Download small group material 2013

SMALL GROUP MATERIAL 2013
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Leaders –
Thank you for your willingness to lead a small group at MOVE this summer. Small groups are
extremely important to a student’s week at MOVE. Our team has worked all year on developing
lessons and material that will equip you to lead your small group with excellence and confidence.
We deeply appreciate your willingness to give of your time and effort to teaching, leading and
mentoring students in this valuable small group setting.
May God work in and through you to educate, encourage and challenge the students in your
small group at MOVE this summer.
Blessings,
– MOVE Team
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TABLE OF CONTENTS
SMALL GROUP INTRODUCTION … 4
DAILY OVERVIEW … 6
MATERIALS CHECKLIST … 9
STATING A DISCUSSION – AND KEEPING IT GOING … 10
DAILY SMALL GROUP LESSONS & ACTIVITIES
•
BOY OF PROMISE … 16
•
THE FAITHFUL ONE … 25
•
RISE UP … 36
•
LEGACY … 45
STUDENT PAGES … 54
WORKING WITH DIFFERENT PERSONALITIES … 55
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SMALL GROUP INTRODUCTION
Small groups are the key to achieving success at MOVE. Much time and effort has been devoted to
developing lessons and material that will equip you to lead your small group with excellence and
confidence.
Essential. Time has been scheduled each day for you to meet in your small groups; it
is recommended groups be 8-12 students and 1-2 adult leaders. These lessons are the
foundation for what is taught and preached throughout the week. It is our desire that
students walk away from their small group time having encountered Jesus on a very real
and heartfelt level.
Prepare. Prepare. Prepare. We cannot stress enough the importance of your
preparation and prayer before delivering these lessons. You should plan on two hours of
preparation for each lesson. Read it, study it and make it your own. Feel free to add
personal illustrations and make modifications to fit your personality and giftedness.
However, it is imperative that you maintain the overall lesson focus and theme for each
day.
Complete the lesson. Pay attention to the suggested timing breakdown for each
lesson. Your group may respond more on a certain section of the lessons, but unless you
get through the entire study and application, your students may leave without a complete
understanding and without a serious challenge.
Pray. Study, prepare and pray that God would use these lessons to make a lasting
impression. You have the blessing to take what is taught from stage and make an impact
on the hearts and minds of your students. The conversations you have can spawn life
changes in the lives for your students. Pray that God will use you and these lessons for
His purpose.
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STUDENT PAGES
Within each lesson you will find copies of student pages. It is our desire that these pages be
helpful to your teaching time and serve as a good resource for students to review after MOVE. All
student pages are located within the MOVE Student Magazine that each student received upon
arrival at MOVE.
*It is very important that all students bring their student magazine to small group time each day.
ADULT LEADER MEETING
There is an Adult Leader Meeting on the evening of Day 1 and the mornings of Days 2-5. These
meetings cover important information pertaining to each day such as an introduction to the daily
theme, how to use nightly elements, campus-specific rules and more. Check out the MOVE Station
and the Important Information Sheet for meeting times and locations; please make it a priority
that all adult leaders attend these meetings.
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DAILY OVERVIEW
DAY 1: The Story
(No small group time)
Evening Session – The evening session will focus on Genesis 37:1-11 and introduce
students to Joseph – the back story of his parents until Rachel has a son. It will also
introduce the fact that Joseph has dreams, and students will be invited to explore
being a part of God’s story and what kind of dreams he is setting before them.
DAY 2: The Boy of Promise
Morning Session – The morning session will again focus on Genesis 37:1-11. Students
will be presented with the idea of God’s promises, and will be introduced to five basic
colors that will be used as a metaphor for God’s love. At the conclusion of the
morning session everyone will go outside and participate in a “color explosion.”
Students will be covered in colored dust – so make sure they wear appropriate
clothing to get dirty.
Small Group Time – Students will come straight from the color explosion experience
into small group time. These moments are set up to help your students apply the
ideas and concepts associated with Joseph’s story and apply them to their own lives.
Today’s small group time will focus on helping students to understand that they are
unique and special to God, and that they can trust Him.
Evening Session – The evening session will focus on Genesis 37:12-36. Having talked
about God’s promises all day, students will be challenged to remember God’s
promises in the midst of their struggles. They will see how Joseph was betrayed and
how he remained faithful during those times. Students will have the opportunity to
respond to a first-time decision call at the end of the session.
DAY 3: The Faithful One
Morning Session – The morning session will focus on Genesis 39. Students will see
how Joseph was faced with many temptations, and what he did to avoid sinning in
those situations. Students will begin to be presented with ideas to help flee from sin.
Small Group Time – During today’s small group time students will be guided from
Joseph to Jesus and see how even the Son of God was tempted. They’ll be
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transitioning from moments of temptation to feelings of remorse to redemption
through Christ. This time will help them understand practical ways to help overcome
temptation, and introduce them to the idea of accountability and discipline.
Evening Session – The evening session will focus on Genesis 40. Students will be
shown how God places responsibilities in front of us, and if we are willing to be used
by Him then He will always give us opportunities to do Kingdom work. Students will
be challenged with ways in which they can live as Kingdom workers.
DAY 4: The Rise Up
Morning Session – The morning session will focus on Genesis 41. Students will see
how Joseph again and again took the abilities that God gave him and used them
faithfully, and it eventually landed him in a seat of power. Students will be
challenged to focus on the small things – that they won’t be the people God wants
them to be until they obey God with the details of their lives.
Small Group Time – During this time, students will look at three parables Jesus told
and use them to understand the idea of discipline and obedience. They’ll be
challenged to differentiate between the rules or laws of the Bible, and the tools that
God gives them to succeed in life.
Evening Session – The evening session will focus on Genesis chapters 42-45. Students
will be introduced to the idea of grace. They’ll see Joseph as he is confronted with the
presence of his brothers, and realize how God’s plans in Joseph’s life were farreaching. They’ll be challenged to begin the forgiveness process with those who have
wronged them.
DAY 5: The Legacy
Morning Session – The morning session will focus on Genesis 49: 29 – 50:21.
Expanding on the idea from the evening before, students will see how God’s plans for
Joseph’s life left a legacy that has lasted for generations upon generations – even to
use today. No matter what happens in our lives, God will remain faithful to what he
promises. Students will be challenged to embrace Kingdom work in their everyday
lives.
Small Group Time – Students will be challenged to consider the idea of legacy for
their own lives, and will be asked to think about what God might want to use them
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for. They’ll begin to realize that many of God’s missions cannot be accomplished
alone, which is why we have the church and the youth groups we belong to. Use this
time to strengthen the bond of your group and to talk about the kind of legacy you
want to leave as a church.
Evening Session – The evening session will focus on Genesis 50:22-26. Joseph lived
fully in Egypt and he always allowed himself to be used by God. But he never
confused Egypt for home and he never forgot that he was made for a promised land.
Students will be presented with a vision of how the people of God can live, and will
be guided to being looking at identifying steps in which they can begin living for
God.
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MATERIALS CHECKLIST (FOR EVERYDAY)
(Each lesson has a list of materials that YOU ARE RESPONSIBLE FOR PROVIDING. Review the list
below to ensure you have all necessary items before you leave for MOVE.)
DAY 2: BOY OF PROMISE
* Students should be dressed in
clothes that can get dirty (white
shirt, shorts, sandals … and a
towel)
DAY 3: THE FAITHFUL ONE
__ Fake beard
(Or beards from Day 2)
__ Cheap Sunglasses
(The more outrageous, the better)
__ Popsicle Sticks or Painters sticks
(10 per group of five students)
__ Note cards
(1 per student)
__ Bubble Gum
(Double-Bubble)
__ White Tape
__ Pens/Pencils
(1 per student)
__ Rubber Bands
(1 per student)
DAY 4: RISE UP
(No Materials Necessary)
__ Bracelet Materials
•8-to-12 inches suede lace
(1 per student)
•5 pony beads per person
(White, Red, Green, Blue, Yellow)
• Scissors
(1 for every three students)
DAY 5: LEGACY
__ Envelopes (1 per student)
__ Pens (1 per student)
__ Paper (1 sheet per student)
__ Pens/Pencils
(One per student)
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STARTING A DISCUSSION (…AND KEEPING IT GOING)
(From “HELP! I’m a Small Group Leader” by Laurie Polich Short)
Here are 10 tips for creating a comfortable small group atmosphere – and encouraging all your
students to participate in the discussion.
1. ENCOURAGE ALL YOUR STUDENTS TO VERBALIZE THEIR VIEWS AND
FEELINGS, HOWEVER UNORTHODOX THEY MAY BE.
Nothing stifles a discussion faster than when kids don’t feel safe to say what they feel. If they
get shot down by you or the members of the group, they’ll be less likely to share next time.
Kids new to the faith (or not yet in the faith) need a place to process their religious views
without feeling self-conscious.
As a senior in high school, I had some views shaped by a Christian Science background.
Because I was allowed to share those views in a small group (without feeling condemned), I
was able to reshape them in the course of discussion and Bible study. If the group hadn’t
been open to my opinions, my defensiveness could have created a barrier to further growth
and maturity. Instead this small group became an important part of my spiritual
development.
Small groups should be a place where adolescents can be honest about what they’re thinking
and feeling – no matter what’s on their minds. What students discover for themselves
remains with them far longer than anything you tell them. Be slow to correct them, and let
them think through their own responses. This is usually a better way for them to make
genuine and lasting discoveries about God.
2. BE GRATEFUL FOR EVERY ANSWER.
Leaders can stifle discussion by inadvertently making students feel silly or dumb about their
responses and comments. Your job is to create a safe place for kids to say whatever they want
– and be appreciated for it. Sure, if you work with seventh-grade guys, you’ll need to gently
redirect the tangents that pop up every three minutes. But it’s generally better to encourage
freedom of speech.
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To encourage this freedom, set a ground rule that when someone is speaking, this person has
the floor – and should not be interrupted. When that student is finished, others may share
their opinions as long as they’re not critical of anyone in the group. To help your group, you
may want to pass around an object that each student must hold in order to have the floor.
As kids feel free to say what’s on their minds, they will trust you and the group more, which
inevitably creates a better environment for growth.
3. DON’T BE SATISFIED WITH THE FIRST RESPONSE TO YOUR QUESTION.
Avoid setting up question-answer-question-answer patterns. Here’s a better way to start a
discussion: Ask for several responses to your questions. Then encourage dialogue. Move them
from answering questions toward discussing or conversing – with each other, not just with
you.
Start the ball rolling in this direction by asking, “Why do you think that?” and, “What do the
rest of you think?” Then don’t let it rest with the first answer, but encourage discussion. Draw
students out by asking questions to which the answers aren’t so obvious.
Occasionally play devil’s advocate and question students’ responses – especially if they tend
to give typical “church answers.” This will help challenge kids who’ve grown up at church to
go deeper and examine their own faith, rather than live the one that’s been handed down to
them.
4. KEEP THE DISCUSSION MOVING.
A Bible study that moves at a slow pace tends to get dull. This often occurs when one or two
students monopolize the discussion while the rest of the group nods off. Pay attention to
group dynamics, and be prepared to move to the next question. If you have a student who
genuinely wants to discuss an issue, set up an appointment at a later time. Avoid turning
discussion time into a one-on-one dialogue everyone else observes.
If you must chose your evils, it’s better to have frustrated students who want to spend more
time resolving an issue than bored students who gradually distance themselves from
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discussion. Remember that Jesus often left questions unanswered. It helps people think for
themselves.
5. BE ALERT TO THE INDIVIDUALS IN YOUR GROUP.
It’s important to be aware of what’s going on with your kids as they come to your small
group. In fact, you may want to reserve the first few minutes for a brief sharing time. That
way, kids can catch up with each other before (instead of during) your small group time.
During your Bible study, notice when a student begins speaking but gets interrupted. Try to
go back to that student and offer a second chance to share. Be aware of students
monopolizing the discussion, and deliberately ask quieter students for their responses without
putting them on the spot. Encourage group participation, and affirm each student for his or
her contribution to the discussion.
You’ll never stop some personalities from standing out in your group – or others from staying
in the background. That’s okay. Just be observant. Your goal is to make all your students feel
like important members of your group, and this means discerning when to lay aside your
agenda for a group member who needs your support.
6. DON’T BE AFRAID OF SILENCE.
If your question gets no immediate response, don’t feel you have to jump in and answer it
yourself. Let the question linger in the air for a while. This will let kids know you’re
comfortable with silence and are willing to wait for discussion to begin.
Two things happen if you jump in right away. First, you interrupt any thoughtful reflection;
second, kids learn that you’ll always rescue them from having to respond. Small groups are
for students to struggle with their thoughts. You, as the leader, need to provide the time and
space to facilitate that.
Silence is often an answer in itself – or can be a necessary prelude to a deeply felt response.
Of course, if every question you ask is met with prolonged silence, you may need to take a
look at the kinds of questions you’re asking.
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7. TURN DIFFICULT QUESTIONS BACK TO THE GROUP.
If you’re intimidated by a student with a tough question, join the crowd. Those questions can
give you a chance to get a lively discussion going. Don’t think you always have to answer it –
try turning the question back to the group instead: “Good question, Dan. What do the rest of
you think?” (This also gets you off the hook if you don’t know the answer.)
You’ll help your students examine what they believe by constantly asking for their thoughts
and opinions. You may get some wild answers, but students will be encouraged to think for
themselves rather than look to you for answers. You’ll always benefit by gaining an
understanding of where your kids are in their spiritual journeys.
If a question remains unresolved, challenge your small group to find the answers by your
next meeting. (A prize can add some motivation here.) Give suggestions for where they might
begin researching (a book, a person to ask) – and make sure you search for the answer
yourself!
8. LET YOUR GROUP CORRECT ITS OWN TANGENTS.
The technique of turning a question back to the group is also a remedy for wild tangents.
Don’t simply tell the student he’s wrong (and possibly stifle a student’s participation) –
instead ask, “What do the rest of you think?” Chances are as students give their input, the
group will correct itself. This also encourages your students to dialogue with each other
instead of directing their dialogue toward you.
People grow in their understanding of the faith as they refine their ideas in dialogue with
other Christians. In a small group setting, students work out their theology by discussing their
thoughts with each other and with you. As a leader, refrain from giving the right answers, for
in this way you create a greater opportunity for learning.
According to Edgar Dale’s “cone of learning,” students retain far more knowledge from a
discussion than from merely listening to a “lecture.” However, I’ve observed countless small
group leaders turn their Bible studies into more of a lecture than a discussion. Remember
that small groups should be a place for your students to process their own thoughts rather
than listen to yours.
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9. STAY FLEXIBLE TO THE GROUP’S NEEDS.
Sooner or later a student will come to a small group meeting with a specific and immediate
concern that needs to be addressed in the context of the small group. It may be an
unresolved conflict with a group member, a friend who wants to know more about Christ, a
sudden death of a friend or family member, or news of an impending divorce. Now is the
time to put aside your agenda and deal with the issue.
However, this shouldn’t be the pattern every week. If it is, you’ll need to spend more time
with individual students outside your group or lengthen your meeting to include a longer
sharing time. If students know they’ll have time to share what’s on their hearts each week,
they’ll be more able to focus on your Bible study. Leading a small group requires the
judgment to decide when an issue is sufficiently critical, and when you need to proceed with
your planned discussion.
Staying flexible also means recognizing when your group needs a change. Use creative,
active Bible studies and/or activities and challenges to keep your group fresh and exciting.
Your group should also spend time together outside your regular meeting – for fun as well as
service. This gives group members the opportunity to grow closer – and put faith in action.
10.
BE PREPARED TO LEARN FROM YOUR GROUP.
This is the best part of leading a small group. Your weekly preparation, as well as students’
feedback, can profoundly influence your own spiritual development. As a leader you’re
essentially asking students to “…students to follow your example, as you follow your
example, as you follow the example of Christ” (1 Corinthians 11:1). This verse suggests that
it’s the reality of Christ in your life – not your personal perfection – that has the biggest
impact on your students. (That should be a relief!)
Sometimes kids experience the reality of Christ more by observing your struggles than your
strengths. Students are greatly impacted by leaders who take risks to be vulnerable,
demonstrating their own need for the love and grace of Jesus Christ. You’ll need to discern
what’s appropriate for sharing with your group; but the more your kids see that you struggle
too, the less intimidated they’ll be by your spirituality and leadership.
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Ministry breeds maturity, and your ministry as a small group leader will help you “become
mature, attaining to the whole measure of the fullness of Christ” (Ephesians 4:13). As you
nurture and care for the spiritual lives of your students, you’ll grow in your own spiritual life
– becoming more the person Christ intends you to be. You can say with Paul, “Not that I have
already obtained all this, or have already been made perfect, but I press on to take hold of
that for which Christ Jesus took hold of me” (Philippians 3:12). Perhaps this is the greatest
gift you can give your students.
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DAY 2: BOY OF PROMISE
MAIN IDEA: God created us to reflect his image, but that image has been corrupted by sin.
God promises to deal with sin and redeem humanity.
MAIN SCRIPTURE: Genesis 1:26-28; Psalm 8:3-9
LESSON GOALS: To help students understand that God keeps his promises and draw them to
a place where they can begin to trust Jesus with the details of their lives.
MATERIALS CHECKLIST:
__ Popsicle Sticks or Painters sticks
(approx.. 10 per group of five students)
__ Bubble Gum (Double-Bubble)
__ White Tape
__ Rubber Bands (2 per student)
__ Towels (1 per student)
__ Bracelet Materials
•8-to-12 inches suede lace
(1 per student)
•5 pony beads per person
(White, Red, Green, Blue, Yellow)
• Scissors
(1 for every three students)
STUDENT PAGES: Pages 69, 70, 71, 94
LESSON BREAKDOWN:
INTRODUCTION (5 minutes)
BRIDGE-BUILDING ACTIVITY/DISCUSSION (15 minutes)
ENCOUNTER TIME (20 minutes)
IDENTITY DISCUSSION/YOUTUBE ACTIVITY (20 minutes)
LOOKING MORE LIKE JESUS – ADAM MASKS/JESUS BEARDS (15 minutes)
• Student Pages 69-70
COLOR BRACELETS/DISCUSSION (15 minutes) DON’T MISS THIS!
• Student Pages 71
BRIDGE-BUILDING ACTIVITY/WRAPUP (10 minutes)
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INTRODUCTION (5 minutes)
(Your students will arrive in your small group time covered in colored paint. MAKE SURE THAT
THEY BRING THEIR TOWELS! The colors with be forefront on their minds, so take the first few
minutes of your time together to decompress from the morning session before transitioning into
your group time. This is a good opportunity to remind the students of the significance of Joseph’s
coat of many colors and connect that picture to the promises God has bestowed upon us.)
DISCUSSION QUESTIONS:
• What would you think if someone at your school showed up one day painted head-to-toe
in rainbow colors? How would you react? (Avoid them, join them, make fun of them,
stare at them, etc.)
• Other than extremes – like painting yourself from head-to-toe – what are some ways in
which people stand out or seem different at school? (Class clowns, bullies, holier than
thou … labels, etc.)
• Think of someone you know who is sold-out for Jesus – someone who is covered in God’s
love … How do others react around this person? In what ways do they stand out? How do
you feel when you’re around this person? Why do you think you feel that way?
• Joseph’s coat made him feel special – he felt loved by his father and safe with his place
in life. If Jesus were to walk up to you today, what one thing could he do to make you
feel special/loved/safe? How would you feel if he did this in front of everyone else?
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BRIDGE-BUILDING ACTIVITY/DISCUSSION (15 minutes)
MATERIALS:
Popsicle Sticks or Painters Sticks
Bubble Gum
Divide your students into groups of four or five. Explain to the groups that they’re going to be
given certain materials to make a bridge, and that the bridge needs to be strong enough to hold
up one of their shoes (preferably a shoe and not a sandal). They can do whatever they want with
the materials they are given, but they can only use those materials and nothing else.
Give each group a minimal number of sticks (either two painters sticks or four popsicle sticks).
Hand out two pieces of bubble gum per group. Tell them they have five minutes to finish the
bridge, and they’ll be judged on their success by whether or not the bridge holds up the shoe for
a minimum of 10 seconds without collapsing or falling over.
Note: This activity is designed to fail because of the inadequate tools to complete the task. The
idea is to let students have fun together, but teach them that there are some tasks that cannot be
completed without help from the outside. Some students will be creative enough to succeed at this
activity. It’s your choice whether or not to reward those groups that do succeed (high school
students love candy). Keep things lighthearted, especially as students begin to get frustrated.
DISCUSSION QUESTIONS:
• What materials or tools, other than what was provided, would have helped you succeed in
building a sturdy bridge?
• What do you think Jesus would have done to make the bridge succeed if he’d been in
your group? (A miracle, multiply the materials, make the shoe levitate, etc.)
• What kinds of responsibilities do you have that are overwhelming and in which you feel
like you don’t have the tools/resources necessary to succeed? (School work,
Relationships, Their role in a team, etc.)
• Who or what has Jesus given you in your life to help you succeed? (Talents/skills,
resources, family, friends, the youth group) … How do the Jesus-given gifts of others help
you succeed?
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***ENCOUNTER TIME (20 minutes)***
After some discussion time, dismiss your students to their Encounter Devotion Reading for 15-20 minutes.
IDENTITY DISCUSSION/YOUTUBE ACTIVITY (20 minutes)
Return from the Encounter time and allow your students to process some of the questions they
were just challenged with.
DISCUSSION QUESTIONS:
• If you had to characterize your “style” in a few words, what would you call it? What do
your clothing/style choices say about who you are?
• How do you think others would describe you? What names – good or bad – have you
been called? What groups do you belong to?
• What kind of a person do your parents expect you to be? Your friends? Your teachers?
Your boss? Your coach? Your youth minister?
As the students begin opening up to these questions, begin to steer the discussion toward the
scriptures and challenge the students to being thinking about what the Bible says about our
identity and what kind of a person God expects us to be.
Gen. 1:26-28
“Then God said, ‘Let us make mankind in our image, in our likeness, so that they may
rule over the fish in the sea and the birds in the sky, over the livestock and all the wild
animals, and over the creatures that move along the ground.’
“So God created mankind in his own image, in the image of God he created them; male
and female he created them.
“God blessed them and said to them, ‘Be fruitful and increase in number; fill the earth
and subdue it. Rule over the fish in the sea and the birds in the sky and over every living
creature that moves on the ground.’”
Psalm 8:3-9
“When I consider your heavens, the work of your fingers, the moon and the stars, which
you have set in place, what is mankind that you are mindful of them, human beings that
you care for them?
“You have made them a little lower than the angels and crowned them with glory and
honor. You made them rulers over the works of your hands; you put everything under
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their feet: all flocks and herds and the animals of the wild, the birds in the sky, and the
fish in the sea, all that swim the paths of the seas.”
YOUTUBE ACTIVITY:
• Student Page 94
Separate your students into groups of three or four. Each group will need some kind of mobile
device – such as a tablet or smart phone. Instruct the students to follow the two links located on
Student Page 94. This article and video are two very different stories that will help kick-start a
conversation. One is slightly humorous and will illustrate the specialness of humans, while the
other is slightly dramatic and will illustrate the importance of self-worth.
• “Crowds go ape over ‘humans’ zoo exhibit” – www.msnbc.com/id/9087023
• “Forensic artist” – (look up on YouTube “Dove Real Beauty Sketches”)
Instruct the groups to look at two passages of scripture that talk about the place of humanity in
God’s world. Allow approximately 10 minutes for each group to watch the videos and look up the
Bible passages. (It might be to your benefit to watch these short videos prior to small group
time.) After about 10 minutes, gather them back together and go over the videos and verses.
Help them to understand how God views them – as special and with so much love that it literally
covers them, just like the colored paint.
DISCUSSION QUESTIONS:
• In what ways does your self-image affect the people/world around you? (Impacts the
friends we make, the choices in life, the jobs/activities we pursue, etc.)
• In what ways does the world distort or deny the truth that we as humans are created in
God’s image?
• Jesus was drawn to his disciples because of their unique characteristics – Peter’s
boldness, Andrew’s consistency in bringing people to him, John’s quiet strength, etc.) If
Jesus could tell you one thing he adores about you, what would you want it to be?
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DISCUSSION POINTS:
– We are created in God’s image and likeness, but sometimes it’s unclear what that means.
The word used for “image” occurs only 15 times in the Old Testament and has a wide
range of meaning. Most often when the word appears it refers to images of idols (Num.
33:52, 2 Kings 11:18, 2 Chronicles 23:17, Amos 5:26) or idolatrous images of men
(Ezek. 7:20, 16:17, 23:14).
– The word “likeness” is just as wide-ranging in meaning, though it occurs in the Bible
more frequently. There are only three places in all of scripture where the words “image”
and “likeness” appear together (Gen. 1:26-27, 5:1, 9:6). Genesis 1 and 9 clarify that the
image of God is not lost in the fall and that is continues to set man apart as special
among God’s creation. The reference in Gen. 5:1 is especially helpful because it describes
man as created in God’s image, then goes on to say that Adam fathered a son “in his
own likeness, after his own image.”
– Humans, being shaped in God’s image, are in some way related to a son being in the
image of his father. The idea of humans being created in the image of God means that
we are created to grow into his “likeness,” not only in ruling creation but in doing so in a
way that reflects the father in heaven.
– The idea of being created in the image of God is reinforced in the New Testament, as
well. Paul refers to it most frequently as Jesus being the “image” of God (2 Cor. 4:4, Col.
1:15). So if we want to see what God looks like, we look at Jesus. Paul also talks about
how we as believers are shaped into the image of Christ (Rom. 8:29 and 15:49, 2 Cor.
3:18, Col. 3:10). The point is that in order for us to truly embody what we were created
for – the image of God – then we have to follow the example of Jesus.
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ADAM MASKS/JESUS BEARDS ACTIVITY (15 minutes)
• Student Pages 69-70
MATERIALS:
Pens/Pencils
Rubber Bands
The story of the fall of Adam and Eve became the disturbing norm for humanity – taking us away
from the special-ness of being uniquely created for something amazing and down a slippery slope
of sin that draws us away from the high calling. We live out of fear, disobediences and distrust.
Maybe we don’t believe the Bible has relevance in our lives, or maybe we doubt that Jesus has
power to make a difference in the things that happen day-to-day. Instead of looking like our
father God in heaven, we put on the mask of Adam and resemble the sin of our forefather.
Instruct your students to open their books to page 69. Make sure each student has a pen/pencil.
On the blank face provided in the MOVE book, have each student mark, decorate or alter the
mask in any way they see expressing the way we conform to the world. Suggestions might
include anger, sadness, bitterness, good looks/vanity, etc. Give the students about 5 minutes to
draw the faces. Before they finish, instruct them to write what it is they hide behind on their
masks somewhere so that it’s easy for others to read. Once complete, they can cut or tear out
their masks and attach the rubber bands to them – which will then wrap around their ears so that
they can wear the masks.
At the end of the five minutes, read Romans 5:12 – “Just as sin entered into the world through
one man, and through sin death entered, in the same way also death spread to all humanity
because all sinned.”
We all follow in the footsteps of Adam – essentially we wear “Adam Masks.” We hide our faces
from God and refuse our divine mandate to reflect the glory of God in the world. So God promises
to provide us a solution … and today we ran drenched in that solution. In Jesus, the Adam Mask
is torn off. The purpose for which we were created is restored, and the characteristics of the world
begin to fall away and we have a new identity in Christ (Romans 6:1-14, 2 Cor. 5:14-17). Just as
Joseph was clothed in a coat of many colors bestowed to him by a loving father, so are we clothed
in the promises of God.
Begin to expand the concepts that Paul is presenting in these verses. Take time to really talk
about the importance of Christ and how He has redefined humanity. Help your students to
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understand that by choosing to follow Christ, they can throw off that mask and live fully as the
person God created them to be.
Instruct the students to look on the opposite side of their Adam Mask, where they will see a Jesus
beard. Give them a couple of minutes to create the kind of Jesus beard they think best represents
them. Provide two rubber bands to each student to attach to the beard that they can then pull
around their ears to wear the beard. Encourage them to be creative with their beards and to
display them throughout the week.
COLOR BRACELETS/DISCUSSION (15 minutes)
• Student Page 71
MATERIALS:
Bracelet materials
o 8-to-12 inches suede lace (1 per student)
o 5 pony beads per person (White, Red, Green, Blue, Yellow)
o Scissors (1 for every three students)
Split your students into five groups and assign one of the following passages to each group
without identifying which color they correspond to. Instruct them to turn to page 71 in their MOVE
book, which will include the scriptures and provide space for them to develop the definitions that
they’ll come up with. Instruct them to read the scriptures together in their groups and come up
with the appropriate color that corresponds with the verses. Give them about 5 minutes to read
and discuss.
• Red: Trouble (Matthew 10:16-22; John 15:18-20; Acts 14:19-22; 1 Thess. 3:4; 2 Thess.
1:4-5; 2 Tim. 3:10-13)
• White: The Spirit is our advisor (John 14:15–17; 14:26; 15:26–27; 16:7, 13–15; Romans
8:9–11)
• Green: The Word is our guide (Deut. 6:6–8; Josh. 1:8; Psalm 119:9–16; 1 Tim 4:11–13; 2
Tim 3:16–17; Hebrews 4:12–13; 2 Pet 1:16–21)
• Blue: Jesus is our peace (John 14:27; 16:33; 2 Cor. 5:14–15; Hebrews 4:14–16)
• Yellow: God has promised us a future (Matthew 25:1–46; Romans 8:18–25; 8:28–30;
13:11–12; 1 Corinthians 15:20–25; Philippians 3:20–21; 1 Thessalonians 4:13–18;
Revelation 21:1–5)
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At the end of the five minutes, bring the group back together and discuss the colors. Distribute the
materials to make the colored bracelets, and use the following discussion questions to start a
discussion as the students put their bracelets together. Have the groups share their definitions,
and encourage them to wear these bracelets throughout the week.
DISCUSSION QUESTIONS:
• In what ways do you find God’s love for you surprising? (details, big things, beauty of
nature, compassion from others, etc.)
• Which promise from these scriptures do you find the most comforting? Most difficult? …
Explain.
• How do you determine who the most valuable player is on a team? What happens to the
value of that person and to the success of the team if the other players don’t fulfill their
roles?
• Who or what has God provided us to help us fulfill the responsibilities he’s laid before us
– to be who he created us to be? (Eventually steer them toward the Holy Spirit).
BRIDGE-BUILDING WRAPUP (5 minutes)
MATERIALS:
Popsicle/painter sticks (10 per group)
White tape
Remind the students of the opening bridge activity, but this time provide them the missing tool(s)
to complete their bridge (the white tape). Remind them of God’s promise to never leave us alone
– that he gives us his Spirit as a counselor and advocate. The missing tool is supposed to
represent the Spirit’s presence in our lives. Tell them the team to make the bridge the quickest
will receive some kind of prize (candy). After the winning team is announced, remind them of the
promise associated with the color “white” – that the Holy Spirit is our advisor. God makes us
promises that include the difficulties we will face (red), the means to accomplish his will (green
and white), the comfort we have in the present (blue), and the hope we eagerly await (yellow). If
we live life without God’s Spirit, we end up like Bridge No. 1. The Holy Spirit has power to affect
the circumstances of our lives, and He wants to guide us through life.
As you dismiss, challenge the students to think about ways in which they can begin to accept
Jesus and trust his power in their day-to-day lives.
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DAY 3: THE FAITHFUL ONE
MAIN IDEA: Temptation is part of being human, but we overcome temptation by seeking
God’s will for our lives, developing discipline and relying on one another for help.
MAIN SCRIPTURE: James 1:14-15; Hebrews 12:1-11; 2 Corinthians 10:3-5; 1 John 1:8-10
LESSON GOALS: To help students recognize the temptation triggers in their lives and how to
make right choices when temptations arise.
MATERIALS CHECKLIST:
__ Fake Beard (or beard from previous day’s small group)
__ Cheap sunglasses (the more outrageous the better)
__ Note Cards
__ Pens/Pencils (1 per student)
STUDENT PAGES: Pages 77
LESSON BREAKDOWN:
GUILTY PLEASURES (10 minutes)
TEMPTATION GRAFFITI PART 1 (10 minutes)
• Student Pages 77
THREE TEMPTATIONS OF CHRIST SKIT (15 minutes)
DISCIPLINE & ACCOUNTABILITY DISCUSSION (10 minutes)
TEMPTATION GRAFFITI PART 2 (10 minutes)
• Student Pages 94
RESTORATION GRAFFITI (10 minutes)
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GUILTY PLEASURES (10 minutes)
MATERIALS:
Note Cards (1 per student)
Pens/Pencils (1 per student)
Hand out note cards and pens/pencils to each student and instruct them to begin writing their
favorite guilty pleasure television show, musician or movie. This should be done anonymously so
that no one else can see what they’ve written. This activity is meant to be light-hearted and not
embarrassing – it’s a way to get your students to start thinking about the ways in which we
become comfortable with sin, and the paths that lead to sinful decisions. Once each student has
finished writing their guilty pleasure, put the cards into a hat and mix them up. Call students up
at random and have them act out a scene from the show/movie – or give them a brief intro of
the show – and see if the rest of the group can guess what’s written on the cards.
DISCUSSION QUESTIONS:
• How would your grandma react if you started watching your guilty pleasure show or
movie with her in the room?
• What is it about these shows/movies that make us ashamed to admit we watch them?
• What aspects of these shows/movies would Jesus enjoy along with you? Which would
offend him?
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TEMPTATION GRAFFITI PART 1 (10 minutes)
• Student Page 77
Today we’re going to look at temptation, sin, what it means to be faithful and how to be faithful
in the face of temptation. Before we get started, we need a good definition of temptation.
Together we’ll expand on the definition of temptation as we go along, but for now let’s say that
TEMPTATION IS THE LONGING FOR THINGS THAT ARE NOT WHAT GOD DESIRES FOR US.
A lot of times people will mistake temptation for sin, but while the two are usually tied to one
another, they are not the same thing. Sin is the active choice to rebel against God, while
temptation is the desire for something that is against God’s will. Some students may need help
differentiating between sin and temptation, so you may have to provide some examples. Here’s
how James describes the progression from temptation to sin:
James 1:14-15
“Each person is tempted when they are dragged away by their own evil desire and
enticed. Then, the desire conceives and gives birth to sin; and sin, when it is full-grown,
gives birth to death.”
Peter and Paul talk about temptation as the “desires of the flesh” (Gal. 5:16 and 24, Ephesians
2:3, 1 Peter 2:11, Col. 3:5) that are a result of ignorance about God. John even offers some
categories for these tempting desires:
1 John 2:16
“For everything in the world—the lust of the flesh, the lust of the eyes, and the pride of
life—comes not from the Father but from the world.”
We all have a certain appetite for things that make us feel better – even things in which we think
we know better than God. Essentially it’s selfishness. And while not all desire is bad, we need to
learn how to moderate those desires and discipline our lives so as not to give in to selfishness.
Within the right contexts, desires for things like good food and sex are entirely appropriate. Paul
makes it clear that all of creation was made to be enjoyed in the proper way:
1 Timothy 4:4-5
“For everything God created is good, and nothing is to be rejected if it is received with
thanksgiving, because it is consecrated by the word of God and prayer.”
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TEMPTATION GRAFFITI:
Instruct the students to turn to page 77 in their MOVE books. Tell them to take a couple of
minutes to think of a tattoo that would represent a scenario where they might be tempted, and
then draw that tattoo in the space provided on the page. Be sure to emphasize that this is not
about drawing their sin, but rather what it is that tempts them to believe God does not know
what’s best.
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THREE TEMPTATIONS OF CHRIST (15 minutes)
MATERIALS:
Fake Beard
Sunglasses
Choose two students from your group who thrive in front of people and who would be good at
acting out a story. Instruct them that they will be acting out the three temptations of Christ for the
rest of the group as you read it out loud. The person playing Jesus should wear the fake beard
(the beards from the previous day’s small group time will work great), while the person playing
Satan should wear the sunglasses.
As you read from Luke 4:1-13, have the students act out the temptation. It’s OK to have fun with
it. Let the student laugh and let your actors ham it up if they want to. Once the story is over, have
your actors take a bow and then begin to unpack the story and what it says about temptation.
DISCUSSION POINTS:
– When we think up images of the Devil they are usually either grotesque or comedic. The
grotesque devil is an ugly fearsome beast, something that sends a terrible cringe down
your spine. The very thought of this image forces you to sit upright in your chair and roll
your shoulders until the sensation goes away. The comedic devil has horns, a pointy tail
and a pitch fork. He’s a harmless clown that allows us to dismiss the sinister notion of evil
personified. Both images are inaccurate.
– Deceit is one of the chief characteristics of the Devil, and what deceiver doesn’t wear a
disguise? When we picture the temptation of Jesus as a faceoff between the disgusting
Devil that scares us or the silly Devil that tickles us, we miss the reality of the temptation.
Jesus wasn’t staring at evil yellow eyes framed in a red-horned face. He didn’t hear an
unnatural voice that screeched like nails on a chalkboard. Most likely he saw nothing and
was tempted by a voice that sounded surprisingly similar to his own. He wasn’t offered
opportunities that were so beyond the realm of possibility that saying “No” required
absolutely no thought at all, no hesitation … no temptation.
– Consider what the Devil invites Jesus to do. First he suggests that Jesus turn stone into
bread. He’s not exactly asking Jesus to be a glutton. After all, Jesus has been without
food for 40 days! What’s so wrong with nourishing a hungry body? Next, the Devil invites
Jesus to throw himself off the highest point of the temple. This seems like an odd thing to
tempt anyone with, but since Jesus is the anointed one of God then why not? Casting
himself off the temple peak would show everyone that he really is the Christ sent by God.
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The final temptation is for the kingdoms of the world. I don’t know about you, but I think
Jesus would be the perfect person to rule all the kingdoms of the world. Why shouldn’t he
be in charge? Besides, the Devil is using scripture. He’s not spitting out lies, he’s
whispering half-truths.
– There are three scenarios, but it really all boils down to one temptation. Turn stones into
food and the people will love you. Reveal your identity in the temple and the masses will
follow you. Take over the world and all will be yours. All these temptations are roles of a
Messiah – a Christ. The Devil is offering a distorted version of the purpose for which God
sent him. The Devil is offering the kingdom without the cross. The temptation is about
what kind of Messiah Jesus will be. Will he seek to please the crowd? Will he take
shortcuts to gain support? Or, will he serve, sacrifice and eventually die for an unworthy
people?
DISCUSSION QUESTIONS:
• If Jesus lived among us now, what types of things do you think he would be tempted
with? (Pride, taking political control, getting revenge for the atrocities of the world, etc.)
• What are some good things in your life that could be twisted into sin? (Justice vs.
vengeance, sense of accomplishment vs. pride, leadership vs. egotism, encouragement vs.
self-promotion, etc.)
• Why is it so important for us to know that Jesus faced temptation?
o (After you get some answers, read Hebrews 4:14-16: “Therefore, since we have a
great high priest who has ascended into heaven, Jesus the Son of God, let us hold
firmly to the faith we profess. For we do not have a high priest who is unable to
empathize with our weaknesses, but we have one who has been tempted in every
way, just as we are—yet he did not sin. Let us then approach God’s throne of
grace with confidence, so that we may receive mercy and find grace to help us in
our time of need.”)
• When Jesus was tempted by Satan, what were some ways in which he avoided falling
prey to temptation? (Quoting scripture, knowing who God is, knowing who he is –
identity, etc.)
• What one word would you use to describe God? Jesus? The Holy Spirit? (Loving, Kind,
Vengeful, Absent, Powerful, etc.)
• Where do you see Jesus’ presence/power in an average, ordinary day of your life?
Where do you feel like his presence/power is absent?
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DISCIPLINE & ACCOUNTABILITY (10 minutes)
We all know that we’ll be tempted, but we also know that we can and should overcome those
temptations. So what are some ways to do that? One of the first things to do when tempted is
remind yourself what temptation is: TEMPTATION IS THE LONGING FOR THINGS THAT ARE NOT
WHAT GOD DESIRES FOR US.
Hebrews 12:1-11 provides a helpful guide for overcoming desire.
“Therefore, since we are surrounded by such a great cloud of witnesses, let us throw off
everything that hinders and the sin that so easily entangles. And let us run with
perseverance the race marked out for us, fixing our eyes on Jesus, the pioneer and
perfecter of faith. For the joy set before him he endured the cross, scorning its shame,
and sat down at the right hand of the throne of God. Consider him who endured such
opposition from sinners, so that you will not grow weary and lose heart.
“In your struggle against sin, you have not yet resisted to the point of shedding your
blood. And have you completely forgotten this word of encouragement that addresses you
as a father addresses his son? It says,
‘My son, do not make light of the Lord’s discipline,
and do not lose heart when he rebukes you,
because the Lord disciplines the one he loves,
and he chastens everyone he accepts as his son.’
“Endure hardship as discipline; God is treating you as his children. For what children are
not disciplined by their father? If you are not disciplined—and everyone undergoes
discipline—then you are not legitimate, not true sons and daughters at all. Moreover, we
have all had human fathers who disciplined us and we respected them for it. How much
more should we submit to the Father of spirits and live! They disciplined us for a little
while as they thought best; but God disciplines us for our good, in order that we may
share in his holiness. No discipline seems pleasant at the time, but painful. Later on,
however, it produces a harvest of righteousness and peace for those who have been
trained by it.”
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FOUR KEY THINGS TO REMEMBER WHEN FACING TEMPTATION:
1. Remember the community of witnesses. Don’t try to overcome temptation by yourself –
you will fail. Invite others to come alongside you to encourage you and make your life as
transparent as possible. It’s called accountability, and it’s essential for life as a Christian.
Accountability helps us to avoid sin before it happens. Our friends can see our
weaknesses and temptations better than we can. When we invite them and expect them
to call us out when we start exhibiting wrong behavior, we create a community where
sinful desires become less tempting.
• Who are the people in your life that you can count on to always tell you the truth?
• What are some things that we can start doing as a youth group to help each other
avoid falling prey to temptation?
2. Develop discipline within your daily routine. The best way to avoid a forest fire is to avoid
playing with matches. Joseph faced multiple temptations and continued to make right
choices. But making right choices is a discipline. 2 Corinthians 10:3-5 says, “For though
we live in the world, we do not wage war as the world does. The weapons we fight with
are not the weapons of the world. On the contrary, they have divine power to demolish
strongholds. We demolish arguments and every pretension that sets itself up against the
knowledge of God, and we take captive every thought to make it obedient to Christ.”
• In what ways have you created space in your life for Jesus?
• What are some ways in which we can begin developing ways to avoid tempting
situations? (Don’t spend time alone with boyfriend/girlfriend, Invite friends to check
Internet history, Call-out your friends on their gossip and expect the same in return)
3. Focus on the life and example of Jesus. Your temptations are not new and they’re not
impossible to overcome. Part of the reason we give in to temptation is because we’re not
engaged in the work God has called us to do. If we’re busy loving people, praying,
studying Scripture and feeding our brains with the example of Jesus instead of the
examples of Hollywood (remind them of their guilt pleasures), then temptations to sin
will lose their attraction. It will become increasingly easier to recognize temptation as a
distraction and therefore easier to eliminate those distractions.
•If you think of an average, ordinary day – which parts of that day are you so
completely consumed with something else that you’re not even thinking about Jesus?
What is it about those times that could lead to sinful situations?
4. Deal with your sin when it happens. Every single one of us will give into temptation and
some point and sin. In those situations, the temptations increase – you’ll be tempted to
deny the sin, you’ll be tempted to lie about it, you’ll be tempted to hide it, you’ll be
tempted to do it even more. It’s like a wildfire, and if you don’t put the fire out it will
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burn away everything good in your world. Matthew 18:15-20 gives some great advice on
how to deal with sin.
“If your brother or sister sins, go and point out their fault, just between the two of
you. If they listen to you, you have won them over. But if they will not listen,
take one or two others along, so that ‘every matter may be established by the
testimony of two or three witnesses.’ If they still refuse to listen, tell it to the
church; and if they refuse to listen even to the church, treat them as you would a
pagan or a tax collector.
“Truly I tell you, whatever you bind on earth will be bound in heaven, and
whatever you loose on earth will be loosed in heaven.
“Again, truly I tell you that if two of you on earth agree about anything they ask
for, it will be done for them by my Father in heaven. For where two or three
gather in my name, there am I with them.”
TEMPTATION GRAFFITI PART 2 (10 minutes)
• Student Page 77, 94
Instruct students to find a quite place nearby where they can examine some Biblical examples of
men who experienced temptation, gave in to sin and how they were restored. The Bible characters
and the corresponding verses can be found on page 94 of the MOVE book. Instruct the students
that as they read about each of the characters they should draw a tattoo that represents each of
their journeys – from temptation, to sin, to redemption.
David:
Adultery with Bathsheba – Read 2 Samuel 11:1–27 together.
Restoration – Read 2 Samuel 12:1–15; cf. Psalm 51
Peter:
Denies Christ – Read John 18:16–18, 25–27
Restoration – Read John 21:15–19
John Mark:
John Mark quits when the journey gets difficult and ends up dividing the
missionary duo of Paul and Barnabas – Read Acts 13:5, 12; 15:37–39)
Restoration – Read Philemon 24; 2 Tim 4:11; 1 Peter 5:13
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RESTORATION GRAFFITI (10 minutes)
• Student Page 77
Once the students return from the previous activity, use the following discussion questions to have
a brief discussion about the three Bible characters.
DISCUSSION QUESTIONS:
• Which of the three characters – David, Peter, John Mark – can you identify with the
most? Why?
• In what ways do we hurt others when we sin?
• If Jesus were sitting right next to you right now, what would he whisper into your ear
about your sin?
• What are some things you can do to start walking away from sin and begin living as
the person Jesus has called you to be?
• Who do you have in your life that helps you be accountable?
Eventually steer the conversation to thoughts of repentance. Some students will begin having
feelings of guilt, while others will want to seek God for comfort or even hopeful deliverance from
a bad situation. Explain to them that restoration happens in stages, and that there are steps of
the restoration process that they’ll need to go through. Explain that their restoration steps are
probably different from someone else, but in general the steps look something like:
A. Mourn your sin (…and not just because you got caught)
B. Confess your sins before God
C. Confess your sins before man
D. Reflect on what brought you to the point of making bad decisions
E. Set up boundaries/disciplines to avoid those situations in the future (avoid being alone
with a girlfriend late at night, stop hanging out with people of bad influence, ask people
you trust to hold you accountable).
Make sure to give the students appropriate ways in which to confess – suggest private
conversations with adult leaders or with student leaders within the group throughout the day, and
prepare for conversations to arise throughout the rest of the day and on into the week.
During the last five minutes of the small group time, give students a chance to spend some time
alone or with one other person to contemplate repentance and restoration through Christ. Instruct
them to create restoration graffiti and draw it on page 77 in their MOVE book. Encourage them to
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pray with someone and seeks God’s forgiveness for their sins and Jesus’ strength to overcome
temptation.
NOTE: This final activity has the potential to be emotional for some students. Prepare yourself and
your other adult leaders for transparent and emotional conversations with some students.
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DAY 4: RISE UP
MAIN IDEA: God calls us to be faithful in small things.
MAIN SCRIPTURE: Luke 12:35-48, 16:1-10, 19:11-27
LESSON GOALS: To help students understand the variety of distractions in their lives and how
that draws them away from God and Christ’s call on their lives to be Kingdom workers.
MATERIALS CHECKLIST:
__ Pens/Pencils (1 per student)
STUDENT PAGES: Pages 83, 84
LESSON BREAKDOWN:
WHO ARE YOUR HEROES? (5 minutes)
DISTRACTING INSRUCTIONS ACTIVITY/DISCUSSION (15 minutes)
RISE UP PARABLES (20 minutes)
• Student Pages 83
FAITHFULNESS DISCUSSION (10 minutes)
TOOLS VS. RULES ACTIVITY (10 minutes)
• Student Pages 84
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WHO ARE YOUR HEROES? (5 minutes)
This morning’s Encounter time focused on obeying God in the small things. That’s the same focus
of our group time today, but we’re going to turn our attention to some New Testament examples
of how Christians have been obeying with small things for thousands of years. Eventually we’ll
talk about actions you can take in your lives to help with obedience.
DISCUSSION QUESTIONS:
• Who’s your favorite Super Hero? Why?
• Who’s your personal hero (parent, friend, family member, teacher, etc.)? Why? What
have they accomplished or what characteristics do they have that cause you to look up to
them?
• What kinds of sacrifices do you think heroes have to make in order to be successful?
What kinds of sacrifices have you seen your personal heroes make?
• What is one characteristic of your personal hero that you wish you exhibited more of in
your own life?
IMPORTANT POINT: Heroes succeed through a combination of sacrifice and positive habits within
their lives. Keep that in mind today as we talk more about what it means to obey God with small
things.
DISTRACTING INSTRUCTION ACTIVITY/DISCUSSION (15 minutes)
NOTE: You need a second adult leader to help give instructions separate from the main group for
this activity. You’ll probably want to coordinate with that adult leader prior to small group time.
Ask for three volunteers. One person will be the “seeker,” one will be the “recipient” and the
other will be the “messenger.” Instruct one of your adult leaders to take the “seeker” away from
the group to a place where that person cannot hear the instructions you’re going to give the rest
of the group. Once separate from the group, that adult leader can instruct the student that he or
she needs to seek a message from one of the other students in the group. The leader should
explain that every single person in the group – including adult leaders – will be giving messages,
and it’s up to the “seeker” to determine which message is the authentic one. The leader should
explain that the difference between the authentic message and the rest of the group is that the
authentic message will never change, whereas the rest of the group’s messages will alter –
sometimes subtly and sometimes obviously.
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Instruct the students in the group that the “seeker” needs to accomplish the task given by the
“messenger,” and that it’s their job to make sure he or she doesn’t succeed. They’re not allowed
to physically interfere with the “seeker,” but they are allowed to distract the “seeker” with any
kind of false message they can think of. If students struggle to think of distracting messages,
suggest such things as: “(Adult leader) said he’d give you $50 if you bark like a dog,” or “MOVE
staff will give you a free sweatshirt if you dump a pile of grass on the ‘recipient’s’ head.” Instruct
students that their distractions can be outrageous, or believable; and that they can change their
messages and try to convince the “seeker” of multiple instructions.
Finally, give the “messenger” the message (see below) and instruct him or her to never change
the contents of the message. Every time the “messenger” talks to the “seeker,” the message
should be the same.
Instruct the students to sit in two lines, with a path down the middle for the “seeker” to walk
through toward the “recipient.” The “recipient” should stay at the end of the path, and the
“seeker” will walk along listening to the various messages from the group. At any point the
“seeker” can choose to act upon one of the messages given to him or her toward the “recipient.”
The game is over when the “seeker” does what the “messenger” tells him or her to do to the
“recipient.”
***MESSAGE: “Stand at attention, salute and say the Pledge of Allegiance.”***
DISCUSSION QUESTIONS:
• (Directly to the “seeker”) What were the three most ridiculous messages you were given?
• (Directly to the “messenger”) What was the most frustrating part of trying to convince the
“seeker” to believe your message?
• If the “messenger” could have changed the message in order to get the “seeker” to believe it,
how would you have changed it?
• What kinds of frustrations do you think Jesus faced as he was trying to share his message?
What distractions got in the way of people hearing or accepting his message?
• What kinds of distractions from today’s world do you think Jesus gets frustrated with when
trying to share his message? (Scientific theories, the idea that the Bible is a myth, the busy-ness
of people, money, politics, etc.)
• In what ways is it hard for you to hear and obey the message of Jesus?
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RISE UP PARABLES (20 minutes)
• Student Page 83
Jesus frequently talks about faithfulness in small matters. This morning we’re going to look at
three specific examples of when Jesus talked about faithfulness in small things. Instruct the
students to split into three groups, and then give each group one of the following parables to
read together – Luke 12:35-48; Luke 16:1-12; and Luke 19:11-27. Give the students about 10
minutes to read the parables and discuss using the discussion questions found on page 83 in their
MOVE books. At the end of the 10 minutes, bring everyone back together and ask each group to
share their parable with the rest of the group and talk about their conclusions.
PARABLES:
Prepared servants (Luke 12:35-48) –
DISCUSSION POINTS
o Prior to telling this parable to his disciples, Jesus had a series of events that set
the stage for what he was about to say. He’d been followed by rapidly swelling
groups of people, he’d angered the local authorities with his teaching, and he’d
talked about the danger of pursuing money. Immediately following his
admonishment to use resources for the work of the Kingdom, Jesus uses this
parable to illustrate the importance of remaining faithful with small things.
o Servants who are entrusted with more responsibility are judged more severely
than everyday servants. This isn’t really that surprising, and works the same way
in the contemporary world. Store managers are held accountable for the success
of a store while the daily clerk is simply expected to perform his duty.
o Jesus emphasizes blessings for the servant who diligently performs his duties.
The faithful manager is even given equal share in all the master’s possessions.
God wants to bless and honor his faith servants, but what happens when they are
unfaithful?
o Jesus doesn’t consider all unfaithfulness equal. The managing servant who is
intentionally disobedient – taking advantage of his master’s house – is punished
most severely. The message is clear: Those who willfully disobey God’s
commands will fall under the most severe judgment. The servant who knows his
master’s commands but fails to follow them will receive a “severe beating,”
while the servant who unwittingly disobeys will receive a “light beating.”
o The parable concludes with an important truth: “To whom much is given, much
will be expected; and whomever is entrusted with much, even more will be asked
of him.”
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DISCUSSION QUESTIONS:
• What parts of this parable and Jesus’ explanation to his disciples make you feel
uncomfortable? Hopeful? Convicted?
• If you were going to hire a security guard, what are some characteristics you
would want them to have?
• What possessions do you have that you would be hesitant to trust with someone
else? Is there anyone in your life with whom you would trust those things?
• How would you react if your most prized possession was lost/stolen/broken
while under the watch of someone you trusted?
• What about your feelings/thoughts/worries? Do you keep them to yourself
because you’re afraid of trusting someone else with them?
Dishonest Manager (Luke 16:1-12) –
DISCUSSION POINTS
o Just like the parable in Luke 12, it’s important to take notice of the context in which
Jesus is telling this story. He has just made his dinner host, a prominent Pharisee,
angry by turning cultural convention on its head and calling people to honor and
serve the least and the lost rather than the wealthy and powerful. He also has a large
crowd traveling with him, so he has an audience of religious elite and large crowds of
“sinners.” Prior to telling this parable, he tells three others about lost things – a lost
sheep, a lost coin and a lost son.
o The first story has a lost sheep. The shepherd relentlessly pursues one lost sheep
while risking all ninety-nine of the others. When he finds the one sheep the Shepherd
rejoices and Jesus says, “I tell you that in the same way there will be more rejoicing
in heaven over one sinner who repents than over ninety-nine righteous people who
do not need to repent” (Luke 15:7)
o The second story portrays a woman who loses a coin and searches high and low until
she finally finds the coin and throws a party to celebrate. The woman relentlessly
pursued her lost coin. Jesus concludes: “In the same way, I tell you, there is rejoicing
the presence of the angels of God over one sinner who repents” (Luke 15:10).
o The third story has a lost son. After offending his father and taking his inheritance,
the son goes away for a long time. When he returns home in shame the son’s father
runs out to him, and throws his arms around his son. This father relentlessly pursues
his lost son.
o The point of all three parables is that God is like the shepherd, the woman, and the
father. God relentlessly pursues lost people. In the very next story Jesus focuses his
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teaching on relentless pursuit with an example that isn’t difficult to imagine. What
does the world pursue with reckless abandon? What is it people believe will solve all
their problems? Fulfill all their desires? Get them everything they want, dream, and
hope? MONEY. Just like our Heavenly Father relentlessly pursues lost people, the
world relentlessly pursues money.
o The “dishonest manager” gave away money that didn’t belong to him in order to
secure his salvation. He would stop at nothing to secure his own salvation, including
giving away money that wasn’t really his.
o Just like our heavenly father we are called to relentlessly pursue lost people. Jesus is
not commending the steward for being dishonest he is commending his example of
relentless pursuit.
§ “Whoever is faithful with little is also faithful with much, and
whoever is dishonest with little is also dishonest with much. If you
are not faithful with dishonest wealth, then who will trust you with
what is truly valuable?” (Luke 16:10–11)
DISCUSSION QUESTIONS:
• Share about a time when someone you know was rewarded for something, even
though they were deceitful/cheated/backstabbed. How did that make you feel?
• What are some things in your life that you have a hard time being consistent
with? (time management, money, exercise, commitments, etc.) What gets in the
way of staying consistent with these things?
• What situations from Jesus’ life do you think he was tempted to cut corners –
maybe work a miracle or use his God-power – in order to get to the end result
that he wanted? What situations in your own life tempt you to cut corners to
accomplish what you want?
Faithful Servant (Luke 19:11-27) –
DISCUSSION POINTS
o Jesus is just about to enter the city of Jerusalem, where he will finally fulfill his
messianic mission, but before entering the city he tells this story of the faithful
servant.
o Just like the other parables, this illustrates a reward for diligence and a punishment
for laziness or disobedience.
o Prior to this story we see Jesus interacting with Zacchaeus – a tax collector whose life
is changed by Jesus and who commits to becoming honest and repaying those he had
previously cheated. The story of Zacchaeus and this parable are similar in that they
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both illustrate servants who were entrusted with resources to further their master’s
interests. When they were found faithful with what was entrusted to them, their
master gave them even more responsibility. But when they were found unfaithful,
they were treated with the same judgment as the enemies of the master. And just as
Zacchaeus was offered new life, so too does Jesus call us to new life and give us
increasing responsibility as we show obedience in the small things.
DISCUSSION QUESTIONS:
• If Jesus came to your house next week, what physical possessions would he ask
you to give up? What distractions in your life would he point out as things you
should give up?
• What responsibilities – large or small – do you have during an average week?
(babysitting, homework, household chores, job, teammate, etc.) What special
gifts/abilities do you use to accomplish these responsibilities at a high level?
• Take a couple of minutes to break down your week into minutes and hours. How
much time do you spend sleeping? Working? Going to School? Sports?
Entertainment? Hanging with Friends? Serving God’s Kingdom?
OBEDIENCE DISCUSSION (10 minutes)
DISCUSSION POINTS:
o Jesus is clear in these parables that our obedience to his teaching really does matter. That
doesn’t mean God’s grace isn’t exceedingly important when it comes to salvation – we
can’t earn God’s favor. But these parables do illustrate the truth that God gives us gifts
and abilities with the expectation that we use them.
o The question we have to ask ourselves is: Am I being obedient with the things God has
given me?
o We tend to think of obedience to God in really big, drastic measures – like slaying giants
with a slingshot, sleeping in a den of hungry lions or facing torturous pain and death
while proclaiming the Gospel. But none of the characters in those stories – David, Daniel
and Stephen – woke up on those life-altering days without having a life of daily
faithfulness in the small things leading up to their present situations. Those small acts of
obedience made it possible for them to be faithful with the monumental task God was
putting before them.
DISCUSSION QUESTIONS:
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• Who is someone at church that you see exhibiting obedience in small things
consistently? What types of things do they do that make you respect them?
(Custodian – quietly cleans up; Secretary – consistently communicates; Sunday
School teacher – been teaching for years; etc.)
• What kinds of things do we fill up our lives with that distract us from God? (Sports,
games, relationships, etc.).
• Even with the many things we fill our lives with I bet all of you could say at times you
still feel very alone. What are some of those times? How do you climb out of those
overwhelming situations?
• What are three things about your week at MOVE that are different from an average
week? How do those things make you feel closer to God? How can you be sure to
keep practicing those things at home?
• What’s something bigger that you’d like God to trust you with? (more money, a
stronger relationship, a leadership role, etc.) What is one small thing you can start
doing today to be more obedient in that area to God?
TOOLS vs. RULES (10 minutes)
• Student Page 84
This activity is designed to help your students see the difference between laws/rules and lifegiving tools toward a successful walk with God.
Instruct students to turn to page 84 in their MOVE book and begin to fill our “List A” with a
description of the things that churches celebrate as the defining features of “really good
Christians.” These can be good, bad or indifferent. Be careful not to attack anyone throughout
this process, and caution your students in the same way – this is about figuring out what it is we
elevate as “spiritual” in our church culture; it’s not about making fun of a particular tradition.
Your students should spend at least 3-4 minutes with this page.
At the end of 4 minutes, instruct the students to begin filling out “List B” with a description of the
kinds of things Jesus was known to do throughout his ministry. The list can include things such as:
spending time with sinners like prostitutes and tax collectors, loving people, teaching truth,
rebuking selfishness, praying, fasting, eating, celebrating, etc.
DISCUSSION QUESTIONS:
• In what ways are your lists similar? How are they different?
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• What things in “List A” need to change so that our youth group begins to look more like
“List B?”
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DAY 5: LEGACY
MAIN IDEA: God’s mission is to redeem all of creation, and he wants to use us to help make
that happen.
MAIN SCRIPTURE: Luke 9:23; Phil. 3:12-14; 1 Cor. 9:24-27; 1 Cor., 12: 12-21, 27-30
LESSON GOALS: To help students understand that God has blessed each one of them with
unique gifts and abilities that he is asking them to use to further his Kingdom.
MATERIALS CHECKLIST:
__ Pens/Pencils (1 per student)
__ Piece of blank paper (1 per student)
__ Envelope (1 per student)
STUDENT PAGES: Pages 89, 90, 91, 92
LESSON BREAKDOWN:
ROAD TRIP ACTIVITY (10 minutes)
• Student Pages 89
THE JOURNEY OF A CHRISTIAN DISCUSSION (10 minutes)
LIFE MAP ACTIVITY (15 minutes)
• Student Pages 90, 91
SPIRITUAL GIFTS DISCUSSION/ACTIVITY (15 minutes)
• Student Pages 92
LEGACY LEAVING ACTIVITIES (15 minutes)
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ROAD TRIP (10 minutes)
• Student Page 89
Have each student turn to page 89 of their MOVE book and check out the U.S. map. Break
students into groups of 3 or 4 and instruct each group to plan a trip anywhere in the U.S. on a
$2,000 budget. Each plan has to include:
o Transportation/vehicle
o Route
o Places of Interest – and what order
o Final Destination – why?
After each group has planned the ultimate road/air/boat trip, they have to convince the rest of
the group that their trip is the best. At the end, everyone will have the opportunity to vote to see
which trip would be the best.
The goal of the activity is to get students thinking about journeys and the destination at the end
of a journey.
THE JOURNEY OF A CHRISTIAN (10 minutes)
DISCUSSION POINTS:
o One of the earliest names for believers in Jesus was simply “The Way,” because it
succinctly described the nature of the movement of Jesus-followers. It was a group of
people who had chosen to follow “The Way” of Jesus (Acts 9:2, 19:9 and 23, 22:4, 24:14
and 22).
o Jesus says, “If anyone wants to come after me, he has to deny himself and take up his
cross daily and follow me.” (Luke 9:23) According to Jesus, following him requires daily
commitment.
o Paul describes his journey as a Christian as an ongoing struggle that consumes his
efforts. “Not that I have already obtained all this, or have already arrived at my goal, but
I press on to take hold of that for which Christ Jesus took hold of me. Brothers and sisters,
I do not consider myself yet to have taken hold of it. But one thing I do: Forgetting what
is behind and straining toward what is ahead, I press on toward the goal to win the prize
for which God has called me heavenward in Christ Jesus.” (Phil. 3:12-14)
o Paul continues to illustrate the important of the final destination again in 1 Cor. 9:24-27,
“Do you not know that in a race all the runners run, but only one gets the prize? Run in
such a way as to get the prize. Everyone who competes in the games goes into strict
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training. They do it to get a crown that will not last, but we do it to get a crown that will
last forever. Therefore I do not run like someone running aimlessly; I do not fight like a
boxer beating the air. No, I strike a blow to my body and make it my slave so that after I
have preached to others, I myself will not be disqualified for the prize.
o We’ve all seen professional athletes and recognize that they work incredibly hard to keep
their bodies in peak physical condition. They compete for trophies that will eventually
end up in the garbage heap. As believers, we work for an eternal prize.
o One of the things that is immediately clear when reading Paul’s letters is that he had a
crystal-clear vision of what he thought God wanted him to do. He was certainly open to a
change in direction from God, but he woke up every day intending to work toward the
goals that God had set before him – his God-appointed calling – to proclaim the Gospel.
DISCUSSION QUESTIONS:
• What is it like to have God get your attention? What do you imagine, or do you know,
that it’s like?
• When was the moment this week when you felt God really get your attention? How do
you respond – now and when we get back home – to whatever it is he’s brought your
attention to?
• What’s the hardest thing you’ve ever worked to achieve? (school project, sports victory,
etc.) What parts of the process did you think were totally worth the reward at the end?
What parts did you feel like were unnecessary? Why?
• If Jesus were sitting right next to you right now, how would he finish this statement to
you: “You should really do _____ when you get back home?”
• What three disciplines of an athlete/musician/student/gamer can you apply to your life
as a follower of Christ to accomplish the goal Jesus is setting before you?
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LIFE MAP (15 minutes)
• Student Page 90-91
Have each of your students turn to pages 90-91 of their MOVE book. Both pages are split in half
by a vertical line. Instruct your students to chart all of the major events in Joseph’s life on the lefthand side of the vertical line. What did Joseph accomplish? What happened to him? What events,
disasters, victories and celebrations defined his life? After about five minutes, ask your students
to share some of the things they wrote. Explain to them that these are accomplishments and
milestones in Joseph’s life that are so resounding that we still talk about them thousands of years
later. That’s what a legacy is, and it’s something that every one of Christ’s followers is capable of
leaving in their own unique way – even them!
On the right side of the page instruct your students to make a list of the ways in which Joseph’s
legacy reverberated throughout the generations after him. What happened with the decedents of
Joseph’s brothers? How was Joseph’s faithfulness exhibited in his family for generations after? In
what ways did Joseph’s failures, suffering and pain leave a legacy?
After about three minutes, instruct your students to shift gears to themselves. On the facing page,
instruct them to do the same thing they did for Joseph, but for their own lives. On the left side of
the line instruct them to make a list of all the major events of their lives up to this point. What
have they done? What’s happened to them? What events, disasters, victories and celebrations
have defined their lives to this point?
On the right side of the line, instruct your students to think about what God wants to do with their
lives – both in the next few years and many years down the road. Instruct them to chart out what
they hope God wants to do with their lives. TELL THEM IT’S OK TO DREAM a little bit about where
they want to go to college, what job they’d like to have, what it would be like to have a spouse
and a family, AND WHAT THEY COULD DO FOR THE KINGDOM. Remind them of the power of the
Holy Spirit, and that if they dream big, God will dream even bigger. As they craft this list, help
them to think what direction God wants their lives to go. How will God use their faithfulness,
failures, suffering and victories to leave a legacy?
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SPIRITUAL GIFTS (15 minutes)
• Student Page 92
DISCUSSION POINTS:
o We all have natural gifts. Some people are freakishly athletic, able to manipulate their
bodies in exactly the right way. One of the most notable examples is NBA superstar
Michael Jordan. Oh, he also played professional baseball for a while. No doubt, Jordan
was one of the best basketball players to ever play the game, but even his natural
athleticism didn’t transcend multiple sports.
o On Oct. 6, 1993, the three-peat NBA champion MVP announced his retirement from
basketball. He signed a Major League Baseball contract with the White Sox and spent a
year as an average minor league baseball player. One Hall of Fame pitcher joked,
“Michael Jordan couldn’t hit a curveball with an ironing board.” And he was right –
Jordan couldn’t hit a curveball and didn’t have a successful MLB career. BUT, he did
return to the NBA to win three more championships.
o Imagine what would have happened if Jordan had not retired for the ’93–94 season and
most of the ’94–95 season? He would probably have won two more championships. We
all have gifts and limitations, and part of being wise is learning what those gifts are.
What are you good at? What do you like? What are your limitations?
o There’s a difference between spiritual gifts and natural abilities, but the two often go
hand-in-hand. This makes sense because God is both our creator and our redeemer. When
he made us he fashioned us with natural abilities. So, it can be helpful in thinking about
our legacy to recognize our natural gifs as well as our spiritual gifts.
Instruct your students to turn to page 92 in their MOVE book. On this page is a list of natural
abilities that may or may not be present in their lives. Chances are that each of your students will
identify with at least one of the abilities, and likely more than one. Instruct your students to find
a partner and conduct an interview of that person with the intention of trying to figure out which
of the abilities God has blessed them with. If they struggle to think of probing questions, suggest
the following:
– What do you do for fun when you’re by yourself?
– If you could spend a week doing absolutely anything you wanted, what would it be?
– What part of an average week makes you feel the happiest or most at peace?
– What do you do to show others that you care about them?
– When do you feel the closest to God? What are you doing in those situations?
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As they’re looking over the abilities, help them to start thinking about how God created each one
of them to be unique, and how he wants them to use those abilities for Kingdom work. The
following list is in their MOVE books, but you can use it to interject yourself into the various
conversations and encourage them to take joy in who God created them to be.
The following list was adapted from the summary of Howard Gardner’s theory “The Nine Types of
Intelligence.”
• Science and Nature – This type of person shows an above-average interest in the areas of
science and nature. They have a natural ability to nurture and relate to animals, plants, rocks,
etc.; and will often excel in science-based education.
• Music – This type of person is a natural musician. They have the natural ability to discern
pitch, rhythm, tone, etc.; and will often be able learn musical instruments fairly quickly. Beyond
that, they also have the natural ability to understand how music and emotion are interrelated.
• Logic/Math – This type of person has a natural ability to put two-and-two together – both
literally in a mathematical sense, and figuratively as it pertains to relationships. They have the
natural ability to connect the dots, and often become scientists or even detectives.
• Philosopher – This type of person has a natural ability to think deeply and move beyond the
superficial explanation of things. They’re constantly asking/debating questions pertaining to the
meaning of life and the meaning behind the grand scheme of things.
• People-Person – This type of person easily gets along with others and has the natural ability to
interact with just about anybody. They exhibit skills in the realm of communication, and are
masters at nonverbal communication and recognizing people’s moods. These people are often
teachers, social workers, actors and even politicians.
• Athlete – This person loves to move, and has a natural ability to excel at any kind of activity
that requires physical skill and movement. They’re generally the best athletes, and move into
careers that speak to those natural abilities – such as doctors, therapists and even dancers.
• Communicator – This type of person has the natural ability to communicate with others –
whether through the written word or by speaking. Words come easy to these people, and they are
often the ones who motivate others toward action. They are the poets, novelists, journalists and
public speakers of the world.
• Counselor – This type of person is often introspective and has a natural ability to understand
deep feelings and convictions. Sometimes these people can be mis-labeled as aloof or egotistical
because they often keep their thoughts to themselves, and when they do speak offer insight that
hits to the core. They are often shy people who pursue their own interests, which in the career
field is usually as psychologists or ministers.
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• Designer – This type of person represents the creative side of life. They have a natural ability
to see the world from a different point of view from most other people. They have an active
imagination are naturally artistic.
DISCUSSION QUESTIONS:
• What do you think Jesus’ favorite subject would be if he went to school with you? Why?
• What’s your favorite subject in school? Why?
• If we were to ask your best friend, what would they say is the best thing you’re good at?
The thing you do that they wish they could do just as well? (This is a good opportunity to
encourage students who might be a little shy or who are struggling with self-esteem
issues)
• If you could try something new and be known all around the world for how good you are
at that thing, what would it be? Why?
Gradually turn the conversation toward Spiritual gifts. Students might be a little confused as to
the difference between natural abilities and Spiritual gifts. Help them to understand that when we
choose to follow Christ and accept the gift of the Holy Spirit, that we are blessed with unique gifts
to help us advance God’s Kingdom.
Read 1 Cor. 12:4-11
“There are different kinds of gifts, but the same Spirit distributes them. There are different kinds
of service, but the same Lord. There are different kinds of working, but in all of them and in
everyone it is the same God at work.
“Now to each one the manifestation of the Spirit is given for the common good. To one there is
given through the Spirit a message of wisdom, to another a message of knowledge by means of
the same Spirit, to another faith by the same Spirit, to another gifts of healing by that one Spirit,
to another miraculous powers, to another prophecy, to another distinguishing between spirits, to
another speaking in different kinds of tongues, and to still another the interpretation of tongues.
All these are the work of one and the same Spirit, and he distributes them to each one, just as he
determines.”
DISCUSSION QUESTIONS:
• What’s the most powerful force of nature you can think of? How can the power of the
Holy Spirit – which is far more powerful than any earthly power – affect change in ways
that a powerful force of nature can?
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• If all spiritual gifts come from the Holy Spirit, why do some people seem to have more
gifts? (spiritual maturity, different calling, different life goals, combination of abilities
and spiritual gifts, etc.)
• If you had to lose a part of your body, which would you choose and why? What would
you have to do to compensate for that loss?
• Paul compares the church to a body, with each member of the church as a part of that
body. Based on your abilities and the passage from 1 Corinthians, what part of the body
do you think you represent?
o Mouth – speaking the Word of God
o Foot – taking God’s Word to places it otherwise wouldn’t go
o Hand – serving, working and doing things for God
o Eye – seeing needs, people and vision for what God wants to do in their lives
o Other
• How would our youth group have to compensate for the lack of someone speaking the
Word of God? For the lack of people to serve? Etc.
• You made a list earlier of ways in which you want to leave an individual legacy. What
kind of a legacy do you want to leave as a youth group? What kinds of things will we do
back home – at school, at church and in our communities – to leave a legacy as Kingdom
workers?
***The idea of spiritual gifts is pretty big and your students will need to unpack what this means
long after your experience at MOVE. In some cases it may be appropriate to suggest a spiritual
gifts assessment, and you might consider having devotions over the coming weeks that address
gifting in more detail.***
LEGACY LEAVING (15 minutes)
In this concluding activity we’re going to get a reminder from the person we trust the most –
ourselves. Provide each student with a pen, paper and an envelope and a stamp. They will write a
letter including the following elements:
o Highlight of the week (funny story, serious moment, late-night in the dorms, etc.)
o Any specific commitments or decisions they made this week (baptisms,
rededications, ministry callings, vocational callings, etc.) and why they made
them.
o Describe the legacy they want to leave when they graduate high school and
college. Be Specific!
o How will they partner with God to accomplish that legacy?
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o The names of anyone who they believe will help them live out their legacies,
especially during their times of need or failure.
Seal the letters in the envelopes, stamp them and give them back to a youth leader. On the first
week of school, remember to place each student’s letter in the mail.
EXTRA ACTIVITY:
If you have extra time, instruct your students to form a large circle with one person in the middle.
Each student gets to have three people in the circle say something encouraging about them – an
attribute or spiritual gift they admire. Instruct your students that this is not a time to make fun of
anyone. Each student in the center of the circle should take 30 seconds or less – which means
students in the circle should have short answers – one word or sentence encouragement.
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MOVE book student pages:
The following is a listing of student pages to be used during Small Group Time. These pages can
be found in the MOVE student book.
• Adam Mask – page 69
• Jesus Beard – page 70
• Five Colors/Definitions – page 71
• Temptation Graffiti – page 77
• Rise Up Parables – page 83
• Tools vs. Rules – page 84
• U.S. Map – page 89
• Life Map Joseph – page 90
• Life Map Student – page 91
• Natural Abilities – page 92
• Notes/Journal – pages 93 & 96
• Miscellaneous Stuff – page 94
o YouTube links
o David/Peter/John Mark verses (place for notes?)
• 5 Pictures – page 95
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WORKING WITH DIFFERENT PERSONALITIES
(From “HELP! I’m a Small Group Leader” by Laurie Polich Short)
You know what it’s like watching the individual personalities in a small group emerge – it’s
similar to a family. Your challenge as a leader is to learn to work with the personalities in your
small group so you can help your students grow individually even as they learn to function as a
group.
Here are six types of student personalities, most of which you’ll meet in a typical small group.
The aim here isn’t to stereotype students but to help you anticipate common traits and
characteristics you’ll encounter in your group – and help you find ways to minister more
effectively to your kids.
THE TALKER
This student never stops talking and always has a comment for everything. You may be tempted
to apply duct tape, but there are more productive ways to handle this student. First, position the
Talker next to you when you begin your group, which reduces eye contact with her when you ask
a question – and, when she interrupts someone, lets you reach over and touch her arm (usually a
silent but effective cue). If you have a whole group of Talkers, you may want to try a ground rule
that group members must circulate an object – a stuffed animal, nerf ball, spit wad, whatever –
and students must hold this object before speaking. This will help Talkers wait their turns.
Chances are the Talker has some natural leadership ability that you should encourage. Let her
lead the small group now and then. This can help her appreciate what you endure as a leader,
and she just may become more supportive when you lead.
If the problem persists, get some time alone with her and talk with her about giving others a
chance to answer the questions. Help her feel that she’s on your team and that the two of you
need to work together to encourage the other students to respond.
THE THINKER
This student is quieter (and usually shier) than the others, with a tendency to get drowned out by
the louder personalities in your group. Try positioning him across from you, to increase the
chances of eye contact with you. You can also use the method of occasionally directing questions
to specific students, thereby eliciting responses from everyone in the group.
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If the Thinker is particularly shy, spend one-on-one time with him to discover what he’s interested
in so you can create the kinds of questions that’ll bring him to the discussion. Use the positive
reinforcement of affirming him on those occasions when he does respond publicly. When he
lapses back into silence, don’t interpret that silence as something that needs to be fixed. Some
kids just learn best by listening and watching – and there’s a good chance he’s one of them.
THE CHURCH KID
This kid has probably spent more hours in this church than you have. He consequently knows
more about the Bible than any other kid in the group. Of course, his knowledge may or may not
indicate spiritual depth.
Church kids can be the hardest to reach because they feel like they’ve heard it all, and therefore
feel like they have nothing to learn. One way to challenge them is by not being satisfied with pat
answers. Always ask why. Play devil’s advocate by countering his answers with arguments from
the other side of the issue. Such strategies usually force a Church Kid to think more deeply about
his answers instead of just rattling them off.
You may also want to ask him to help you create questions for a Bible study – and let him lead
the small group. That could be the challenge he needs. In your studies, avoid asking questions
that invite a “right” answer. Opt instead for questions that leave room for a variety of responses.
THE DISTRACTER
This student usually can’t sit still. He distracts everyone in your group – including you. Rather
than constantly stifling him, try directing his energy toward productive ends: Ask him to help you
pass out Bibles, set up chairs, serve refreshments, etc. Do some active-learning experiences with
your small group – such as object lessons or field trips – instead of just sitting and talking every
week. (This is good advice for all small groups, even without Distracters!)
You may better understand this student (and where his energy comes from) if you get together
with him outside your small group. A Distracter can actually be good for your small group,
because he doesn’t let you get away with boring Bible studies. (Remember that if you’re ever
tempted to quit.) Your leadership skills will be sharpened as you find ways to engage him (and
others) in your lesson.
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THE DEBATER
This student challenges every point you (or anyone else) tries to make. She may bring a creative
energy to the group – but she can stifle the other kids by making them feel too threatened to
voice their opinions or feelings.
Deal with the Debater by establishing ground rules for your group such as: It’s okay to disagree
with opinions, but it’s inappropriate to attack or put down other small group members if their
opinions differ from yours. A second ground role may be that only one person may talk at a time.
Rules like these help make a Debater’s criticism less caustic and restrain her from interrupting
others in order to make her point.
Once Debaters understand and abide by such rules, their input can actually enliven your
discussion. Just remember that your goal is to direct, not stifle, their participation.
THE CRISIS PRODUCER
This student is usually in perpetual crisis – and lets you know about it every meeting. He’s often
self-absorbed and unable to participate in the group, unless it’s focused on him. You may need to
get together with him before your small group to talk through his problems so he won’t
monopolize group time with them. Begin your small group discussion with the assurance that
everyone will have a chance to share problems, prayer requests, etc. at the end of the group. This
helps members – and especially Crisis Producers – stay focused on your Bible study.
Whatever your strategy with your Crisis Producer, your long-term goal is to help him see past his
crises to some solution and be able to participate in your group without having to bring the focus
back to himself.
One last thought – if a student raises a legitimate crisis during your discussion, then be flexible
enough to postpone your study and deal with the issue at hand.
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