Flipbooks

32 C P H . O R G / C U R R I C U L U M GRADE 8 TEACHER GUIDE SAMPLE 2 3 4 P R E A S S E S S M E N T S Anticipation journals—If your classroom uses journals, share the title of this unit—Jesus Saves the World—with your students. Have students write what they anticipate the focus of this unit will be in their journals. After allowing time for students to complete their journal entries, have them share their anticipation notes with a small group or the class. If there's not enough time to share, tell students to turn in their journals. Then take time to read through the student's entries. Guess box—Place several items related to the lessons in this unit in a closed box. Items could include a light (trans- figuration), palm branch (Palm Sunday), rooster figure (Peter's denial), large nails (crucifixion), folded white cloth (Easter), and a balloon (ascension). Unpack the box with students. Ask them to guess which object correctly matches up with the Bible account. P R O J E C T I D E A S This unit can help emphasize the personal significance of the cross to your students. To prepare for this activity, cut a block of plastic foam to form a cross. Remind your students that Jesus died on the cross to pay the price for our sins. Then say, "Today we're going to do an exercise to help us recognize how important the cross is to our lives. We know we've all sinned and need a Savior. I'm going to use a piece of paper to represent my sins. Notice I'm tearing the paper instead of making a neat little square. That's because sin is not pretty. Sin is ugly." Write "[Your name]'s sins" on the scrap of paper. Then use a small nail to tack the paper to the cross as you say, "But Jesus removed our sins, taking them to the cross as our substitute." As your students follow your example, remind them of the wonderful gift Jesus gave us because He died on the cross for our sins. L O O K A H E A D ● Active Learning, p. 238 Play a game involving Peter, James, John, Moses, and Elijah to review the lesson. ● Biblical Literacy, p. 242 Explore the "I am" statements from the Gospel of John. ● Worship Life, p. 246 Compare various versions of the Sanctus from the Divine Service. ● Relate, p. 266 Explore Jewish burial customs. ● Postassessments, p. 275 Review the unit by discover- ing what lessons the disciples learned from Jesus. I N T O T H E W O R L D You've likely heard it many times in your classroom: "I get to go first!" It's human nature to put ourselves before others. Even Jesus' disciples argued about who was the greatest. But Jesus calls His people to serve, not to be served. Jesus said, "Whoever would be first among you must be slave of all. For even the Son of Man came not to be served but to serve, and to give His life as a ransom for many" (Mark 10:44–45). The Church has many organizations that reach out in love and mercy to meet the needs of those who are suffering, poor, or in need of help or encouragement. How do you choose an organization to support or a need to address? Look at your school, your church, and your community and discover what the needs are. Here are some ideas for serving others: ● Gather groups of students to clean up the grounds at the school, at the church, or at members' homes. ● Assemble packages for those who serve in the armed forces. Ask your church for the names of members in the military. Gather nonperishable snacks, lip balm, devotion books, and notes from students. ● Gather funds to buy fleece and make tied blankets. Donate to a ministry that collects blankets for those in need. Pray for the person who will receive the blanket. ● Bake cookies to take to your local fire or police station. Include thank- you cards that share Bible verses. UNIT 7 Unit Prep

• Cover