Lesson Plan Mission Impossible

Pre-Instructional Planning: Mission Impossible November 1, 2009 WHO will you be teaching? A multi-aged grouping of students in Kindergarten to 5th grade. No identified special needs. WHO (if anybody) will assist with the presentation of this lesson, and what will their role be? Small group leaders will guide students through follow-up and practice activities following large group lesson WHAT is the long range goal(s) that is tied to this lesson? For students to understand the concept of cooperation and the idea that people working together can do more than one person working alone. WHAT is/are the specific learning objective(s) for this lesson? Students will understand that when a person faces a big job others can help him/her succeed. WHAT prerequisite skills/knowledge will students need to effectively access and participate in this lesson? To be able to upload pictures from computer to online application WHEN within the stages of learning will this lesson be presented? Acquisition Stage WHEN will this lesson be completed? One day lesson WHERE will this lesson be presented to ensure maximum student access and participation? AND…WHAT materials will be needed? AND…HOW will technology be incorporated into the lesson? Large Group Area and Learning station within the classroom during small group rotation time, using laptop computer and Animoto Online open source application WHY are you planning to teach this lesson? WHY must this information/skill be presented to the students? Cooperation and Teamwork are hallmark characteristics of the Christian Disciple HOW does this lesson relate to the 2-5-2 Basics Curriculum? November 09 - Virtue of Cooperation Lesson 1, Nov. 1 – Bottom Line: Look for ways to help somebody exceed HOW does this lesson relate to the previous lesson? HOW does this lesson relate to future lessons? This lesson is the first of four on the concept Cooperation. It precedes the lesson Helping Hands which helps students understand they should look for ways to help others succeed. HOW will you determine if students have met the lesson objective? (Think assessment) Can students say memory verse without prompting? HOW should this lesson be presented to ensure maximum student access and participation? Whole group activities followed by small group activities and computer learning station.

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Unit: Cooperation Lesson 1: Mission Impossible November 1, 2009 _________________________________________ LESSON PREPARATION 2-5-2 Basics Curriculum Objective(s) addressed during this lesson: 11-09 Main Objectives: Understand and Apply the Virtue of Cooperation 11-09-wk. 1 Bottom Line: Doing the undoable takes more than me. Lesson Objectives: Long Range: After four Sundays, given examples from Scripture and a specific memory verse, student will comprehend that when you cooperate (work together with others) you can do more than you can do alone. Student will put in action what he has learned by participating in on-site Kidney Walk in support of Creekside Friend, Peyton. At end of Kidney Walk, student will explain in his own words why he participated in the walk. Lesson one objectives: After finding Ecclesiastes 4:9 in the Bible, student will work cooperatively in small group to utilize Animoto Website and build a short video of the month’s memory verse with no spelling/word errors after three checks by small group leader. After memory verse practice game with a partner, student will whisper verse to small group leader prompted by leader as necessary. Assessment Plan: Small Group Leader Check Materials: Crumpled newspaper wads, brown paper lunch sacks, tape, dark sunglasses, a hat, a hidden flashlight, images of a city wall that is falling down and of one that is solid/in good condition, computer with internet, class Animoto account. Inclusion Techniques for Students with Special Needs: Position students strategically Adult/teen helpers positioned near student(s) Individualized assistance as needed Enrichment Techniques: Student can explore the Deeper Quest Discussion Topics and respond in their Deeper Quest Journal Lesson Differentiation: The practice/assignment portion of the lesson will be done in a small group format with two leaders for each group of children to ensure all students will have a turn, discuss, and/or participate. LESSON PRESENTATION Introduction/Motivational Activities/Anticipatory Set: Small group leaders will demonstrate how to make a paper “brick” or building block. Stuff a paper sack with wadded newspaper. Once it’s full, slide another sack over the open end so that the sacks overlap and make a brick. Tape the bags together in at least two spots on the sides where they fit over each other. Encourage the kids to work in teams to make the blocks. Be available to help younger kids as they work. SMALL GROUP LEADER: “It’s easier to slide one paper sack over another if you have a friend to help you hold it, isn’t it? Have you ever helped someone build something? Maybe your family built a tree house in your yard, or maybe you even helped build the house that you live in. Can you think of something that you could build from bricks or blocks like these?” SMALL GROUP LEADER: “In the Bible, there are many stories about things that people built. Today we are going to hear about a brave guy who got lots of people to work together to accomplish a huge building project. [Transition] Listen in large group as we hear about this guy and what the people worked together to build. In fact, everyone grab a brick and let’s take it to large group.” Detailed Teaching Sequence: You all did a great job making these bricks. And I’m really glad you brought them to large group because we’re going to work together, using your bricks, to tell the story today.” 2. Present the Bible Lesson LEADER: “Bricks are good for lots of things, like building houses, buildings, and even churches. One of the things that bricks were used for a long time ago was to build city walls. That’s not something we see much anymore, but I brought some pictures to show you.

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Show visual of city wall in good condition “City walls were built to protect a city from its enemy, kind of like a fortress around a city. (Open Bible to Nehemiah 2.) In the Bible, the book of Nehemiah tells us about a guy … can you guess his name? (Get responses.) That’s right, Nehemiah. Nehemiah didn’t live in the city of Jerusalem himself, but it was a very special place to him because his family was from there. Nehemiah found out that the city wall around Jerusalem had been destroyed and the gates in the wall had burned to the ground. This made Nehemiah very, very sad. Show visual of broken/falling down city wall “Nehemiah had a good job. He worked for the king! So he told the king about the broken-down wall around Jerusalem and how sad this made him. He asked the king if he could leave his job for a while and inspect the wall to see what was needed to rebuild it. The king gave him permission and even sent soldiers and supplies with Nehemiah to help him. The INSPECTION LEADER: “Nehemiah and the soldiers went to Jerusalem. They rode horses and donkeys around the wall. Nehemiah saw that the wall was in terrible condition and couldn’t protect the city of Jerusalem. He went to the leaders of Jerusalem, telling them that God had made a way for him to come here, and the king helped him by giving him soldiers and supplies. He explained that getting the city wall repaired was part of God’s plan. The leaders agreed to rebuild the wall. However, there were enemies who didn’t want that to happen. One of them was Sanballat [san BAL uht]. SFX: Bad guy “da-da-dum” Assistant enters dressed as enemy, prowls around kids, growling and huffing. “Sanballat and his other enemy friends made fun of Nehemiah’s plan. Assistant ad-libs discouraging comments like ‘What do you think YOU’RE doing?’ ‘Hah! A fox could tear down that wall,’ and ‘You’ll never get this done!’ then exits. The reCONSTRUCTION LEADER: “God gave Nehemiah good ideas. He went around the city and organized the people into groups that worked together on the wall. For example, the priests worked on the wall in front of the temple. Let’s see … do we have some volunteers that could work on that section of the wall? Go around room, assigning kids to work together to ‘rebuild’ sections of the wall. Suggested names for groups include: merchants, family, priests, dentists, doctors, pooper-scoopers, sheepherders, bakers, gardeners, farmers, and blacksmiths. Be creative, making up your own names for groups. Also form the kids into a large circle, one section at a time. As you mention a certain group working on the wall, place them in a curve, having them hold out their bricks in front of them, touching the person’s brick on either side of them. When finished placing the groups, kids should have formed a large circle in the room, holding their bricks out, touching sideto-side, with the Leader in the center of the circle. LEADER: “Just like you, the people in these groups knew each other. They might have been families or business partners. Everybody’s part added up, because [Impress] doing the undoable takes more than me. The builders worked with all their hearts. But it was very hard work and seemed undoable at times. Nehemiah was a good leader and encouraged them when they needed it. The OPPOSITION LEADER: “But Sanballat … SFX: Bad guy “da-da-dum” Assistant enters dressed as enemy; prowls around outer walls of circle, growling and adlibbing threats. LEADER: “… and his friends made fun of, insulted, and even plotted together to destroy the wall and the people. Nehemiah prayed every time a problem came up. He knew that [Impress] doing the undoable takes more than me. He knew this was God’s plan and they needed God’s help to rebuild the city wall. Nehemiah knew asking God for help was [Recycle] the wise choice. “Nehemiah was smart and wanted to protect the people from their enemies, so he had half of the groups working on the wall and the other half guarding it. He even set up night guards so the wall was never unguarded and he had a trumpet blower stay with him to blow the trumpet if they were attacked. Leader assigns half the groups to hold up their fists as if they’re guarding the wall and other half to hold out their bricks as if they’re building it.

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LEADER: “Nehemiah didn’t fall for the enemy’s tricks and neither are you. You guys are doing a great job of keeping our enemy out of the city! Assistant grumbles and stomps off, exiting. Show Visual of City wall in good condition CLOSE THE STORY LEADER: “The wall was built in 52 days, which is a little less than two months. That was absolutely incredible! If you’re holding up your brick, you can lower it and connect your brick, side-to-side, with the one next to you. Look around! Without you, your neighbors, your friends, and your family doing their part today by making and bringing their bricks, we couldn’t have built this wall. [Impress] Doing the undoable takes more than me. “God made the undoable doable. He gave Nehemiah a plan. He made it possible for Nehemiah to leave his job and even take supplies with him. He gave Nehemiah great ideas of how to organize the rebuilding of the wall, and He kept the people safe while they were working. He helped everyone to cooperate to get the job done. It all comes back to God. When something’s undoable, it takes God to make it doable, and sometimes it takes more than just one person. That’s why God wants us to cooperate with each other. You see, [Impress] doing the undoable takes more than me. Can you say that together?” KIDS and LEADER: [Impress] “Doing the undoable takes more than me.” Closure: LEADER: “Everyone have a seat. I really love this true story about Nehemiah. You know why? Because when you do life there are all kinds of times that you have to face something really big, something really hard or something that seems impossible. Like maybe you may find out you are moving and you’re going to face leaving all your friends. Maybe the really tough thing you have to face is that your parents are getting a divorce or they are divorced. That can be really hard. Those are the times we really need God to help us face what we think we just cannot handle. Don’t forget that lesson! God is always there to help you face the tough times and the tough jobs that come your way. Sometimes you need God and sometimes you need help from other people. That’s why we’re memorizing Ecclesiastes 4:9 this month. It says, “Two people are better than one. They can help each other.” That’s a great verse to remember and at small group you will work on a video project of that verse.” See you next week. Guided Practice/Independent Practic/Assessment Activities : Guided: Groups of students will work with small group leader(s) in small group to use Animoto planning sheet and 1. Find memory verse in the Bible 2. Choose pictures to use in Animoto

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Organize the text vs. photo sections of the animoto, limiting to 10 sections

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Group will conference with small group leader and get OK before publishing animoto

Take planning sheet to computer and complete each step of animoto tool with the guidance of the small group leader to create the Animoto of the memory verse Group will publish animoto

Independent: Student will toss bean bag in pairs taking turns saying each word of the memory verse until they can say the memory verse without looking Assessment: Student will whisper verse to small group leader

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