area of Pisidia, which was in the area of Galatia. They went to the Jewish synagogue to preach the Good News about Jesus. Some of the people in the synagogue wanted to hear the message, but many did not. That rejection did not stop them though—instead, they turned to the Gentiles. Gentiles are non-Jews. We are not Jewish, so we are considered Gentiles. Paul said “For this is what the Lord has commanded us: ‘I have made you a light for the Gentiles, that you may bring salvation to the ends of the world’”. Why do you think he was called a “Light” to the Gentiles? (light helps you see, he wanted them to see the truth in his message)

We are going to hear the Bible story on this DVD. The words in the video are taken word-for-word from the Bible. From the DVD menu, choose Chapter 13 and forward as close as you can to verse 13. Watch through the end of the chapter—verse 52 (this will take about 6 ½ minutes).

What was the reaction of the people in the synagogue to Paul’s message? (some believed, some walked away and rejected it) Did Paul do something wrong that people did not believe in his messge? (No. God asks us tell people the good new of Jesus. We aren’t responsible for what the person does with that message) What did Paul do when his message was rejected—did he give up and go back home? (No—took the message to other people—the Gentiles)

Activities:

Flashlight Scavenger Hunt:
We are going to play a few games now. The first game has to do with the message that Paul and Barnabas brought to the people of Pisidian Antioch. Paul went over a lot of the history of the Jewish people to remind them of all that God had done for them and of His promises. Paul was trying to help them SEE the good news of Jesus. So we are going on a flashlight scavenger hunt.

We are going to look for items that remind us of what Paul said. Each item has a little cross taped to it, so that you know what to look for. Once we have found each item, we will try and match it up with the “Parts of the story” listed on this chart (see end of lesson for chart). Hand out flashlights to the children. Pair up younger (PreK) students with older students. There are 30 items to find. Tell each student or group that they can find “X” number of items, so that everyone has a chance to find something. Warn the students (esp. the youngest ones) that you are turning off the lights, but that it won’t be totally dark.

When all the items have been found, bring everyone back to the tables. Read through the “Parts of the Story” from your list you have taped up. Have students hold up each item and match it with a part of the story. Since there are 3 of every item, you might not want to do the matching 3 times for every item unless you feel the review would be helpful. If you do repeat, just mention that Paul kept giving his message over and over.

Flashlight Tag:
For our second game, we are going to the gym since we need lots of room (if not already in gym). We are going to play flashlight tag to remind us that Paul was a “light” to the Gentiles. The person who is “It” will have a large piece of dark cloth (have more than 1 “It”, esp. if there are a large number of students). The person who is “It” has to tag the other players and wave the dark cloth over the person. The person who is tagged cannot move. One or more players are the “Lights”—they will have flashlights (there should be fewer flashlights than Its). They can unfreeze people by touching them, shining the flashlight at them and saying something about the Good News of Jesus. They have to do all 3 parts to unfreeze someone. What are some things people could say when they are unfreezing people? Have students come up with several things they could say, such as “Jesus is Your Savior” or “Jesus died for your sins” or “Jesus loves You”, etc.

Tell the students that they will play several games, so that they will have a chance to play different parts. Give the fabric or flashlights to some of the students. Since there is a range of ages playing this game, remind the older students to be aware of the younger ones and not run them down. Tell them that if they cannot play responsibly, then they will have to sit down while the others play. Dim the lights and begin the game. Switch parts around several times. Depending on how the game is going, you could add or subtract more “Its” or more people with flashlights. Design it so that the people with flashlights have the harder job.

When the game is done, talk about the game a little. Ask the people who had the flashlights: Once you had unfrozen a person, were you done for the rest of the game with that person? (no, they kept getting tagged). Why did you keep unfreezing them? Why didn’t you just let them stay frozen? How is this like Paul? (kept on and kept on bringing the message of Jesus—he didn’t give up)

Gospel Light Song:
Have the class sing and use the motions for the song “This Little Gospel Light of Mine”.

Reflection:

Pass out the passports to the students. Have each student write their name on the cover. Read the key point and the question for the day. Give them a few moments to write/draw in their passport. While they are doing this, go around and stamp in to each passport.

Closing Prayer:
We would like to have a consistent opening and closing to each class, especially since the teacher and station changes each week. Please end the class with this benediction from Numbers 6: 24-26 (CEV). Make the sign of the cross and say:
I pray that the LORD will bless and protect you, and that He will show you mercy and kindness. May the LORD be good to you and give you peace. Amen.

Flashlight Scavenger Hunt

Parts of Story Scavenger Hunt Item
God led them out of Egypt in time of Moses (v17)
Pyramid

40 years in the desert (v18)
Jar of sand

Gave them rulers—first judges and then kings (v20-22)
Crown

Brought to Israel the Savior Jesus (v23)
Jesus in manger

John the Baptist talked about coming of Jesus (v24-25)
Shell

People of Jerusalem did not recognize Jesus and had him killed (v27-28)
Cross

Raised him from the dead (v30)
Easter egg with words “He is Risen!” on it

Prophet’s words in the Old Testament come true in Jesus (v32)
Bible

We have forgiveness of sins because of Jesus—our sins are washed away (v38)
Washcloth

Paul now a light to Gentiles
Candle

A lesson by Cathy Walz from: St. John Lutheran Church

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