Worn out running shoes

In reading the Scripture passage Acts 8:4-40, for this week’s lesson, “Philip: Consistency”, I noticed Philip ran to catch the Ethiopian’s chariot. I’m thinking about carrying a pair of old running shoes to class and asking members to suppose they were Philip’s. They were well worn when he used them to bring good news to the Ethiopian. Does God ask us to fill Philip's shoes? Would they fit you well?

Philip, a winsome person

Sonshine posted her study questions on the lesson, “Philip Consistency”. Instead of taking the “consistency” angle proposed by LifeWay, her questions focus on the idea that God wants us to share the gospel with all peoples. She asks, “Who are the Samaritans?” She goes further by asking, “Why is the Ethiopian conversion an important story for us?”

Frankly as I read the background passage, Acts 8:4-40, I’m still in awe of the unquestionable work of the Holy Spirit.

S. Wiley of Carmel Baptist offers a lesson plan that approaches the material with the idea that Philip was a winsome person. Consider asking class members to define winsome and ask them to call out names of people they consider to be winsome. Here is one example in the news.

Phillip: Consistency, Acts 8:4-40

Philip: Consistency from Acts 8:4-40 is our lesson this week. In his remarks about it, Daniel Haigwood comments about consistency in a manner similar to Kendall Easley, the writer of the LifeWay Adult Commentary on Acts.

What, or who do you think of when you think of “consistency?” The thoughts necessary for a consistent golf swing come to my mind. We know we should witness consistently like Philip, but generally, we do not. Do you plan to use the Acts 8 focal passages to help members become more consistent witnesses?

A little bit of history

Because of the various Jewish groups mentioned in Acts 6-7, the background passage for “Stephen: Boldness”, Executive Pastor Jay Hancock of Carmel Baptist Church posted a crash course in Jewish History as well as a Historical Backgrounder for Acts (in PPT). He also posted a lesson plan, which is helpful. Thanks Jay!

Rock the boat, or not

Daniel Haigwood describes his bold witnessing in the article, “The Chase was on”. That’s how he’ll start his lesson, I suppose.

Jeff Meyer’s lesson plan uses LifeWay’s ideas for introducing the lesson, which I like since they require members to do comparative thinking and analysis.

Stephen: Boldness, Acts 6 and 7

The lesson this week is, “Stephen: Boldness,” which is based on Acts 6&7. My lesson last Sunday went pretty well. Everyone locked into the main points, but some of my ancillary ideas were not appreciated (eg. the connection between a little utilized, but vast, available solar power and a equally untapped, immeasurably powerful Holy Spirit). I was either presumptuous, or bold :-).

I’m not sure what, or who personifies boldness these days. Maybe some picture comes to mind? Like the one of a cat walking in front of a line of German Shepherds?

How do you plan to start a discussion on boldness?

PPT slides for Empowered to Help

When teaching Acts 4:2 in the lesson, “Empowered to Help”, consider using this joke that demonstrates illogic. The Sadducees didn’t believe in a resurrection because of their particular reasoning about the Law. The Law required a man to marry his deceased brother’s wife. A resurrection was impossible they reasoned since she would necessarily have more than one husband in the end.

For those interested in using PowerPoint, I posted a complete version of my slides for the lesson. If you have any questions about the slides, don’t hesitate to ask!

Power in the Name

I’ll probably base my lesson plan on the commentary, “Empowered to Help,” by Sam Tullock. I particularly like the context in which he explains Acts 3, 4 and 5. This helps me understand how to teach the background passage in the cultural context of today’s church.

Power and energy are big topics in the news. We can read about the power of the wind, or the power in a peanut. LifeWay’s Adult Extra suggests starting the lesson with five ways to have more energy.

I think I’ll start with the song All Hail the Power of Jesus’ Name, and then go into a discussion about available power from various sources (which will end with a challenge to look for examples of the power of the Holy Spirit in the lesson passage).

Here is a draft of my PPT slides. I post these early so that you have an opportunity to fill in key points in the text boxes labeled “To be completed”. If you have a good point to add, please post it so that everyone can benefit from what the Holy Spirit has taught you.

Talk of the town

Employees in a former company where I worked were often encouraged to “make a difference.” As I read the background passage, Acts 3, 4 and 5 for the lesson titled:
Empowered to Help, I see the Apostles making a difference in Jerusalem. You might say, “They were the talk of the town.”


Here is an interesting story about pastors who are making a difference in their town by addressing an obvious need.

Empowered to Help, Acts 3 and 4

A friend who owned a company explained why he did not use traditional advertising in his business by saying, “No one has time to read everything they receive. Everyone is too busy. They wouldn’t notice an ad by my company.”

He later sold the company for a hefty sum. Instead of traditional advertizing, he used a viral marketing approach. He sought to win editor’s awards from key industry magazines, and created a buzz among potential customers as a leading product.

According to item 6 in this story, a satisfied customer will tell three other people about their positive experience, and an unhappy customer will tell eleven others about a negative experience.

As you prepare to teach the lesson, Empowered To Help, based on Acts 3 and 4, think about what really makes the most difference in spreading the Gospel message. Is it traditional advertising, or a true witness of the resurrected Christ?

A question based lesson plan

First Baptist Church, Chester, Illinois posted its Sunday School Questions for the lesson, "Empowered to Witness" (I reproduced the questions below since the link above is not sticky).

Their tact is very different than that of Jeff Meyer's, which I posted yesterday. If you use the question-based plan, at some point you have to insert the reading of at least the key verses. Otherwise, the lesson is just a discussion that's not centered on a Bible passage.

Empowered to Witness
Lesson Passage Acts 1:1-2:47

-Tell the class your name and tell us if you have ever been called to testify in a court of law.
-Have you ever warned someone of a potential physical danger? If someone was about to pick-up a downed power-line that you knew was still live, wouldn't you tell them? Most of us would agree that we would have no problem warning others of eminent danger, sooo... why do we have difficulty in warning others against an eternity spent without Christ?
-Jesus had given a seemingly impossible mission: to be His witnesses in Jerusalem, in Judea and Samaria, and throughout the earth. How were His followers supposed to achieve this undertaking?
-What did the Disciples expect to happen according to verse 6? If you had been part of that group that day, how would you have reacted to Jesus' words?
-In your own words, how would you explain the nature of the power that was given by the Holy Spirit to the Disciples? What was its purpose?
-How should churches and individual believers go about making decisions concerning what sort of ministries to be involved in? When a ministry decision needs to be made; do you worry about how much it will cost...do you worry about not having enough volunteers...do you worry that it is something we've never done here before?
-True or False? Relying on the power of the Holy Spirit gives a believer the ability to be obedient in doing whatever God requires of him or her.
-Quickly someone tell us about the individual miracles that occurred in Acts 2:1-4. Do you believe God still brings about miracles like these today? Have you experienced any miracles? What was your experience? If you haven't experienced a miracle or you doubt that they still happen, what would it take for you to believe in the Holy Spirit's power?
-What was the purpose of God's using the Disciples to speak in languages they had never learned? Did the Holy Spirit quit working among men after that day in Jerusalem? Is there something that prevents you from depending on the Holy Spirit's power and help as a witness to others?
-Peter preached a powerful message. The Holy Spirit used his words to convict the hearts of thousands. What did Peter ask his listeners to do in response to his message? Why do you think Peter instructed the new believers to be baptized?
-Is personal evangelism an activity reserved for pastors, missionaries, deacons, or some kind of Super-Christians? Are you empowered by the Holy Spirit? What will you do with that power? As we close, pray that God would give you the desire, the power, and the opportunity to share your faith with someone this week.
-Next Sunday, the lesson is called "Empowered To Help". Study your lesson and read Acts 3:1-5:42. Answer this question; "When has the Holy Spirit worked through you to meet others' physical and spiritual needs?

Three section lesson plan

Jeff Meyer of Bayleaf Baptist Church offers a lesson plan for "Empowered to Witness". His lessons have three sections. He first introduces the lesson using LifeWay's suggestions. Next he does a verse-by-verse commentary on the focal passages. Lastly, he uses his remaining time to ask members a set of discussion questions.

I like this tact because his introduction gets people thinking about the aim of the lesson. Then he makes sure he covers the key Scriptures by commenting on each verse, and finally, he gets his class members involved and talking by asking good discussion questions, which he has prepared in advance.

How does your lesson plan compare?

Characteristics of a witness

I can identify with the story related by Daniel Haigwood in Talking about the wreck. Last February, we were involved in an automobile accident, and since I was stunned by it, I so appreciated one eye witness who went out of his way to make sure arriving police officers knew what happened and who did what.

As you teach this week’s lesson, “Empowered to Witness”, ask members if they recall an accident scene where they remember the important role some individual played in explaining what he/she witnessed at the scene. Or you can work thru this interesting approach of explaining a Brush With Death. As Haigwood does, relate these ideas to our lesson in an effort to help members appreciate key characteristics of a witness--they feel compelled to tell what they know.

Empowered to Witness, Acts 1 and 2

Sonshine’s study questions for the lesson, “Empowered to Witness,” focus on the disciples’ transformation into powerful witnesses for Christ. Start thinking now about how you will present Acts 1:4-8; 2:1-6,37-41, the focal passages for this first lesson from Acts.

For a variety of reasons many Christians do not have a habit of witnessing for Christ to unbelievers.

Yearbook predictions, or Name tags

While teaching the lesson, “Remain Faithful”, ask members to recall their high school yearbook prediction. Share the first part of this story, which mentions a yearbook prediction.

Or consider “adapting” Phyllis Merritt's approach for chapter 45 below to help you teach chapter 49. Use her name tag idea, but make up your own questions that can be answered from the text.

Pin a large name tag on yourself entitled, TV Reporter. Pass around name tags for each person to choose and wear. Use these names first: Joseph, Reuben, Judah, Simeon, Benjamin. If more than five persons are present, add the others brothers’names (Genesis 35:23-26).

Ask each person to listen for the answers to the following questions as one person reads Genesis 45:4-15 aloud. Before class, write the following questions on paper large enough for everyone to see.

• Joseph, how could you control your emotions so well? (Genesis 45:1-2)
• Reuben, what was the first question Joseph asked, after telling who he was? (Genesis 45:3)
• Judah, what was your first thought when you found out who Joseph was? (Genesis 45:3-4)
• Joseph, why did you not use your powers to hurt your brothers for the wrongs they had done to you? (Genesis 45:5)
• Simeon, how did your brother Joseph explain God’s part in his unusual life? (Genesis 45:7-8)
• Reuben (or another brother), what instructions did he give you all? (Genesis 45:9-11)
• Benjamin, what concerns did Joseph say about your father? (Genesis 45:3,9,13)
• Simeon (or another brother), were you able to really believe that Joseph had forgiven you for selling him into slavery so many years before? (Genesis 45:14-15)

The text above is quoted from ADULT BIBLE STUDY IN BASIC ENGLISH TEACHING GUIDE GENESIS 12-50: FAMILY LIFE, Published by the BaptistWay Press.

A promise kept

The news story of the broken promise in “Remain Faithful” is not helpful to me. The idea in Step 2 of the lesson is how a promise from God can motivate us to faithful living.

Instead of using an example of a broken promise, consider picking a story that emphasizes, “a promise kept”. I liked this line about the student-athlete Bailes: “…despite being left out of the lineup all spring, Bailes maintained a great attitude and work ethic.” He was diligent and faithful despite adverse circumstances. I suppose he believed the promise made by his coach.

Remain Faithful, Genesis 47:27-50:26

After the death of Jacob, in Genesis 50:20-21, Joseph said to his deceitful brothers, “You intended to harm me, but God intended it for good to accomplish what is now being done, the saving of many lives. So then, don't be afraid. I will provide for you and your children.”

Joseph viewed the then current feeding of the children of Israel (Jacob) as having a Godly purpose. It was an act of Godly salvation in the context of extreme famine. That understanding enabled Joseph to promise to faithfully provide for his brothers as well as their children.

Joseph promised to remain faithful to his fearful brothers because he knew God was at work in the situation. This suggests that our faithfulness is enabled when we experience God’s faithfulness.

This leads me to ask, have you perceived the presence of God working in a situation? Did it lead to faithfulness on the part of those involved?

Theology points

We’ve all heard of the idea of “talking points”, but are you clear on what “theology points” you want to teach in the lesson, “Make Major Life Adjustments”? Essentially, what key beliefs about God, as revealed in Genesis 46 and 47, are you going to make? For example, you can make the point that God is faithful.

Senior Pastor, Kent Berghuis, of First Baptist Church in Lansdale, Pennsylvania, makes some theology points in a sermon outline for Genesis 46. For example, he asserts: “God confirms His promises.” But is that always the case in Scripture?

Have class members read the lesson focal passages, Genesis 46:1-7, 28-30, and 47:7-12 and call out what they teach about God.

Teaching points

David Self’s lesson plan for “Make Major Life Adjustments” suggests four teaching points in a time of life transition: (1) First seek God, (2) Consider everyone’s needs, (3) Plan ahead, and (4) Be humble.

I prefer these over what is suggested by the LifeWay Adult Leader Guide: (1) Apprehension, (2) Joy, and (3) Fulfillment.

Have you decided on your main teaching points for Sunday's lesson? Remember, we are not just teaching the Bible as a history book. Our desire is to see people’s lives changed by learning about God and their relationship with Him.

Turning points

Bob Deffinbaugh’s commentary on Genesis 46 and 47 is titled, “Life begins at 130”, since he sees the passage as describing turning points in Jacob’s life. Turning points can happen in different life categories, such as family (getting married), education (graduating), work (retiring), health (surgery), or spiritual (believing in Jesus Christ). Here is an example.

Perhaps you can use the idea of a life turning point to introduce your lesson. Ask class members to identify the top three or four turning points in their lives. Use this discussion as a springboard into your lesson.

Make Major Life Adjustments, Genesis 46,47

If you type “Genesis 46, 47” in a Google search box, you’ll get thousands of commentaries on Genesis 46:1-47:26, the background passage for this week’s LifeWay lesson titled, “Make Major Life Adjustments.” Filtering thru all those commentaries is impossible and not even desirable. I’m sure some of them would even take us down unwise paths.

However, I always enjoy looking at Sonshine’s study questions for the lesson to see what application angle she takes with respect to the given background passage. This week her application is to “prepare for now and eternity”.

Do you plan to apply the background passage this week in the manner described by the Lifeway Adult Leader Guide?

PPT slides for "Work Toward Reconciliation"

In case they might help you prepare, here is a link to my PPT slides for the lesson “Work Toward Reconciliation”.

Need a plan?

Well, Jeff Meyer continues to make his Genesis lesson plans available—see this link for his comments on Work Toward Reconciliation. I’m a little surprised, but I always enjoy his insights.

For a more detailed plan to teach the lesson, "Work Toward Reconciliation", see Russ Rosser's comments here (Carmel Baptist Church in Matthews, NC).

I’ll try to post my PPT slides, but it will be late Saturday (tomorrow) given all that I have on my plate :-) .

The joy of reconciliation

It looks like LifeWay’s Adult Extra will change in June (see the note at the end of this post, Work Toward Reconciliation, our lesson this week). The last part also makes it clear that reconciliation is not always possible.

I thought of the Godfather scene called “the kiss of death”, where Michael identifies his brother Fredo as the one who betrayed him. After their mother dies, Michael signals his henchman to do away with Fredo.

It's a sad scene and not very uplifting. However, it characterizes the results of a failure to reconcile. Contrast its pathos with that of the joy experienced by Joseph after he forgave his brothers of their treachery (Genesis 45). We have that to look forward to if we will reconcile broken relationships with others.

Getting started

For the lesson “Work Toward Reconciliation”, I thought about defining reconciliation, and then delineating how to achieve it.

The article, “If Look’s Could Kill” by Chip Bell brings out the importance and urgency of reconciliation. He also defines it as “change thoroughly”. He makes the point of how different God’s kingdom is from life in America using God’s word and quotes from two popular TV shows.

The article, “Effective Interpersonal Relationships” by Emery Nester offers a discussion of reconciliation in the context of developing effective interpersonal relationships.

In a previous post I mentioned the use of a peace pipe to help turn a broken relationship into a friendship. I presented the peace pipe as a gift, and the door to reconciliation was opened (see Prov 18:16a).

Work Toward Reconciliation, Genesis 43-45

To prepare to teach the lesson, “Work Toward Reconciliation”, I recommend that you first read the entire background passage: Genesis 43-45. It is emotion packed and full of drama. The story will touch your heart as Joseph finds purpose in all that has happened, and gives credit to God Almighty.

Not wanting to send Benjamin back with his brothers, verse 43:10 indicates that Jacob had delayed a return back to Egypt (poor Simeon, wonder what he must have been thinking?!). Jacob finally relented after the famine continued and the family was threatened again with starvation.

Ask class members under what circumstances do they employ procrastination? Ask them to name things they put off doing until the last moment, such as going to the doctor for a physical, or the procrastination examples offered in this video.

Peace about your lesson plan

In his blog, John Vandiver comments on the lesson, “When Presented With Challenging Tasks”, which is based on - Genesis 41:1-57. He brings to the lesson a point about misjudging people.

In his lesson plan, Jay Hancock raises the issue of an individual's self-esteem, which he describes as controversial.

Sonshine offers a series of thought provoking questions for this lesson. She summarizes its aim as an opportunity to gauge our growth in Christ by measuring our content with waiting on God.

As you can see there are many ways to approach this particular Bible passage, so what should you do? When I’m unsure of how I will approach a lesson, or what exact points I will teach, I get somewhat anxious. However, as I prepare, I settle down once I start to have my own plan in place (which may draw from other people’s ideas). I pray that you are on your way to a plan for this lesson that you have peace about!!

P.S. Due to travel next week, I’m unsure if I will be able to blog. :(

Put off the old, put on the new

Jeff Meyer of Bayleaf Baptist Church posted his lesson help for "When Presented with Challenging Tasks". His verse-by-verse commentary calls attention to Joseph shaving his beard before he meets with Pharaoh in keeping with Egyptian custom. He also changed his clothes. You might say Joseph "dressed for the part".

Later, Jeff's commentary highlights the ceremonional steps Pharaoh took to present Joseph in his new role. I think there are parallels here for believers to consider when they are presented with the challenging task of living the Christian life. Read Ray Stedman's devotional on Ephesians 4:22-24a, and see how this point might be used in your lesson.

You can carry this as far as you like: wear an old, tattered shirt to class, and change into a new shirt at this point in the lesson.

When presented with challenging tasks, Genesis 47

Co-teacher Curt did yeoman’s work teaching the lesson yesterday. He took time to put it into context, and then carefully worked thru the truth and application of each focal passage. He ended with a nice summary. I hope your lesson went well, too!

Proverbs 22:29 came to mind as I started reading this week’s lesson, “When Presented with Challenging Tasks”, based on Genesis 41:1-57. Joseph was skilled (at interpreting dreams), and he served before Kings—Pharaoh.

As you read chapter 47, take note of how much and how fast Joseph must have impressed Pharaoh. It’s incredible that so much responsibility would have been turned over to him so quickly.

One way to start this lesson is to share the story of a man who made a huge impression and got the job.

What do you do while you are waiting?

In the lesson, “When all hope seems lost” we are to learn that patience is necessary. Joseph had to wait 2 years before the cupbearer remembered him before Pharaoh. He trusted God, but what did he do during that 2-year waiting period?

A suggested list of “Things to do while you are waiting” offers us tips on what we can so while we are waiting. Ask members call out their answers to, “What do you do while you are waiting ______?” Select a few situations (fill in the blank) and suggested tips from the article and see how they compare to the answers given by members.

Seeking help restores hope

In the backgroud verses for Step 4 of “When all hope seems lost”, I found it interesting that Joseph ask the cupbearer to remember him before Pharaoh, but he didn’t ask the same favor of the baker. Obviously, Joseph knew from interpreting the baker’s dream that he would lose his head, and thus, it was futile to ask the baker to remember him before Pharaoh. This suggests to me that Joseph used discernment about the individuals from whom he might seek help.

So we need to avoid asking the wrong person for help, which results in “barking up the wrong tree”. We need to ask the right person, but we need to do it the right way.

Although the contexts are vastly different, consider adapting tips from the article, “The Art of Getting Help” (scroll down and read the part by Phil Agre) to see which ‘tips’ Joseph used. Did he use any not in the list suggested by Agre?

Serving restores hope

“Son, your dad will never leave this hospital alive.” These were shocking words. It was a Friday and I was desperately trying to find anyway that would enable my father to live longer. The doctor’s words came in response to my begging him to perform surgery to remove the cancer. I urged him to do anything that might help my father live. All hope was lost when the doctor refused (for good reasons, which I now understand and appreciate).

I spent the weekend with dad to be with him, to help comfort him, and to encourage him. Sometimes he would wheeze out, “How am I doing?” I’d tell him, “Great, I’m proud of you!” On Saturday, I pushed him around the hospital hallways in a wheelchair, and he worked out a smile for people as they passed by. On Sunday, I told him stories about going to the Texas State Fair with him as we looked out the over the Fair grounds in south Dallas, high up from our perch in Baylor Hospital.

Dad died that next Wednesday.

Looking back on this dark time in my life, I can understand that serving my father that weekend eased the pain of watching him die. It was an honor to wake at night and help him to the restroom, or get him a glass of water, or help him in some small way. At times, he joked and we laughed together. I was encouraged when I left on Monday.

Step 3 of the lesson, “When all hope seems lost” focuses on the need to help others when we are in a hopeless situation. Doing so restores hope. How can you help members appreciate this truth?

When all hope seems lost, Genesis 39-40

Since we only had 20 verses to cover yesterday, I taught without PPT slides and received some positive feedback from people that perceived a greater personal interaction than when I do use PPT. Perhaps the PPT slides become a distraction? I walk a fine line to prevent PPT from becoming the focus of attention, but I don’t always succeed. How about you?

The lesson this week, “When all hope seems lost” is based on Genesis 39:21-40:23. The origin of the phrase “grasp at straws” gives insight into its meaning—trying to find hope in a bad situation.

wikiHow tells us how to avoid making a bad situation worse, but what does the Bible tell us? Let’s dig in and find out what God’s word says!

New lesson blog

A new blog (to me) commentary on “When Tempted To Sin”, by Nick Smith of Village Baptist Church of Fayetteville, NC.

Another lesson plan in the form of a series of questions is given by Chester Baptist Church, Chester, IL.

Lastly, lesson plans by Jay Hancock and Russ Rosser of Carmel Baptist Church in Matthews, NC may be of help to you.

I'll use a minimum amount of PPT this week since we only have to cover 20 verses.

Soft pillow

David Self’s commentary on, “When tempted to sin,” mentions the adage: “Hell hath no fury like a woman scorned” when he relates the injustice suffered by Joseph. The origin of that saying is interesting because it also notes the companion saying, “Heaven has no rage like love to hatred turned.” Both statements describe ‘unparalleled anger’. In the case of Hell, the simile of a woman’s scorn is used.

In the case of Heaven, a person is not used—but love is turned to hatred without the example of a person. One might be tempted to adjust the saying to include a person, for example, Heaven has no rage like Satan turned (I have in mind when Satan rebelled against The Almighty). I don’t know if this appropriate, however, since Satan is no longer a resident of Heaven.

Gene Fant’s commentary on the lesson mentions a saying attributed to R.A. Torrey regarding Romans 8:28, which he likened to “A soft pillow for a tired heart.”

Perhaps you should carry a soft pillow to class on Sunday and ask members to identify a promise verse they rely on in times of trouble like a soft pillow.

Underlying motivation

Gregory Pouncey suggests, “When tempted to Sin”, to start the lesson with 10 characteristics of integrity. My sense is that his plan is focused on the sin of adultery, although he also explores the issue of injustice. Joseph was a victim of injustice, but surely Potiphar’s wife was the one more tempted?

Joseph was suddenly dropped into the strange new culture of Potiphar’s house. What survival tips would you have given him? Have a positive attitude? Be patient—help is on the way? Adjust, realize that things will never be the same as they were back home? Make the best of the situation—you’ll get over it? I ask this because I want the class to discover Joseph's underlying motivation. What do you think motivated Joseph to act the way he did?

When Tempted to Sin, Genesis 39

As indicated in Genesis 39, Joseph was tempted to sin numerous times by Potiphar’s wife. The lesson we can take from this is what we should do “When Tempted to Sin.” Joseph also faced many different types of temptation to sin after his brothers sold him into slavery, and later after he was falsely accused. How do you handle temptation?

For one strategy of dealing with temptation, see the previous entry Choose in Advance. Determine not to sin well in advance of the temptation. Prepare an escape plan to avoid the destroyer. Avoid small compromises. That is, don’t give Satan even the smallest beachhead. Keep your eye on your heavenly goal—don’t be sidetracked.

You could show these five steps to avoid temptation and ask members which ones work best. Ask them if the steps are foolproof? Why?

Group exercise

Commenting on “When Others Hate You”, Gene Fant notes Pink’s 100 similarities between Jesus Christ and Joseph. Twenty one are found in Genesis 37-38, our background passage this week. An interesting exercise would be to divide your class into groups and either have them search for the 21 similarities in Genesis 37-38, or give them the similarities and ask them to find the corresponding verses. Either one would get members into the scriptures.

P.S. For those who do not have Microsoft Word, you can download a free Word document reader that allows you to view, print, and copy .doc files such as this Genesis 37 lesson plan from Jay Hancock.

10 ways to recognize a jerk

Gigi Sykes’ commentary on “When Others Hate You” (the lesson this week from Genesis 37) describes Joseph as a jerk. Here are 10 ways to recognize a jerk. What’s your take, did Joseph measure up to be a first rate jerk?

When others hate you, Genesis 37-38

This lesson begins our study of the last great person of focus in the book of Genesis—Joseph. It is based on Genesis 37-38 and titled “When Others Hate You,” by Donald Raney. His comments mention “dysfunctional families.”

Likewise, Russ Rosser of Carmel Baptist Church in Matthews, NC, offers a lesson plan for “When Others Hate You,” with specific teachings about “dysfunctional families”. For example, he covers various types of parents including those who are defficient, controlling, abusive, and alcoholic. He discusses how these parental types might impact children, and how their negative effects can be overcome. What you may find useful is a questionnaire that members can use privately (if you offer it as a handout) to assess how they might be affected.

You could start the class by asking members to name ways to make an enemy. Write the list on a marker board as they call them out. Here is a starter list as a suggestion:

- If you are the favorite of the boss, be sure and let others know it.
- File a lawsuit against a neighbor, or co-worker.
- Tell someone who works for you that he/she is a ‘little person’.
- Falsely accuse someone,or lie about them to others. Make sure they know it was you.
- Cheat someone in a business deal.
- Blame a problem on someone else in the organization when it was really your fault.
- Brag to your family that you make more money than they do, or that you live in a bigger house.

Checking spiritual temperature

Russ Rosser of Carmel Baptist Church in Matthews, NC, offers a lesson plan for “Renewing Commitment”. His approach suggests (to me) the idea of illustrating Christian commitment using a thermometer. For example, a "spiritual thermometer" might register at one end whether you are lukewarm, or at the other, if you are serving God in “fiery holiness”? I suppose you could take a thermometer to class and use it in your illustration.

I’ve mentioned the idea of using a thermometer before in posts about sharing Jesus, and getting the class to listen up.

Lesson focus

As I prepare to teach, several possible directions to take the lesson typically occur to me. For example, for the lesson, “Renewing Commitment”, the busyness of our lives and how we are distracted in our relationship with the Lord is used in the lesson plan for Renewing Commitment by Jeff Meyer from Bayleaf Baptist Church. Alternately, you could emphasize how not to respond when you are wronged (Jacob’s sons reacted by murdering their sister’s rapist, for example). This is suggested in the lesson commentary by Sam Tullock. Again, the text permits a lesson approach based on how to properly dedicate something to the Lord. This idea is suggested by lesson comments from Jan Freeman Hixson, First Church of Springdale. Have you decided how you will approach this week’s lesson and what focus you’ll take?

Renewing Commitment, Genesis 34:1-36:43

A reasonable way to start the lesson, “Renewing Commitment,” based on Genesis 34:1-36:43, is to use the Lifeway Adult Leader Guide suggestion for displaying rechargeable items (batteries, etc) and asking members how they are like our spiritual lives.

This gets people thinking about renewal. Another approach is to use the idea of illustrating a “big mistake” using the game of Jenga, which is suggested in the lesson plan by Jay Hancock of Carmel Baptist Church in Matthews, NC. Recognizing the big mistake in their lives leads members to a renewal of commitment.

Lifeway teaching insight

Lifeway's Internet Producer, Dan Kassis, sends out a weekly email with lesson commentary. I reproduced this week's version below for those of you who do not receive his mail.

Happy Easter!
RW

Unit: Growth of Faith
Lesson: Celebrating Easter's Significance
Scriptures: John 20:1-18; 1 Corinthians 15:1-28

We take a break from our study of Genesis this week to celebrate our Lord Jesus' victory over death and fulfillment of prophecy in His sacrifice on a cross and resurrection from a tomb. Our lesson takes a look at both a gospel account of Jesus' resurrection and the apostle Paul's affirmation to the Corinthian church of this critical teaching.

It is apparently not enough to the world that Jesus suffered for our sins. He now has to suffer a decreasing level of significance in society. During the enlightenment period, philosophers doubted the gospels. In the 20th century, scientists doubted the creation account. Today academicians doubt everything the Bible says. We have come to a point in the 21st century when the very belief in God is being attacked by modern atheists with publishing deals and speaking tours.

Even Christians who attend Sunday School and Bible studies are prone to influence from the constant barrage against Jesus from the media - and sadly from some church pulpits. But the absolute, verifiable, and undeniable truth of Jesus' death, burial, and resurrection are just as significant today as they were when the events unfolded before eyewitnesses. As you teach this lesson, you must communicate to your learners that Easter is a time to celebrate Jesus. This is also a great opportunity to ensure that all who attend your class session have made their own decisions to receive Jesus as Lord and Savior.

Reading the eyewitness account of Jesus' resurrection in John 20, one perceives the depth of hope these people had put in their Teacher. Notice the way Peter and John ran to the tomb. Picture Mary weeping just outside the entrance. When she believes that the "gardener" has removed Jesus' body from the tomb, she resolutely states that she will take Him away. That one woman could have carried a body by herself is unlikely - but this only illustrates her determination to honor Jesus. The way she clings to the Lord when she finally recognizes Him further enforces this fact. What are the depths of the hope your learners have placed in Jesus? Easter Sunday is the perfect day to challenge them to rededicate their hearts fully to the Lord.

Paul's proclamation in 1 Corinthians 15:3-8 is one of the earliest writings that support the death, burial, bodily resurrection, and post-resurrection appearances of Jesus. On page 34 of Lee Strobel's excellent book, The Case for Christ (Zondervan, 1998), Denver Seminary professor Dr. Craig Blomberg is quoted as remarking that this creed can be dated to within two to five years after Jesus' resurrection. There is no way any skeptic could credibly refute the historicity of these apostolic claims. The faith we place in Jesus is a rock-solid faith based on fact. This is a wonderful truth to communicate to your learners on Resurrection Sunday!

Have you taken time lately to think about the significance of Jesus' death and resurrection? In what specific ways will you celebrate your new life in Christ?

Light, life, action!

Mark Rathel’s comments on “Celebrating Easter’s Significance” emphasize the “new beginning”, the clue of left behind clothing, and the “light of men”, or the moral illumination Jesus is to the lives of believers. How has Jesus shed light on darkness in your life?

Consider demonstrating how a cheap flashlight cuts on and off (even though it has fresh batteries in it) to illustrate how undependable man's efforts are at stimulating good moral behavior compared to the perfection found in Jesus Christ.

To get a flashlight on, we bang it, wiggle it, or shake it. To keep it on, we handle it carefully so as not to jar it. But the light of Jesus is totally dependable. His light never fails, and in Him we never walk in darkness (John 8:12).

Celebrating Easter’s Significance, John 20:1-9, 15-18; 1 Cor 15:3-6, 20-22

This Sunday we will not have Bible Study classes at Champion Forest Baptist Church (even though we have lot’s of new parking spaces, I suppose we can’t keep two groups on campus at the same time—those in a worship service, and those in a Bible Study Class). So I won’t blog about this week’s lesson, “Celebrating Easter’s Significance” except to call to your attention various lesson helps posted on the web, such as the lesson plan offered by Jeff Meyer, Bayleaf Baptist Church. I’ll continue to look for others and post them if it makes sense.

Manchester Baptist Church, Manchester, MO posted a few study questions for the lesson as did CornerStone Baptist Church, Arlington, TX.

Unexpectedly, life is flourishing after the Chernobyl disaster in Russia. Reading parts of the article may be useful for introducing your Easter lesson, which includes the resurrection of Jesus from the dead! He is risen!

Happy Easter!

Growing spiritually by praying for others

Your life may not be in crisis at the moment, but most likely you have friends, or family members whose lives are in turmoil. What should you do?

Jay Hancock of Carmel Baptist Church in Matthews, NC, posted his lesson plan for “Growing Spiritually Through Crises”. He includes a two-sheet handout, “Scripture Prayers for Your Family and Friends.” He illustrates how to use it with a prayer for his daughter. Again, concern for others is a sign of spiritual growth.

Consider using his handout in your class to help members pray personally for crisis situations in the lives of family or friends.

Evidence of Spiritual Growth

According to Genesis 32:7, when Jacob faced a crisis, he was “greatly afraid and distressed.” At first he made a plan to divide into two camps, which would guarantee the survival of at least half of his family. Concern for others is one way of demonstrating spiritual growth.

Later, he prayed to the LORD. This signaled another way in which he was “Growing Spiritually Through Crises.” We can’t put marks on a wall showing spiritual growth, for example, like we do to show growth in height. So how do we determine spiritual growth? Some possible examples of spiritual growth include: being encouraged by the truth found in God’s word, demonstrating a voluntary concern for the well being of others, performing acts of service in the name of the Lord, praying continually?

To be more systematic, make a list of 'evidences for spiritual growth' (see p. 32) found in Transformational Discipleship, by Sneed and Edgemon, LifeWay Press. Use this list to help class members apply the meaning of spiritual growth.

Why not publish your list as a comment to this post? I know that others would appreciate it!

Growing Spiritually Through Crises, Genesis 32-33

Opps! I got ahead of myself last Saturday and confused Jeff Meyer's comments on this week's lesson, "Growing Spiritually Through Crises" with his comments on last week's lesson, which was titled: "Learning about God's faithfulness." Sorry about that! I want to be a help, not a waste of time.

Here is a quiz to determine a descriptive label for how you act in a crisis. I'm a "soother", not a "super hero." Are you a "crazy," a "stormy," or a "comic relief"?

You might consider reading parts of this article, which describes a person whose life is one crisis after another.

Crisis

Jeff Meyer of Bayleaf Baptist Church posted his lesson plan for “Learning about God’s faithfulness”. I always enjoy his comments, for example, I liked his angle on life shaping crisis in this lesson.

Hated in-laws

A lesson plan for "Learning about God’s faithfulness,” written by Jay Hancock of Carmel Baptist Church in Matthews, NC, was posted on the web. He mentions bad family situations. Can you top this one? Maybe read a story from a wbsite titled, I Hate My In-Laws? Lord, help us.

I forgot to pray

The lesson, “Learning about God’s faithfulness” teaches us that God is faithful regardless of our circumstances, even when we fail to pray.

If you google the phrases, “I forgot to pray”, or “I did not pray”, you’ll get tens of thousands of search results. I point this out to illustrate that we often fail to pray as Christians about the safety of a loved one, some issue in our lives, or a particular circumstance. Yet, things work out okay. Why is that? Well, it illustrates how God is faithful even when we go about our lives oblivious to His involvement.

How many times have your class members failed to pray in some situation, but God was nevertheless faithful? What a God we serve!

A heart of worship

Reading Genesis 31:1-3 to prepare for Step 3 of the lesson, “Learning about God’s Faithfulness,” reminds me somewhat of Matthew 28:16-20. In both situations where believers needed encouragement, the Lord unexpectedly spoke a command—“Go” with a reminder, “I will be with you.”

First, He is faithful to intervene by speaking to the heart of the believer need. Second, He adds the assurance of His continnual presence. How faithful is that?!

When life gets tough, what do you do? Pastor Ben Edgington recommends worship. Read the section titled, “a sole with hope” of his message “Worship when life is tough”. It’s encouraging.

Learning about God's Faithfulness, Genesis 29:1-31:55

Studying Genesis 29:1-31:55 this week, we can see Jacob learning about God’s faithfulness. In His sovereignty, God allows pain and trouble in our lives so He can make His faithfulness known to us.

Uncle Laban’s gods were nothing more than impersonal idols. On the other hand, Jacob worshipped a very personal God who inspired dread (the Fear of Isaac). God had revealed Himself personally to Jacob at Bethel. Paul understood God as personal (see Phil 4:19). In what ways does God get personal with us?

Ask members to think about a time when the Lord has revealed Himself to them personally. What were their circumstances?

Filtering a message

In preparing for Step 3 of the lesson, “Responding to God with Faith,” you may want to read the comments of Bob Deffinbaugh on Genesis 28. I particularly like his application of John 1:51 (Jesus is the ladder of communication) to Jacob’s dream.

Today’s world offers many ways to send a message—phone call, text message, fax, email, snail mail, blog comment, etc. However, among the various messages we receive, how do we distinguish which ones are prank calls, solicitors, junk fax, spam, etc versus genuine communication from people we love and trust? We must apply a filter to each message. Ask members to discuss what filters they use to discern if they are receiving a message from God.

Moving tips

While considering Step 2 of the lesson, “Responding to God with Faith”, I thought about the times I have moved (relocated to another city, or state) in my life.

To help members study Genesis 28:1-10, ask them to recall a time they moved to a distant city. Perhaps it was dictated by the company they worked for, or it happened when they were in the military. What advice, or tips did they receive? To help with the discussion, share a few of these tips when moving to Los Angeles, or these moving tips from FlyLady.

Responding to God with Faith, Genesis 28:1-22

Genesis 28, the background passage for this week’s lesson, “Responding to God with Faith,” includes the account of “Jacob’s ladder”. The lesson aim is to encourage members to grow closer to the Lord by choosing to make “steps of faith” (ties into the idea of a ladder).

The I-am.org (of which NAMB is a member) created a list of ten steps of faith. Consider working this list to produce a ladder of steps of faith your class members can chose to take based on where they are in their relationship with Jesus Christ. The Leader Guide is silent on possible steps of faith members might take, so such a ladder may be helpful to you for encouraging members as you present your lesson.

Exploiting the net

Based on Genesis 25:1-27:46, the lesson, “Do you help or exploit?” is rich in possible lesson applications: individual motivations, favoritism, exploitation, and victimization to mention a few. What direction are you going to take the lesson?

With his lesson plan, David Flanigan offers a learner handout that may help set your direction on Sunday.

Blessing vs Birthright

You may want to read up on the difference between birthright and blessing before you present Step 3 of “Do you help or exploit?”, which is based on Genesis 27:6-8. The LifeWay Adult Leader guide confounds the two (p.144). As I understand it, birthright passes patriarchal authority in the family, whereas blessing passes on financial assets.

Ask members if they are familiar with the meaning of “bless his heart”, or “bless her heart”? I can hear Rebekah saying "bless his heart" about Esau as she gives her instructions to Jacob for stealing his blessing.

Less than they bargained for

Step 2 of “Do you help or exploit?” selects Genesis 25:29-34 as its focus. Esau got less than he bargained for—lentil soup rather than a stew.

Search Google and you’ll find lot’s of people who get less than they bargained for. If you give your class members a minute, they will tell you about the worst product they ever bought.

Do you help or exploit? Genesis 25-27

My, my. Last week’s lesson contained “Chick flick” elements, such as the love story between Isaac and Rebekah. This week’s lesson, however, “Do you help or exploit?”, reads more like an action/adventure story that’s full of intrigue.

The interaction between Isaac/Rebekah and their sons Esau and Jacob features parental favoritism, sibling rivalry, deceit, rebellion, and the Lord’s active role in the lives of men and women.

Start the lesson by asking members to tell about a time when they got a really good deal. This will start the class with members in a happy frame of mind since they were winners in some deal. Then ask them to describe how the loser in the deal must have felt?

“Do you believe in ‘signs’?”

Do you plan to ask the discussion question, “Do you believe in ‘signs’?” as part of Step 3 in the lesson, “Do you seek the Lord’s Guidance?”? If so, read comments on the issue from pastor Ron Ethridge at Woodward Avenue Baptist Church, Muscle Shoals, AL.

To spur the discussion, start by reading the example of someone wondering if God gave them a sign about stock market investing using an incident of washing and drying blankets.

How I do my job

Step 2 of Do you seek the Lord’s Guidance underscores the importance of understanding the details of a job, or task in order to complete it successfully. Consider asking members to tell a neighbor “how they do their job”. For fun, afterwards have a few members explain how someone else does their job.

Here is a story on the way blogging changed how one person does her job. Ask members to identify factors that changed how the reporter does her job. Apparently, the Lord is not a factor.

Read the quote below from this story and identify how the person does his job. He leaves God out, too, yet he is apparently successful. Why?

“When I broadcast, I wear my feelings on my sleeve. I let the game dictate to me how I do my job. I don't prepare a lot of statistical notes, my institutional memory is what I depend on. I never know where they're coming from or when they're going to be there, sometimes they don't mean anything and sometimes they mean more than others.”

Do you seek the Lord's Guidance? Genesis 24:1-67

Over the next three weeks, I’ll be involved in teaching a special series of lessons pertaining to 2008 Impact, our church wide campaign. However, I’ll continue to blog about the lessons from Genesis since we plan to teach them eventually.

LifeWay titled this week’s lesson from Genesis 24:1-67, “Do you seek the Lord’s Guidance?”. Its aim is to help members seek the Lord’s guidance in daily living.

Members will probably be familiar with a number of the decision-making techniques listed. Surely, some have used methods to consider the pros and cons, or conducted a cost-benefit analysis when faced with a choice.

Consider introducing the lesson by showing a list of such techniques and asking members about their experience with such methods at work, home, or church. Ask them to name a method they use that’s not on the list. Hopefully, someone will mention praying for guidance from the Lord.

Powerpoint slides I used to teach this lesson (combined with the previous lesson since I taught both as one lesson).

Make a commitment to be obedient

I thoroughly enjoyed reading Sam Tullock’s commentary on the lesson, “Do you obey in faith?”. Particularly, note how he listed the various tests that Abraham faced in Genesis 20-23. This makes for a great overview of the background passage to use in your class.

In case your interested, David Flanigan posted a complete lesson plan for “Do you obey in faith?”. I don't know David, but if anyone does, tell him to stop by and say hello.

As you think about how to wrap up your lesson, don't forget to encourage members to make a commitment to be obedient to the Lord. If there is an obstacle, or barrier preventing someone from making this commitment, it can be overcome by faith in God.

Spinning your wheels

In the LifeWay lesson, “Do you obey in faith?”, Step 4 is titled, “Do we follow through?” To follow through, we need to be accountable. Follow through on our commitment to be obedient is a measure of our trustworthiness.

Ask members how lack of follow through is like “spinning your wheels”?

As far as obedience is concerned, you’re not going anywhere.

Selective obedience: buffet style Christianity

I recommend reading Mark Rathel’s commentary on the lesson, “Do you obey in faith?”. He does a good job of relating other scriptures to Abraham’s task to sacrifice Isaac, such as Heb. 11:19, and John 19:17.

In reference to modern day believers, Rathel uses the term “selective obedience”. For example, Saul demonstrated selective obedience in 1 Sam 15:9. Perhaps you can use an illustration of eating from a buffet in Step 3 of the lesson. The video is a bit long, so use the points you want to make, and don't show the video?

Illustration of testing

The phrase, “When God doesn’t make sense” is usually associated with evil, or tragedy in the world. But you might also associate it with God’s command in Genesis 22:1-2, where Abraham was asked to sacrifice Isaac.

We can only imagine how valuable Isaac was to Abraham, and perhaps that is why God's command made sense. God wanted to test, or prove Abraham’s faith. The question is this: did Abraham still trust in the Lord, or had his faith shifted to his son of promise?

Can the fulfillment of a promise possibly supplant one’s faith in Jesus Christ? In what situations does God prove our faith today? (see 1 Peter 1:6-8)

As a teacher, I use exams to determine how well students understand material we’ve studied. Think about giving a brief quiz during step 2 of this week’s lesson, “Do you obey in faith?” It might work as “illustration of testing” if you reduced your quiz to three questions.Here other example quizzes.

Do you obey in faith?, Genesis 20:1-23:20

When I read the background passage, Genesis 20:1-23:20, for this week’s lesson, “Do you obey in faith?”, I thought of topics such as, God acting to protect Sarah, or God’s view of marriage, or negotiating an agreement Abraham style.

However, the LifeWay lesson emphasizes the notion of thoroughly obeying God. So I started thinking about examples in life where I am very careful to do as instructed. For instance, correctly completing a ballot. Get that wrong, and I waste my vote.

To start the lesson, have a discussion of modern day examples where we must follow instructions thoroughly and carefully. A few examples include: filing a rebate form, follow directions to a new destination, mixing an adhesive compound, and filling out a tax return. What others examples can you think of?

Powerpoint slides I used to teach this lesson (combined with the next lesson since I taught both as one lesson).

Powerpoint for "Do you care for others", Genesis 18-19

To teach “Do you care for others” from Genesis 18-19, consider using these questions posted by Cornerstone Baptist Church in Arlington, Tx.

Again, this week I’ll mention lesson commentary from Michael Reynolds, pastor of Central Baptist Church in Marion, Ohio.

Also, I posted my PPT slides that might be useful to some of you in teaching the lesson. Add your own comments, or questions, or change the photographs to make it your own!

Remember to pray for your class members. Ask God to transform individual lives as a result of your teaching His word!

What distracts you?

I’ve been in east Texas this week without Internet access, but late tomorrow, I hope to post at least a draft my PPT slides for “Do you care about others”.

What distracts you in life? A father made this watercolor painting after noticing how the T.V. distracted his son, who "looked back" as he passed through the room. What distracts class members enough to cause them to turn and look back?

What to pray

This week’s lesson, “Do you care about others,” focuses on caring for others enough to pray for them. 1 John 5:14 expresses the assurance we have that God answers our prayer if we offer it in agreement with His will.

Make a list of what to pray for others, such as (1) their relationship with Christ, (2) their obedience, (3) their worship of God, (4) that they would have wisdom and peace from God, (5) that they would trust the Lord, (6) repent of their sin and confess it to the Lord, (7) love and forgive others, (8) serve God, etc. I suggest that you have members make a list of people they are not particularly fond of and pray for them as I just outlined.

As a human, my natural desire is not to pray for people like this, especially ones I’m not particularly fond of. As a twist, ask members to suggest what they would like others to pray for them. Here is such a list from a single mom.

Do You Care About Others, Genesis 18:1-19:38

You can motivate this week’s lesson, “Do you care about others”, from Genesis 18:1-19:38, in several ways. David Self suggests using a “response to crisis” theme. Vicki Brantly begins by comparing her approach to prayer with how she shops for a list of items. Donald Raney reminds believers to do more than love each other and follow Jesus’ command to love both their enemies and those who persecute them.


How do you plan to get your lesson off the ground this week? Perhaps you can post a picture of various stages of a flower’s growth, and ask members to identify which stage best represents the growth in their concern for others.

Playing the lottery

I found a lesson commentary from Michael Reynolds, pastor of Central Baptist Church in Marion, Ohio. I appreciate it when pastors take time to help Bible teachers do a better job on Sunday Morning.

Sonshine posted questions for studying the lesson, “Do you trust the Lord’s promises?” as did First Baptist Church, Chester, Illinois.

In his commentary, pastor Michael raises the issue of misapplication of Scripture. He also raises the issue of Christians “playing the lottery” instead of trusting in the promises of God as recorded in Scripture.

Do you think Scripturally speaking, it is a sin for Christians to play the lottery? Is it just an unwise choice? Neither? (BTW: I don’t play the lottery, but I’m interested in what you think Scripture teaches). What do you think your class members think about playing the lottery?

Take God At His Word

The LifeWay leader material suggests singing the hymn, “Standing on the Promises” when you teach the lesson, “Do You Trust the Lord’s Promises?” An alternative is to have a musically talented class member sing the hymn, “Take Him At His Word”. Ask members to identify as many Bible promises as they can from the lyrics.

Timing is off

Reading, “Do you trust the Lord’s Promises”, I was reminded of Romans 4:20, which says, “[Abram] did not waver through unbelief regarding the promise of God.” So in what way did Abram not trust God in Genesis 16:1-3? His timing was off? His means of fulfillment was wrong?

Seems to me that he assumed God would not provide an heir through Sarai since she was beyond childbearing age, so he accepted Hagar as a substitute.

What causes us to make wrong assumptions regarding God’s promises? I think we rely on our own reasoning rather than trust God’s Word. Our lack of knowledge of Scripture is another possibility.

Ask members for examples of life situations where their timing was off, or demonstrate how we make wrong assumptions by reading a few selections from this list. You could take a few Chinese fortune cookies to class and have members open and read what’s inside as examples of empty promises. Under what conditions would this later suggestion make sense?

Know the Bible

Post up this photo from Faulke’s Telescope and use God’s illustration of counting the stars to teach, “Do you trust the Lord’s Promises?”. Abram worried about an heir, but God reassured him with an appraisal of righteousness. By what means does God reassure you today regarding, say, His promise of external Life to those that believe on the Lord Jesus Christ?

Time passed. Abram grew older. No heir was apparent. Doubt loomed. Abram deployed a contingency plan. He married Hagar and fathered Ishmael. What causes doubt in our minds about God keeping His promises? Answer: Not knowing His Word as given to us in the Bible.

Do you trust the Lord’s Promises

In the title of this week’s lesson, “Do you trust the Lord’s Promises,” the word trust grabs my attention. In Genesis 15:1-6, Abram believed God, but in verse 8, he ask the Lord God, “how am I to know…?”.

Abram wanted to move beyond trust to a place of knowing. At that point the LORD made a covenant with Abram (see Genesis 15:9-21).

As many Christians are, I am like Abram. I want to know rather than trust. Trusting is risky. Knowing offers certainty.

Manchester Baptist Church offers straight forward questions for this lesson that you might consider using as a 'pretest' to be given at the start of your lesson. Review the answers after your lesson.

What prevents us from trusting God's promises? (15:2-3)

How should we respond when God's promises have not materialized after many years of waiting? (16:2)

How should we respond to God when He fulfills His promises? (17:17-18)

Whom did Abram want to designate as his heir? (15:2-3)

Whom did Abram take as a wife at Sarai's request? (16:2-3)

By what name did the Lord identify Himself when He appeared to the 99-year-old Abram? (17:1)

What is the meaning of the name Isaac? (17:19)

Sanctity of Life Lesson

I'm over committed most of this week and will not be able to blog about the lesson.

Rats!

PowerPoint "God allows us to choose", Genesis 12-14

Thanks for answering the poll question on the right side of the page about use of PowerPoint in your class. For those of you who have not responded, please take a moment and vote. Here are my PPT slides for "God Allows Us to Chose".

The questions posted by First Baptist Church, Chester, Illinois appear below for the lesson, “God Allows Us to Choose” based on Genesis 12:1-9, 13:8-13. I think they can be a great help to making your class more interactive. However, answer the questions ahead of time yourself. Otherwise, it could turn into a situation of "the blind leading the blind".

Sunday School Questions for January 13

Many times people drift away from God and church. I'm sure many of us can think of some faces we have not seen in church lately. Could it be they are waiting for a word of encouragement from someone? How difficult would it be for this class to make a list of people that we have been missing and then volunteer in pairs and visit them, perhaps taking a small token gift, letting them know that we have been missing them and welcome them to come back?

1. Let's go around the room and say our names and tell us how many places you have lived in your life.
2. Today, all of us will make decisions that will affect our lives, some will be trivial, some important, and some spiritual. Who can give us an example of each one of these kind of decisions you will or already have made today?
3. Is having an abundance of choices a blessing? How so? Why does God allow people to choose whether they will follow Him?
4. In Abram's day, people rarely ventured from the safety and security of their families. Has God ever called you out of familiar territory to launch you in a strange land for His purposes? How did you respond? What was the outcome? What did you learn from this encounter with God?
5. Abram chose to trust and obey, which aided his fellowship with God. What effect do our choices to obey or not to obey God have on our fellowship with Him?
6. Would you prefer to be blessed by God or to be a blessing to others because of God? What is the difference? Reread 12:2-3.
7. All people choose either to obey or disobey the Lord. Deciding to do nothing equals disobedience. Why do you think Abram was willing to travel to the unknown land?Would you say that you are currently at a crossroads where God is calling you to step out of your comfort zone by faith and follow Him? How can you confirm that you are indeed hearing God's voice and not someone else's?
8. As we look at 12:7; what did Abram do as a form of worship? How does this act compare with what Noah did when he first emerged from the ark in 8:20? How did this action reinforce the intimate relationship each one had with God?
9. How do we worship God today? Which part of a worship service inspires you to truly worship the Lord? When was your most memorable time of worshiping God? How do you ensure that you are experiencing genuine worship and not merely going through the motions? Is corporate worship more valuable to you than your private worship? Why?
10. In 13:8-9; what was the reason Abram suggested that he and his nephew Lot part company? What does this say about Abram's character? As Lot chose the rich cities, Abram stayed on the less fertile soil of Canaan. What do these decisions tell us about their personal trust in God? How would you have chosen if you were Lot?
11. Lot knew the men of Sodom were wicked and still he wanted to be their neighbor. Have you ever compromised your relationship with God and danced with worldly temptations? How did God react to your choice?
12. Quickly someone read Joshua 24:14-15. The choice is yours! Whom will you worship? Whom will you give the center stage of your heart and life? Let's pray for one another.

Practice what we teach

In thinking about the lesson, “God allows us to choose,” I was reminded of the truism in a saying my co-teacher Curt uses: “We can make choices, but we can’t choose the consequences!”

Step 3 of the lesson advocates that we worship the Lord. Why? What are the benefits? When we studied Isaiah a couple of years ago, we learned that worshipping the Lord prevents spiritual blindness that comes from worshipping false gods. It helps us avoid foolish decisions, overcomes feelings of ineptness, renews our commitment to the One true God, who relieves our burdens, and He encourages us. Remember, God is high and lifted up. Certainly He is bigger than any challenge we face in our lives.

Take a moment in class to worship the Lord. As a class try singing Holy, Holy by Michael W. Smith

Hallelujah, Hallelujah, For our Lord God Almighty Reign
Hallelujah, Hallelujah, For our Lord God Almighty Reign
Hallelujah, Holy, Holy
Are you Lord God Almighty
Worthy is the Lamb
Worthy is the Lamb
You are Holy, Holy,
Are you Lord God Almighty
Worthy is the Lamb
Worthy is the Lamb
Amen

Hallelujah, Hallelujah, For our Lord God Almighty Reign
Hallelujah, Hallelujah, For our Lord God Almighty Reign
Hallelujah

Holy, Holy, Are you Lord God Almighty
Worthy is the Lamb
Worthy is the Lamb
You are Holy, Holy
Are you Lord God Almighty
Worthy is the Lamb
Worthy is the Lamb

You are Holy, Holy
Are you Lord God Almighty
Worthy is the Lamb
Worthy is the Lamb
(repeat)

What's most important

An answer in part to a comment on yesterday’s post is found in Mark Rathel’s commentary on this week’s lesson, “God allows us to choose”. Scripture records where Abram built altars, not just the fact that he built them. Rathel helps us understand the significance of their location.

Most importantly, Abram chose to obey God. I have a friend Vic who used to say obedience includes our “thought, word and deeds”. God gives believers a choice to obey Him. He wants us to think, talk and act like Christ Jesus 24 hours a day, 7 days a week. Like Abram, none of us are perfect, so as sinners we practice confession of sin to God, forgive others who sin against us, and voluntarily love others. It is most important to our sense of experiential relationship with Jesus that we choose to confess our sin, forgive others, and voluntarily love others. These don’t happen automatically. Our motivation is love of God and a desire to experience deep relationship with Him. BTW, what are the benefits of obedience to the Lord?

Several videos on this site might be useful to help members focus on what’s most important in their lives. I might use the first three minutes of this video.

Please answer the poll on the right about using PowerPoint in your class. Thanks!

God allows us to choose, Genesis 12-14

This week’s lesson, “God allows us to choose” is exciting, and action packed. Based on Genesis 12:1-14:24, it focuses on God’s call of Abram, his worship of the LORD, and his nephew Lot’s choices. But you have a choice to present some of the other great elements from the background passage—Abram’s decision to sojourn in Egypt, the LORD’s promise and command to Abram in 13:14-18, Abram’s decision to rescue Lot, or Melchizedek’s blessing of Abram.

Ask members to identify elements in life where they have a choice. Also, ask them to identify life elements where they have no choice. Ask them if people have a choice to follow God or not.

By the way, we had 123 people download the PowerPoint slides posted for last week’s lesson. I hope you’ll take a second and answer the poll question on the right. Please click one of the choices. Appreciate it!

PPT Slides for Genesis 10-11, God's Purposes Trump Human Pride

If you make some useful updates to my slides for "God's Purposes Trump Human Pride", send me a note so I can update them and make your change available to everyone else.

Thanks!

Dominos falling

I recommend reading Dr. Sam Tullock’s commentary on “God’s purposes trump human pride.” I’ve struggled in preparing this lesson with the phrase “God’s purposes”, but Dr. Tullock’s introduction helps establish a boundary on the term that makes sense to me for this lesson.

Visually, I picture God’s purposes being accomplished as dominos falling in various places. Once God put His plan into motion, there is no stopping it.

Organizing our lives using cool technology

The aim of this week’s lesson, “God’s purposes trump human pride”, according to the LifeWay Adult Leader Guide is to help believers organize their lives around God’s purposes (p. 65). What are God’s purposes? How do they compare to human desires?

We’re beyond using brick and tar, but in our technology-based culture, it’s common to hop on the bandwagon of the latest gadget and build our lives around them in order to be cool.

Ask members to tell a story about their use of some gadgets to organize their lives: personal computer, HDTV, personal navigator, mp3 player, text messaging, wearable cell phones, etc.

Site Update

The bar chart shows traffic to this site by month in 2007 (taken from statcounter.com). I reported traffic to this site in 2006, too. The doubling in year-over-year growth can be seen in the following average monthly statistics:

Year: ----------------> 2006 2007
Page loads: ----------> 2640 5296
Unique visitors: -----> 1046 2237
First time visitors: ---> 644 1327
Returning visitors: ---> 403 911

I assume the traffic growth is an indicator of the utility of the site even though it has not worked out as I originally envisioned. I thought it would be a ‘happening place’ of active discussion of the weekly LikeWay Explore the Bible lessons, but that hasn’t come to pass.

Nevertheless, I thank God for those of you who visit here. May the Lord continue to bless us in 2008 as we prepare together to teach His word each Sunday.