Joshua and the City of Jericho

Movie Workshop

Summary of Lesson Activities:

The children will watch the Veggie Tales video, Josh and the Big Wall, and will consider that God’s ways are motivated by His love for His people.

Scripture Reference:  Joshua 1-6

Memory Verse:  Be strong in the Lord and in his mighty power. Ephesians 6:10 (NIV)

Lesson Objectives for the rotation
(see listing above)

Additional objectives for the movie workshop
At the end of the session, the students will

• know that because God loves them and is always looking out for them; God’s way is the best way.

Teacher preparation in advance:

• Read the scripture passages and lesson plan and attend the Bible Study, ....
• Learn the memory verse.
• Confer with the Shepherd on age level adjustments needed each week (those included in the lesson plan and your own). Consider the “Stretchers” you can use, especially with the youngest children.
• To our teachers at RCC: The design of this workshop is very intentional. The activities and discussion questions for this workshop were designed to meet the goals of the entire rotation and the educational objectives of the Rotation Model (tm) at River Community Church. While we feel it is important to follow the serendipitous leading of the Holy Spirit, please do not change the lesson plan without consulting a Curriculum Planning and Writing Team member.
• Check out the room before your first Sunday workshop so that you know where everything is located.
• The bin with supplies is located in the Sunday School room. Purchase or request additional supplies from -- by May 15.
• Preview the video and be familiar with where the video should be stopped for discussion.
• Prepare cups for memory verse activity.
• Write the names of the first six books of the Bible on a piece of posterboard.

Room set-up:
The children will sit in chairs or on the floor facing the TV or projection screen.

Supply List.

• Video: Josh and the Big Wall! Chicago: Big Ideas Productions, Inc., 1997. ISBN 1-57132-383-X.
• Popcorn or Chex Mix
• Lemonade or water and cups
• Hand wipes
• 3 oz. bathroom cups (8-10 sets of 10 per set)
• Memento: Veggies stickers
• Shepherd Time: no supplies

Presentation

Opening-Welcome and Introductions:
Greet the children and introduce yourself. Wear your name-tag. (Remember, you are interacting with a different group of students each week who may not know you.) Make sure the children are wearing name-tags.

We had an opening prayer during the gathering time, but you may open with prayer if you feel led to do so.

Explain the purpose of this workshop: Today we are going to hear the story of the time Joshua and the Israelites conquered the city of Jericho --- “Veggie Tales style.”

Dig-Main Content and Reflection:

Scripture/Bible Story:
Say: The Bible is divided into two parts: Old Testament and the New Testament. The Bible story today is in the Old Testament book of Joshua. Joshua is the sixth book of the Old Testament. Let’s review the names of the first six books of the Bible: Genesis, Exodus, Leviticus, Numbers, Deuteronomy, Joshua (as you say the names, point to the name that you have previously written on a poster board or white board).

Hand out the Bibles and instruct the children to open their Bibles to Joshua 5:13.
Explain the large chapter numbers and the small verse numbers. [We restate information about Bible organization in each workshop to be sensitive to visitors and new children in the class who may not have any knowledge of the Bible. We never want a child to feel like they do not belong because they do not know this information before they come to class.]

For younger children: Instruct them to close their Bibles and put them away. Read Joshua 5:13-15; 6:1-5, 15-16, 20, 27.
For older children: Read Joshua 5:13-15; 6:1-16, 20, 27 or ask for volunteers to read.

Application:
Hand out popcorn and water and start the movie.

STOP: After Bob says, “That’s why they’re stuck here in the desert.”
ASK: Why were the Israelites stuck in the desert? [They didn’t follow God’s directions.]

Fast forward the tape through “Silly Songs with Larry.” If time permits you can play this at the end of the class. Start the tape again.

STOP: After Jim and Jerry (the squash brothers) talk about the walls being made out of Jello and one of them says, “Then we could eat them.”
ASK: Did the Israelites seem ready to follow God’s instructions after Joshua told them what God wanted them to do? [No] I wonder why?
Start the tape again.

STOP: After Joshua says, “As your new leader, I think we should try doing it God’s way first.”
ASK: What did Joshua remind the Israelites about in his song? [The Lord knows what he is doing and he will take care of them if they will follow God.]
Start the tape again.

STOP: After Jr. Asparagus’ song.
ASK: What does Jr. tell the people to remember when God’s way does not make sense? [God made us, loves us, and always wants his best for us.]
Play the movie all the way to the end---after “QWERTY.”

Reflect:
Pulling it all together (closing discussion):
Before the Israelites go to Jericho, they had been wandering in the desert for forty years. Do you remember why? [They did not follow God’s directions.]

When the Israelites followed God’s directions for taking over Jericho, what happened? [The Israelites were able to take over Jericho without fighting.]

Review the memory verse.
Before class, write the words of the memory verse on small paper bathroom cups (3 oz.), one word per cup. There should be 10 cups for each set (without one for the verse address).

Divide the class into pairs and give each pair a set of cups. Instruct the children to stack the cups in a pyramid with the words in order. They should be able to read the verse from top to bottom. With 10 cups, there will be 4 on the bottom, 3 on the next row, 2 on the third row, and 1 on the top. After stacking them in order, say the verse and the address and GENTLY knock the cups down.

Shepherd Time:
Gather the children in a circle and ask them, “Do you remember a time when you knew the way God would want you to do something was hard or did not make sense?” or “Remember the letter that Bob told Jr. Asparagus about at the beginning of the video? Has something like that ever happened to you?”
I wonder what are some things we can do to help us follow God’s plan?

If time allows, you may also want to ask the children if they have any prayer requests for this week.

You may want to provide an extra activity or worksheet, such as coloring sheets, crossword puzzles, word searches, games. See the Teachers’ Background Notes and rotation.org for ideas..

Closing:
Prayer:  Father God, thank you for loving us and always wanting the best for us. We need your help to follow your directions. Please remind us that your way is the best way even when it does not seem to make sense. Amen.

Tidy and Dismissal:
Ask children to help tidy the room. Give any specific instructions for clearing the workshop room.
If necessary, collect the journal pages before they leave. Make sure their names and the date are on them.
Give everyone the parent take-home flyer the first week of the rotation; give it only to children who were absent and have not yet received it the other weeks of the rotation.

Additional Suggestions:
Note the age-level adjustments in the lesson plan.

Resources:

• Bedford Presbyterian Church, Bedford, NY. Movie lesson plan posted at the rotation.org Ideas and Lesson Exchange: “EXODUS to JUDGES: Joshua, Deborah, Gideon, Judges, Leviticus, Numbers, Deut.: Joshua, Conquest of Canaan --Lesson Set” (reposted by Neil MacQueen):http://rotation.infopop.cc/eve/forums?a=tpc&s=1206067121&f=5856081431&m=9856081431
• Scripture taken from the Holy Bible, NEW INTERNATIONAL VERSION®.Copyright 1973, 1978, 1984 International Bible Society. All rights reserved throughout the world. Used by permission of International Bible Society.

 A lesson written by Jamie Senyard from: River Community Church
Prairieville, LA

 Copyright 2004 Jamie Senyard. Permission granted to freely distribute and use, provided the copyright message is included.

 A representative of Rotation.org reformatted this post to improve readability.

Joshua and the City of Jericho

Drama Workshop

Summary of Lesson Activities:

The children will hear the story of Joshua’s obedience to God and the people’s trust in God as He leads them across the River Jordan and knocks down the walls of Jericho. The children will then have an opportunity to retell the story by creating their own dramas.

Scripture Reference: Joshua 1-6

Memory Verse: “Be strong in the Lord and in his mighty power.” Ephesians 6:10 (NIV)

Field Test Note:

This was a fun workshop and the children (even the younger ones) were quite creative. We only had enough children one week to divide into two groups (with 4th and 5th graders) and it was really interesting to see how they took the same things and came up with completely different productions.

Lesson Objectives for the rotation
(see listing above)

Additional objectives for the drama workshop
By the end of the session, the students will

• have had an opportunity to listen to directions and practice obedience.

Teacher preparation in advance:

• Read the scripture passages and lesson plan and attend the Bible Study,...
• Prepare a closing prayer.
• Learn to retell the story in your own words (sample story included in this lesson plan).
• Learn the memory verse.
• Confer with the Shepherd on age level adjustments needed each week (those included in the lesson plan and your own). Consider the “Stretchers” you can use, especially with the youngest children.
• To our teachers at RCC: The design of this workshop is very intentional. The activities and discussion questions for this workshop were designed to meet the goals of the entire rotation and the educational objectives of the Rotation Model (tm) at River Community Church. While we feel it is important to follow the serendipitous leading of the Holy Spirit, please do not change the lesson plan without consulting a Curriculum Planning and Writing Team member.
• Check out the room before your first Sunday workshop so that you know where everything is located.
• Discuss with the Shepherd your action plan for the dramas. Get suggestions for dividing the class into two groups; find out who should not be together. Agree on a signal for when your group is almost done.

Set-up:
You will want to provide the children with lots of space for their dramas. When the children arrive, the chairs should be in one big circle. The two groups can move their chairs into smaller circles at opposite ends of the room (or better yet, see if one group can work in another space outside the classroom so they don’t distract each other).

Supply List

• Two laundry baskets, each with the following things in them (should be close to identical collections): multiple pairs of sunglasses, toy musical instruments, blue towel, white sheet, 12 pieces of newspaper, piece of paper with the Ten Commandments written on it, assortment of hats and scarves, red ribbon, baby’s stacking cups (the graduated sized ones that nest), toilet paper tubes.
• Cardboard blocks or boxes (assorted sizes of boxes are okay; they don't have to be big or neat or plain)
• Kazoos for everyone (ones they can take home so germs don’t need to be shared). Available from a variety of sources, including Oriental Trading: http://www.orientaltrading.com or 800-228-2269.
• Several sets of index cards with the memory verse written on them, one word on each card.
• Memento: the kazoo (see above)
• Shepherd Time: sheet with the memory verse pre-printed on it (sample attached), pencils, markers.

Presentation

Opening-Welcome and Introductions:
Greet the children and introduce yourself. Wear your name-tag. (Remember, you are interacting with a different group of students each week who may not know you.) Make sure the children are wearing name-tags.

We had an opening prayer during the gathering time, but you may open with prayer if you feel led to do so.

Explain the purpose of this workshop: Today you will hear the story of Joshua leading God’s people into the Promised Land and then you will have an opportunity to put together a drama of that story. And who knows, if you are obedient and follow instructions, you may get to knock down a wall!

Dig-Main Content and Reflection:

Scripture/Bible Story:

To understand today’s story, you need to know what the Ark of the Covenant is. Does anyone know? [It is a gold box, decorated with angels, which God directed Moses to have made. It was used to carry the tablets with the Ten Commandments and also a jar of manna. It served as a reminder of God’s constant presence and protection.]

Tell the story: “In a moment we will read a small portion of a long story. But first, listen as I retell the story from the Bible.” [Retell the story in your own words, emphasizing that the story comes from the Bible; holding your Bible while you tell is a reminder to the children that they are hearing God’s word. A sample retelling is attached. Make sure your retelling includes: God’s call of Joshua and reassurance, the Ark of the Covenant, stopping of the Jordan River, the Remember stones, the spies, the marching around Jericho, and then the fall of Jericho.]

Read the scripture: “Now, let’s read a small portion of our story for this rotation. Open your Bibles to Joshua 3:6, 9-17; 4:1-3, 19-24. (Younger children: Joshua 3:6, 14-17; 4:19-24.)
[Encourage the children to use their Bibles in looking up verses. For example, “Our story about Joshua is in the book of Joshua. It is in the Old Testament and follows the five books of Moses (Genesis, Exodus, Leviticus, Numbers and Deuteronomy). Our passage is in the third chapter; look for the big bold numbers that indicate chapters. The smaller numbers at the beginning of sentences in the chapters are verse numbers.” We restate information about Bible organization in each workshop to be sensitive to visitors and new children in the class who may not have any knowledge of the Bible. We never want a child to feel like they do not belong because they do not know this information before they come to class.]

Warm-up exercises: (do the first activity; do the others if time permits)

Just as athletes, dancers and musicians warm up before doing their activities, actors need to warm up. Let’s exercise our drama muscles — our imaginations.

• Everyone mime: stepping into the cold River Jordan while carrying the Ark of the Covenant, climbing out of a window and down a rope, blowing trumpets, watching walls come tumbling down.
• A volunteer (or the teacher) is Joshua, and must explain to the Israelites what the “plan of attack” is. The other students are the Israelites and ask questions about the plan and comment on its absurdity and suggest alternatives.
• Have a volunteer be a guard on the Jericho city wall, reporting to the rest of the guards what happened during his watch (Israelites marched around once without attacking). The other students are his coworkers and ask questions about what he saw and speculate about what the reason for this strange action may be.

Application:
Divide the class into two “teams.” Give each drama team a basket of supplies and instruct that EVERYTHING in it must be used to tell the story. How they use it is up to them. The dramas do not need to be long, but they should tell as much of the story that the children just heard as possible.

The Shepherd should work with one group and the Workshop Leader with the other. The adults should keep the process and planning moving along and should help negotiate when there is a difference of opinion. Remind the children if they forget a part of the story, but the kids should plan the drama.

After about 10-15 minutes of planning, have each team put on its story. Remind the other group to watch with the same courtesy they expect when it is their turn to perform.

If time permits:
Stack up the blocks into a wall or tower. Explain the children that anyone who is not obedient or who does not follow instructions will be asked to sit and watch; the blocks are not to be thrown, kicked or stepped upon.

Say, “We have time for you to have another opportunity to get the walls to come down. First of all, with this activity, being obedient and following instructions are critical. Anyone who throws, kicks or steps on one of our blocks will be asked to sit out of the way the rest of the class time. We are going to have a bit of fun walking around the wall of blocks six times quietly — except for the priests blowing their horns.”

Assign one person to be God. He or she will knock the blocks over (this will serve as a reminder that it was NOT the people that knocked down the wall -- God did it). Give everyone a kazoo. Consider turning the lights on and off between circuits to show the passage of time. That is, after each trip around, turn the lights off briefly to remind the children that one day has passed and this process took seven days. Have the students march around seven more times on the seventh “day” before shouting and knocking over the block wall. If you have a big group, a few students can be the residents of Jericho, and laugh at the silent walkers.

If time permits, act out the wall crashing down again.

Reflect:
Pulling it all together (closing discussion):

• What do you think the Israelites shouted before the walls tumbled? (Joshua 6:5, 20) Do you think the walls would have fallen if they had not followed the instructions?
• Have you ever been asked to do something that seemed silly or pointless but turned out to be a good thing to do?
• Are we, as Christians, asked to do some things that don’t make sense to the rest of the world?
• Has anyone ever made fun of you for doing what you thought was the right thing? How did you feel? What did you do?

Review the memory verse.
Make two sets of index cards with one word from the memory verse written on each card. Divide the children back into the two or more groups (there should be no more than five in each group; if necessary, rearrange who is in each group). Give each group a set of index cards. Have the groups race to see who can put the words in the correct order in the shortest amount of time.

At 11:45 a.m. ask the Shepherd to pass out the journal pages and pencils/markers. Suggestion: Remind the children that they can keep their kazoos as a memento — a reminder of the story and activity.

Shepherd Time:
Review the memory verse. Talk about what it means. Then give each child a journal page with the memory verse already written on it. Ask each child to illustrate the verse with a scene from the story or list times God can help him/her be strong (especially older children) or draw a picture of a time he/she was strong with God’s help.

This is meant to be a time of reflection and introspection. Talking, thinking and writing about faith helps clarify lessons. In addition to the suggested activity, children may draw pictures relating to today’s scripture or memory verse, list highlights of the day’s activities, or rephrase the memory verse. The journal pages will be saved and given to the children at the end of the school year.

You may want to provide an extra activity or worksheet for children who finish their journal pages quickly, such as coloring sheets, crossword puzzles, word searches, games. See the Teachers’ Background Notes and rotation.org for ideas.

Before noon, ask the students to stop journaling for a moment and sit quietly for prayer so they can leave when their parents arrive. Allow them to finish journaling afterwards.

Closing:

In chapter 24, Joshua speaks to the people and urges them to remain faithful to God in all things. Joshua 24:14-16 reminds us that we, too, must decide whom we will serve. Read this from the Bible to the children.
‘But for me and my family, we will serve the Lord.’

Lord, help us to be faithful to you in all things. Give us the strength and wisdom to trust you, even when the way is difficult or unusual. Help us to be mindful of your leadership, of your presence, of your strength that gives us courage to do what is right. Help us to serve you and do your will in all things. Amen.

Tidy and Dismissal:

• Ask children to help tidy the room. Give any specific instructions for clearing the workshop room.
• Collect the journal pages before they leave. Make sure their names and the date are on them.
• Give everyone the parent take-home flyer the first week of the rotation; give it only to children who were absent and have not yet received it the other weeks of the rotation.

Additional Suggestions:
You will need to decide how best to adjust the lesson for older and younger students. Keep the children active and involved in activity. Do what works for you and the children. Some ideas in addition to those included in the lesson plan:

Younger Children:

• For classes composed primarily of pre-readers, show the children how to find the passage in the Bible and then have them do it. After everyone has found the passage, have them close their Bibles, set them aside, and listen while you read.
• Spend less time on the laundry basket activity and give them more guidance for creating their dramas. Spend more time with the block wall building and knocking down.

Resources

• Idea posted at the rotation.org posted by member EllenK under Joshua Ideas: https://www.rotation.org/topic/...5#383259932531515995
• Crane, Amy. Lesson posted at the rotation.org Ideas and Lesson Exchange: Joshua: Drama Workshop for Palma Ceia Presbyterian.” https://www.rotation.org/topic/...ma-ceia-presbyterian
• Scripture taken from the Holy Bible, NEW INTERNATIONAL VERSION®.Copyright 1973, 1978, 1984 International Bible Society. All rights reserved throughout the world. Used by permission of International Bible Society.

Joshua and the Battle of Jericho
Story adapted for retelling by Amy Crane. Copyright 2001 Amy Crane.
Permission granted to freely distribute and use, provided the copyright message is included.
adapted from Joshua 1-6, Today’s English Version

Now, you remember that with God’s help, Moses led the Israelites out of Egypt, across the Red Sea, and into the wilderness. For forty years the Israelites wandered in the wilderness. Moses grew old, and Joshua, son of Nun, was chosen to be Moses’ successor and lead the Israelites.

After Moses died, the Lord spoke to Joshua, “Get ready now, you and the people of Israel, to cross the River Jordan into the land that I am giving you. Joshua, no one will be able to defeat you as long as you live. As I was with Moses, so I will be with you. I will always be with you.”

Joshua ordered the leaders of the twelve tribes to go through the camp to tell the people: “Get ready, for soon we are going to cross the River Jordan to occupy the land that the Lord your God is giving you.”

Then Joshua sent two spies to secretly explore the land of Canaan, especially the city of Jericho. When they came to the city, they went to stay in the house of a prostitute named Rahab. The king of Jericho heard there were Israelite spies in town. He sent word to Rahab: “The men in your house are spies. Send them out!”

She replied, “Some men did come to my house, but I don’t know where they were from. They left before the city gate closed at sundown. If you hurry, maybe you can catch them.” (Now, Rahab had actually hidden the two men on the roof of her house.) The king’s men hurried off to look for the spies.

Rahab went to the spies. “I know that the Lord has given you this land. Everyone in this country is terrified of you. We have heard how the Lord dried up the Red Sea. We were afraid as soon as we heard how you killed other kings east of the Jordan. The Lord your God is God in heaven above and here on earth. Now swear by Him that you will treat my family as kindly as I have treated you. Don’t let us be killed!”

The men said to her, “May God take our lives if we don’t do as we say. We will treat you well.”

Rahab lived in a house built into the city wall, so she let the men down from the window by a rope. The men said to her, “We will keep the promise that you have made us give, as long as you don’t tell anyone what we have been doing. This is what you must do: Get your family together in your house. When we invade your land, tie this red cord to your window. No one in your home will be harmed.”

The spies went into the hills and hid. The king’s men looked all over, but did not find them. After three days, the spies returned to Joshua and reported everything they learned: “We are sure that the Lord has given us the whole country. All the people there are terrified of us!”

Early the next morning Joshua and all the people of Israel left their camp, and went to the bank of the River Jordan. There they camped, waiting for the command to cross the river into the Promised Land.

The Lord spoke to Joshua: “Tell the priests carrying the Ark of the Covenant that when they reach the river, they must wade in and stand near the bank.”

The Israelites packed their tents and their belongings. They gathered their children and herds. The priests went ahead of them, carrying the Ark of the Covenant. The priests stepped into the cold water of the River Jordan.

The Israelite nation, gathered on the bank of the River Jordan, watched as the water stopped! There was no water coming down the River Jordan. It began to pile up; some say it was piled three hundred miles high! The people were in awe. Now they knew for certain that God was with Joshua as He had been with Moses.

And so the people walked across the River Jordan on dry ground. No mud! The priests carrying the Ark of the Covenant stood on dry ground in the middle of the river while the entire nation crossed over the River Jordan.

The Lord said to Joshua: “Call twelve men, one from each tribe. Command them to take twelve stones out of the River Jordan, from the very place where the priests are standing with the Ark of the Covenant. Tell them to carry the stones with them and to put them down where you camp tonight. These stones will always remind the people of Israel of what happened here.”

The twelve men did as Joshua ordered. Each took up a stone from the riverbed near the feet of the priests carrying the Ark of the Covenant. Those stones were carried to the camping place, and arranged there. That place was named Gilgal, which means “circle of stones.”

When all the people were across the river, the priests carrying the Ark of the Covenant followed them out of the river. When the priests’ feet touched the riverbank, there was a great roar as the water began flowing once more.

Now, you must realize that although the Israelites were safely across the River Jordan and in the Promised Land, they were not able to call it home yet. The first obstacle loomed above them there on the banks of the Jordan: the great walled city of Jericho.

One day, while they were camped at Gilgal, Joshua saw a man standing in front of him, holding a sword. “Are you one of our soldiers, or the enemy?”

“Neither,” the man answered. “I am here as the commander of the Lord’s army.”

Joshua threw himself on the ground in worship and said, “I am your servant, sir. What do you want me to do?”

“Take your sandals off. You are standing on holy ground.” Joshua did as he was told. “I am putting Jericho into your hands. You and your soldiers are to march around the city once a day for six days. Seven priests, each sounding a trumpet, are to go in front of the Ark of the Covenant. On the seventh day you and your soldiers are to march around the city seven times while the priests blow the trumpets. Then they are to sound one long note. As soon as you hear it, all the men are to give a loud shout, and the city walls will collapse. Then the whole army will go straight into the city.”

So Joshua called the priests and told them to carry the Ark of the Covenant around the city. And he ordered the soldiers to march quietly in front of and behind the Ark. They did this one time and then returned to camp.

Early the next morning, they did the same thing. They did this for six days. On the seventh day, they marched around the city the same way, seven times. After the seventh time around, Joshua gave the command and the men shouted and the walls collapsed. The soldiers captured the city and spared Rahab and her family.

So the Lord was with Joshua, and his fame spread though the whole country.

Tips for telling Joshua and the Battle of Jericho:

• Read the story in several translations of the Bible and Bible storybooks to see other ways to tell it. Try to visualize the action, and then describe what you see in your own words. Make sure your retelling includes: God’s call of Joshua and reassurance, the Ark of the Covenant, stopping of the Jordan River, the Remember stones, the spies, the marching around Jericho, and then the fall of Jericho.
• This is an exciting and dramatic adventure story. Tell it with amazement and excitement. (The part about the spies can be quiet and confidential.)
• Bring the story to life with your movements and emotions as well as the words. Carry the Ark, step in the cold river, lift the stones for Gilgal, march, blow a trumpet, watch in amazement as the walls fall.
• If you cannot learn this story by heart (to tell it in your own words), read and reread it until you are very comfortable with it. Then you will be able to look up and make eye contact and interact with your listeners, which will help bring the story to life for them. (Consider making your “cheat sheet” copy of the script into a scroll.)
• For additional information on retelling Bible Stories, see Amy Crane's manual on Biblical Storytelling in the rotation.org IDEA AND LESSON EXCHANGE in the Workshop Design and Teaching Resources section under “Storytelling”  https://www.rotation.org/topic/biblical-storytelling

A lesson written by Amy Crane from: River Community Church
Prairieville, LA

.Copyright 2004 Amy Crane. Permission granted to freely distribute and use, provided the copyright message is included.

A representative of Rotation.org reformatted this post to improve readability.

Joshua and the City of Jericho

Games Workshop

Summary of Lesson Activities:

The children will play several games to explore not only the story of Joshua’s leading the people into the Promised Land but also the qualities of a Godly leader.

Scripture Reference: Joshua 1-6

Memory Verse: Be strong in the Lord and in his mighty power. Ephesians 6:10 (NIV)

Lesson Objectives for the rotation
(see listing above)

Additional objectives for the games workshop
At the end of the session, the students will

• consider what it takes to be a good, Godly leader.

Teacher preparation in advance:

• Read the scripture passages and lesson plan and attend the Bible Study, ...
• Learn the memory verse.
• Prepare the paper shapes for the listening/following instructions activity: shapes cut from construction paper: one blue circle (2 inch diameter), one orange square (2¼ inch sides), one orange rectangle (3 and 4 inch sides), one green triangle (2½ inch sided square, halved), one yellow square (2¼ inch sides), and one black circle (2 inch diameter). Put the shapes and glue stick in a baggie and put one baggie and piece of white copier paper with each clipboard.
• Practice the listening/following instructions activity at home to ensure that your shapes are the appropriate size and color.
• Confer with the Shepherd on age level adjustments needed each week (those included in the lesson plan and your own). Consider the “Stretchers” you can use, especially with the youngest children.
• To our teachers at RCC: The design of this workshop is very intentional. The activities and discussion questions for this workshop were designed to meet the goals of the entire rotation and the educational objectives of the Rotation Model (tm) at River Community Church. While we feel it is important to follow the serendipitous leading of the Holy Spirit, please do not change the lesson plan without consulting a Curriculum Planning and Writing Team member.
• Check out the room before your first Sunday workshop so that you know where everything is located.
• The bin with supplies is located in the Sunday School room. Purchase or request additional supplies from -- by May 15.

Room set-up:
Chairs in a circle for sitting and talking, used later for the Into the City game. Put two masking tape lines on the floor for the “Down Come the Walls” games (one line to stand behind and one line to build the wall on).

Supply List

• for each child: set of construction paper shapes (described in Teacher Preparation) in a zipper baggie, clipboard, glue stick and a piece of 8 ½ by 11 white paper
• a copy of the Mustard Seed Ministries Joshua sample lesson plan, Temple workshop. (link - removed, site no longer exists). (Source for following instructions activity, story, discussion questions, and Shepherd Time.)
• small cardboard boxes or clean milk cartons or cardboard blocks, masking tape, several beach balls, horn or whistle
• CD or tape player and music (preferably one of the songs the music team selected for this rotation)
• ten Bibles
• memory verse on a piece of posterboard or flipchart
• Memento: musical instrument stickers (especially horns) or musical note stickers
• Shepherd Time: no supplies needed

Presentation

Opening-Welcome and Introductions:
Greet the children and introduce yourself. Wear your name-tag. (Remember, you are interacting with a different group of students each week who may not know you.) Make sure the children are wearing name-tags.

We had an opening prayer during the gathering time, but you may open with prayer if you feel led to do so.

Explain the purpose of this workshop: Today we are going to play several different games that will show us what it means to be obedient servants and follow instructions as Joshua did, and also to remind us of the story of Joshua.

Dig-Main Content and Reflection:

Game: "God Says (Simon Says)"

But first, let’s play Simon says, but we are going to call it “God Says.” [Select one child to be “God;” with younger, the Workshop Leader should be God. God gives directions. For example the child says, “God says, ‘Put your hands on your head.’” All the children should put their hands on their heads. The child then says, “Hands down.” Anyone who puts his hands down is out, because the child did not say “God Says.” Play this game briefly.]

Scripture/Bible Story:

This game reminds me of our Bible story. Today we are talking about how the leader of the Israelite people after Moses — that’s Joshua — was an obedient servant. He did whatever God told him to do, even when the directions did not make much sense.

Let’s review our Old Testament story so far. Do you remember the stories of Joseph and Moses? [Take a few minutes to remember how Jacob’s jealous sons sold Joseph into slavery in Egypt, but it was part of God’s good plan. But eventually the Pharaohs forgot Joseph and the Israelites were made into slaves. Moses led them out of slavery in Egypt with God’s help after ten plagues, the last of which was the angel of death passing over the homes of the Israelites, but killing the firstborn in each Egyptian household. God gave his people rules to follow, the Ten Commandments.]

Now the Israelites led by Moses into the wilderness were not always obedient to God. So it took them a while to get to the Promised Land. Forty years, in fact. But God always keeps His promises. After Moses died, Joshua became the leader of the Israelites.

Adapt “Opening” from Mustard Seed Temple lesson plan — skip the first paragraph about dividing the toys. Then read the first paragraph about the Bible Story.

Read the scripture: Joshua 1: 1-9.
[Encourage the children to use their Bibles in looking up verses. For example, “To find Joshua, look in the table of contents at the front of the Bible. Joshua is in the Old Testament. What page does it begin on? Let’s all turn to that page.” We restate information about Bible organization in each workshop to be sensitive to visitors and new children in the class who may not have any knowledge of the Bible. We never want a child to feel like they do not belong because they do not know this information before they come to class.]

Ask questions from Mustard Seed Temple lesson plan that follow the Bible verses and read the next paragraph. (Stop at discussion of map and dividing land.)

Application:
Joshua had to follow instructions from God carefully in order to win all those battles. We’ll talk about one battle in particular, the one for the city of Jericho, in a minute. But first, I need everyone to spread out around the room, facing the walls, so you can’t see anyone next to you.

Do the activity in the Mustard Seed Temple lesson plan. Ask the discussion questions and continue the Bible Story, ending with “Because they obeyed God, they were given victory.”

Game: “Down Come the Walls”
[adapted from Bible Story Games for Preschoolers]

Remember how the walls of Jericho came falling down when Joshua gave the signal? Today we are going to use these beach balls to knock down the walls.

[Line the milk cartons or boxes side by side and several rows high to form a small wall. Mark a throwing line with masking tape several feet away from the wall. Have the children stand behind the line. Select one child to be the horn blower (give him or her the horn or whistle). Pass the beach balls to several children.]

In the Bible, God told Joshua to have the people march around the city how many times? [Once a day for six days and then seven times on the seventh day.]

So let’s march in place for a count of seven and then our horn blower will blow the horn. If you are holding a ball when you hear the horn, throw the ball at he wall. If you don’t have a ball the first time, don’t worry, everyone will get a turn.

Repair the wall after each round and play until all have had a turn to throw the ball or time runs out or interest lags.

Older children: In order to be given one of the beach balls, a child must answer a question about the story or say the memory verse. They may use their Bibles to find answers to questions and help one another. Here are some questions to get you started — questions will vary depending on whether this is one of the first weeks or last weeks of the rotation. (Make up more as needed.)

• What river did the Israelites cross to enter the Promised Land?
• Who was leading the Israelites?
•  What city’s walls are we remembering as we knock down these blocks?
• Who helped the spies in Jericho?
• How many stones were set up as a memorial at the camp called Gilgal?
• What were the Israelites to tell their children when they asked what the circle of stones means?
• Who knocked down the walls of Jericho?
• What was Joshua to study day and night?
• Who was the leader of the Israelites before Joshua?

If time permits:

Game: "Into the City"

Let’s play a game called “Into the City” which reminds us how God helped the Israelites get into Jericho without their having to fight any battles. They only had to follow instructions.
[adapted from Educational Patterns for Children’s Ministry]

[Set up a circle of chairs, one for each child, each chair facing inward. Leave a gap between 2 chairs to be the city gate.]

Tell the children: “That inside the chairs is a city. The chairs around it are the city walls. The gap between the 2 chairs is the city gate.”

The children start outside the chair circle. You play some music (or sing part of a song). The children must march around the city while the music plays. The object of this game is to get into the city through the gate, not to find an empty chair. Stop the music and the child nearest the city gate gets to go "into the city" and sits down in a chair.

Repeat until every child makes it into the city. Children should be seated in chairs for next discussion and activity.

Reflect:
Pulling it all together (closing discussion):
Use questions and discussion from the Mustard Seed Temple lesson plan in the paragraph following “Because they obeyed God, they were given victory.”

Review the memory verse.
Talk about how part of our ability to be strong in the Lord comes from knowing God’s word, the Bible.

Game: "Memory Verse Bible Stack"

Have two volunteers stand up. Have one stack Bibles in the other’s arms, one for each word of the verse as they say the verse together. (Ten Bibles in all.)

Younger children: have three children stand up (one stacker and two holders). Have the stacker split the ten Bibles between the two holders as they say the verse.

Have the memory verse on a flipchart or posterboard for the first few rounds until most of the children seem to know it. Have everyone say the verse with stackers.

At 11:45 a.m. ask the Shepherd to take over the discussion. Suggestion: You may wish to give the children a musical instrument sticker to wear or paste on their journal pages as a reminder of the story.

Shepherd Time:
Use the “Personal Application” section from Mustard Seed Temple lesson plan.

This is meant to be a time of reflection and introspection. Talking, thinking, and writing about faith helps clarify lessons. In addition to the suggested activity, children may draw pictures relating to today’s scripture or memory verse, list highlights of the day’s activities, or rephrase the memory verse. The journal pages will be saved and given to the children at the end of the school year.

You may want to provide an extra activity or worksheet for children who finish their journals quickly, such as coloring sheets, crossword puzzles, word searches, games. See the Teachers’ Background Notes and rotation.org for ideas.

Before noon, stop the discussion for a moment and pray so they can leave when their parents arrive. Finish the discussion after praying, if necessary.

Closing:

[Please read directly from a Bible so that children will see you can use it as a source of prayers.

“Remember what God said to Joshua:” [read Joshua 1:6,9].
“Be brave because God is with you. Whenever you are afraid, say this with the Psalm writer:”
[Read Psalm 56:3-4.]

I am going to read that Psalm again, line by line. Repeat each line after me, as a prayer and then we will conclude with our memory verse:
But when I am afraid,
I put my trust in you.
O God,
I praise your word.

I trust in God,
so why should I be afraid?
What can mere mortals do to me?
Finally, be strong in the Lord and in his mighty power.
Amen.

Tidy and Dismissal:

• Ask children to help tidy the room. Give any specific instructions for clearing the workshop room.
• Collect any journal pages before they leave. Make sure their names and the date are on them.
• Give everyone the parent take-home flyer the first week of the rotation; give it only to children who were absent and have not yet received it the other weeks of the rotation.

Additional Suggestions:
You will need to decide how best to adjust the lesson for older and younger students. Keep the children active and involved in activity. Do what works for you and the children. Some ideas in addition to those found in the lesson plan:

Younger Children:

• For classes composed primarily of pre-readers, show the children how to find the passage in the Bible and then have them do it. After everyone has found the passage, have them close their Bibles and listen while you read.

Resources

• Educational Patterns for Children’s Ministry: Lesson 15: the fall of Jericho (link - removed, site no longer exists) (Source for “Into the City” - a takeoff on Musical Chairs.)
• Mustard Seed Ministries. Joshua sample lesson plan, Temple workshop. 2002. (link - removed, site no longer exists). (Source for following instructions activity, story, discussion questions, and Shepherd Time.)
• Niles, Lori Haynes, editor. Bible Story Games for Preschoolers. Loveland, Colorado: Group Publishing, 1998. {Source for “Down Come the Walls” game.}
• Scripture taken from the Holy Bible, NEW INTERNATIONAL VERSION®.Copyright 1973, 1978, 1984 International Bible Society. All rights reserved throughout the world. Used by permission of International Bible Society.

A lesson written by Amy Crane from: River Community Church
Prairieville, LA

Copyright 2004 Amy Crane. Permission granted to freely distribute and use, provided the copyright message is included

 A representative of Rotation.org reformatted this post to improve readability.

Joshua and the City of Jericho

Art Workshop

Summary of Lesson Activities:

The children will make simple relief maps of the Middle East to help them understand the Bible story and how it is connected to this story and other stories from previous rotations.

Scripture Reference: Joshua 1-6

Memory Verse:  Be strong in the Lord and in his mighty power. Ephesians 6:10 (NIV)

Lesson Objectives for the rotation
(see listing above)

Additional objectives for the art workshop
At the end of the session, the students will

• know the geography of the land where the Bible story takes place

Teacher preparation in advance:

• Read the scripture passages and lesson plan and attend the Bible Study, ...
• Learn the memory verse.
• Confer with the Shepherd on age level adjustments needed each week (those included in the lesson plan and your own). Consider the “Stretchers” you can use, especially with the youngest children.
• To our teachers at RCC: The design of this workshop is very intentional. The activities and discussion questions for this workshop were designed to meet the goals of the entire rotation and the educational objectives of the Rotation Model (tm) at River Community Church. While we feel it is important to follow the serendipitous leading of the Holy Spirit, please do not change the lesson plan without consulting a Curriculum Planning and Writing Team member.
• Check out the room before your first Sunday workshop so that you know where everything is located.
• The bin with supplies is located in the Sunday School room. Purchase or request additional supplies from // by May 15.
• Prepare a sample map showing where specific landforms are in Israel and Egypt.
• Prepare index cards for memory verse activity.

Room set-up:
Set up tables and chairs. Cover tables with newspaper.

Supply List:

• 11 x 17 copies of maps of The Holy Land; use an internet search to find one that works for your church, such as http://www.bible-history.com/m...alestine_joshua.html
• Mat board cut to 11 x 17
• Markers
• Glue sticks and craft glue
• Sand
• Empty peanut shells
• Moss (from floral department, used to cover arrangement support)
• A copy of the Mustard Seed Ministries Joshua sample lesson plan, Art workshop.  (Source for Bible story and map instructions.)   NOTE:  free sample lesson is no longer available online; notes have been added to this lesson plan to help you teach without it.
• Index cards
• Tape/CD player and music
• Cultural Atlas for Young People: The Bible by John Rogerson or other Holy Land picture atlas
• Overhead projector
• Transparency of map
• Hair dryer
• White board, markers, & eraser for memory verse activity
• Memento: stickers (stars or God loves you or whatever seems appropriate)
• Shepherd Time: no supplies needed

Presentation

Opening-Welcome and Introductions:
Greet the children and introduce yourself. Wear your name-tag. (Remember, you are interacting with a different group of students each week who may not know you.) Make sure the children are wearing name-tags.

We had an opening prayer during the gathering time, but you may open with prayer if you feel led to do so.

Explain the purpose of this workshop: Today you are going to make a map! Making this map will help you understand where the important events we learned about during the few last rotations and the events of this rotation took place.

Dig-Main Content and Reflection:

Scripture/Bible Story:
Tell the Bible story using the summary version found in the Mustard Seeds sample art lesson plan (this is a concise summary of the history of the Israelites from Abraham to Joshua that includes the promise of the land), tell the story in your own words, or find another retelling.

After telling the story, tell the children you would like for them to see where the book of Joshua is located in the Bible and read a portion that describes the borders of The Promised Land. Pass out the Bibles and instruct the children to turn to Joshua 1:1-5 in their Bibles. Tell them that Joshua is the sixth book of the Bible and it is in the Old Testament. Joshua is between the books of Deuteronomy and Judges. [We restate information about Bible organization in each workshop to be sensitive to visitors and new children in the class who may not have any knowledge of the Bible. We never want a child to feel like they do not belong because they do not know this information before they come to class.]

Either read the passage aloud (for younger children) or ask a volunteer to read the passage (for older children). Tell them to listen for the description of the borders of The Promised Land. As the descriptions are read, point them out on a classroom map or a map shown on the overhead projector.

Application:
Before they begin making their maps, show the children pictures of what the land looks like using photos (such as those in Cultural Atlas for Young People: The Bible by John Rogerson, pages 52-92). Select pictures to show the landscape of the area. Be sure to show them pictures of the deserts, the mountains, the Dead Sea, the Sea of Galilee, the Jordan River, and the farmlands, etc. (See the discussion in the sample art lesson plan from Mustard Seed under the section titled “Examining the Land” or see the map notes in the list below from Gloria Dei Lutheran.)

Each child will make a simple map of Israel. Give each child a map and a piece of mat board and instruct them to glue map to a piece of mat board using glue sticks. Using markers, the children will first color in their map using blue for the water, brown for the deserts, green for the forests and farmland, etc. They can refer to an example that the workshop leader has completed before class. After coloring their map they can add texture to their maps by gluing sand to the deserts, peanut shells for the mountains, and moss for the forests and farmlands.

The hairdryer can be used to help the glue dry more quickly so that the maps can safely be taken home today.

As the children work on their maps ask them:
How this land is alike or different from where we live?
I wonder why the Israelites wanted to live there? Would you like to live there?
What would be hard about living here? What would be easy about living here?

Pulling it all together (closing discussion):
Done as part of the map making -- See questions in “Application” section above.

Review the memory verse.
For younger children: Print the words of the verse and its reference on the white board. Instruct the children to sit in a circle. Read the verse aloud together and then play a game of Hot Potato, passing the white board eraser or marker as music is played. When the music stops, the child with the eraser erases a word from the verse. The class says the verse together again, reciting the erased word from memory. Continue playing until all words are erased. [From The Big Book of Bible Skills.]
For older children: Before class print each word of the Bible verse on a separate index card, scrambling the letters of each word. Give each student one or two of the word cards. Instruct the children to unscramble the word and write it on the other side of the card. Tell the children to read the verse in the Bible if they need help. Then work with the rest of the students to put the verse in order. Read the verse together after putting the words in the correct order. . [From The Big Book of Bible Skills.]

Shepherd Time:
In the Bible story the children heard about the Israelites going to a new land that God had led them to. Ask the children if they have had an experience of going to a new home, new school, new church, etc. Tell them you are going to ask them some questions and you want them to think for short time before they answer. Ask the following questions and wait about 30 seconds to a minute before you call on anyone to answer. If any of the children raise their hand quickly, tell them to put their hands down and use the time to think about their answers. You will let them know when you are ready to call on someone.

• What were some good things about the new place you were going?
• What were some things that didn’t seem so good about this new place?
• I wonder if God can help you when you are in a “new” place?

You may want to have on hand an extra activity or worksheet, such as coloring sheets, crossword puzzles, word searches, games. See the Teachers’ Background Notes, and rotation.org for ideas.

Before noon, ask the students to stop dicussing for a moment and sit quietly for prayer so they can leave when their parents arrive. Finish the discussion afterwards.

Closing:
Father God, thank you for the incredible earth you created and all the different kinds of landforms. Thank you for the Bible and how it helps us understand who you are and what you want us to do. Amen.

Tidy and Dismissal:
Ask children to help tidy the room. Give any specific instructions for clearing the workshop room.
Collect the journal pages before they leave, if necessary. Make sure their names and the date are on them.
Give everyone the parent take-home flyer the first week of the rotation; give it only to children who were absent and have not yet received it the other weeks of the rotation.

Additional Suggestions:
For classes composed primarily of pre-readers, show the children how to find the passage in the Bible and then have them do it. After everyone has found the passage, have them close their Bibles and listen while you read.

See additional age-level suggestions in the lesson plan.

Resources

• The Big Book of Bible Skills, Ventura, California: Gospel Light, 1999.
• Mustard Seed Ministries. Joshua sample lesson plan, Art workshop. 2002. (No longer available. See Amy Crane's post below for details.)
• Scripture taken from the Holy Bible, NEW INTERNATIONAL VERSION®.Copyright 1973, 1978, 1984 International Bible Society. All rights reserved throughout the world. Used by permission of International Bible Society.

 A lesson written by Jamie Senyard from: River Community Church
Prairieville, LA

Copyright 2004 Jamie Senyard. Permission granted to freely distribute and use, provided the copyright message is included.

A representative of Rotation.org reformatted this post to improve readability.

Sorry to say Mustard Seed Ministries lessons are no longer available online, so the lesson referenced in the ART LESSON plan above is not available. 

Here are some map notes from a lesson plan from another church (Gloria Dei Lutheran Church, Olympia, Washington) that used this lesson:

ART MAPPING POINTS

• All of this is the land of Canaan, which Joshua is claiming for the Israelites.
• “The Canaanites worshipped Baal, god of weather and fertility, and Ashtoreth, his wife, goddess of love and war, with a host of other gods. El was the chief. Each town had its patron god or goddess. These god did not set laws (like the Ten Commandments), although they might make cruel demands like child sacrifice-so people could behave much as they pleased. This, and its close link with good crops and fertility, made Canaanite religion easy and attractive. This is why the Israelites were told to avoid all contact. Their failure to obey brought all kinds of trouble.” (Zondervan Handbook to the Bible, 231)
• Water:
  • Mediterranean Sea
  • Dead Sea
  • Lake Galilee
  • Jordan River-water was stopped at Adam so Israelites could cross.
• Cities:
  • Adam-where water of Jordan River stopped
  • Jericho-where walls came down after marching
  • Gilgal-base-camp for Israelites
  • Ai-the city that took 2 tries to defeat because one of the Israelites disobeyed God and took goods from Jericho.
  • Gibeon-the people who deceived Joshua into promising they couldn’t attack. Made an alliance. Because of this promise, the worst the Israelites could do to them was to make them slaves forever.
• Tribe divisions: From the story of Joseph (and the amazing technicolor dreamcoat) the 12 brothers:
  • Asher,
  • Napthali,
  • Zebulin,
  • Issachar,
  • Manasseh,
  • Ephraim,
  • Gad,
  • Benjamin,
  • Dan,
  • Judah,
  • Simeon,
  • Reuben.
• Other cities captured: (Just to emphasize the #)
  • Jericho
  • Ai
  • Jerusalem
  • Hebron
  • Eglon
  • Lachish
  • Makkedah
  • Debir
  • Gezer
  • Libnah
  • Hazor
  • Achshaph
  • Dor
• Other notables: Lebanon Mountains-the northernmost part set aside for the Israelites

Gloria Dei's lesson found at http://www.gloriadeikids.org/u...20art%20workshop.pdf