Symbolic comparison

Mark Lashley’s commentary on the lesson “Meet Divine Expectations” asks, “How are you taking care of your vineyard?” I like this direct application because it forces the reader to deal with the question, “To what symbol would God use to describe me?” (I’m assuming it’s not a vineyard.)

Israel was described symbolically as a blessed vineyard in Isaiah 5:1-12. They had every opportunity and were cared for, and should have produced righteousness. Instead they produced unrighteousness.

If God wrote a song about Christians, what would He use to symbolically describe them? “living stones”? (1 Pet 2:5) “a building”? (1 Cor 3:9-10). “good soldiers”? (2 Tim 2:3-6). “sojourners”? (1 Pet 2:11). “sheep” (John 21:16-17, 1 Pet 2:25, Heb 13:20).

I could go on to list: children, a family, a bride, salt and light, fish, and probably more.

Use this list to help your class understand the many ways in which God tries to help us understand how He thinks of us.

Classified ad

I personally do not drink alcohol and advise others not to out of wisdom, but it has not escaped me that wine has become such a fad in American culture. According to this article: “America's current interest in quality wine stems from a 1991 60 Minutes Program that examined the health benefits of moderate wine consumption.” It may have started innocently enough, but consumption has increased to the point that “wine today is part of the very fabric of America.”

Ancient Israel was enamored with wine, too (see Isaiah 5:11-12), so it seems that America has achieved par with Isaiah’s audience. Today, we give every aspect of wine great attention, but we have no regard and no respect for God.

I say all of the above because the Bible never ceases to amaze. What was true continues to be true, and I can only wonder about the depths of God’s understanding compared to our lack of the same.

The lesson is titled, “Meet Divine Expectations.” What are God’s expectations of Christians today? Paul gave us a hint in Romans 12:9-21.

Another source I read gave the illustration of an employer’s expectations for an employee. Maybe you could show a picture of a classified ad and analyze it with your class to get some understanding of the expectations the employer would have of an employee?

Meet Divine Expectations, Isaiah 5:1-14

This week we start a new series of lessons from Isaiah. Based on Isaiah 5:1-14, the first, “Meet Divine Expectations,” aims to help Christians live up to God’s expectations. To help get the point, Leroy Fenton’s comments on the lesson begins by asking what if Isaiah was the pastor of your church right now? How would you respond to his sermons?

I would summarize Chapter 5 as the parable of the tenants (Mark 12:1-12) with six woes against evildoers that illustrates the justice a holy God demands. Pretty sobering stuff, and having just studied the coming of the Lord in the Thessalonian letters, I wondered about Israel’s expected future (Jer. 31:35-37, Romans 11:25-26, Zech 12:10-13:1).

Note: We last studied Isaiah in March-May of 2006 (see previous blog posts starting Feb 27, 2006 by successively clicking on Newer Post in the lower left corner).

Labor day

Mark Cimijotti of Carmel Baptist Church posted his lesson plan for “You can keep at it” that includes a two-page learner handout (page down to the end of the document).

Faithful Jeff Meyer of Bayleaf Baptist also posted a lesson plan, and Kelly Kinto from Second Baptist, Houston posted a lesson plan. He relates his military experience of maintaining order to the lesson. His reference to ‘labor’ made me think of “Labor Day”.

My Powerpoint slides for “You can keep at it” may be helpful to some of you, too.

PPT slides for "You can keep at it", 2 Thessalonians 3:1-18

I posted a version of my slides for Sunday’s lesson, “You can keep at it.” Howver, I plan to study a few more sources before I finalize my thoughts. So feel free to send me your changes or ideas about the slides (ronnieward AT SIGN yahoo DOT com), or post a comment on this blog.

Perseverance

To illustrate the idea behind the word translated perseverance in 2 Thes 3:5, which is used in Step 3 of the lesson, “You can keep at it,” I plan to show a video clip of Eric Liddell from the movie Chariots of Fire. In scene 12, “The Bravest Victory”, another runner trips Liddell, who falls down. Instead of quitting the race, however, he gets up, takes out after the other runners (now, well ahead in the race), and overtakes them. He wins the race. He took a blow and kept going. That’s perseverance!

Under what circumstances in life have you had to keep going ("hang in there")?

You can keep at it, 2 Thessalonians 3:1-18

Two ideas to share about teaching the lesson, “You can keep at it” based on 2 Thessalonians 3:1-18. In the first verse, Paul asked for prayer that the message would spread rapidly. So how fast was the spread of Christianity? To help grab people’s attention, I think I’ll show one or two maps (still looking for the right ones) and talk briefly about the early spread of Christianity (still looking for the right reference). It was honored.

The other idea came from the next to last verse where Paul demonstrates his own hand writing for the Thessalonians. He did this to combat forged letters (2 Thes 2:2). He wanted them to be able to distinguish a letter from him verses a counterfeit from someone else (Judiazers?). Counterfeit products are a huge problem for businesses today. Similarly, counterfeit Christians are a huge problem in the church today.

Critical thinking

Critical thinking is key skill, which few of us practice well. In teaching the lesson, "You can stay calm", consider testing "How gullible are we?" in class. Might be a fun exercise.

You can stay calm, 2 Thessalonians 2:1-17

If you have ever had a flight canceled due to weather delays, lost your luggage, or had a lost reservation at a hotel, you might begin to understand the emotions experienced by the Christians Paul wrote to in 2 Thessalonians 2:1-17, the focal passage for this week’s lesson, “You can stay calm”. I say this because in these modern situations, travelers are frequently given wrong information that’s upsetting, or troubling. All experienced travelers in your class have been in these situations and may be willing to share a story or two to use in introducing the lesson.

If not pertaining to travel, other situations when erroneous data is conveyed include wrong medical diagnosis, shipping information on an important package, or misleading financial advice (here there is always a promised messiah who can fix any problem). Search News on Google and you’ll find a story to use in opening the lesson.

Aside from these ideas, I also thought of looking at the situation in Thessalonica from Paul’s perspective. He probably thought of Murphy’s Law :).

Swamped

Sorry, I've been swamped this week and haven't had a lot of time to blog. I searched the blog and found lots of hits for 'suffering'. Some of the resulting posts may be useful.

However, Karen Conner of 2nd Baptist, Houston, shared her lesson plan for "You can feel safe."

Jeff Meyer of Bayleaf Baptist also shared his lesson plan for "You can feel safer." There is no explanation for the subtle change in the title.

Be sure and read Sam Tullock's commentary on the lesson passage. I always find it useful.

May God bless your teaching!

You can feel safe, 2 Thes 1:1-12

The lesson, "You can feel safe" from 1 Thessalonians 2:1-12 asks three questions. (Step 2) What is God doing in me? (believers faith is flourishing and their love is increasing). (Step 3) What is God going to do with me? (reward believers with rest in God's kingdom). (Step 4) What does God want to do thru me? (join Him in glorifying the name of the Lord Jesus Christ). My short answers are given in parenthesis.

How does knowing these answers help believers suffering persecution because of their faith? You might consider stating the lesson by asking what they do when they're having a bad day?

PPT slides for "Do you get along with others?" 1 Thes 5:12-28

I read Jeff Meyer’s plan for the lesson to understand his take on the focal passage before I posted my PPT slides. “Play” the slides, and I hope they will be helpful to you in preparing your lesson.

If you are friends with other Bible teachers, forward them a link to this post. It might help them, too. Also, if you haven't done so, sign up as a “Follower” on the right side of the page.

God bless!

Remember to drive safely

Sonshine’s introductory comments for the lesson point out that Paul nowhere corrected the church at Thessalonica for spiritual decline, or moral decay. According to chapter 1 of the letter, they were a role model to other churches, and imitators of Paul. They were his glory and joy (2:20), and pleasing God (4:1).

Hence, in 1 Thessalonians 5:12-28, I don’t see Paul correcting the church for the types of errors that would be indicative of one whose members don’t get along. I think it might be confusing to start off teaching that the Thessalonican’s were a model church (“When You Started Out”), and end up implying they didn’t get along with one another.

Sam Tullock’s commentary on, “Do you get along with others?” brings out the practical application of the text. He notes that Paul may have directed specific instructions to the Church’s leadership (vs 14), and I can see how persecuted believers (2:15b) needed the encouragement in vs.15-22.

As for how to present this section of 1 Thessalonians, I see Paul much like a concerned father (2:11, 3:5b) writing to little children and he gets in some final instructions. The equivalent today happens when we talk to our kids over the phone, and in ending the conversation, we say things like, “Remember to drive safely”. See this article and notice the admonition to “remember to drive safely.”

Ask class members for examples of what they say to loved ones in the closing moments of a conversation. "Be careful." "Drive safely." "Take care of yourself." "Watch out for ..."

Avoiding confusion

As I indicated in a post last week, the verses in 1 Thessalonians 5:12-28 give instructions on how Christians should live in view of Christ’s imminent return. Keeping the context of last week’s lesson on the 2nd coming in mind, I don’t want this week’s lesson to turn into one on “church unity.” There was keen interest in discussing 1 Thessalonians 5:1-11 last week, and I don’t want to lose that interest this week. How do you plan on avoiding confusing in your lesson?

Do you get along with others? 1 Thessalonians 5:12-28

The central truth of the lesson, “Do you get along with others?,” can be illustrated using the proverb Ecclesiastes 4:12 , which says “Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly broken.”

How do personal relationships affect the strength of a local church? Take a spool of thread to class, and roll out a single strand. Show how it easily breaks when placed under stress. Next, roll out two strands and twist them together. Have the class guess whether or not this pair can be broken using the same stress as before. Go ahead and break the strands.

Take out of your pocket a cord made of many threads (prepared in advance). Ask the class if this cord will break under the same stress? Demonstrate that applying the same stress does not break the cord. Ask members to identify what is it about the individual strands that allows the cord not to be broken (ans. their relationship with other strands).

Liken this chord to a church that has strong relationships between its members. Indicate that the point of the lesson is to learn ways Christians can relate to each other to create strong churches.

P.S. Even simple binding combs as pictured could be used to introduce the many ways individuals can relate to each other to create a single unit.

Expectant living

Gregory K. Beale’s comments on the lesson’s focal passage in 1-2 Thessalonians about the analogy of a thief are helpful to understanding how to live expectantly.

How can we encourage class members to live expectantly? If you expected a thief to visit your home, what difference would it make in your life? Would you hole up in the house and wait, or what? No, but Paul does give specific behaviors in 1 Thessalonians 5:12-24 that Christians should practice.

To finish out the lesson, have class members scan 1 Thessalonians 5:12-24 and call out what we should do to live expectantly.

Quadrant analysis

Mark Rathel's comments on the lesson, "Are you ready?" use Paul's points in 1 Thessalonians 5:1-11 to dileneate the characteristics of the following groups of people--unprepared unbelievers, unprepared believers, and prepared believers. If we admit one other category, prepared unbelievers, a chart can be constructed that's divided into four quadrants. The left-horizontal axis would be labeled "unbelievers," and the right-horizontal axis "believers". The top-vertical axis is labeled "prepared", and the bottom axis is "unprepared". Write the characteristics of each group in its corresponding quadrant.

Consider leading your class to complete this chart (drawn on a marker board), by reading the focal passage and suggesting one-word descriptions for the characteristics pertaining to each group. Do this one quadrant at a time. This should get members into reading and analyzing the text in the context of an interactive discussion.

Are You Ready, 1 Thessalonians 5:1-11

To prepare to teach the lesson, "Are you ready?" from 1 Thessalonians 5:1-11, think about life situations where you, or your class members have had to prepare for a coming event. For example, do you know someone who is pregnant? How should she and her husband make ready for the expected birth? What sort of things should they purchase? When should they begin to make ready?

In the focal verses, Paul ministered to the Thessalonicans as he taught them how to prepare for the coming of the Lord. Essentially he encouraged them to live a holy life as preparation for Jesus' return. He exhorted them to be ready.

What would you give as tips to prepare for anything: a job interview, a physical exam, a move to a new location, an emergency, or to teach the Bible on Sunday?

Collage poster

The file, “Poster Size Collage,” contains the collage slide of a previous post, the PPT page size is set to 48” x 34”. This is a poster size I've used effectively in the past, but you can change the dimensions to whatever suits your printer. For example, go to File->Page Setup-> and change the size 10” x 7.5”, which fits on a 11” x 8.5” piece of paper.

Some do, some don't

Well, Jeff Meyer of Bayleaf Baptist provided a lesson plan for "Whose Life is Important?".

Interestingly, Carmel Baptist did not, and neither did Second Baptist, Houston. I could have missed their plans, but it appears they do not teach a "sanctity of life" lesson, or at least don't teach it on the same schedule as other churches.

Digging up the past

Two years ago, I posted on this blog my PPT slides for the sanctity of life lesson, “Valuing Every Life”. Since some of the focal passages overlap with this week’s lesson, I suggest you look at the slides to see if they can be of any help to you.

A couple of other posts related to that previous lesson includes Dumbfounded, and God Accompanied Noah.

I found these just by searching this blog. If nothing else, its at worst a good filing system for previous lesson material :)

Whose life is important?

What makes a good lesson? Grabbing people’s attention is key. How do you accomplish this in Sunday’s lesson, “Whose Life is Important?”

You can start off discussing political correctness, situation ethics; end justifying the means, or philosophies like humanism.

However, I suggest something visual since the lesson is about life. One idea that strikes me as useful is to show a collage of various images like the example given below. These images correspond to the focal verses covered in the lesson, which all teach the value of human life (see Brian Harbour’s plan (p. 7)).

PPT slides for "What Hope Do You Have?", 1 Thes 4:13-18

I posted my PPT slides for Sunday’s lesson, “What hope do you have?” I structured the lesson to be more interactive, so instead of their usual density, the slides are more suggestive. I may need to add a slide concerning the timing of the rapture, but I don’t want to have a dispensational versus covenant theology discussion.

If my slides don’t help you, try using Jeff Meyer’s lesson plan, or the plan (p. 6) from the Riverland Hills Baptist Church site by Brian L. Harbour.

Without warning

Step 4 of the lesson, “What Hope Do You Have?” is based on 1 Thessalonians 4:15-17. I thought it would be instructive for members to read these verses in two translations and a paraphrase, comparing the later to a formal equivalent translation.

In this passage, Paul clearly expected the Lord to return at any time, possibly while he was still living. He communicated “no early warning sign” that would tip off the occurrence of the rapture (harpazo). In other words, the rapture will occur without warning, and can happen at any moment (1 Cor 15:51-52).

Putting 2+2 together

If I understand 1 Thessalonians 4:14 correctly, Paul took several facts into account. (1) Jesus died, and (2) was raised to life by God. (3) Believers die, and (4) are immediately with Christ after death of the body (2 Cor 5:8, Phil 1:23), which will be eventually resurrected (1 Cor 15). (5) Christ is coming again. Hence, those who have died and are with Christ will return with Him when He comes again. God will make this happen.

To help members think about key truths in the Bible, before I present 1 Thessalonians 4:14, I will show the following as a slide:
After a few members answer, I will move on to Step 3 on the lesson, “What Hope Do You Have?”.

P.S. I don’t plan to bring it up in class, but this week’s Travolta family tragedy may give rise to questions about what Scientology teaches regarding an afterlife.

Ignorance and examples not to follow

Examining the key words in 1 Thessalonians 4:13, the emphasis in step 2 of the lesson, “What Hope Do You Have?,” is that Christians should not be ignorant and grieve in the same way as unbelievers who have no hope.

To make my lesson interesting on the point of ignorance, I'll cover the afterlife alternatives offered to unbelievers by various worldviews and religions (see Mark Rathel’s commentary).

For the element on grief, I’m considering an example of what Christians ought not to emulate by reading this 1932 poem by Mary Frye. I’d really appreciate your thoughts. Am I interpreting the poem as something unbelievers advise doing?

P.S. Below, you can “react” this post with a single click.

What Hope Do You Have?, 1 Thessalonians 4:13-18

The lesson, “What Hope Do You Have?” is exciting because it’s based on 1 Thessalonians 4:13-18, where Paul explains why Christians have reason for hope.

The LifeWay Adult Leader Guide (p. 71) suggests introducing this lesson using an obituary page from a newspaper. This might go well in your class, but I can imagine this might not excite interest from members in my class. So I went looking for alternatives.

Mark Rathel’s commentary introduces this lesson by noting what various worldviews and religions teach regarding an afterlife. This approach could be informative as well as interesting.

Louis Johnson’s commentary introduces this lesson likening the irony in a local news story to that of how believers’ have trouble in their lives, yet they are concerned about leaving it (by death). I like the idea, but it may be too subtle to grab everyone’s attention.

Joy Ross’s commentary uses a child’s reaction at a funeral to introduce the lesson. Reminds me of the story in Jim McCullen’s commentary of a child’s reaction to an open grave.

My hope for a successful lesson opening is to use a simple quiz, which asks, “Which of the following words do not appear in the Bible?”

* Trinity
* Rapture
* Omnipotence
* Atheism
* Hope

This will get members thinking about what’s in the Bible, and what’s not. This can be leveraged into discussion of reasons why Christians have hope.

What's best for me, or others?

Steps 4 & 5 of the lesson, “What’s your goal in life?,” are exhortations to practice love according to Dr. Sam Tullock’s commentary. One way to think about agape love is to define it as “doing something that’s in the best interest of someone else” (which may not be in your own best interest).

With this idea of love in mind, read 1 Thessalonians 4:9-12, and think about how leading a quiet life, minding your own business, and doing your job can be something done in the best interest of outsiders (unbelievers). Check out an example of the normal mode: “to do what’s best for me.”

Site Update, 2008

Happy New Year!

Usage of this blog grew again in 2008. The year-over-year growth can be seen in the following statistics (taken from statcounter.com):

------------------------Average Per Month
Year: ----------------> 2006 2007 2008
Page loads: ----------> 2640 5296 8,307
Unique visitors: -----> 1046 2237 3,667
First time visitors: ---> 644 1327 2,224
Returning visitors: ---> 403 911 1,443

The bar chart (below) graphically shows 2008 traffic by month to this site. For comparison, I also reported traffic to this site in 2006 and 2007.

I also posted PPT-lesson slides 20 weeks in 2008, which were downloaded an average of 84/post. If I were more consistent, this number would probably increase.

Thank you for visiting here. Take a moment to sign up as a Follower (see right side of this page). May the Lord continue to bless Bible teachers in 2009 as we prepare together to teach His word each Sunday.

Oh my!

Step 3 of the lesson, “What is your goal in life?” informs believers regarding God’s will for sexual purity (confining sex to marriage of a man and woman). Is this a problem for our class members today? If you believe the statistics, it is. Given the Bible’s clear teaching on this matter, why do you think it is still prevalent in the church? Ignorance of the Word? No fear of the Lord? Lack of spiritual growth? Some members are unbelievers? Impulsive behavior?

Have an honest discussion about this issue in your class, and ask members to help add to the suggestions above. Understanding “why” might lead particular individuals to come to grips with personal sin. Perhaps you should lead the class in praying thru 1 John 1:9.

Forgetting facilitates growth

Step 2 in the lesson, “What is your goal in life?” emphasizes the principle of how believers should live, but it also highlights that a growth process is at work—“do so even more”.

Call this phrase to the attention of class members and then ask, “What does it mean that adult Christians are to ‘do so even more’?” Pause and allow members to answer.

The pause may seem a bit awkward, but asking a question like this forces class members to think beyond simple factual recall. Afterward you can bring out an illustration by reading Philippians 3:12-16. Forgetting facilitates growth. How so?

If you have time, the LifeWay ETB Adult Leader Guide asks the discussion question: “Do Christians have the right to live as we want, since we cannot lose our salvation? Why?” (p. 62). What Bible verses would you cite to support your thinking?

We can discuss answers to these questions here if you post a comment.

What is your goal in life? 1 Thessalonians 4:1-12

Joy Ross’s commentary on this week’s lesson from 1 Thessalonians 4:1-12, “What is your goal in life?” shares her husband’s goal to bring her a brass tea service from Southeast Asia.

To get members thinking about how they approach establishing a life goal, consider introducing the lesson with brief statements illustrating various philosophies of life. Identify the author’s implied goal in life based on their philosophical quote. Goals may include “just trying to live,” “live it up,” or “seeking what’s in it for me”.

What is your philosophy of life? What goal does it translate to?

When others cared for you, 1 Thessalonians 2:17-3:13

The lesson, “When others cared for you,” is based on 1 Thessalonians 2:17-3:13. This passage reveals the reality of spiritual warfare (see 2:18 and 3:5). Mark Rathel’s lesson commentary makes a point of Paul’s example of discipleship. He notes Satan’s number one strategy is to take advantage of our “busyness”.

Holding a discussion on busyness is one way to introduce the lesson. Certainly all of us have used the “too busy” excuse to care for others at one time or another.

Perhaps a way to start the lesson is to talk about our “list of things to get done.” What fails to make your list?

To the point

A lesson plan "For Christmas" from Dr. Lucien Coleman was posted on the Riverland Hills Baptist Church site. It's brief, and offers a pointed message. He uses the traditional "nativity scene" as an ice-breaker.

What are your picks for the top 10 Christmas specials that have been broadcast on TV? You could show the list to your class to see if anyone remembers what made them special?

The lesson covers Mary's Song, so you might want to discuss the top 10 Christmas songs (one of many such lists) instead.

If you have a last minute question about the lesson, post a comment. I'll reply, and perhaps others, too!

For Christmas, Luke 1:26-56

Remember, as teachers, we want our Bible lessons to be clear, relevant, interesting, and biblically based.

As an aid toward one of these ends consider building your lesson “For Christmas“ around a video. As an example, I like the Jesus and Santa video. It should help make the message of your lesson clear. The video, What is the Christmas Story should help make the message clear, relevant and interesting. A Christmas Response is based on Luke 1:31, and fits the LifeWay lesson plan, but it could help your lesson be more relevant and interesting.

Last minute help!

A few last minute links for help in teaching 1 Thessalonians 2:1-16:

* Jeff Meyers lesson plan: “When Others Helped You”

* Houston’s Second Baptist lesson plan: “Pattern for Persuasion,” by Wallace Henley

* Riverland Hills Baptist Church lesson plan: “WHEN OTHERS HELPED YOU,” by Brian L. Harbour (see p. 2)

Resume lying

Paul was in Corinth when he pinned 1 Thessalonians 2:1-16, the background passage for this week’s lesson, “When Others Helped You”. Had the Thessalonians been “taken for a ride?” Was Paul deceiving them?

Scan 2 Corinthians 10-13, paying attention to the context of 10:7, 10:12, 11:5-6, 12:1, 12:11, 13:3, and 13:5. Notice that Paul is defending himself to the Corinthians. Had he “sold them a bill of goods?” Had he misrepresented himself?

Resume lying is a common practice today. According this article, it’s as high as 50%. To help learners understand the context of 1 Thessalonians, bring up the topic of misrepresenting oneself, and the negative results of lying on a resume.

When Others Helped You, 1 Thess 2:1-16

The first thought I had about teaching this week’s lesson, When Others Helped You, is the great opportunity it presents to recruit a co-teacher from your class. But how difficult is it to find a suitable, qualified Bible teacher?

To get started, briefly outline teacher qualifications and show a list of names of Best Bible Teachers in America (or make up your own list). Ask your class members to select their favorite. This is an alternative to asking members to recall their favorite teacher in school.

Note: over a 100 people downloaded the slides from yesterday’s lesson!

PPT slides for "When You Started Out", 1Thessalonians 1:1-10

Two things:

1. I added the Google Followers gadet to this blog (see right side of page). Please sign up as a Follower. I promise, you will not be spammed! :-)

2. I posted my PowerPoint slides for the lesson, "When You Started Out." The slide notes contain a link to Jeff Meyer's lesson, which I referenced.

May God bless your lesson this week!

RW

Thank God and commend others

In preparing to teach, “When you started out”, I thought of previous members of my class that have moved on to serve in other places. I thank God for enabling their service when we were together. If you’ll suggest a few names, my guess is that your class members can name others, too. Take a moment and pray for the previous members named, and do thank God for them!

If you have time, pass out a few thank you cards to members who volunteer to write a note to the former class members.

God chooses. We believe.

Do you plan to address the doctrine of election, as does Roger Freeman in his comments on the lesson, “When you started out?”

Dan Wallace says it’s analogous to that of inspiration (see 11). Please also read David Self’s comments (section “Genuine faith”).

Remember when...

To me, Paul wanted to encourage the church at Thessalonica, so he wrote them a letter reminding them of their salvation. As you teach the lesson, “When You Started Out,” make the point of how important it is to encourage others. Then show this picture.

Ask members to say what they think the player on the left is saying to encourage the player on the right (presumably a pitcher). Listen for use of the word “remember”, and if no one uses it, then offer your own version by saying something like, “Hey! Remember when you struck out this same guy in the title game last year? You can do it again! Throw some heat up there. I know you can do it!”. Stirring the memory of their salvation is what Paul did to encourage the Thessalonians.

When You Started Out, 1 Thessalonians 1:1-10

"When You Started Out" is the title of our lesson this week. It’s taken from 1 Thessalonians 1:1-10. In addition to your typical reading, I encourage you to read the NetBible translation of 1 Thessalonians because of the translator notes it provides. For example, the translator notes (see the bottom of the page) for verse 1 explains the somewhat blunt greeting in verse 1. The note for verse 3 mentions “Christian virtues in action,” which is helpful. Note 16 points out why verse 8 was translated “message of the Lord” instead of “word from the Lord.” The NetBible site also provides an audio version of the text, and a handy “Discovery Box” that has topical links for “Background and History” and “Names, People and Places”. Included also are links to a “Study Dictionary”, maps, and “Sermon Illustrations.”

This lesson will be taught on Dec 7th, the anniversary of the bombing of Pearl Harbor, which was a world changing event. Because of “Who you are in Christ,” are you “turning the world upside down?”

I'm done

I am thankful for pastors that post their Bible study lesson plans. They are a great help to Southern Baptist adult Bible teachers. For example, Jeff Meyer starts his lesson plan, “When Considering Matters of Life and Death” with an illustration of the instability of the recent financial market.

James Patterson also posted a lesson plan for your consideration, and an Exciting Bible Study lesson plan by David Williams is available for $5.00. It’s worthwhile if you want to explore a change in your approach.

Considering the aim of the lesson, “to help adults acknowledge the security that can be found in God’s salvation,” I thought it might be helpful to consider a previous lesson plan with a similar aim. For example, an old lesson, “Always Trust Christ” from Jeff Meyer begins with an illustration of how a pilot trusts his instruments versus his gut.

Since most of us are pretty full after yesterday’s gorging, it’s probably not wise to start a conversation about “guts,” so I’ll close by calling your attention to Steve Guidry’s post of a Study Guide for this lesson (scroll thru the document to the last page).

Our Thanksgiving table is pretty full, but there's always room for more. If you are aware of other lesson resources for SBC Bible teachers, make a comment and let us know about them.

Take care my friends and may God bless your teaching this week!

Avoid muddying the water

While driving up to Little Rock yesterday to celebrate Thanksgiving, we discussed how to share the gospel with someone. After lots of talking, the most clear, Biblically correct expression emerged as a single question. “Are you trusting in Jesus Christ for the forgiveness of your sins?”

Avoid “muddying the water”. Use this as you teach the lesson, “When Considering Matters of Life and Death,” by placing two glasses of water on a table. One should hold clear water and the other should be full of muddy water. Ask members which one they think would appeal most to a thirsty person.

As you celebrate Thanksgiving, be open to an opportunity the Lord brings into your life and ask, “Are you trusting in Jesus Christ for the forgiveness of your sins?” Ask it with an emphasis on the presence tense as David did in his song of praise to the Lord, 2 Samuel 22:1-51.

Happy Thanksgiving!
Ronnie

Trust meter reading

In the background passage 2 Samuel 21-24 for the lesson, “When Considering Matters of Life and Death,” it struck me that David sought the LORD (21:1), sang to the LORD (22:1), and then sinned against the LORD (24:10). David is another proof point of man’s fallibility. Given David’s example, why do we continue to put our hope and trust in men?

Looking at the passage again, I noticed that God answered prayer (21:14), delivered David (22:1), plagued Israel (24:15) because of sin, was grieved (21:16), and again answered prayer (24:25). The passage is another proof point for God’s faithfulness, His integrity, and His salvation. Considering His person, why do we fail to put our trust in the Lord?

The writer of the text seems to encourage us to trust the Lord, who does not fail (compare 2 Sam 22:2-4 to Psa 18:1-3). My alternate title for the lesson might be just that. Trust the Lord, who does not fail. Ask members to examine their “trust meter”.

When Considering Matters of Life and Death

To help focus attention each week on what the key verses teach, co-teacher Curt and I almost always offer an alternate lesson title to what LifeWay suggests. For example, I titled the lesson, “When Tangled in Sin” to a more direct message of “Love God’s Word and Obey It.”

How would you alternately title this week’s lesson, “When Considering Matters of Life and Death?” It’s the last in our series from 2 Samuel, and is based on chapters 21-24.

Mark Rathel named it “David the Worshiper.” Judi Page titled it, “Reflecting on the past.” Sonshine labeled it, “Closing the Life of David.”

To answer this question, I pray for God to help me understand what the background passage teaches. Then I read it, and write a single sentence describing what I think it teaches. Then I work at shortening this sentence to use as few words as possible while retaining the direct message. Please click the comment link below and tell us your alternate title for this week's lesson.

Study Guide

For the lesson, “When Family Bonds Shatter,” Steve Guidry posted an interesting Study Guide (scroll thru the document to the next-to-last page). I say it’s interesting because you could pass out copies of it to your class members and ask them to complete it as you teach the lesson. I think Steve is affiliated with First Baptist, Tyler?

Holding a grudge

Jeff Meyer’s lesson plan for “When Family Bonds Shatter” suggests opening with a discussion of famous broken families. To prepare for this consider using examples from the Pope Family Feud, Donovan Family Feud, and the Brown Family Feud. If you’d rather use these as examples in Step 5 of the lesson, then focus on what schemes were used instead.

Karen Conner opens her lesson plan using an example family feud that has a happy ending.

Lastly, regarding “holding a grudge,” I liked this statement: “Holding a grudge is like drinking poison and expecting the other person to die.” I found it in the comment section of this post.

Evidently there is some science as to how holding a grudge affects the heart.

Non-reconciliation, Let me count the ways it cost thee

Dan Kassis, Internet Producer at LifeWay Sunday School sent an email with a special note for teaching the lesson, “When Family Bonds Shatter.” The following caution contained a suggestion for opening the lesson:

“Due to the sensitive nature of this lesson, refrain from offering a light-hearted or amusing icebreaker to begin your class session. Instead: Allow each learner to share one thing about their families - either spouses and children, or the families they grew up in - for which they are thankful to God.”

In step 4 of the lesson on Reconciliation, consider sharing selected elements of the article “The Many Costs of Conflict.” The author outlines the expense of non-reconciliation in four areas: Direct Cost—Fees of lawyers and other professionals; Productivity Cost—The opportunity cost of what those involved would otherwise be producing; Continuity Cost—Loss of ongoing relationships including the "community" they embody; and Emotional Cost—The pain of focusing on and being held hostage by our emotions.

When Family Bonds Shatter, 2 Samuel 13-20

We study 2 Samuel 13-20 this week in a lesson titled, “When Family Bonds Shatter”. LifeWay Extra writer Dana Armstrong suggests an introduction using an article that identifies the top reasons for family conflict during holidays.

Writing for Focus on the Family, Mary J. Yerkes describes three scenarios of unresolved conflict. You might consider opening the lesson using the one involving the mother and daughter in the same church.

When considering the failures in David’s family, Sonshine notes the principle given in 1Co 10:6—These things happened as examples for us, so that we will not crave evil things as they did.

PTT Slides for "When Tangled in Sin", 2 Samuel 12

Jeff Meyer starts his lesson, “When Tangled in Sin,” with a discussion of cause-and-effect relationships. He ties this to the choices made by David, and their subsequent positive, or negative results. I like this because it clearly ties personal action and later consequences.

Writing to Mississippi Baptists, Ginger M. Caughman’s commentary on the lesson that David’s temptation came during a period of idleness, which reminded me of the admonition, “Idle hands are the devil’s workshop.”

I posted a draft of my PowerPoint slides for Sunday. At church last night, a friend told me about another teacher's use of PowerPoint, which I liked. To make better use of class time, the class coordinator and prayer leader puts announcements and prayer requests (submitted ahead of time) on slides. The slides begin with a clock count down against a fast-paced music background, which encourages members to take a seat. Pretty cool!!

What's sin?

2 Samuel 12:9 indicates David despised the word of God. The aim of the lesson, “When Tangled in Sin,” is to help class members confess their sin. Through the law we become conscious of sin (Romans 3:20b). While not exhaustive, Jesus named a number of sins in Mark 7:21-22, and Paul made a list in Galatians 5:19-21.

My point is to use the Word to help members recognize their sin. Articles like this one indicate the need is great! Here is a clip from the article:

A new survey by Ellison Research in Phoenix finds 87% of U.S. adults believe in the existence of sin, which is defined as "something that is almost always considered wrong, particularly from a religious or moral perspective."

Topping the list are adultery (81%) and racism (74%).

But other sins no longer draw majority condemnation. Premarital sex? Only 45% call it sin. Gambling? Just 30% say it's sinful.

"A lot of this is relative. We tend to view sin not as God views it, but how we view it," says Ellison president Ron Sellers.

Blind to seven deadly sins

In “When Tangled in Sin,” Mark Rathel parallels the “invitation for judgment” of Nathan’s parable told to King David and that of the parables told by Jesus. He mentions our propensity to judge the sins of others more harshly than we judge our own, and he hit home, when he noted, “An individual with an intention to sin can always find a rationalization for sin.” For example, see 1 Samuel 15:24. Saul confessed his sin, but also justified it.

Step 2 of the lesson encourages us to confront our sin. We all have physical blind spots, and this article mentions how we are “blind to our own sin.” The article also discusses Seven Deadly Sins(about a fourth of the way down the page). I’m thinking of mentioning these sins in my discussion to help members confront their sin.

When Tangled in Sin, 2 Samuel 9:1-12:31

Writing in the Texas Baptist Standard, Louis Johnson’s commentary on this week’s lesson, “When Tangled in Sin” emphasizes that repentance is a choice. He notes that we all agree we are sinners until we are individually confronted with a specific sin, then we blame others, or justify our actions.

The heart of this lesson is to help adults confess their sin to God and receive forgiveness. Read Psalm 32:3-5. Consider starting the lesson by asking members to discuss this quote:

"Guilt on the conscience, like rust upon iron, both defiles and consumes it, gnawing and creeping into it, as that does which at last eats out the very heart and substance of the metal."
British Bishop, Robert South

Death of a vision

Brad Shockley’s illustration of a moving bull’s-eye contrasted with God’s fixed standard is very appropriate for use in teaching the lesson, “When Assessing One’s Lifework.”

Sam Tullock’s commentary encourages those who feel “put on the shelf.” Reading it, I thought of how David's idea of a "dream home" for the Ark came to an end. His vision died when God intervened.

You might share this story of the “death of a vision,” and ask members to discuss how God has intervened in their life plans.

When Assessing One’s Lifework, 2 Samuel 5-8

Michael posted a comment noting that Second Baptist of Houston publishes a lesson plan for Explore the Bible teachers. This week’s lesson, “When Assessing One’s Lifework” should captivate member interest since we all wonder at times whether or not our lives are in line with God’s purposes. The lesson is based on 2 Samuel 5-8.

The text indicates that “progressive success (from the Lord’s perspective)” is the result of God’s blessing. As a servant of the Lord, David’s life successes were designed by the Lord as a blessing to all Israel.

Correspondingly, you might ask, how has your service to the Lord been a blessing to His church. For example, do you have a track record of successfully serving the Lord? Has He blessed you in teaching, administration, giving, etc.?

God gave David a period of rest, but David found it dissatisfying. He wanted to build a lavish home for the Ark of the Covenant, but the Lord intervened. Applying this to your life, you might ask, when has God intervened in my life? Did my failure in some endeavor imply a lack of the Lord’s blessing?

Can 20-20 hindsight serve as a guide for future action? Mark Rathel figures there is no such thing as a self-made man. What are your "secrets to success"?

I'm still trying to understand what application of this particular text is correct for Christians. Have you successfully figured it out?

PPT slides for "When Responding to Loss", 2 Samuel

Two principles suggested by Sonshine help to crystallize the lesson, “When Responding to Loss.” The first, “Lamenting and Memorializing of others in death is a godly trait” fits with the LifeWay topic. The second, “God is dishonored by presumptuous sins. Avenging is God’s work, not man’s” underscores the opportunity for broader application of the background passage, 2 Samuel 1:1-4:12.

I’ve posted the PPT slides which I plan to use Sunday (Lord willing). Be sure and “play” the slides, otherwise you’ll miss some of the text. May God bless your preparation this week, and thanks to all the commentators and others who published lesson preparation helps this week! They are such a blessing.

Beware of man's selfish ambition

The lesson, “When Responding to Loss” is aimed at those who will suffer loss, which includes all of us. It is not intended for those surrounding a person who suffers loss.

As part of the background passage, it’s instructive to compare how David responded to the loss of Saul and Jonathan with his response to the loss of Abner (2 Sam 3:28-39) and Ish-Bosheth (2 Sam 4:9-12). Furthermore, contrast Joab’s murder of Abner (2 Sam 3:22-26) in response to his having legitimately killed Joab’s brother in battle (2 Sam 2:18-23).

Mark Rathel’s commentary doesn’t stick to the “responding to loss” topic. Instead he takes the passage 2 Samuel 1-4 more for the spiritual principles it teaches.

You also might consider Bob Deffinbaugh’s “black hat and white hat” approach (See the section titled 'What we can learn from Joab and Abner'). I think it could be made to work with all four chapters (2 Sam 1-4) with an alternate title of "Beware of man's selfish ambition".

Inappropriate Twitter

Proverbs 26:27 is true. What Saul wanted to happen to David (die in battle against the Philistines) happened to Saul. David’s greatness is illustrated in how he deals with the loss of Saul and Jonathan. His sincerity provides us insight “When Responding to Loss.”

Each week, I always watch how God orchestrates events in my life to help me prepare to teach His Word. For example, we received news today that the son-n-law of a friend lost his battle with cancer. I’m thankful to be studying this lesson. What’s happening in your life this week to help you prepare?

Writing about 2 Samuel 1:1-27, Bob Deffinbaugh advises against the pop-psychology adage to “get it all out” by saying everything that is true should not be told. For example, David’s lament regarding Saul wasn't a tell-all of what David knew to be true about Saul.

Ask members to name what they’ve found to be inappropriate at a funeral. An example is illustrated in the story, “Colorado Newspaper Twitters Three-Year Old’s Funeral.”

When Responding to Loss, 2 Samuel 1:1-4:12

Peter Hicks offers a number of things to say and do in his book, “What could I say?”. Concerning the topic of “loss”, he offers specific advice on what to say and what not to say when facing abortion, bereavement, divorce, illness, miscarriage, trauma, and unemployment.

These are particularly helful for very practical Christain response to loss. I've used my copy many times. I pulled it off the shelf and reviewed it as I started preparing to teach this week’s lesson, “When Responding to Loss”, based on 2 Samuel 1:1-4:12.

Most of us want to avoid saying something inappropriate in the case of bereavement. Would you recommend joining a “grief and loss” group to someone suffering loss?

Handy learner handout

Mark Cimijotti posted a lesson plan for “Conform to God’s Agenda” that includes a two-page learner handout. Cool! Mark is a single-adult teacher at Carmel Baptist Church.

Given their potential influence and usefulness, I’m still wondering why more teachers and church leaders don’t publish their own Internet version of a weekly lesson plan?

Helpfulness of a lesson plan?

I won’t post PPT slides this week, but thankfully Jeff Meyer at Bayleaf Baptist published a lesson plan for teaching “Conform to God’s Agenda”. My perception is that plans like his are helpful (vs commentary) because they are trustworthy, concise and make it is easy to incorporate key points into your own lesson plan. Am I right about this?

Thus, it seems that publishing a lesson plan has the potential to be very influential among the teachers in a given congregation. Assuming this I wonder why more pastors and ministers of education don’t publish their own Internet version of a weekly lesson plan? Any ideas?

Confession of sin

For the lesson, “Conform to God’s Agenda,” it’s interesting to compare Saul’s reaction to David in 1 Samuel 24:17-19 to David’s reaction to Nathan in 2 Samuel 12:13. Constant confession of sin is a mark of godly character (Step 4). To demonstrate how times have changed, read how Spurgeon illustrated his sermon in 1865 in the case of Dr. Pritchard and Constance Kent.

Commenting on this lesson from 1 Samuel (p. 8), Dr. W. B. Tolar, distinguished professor of biblical backgrounds, emeritus, of Southwestern Seminary, notes the following applications of the text for this lesson:

1. David had many fine characteristics and one of them was the respect he held for legitimate leaders.
2. David showed his high character by refusing to assassinate King Saul and make himself king immediately.
3. We Christians would do well to learn to control our ambitions so that we honor God as we treat others in a Godly fashion.
4. All Christians need to learn to operate by God’s timing and not by our own selfish ambitions.
5. God’s ways are best and God’s timing is always best!

No matter who wins the current election for President, Americans will be tested on his first, second and third points.

Filled with the Spirit

At a bible study last night, which I attended, the teacher, Dr. Harry Leafe, linked the Holy Spirit’s control and influence in our lives with Paul’s admonition to “Let the word of Christ dwell in you richly…” Col 3:16. That is, as we live life and make decisions moment-by-moment, the Holy Spirit uses our knowledge of the word of Christ to influence us to do God’s will. The choice to follow His influence is ours to make. I could relate this to our lesson, “Conform to God’s Agenda.”

An illustration came to mind from of my camping experiences. Exiting the tent one night to go to the restroom, the rocky trail traveled in a zigzag fashion downhill, and the night darkness was pitch black. I used a flashlight, and pointed it down since I could only see the trail illuminated in the circle of light from the flashlight.

Have you ever used God’s Word as a flashlight in a dark world and depended on the Holy Spirit to influence your thought processes toward God’s agenda (Psa 119:105)? David did when he was in the cave and avoided killing Saul, which was the easy way out of his situation.

Conform to God’s Agenda, 1 Samuel 24-31

Today it seems we often just leave God out of our fast-paced lives rather than “Conform to God’s Agenda,” the title of our lesson this week, which is based on 1 Samuel 24:1-31:13 (1 Chron 10:1-12). As Rathel’s commentary notes, it’s instructive for us to read Psalm 57 and 142 to gain insight into David’s thinking as he fled from Saul.

I like how Louis Johnson, North Park Baptist Church, Abilene, defines God’s agenda in his commentary on the lesson—“we work toward God’s goals, limit ourselves to God’s methods, and operate according to God’s timetable.” I encourage you to read the article to see how David adhered to God’s agenda when he was falsely accused.

How do you respond to false accusation (see Adult Leader Guide, p. 89)? I also recommend adapting the True/False quiz in my previous post on Unjust Suffering for use in your lesson.

PPT slides for "Cultivate Godly Friendships", 1 Sam 18-23

The lesson, “Cultivate Godly Friendships” encourages believers to cultivate godly friendships. The writer of the article, “True friends are with us through thick and thin” suggests enduring friendships “just happen in a relationship”, and are not planned.

The article, “How to Determine Who Your true Friends Are”, categorizes friends as “fair-weather”, “know-it-all”, and real and simple friends. Another approach mentioned in the article is to liken friends to parts of a tree. Fair-weather friends are like leaves that drop off as the seasons change, and real friends are like tree roots that bring aid when you need it and add to your life.

I posted a draft of my PPT slides for “Cultivate Godly Friendships”. Hopefully they can help you prepare your lesson. As always, feel free to suggest changes as comments (see Comment Link below).

Take a bullet for

In studying to teach the lesson, “Cultivate Godly Friendships,” I noticed that there are 172 uses of the word friend in the NIV translation of the bible. I wanted to see what friends do for each in the bible (I may make a slide summarizing these). One that we all remember of course is Jesus declaration in John 15:13, “Greater love has no one than this, that he lay down his life for his friends.”

I once responded to a request to contribute to a review of fellow manager’s employee by saying, “I’d take a bullet for him.” Secret Service agents would take a bullet to protect the President. That’s their job.

Most people would take a bullet for their spouses, parents, siblings, friends, and perhaps a pet. Who would you take a bullet for?

Godly friendships

Marc Reeves, makes a stab at defining godly friendship in his commentary on the lesson, “Cultivate Godly Friendships.” I learned to value proactive teaming at work, so I particularly liked the part, “It is a friendship that is looking out for what is best for the other person.”

First Baptist Church, Chester, Illinois posted their question based lesson plan, which I reproduced below (their link is not sticky). I liked the question, “When is the last time you made a new friend?”

-Let's begin class by sharing our names and telling the class the name of your childhood friend.
-What is the nicest thing a friend has ever done for you?
-When is the last time you made a new friend?
-What does it mean in a Christian's life to have godly friendships? What qualities attract you to other Christians who become your close friends?
-Have you ever seen a friend excel in something you also were striving to achieve? How did that make you feel?
-Jonathan was a logical choice to follow his father, King Saul, to the throne, how do you think he felt about David?
-How did Jonathan describe his relationship with David?
-Have you ever openly or privately promised your best friend something? Did you keep your promise? Have you been promised something by your friend? Did they keep their promise?
-Why do you think Jonathan gave his robe and other gifts to David? How do you think Jonathan came to handle this situation so spiritually?
-Have ever had the opportunity to defend a friend? Briefly, what was the situation?
-Jonathan took a huge risk in defending David to his father, could you have done the same?
-Can defending a friend prove to be costly to you? Is the friendship worth the cost? Would your friend do the same for you? How can you be sure?
-What role does God play in establishing friendships in your life? Is God in all your friendships?
-Take a close look at 1Samuel 20:8; what two favors did David ask of Jonathan?
Look at verses 12 & 13; David literally put his life in Jonathan's hands. What did Jonathan have to lose by keeping his covenant with David?
-Of the three men in this lesson, Saul, Jonathan, & David, who do you identify with the most? Why?
-The scriptures say that Jonathan encouraged David; how can you encourage a friend in their faith?
-When you offer your support and encouragement to a friend is it like laying down your life for them? If not, should it be?-As we close in prayer, let's go around the room and say the first name of your best friend, lift that friend up to God in a simple one sentence prayer.

Cultivate Godly Friendships, 1 Samuel 18:1-23:28

Because of the lengthy background passage, I will construct a map and summary slide of the six chapters from 1 Samuel 18:1-23:28 to use in this week’s lesson, “Cultivate Godly Friendships.” I may structure it as a contrast of actions between Saul’s insecurity and David’s security in the Lord, which is an alternate application from the same Scriptures.

Because I’ve noticed a difference in the way men express friendship compared to how women express friendship, I may introduce the lesson using some ideas from the article, “Men, Women, and Friendship.” Some key points include the following:

1. intimacy is crucial to friendship
2. men express intimacy by helping each other
3. men express friendship side-to-side doing things together
4. men’s conversation is not about themselves
5. women share information about themselves face-to-face

6. women support each other conversationally

Most and least likely to succeed

I was troubled in two areas after reading 1 Samuel 16-17. First, the Bible attributes God as the source of an evil spirit that tormented Saul (1 Samuel 16:14). How do you plan to comment on this in your lesson?

Second, 1 Samuel 17:55,56,58 notes that Saul asked about David’s father even though he had considerable experience with David’s father in 1 Samuel 16:18-21. What do you make of Saul’s condition that allows such a lapse?

Sam Tullock’s commentary on Embrace God’s Perspective brought to mind the notion of “least expected” in God’s selection of David as King. Consider using your high school annual to discuss the person voted “most likely” to succeed and the “least likely”. Class members will probably have some examples of their own to share after you jog their memory.

Embracing God's Perspective, 1 Samuel 16-17

Hi everyone! It is good to be back. Thanks for your patience, and I appreciate the kind notes some of you posted.

To introduce the lesson, “Embrace God’s Perspective” from 1 Samuel 16:1-17:58, consider using a Termeshpere (select one, and then click and drag to look around). Note the perspective of the termesphere, which were painted by Dick Termes.

Also, I made a previous post, “Take God's perspective into account” that may be helpful as you prepare to teach this week.

Ike update

Tommy and others, thanks for your prayers.

We had little damage from Ike even though the eye passed over us. God is good!

Currently, we have no power, phone service, or Internet service, and do not expect it for sometime.

I'm making this entry using a friend's service.

I plan to resume blogging the week of Oct 6th.

Thank you for your understanding!

May God bless your preparation!

Ronnie

We don't like IKE!

This is my last blog entry for the lesson, “Serving the LORD Faithfully.” We are preparing for hurricane Ike here in Houston. Appreciate your prayers!

However, take a look at the lesson plan from Jeff Meyer of Bayleaf Baptist, as well as some lesson notes from Mark Cimijotti of Carmel Baptist Church.

God bless,
Ronnie

Called into service

Mark Rathel’s comments about the lesson, “Serving the LORD Faithfully”, are more in line with my reading of 1 Samuel 2:12-4:1a. He puts the focus on God’s activity—intentions to end Eli’s family of priests, judge Israel by His silence, and prepare Samuel for ministry. He goes on to point out the lessons of listening to God.

The LORD called Samuel into His service. What is your understanding of Christians being called into vocational service today? This may be an opportunity for you to teach on that point.

A key question to ask members in your class (and mine) is based on Luke 2:52, 1 Sam 2:26, and 1 Sam 3:19. How is the Lord preparing and calling you to serve Him?

P.S. First Baptist Church, Chester, Illinois offers a lesson plan based on asking questions.

Serving the LORD Faithfully, 1 Samuel 3:1-10,15-4:1a

Our second lesson from 1 Samuel, verses 2:12-4:1a, is titled, “Serving the LORD Faithfully”. The focus is a contrast between Samuel’s faithful service and the unfaithful service of Eli’s two wicked sons. It seems to me that the text emphasizes the faithfulness of the LORD. He is the one who faithfully “keeps on keeping on” by calling Samuel to replace Eli’s corrupt, priestly line.

I’m sure Eli’s sons had excuses for their despicable behavior. Look at this page of excuses to see if you can find something to help you kick off this lesson with a discussion of excuses we make. I like the Ten Most Used Excuses at the bottom of the page.

PowerPoint for "Declaring the LORD's Grace" 1 Sam 1:1-2:11

Previously, I blogged and posted a set of slides to teach the lesson, “Do You Have Peace With God?” based on Romans 5:1-11. These may help you prepare to teach Step 4 of this week’s lesson, “Declaring the LORD’s Grace”.

The key point is that Hannah found peace in her relationship with the LORD, and then followed thru on her vow to present Samuel to the LORD.

I’ve posted my PowerPoint slides for teaching Declaring the LORD's Grace. Modify them and make them your own, but you may want to “play” the slides first to get a feel for how the lesson will flow. May God bless your class and you as you teach this lesson!

Desperate measures

In preparing to teach Step 3 of “Declaring the LORD’s Grace”, I read an article titled, “Should We Make Vows Today?”. Verses 1 Samuel 1:9-18 make clear how desperate Hannah was. Some of your class members may be in desperate situations today. They may consider making vows, or desperate measures. What should you teach them? This article by Tom Wright might help you.

View Master Perspective

To prepare for Step 2 of “Declaring the LORD’s Grace” read Brad Shockley’s lesson commentary. He quotes Ecclesiastes 1:9 to indicate the relevance of the lessons from 1 & 2 Samuel. In discussing God’s providence, he notes that God is blameless (Psalm 18:30), perfect (Deuteronomy 32:4), and infinitely wise (Isaiah 40:28). His tri-fold description made me think of how we used to use a “view master” toy to see picturesque scenes in 3D. Without the viewer, however, the pictures were nothing but quirky, unclear images outlined in red or green.

So how can we get a view master perspective of God’s providence? This step emphasizes “ways” to acknowledge (or see) God’s sovereignty. To acknowledge variously means to accept, to admit, to recognize, to appreciate, to take notice, etc. Try putting these words on a slide, or marker board and asking members to describe situations that taught them to accept, admit, recognize, appreciate, or take notice of God’s sovereignty in their lives.

Stabilizers

The Lord provided Samuel as a ‘stabilizer’ in the chaotic period when the Israelites transitioned from a band of tribes to a monarchy. To introduce the notion of a stabilizer for the lesson, “Declaring the LORD’s Grace” consider using the illustration of an airplane's horizontal or vertical stabilizers.

This illustration has a lot of legs to it. For example, you can liken air turbalance acting on an airplane to issues that create instability in the lives of Christians. Stabilizers act on an airplane to keep it traveling in the right direction, and God acts on Christians faced with turbulances in their lives to keep them on the right path--one of maturing to become more like Christ Jesus.

Declaring the LORD’s Grace, 1Samuel 1:1-2:11

Our lesson this week is titled, “Declaring the LORD’s Grace”. It’s from 1 Samuel 1:1-2:11. I was impressed to begin my preparation to teach this week by studying my previous posts on grace, which can be found just by searching this site using the search term: grace (see upper left corner for the search window).

For example, below is a list of previous posts from a lesson about grace called, “What about God’s Grace?”, which we studied three years ago from Romans.

Grace as God’s Ability
Can’t get there from here
Perspective gap
Abundant grace
More about God’s grace
Spotlight grace

As I recall, I liked the last one in the list because it offers a word picture that helped me shine a spotlight on God’s grace.