Story One: The Children who wore God's Word

By Barry McWilliams
Lesson One: God gave us His word to be used
Bible Text: Deuteronomy 6:4-9

Teaching method: Participation story

You should also prepare some headband and wristbands for the the children to wear as part of the lesson. In a larger group, use several "volunteers", putting on their "phylactries" as you introduce the lesson.

Christian plaques or T-shirts or bedroom door "mezuzah" might be appropriate crafts to go along with the lesson as well.

Lesson Outline:

Silly customs
Persistent reminders
Forehead - eyes and mind
Hands - what we do
Doors- where we go
God's Word in our hearts - a better place
Talking, walking and going to bed

Introduction:

All these are customs which we do. Many of our holidays were originally "Holy days", now we just do them for fun or to make a day special. Most people don't remember why they do the silly things they do on holidays.

In other lands, people do other silly things. The Chinese shoot firecrackers on New Year's day. The Japanese fly kites on Boy's day.

Transition:

We read this in the Bible: [Read Deuteronomy 6:1-9, 25 aloud slowly to the Children]

They must have looked silly. Why did God want them to do such a silly thing as wearing God's Word in little boxes tied to headbands and bracelets?
[Give the children opportunity to make suggestions. ]

Main Body:

[As you are telling the children about these, you may want to give examples from verses written on your own or the children's headbands and bracelets. Use verses with application to children's needs and concerns.]

And as they went out or came in their doors and gates, they were reminded that everywhere we are, we are to honor God.

But there is a better place to put God's word than on a headband or bracelet. The best place is to write it on our hearts.

[You may want to illustrate this by acting out someone who can't remember why a string is on his finger, etc.]

He wanted them to think about the Words of the Bible when they got up in the morning and when they were eating and when they were going to sleep. In other words, all the time. He wanted them to think about the Bible when they were going places, and when they came home. He wanted them to read and teach the Bible to their children.

God has given His Word to you for you to use. God wants us to think about His words all the time. He wants us to know how important His words are. They tell us what He is like and how we are to serve and obey Him.

Thus we learn the Purpose of the Bible God has given to us (vs. 2): It helps us to fear God as long as we live [explain what "fear" means - "to respect, worship, obey, honor", just as we "fear" parents, teachers, policemen, etc.]...and to enjoy a long life. (The best way to live and be happy is to live the way God has shown to us in His Word.)

God's Book tells us that we are to love Him more than anything else. It tells us about Jesus, His Son, who died for our sins. He wants us to know it so well His words are written on our hearts.

Some Jewish boys and girls still keep this custom of wearing God's words. And we can keep it too. Not by actually wearing verses, (though we could on Tee Shirts), but by reading and thinking about the Bible every day.

Choosing the right type of Storytelling method:

1. NARRATION: Narration is best when the stories are simple with familiar elements

2. PARTICIPATION: To get children more actively involved with the story or to fix certain elements of it in their minds. Participation may be verbal using "chants" (the children repeating after the leader); or in the children "acting out" portions of the story; or having a "conversation" with the children as you tell it.

3. VISUAL AIDS: Best when the story includes unfamiliar elements or the stories are more complicated. Sometimes a picture is worth a 1,000 words.
   • Pictures-in-sequence help illustrate a simple story.
   • Flannelgraph stories are helpful when story sequence, movement and relationships are important in the story.
   Be careful that visual aids do not distract attention from the story. Keep interest through anticipation of what will be seen next.

4. CHARACTER STORIES: (Focused on the storyteller or a puppet as a character) These are best where vicarious involvement or role-playing will help deliver the point or to express inner thoughts and the thinking process.

5. DRAMATIC: Best for illustrating application or where multiple characters have significant roles.