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For the teacherWhat you will find in each lesson 4Music and drama CD and CD-ROM 6Curriculum stance 7Training and support 7Five circles of learning 8Connect icons 9

Introduction – Who is Jesus? 10Lesson 1 Introducing Luke 1 − 2:38 12Lesson 2 Jesus is God’s son Luke 2:39−52 24Lesson 3 Jesus fulfils God’s promises Luke 4:14−30 34Lesson 4 Peter follows Jesus Luke 5:1−11 44Lesson 5 Jesus heals and forgives Luke 5:17−26 54Lesson 6 Jesus commands the wind and the waves Luke 8:22−25 62Lesson 7 Jesus has power over death and disease Luke 7:11−17; 8:40−56 72Lesson 8 Jesus knows the future. Luke 9:18−22; 44b−45; 51 82Lesson 9 God’s will be done Luke 22:39−53 90Lesson 10 Resurrection—eternal life with God Luke 24, 1 Corinthians 15 100

Introduction – Who is Jesus? 108Lesson 11 God’s great grace Genesis 1–11 110Lesson 12 God’s big promises Genesis 12:1–9 122Lesson 13 Abraham has a son Genesis 18:1–15; 21:1–8 130Lesson 14 Jesus, the perfect sacrifice Genesis 22:1–19 140Lesson 15 Trust God, trust Jesus Genesis 25:19–34 148Lesson 16 God is on control Genesis 27:1–40 154Lesson 17 Joseph trusted God’s promises Genesis 29:31 – 30:24; 37 162Lesson 18 Jesus saves Genesis 39–40 170Lesson 19 God keeps his promises Genesis 41–50 180Lesson 20 Mothers’ Union Australia Matthew 6:25–34 188

Easter assembly John 19-20 196

Special lesson—Coping with change Various 206

Teaching ideas Help with classroom management 214Helpful teaching techniques 216Teaching Memory verses 219Is your class different? 222The special needs of indigenous students 224Understanding the student: the learning theory undergirding Connect 225Using appropriate language in the RE class 227When a student wants to make a response 228Christian Education outcomes 229

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For information about what is included on your Music and drama CD and CD-ROM, refer to page 6.

Contents

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Lesson

9This passage has two scenes. The first is Jesus’ time of prayer (Luke 22:39–46) and the second is Jesus’ betrayal and arrest (22:47-53). The first scene reveals Jesus’ attitude as he prepared to face the events that were to come. Jesus’ real anguish and distress is revealed in verses 39–46. As he prayed that the cup may be taken from him (22:42), Luke records that his sweat became like drops of blood (22:44). The ‘cup’ Jesus was talking about is a symbol representing God’s wrath. This imagery comes predominantly from the Old Testament prophets as they described God’s judgment (Isaiah 51:17–23; Jeremiah 25:15–29; Ezekiel 23:31–34; Habakkuk 2:16). Jesus is God but he was also completely human. The prospect of the pain and suffering that awaited him was agonising to him. Yet he chose to be obedient to the will of his Father and go to the cross on our behalf (Luke 22:42).

Divinely strengthened (22:43), Jesus was ready to face what was to come. The second scene in this passage describes Jesus’ betrayal by Judas and his subsequent arrest. This is where we clearly see Jesus’ strength and power displayed. Despite the appearance of circumstances, Jesus was completely in control. Matthew tells us how Jesus could have asked his Father for 12 armies of angels at his command (Matthew 26:52-54) and received them. However he chose, instead, to submit himself to the soldiers and be arrested, for this is what he came to do.

The events in the Garden of Gethsemane also show Jesus to be compassionate and gracious. Jesus healed one of his enemies who had come to arrest him. Jesus was innocent, yet took the wrath and punishment for the sins of all people. He willingly paid the penalty that each one of us deserves, but what’s more, he did this for those who hate him (Romans 5:6).

Lesson aim ■ To help students to understand that Jesus

chose to go to the cross for sinful people and that this shows that he has power over life and death.

Lesson outcomesStudents will learn about:

■ Jesus’ prayer on the Mount of Olives ■ Jesus’ arrest and how he healed the servant

of the high priest.

Students will learn to: ■ understand what it means for God’s will to

be done ■ recognise Jesus’ power to choose to die to

rescue people from their sins.

memory verse We know that Jesus Christ the Son of God has come and has shown us the true God. And because of Jesus, we now belong to the true God who gives eternal life. 1 John 5:20 (CEV)

» Bible backgroundIn this lesson we are focusing on the events that occurred the night Jesus was arrested in the Garden of Gethsemane, that is, the night before he was crucified. The focus of this lesson is that despite the fact that Jesus had the power to stop what was about to happen, he chose to be obedient to his Father. Throughout the passage we see that Jesus was in complete control of all the events of that night.

God’s will be doneLuke 22:39–53

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BeFore you start ■ If you intend to use an interactive whiteboard,

review the PowerPoint slide(s) for this lesson on the CD-ROM that comes with this manual.

■ For the Way in you may like to change the names to better suit your class.

■ You will find a recipe for making playdough on page 96. Alternatively you can purchase playdough from toy shops and department stores. Divide your playdough into enough zip-lock bags for each student in your class. Ensure you close each bag properly so the playdough doesn’t dry out.

■ Photocopy the Visual aids on pages 97–98 of the Interviewer, the Servant of the high priest and the Lesson 9 interview script.

» Teacher’s prayerPray that you will teach lovingly and effectively.

Pray for your students’ parents and caregivers to discover and accept the eternal life that God offers through Jesus.

Thank God for time well spent in SRE classes.

» You will need ✔ A CEV Bible marked at Luke 22:39–46 ✔ ‘Who is Jesus?’ poster ✔ Playdough (see Before you start) ✔ Blank paper and pens (see Connections) ✔ Blu-Tack ✔ Visual aids on pages 97–98 of the

Interviewer, the Servant of the high priest and the Lesson 9 interview script (see Before you start)

✔ Jesus died for me (track 7): CEP Lower Primary CD

✔ Jesus praying and Jesus arrested from the Coloured Visual aid pack

✔ CD player ✔ Activity books ✔ Materials for Taking it further (optional) ✔ The CD-ROM from this manual if you intend

to use an interactive whiteboard to display the PowerPoints of either the lessons, song words, or prayers.

otHer resourcesIf your lessons are longer than the standard, you may find the following resources useful.

■ Forgive me track 11 of CEP’s Promises promises CD

■ Jesus loves me track 24 of Colin Buchanan’s 10, 9, 8 … God is great CD

■ Jesus is the Lord track 26 of Emu Music’s The King, the snake and the promise CD

■ The Jesus story for children DVD has scenes covering the stories in this lesson.

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Display the Coloured Visual aid of Jesus praying if you have it.

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Read Luke 22:39–46 from a CEV Bible.

■ Can I have two or three people give me a summary of what I just read about Jesus? (Accept responses. Jesus was praying and asking God to let him avoid suffering and not go to the cross to die. But he was also praying that he would do whatever God wanted, even if it meant he had to die on the cross.)

■ What were the disciples doing while Jesus was praying? (Accept responses. In the meantime the disciples were sleeping because they were so tired from being sad.)

■ What do you think Jesus meant when he said to God, ‘Father, if you will, please don’t make me suffer by having to drink from this cup’? (Accept responses. Explain that the cup is a symbol of suffering in the Old Testament. We know from last lesson that Jesus knew what would happen to him as he went to Jerusalem—he would be handed over to his enemies to suffer terribly and die.)

■ What do you think Jesus meant when he prayed to God, ‘But do what you want, and not what I want’? (Accept responses. Jesus wanted to do what God wants because he knew that God knew what was best. Jesus was obedient to God so that our sins could be forgiven.)

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Blu-Tack the Visual aid on page 97 of ‘Interviewer’ and ‘Servant of the high priest’ to the front board of the classroom.

Hand out zip-lock bags containing playdough to each student. Ask your students to make two people from their playdough—an interviewer and a servant of the high priest. Remind them that the Interviewer needs a microphone and tell them that the servant of the high priest needs a really big right ear (and they will find out why in a moment). Let students have a bit of fun with this activity; the characters don’t need to be perfect.

» Way inWe are almost at the end of Term 1 already! And we have learned so much about who Jesus is. Let’s have a look at our poster.

Display your ‘Who is Jesus?’ poster and invite students to read out what you have written from previous lessons.

I’m going to read out some descriptions about three people. Listen carefully because I am going to ask you a question about them.

Jessica’s friend was being picked on by the class bully. It was hard but Jessica chose to stick up for her friend. She asked the bully to stop speaking badly to her friend, but when the bully didn’t stop, she asked the teacher for help.

Charlie had been playing with his football in the backyard. While he was playing he kicked the football and it smashed into one of his mum’s favourite garden pots. It was hard but Charlie went inside the house to tell his mum what happened and that he was sorry.

Chloe loved playing on the computer when she arrived home from school, but this particular afternoon, she knew that she needed to study for her spelling test the next day. It was hard but Chloe sat down and made sure she knew all her words before she turned the computer on.

■ What do you think these three children had in common? (Accept responses. They all had difficult decisions to make. It was hard for Jessica to stand up for her friend, it was hard for Charlie to admit what he had done to his mum, and it was hard for Chloe to choose to study instead of playing on the computer.)

We are now going to hear about how Jesus had to make a hard decision.

I am going to read from the Bible and those who listen carefully will get to do an activity with playdough.


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■ We see that Jesus made a difficult decision because he wanted to do what God his father wanted. What things might we pray about where we can ask for God’s will and not our own will? Is this difficult? (Have an example or two ready to share.)

While students are working on these questions walk around the classroom so that you can be accessible if students need assistance, as well as make sure students remain on task.

Invite each group to share their thoughts and discuss.

Display your ‘Who is Jesus?’ poster and ask the students to add what they learned this lesson. Write ‘Jesus has power over life and death’. Bible icon


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Hand out the Activity books and ask students to open to Lesson 9. Students could listen to Jesus died

for me track 7 on CEP’s Lower Primary CD while they complete their activities.

» Concluding prayerDear God, Thank you that Jesus made the hard decision to do your will. Thank you that if we trust and follow Jesus, who died on the cross and rose again, we can live forever with you. Amen.

So what happened after Jesus’ prayer? Well, we can find out by conducting an interview. Remember we want to add answers to the question we have been asking each week ... ‘Who is Jesus?’

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Display the Coloured Visual aid of Jesus arrested if you have it. Read out the Visual aid on page 96 of the Lesson 9 interview

script and encourage students to use their playdough creations to ‘talk along’ with the interview.

As you read the Lesson 9 interview script from page 96 gesture to the appropriate Visual aid on the board so students can tell who is speaking at that time.

Thank the students and ask them to put their playdough characters inside the zip-lock bags and give them to you so you can take them home to re-use in a future lesson. If students ask to take their creations home tell them they can come and get them from you at the end of the lesson.

» ConnectionsWe can see from this lesson that Jesus is powerful. He has power over injury—he heals the servant of the high priest by touching his ear so that it re-attaches to his head.

■ What else do we learn about Jesus? Hand out blank paper and pens and direct students to form groups of three of four. Ask students the following two questions (one at a time) and ask them to discuss and write down their answers to share at the end of the lesson.

■ How do you feel knowing that Jesus didn’t want to suffer on the cross, but that he did because he wanted to fulfil God’s plan to rescue us from our sins? And this means that when we trust and follow Jesus we can live forever with God? (Thankful and happy. We are seeing time and time again that God keeps his promises because here, his plan to save us is being realised in Jesus.)

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servant oF tHe HiGH Priest

Students could discuss what the servant of the high priest may have been thinking after Jesus healed his ear. How may he have felt? After the discussion, students could work alone and write a diary entry from the perspective of the servant of the high priest about the events of that night.

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saveD

Read Romans 5:9–11 from a CEV Bible and ask the following questions.

We read here that Jesus sacrificed himself so that people could be saved.

■ What are people saved from? ■ What are people saved for?

» Teacher reflections ■ Did students work well in their groups of three

or four?

■ Have they enjoyed using interviews throughout this term to learn more about Jesus?

» For next lesson ■ Check with the classroom teacher about the

school’s policies on bringing snack foods to share with your students.

■ You will need to bring in some clothing props as well as photocopy some Visual aids.

» Taking it further

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DeBate

You could divide the class into affirmative and negative teams and encourage students to debate whether it was wrong for the disciple to cut off the servant of the high priest’s ear. End the debate with a short discussion of how Jesus healed his ear and why.

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Percussion

Hand out percussion instruments and allow students to develop a rhythm to accompany the song Who is Jesus? (track 1): CEP Lower Primary CD.

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seQuencinG

Students could work alone and write five short sentences describing events from Luke 22:39–53 in today’s lesson. Students could then form pairs after cutting out the five sentences and challenge their partner to place the sentences in the correct sequence.

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Space & Vision iconJiGsaW Picture

Hand out the Visual aid on page 99 of the Jigsaw picture to each student. Students could glue the picture onto cardboard and then colour it in. When completed, students could cut the puzzle pieces out and, after mixing up the pieces, attempt to put the puzzle together.


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» notes

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© 2011 the purchaser of this manual is entitled to photocopy this page for classroom purposes.



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Connect B1 LP Teachers Manual