Ages 8 - 10 Overview (Schedule, Recipes, etc..)


AGES 8-10

This file is provided as a resource for Church School directors. Feel free to plug in your own dates and your own teachers.




Schedule of Classes:





               Special Notes

September 13





Adam & Eve/The Fall




October      3







Movie Night: Noah

Tower of Babel


Movie Night: Abraham



Outdoors if possible



Social Hall after Vespers



November   1







Joseph #1

Joseph #2

Moses #1

Movie Night: Moses

Moses #2


All Saint’s Party



Social Hall after Vespers

Memory: 10 Commandments

December   5






St. Nicholas Party



Nativity Pageant


Parish Wide



Social Hall and Nsg. Home


January       3











Movie Night: David



3 Kings Party following


Memory work: Psalm 22

Social Hall after Vespers


February     7







Proverbs/Song of Songs


Movie Night: Elijah



Pack School Kits


Social Hall after Vespers

March         7










April           4







Bright Monday Egg Hunt

3 Young Men in Fire



No Class

After Liturgy


Pack Health Kits


May            1







Movie Night: Esther


Minor Prophets

No lesson: Camping Trip

Minor Prophets


Social Hall after Vespers


Memory Work: Books of O.T.


Book Collection

June            6





Dress Rehearsal

Closing exercises/play

Book Collection

Social Hall after Vespers

Social Hall and Nursing Home


Classroom supplies: Each class is supplied with the following items:

Paper plates, small and large               Scissors                                               Stapler/Staples

Paper, plain and construction              Tape and dispenser                             Paper bags

Glue or glue sticks                              Crayons and/or markers                     

Popsicle sticks                                     Chenille (colored pipe cleaners)

If you use the last of something, please either replace it or let me know so I can replace it. If you need special craft supplies for your lesson, submit the receipt to me for reimbursement. Each child should have his own Bible and should either leave it on the shelf or bring it each week.  There are also maps of the holy land and of the temple.

Teaching Schedule: We all know that there will be last-minute needs; trade with someone if you cannot teach on your assigned day and let the director know!

Insurance: Each of us must “apply” each year for our volunteer position of teacher. Please be sure not to send small children to the bathroom unattended and accompany your charges back to the Social Hall after class.

Opening Exercises: The Church School director will supervise this time, or delegate it when she is absent. Church School children and teachers are dismissed first from Liturgy; children come straight across for snack during opening exercises. These are an integral part of the curriculum – reviewing material from previous weeks, presenting additional Old Testament characters, rehearsing plays, hearing memory work, and playing quiz games.

Curriculum:  With each lesson, there is a suggested craft and learning game, in addition to the reading material and the discussion questions. While it would be nice to think the students would read the material ahead of time, it never happens! So, you’ll have to either read it to them or, if they’re good readers, read it aloud in class.

Icons: Each lesson is now illustrated with an icon, gleaned from non-copyrighted websites on the Internet. Feel free to enlarge these and use to amplify your lesson.

Movie Nights and Parties: We will have pizza after vespers on Saturday night while showing a small children’s movie. Older children should bring a sleeping bag for a lock-in with “feature” presentation; we must have at least 2 adults at each overnight. We’ll leave it up to the parents to decide whether their child is old enough to spend the night or should go home after the “kiddie” movie.

Hand-Outs: You can use the coloring pages and puzzles from the Parents' Guide for hand outs. These should be sent home with the children to reinforce the lesson through the week.




                            CLAYS                                                                  PAINTS

SALT DOUGH                                                         FINGER PAINT (4 WAYS)

2 cups flour                                                                 Use pudding with food coloring!

1 cup salt                                                                     Mix liquid starch and food coloring.

about 1 cup water                                                       Mix 3 T sugar, ½ cup cornstarch, and

food coloring                                                                          2 cups cold water. Cook over

bath oil, vegetable oil, peppermint oil                                   low heat, stirring, till thick.

            Mix flour and salt. Add water                                    Pour into muffin tin. Add

slowly and mix with your fingers until                                   food coloring to each cup.

it makes dough. Knead in a few drops

food coloring and a splotch of oil (if                          SAND PAINT

desired). Store in air-tight container.                          Add dry tempera paint to corn meal.

                                                                                    Sprinkle over areas “painted” with thinned white glue


1 cup sand                                                                   for sand effect. Shake off excess.

½ cup cornstarch

1 tsp powdered alum                                                                          PASTES

¾ cup hot water                                                          PRIMARY PASTE

Food coloring if desired                                                         Mix ½ cup water and 1 cup flour

            Mix sand, cornstarch and alum                                 in a bowl. Spoon into a jar

in large pot. Add hot water and stir                                       or squeeze bottle to store.

vigorously. Add food coloring if

desired. Cook over medium heat                                PAPIER MACHE PASTE

until thick, stirring constantly.                                    3 cups water

After cooling, store in airtight container.                    1 ½ cups flour

                                                                                                Mix flour with cold water until lumps are gone.

SAWDUST CLAY                                 

2 cups fine sawdust                                                    Dip pieces of newsprint in paste and mold around

1 cup flour                                                                   surface to be shaped. Air dry.


            Mix sawdust and flour in bowl

or bucket. Add a little water at a time,

stirring till it is stiff but pliable. Knead

till it’s elastic and easy to shape. Store

in airtight container. Air dry.



2 cups cornstarch

4 cups baking soda

2 ½ cups water

            Mix cornstarch and soda in large

pot. Add water. Cook, stirring, over medium

heat until thick like mashed potatoes. After

cool, knead on wax paper for 5 minutes. Store

in an airtight container. Air dry.

The Creation



  1. Children should know that God created the world.
  2. Children should be able to tell the story of Creation and what was created on which day.


Possible lesson plan:

  1. Open with prayer.
  2. Scripture Reference: Genesis 1 and 2.
  3. Learning Game: Missing Parts – Give each child a card with a number between 1 and 6 on it. Around the room, hide cards with the names of things God created on them, several for each day. The students should conduct a search for their “missing parts” – the things that were created on their day. Then have each student present his findings to the class. Were they right?

Day 1: light, darkness, day, night

Day 2: waters heaven,

Day 3: land, seas, trees, flowers

Day 4: sun, moon, stars

Day 5: fish, birds, sea monsters, sharks, whales

Day 6: cows, sheep, lions, elephants, toads, snakes, man


  1. Discussion: Creation is an unpopular belief today and children as young as these are subjected to the assumption that the theory of evolution is a fact. The Bible is very clear – Who created everything? How did life begin?


  1. Environmentalism however is very popular today; everyone worries about the rain forests. This is the first church school lesson of the liturgical year; the first day of the new year is designated as environmental awareness day. Whom did God entrust with His creation? What responsibility do we have towards all living things? What are some ways we can individually or as a family or as a church show our responsibility for God’s creation?


  1. Make a Creation Mural for the whole class to enjoy on your bulletin board. Take 7 pieces of construction paper. Assign one day of Creation to each student (or work in pairs if there are more than 7 students) and have them draw or paint the happenings of that day. Put them up, surrounded by bits of cotton to look like clouds, and with appropriate lettering.


  1. Make a “Creation Wheel”: Give each student a paper plate divided into seven sections labeled “Day 1”, “Day 2”, etc. Have magazines available (Pat has lots

if you ask) and cut out pictures appropriate for that day, or draw an appropriate drawing. Glue in the appropriate space. Write in “And God Rested” on Day 7.                        

Close with prayer.

Adam and Eve and the Fall




1.   Children should be identify Adam and Eve, the Holy Forefathers.

2.   Children should be able to tell the story of the Fall.

3.   Children should identify Satan, the snake.


Possible Lesson Plan:

Open with prayer.


Scripture Reference: Genesis 3.


Learning Game: Skit – Have the students each take a role in the story: Adam, Eve, Satan, God. The rest can be animals. Have them re-enact the story as they remember it after reading it with you.


Discussion: Why did God create people? Why did Adam and Eve sin? Why did God let them? Do we ever disobey our parents? God? Why is it so easy to disobey when we know better? Why do we choose to disobey? What happens when we disobey?


Make Egg People: Take 2 L’eggs eggs for

each student. These will be Adam and Eve.

Give each student 2 hunks of modeling clay

for bases. For each, remove the short, fat end

of the egg and discard. Press the rounded                                  

end of the larger half into the base. Decorate

the egg as a face with eyes, nose, mouth, and

ears made of felt, beads, paper, etc. Fill eggs

with potting soil. Add a scattering of grass

seed on the top. Water. Place in sunlight and

keep watered and the grass will sprout and

become the hair!


Close with prayer.






  1. Children should be able to tell the story of Noah and the ark.
  2. Children should identify the Great Flood and its significance.
  3. Children should know God’s meaning for a rainbow.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Genesis 6:9-8. A bit long but difficult to leave any part out.


  1. Learning Game: Hangman – Write on pieces of paper words or names important to this story: Noah, dove, rainbow, ark, Shem, Ham, Japheth. Each student in turn can draw a word and put the appropriate number of dashes, one for each letter, on the board. Students guess the letters; if the letter is in the word, the hangman writes it on the appropriate dash mark. If not, he draws the head of the hanged man. With each subsequent guess, he adds trunk, arm, arm, leg, leg. The object is to guess the word before the man is hanged.


  1. Discussion: How do you think Noah felt building a huge boat in his back yard with all the neighbors laughing at him? Have people ever laughed at you? How did it feel? How did you respond? How did Noah respond?



  1. Make a Noah Mobile: Take 2 hangers and

cross them as illustrated, securing with

duct tape. Have children draw an ark, Noah,

and several animals (or color them in a                                     

coloring book) Cut out. Punch a hole in

each, tie a string, and tie to the mobile.

draw a rainbow, cut out, and glue to the

hanger crosspieces overtop.


  1. Close with prayer.

The Tower of Babel





  1. Children should be able to identify the Tower of Babel and tell its story.
  2. Children should identify the source of the many languages we have today.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Genesis 11:1-8. This one would probably be easy to have each student read a verse going around the circle – short and sweet.

  1. Learning Game: Language Bingo – Make bingo cards for each student with 5 languages across the top (English, Spanish, French, German, and Russian – or whatever you speak) and numbers between one and ten in the spaces; each card can be different. Now call the names of the numbers in the appropriate language and see if the students have any idea which space to mark!

For reference:

Spanish: uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez

French: un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix

German: eins, zwei, drei, vier, funf, sechs, sieben, acht, neun, zehn

Russian: adeen,dvah,tree,chetiree,pyaht,shest,syem, vosyem, dyevyet, dyesyet


  1. Discussion: Do you speak another language? Many of the children have no idea what it is like to not understand what someone is saying; indeed, travel to a foreign country is one of the only ways to bring this lesson home. But, give it a try. Begin the lesson in another language, or give the instruction for the crafts in another language. Watch the blank stares and discuss their reactions.

  1. Make a craft-stick tower:

Begin with 2 sticks. Put glue on

the ends of each, and add 2 more

perpendicularly across. Then put             

glue on the ends of these and add

2 more just over the 1st 2. Keep               

adding until tower is tall enough.

glue on paper windows, door, etc.

You can even make a flag for the

top saying “Tower of Babel”.


Close with prayer.


  1. .



  1. Children should be able to tell the story of Abraham.
  2. Children should identify Abraham as the father of the Jewish people, chosen by God.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Genesis 12:1-8, 17:1-8, 18:1-15


  1. Learning Game: Pictionary. Give each student a scene from the story: Abraham leaving Haran, Abraham with the 3 men, Sarah laughing, etc. He should begin to draw his scene on the board, with the other students trying to guess which event in the life of Abraham is being depicted.


  1. Discussion: Abraham is held up in the New Testament as an example of faith. What did God ask Abram to do? What questions would you have had of God before selling everything and loading your camels? How did Abram become Abraham? Why did God give him a new name? Sometimes we take a new name at baptism. Why?


7.   Make a Trinity icon: The story of the 3 men visiting Abraham is the source for

the very well-known icon of the Trinity with the 3 Persons seated at a table. First have the students paint a wooden plaque about 5x7 a solid color with acrylic paint. While that’s drying, take a copy of the icon for each student about 3x4. Glue to the plaque, which should be dry now. Take them home and spray with clear spray after they dry overnight.


8.   Alternate craft idea: Traveling Bag – Take a pillowcase for each child. Thread    

      a piece of clothesline through the open hemmed end to make a drawstring   

      closure. Dip feet in paint or draw around feet with fabric markers to decorate.


9. Close with prayer.




  1. Children should be able to tell the story of Isaac – his birth, the sacrifice on the mountain, and his marriage.
  2. Children should identify Isaac as the son of Abraham and Rebekah as his wife.

Possible Lesson Plan:

  1. Open with prayer.
  2. Scripture Reference: Genesis 21:1-6, 22:1-18, 24:1-17.


  1. Learning Game: Try a game of Password. Divide the students into 2 teams. Give one student a name from the story (e.g., Abraham, Sarah, Isaac, Rebekah, servant). That student must give one-word clues to his teammates; have a one-minute time limit and, if the name is not guessed, the other team gets a try. Then the other team gets its own word.
  2. Draw a family tree: Begin with Abraham and Sarah, add Isaac, then Rebekah. You can draw the children’s family trees as well to illustrate Daddy, Mommy, children.


  1. Do the children remember the story from the Gospels of the Woman at the Well? Rebekah gave the servant water to drink because he was thirsty. When Christ asked the Canaanite woman for a drink from the well, He told he that He is the Living Water, whoever drinks it will never thirst. So, the water from Rebekah’s well in the Old Testament is just normal water – people drink from it and are thirsty again. But, Christ, the Light of the World, the True and Living Water, gives everlasting nourishment.


  1. Make Rebekah’s Well: Begin with a milk or whipping cream carton, carefully washed and cut in half. Glue straws in the corners to hold up the roof. Cut holes in the roof for a straw or pipe-cleaner to hold the bucket. Attach a small condiment container or medicine cup to a string. Cover the milk carton with gray paper and decorate it like stones. Alternatively, give each student a lump of clay or play dough. Shape a well by pinching down the inside. Draw bricks on the outside with a plastic knife. Finally, place inside a tealight candle to signify that Christ, the Light of the World, is also the source of Living Water!


  1. Close with prayer.





  1. Children should be able to identify and name “Abraham, Isaac, and Jacob”.
  2. Children should be able to tell the stories of Jacob and Esau, Jacob’s ladder, and Jacob and Rachel.
  3. Children should recognize “Israel” as the name God gave to Jacob, later to be the name of God’s chosen people.

Possible Lesson Plan:

  1. Open with prayer.
  2. Scripture Reference: Genesis 25: 21-34, chapters 27-29, 31:1-7, chapter 33.


  1. Learning Game: Try “The Big Step” – Students begin along the back wall of the classroom. Each is in turn asked a question; if he can answer the question, he gets to take as large a step as he can. If not, he loses that turn. Some questions for this chapter might be:

Who was Isaac’s first-born son?

Who sold his birthright for a pot of stew?

Who received Isaac’s blessing?

How did Jacob deceive Isaac into giving him the blessing?

Who was Rebekah’s brother?

Where did Laban live?

What did Jacob see on the ladder?

Who was Jacob’s first wife?

Who was Jacob’s favorite wife?


  1. Add Jacob and Esau to your family tree. Then add Leah and Rachel to Jacob.


  1. Discuss lying and cheating: Did Jacob lie to Isaac to cheat Esau from his inheritance? Was this right? Was Esau happy with Jacob or angry? Have we ever lied? Has anyone ever lied to us or about us? How do we feel? What happened when Jacob returned to the land of Esau? Retell the story of the Prodigal Son: How is this like the return of Jacob to his homeland?

  1. Make a Story Wheel: Divide a paper

plate into 5 sections. Have each child

draw a picture in each section: Jacob

with Isaac, Jacob and the ladder, Jacob

marrying Rachel, Jacob leaving Laban to go home, Jacob meeting Esau. Take a 2nd

plate and cut out 1 section. Put over the other plate and secure with a brad. Now

tell the stories, one by one, as you turn the

upper plate and reveal the pictures.


  1. Close with prayer.

Joseph #1




  1. Children should be able to name Joseph and his brothers as the 12 children of Israel.
  2. Children should be able to tell the story of Joseph and the many-colored coat and of Joseph sold into slavery.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Genesis 37.


  1. Learning Game: Try “Brother Concentration”. It may seem unimportant to know the names of all 12 brothers, until one realizes that they become the names of the 12 tribes of Israel. Write each of the 12 names twice on small pieces of paper and tack or tape to the board randomly in rows of 3 by 4. Cover each with a Post-It of similar size and write numbers from 1 to 24 consecutively on the cover papers. The students will guess 2 numbers; if they have the same name behind them, they get to continue. If not, put the Post-It back over the name and keep going.


  1. Add Joseph and his brothers (Reuben, Simeon, Levi, Naphtali, Issachar, Asher, Dan, Zebulon, Gad, Judah, and Benjamin) to the family tree; Joseph and Benjamin will be under Jacob and Rachel, the rest under Jacob and Leah.

  1. Make a Many-Colored Shirt: Decorate T-shirts or old long-sleeved men’s shirts (to be painting smocks) with fabric paints or dipping in multiple colors of fabric dye. Mix the fabric dye, Rit or similar, in very hot water according to the directions. Put each color in a separate pail (or other container you don’t mind getting dyed along with the shirts). Let the children dip the shirts in the various dyes to make multi-colored shirts. Try not to overlap the colors too much or the shirts will lose clarity of color.

Joseph #2



  1. Children should be able to tell the dreams of the butler, the baker, and Pharaoh.
  2. Children should know the story of Joseph’s forgiving his brothers.
  3. Children should know how the people of Israel came to live in the land of Egypt.

Possible Lesson Plan:

  1. Open with prayer.
  2. Review the story of Joseph from last week.


  1. Scripture Reference: Genesis 39-45. There’s too much here, but ever single chapter is important. Have each student read a chapter silently and report on it to the class.


  1. Learning Game: Try the “Egg Carton Shake” – Take an empty egg carton. In each pocket write the name of an object from the story of Joseph:

grape                           colored yarn                cow                 ears

basket                          signet ring                   scarf                coin

caravan                        sheaf                            sun                   cup

Place a small button or coin in the egg carton. Each student in turn shakes the egg carton and has to tell the story of the object where the button landed. If he lands on a story already told, shake again!


  1. Discussion: Joseph had many things happen to him that were unfair. Can you name some of the times? How did Joseph act in each situation? Have you ever been treated unfairly? Do you try to get revenge or do you forgive as Joseph did? God turned something that was intended for evil toward Joseph into something that was good. Has God ever taken something that was intended for evil against you and made something good out of it? Joseph always worked hard and did his best to honor God. As a result, God blessed Joseph. How can you honor God?


  1. Make a Signet Ring: Take a piece of

oven-hardening clay (like Sculpey). Form a long snake and a flattened circle and put together as a ring. Inscribe with child’s name or a symbol. Put them in the oven as per directions on the package. While baking,take some beeswax (Father has old

candles.) and melt it on the hotplate.  Write a friendly card to a prisoner.

Use wax and ring to seal the card. Send

to the Orthodox Prison Ministry. Keep the

ring to use at home for cards and letters.


  1. Close with prayer.

Moses #1




  1. Children should be able to tell the story of the baby Moses and his salvation on the Nile.
  2. Children should be able to tell the story of the burning bush.

Possible Lesson Plan:

  1. Open with prayer.
  2. Scripture Reference: Exodus 2:1-4:20.
  3. Learning Game: Simon says “It’s True” – Line the students against the wall. As you read them a series of True or False statements, the students respond to your questions physically, as in:

If Pharaoh made a law that all newborn Hebrew boys must die, sit down.

If the soldiers killed Jochebed’s baby boy, scratch your head.

If Jochebed hid her son in a basket, touch your ear.

If Pharaoh’s daughter found the basket, touch your toes.

If Pharaoh’s daughter nursed Moses, stick out your tongue.

If Pharaoh’s daughter adopted Moses, put your elbow on your knee.

If Moses killed an Egyptian overseer, cover your eyes.

If Pharaoh did not want to punish Moses, kneel.

If Moses fled to the land of Midian, stand on one foot.

If Moses never married, put both hands on your nose.

If God spoke to Moses on Mt. Horeb, kneel.


  1. Discussion: It took great courage for Jochebed to give up her son. What might have happened if she had refused? God asked Moses to take His people out of Egypt; Moses know this would be a hard thing to do. Has God ever asked you to do something you felt was hard? Moses was afraid to go to Pharaoh. What makes you afraid? Did Moses run away and hide in fear? What do you do when you are afraid?


  1. Baby Moses Craft: Use one infant sock for each child. Stuff with foam stuffing and tie around neck with ribbon and top of head tightly with string or yarn. Draw or embroider face and fold down cap. Use berry basket, chipwood basket, or make a basket from a piece of cardstock, cut on solid lines and folded on dotted lines and taped at the ends. Color outside to look like a basket. Put a bit of cloth, straw, or tissue paper inside the basket, and lay baby Moses in his basket to travel to Pharaoh’s daughter.

  1. Close with prayer.



Moses #2



  1. Children should learn the 10 plagues.
  2. Children should memorize the 10 commandments.
  3. Children should be able to name Moses as the writer of the books of the Torah, the first 5 books of the Old Testament, and to name the books.

Possible Lesson Plan:

  1. Open with prayer.
  2. Scripture Reference: How about Exodus through Deuteronomy?  Overwhelming? Have the students read these passages in this order:

Exodus 5:1,2,7,8               Exodus 9:10-12           Exodus 14:10-16

Exodus 7:10-12                 Exodus 9:22-24           Exodus 16:13-15        

Exodus 7:20-21                 Exodus 10:13-15         Exodus 20:1-18

Exodus 8:1-3                     Exodus 10:21-23         Exodus 24:15-18

Exodus 8:21-23                 Exodus 12: 21-23        Exodus 32:15-21

Exodus 9:2-5                     Exodus 12:29-32         Exodus 34:1


3.  Learning Game: Name the Order. Write these events on cards and see if the students can put them in order:

Moses found by Pharaoh’s sister              Egyptian beating Hebrew

      Moses cast out of Egypt                           Moses at Jethro’s well in Midian

      Moses married Zipporah                           The burning bush

      I am Who I Am                                         Bricks without straw

      Nile into blood                                          Frogs

      Gnats                                                         Insects

      Cattle disease                                            Boils and sores

      Hail like fire                                              Locusts

      Darkness over the land                             Passover

      Parting of the Red Sea                              Death of Pharaoh’s army

Manna                                                       Mt. Sinai

10 Commandments                                   Golden Calf


4.   Make a map of the Exodus. Begin with

a pizza box for each child (Pizza places

will give these to you if you ask.) You can also use a large sturdy paper plate. Mix

up enough salt dough for the class  with

2 cups of flour for each cup of salt. Add

water until play-dough consistency and

food coloring – yellow for land and blue

for water. Draw or glue a map of Egypt and Palestine on the inside bottom of the

box. Sculpt the scenery with land and sea

dough. Add flags for special places.


5.   Close with prayer.





  1. Children should be able to tell the story of Balaam and the donkey.
  2. Children should understand the importance of obedience to God.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Numbers 22-24.


  1. Learning Game: Who Am I? Divide into 2 teams. The teacher picks a character from the story and begins to give clues, beginning with the hardest. For example, for Balaam, you might give lives near the river, son of Peor, rides a donkey, speaks for God, etc. After each clue, pause a moment to let the teams guess if they can. The first team to guess the identity of the character gets the point.

  1.       Have the students make paper-plate masks; assign the roles of Balaam, donkey, angel, Balak, and a bunch of messengers. Each student should make a mask for his character. Cut holes for the eyes and punch small holes for string to go around the head. Beyond that, be creative: yarn, fabric, felt, markers, construction paper, etc. After the masks are finished, tell the story with the students acting out their roles.


  1. Close with prayer.







  1. Children should be able to identify Joshua as Moses’s successor.
  2. Children should be able to tell the story of the battle of Jericho.
  3. Children should identify Joshua as the person who said, “As for me and my house, we will serve the Lord.”


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Joshua 2, 4, 6, 24:15


  1. Learning Game: Relay Race. There are several events that occur in this chapter that can be re-enacted – the escape from Rahab’s roof, the crossing of the Jordan, and the defeat of Jericho. Line the class up in 2 teams. Place a chair about 1/3 of the way to the other side of the room in front of each team. Put a pile of 12 stones at the starting line and a trumpet or noisemaker at the end. Each contestant in turn must grab a stone, climb over Rahab’s wall (the chair), put his stone in the river (next to the trumpet), blow the horn, and run back to tag the next player. The game is over when one team deposits all its stones in the Jordan and the last player returns home.


  1. Discussion: A well-known verse from the book of Joshua is Joshua 24:15. Here Joshua is speaking for his entire household. If you were speaking for your household, whom would you serve? How can you tell whom Joshua served? How about you?


  1. Make a brick doorstop: Take

a clean brick. Cut out the stencil

of a house from tagboard or a

manila folder. Have each student

stencil with acrylic paint a house

on the 2 larger sides of the brick.

Cut paper to fit one long side and

write on it Joshua 24: 15b (“as for

me and my house…”). While doing this, review the meaning of the verse. Cut a piece of felt to fit the other long end of the brick. Use as a doorstop.


  1. Close with prayer.





  1. Children should be able to tell the story of Gideon – the meat offering, the fleece, the choosing of the men, and the battle.
  2. Children should understand the need to trust in God in all things.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Judges 6-7.


  1. Learning Game: Charades. Write the major events of the story on slips of paper (same as for the story-spinner below). Have the students pick out a slip and act out the event while the others guess what’s happening.


  1. Discussion: How did God call Gideon? What was the purpose of the fleece? How did Gideon choose his men? Why? How did he win the battle? Was Gideon stupid to go into battle with such odds against him? Why or why not?


  1. Find the tribes of Israel on the map. Where was Gideon. Other judges?


  1. Make a Story-Spinner:

Take a paper plate. Divide

it into 5 sections. In each

section, have the child draw

the stories of Gideon: the

burning of the meat and cakes,

the destruction of Baal’s altar,

the fleece, the choosing of the men, the attack on the

Midianites. Make a spinner out

of tagboard or another plate.

Attach it to the first plate with

a brad; it will spin better with

a small bead between spinner

and plate. Spin the spinner, and

tell the story that goes with the



  1. Close with prayer.






  1. Children should be able to tell the story of Job – his losses and his struggle with Satan.
  2. Children should know that Job did not curse God.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture reference: the book of Job. Instead of reading the whole book in class, an impossible task, try a summary reading. Assign the parts of Lord, Satan, Job, Eliphaz, Bildad, Zophar, and Elihu. The teacher can be the narrator. Have the appropriate student read these passages in this order to summarize the book:

Narrator – 1:1-4, 6                        Lord – 2:2a                             Bildad – 18:2-4

Lord – 1:7a                       Satan – 2:2b                            Job – 19:1-7, 21-22

Satan – 1:7b                      Lord – 2:3                               Zophar – 20:4-9

Lord – 1:8                         Satan – 2:4-5                           Job – 27:5-6

Satan – 1:9-11                   Lord – 2:6                               Narrator – 32:1-6

Lord – 1:12                       Narrator – 2:7,11-13               Elihu – 33:8-28

Narrator – 1:13-20                        Job – 12:4                                Lord – 38:1-12,40:1-2

Job – 1:21                          Eliphaz – 15:12-16                  Job – 40:3-5

Narrator – 1:22, 2:1           Job – 16:1-3                            Lord – 40:7-14

                                                                                          Job – 42:1-6

                  End with everyone reading Job 42:10-12


  1. Learning Game: Quotations – Write several well-known quotes from Job (Is there such a thing as a well-known quote?) on index cards. Now tear each card in half and hide one half around the room before class. After reading the Scripture, give each student a card and see if he can find the other half.


  1. Make a Bible Movie: For each child, take a  business-size envelope. Seal it and cut off the ends. Cut a window like a TV screen in the front. Cut a strip of paper wide enough for the envelope and about 18 inches long. Divide it into sections like a comic strip, leaving the first and last 3 inches blank. Have the students draw the story of Job like a comic strip in the spaces.  Then pull it through the envelope like a movie, telling the story as you go.



  1. Close with prayer.






  1. Children should be able to tell the story of Ruth.
  2. Children should know that Ruth was from the tribe of Moab, not Israel. The Moabites were the descendants of Lot, Abraham’s nephew.
  3. Children should know that Ruth was a direct ancestor of Jesus.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Ruth 1:3-8, 6-19, 2:1-12, 4:9-11. Remember that the Moabites were the descendants of the son of Lot, the nephew of Abraham.


  1. Learning Game: Matching Game. Give each student a set of index cards, on which are written the names of the major characters in the story: Ruth, Naomi, Boaz. In the pattern of Final Jeopardy, give a single clue out loud. Each student is to hold up the card of his answer and gets 10 points if right.


  1. Discuss the customs of marriage – in ancient Israel and today. Why did Ruth stay with Naomi? What is the role of the mother-in-law, then and now? How did Ruth meet Boaz? Why was Ruth in the fields? What custom made Boaz Ruth’s husband? How do we choose a husband today? Who cares for the widow and the elderly today?

  1. Ruth was a willing helper.

Make a Happy Helper kit with

each child. Take a bucket (KFC

or a paint store may donate.) Add

a handle of clothesline of there is

no handle. Put in it a dust rag, dish

 soap, sponge, window cleaner, paper towels, Fantastic, Pledge, gloves –

whatever you want. Cover the outside

with paper saying “Happy Helper”.

Have each child donate himself to

someone this week. Write a coupon

for service and present it to your

chosen recipient.


  1. Close with prayer.

Hannah / Samuel




  1. Children should be able to tell the story of Samuel’s birth and his childhood in the temple.
  2. Children should understand that God spoke to Samuel and called him to his life work, and He will do the same for us.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: I Samuel 1, 2:18-20, 3 (whole chapter).


  1. Learning Game: Jeopardy. Make 3 categories: People, Things, Numbers

People: Samuel, Eli, Hannah, Elkanah

Things: Robe, Bull, Ark, Temple

Numbers: Two (sons of Eli), Four (times God called), 12 months (new

robe), Three (how old Samuel was)

Students choose a category and number from 1-4 and have to come up with a question to go with the answer. If they cannot, play passes to the next student.


  1. Discussion: Discuss other mothers and sons from the Bible: Sarah and Isaac, Rebekah and Jacob. Review their stories. Who else was old and prayed for a son? Do you remember the stories of Anna and baby Mary, Elizabeth and John, and Mary and Jesus from the New Testament? Who else gave her child to be raised in the temple?

5.   Make Samuel’s Mat:

      Take a piece of burlap.

      Cut a 12x18-inch section

      for each child. Along the

      long edge, remove 2-3 short

      strands several times, spaced

      evenly. Now, give the children

      colored yarn and have them

      weave in and out of the length-           

      wise remaining fibers. If they

      desire, they can remove one or

      two strands from each side, making

      fringe. This can be a placemat.


6.   Close with prayer.




  1. Children should be able to identify Saul and the first king of Israel and Samuel who anointed Saul.
  2. Children should know the story of Saul’s disobedience to God.

Possible Lesson Plan:

  1. Open with prayer.
  2. Scripture Reference: I Samuel 9:15-10:8, 13:1-15, 15:10-28.


  1. Learning Game: 20 Questions. Put the names Saul, Jonathon, Samuel, Benjamin, and Philistines in a hat. Have a student draw one. The other students will ask “yes” or “no” questions until they identify the person. Benjamin is included because he was the son of Israel to whose tribe Saul belonged.


  1. Discuss forms of government: How is our country governed? How was Israel governed in its early years? (with prophets and judges chosen by God for a specific task) Who were some of the people God used to lead His people? (Abraham, Joseph, Moses, Joshua, Gideon, etc.) Review their stories briefly. Why would people want a king? Did other countries have kings? Is it easier to trust a good-looking king or to trust the invisible God? What was Saul’s downfall? Samuel said to Saul, “to obey is better than sacrifice”. What does that phrase mean? Why does God prefer obedience to sacrifice?


  1. Begin your Book of Samuel Storybooks: Take several pieces of heavy paper. Actually, wallpaper is perfect for this and wallpaper stores will often give you old books of samples for free. If not, use construction paper. A pale color, light blue or cream (or light-colored wallpaper with a minute pattern) is good for the pages. Punch three holes in each page; and 3 holes in a piece of tagboard for front and back covers. The front cover should have a pocket stapled in for figures.  Now, bind your books with yarn or string. Begin today making figures of Saul and Samuel and mounting with glue on craftsticks as puppets. Draw pictures or color them from coloring books and cut out. Decorate the first 2 pages for the anointing of Saul and his sin against the Lord; what kind of scenery do you need? Grass or flooring can be made of appropriate-colored wallpaper or construction paper glued on the bottom of the page. Other things – trees, chairs, altars, etc. – can be cut out and pasted on. Tell the story, but we’ll add to the book next week.


  1. Close with prayer.


David (to Goliath)

DAVID (to Goliath)



  1. Children should know the story of David – his anointing, his shepherd childhood, and the story of David and Goliath.
  2. Children should identify David as the author of many of the Psalms.
  3. Children should memorize the 23rd Psalm.


Possible Lesson Plan:


  1. Open with prayer.


  1. Scripture Reference: I Samuel 16-17.


  1. Learning Game: What’s in the Bag? – Make up ahead of time several lunch bags with items from the story of David in them: a stone, a harp, a sheep, a spear, a piece of bread, some oil, a lion (plastic or stuffed or just a picture). Give each student a bag and have him tell a story about David based on what he finds in his bag.


  1. Discussion: Do you think David was afraid when he faced Goliath? Have you ever been afraid? How did David deal with his fear? You? David proved that it doesn’t matter how old you are, you can do many things with God on your side! Can you think of some things you can do right now to please God?


  1. Work again on your Book of Samuel Storybooks. This time add David the shepherd boy, the anointing of David, and David and Goliath pages to your book, again with appropriate scenery. Add the figures of David and Goliath, Jesse, and David’s brothers to your collection of figures.

  1. Close with prayer.


David and Jonathon



  1. Children should identify David as King after Saul.
  2. Children should identify Jonathon as Saul’s son.
  3. Children should be able to tell the story of David and Jonathon.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: I Samuel 19:1-10, 20:12-42.


  1. Learning Game: Look around the Room. Give each student a list of clues. Scatter around the room, cards with the names on them. Each student must hunt for the match for each question and write the answer on his page of clues. Be sure to leave the name cards in place for the next person to find!

Samuel – a boy prophet who grew up to anoint Saul and David

Saul – thought that sacrifice was better than obedience

Jonathon – Saul’s son who became David’s best friend

Jesse – father of David

Eliab – David’s oldest brother

Goliath – Philistine who defied the armies of God

David – carried corn and bread to his brothers on the battlefield

Amalekites – the land and people Saul was to destroy but did not


  1. Discuss friendship: What is a friend? Who are your friends? What qualities make a good friend? Was Jonathon a good friend to David? Are you a good friend to your friends?


  1. Now finish your books. Add Jonathon to your figures in the pocket. Add Saul’s tent and the archery field to your pages. Now, can you tell the whole story, from Saul all the way to David and Jonathon?


  1. Close with prayer.






  1. Students should identify Solomon as David’s son.
  2. Students should know that Solomon chose wisdom as his gift.
  3. Students should know that Solomon built the great temple in Jerusalem.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: I Kings 1:32-37, chapter 3.

Last week we learned about Samuel picking David to be the king of the Promised Land.

David was a good king.

He was such a good king that God promised him that someone from his family would always be king.

After David grew old and died, his son became the king.

His son's name was Solomon.

One night when Solomon was asleep, God talked to him in a dream.

In his dream God told Solomon He would give him anything he wanted.

                                  What would you have asked for if you were Solomon?


                         !       _____________________________________________


Solomon didn't ask for a big palace.

He didn't ask for fancy chariots and lots of horses.

He didn't ask God to give him lots of gold and jewels.

He didn't even ask for God to make him the strongest king.

Solomon was afraid he might not be a good king.

Many people lived in Solomon’s kingdom.

There were so many people that Solomon didn't know how he could be a good ruler to all of them.

So Solomon asked God to give him wisdom so he would know how to rule people in the right way. 

God was happy that Solomon asked Him to make him wise.

God said to Solomon, "You could have asked me to give you riches. 

You could have asked for a long life.  

But instead you asked for wisdom to help you to be a good king."  

God was pleased that Solomon asked for wisdom.

God told Solomon that because he asked for the right thing, he would make him the wisest king.

But God told Solomon that He would also give him what he didn't ask for.

He told him He would give him lots of riches and make him the greatest king alive.

God also asked Solomon to build Him a great temple in Jerusalem.

This temple would have three sections:  the outer court, the inner court, and the Holy of Holies.

                       Why were there three sections?  Who was allowed in these areas?






God was very pleased that Solomon asked for wisdom because wisdom would make him a better king.  

God wants us to ask for the kind of things that will make us better people, too. 



What kinds of things do you think we should ask God for that will help us to become better people?


To help us be kind to someone we don't like.


To help us to see the nice things about someone we don't like.


To help us care about others.








God is pleased when we ask God for the kinds of things that will make us better people.


  1. Try a Word Jumble:

1. God allowed me to build His temple.                                      MONSOLO

2. I am a prophet who gave David and Solomon good advice     TANANH

3. I am the father of Adonijah and Solomon.                               VIDAD

4. I am the city that Solomon lived in.                                         RSLMEJEUA

5. I am the priest who crowned Solomon king of Israel.              KOZAD

6. I am what Solomon asked God to give him.                            SIDMWO

7.Two women brought me before Solomon.                                YABB

8.We are the people who fought against Israel for many years.   LNIEIPIHSTS


  1. Have each child read a description of the temple in I Kings 6 and 7. Then, with as much accuracy as possible, make a temple out of craft sticks (just like your tower of Babel) or sugar cubes or play dough. Discuss the purpose of the outer court, the inner court and the Holy of Holies. You might even want to make a tiny ark of the covenant from play dough with a tiny 10 commandments to put in the Holy of Holies, with a piece of cloth or felt hanging from a pipe-cleaner or craft stick as a curtain over the door. When dry, the creations can be spray-painted gold, but go lightly with the gold paint if you’re using sugar cubes (They’ll melt!)


6.  Close with prayer.


Proverbs and Song of Songs




  1. Children should identify Solomon as the author of these books and also Ecclesiastes.
  2. Children should identify Proverbs as a book of wise sayings.
  3. Children should identify Song of Songs as a love poem of Solomon.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Proverbs 1 and Song of Songs 1. Have students look these two chapters and compare and contrast their style and content.


  1. Learning Game: Scavenger Hunt – Divide into teams of about 3 students and give each team a bag and a list of the references from Proverbs. They should find the thing mentioned in the verse and put it in their bag. First team to find all wins.

Proverbs 3:3 – “write them on the _______ of your heart.”   (tablet)

            Proverbs 17:3 – “the refining _____is for silver”                   (pot)

            Proverbs 9:17 – “_____eaten in secret is pleasant.”               (bread)

            Proverbs 15:17 – “better a dish of ____where love is”          (vegetables)

            Proverbs 30:19 – “a serpent on a ______”                              (rock)

            Proverbs 23:31 – “when it sparkles in the _____”                  (cup)

            Proverbs 27:21 – “the furnace for _____”                              (gold)

            Proverbs 10:26 – “like _____to the teeth”                              (vinegar)


  1. Make a Valentine… for God? For one of His children in a hospice or orphanage or hospital? Use red and pink paper hearts, doilies, stickers, etc.

  1. Make a Proverbs Banner:

Take a 12x18-inch piece of felt. Fold over one short end around a hanger and staple. Write the child’s chosen verse from Proverbs on the banner with marker, or cut out or buy letters to glue on. Have the children read their banners to each other and memorize their verses.


  1. Close with prayer.






  1. Children should be able to tell the story of Elijah – his feeding by the ravens, the widow of Zarephath, his confronting the prophets of Baal, and the fiery chariot.
  2. Children should identify Ahab and Jezebel as an evil king and queen of Israel.
  3. Children should identify Elijah’s student and disciple, Elisha.

Possible Lesson Plan:

  1. Open with prayer.
  2. Scripture Reference: I Kings 17:1-18:2, 18:17-46, II Kings 2:1-13. This would be the time to discuss with the children the split among the Jewish people that occurred around 900 BC, dividing the land into Israel in the north with its capital of Samaria and Judah in the south with Jerusalem its capital. Elijah lived in the north and Ahab and Jezebel were king and queen of Israel. At the end of the page, see a synopsis of the kings and prophets of the northern and southern kingdoms for the teacher's reference.


  1. Learning Game: Egg Carton Jumble – Take an empty egg carton. In each of the pockets, write the name of something from the story. Place a small button or pebble in the egg carton and close it. Let each student in turn shake the egg carton and open it. He must tell the story of the word where the button has landed. Pass to the next student. If the button lands on a word already used, take another turn.

Chariot            mantle             raven        rain             bread              son

Baal                 Mt. Carmel      fire            prophet       Ahab               altar


  1. Discussion: Elijah was a prophet of God. What is a prophet? He spoke the words God gave him to say. Many times those words did not make the hearer very pleased. Who else had to say things for God that did not please his audience? (Balaam, Samuel). Review their stories. What are the differences between a prophet of God and a prophet of Baal? Would you have been willing to go to the king if you had been in Elijah’s place? Why or why not?

  1. Make a “Fire from Heaven”

Stained glass window: Give each child a piece of wax paper 18 inches long. Cut out an altar from black construction paper and place in the center of the waxed paper. Cut out flames from yellow, orange, and red tissue paper (in the cabinet) and lay all around and over the altar. They can overlap a little. Take to the teacher. Place another piece of waxed paper over the whole picture, and iron on low to melt the wax. Hang in your window.


  1. Close with prayer.




DATES         KING OF ISRAEL                    KING OF JUDAH                    PROPHETS             OTHER KINGS


933BC    Death of Solomon; division into northern and southern kingdoms       Ahijah       Shishak (Egypt)             

933 BC   Jeroboam (22 years) – Bad       Rehoboam (17 years) – bad             Shemaiah

915 BC                                                      Abijah (3 years)–bad mostly

912 BC                                                      Asa (41 years) – good

911 BC  Nadab (2 years) – bad

910 BC  Baasha (24 years) – bad

900 BC  Rise of Assyria to world power                                                                                  Assur-nasipal II

887 BC  Elah (2 years) – bad

886 BC  Zimri (7 days) – bad

886 BC  Omri (12 years) – horrible                                                                                         

875 BC  Ahab (22 years) – the worst                                                              Elijah                   Shalmaneser II

874 BC                                                      Jehoshaphat (25 yrs.)–good                                     Ben-hadad (Syria)

855 BC  Ahaziah (2 years) – bad                                                                    Elijah                   Mesha (Moab)

854 BC  Joram (12 years) – bad mostly                                                          Elisha                  Hazael (Syria)

850 BC                                                      Jehoram (8 years) – bad                                      

843 BC  Jehu (28 years) – bad mostly        Ahaziah (1 year) – bad                  Elisha

843 BC                                                      Athaliah (6 years) – horrible

843 BC                                                      Joash (40 yrs.)-good mostly           Joel

820 BC  Jehoahaz (17 years)—bad                                                                               

806 BC  Joash (16 years) – bad                      

803 BC                                                      Amaziah (29yrs)–gd mostly

790 BC  Jeroboam II (41 years)-bad                                                                Jonah

787 BC                                                      Uzziah (52 years) – good               Amos

749 BC                                                      Jotham (16 years) – good              Hosea

748 BC  Zechariah (6months) – bad                                                                Isaiah

748 BC  Shallum (1month) – bad                                                                    Micah

748 BC  Menahem (10 years) – bad                                                                                   

741 BC                                                      Ahaz (16 years) – wicked                                             Rezin (Syria)

738 BC  Pekahiah (2 years) – bad                  

748 BC  Pekah (20 years) – bad                                                                                                     Tilgath-pileser II

730 BC  Hoshea (9 years) – bad                                                                                                     

721 BC  Northern Kingdom Fell.                                                                                              Sargon II

726 BC                                                      Hezekiah (29 years) – best                                           Sennacherib

697 BC                                                      Manasseh (55 years) –worst                                         Esar-Haddon

641 BC                                                      Amon (2 years) – the worst                                           Assur-banipal

639 BC                                                      Josiah (31 years) – the best               Zephaniah

608 BC                                                      Jehoahaz (3 months) – bad                Nahum

608 BC                                                      Jehoiakim (11 yrs) –wicked               Jeremiah               Necha II (Egypt)

607 BC  Fall of Assyria and Rise of Babylon                                                      Habakkuk             Nabopolassar

597 BC                                                      Jehoiachin (3 months)–bad                                            Nebuchadnezzar

597 BC                                                      Zedekiah (11 years) – bad                 Obadiah

586 BC                                                           Fall of Judah.

606-536 The Captivity                                                                                     Daniel                  Belshazzar


536 BC  Fall of Babylon and Rise of Persia                                                                              Cyrus (Persia)

536 BC  Return from Captivity

                Joshua                                                                                                 Haggai

                Zerubabbel                                                                                         Zechariah              Darius I

485 BC                                                                                                                 Esther                   Xerxes I

457 BC  Ezra                                                                                                                                    Artaxerxes I

444 BC  Nehemiah                                                                                              Malachi




  1. Children should identify Elisha as the disciple of Elijah.
  2. Children should be able to tell the stories of Elisha and Naaman.

Possible Lesson Plan:

  1. Open with prayer.
  2. Scripture Reference: II Kings 4:1-36 and chapter 5. We are entering the days of the kings, good and wicked. For over 100 years, Judah,the southern kingdom, enjoyed mostly good kings and prosperity. But, Israel had one wicked king after another until it finally fell to Assyria.


  1. Learning Game: Let’s try a skit about Naaman – Assign the roles of Naaman, Elisha, King of Syria, little slave girl, Naaman’s wife, and Gehazi. If you want, bring some sheets, towels, scarves, etc., to add a bit of color to the parts.


  1. Discuss the importance of obedience: God spoke to Naaman through Elisha. Did Naaman want to obey God? Or did Naaman think that what Elisha asked of him was silly? Who else obeyed God, even though it made him look silly? Noah building the ark? Moses holding his staff over the Red Sea? Joshua marching around Jericho? Gideon with his lamp pots and trumpets? David with his sling against Goliath? Do we always understand why we should obey our parents? God? Or do we always ask, “Why?” and miss the miracle.

  1. Make a Naaman mobile:

Cut six 4x4-inch pieces of cardstock paper For each student. On 2 pieces draw the top half of Naaman. On 1 piece draw the bottom half of Naaman. Color 1 side of each blank piece blue for the Jordan River. Color sores on one top half of Naaman.

Take a 2-foot piece of string for each student. Line up 2 water sections and one head section about one inch apart. Put a line of glue down the center of each piece. Lay the string on the glue. Line up the other head, the body, and the last water piece over the other pieces and glue down.

As the mobile hangs, it will twist and turn, showing Naaman dipping in the wate and being healed.


  1. Close with prayer.




  1. Children should be able to tell the story of Jonah.
  2. Children should identify another reason for disobedience – dislike of the command.

Possible Lesson Plan:

  1. Open with prayer.
  2. Scripture Reference: Jonah 1-3. Remember that Ninevah was the capital of the Assyrians, who were poised to conquer the entire land of Israel.


  1. Learning Game: Where in the world is Jonah now? Divide the class into 3 groups. Have each group pretend they are doing the evening news for one of the three cities: Joppa, Tarshish, Nineveh. How would the story of Jonah play in each? Where are these cities?


  1. Discuss disobedience again: Why did Jonah disobey God? Did he think the command was silly? Did he have trouble hearing God? Or did he dislike the command? Why? Remember that Nineveh was the capital of the Hebrews worst enemy. Did Jonah expect a warm welcome there? Did he have good cause to hate the Assyrians? Are you ever asked to do something you dislike? What? What were the consequences to Jonah for disobedience? What happens to you?

  1. Make a Port-a-Story Board:

Take a pizza box for each child; pizza places will usually give these to you for free if you ask. Line the inside bottom with light blue felt on the top, tan beach and dark blue sea on the bottom. Cut a large fish, Jonah, sailors, and boat out of felt and decorate with markers, yarn, felt clothes, etc.; or color figures from coloring book, cut out along with identical piece of felt and glue felt on the back. Use like flannelboard to tell the story. Cover the outside of the box with construction paper. Write “The Story of Jonah” on the top. Attach a handle of pipe cleaner or felt to carry the story board.


  1. Close with prayer.




  1. Children should know that a prophet is someone who speaks for God.
  2. Children should identify Isaiah as a prophet to the kingdom of Judah, the southern kingdom centered around Jerusalem.
  3. Children should know the story of Isaiah’s calling.
  4. Children should know that Isaiah prophesied about the coming of the Messiah.

Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Isaiah 6, 37:33-38:8, 39. This would be a good time to mention again the split between Israel and Judah and that Isaiah was an advisor to the kings of Judah. During Isaiah’s lifetime, the kingdom of Israel in the north would be captured by the Assyrians and utterly destroyed, but Judah was spared, only to fall later to the Babylonians. 


  1. Learning Game: Hangman. Pass out to each student a card with a word from the chapter on it: Isaiah, Hezekiah, Sennacherib, Assyria, seraphim, coal, etc. Play Hangman with each word.

  1. Discuss the role of a prophet: What are some other ways God can speak to us? What did prophets speak about? (the future, yes, but also advice for the kings of their day and words of warning. Do we have prophets today? Paul talks of prophets in his epistles as an existing ministry. Who might be a prophet today?


  1. Make a tuna can incense burner. Have a tuna can for each child. Freeze the can full of water and bring to church and place in freezer during Liturgy. Use hammer and nails to produce a pleasing design on the sides. Remove ice. Punch 3 holes along the top rim and cut a length of wire for each. Twist wires to attach to can and to each other to make a hanger. You can actually burn incense and charcoal with this in your icon corner at home.


6. Close with prayer.




  1. Children should again identify a prophet as one who speaks for God.
  2. They should identify Jeremiah as a prophet who lived in Judah.
  3. Children should identify Jeremiah as author of the book of Jeremiah and of the Lamentations.
  4. Children should know that Jeremiah prophesied the fall of Jerusalem to the Babylonians and lived to see that fulfilled.
  5. Children should identify Nebuchadnezzar as King of Babylon.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Jeremiah 13:1-11 and (if there’s time) chapter 28. Jeremiah like Isaiah preached in Judah, the southern kingdom, but later, under the reign of Zedekiah, the last king of Judah. During this time, the Babylonians sacked the temple and took captives; later they returned and leveled the city.


  1. Learning Game: Out-lister – Give the students each a paper with three headings across the top: Kings, Prophets, Bible Places. Give them 5 minutes to write as long a list as they can for each category. The student with the longest total list is the winner, but he must be ready to identify the entry if questioned about its appropriateness.


  1. Discussion: What did God say to Judah with the belt (or girdle) demonstration? Was there truth to the statement? How did Jeremiah tell us how to tell a true prophet from a false one? Why was Jerusalem destroyed? Was God “fair” to the Jewish people? 


  1. Make Jeremiah’s Girdle:

A girdle was actually a belt worn to keep their flowing robes from billowing out too much. Make this one out of felt. Cut a 6x36-inch piece of felt for each student. Punch several holes in each of the short ends. Cut out a 4x4 square of felt also for each student. Staple or glue the “pocket” in the middle of the back of the girdle. Tie yarn in each of the holes as fringe.  Alternatively, use a piece of fleece, cut fringe at ends, and make long enough to be a scarf to use at home, as a reminder of Jeremiah.


  1. Close with prayer.




  1. Students should identify Ezekiel as a prophet during the Babylonian captivity.
  2. Students should identify Ezekiel as the author of the book of Ezekiel.
  3. Students should know at least one of his major visions – the bones.

Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Ezekiel 1:1-28, 3:1-9, 37:1-14. Ezekiel was a contemporary of Jeremiah but was one of the many taken captive by Babylon (along with Daniel and his 3 friends). Initially, Nebuchadnezzar did not destroy Jerusalem or the Temple and left Zedekiah as puppet king. Ezekiel prophesied from Babylon and Jeremiah from Jerusalem, calling the people to repentance. But they would not listen, and 10 years later the Temple of Solomon was destroyed and the city of Jerusalem wrecked.


  1. Learning Game: Pictionary. There are 3 major visions here described. Assign each to one student and have the chosen student try to draw the vision for the class to guess.


  1. Service Reference: When do we hear the vision of the bones in Church? Every year during Holy Week! Which service? (Holy Saturday matins, usually celebrated Friday evening)


  1. Discussion: What is the meaning of the vision of the bones? The wheels? The scroll? Who else in the Scriptures had a vision? (Jacob and his ladder, etc.) Have you ever had a dream? What’s the difference between a vision and a dream? Have you ever had a vision? Do people have visions today anyway?


  1. Make an Ezekiel’s Bones Puzzle: Before class, cut the skeleton on the next page out of white paper. Give each child a set of bones in an envelope and a piece of black construction paper. Have him glue the bones into a coherent skeleton on his construction paper. Then cut the entire piece of paper into puzzle pieces. Put the pieces back in the envelope. Have fun!


  1. Close with prayer.


Shadrach, Meshach, and Abednego




  1. Children should be able to identify Shadrach, Meshach, and Abednego as the three young men in the fire.
  2. Children should be able to tell the story of the three young men.
  3. Children should identify Nebuchadnezzar as King of Babylon and the Jewish people as his prisoners.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Daniel 3. Daniel and his friends, were taken as captives to Nebuchadnezzar’s palace in Babylon. They were given Babylonian names: Daniel became Belteshazzar, Hananiah became Shadrach, Mishael became Meshach, and Azariah became Abednego. I’ve never figured out why Daniel is known by his Jewish name and the others by their Babylonian names!


  1. Learning Game: The Big Step. Just as before, line up the students at one end of the classroom and the teacher at the other. Ask questions from the lesson. If the student gives the correct answer, he can take a step. If not, take the question to the next student. First to cross the room is the winner.


  1. Discussion: The story of the 3 young men in the fire is told over and over in the canons around Pascha-time. Why? This story from the Old Testament is thought to be a foreshadowing of the descent of Christ into hell to save the captives. What is a foreshadowing? Who does Nebuchadnezzar represent?


  1. Make Peanut People:

Take half a peanut for each character: 3 young men, Jesus, and Nebuchadnezzar. Decorate each peanut half as the person with faces drawn with markers and bits of yarn or fabric or felt for hats, hair, etc. Put a Peanut Person on each finger and tell the story! Someone in the class allergic to peanuts? No problem! Take small strips of paper or cardstock, wrap each into a cylinder the size of a fingertip, and make finger puppets with the same decorations.


6. Close with prayer.




  1. Children should be able to identify the Apocrypha as books that are in the Septuagint Greek Bible but not the Hebrew Bible.
  2. Children should be able to tell the story of Tobit.

Possible Lesson Plan:

  1. Open with prayer.


  1. Tell the story of Tobit (use highlighted words for the game board):

During the sad days when the Jewish people were held as slaves by

the Babylonians, there lived a man named Tobit. Tobit had a son named Tobias. Tobit and Tobias, even though they were captives of the Babylonians, helped their fellow-Hebrews whenever they could. Because of this, the king Esarhaddon did not like Tobit and Tobias and made their lives hard. Finally Tobit became blind; he could not see at all. Life seemed hopeless, and Tobit prayed to God that he should die.

At the same time, in Ecbatana, there lived a Hebrew girl named Sarah. She was also praying to God. Seven times she was married; and seven times the demon Asmodaeus killed her new husband on their wedding night.

One day, Tobit sent his son Tobias to Media to collect ten silver coins; they needed the coins to live since Tobit could not work.  He hired a man named Azariah as a traveling companion, but Azariah was really the angel Raphael, sent by God to heal both Tobit and Sarah.  As they traveled by the river Tigris, Tobias caught a fish. Azariah told him to save the heart, liver, and gall of the fish. Soon Tobias arrived in Ecbatana. There he met Sarah. They were cousins! Tobias fell in love with Sarah and they decided to get married. On their wedding night, Tobias burned the heart and liver of the fish; the awful smell drove the wicked demon away to Egypt. Sarah and Tobias were saved!

Tobias returned home to his father. What rejoicing! He had been gone so long that Tobit had thought he had been killed. Tobias rubbed his father’s eyes with the gall of the fish. Tobit could see again!  They thanked God for His faithfulness and goodness in sending the angel Raphael to help them.


  1. Learning Game: Make the game below.

  1. Discussion: What is the Apocrypha? (books contained in the Greek version of the Old Testament, known as the Septuagint, but not in the Hebrew. Why do some Christians include it in their Bible and some do not?


  1. Make a game. Draw an S-shaped game path on a piece of poster board. Divide into spaces. On each space, write the name of a character, a place, or a thing from the story. Make a spinner from a small paper plate. Divide it into 3 sections. Label each section “people”, “places”, or “things”. Attach cardboard spinner with brad. When each player spins, he moves to the next space on the board of that category.


  1. Close with prayer.





  1. Children should identify Daniel as a prophet.
  2. Children should identify Daniel as the author of the book of Daniel.
  3. Children should be able to tell the story of Daniel in the lion’s den.
  4. Children should identify Belshazzar as the last king of Babylon and to tell the story of the handwriting on the wall.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Daniel 5 & 6.  Remind the students that Daniel lived during one of the most exciting periods in the history of Mesopotamia (Where’s that?). Babylon, under Nebuchadnezzar, rose to its greatest prominence, with its Hanging Gardens one of the wonders of the ancient world. But, under Belshazzar, his successor, Babylon was conquered by Cyrus of Persia, who marched into the city with his army in the dead of night on the dry bed of the Euphrates River that flowed under the city walls (after damming the river!). Cyrus was succeeded by Darius.


  1. Learning Game: Divide the class into 2 groups. Each group has 5 minutes to prepare a skit about either “The Handwriting on the Wall” or “Daniel in the Lion’s Den”. Then have each group perform for each other.


  1. Discussion: God protected and helped Daniel in difficult situations. Which ones? How has God helped and protected you and your family? Daniel was obedient to God. Why is obedience important? What did Samuel say to Saul? Daniel had great faith in God. What does it mean to have faith? Why is faith important? How does obedience show faith? Daniel always put God first in his life. How did he show this? Do you put God first? How do you show it?

  1. Make a Diorama:

Begin with a small box like a shoebox for each child. Cut out the front panel. Cut a piece of construction paper to fit the back; color it as scenery and glue in place inside the box. Now make figures for Daniel, Darius, the wicked advisors, and the lions out of pipe cleaners. Use modeling clay as a base to stand the figures and place them in the diorama.


6. Close with prayer.




  1. Children should be able to identify Esther as Queen of Persia.
  2. Children should be able to identify her husband Ahasuerus and Mordecai and Haman.
  3. Children should be able to tell the story of Esther.

Possible Lesson Plan:

  1. Open with prayer.
  2. Scripture Reference: Esther 5:1-8 and chapter 7. Unless you want to read the entire book, set the scene for the students. Ahasuerus, also known as Xerxes (his Greek name), king of Persia, chose Esther, a Jewish girl living in in Persia, as his queen, after his previous queen, Vashti, refused to obey him. Haman was his chief advisor. Mordecai, Esther’s cousin, has learned that Haman has tricked the king into ordering the death of all the Jews. But, Esther is not supposed to go to her husband, the king, unless he first calls her; the punishment is death! As you read the Scriptures aloud, have the students shake noisemakers and boo every time the villain, Haman, is named. This is exactly the way Purim, the holiday commemorating Esther, is celebrated in a Jewish synagogue to this day.


  1. Learning Game: Line ‘em up! – Write the events of the story on cards, one for each student. Have the students read their cards aloud and line up in the correct order to tell the story.


  1. Discussion: Esther was willing to go to the king even if she died for it. This decision took great courage. What decisions have you made that took courage? What do you think might have happened if Esther had been too afraid to go before the king? Mordecai believed that God would take care of Esther. How does God care for us?

  1. Make Esther Glove Puppets:

Take a white or beige gardening glove for each child. Decorate each finger with little bits of fabric, lace, felt, beads, and markers to be the major characters of the story: Haman on the thumb, Queen Vashti on the little finger, and Esther, Ahasuerus, and Mordecai on the other fingers. Tell the story, killing first Vashti and then Haman by bending down the fingers. You can decorate the palm as a palace with fabric paint or markers if desired.

  1. Close with prayer.

Minor Prophets -- Habakkuk



  1. Students should identify Habakkuk as a prophet who prophecies of the coming Messiah, Jesus Christ.
  2. Students should be able to tell of his message to the people of Judah.
  3. Students should be able to tell the story of Daniel and Habakkuk.
  4. Students should learn the names of all 12 “minor prophets”.


Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Habakkuk lived in the land of Judea during the time of the prophets Daniel and Jeremiah. Read Daniel 22:33 -- In the book of Daniel, according to the Septuagint, an angel told Habakkuk to take his stew and bread to Daniel while he was in the lion’s den. Habakkuk was in Judea; Daniel in Babylon. The angel transported Habakkuk to Babylon and provided food for Daniel! The icon on the right pictures Daniel in the lion’s den with Habakkuk and the angel above him and Christ above all. As to the message of the Lord to His people through Habakkuk, Habakkuk saw the terrible evil among his own people and spoke to them of God’s coming judgment at the hands of the Babylonians. The icon on the left pictures Habakkuk’s vision of the Babylonian army in its pride. Who then can we trust? Read Habakkuk’s answer in Habakkuk 3:17-19. Finally, read 2:20 and 3:3 – prophecies of the coming of Jesus 600 years before the Nativity. Habakkuk – a short book with a lot to say!


  1. Learning Game: Try Concentration with all 12 minor prophets.


  1. Discussion: How would you like to go down in history as a “minor prophet”? No one knows who you are or what you said and did individually! But these were real people, speaking for the Lord from very different vantage points. Compare and contrast Habakkuk and Jonah (whom you’ve already met).  Where were they from? Who were they to speak to? What was the response of each to God’s calling? What was the message? What was the outcome for each?


  1. Make “Habakkuk’s Stew”: Try making a real stew if you have access to a kitchen. Cut the meat, chop the vegetables, boil and enjoy with bread. OR, take a small plastic cup, silver or black if possible. Poke two holes across from each other near the top and attach a pipe cleaner for a handle. Squirt in a good quantity of glue and add dried beans, barley, dried peas and corn,  in a pleasing arrangement. When it dries, spray with clear spray to make the stew pot more permanent. Consider using as a Christmas ornament; Habakkuk’s prophecy is read at Nativity.


  1. Close with prayer. Pray that we will respond to God’s call as did Ninevah, and not as did Judah.

Minor Prophets -- Micah



  1. Children should be able to identify Micah as a prophet who spoke for God.
  2. Children should know that Micah lived in Judah, the southern kingdom.
  3. Children should know that Micah prophesied the birth of Jesus in Bethlehem.
  4. The main thrust of Micah’s message was the destruction of Samaria and Jerusalem.


Possible Lesson Plan:

  1. Open with prayer.
  2. Scripture Reference: Micah 1:1-12, Micah 6:8 and Micah 5:2-4. Micah lived near Jerusalem, a contemporary of Isaiah, but correctly prophesied the destruction of Jerusalem 100 years later.


  1. Learning Game: Quotations – Take a well-known quotation from each of the “minor prophets” (yes, there are well-known quotations, you just may not know where they’re from!) and write each on an index card. Tear the cards in half and give one half of each quote to each student and hide the other around the room. Students must find their missing half. Now read all aloud. Some suggestions would be:

Hosea 11:1      Obadiah 4       Nahum 1:3a                 Haggai 2:9

Joel 3:10          Jonah 2:1         Habakkuk 3:19            Zechariah 9:9

Amos 3:7         Micah 6:8        Zephaniah 1:7a            Malachi 3:1a


  1. Review the prophecies about the Christ: Isaiah? (born of a virgin, a Nazarene, suffering and death); Micah? (born in Bethlehem); Jeremiah? (the slaying of all children under two); Zechariah? (riding on a donkey), Malachi (John the Baptist). These prophecies are scattered all over the Old Testament, yet Jesus fulfilled them all!
  3. Make a “Kindness Jar”:

Read Micah 6:8: What does God want of us? “Mercy” is similar to kindness. Have eachchild write on small red paper hearts several acts of kindness that he or she could perform – for parents, for friends, for school, for the church. For example, “Tidy my room”, “Empty the trash”, “Pick up used candles”, etc. Cover a jar or can with a piece of construction paper. Write on it “Kindness Jar” and decorate it with hearts, flowers, etc. Take the jar home and remove a heart each day and do what it says.  

  1. Close with prayer.


Ezra and Nehemiah



  1. Children should be able to identify Ezra as the priest who brought the law back to Jerusalem.
  2. Children should identify Nehemiah as the Jewish governor who rebuilt the city wall.
  3. Children should identify Cyrus and Darius as the kings of Persia who allowed the work.

Possible Lesson Plan:

  1. Open with prayer.


  1. Scripture Reference: Nehemiah 2:1-6, 4:6-23, 8:1-9.


  1. Learning Game: Try 20 Questions: Write the names of Ezra, Nehemiah, Artaxerxes on slips of paper. Let a student choose a name; the others have 20 questions (“yes” or “no” only) to guess the identity of the person. Then move on to the next name.


  1. Discussion: This is a good time to review this very difficult period in Jewish history. Remind the children of the line of kings from Saul to David to Solomon and the glory of the temple in Jerusalem. Review the split of the people into the northern kingdom, Israel, with its capital in Samaria and the southern kingdom, Judah, with its capital in Jerusalem. With older children, you can make comparisons with our own Civil War. God was not happy! He sent prophets to both kingdoms – Elijah and Elisha to Israel and Isaiah, Amos, Micah, and Jeremiah to Judah. Which prophet was sent to the Assyrians? (Jonah) Review the fall of Israel to the Assyrians and of Judah to the Babylonians. Who was the king of Babylon? (Nebuchadnezzar). Who were some of the prisoners taken back to Babylon? (Shadrach, Meshach, Abednego, Daniel, Ezekiel) Review their stories from captivity. Now Nebuchadnezzar’s heir Belshazzar has fallen to Cyrus of Persia (He sneaked into Babylon in the bed of the river). People began returning to Palestine from Babylon in the days of Cyrus of Persia under the Jewish governor Jerubbabel. But work on the city bogged down due to opposition from their neighbors and did not resume for 15 years during the reign of Darius. Now, with the blessing of Artaxerxes, Ezra is sent to re-institute the law and Nehemiah to rebuild the wall, each with the blessing of Persia. Haggai and Zechariah preached during the early work and Malachi during the time of Nehemiah.


  1. Make “Ezra’s Scroll of the Law”: Take a piece of brown wrapping paper. Write on it the 10 Commandments. Roll into a scroll and tie with a ribbon. Review the Commandments to be sure they’re still memorized.


  1. Close with prayer.




  1. Students should be able to identify Judah Maccabee as the hero and Antiochus as the wicked king.
  2. Students should know that the story of Maccabees is the basis for the Jewish feast of Hanukkah.
  3. Students should understand the meaning behind the 8 candles of the Hanukkah menorah and the one to use to light the others.


Possible Lesson Plan:

  1. Open with prayer.


  1. Tell the story of Judah Maccabee and his brothers:

Church School will start a bit late today, because I’ll use my tape, “The Story of Hanukkah” to tell the story for everyone during opening exercises.


  1. Play with a dreidl: You can get one of these at any party store. Each letter has a meaning. Each child starts with about 20 raisins. Each puts one raisin in the center of the table. They take turns spinning the dreidl. If it lands on Nun, they get nothing. If it lands on Shin, they have to give a raisin to each player. If it lands on Heh, they get half of the raisins in the center. And if it lands on Gimmal, they get all the raisins in the center. When you decide time is up, the child with the most raisins is the winner, and each gets to eat his raisins.


  1. Discussion: Hanukkah is celebrated in late December and is often referred to as the “Jewish Christmas”. Does Hanukkah have anything to do with the birth of Jesus? Whose story is told? We left Jewish history with the return from Babylon under the Persians. But the Persians were ousted by the Greeks under the Macedonian king Alexander the Great. Alexander’s empire collapsed with his death, but the Greek influence continued in Palestine under a whole dynasty of kings, all with the same name! What was it? (Antiochus). It was Antiochus IV with whom the Maccabees had problems. What miracle occurred? How many days did the lamp in the great menorah burn? Why are there nine candles on the Hanukkah menorah? (one to light the others with)

  1. Make your own dreidl: Use self-hardening clay to shape the dreidl. Engrave one of the letters on each side. Embed a spinner from a toothpick or a piece of dowel or wooden skewer. Allow to dry and enjoy!


  1. Close with prayer.