Serious Play 4 Teacher's Manual Sample

Leader’s manual SP4 Jesus teaches about God’s Kingdom From the gospels

Contents How it works

4

Unit introduction

6

1

A bright light in the darkness

Matthew 4:15–17,23–25; Isaiah 9:2

2

Raisin’ the roof

Mark 2:1–12

17

3

Love one another

Luke 10:25–37

25

4

The widow’s offering

Mark 12:41–44

33

5

King of Kings

Matthew 21:1–11; Zechariah 9:9–10

41

6

Seeds and yeast

Matthew 13:31–33

49

7

The best treasure

Matthew 13:44–46

57

8

Like little children

Matthew 18:1–5

65

9

Prophecy fulfilled

Isaiah 9:6; Matthew 1:18–24

79

10

Worship the King

Matthew 2:1–11

87

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Serious play

How it works How the sessions are structured Bible passage: All sessions are Bible-focused

Aim This is the ‘big idea’ to be taught during this session. It is child-oriented.

Outcomes These statements break down the aim into ‘do-able’ chunks. There are generally only three, so that the leader can keep them in mind and check up later whether or not they were achieved. They are broken up into: • knowledge – information, concepts, beliefs • understanding – more personal ways of grasping the concepts in the session • life application – ways of making links between knowledge and children’s lives, and reflecting on what kind of change might happen in response to God’s word.

Memory verse This verse will generally be based on the CEV Bible and will be taught during the session.

Notes

Get ready

These notes for the leader give Bible context and background. There are hints regarding the theology of the passage, where it fits in salvation history and how it may properly be applied to both leader and child.

There might also be comments about the management of the session content and special comments when needed about visual aids and activities.

This section gives hints about important preparation to be done before the session starts.

Leader’s prayer This section links to the aim and outcomes, mentioning the way this session will actually call for a response from the child and make a difference in their lives.

Start up During this time activities occur that introduce the theme, aim and ideas of the session. There may be a few activities to choose from. Each activity has a specified purpose.

Your choice of activities will often depend on the children in your group and the space available.

Gear A summary is given at the beginning of the session of all the equipment needed by the leader and when it will be used. Some items will be given as optional. The gear needed for the Start up and concluding Activities is given with the particular activity. Leaders should choose these in advance to ensure that they have all that is needed. It is advisable to try out any unfamiliar activity before the session to make sure it works.

NOTE: Sometimes during Bible focus time there will be a special comment to the leader about an issue that may come up during the session.

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Bible focus

Bringing it together This section is really important. The leader is encouraged to allow enough time for this as connections are discussed that impact the children’s lives.

Links ?

Links are made with the previous sessions.

Connections with life are raised and the children are encouraged to discuss ‘real life’ situations they face. We will raise the issue here and it will be drawn to a conclusion during Bringing it together.

Teaching time This is the body of the session. It involves teaching and learning activities. For this youngest group the story time is usually presented first and activities done after to reinforce the main ideas raised by the story.

The story time has as its central focus the explanation of the Bible text in an age-appropriate way so that the aim of the session is reached. The activities ensure that all the session outcomes are achieved.

What the leader actually says to the children is presented in bold text. Directions to the leader are in normal type.

In this part of the session the children are helped to understand the Bible. Concepts and activities are ageappropriate. The activities are designed to reinforce the Bible teaching by revising the main concepts and testing the children’s recall.

Application is an important part of this section and it is done carefully, while being true to the passage and to the developmental needs of the children. At this youngest age group we are laying the foundations for further knowledge and understanding.

Regardless of the stage of their faith, they can be called on to respond and encouraged to know how God’s word challenges them to love and trust Jesus as their Saviour and Lord.

There may be open-ended questions that encourage children to respond in their own terms. We are aiming for honest responses from the children.

The Memory verse is often taught during this part of the session.

Prayer This will normally follow Bringing it together and allows for the issues highlighted by the children to be prayed about. Leaders will model prayer and also teach children how to pray – both for themselves and for others, and for issues in the wider world.

Activities After the more formal learning time the leader is encouraged to choose one or more of the activities included in each session as a way of reinforcing the main learning ideas and also allowing the children to interact with the adult leaders and also their fellow group members.

Munchies Many of the sessions contain ideas for Munchies – food and drink that relate to the session for the children to enjoy. It is a good idea to check with parents for any allergies that their children might have before serving food and drink.

NOTE: The Links in each session help children to recall what they have already learned. Leaders may wish to include a reflective session also.

This icon shows where in the session the Bible will be read to the children so they can listen to and interact with the word of God.

Music spot Various songs, on readily available CDs, are suggested to link into the session and to provide a high-interest flow to the activities.

Think about it

Think ahead

Here the leader is encouraged to think through issues that occurred in the session and reflect on possible strategies for the future.

This is a very brief indication of what the leader will need to plan ahead for next session. It may involve equipment, people, and so on.

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Jesus teaches about God’s Kingdom

Unit introduction

From the gospels

Unit aim The children will learn about Jesus, our King, and what he said about his kingdom.

Unit outcomes By the end of this unit the children will: • know that God promised to send Jesus to be our King • understand that Jesus is the King of Kings and that he wants us all to share in his kingdom • understand that Jesus’ kingdom is more wonderful than we can imagine • appreciate that Jesus is a King worth knowing and worshipping.

Memory verses Sessions 1–4 … The Lord is our King. Isaiah 33:22b (CEV) Sessions 5–7 (Jesus is) … King of Kings and Lord of Lords. Revelation 19:16 (CEV)

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Where this fits in Jesus’ ministry

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Sessions 8–10 … his kingdom will never end. Luke 1:33b (CEV)

We encourage the children to understand that Jesus, our King, wants us to share in his kingdom, both now and forever. As they learn about the kingdom, they will see that both the King and the kingdom are worth knowing.

The children will be encouraged to listen to Jesus, to worship and praise him, and above all, to accept his gift of friendship.

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Notes Bible background The first two sessions focus on Jesus, as one with God-given authority to forgive and heal.

Session 1 introduces Jesus as a light in a dark world, encouraging people to turn back to God by following his light out of the darkness of sin (Matthew 4:15–17). The second session highlights Jesus’ power as a healer, and more importantly, as one who forgives sin (Mark 2:1–12).

Sessions 3 and 4 focus on how people should live in the kingdom of heaven. In Session 3 the children hear Jesus’ story of the Good Samaritan and are encouraged to love others as the Samaritan did (Luke 10:25–37). Session 4 contrasts the rich people at the temple who gave out of their riches with the poor widow who gave all she had (Mark 12:41–44). As Jesus said, in the kingdom of heaven love and trust for God, and for others, is of utmost importance.

involves creatively exploring our beliefs. Trusting involves the relational side of faith. Doing is the way we act as an outworking of our faith. Children, like adults, benefit from learning approaches that involve exploring faith from each of these four aspects.

These sessions have been written with this in mind.

Special features The leader’s pack includes: • the Leader’s manual of ten sessions • a set of 10 full-colour A3 Leader’s posters • a sample of the Children’s press-outs (2 x A4 card). Extra sets may be purchased from CEP so that every child has their own copy to work with in each session.

• a set of photocopiable masters • a variety of Visual aids and activities for each session.

Leader’s posters

In Session 5, the story of the triumphal entry, often known as Palm Sunday, depicts Jesus as the prophesied King of Kings (Matthew 21:1–11; Zechariah 9:9–10). The children will be encouraged to praise this wonderful king with all their heart.

There is a Leader’s poster to be displayed in each session, presenting the theme of the Bible teaching. These are useful for reinforcing teaching, summarising and recalling past sessions, and creating a colourful timeline of learning.

Sessions 6–8 focus on the nature of the kingdom of heaven. The parables of the mustard seed and yeast (Matthew 13:31–33), and the treasure and the pearl (Matthew 13:44–46) are explained in a simple yet fun way. Session 8 examines the importance of being like children in order to enter the kingdom of heaven (Matthew 18:1–5), with an emphasis on how special each child is to Jesus.

Children’s component

The final two sessions have a Christmas focus. The children will hear about Jesus’ birth, the meaning of his name, Immanuel (‘God with us’) and how the Magi worshipped him. They will be encouraged to worship Jesus as their King – the King of Kings.

Faith development Children grow and develop physically, emotionally, cognitively and spiritually at different rates and in different ways. The unit aims to encourage growth in trust of our loving and caring Creator God, for each child at his or her own pace. No matter what stage of their faith development, they can be challenged to respond to God with trust in his faithfulness.

Faith has been described as having four aspects: believing, imagining, trusting and doing. (See Children Finding Faith by Francis Bridger, SU, England, 2000, available from CEP.) Believing involves having faith in the truth of the gospel and a reliance on the promises of God in Christ. Imagining

The children will receive a set of Press-outs. There is a press-out for each session. The children will use these press-outs in a variety of creative ways to reinforce the session aim. During sessions the pressouts can also be used as aids for revision. At the end of each session, the children will be able to take the press-outs home as a visual reminder of what they have learned.

Activities Children all learn in a variety of ways. Serious play is for three to five year-olds who enjoy and learn through play, are either non-readers or beginning readers, and are active in the years before formal schooling. Because of this, the story-time component of Bible focus is kept short and to the point, and the main concepts of the Bible passages are then reinforced in the activities.

At this stage the children are beginning to learn how to relate to God through his word, the Bible, and also through prayer. It is important that the leaders model this behaviour and encourage the children to follow their example.

A Memory verse activity is included in each session and is presented in an interactive way so that the children will begin to build their own personal store of Bible verses.

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Photocopiable masters

Other children’s CDs you may find useful are:

Photocopiable masters have also been included with most sessions to provide extra craft activities to reinforce key learning concepts or the Memory verse.

The opportunity should be taken when helping the children with these activities to talk to them and learn more about each individual.

• Promises, promises, CEP

When choosing the activities you will include in each session, the number of children in your group, their individual skills and the space you have available will be important considerations. Try to encourage a wide range of activities so that the different learning skills of the children will be catered for.

Purchase of the Leader’s pack entitles you to make one copy for each member of your group.

• How cool is that, Johnny Burns • 10,9,8 … God is great, Colin Buchanan • Practise being godly, Colin Buchanan • Remember the Lord, Colin Buchanan • Follow the Saviour, Colin Buchanan • The King, the snake and the promise, Emu Music • Lovely jubbly, Doug Horley • Tomb breaker, CEP These CDs are available from CEP.

Music spot The Earth movers CD has been especially developed by CEP for use with the 3–5 year old age group. On the CD are songs about God and his promises, movement music for dance, music to cue the children to come back to the leader and get ready to listen, music to ‘get up and boogie’ to, and music for popular games such as pass the parcel and musical chairs.

Often the music helps the children to remember the significant learning that has taken place in the session. You may make one copy only of the CD onto audio cassette for use in the context of your church. This CD is available separately from your kids@church supplier.

Each session recommends the song or songs from the Earth movers CD that are most appropriate for reinforcing the key concepts of the session or the unit as a whole.

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1

A bright light in

the darkness Matthew 4:15–17,23–25; Isaiah 9:2

Aim To hear that our King, Jesus, is like a light in the darkness.

Outcomes By the end of this session the children will: • know that Jesus is our King: he told people to turn back to God • begin to understand that Jesus is like a light in the darkness: he shows people the way to God • begin to appreciate that our King, Jesus, wants us to listen to him so we can be friends with God.

Memory verse … The Lord is our King. Isaiah 33:22b (CEV)

Notes Read Matthew 4:15–17,23–25; Isaiah 9:2.

This unit explores the theme that Jesus and his kingdom are worth knowing. Jesus, King of Kings, is shown to be a light in the darkness, a forgiver of sins and a healer. The children will learn how they can please Jesus by showing love to all, and through the things they do in his name. Later sessions focus on Jesus’ kingdom, and begin to explore how wonderful it is, and why it is worth striving for.

After Jesus’ baptism and temptation, his ministry began in earnest. He moved on to Galilee, thus fulfilling Isaiah’s prophecy of Isaiah 9:1–2: with Jesus’ birth a light had dawned upon all those who are in darkness, including the Gentiles. Galilee was politically and geographically cut off from Judea, with a less predominantly Jewish population. The Gentile influence was strong in Galilee.

Jesus taught people the good news about his kingdom, calling them to listen and ‘turn back to God’ (Matthew 4:17). He chose four fishermen as his first disciples and they followed him as he preached the good news and healed many.

This session examines the metaphor of Jesus as a light in darkness. While this is a difficult concept for young children it has been explored in fun and simple ways. The children will hear that just as a light brings direction, and a feeling of warmth and safety, so too does Jesus.

Leader’s prayer Give thanks that Jesus, servant-king and light in the darkness, submitted to the Father for our sake. Pray that the children will be encouraged to listen to Jesus, and that they will have no doubt that Jesus is a king worth knowing.

The ‘shadow of death’ (Matthew 4:16; Isaiah 9:2) refers not to inevitable physical death but to the spiritual death caused by sin. Jesus will be the light who leads those who respond away from the darkness of sin, and into the eternal kingdom of heaven. As creator, God brought light into darkness; in the same way, God brought Jesus, the light, into the dark world to give eternal life.

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Gear Leader’s poster 1 A CEV Bible A Children’s press-out 1 for each child Yellow cellophane A sheet of black cardboard A torch A copy of the Memory verse strips photocopiable (page 15) q CD and CD player (optional) q Gear for chosen activities in Start up and Activities sections q Food for Munchies q q q q q q q

Get ready Prepare Leader’s Poster 1 by folding the lighter half backwards, ready to reveal at the appropriate moment.

Make a hidey-hole that’s really dark. For a small group, use a large table covered with several bed covers or blankets. For larger groups push several tables together to make a big hidey-hole.

Alternatively, hang blankets on windows and define your hidey-hole using dividers, chairs, curtains or whatever is available. Make sure the children can enter and exit easily. If possible, spread cushions and blankets over the floor of your hidey-hole to make it really cosy and collect extra torches to use in the hidey-hole.

Cut the copy of page 15 into strips. Make sure that you have enough Memory verse strips for the children in your group.

For extra impact Create an elaborate entrance to your hidey-hole that leads the children from the light into increasing darkness. For instance, use a play tunnel, bed sheets, large cardboard cartons, and so on. Remember to provide an easy exit.

Start up Choose from the following warm-up activities to suit your group and the time you have available. Tick each activity you do, for future reference.

In the dark Purpose: To introduce the concepts of dark and light.

Gear q q q q q

Glow in the dark stickers (optional) One or more torches Night light (optional) Storybook (optional) White cardboard (optional)

If you have the stickers, allow the children to stick a few on their face or hands (these stickers can often be found in discount shops). Accompany the children into the hidey-hole, bringing the torch with you. Help the children to feel comfortable by showing them where the entrance and exit are and by shining the torch all around the hidey-hole. Do one or two of the following activities, then discuss how it feels to be in the dark and how it feels when a light is turned on. A night light may provide a comforting glow. Try to have two adults present when you are in a confined area with the children.

• Give each child a turn with the torch. Say to them, ‘See if you can find (name)’. When he or she shines the torch on the person named, all cheer and applaud. You could even add some extra objects in the hidey-hole to find, such as a soft toy, the Children’s press-out 1 (wrapped in paper), a packet of biscuits, glow-in-the-dark toys or shapes, and so on.

• Try reading a very short storybook by torchlight.

• See if the glow-in-the-dark stickers work. You may need to shine the torch on them first (make sure the children’s eyes are shut).

• Make animal shadows on a piece of white cardboard.

• Share ideas and stories about the dark (but they should not be scary). For example, the children might have experienced a power black-out.

What did they do? Did they play any games?

Have they ever had a night-time walk? Who has glow-in-the-dark toys or shapes in their room?

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Blindfold

Spread out your arms and breathe deeply.

(Pause and take a deep breath.)

Look where it’s most bright, Smile into the light, And relax as it warms you completely. (Sigh.)

Purpose: To try to do things ‘in the dark’.

Gear A sleeping mask or soft scarf for a blindfold Three or four piece puzzle (optional) Paper and coloured pens or pencils (optional) Objects with different shapes and textures (optional) q A tray, two cups, and a small jug of water (optional) q ‘Pin the tail on the donkey’ or similar game (optional) q q q q

All sit up. ?

We’ve been playing games and talking about light and dark. The Bible talks about someone who is like light in the darkness. Let’s see what the Bible says.

Choose from the following activities for the children to do while they are blindfolded. Discuss what it’s like to try the activities in the dark, and how much easier it is with the light. If you have a large group, you may wish to split into smaller groups with helpers for each one, coming back together for the chat.

• Do a very simple puzzle.

• Draw a face (or anything).

• Identify familiar objects by feeling them (such as a cup, a shoe, or a pen).

• Pour a drink of water (or water from cup to cup).

• Play a game of ‘Pin the tail on the donkey’.

• Lead the children on a short walk while blindfolded.

• Guess who is speaking. The blindfolded child stands in the centre and has to guess who is talking to him or her. The other children can take turns saying ‘Hello (name)’. Only do this if the children know each other well.

You will need Leader’s poster 1 (see Get ready) and a torch.

All sit in a circle.

Shut your eyes for a minute and imagine that there is no light. Everything is dark and black.

You can’t see anything at all. You can’t see people, colours, toys, plants, food, or anything … and when you try to move you bump yourself hard. Ow! If there was no light, how would you eat? How would you find food? How would you know if it is good to eat? What about playing with your toys?

Would it be fun to play with toys in the dark all the time? How would you know where your toys are? How would people drive cars, go to work or school, and so on without light?

You wouldn’t even be able to see someone smiling at you …

Ask the children to open their eyes.

Bible focus

What kind of world would that be like?

(Accept responses.)

Links Encourage the children to lie down and relax as they listen to this poem: Close your eyes tight, So it seems black as night.

Listen and hear the clock ticking. (Pause and whisper ‘Tick tock’.)

Don’t move around, And don’t make a sound. (Whisper ‘Shhh!’)

Imagine you feel a cold prickling. (Whisper ‘Brrrrrr.’)

Now open your eyes, So the light’s a surprise,

Teaching time

How would you feel in that kind of world?

(Accept responses.)

Turn on your torch.

Now imagine that in the dark you can see just a little bit of light. When we get close to the light we can start to see. The more light there is, the more we can see.

Shine your torch around the circle pausing on each child, being careful not to shine it directly into eyes.

Turn off the torch.

How does it feel to see some light when it is dark? (Accept responses.)

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We need light, don’t we? Light makes us feel happy, warm and safe. We need light so we can find our way, and so we can see and do things.

It doesn’t always have to be a big light – even a little candle can light up a dark room with a warm glow. A world with light is better than one with no light at all.

Show your Bible.

The Bible says that Jesus, our King, is like a shining light in the darkness. Hang on! What does that mean? How can Jesus be a light?

(Accept responses.)

The people who listened to Jesus didn’t have to feel sad, lonely and afraid any more.

Jesus did many wonderful things to show the people he really was sent from God to be their light.

He healed people who were sick. He made deaf people hear and blind people see again. Some people whose legs were too sore to walk came to Jesus and he made their legs strong and healthy.

‘Look at Jesus!’ said all the people. ‘He must be from God. He has power to help us. He is a light in the dark for us.’

Let me tell you how Jesus is a light.

Show the dark half of Leader’s poster 1. Point to the people.

How do these people look? (Accept responses.)

When Jesus was born, many people had forgotten about God. Many people were sad, lonely and afraid – just like it would feel in a dark, dark world.

In fact, many people didn’t know how to be friends with God any more. It was like they were bumping around in the dark, trying to find their way, but not quite finding God.

Bringing it together Wow! It makes me feel happy to know that Jesus is like a light in the dark. Now I don’t have to feel scared, sad or lonely any more, because I know that Jesus is my light in the dark.

I can see how to be friends with God, because Jesus is the light showing me the way.

How does it feel to know that Jesus is like a light in the dark? (Accept responses.)

Tell me again what people need to help them when they are in the dark? (Light.)

The people needed a light to help them be friends with God – but not just any kind of light, like a candle or a torch.

The Bible tells us that God promised he would send a very special person who would be a shining light in the darkness – and that person was Jesus.

Reveal the light picture on Leader’s poster 1. Shine the torch on Jesus.

Look! Here is Jesus. He is telling people about God. ‘Listen to me and love God,’ he told the people. ‘Turn back to God. I will help you.’

Just like a light shines in the dark and helps you find your way, Jesus came to help God’s people find their way.

Point to the crowd on Leader’s poster 1.

Look at all the people listening to Jesus. See how happy they look in the light?

What was Jesus, the bright, shining light going to do? (Help them be friends with God.)

The Bible also says that Jesus is our King. He’s the King of all of us. That means he is your King and your King and your King (point to each child in your group). He’s my King too!

You know why it makes me happy that Jesus is my King? Because I know that Jesus is the best King ever, and if we listen, he will help each one us to be friends with God. Maybe tonight when it’s dark and you turn on a light, you can think of Jesus, our King, and our light in the dark.

Prayer If you made a hidey-hole (see Get ready), go inside it to have prayer time. Begin by encouraging the children to say their own prayers (or offer prayer requests). Allow the children to hold the torch as they say their prayer. Alternatively, invite the children to lie down. Play Stop and rest track 16 on the Earth movers CD quietly in the background and read the poem from Links (page 11) again. End with the following prayer.

Dear God, thank you that Jesus is like a shining light in the dark. Thank you that Jesus’ light helps us to be friends with you. Help us to listen to Jesus, our King. Amen.

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Take home

Memory verse

Gear

Gear

    

A Children’s press-out 1 for each child PVA glue A tea-light candle for each child Glitter Matches (optional)

Make a candle to remember that Jesus is like a light in the darkness. Glue the candles onto the pressouts and add sprinkle glitter around the base of the candle. To avoid getting glue and glitter onto the writing, spread a thin layer of glue around the white edge for the children. Shake off any excess glitter.

Remind the children that the Bible says Jesus is like a light in the darkness. Ask the children why they think Jesus is special and why God sent him. Explain that Jesus wants people to listen to him so that they can be friends with God. As an option, light the candles and allow the children to carefully hold their candle. Invite them to whisper ‘Jesus is a light in the darkness’ before blowing the candle out. Allowing one child at a time to do this before lighting another candle is best for larger groups.

The children can take their candles home in their Serious play backpacks. Encourage their parents to light the candles at night, perhaps during dinner.

Music spot Encourage the children to join in as you play the following songs.

Dance to the music! Or, take turns waving the torches around.

Jesus is the Mighty, Mighty King, track 5 on Colin Buchanan’s LIVE in the Big Tent CD. James 4:7, track 19 on Colin Buchanan’s 10, 9, 8 …

God is Great CD. He’s Jesus, track 9 on the Earth movers CD. Just like Jesus, track 10 on the Earth movers CD.

q The strips cut from your copy of the Memory verse photocopiable (page 15) q A piece of black paper or cardboard for each child with a circle cut in one corner q Yellow cellophane cut into pieces big enough to cover the holes in the black paper or cardboard q Adhesive tape Help the children to tape the yellow cellophane to the back of the black paper, and tape the Memory verse onto the front. Explain that Jesus is the light (point to the yellow circle) in the darkness (point to the black paper). Read the memory verse and ask the children to repeat it after you several times. … The Lord is our King. Isaiah 33:22b (CEV)

Activities Choose from the following activities to conclude the session. Play music while the children are working.

Follow the light Gear q A torch Darken your room as much as possible. Sit in a circle.

Shine a torch on the floor and choose a child to stand on the light. Move the torch around and stop so that the child must run, jump, or hop from place to place to stand on the light. For smaller groups, more than one child can do this. For larger groups, use more torches and helpers. Play Jumping jelly beans, track 15 on the Earth movers CD, as you play this game. At the end remind the children that Jesus, our King, wants us to listen to him so that we can be friends with God.

Hidey-hole game Gear q Cardboard cartons and rugs q Hidey-hole (as set up in Get ready) Place extra boxes and rugs around the hidey-hole so that the children can explore light and darkness around it. Make peep-holes in the cartons so the children can see. Supervise the children to ensure no one is frightened.

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Paint swatches

Munchies

Gear

Gear

q Five or six paint swatches from one colour family

q Plain biscuits, or crackers and cheese q Aluminium foil

Ask the children to help you organise the paint swatches from lightest to darkest. End by reminding the children that Jesus is like a light in the darkness.

What does he do?

Light in the dark

Wrap some snacks in aluminium foil. Take these into the hidey-hole and have a torchlight snack. Shine the torch on the foil before you eat so that it flashes in the torchlight.

Gear q Glow-in-the-dark stickers or shapes q Black paper Invite the children to decorate the black paper with the stickers or shapes. As they work, remind them that Jesus is like a light in the darkness. Encourage them to take their pictures home and look at them when they go to bed. Perhaps they will be allowed to stick them above their bed.

Think about it

Think ahead

Did the children understand the different concepts of light and dark?

You will need Leader’s poster 2, Children’s press-out 2 and copies of the crowd photocopiable (page 23) for each child.

Did they enjoy the games and activities you chose?

See Gear for Session 2 (page 18).

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… The Lord is our King. Isaiah 33:22b … The Lord is our King. Isaiah 33:22b … The Lord is our King. Isaiah 33:22b … The Lord is our King. Isaiah 33:22b … The Lord is our King. Isaiah 33:22b … The Lord is our King. Isaiah 33:22b … The Lord is our King. Isaiah 33:22b … The Lord is our King. Isaiah 33:22b … The Lord is our King. Isaiah 33:22b … The Lord is our King. Isaiah 33:22b … The Lord is our King. Isaiah 33:22b © CEP 2004 The purchaser of the Serious play SP4 manual is entitled to photocopy this page for use with his or her group.

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