Discovering A
Christ–Like Character
7th, 8th, or 9th Grade Bible Curriculum
Discovery Series–Book 4
Developed and Written
by
Jan L. Harris, Howard Lisech, and Bonnie Lisech
Artwork by Bob and Mary Ann Beckett
Edited by Howard Lisech, Jan Harris, Joanna Harris, and Barb Snyder
additional copies may be ordered from
(see order blank at the end of this book)
Deeper Roots Publications
2100 Red Gate Rd.
Orlando, Fl. 32818
(407) 293-8666
[email protected]
www.DeeperRoots.com
Teacher’s Guide
Christian School Edition
Table of Contents
About the Authors................................................................................................................iv
Introduction..........................................................................................................................v
A Few Words for the Teacher......................................................................................................vi
Introductory Lesson
.........................................................................................................4
Matt. 4:18-22; Gal. 2:20; Rom. 8:29
Lesson 1
Christ-Like Joy ...................................................................................11
Lesson 2
Christ-Like Integrity .........................................................................38
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Appendix
John 15:1-11, 17:30, 20; Heb. 1:9; Prov. 23:7; Rom. 15:13; Phil. 2:17-18; Luke 6:22-23
Luke 16:10; Mark 12:13-14; Matt. 4:1-11, 17:24-35; 27:4; John 14:6, 17:17; 1 Cor. 10:13; 1 Pet. 1:18-21;
Psa. 32:1-7; Acts 16:17-30; Dan. 5:31-6:13; Gen. 12:10-20
Christ-Like Forgiveness ................................................................83
Luke 17:4-5, 23:33-34; Matt. 6:14-15, 18:21-35; Eph. 4:31; Heb. 12:15; Rom. 6:13, 16, 19; Col. 3:13
Christ-Like Humility ..................................................................113
Luke 14:7-11, 17:12-16, 18:9-14; Matt. 15:22-28, 20:20-28; John 3:26-30, 13:1-17, 15:5;
Psa. 99:1-8, 139:13-14; Phil. 2:5-7, 4:13
Christ-Like Unselfishness .............................................................151
Phil. 2:3-4; Matt. 14:13-21, 26:36-39, 42-44, 28:19-20; John 6:5-9; 1 Cor. 15:3-4; Rom. 12:9-21
Christ-Like Self-Control .............................................................191
1 Cor. 9:24-25; Pv. 25:28; Matt. 13:44, 14:23, 26:36-38, 45-54, 27:11-42; John 13:35-35;
Psa. 119; 1 Pet. 4:7, 5:8; 2 Pet. 1:3-7; Gal. 5:16-25
Christ-Like Love .........................................................................231
Eph. 3:17-19; 1 John 3:18, 4:8-10; John 2:1-5, 4:4-9, 13:10-12, 14:15, 21:1-17; Matt. 9:36, 14:14, 15:32,
16:5-11, 20:30-34; Luke 2:41-49, 6:6-11, 7:26-28, 22:31-34
.......................................................................................................281
(Note: For your convenience, we have listed some of the Bible passages and verses that
we have used in this curriculum. Many other verses are also studied.)
Unreached People Profiles
Uighur People.......................................1
Japanese People..................................147
Aimaq-Hazara People..........................35
Bhotia People......................................187
Gond of India.....................................79
Bouyei People.....................................227
.
Fulakunda People..............................109
©2007 Deeper Roots Publications
iii
About the Authors
Jan Harris has a long and varied career in education. She received her Bachelors
degree in Education and English from Southwest Missouri State University and a
Masters degree in Education as a reading specialist from the University of Arizona. She has also done postgraduate work in the field of learning disabilities. In
her 25-year teaching career, Jan has taught all grade levels. Jan has taught in both
public and Christian schools, including the Master’s College in California, where
she taught Teaching Reading in the Secondary Schools and The Role of the Family
in Missions. She has spent many years with New Tribes Mission, teaching in schools
in Papua New Guinea, Colombia, and Brazil. During furloughs, she enjoyed home
schooling four of her six children. Jan currently serves with NTM where she is
working on a team adapting Bible curriculum to make it more suitable for 5th and
6th grades in home schools and Christian schools.
Howard Lisech received a Bachelors of Science degree in Earth Science from Southwest
Missouri State University. After two years as an officer in the Corps of Engineers,
US Army, Howard accepted employment with Corning Glass Works as a process
engineer. God drew the Lisech family into mission work with New Tribes Mission,
and they served four years in Papua New Guinea. Howard served thirteen years with
World Outreach Fellowship in Orlando as Director of the WOF/SPRINT short-term
mission program until WOF merged with PIONEERS mission board in 1994. There he
served as a full-time graphic designer for PIONEERS specializing in communications,
image selection, and desktop publishing until 2005. He continues to serve on the
communications team in a part-time capacity. Howard is the publisher of all projects
at Deeper Roots Publications.
Bonnie Lisech attended Southwest Missouri State University where she met Howard;
they were married in 1963. In 1972, they began three years of missionary training
including a year at New Tribes Bible Institute in Waukesha, Wisconsin. Four years
after illness forced the family to return from Papua New Guinea, Bonnie taught Bible
classes in Christian school for several years. The Lord led Bonnie and Howard to
home school four of their five children for ten years and all four graduated from Circle
Christian School, a well known home schooling organization in Orlando. Bonnie
teaches adult women’s Sunday School classes and actively disciples women from her
church and neighborhood. She has served as the Women’s Ministry Coordinator
for PIONEERS in the past and continues to write quarterly encouragement letters to
the missionary women of PIONEERS. Her latest book, Fruit That Remains, contains
22 of these encouragement letters for all women.
Bonnie writes Bible studies for “Women of the Harvest” e-magazine and periodically
writes articles and the Weekly Word for them. She co-authored five devotional
books: Walk as He Walked, Abide in The Vine, Ripe for Harvest, Coming Home, and Coming Home Again with her
husband Howard. She also wrote a 30 day devotional entitled Encouragement for Home School Moms and continues
to produce Bible studies and new Bible curriculum studies.
Jan, Howard, and Bonnie make up the writing team that coauthored the Rooted and Grounded High School Bible
curriculum. They also wrote the Jr. High Bible curriculum comprised of Discovering Our Amazing God, Discovering
Who I Am In Christ, Discovering Christlike Habits, and Discovering Christlike Character. Photos by Sherri Lisech Means
iv
©2007 Deeper Roots Publications
Introduction
Glory ye in his holy name: let the heart of them rejoice that seek the LORD. Seek the LORD,
and his strength: seek his face evermore. Ps. 105:3-4. KJV
Over the years, we’ve seen and used several 7th, 8th, or 9th grade Bible curriculums, most of which ask the students
to spend their time learning and reciting facts. May we present you with a different kind of Bible curriculum?
The enclosed lessons are designed to take 7th, 8th, or 9th grade students beyond the facts of Bible stories and challenge them to a deeper understanding of Christ’s character in a way that will affect them throughout their Christian life. The students will learn that Christ desires to ‘grow’ His character in each of them, and they’ll experience
practical means of cooperating with Him in gaining a Christlike character. Using thought provoking questions,
opportunities to make application, and assigned meditation and journaling–”Reflections”–these lessons encourage
your students to focus on Jesus and follow Him.
The lessons are enlivened especially for students through many creative hands-on exercises, writing projects, videos
and DVDs, and field trips. The upbeat line drawings will catch your students’ attention and engage them with
each lesson.
I’ve taught for over 25 years in public and private schools, and I believe the writing assignments, reviews, and tests
give the curriculum academic excellence and make your job as a teacher much easier. In addition, they provide
repetition and application of ideas and concepts to help the students retain the important principles they are learning.
The memory challenges are tied to the lessons, yet they also provide “words to live by.”
The curriculum introduces a new area or group of people with each lesson and incorporates daily emphasis on world
missions through prayer. It introduces the student to different beliefs and customs of people groups throughout the
world. Some lessons include questions and discussions on world evangelization as an integral part of the lesson.
In short, I think we have produced a balanced, helpful, and challenging Bible curriculum. We believe you will
find it to be fun for your students, refreshing, and practical. May God use it to bless and encourage you and your
students.
Janice L. Harris
Teacher and coauthor of Discovering Our Amazing God, Discovering Who I Am In Christ, and Discovering
Christ-Like Habits
©2007 Deeper Roots Publications
v
A Few Words For The Teacher
Please think of the Teacher’s Notes as a guide–not a strait jacket. As you know, every student is different, and you
must adapt any curriculum to the specific needs of your students. We have tried to plan a reasonable amount of
work and homework for each day. However, if you cannot finish all the lessons as suggested in the Teacher’s Notes,
please adapt them and omit some days as you find necessary. If your students need more time for the writing assignments, then allow that time. Always keep in mind your primary goal: to encourage your students to appropriate
the power of the Holy Spirit as they grow and become more like Christ.
It is important that you read through all the teacher’s notes
for the lesson before you begin each one.
There are several different options for handling the inductive Bible studies in each lesson. It is good to use all of
these methods at different times, as junior high students enjoy variety.
1.
2.
3.
4.
You may require the students to work the lesson alone, then discuss the answers in class.
You may divide the students into groups to work the lesson.
You may work through each question as a class.
You may assign the lesson for homework rather than using the suggested homework assignment.
Regardless of the option you choose, you will need to introduce each lesson with background, review,
discussion, examples, etc. to prepare the students for the Bible study.
Do avoid giving the students the answers. You may need to define words, give additional examples, or ask more
questions to enable them to discover the answer. The answers they discover will become their own.
Remember, the Bible class is the most important class your students attend since it will be there that they gain a clear
and basic foundation to live by. It is a tremendous privilege for you to invest in the fabric of your students’ lives.
For your convenience, at the end of each lesson, we have included a copy of the scripture verses (except for the
longest passages) used in that lesson. We have not included the verses in the student workbook, because we believe
that looking up the verses will help them become more comfortable and familiar with God’s Word.
You may find a lot of repetition in these lessons. Please resist the temptation to omit something because it seems
repetitive. Repetition is a necessary part of learning.
Hopefully, your students will apply the Scripture personally. Therefore, some of the journal questions ask for information that they may not wish to share with you, their teacher. It is important for them to write the application
answers, but you should respect their privacy and not insist on reading those answers. You may invite the students
to read a journal entry in class, but do not demand that they do so.
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©2007 Deeper Roots Publications
World Perspectives
Each believer has the privilege and the opportunity to be involved in helping spread
God’s Word throughout the world. These lessons provide a unique opportunity to
involve your students in world evangelization through prayer. At the beginning of
each lesson, take time to read about and discuss together the people block pictured.
The sketch and the “people profile” will help you learn about and pray for people
with different customs and cultures. Use a map to locate the homelands of each
group. Each day, as you begin Bible class, join your students in prayer for the evangelization of this people block. At the end of the week, ask your students to share
a thought or some new concept about the featured people block or religious belief.
It is easy to live our lives completely insulated from the realities of people who have never heard the Gospel.
Specific prayer based on accurate, current information, is a powerful practice. These people blocks depict those
who have been in spiritual bondage for centuries, and our prayers are an important part in seeing the Gospel penetrate each culture. Remind your students that God’s heart is for all mankind, not just our own culture. Operation
World: The Day-by-Day Guide to Praying for the World by
Patrick Johnstone and published by Zondervan is a wonderful
resource for those who want more specific details of needs of
the world and the status of Christianity in other countries.
In Rev. 5:9, God shows us that He desires some from every
tribe, and language, and people, and nation be included in the
body of Christ, and He has given all believers the privilege of
being involved in His Great Commission.
Throughout this curriculum we have tried to emphasize God’s desire that the Gospel be preached to every tongue
and tribe and nation (Rev. 5:9). Watch for opportunities in each lesson to teach your students why they should be
involved with world evangelization and how they
can be involved.
What is “UNREACHED” anyhow?
A wonderful resource for introducing Junior High
students to the world is Kids Around The World
Teachers Resource Kit. This includes a large map
of the world showing the most needy areas, a
fascinating video with five segments filmed on
location: 10-40 Kids, Turk Kids, Kazakh Kids, Riffi
Kids, and Uzbek Kids. There is also a cassette with
songs and music tracks, and the resource kit has
activities, songsheets, and complete lesson plans for
the teacher. (See appendix)
©2007 Deeper Roots Publications
When we say unreached people, we’re using the word “people” to represent a collection of individuals who are linked together by common
language, culture, or ethnicity. “People” in this context does not refer
to a plural form of person, but rather a group, a people.
We like to think about mission efforts being directed toward people
groups, rather than individuals, because God seems to consider such
groups as the functional target of His grace and the functional source
of His praise (Genesis 12:3, Matthew 28:18, Psalm 67).
From “The Good Report” Summer 1999 - CALEB PROJECT. Used by
permission.
vii
Speaking of the Artwork!
The line drawings included in each lesson and each day’s assignment
were drawn by our good friend, Bob Beckett. Bob studied art at
Ringling School of Art in Sarasota, Florida. We specifically chose
line drawings to make the Bible stories and principles spark the
imagination of the 7–9th grade student. Bob’s ability to capture expressions and ideas on paper and illustrate them through
simple line drawings will be immediately evident as you look
through this curriculum. Bob, and his wife, Mary Ann, have supported us and encouraged us for many years in various projects.
Note: Please be assured that we take God’s Word very seriously. We believe it is God’s revealed
truth and hold it in highest honor. We do not intend the line drawings to trivialize God’s
Word, but rather to catch the imagination and interest of the 7-9th grade student.
The wonderful sketches of faces from unreached people groups
featured at the beginning of each lesson were done by artist
Mary Ann Beckett. Mary Ann graduated from the Ringling
School of Art in Sarasota, Florida, with a Bachelor of Fine
Arts. Her unique ability to capture lifelike expressions makes
her sketches come alive. She and Bob both have a heart for
unreached people. They live in Orlando where they serve on
their church’s missions committee. We are grateful to have
them as our friends and co-laborers.
Contact the Becketts at [email protected] if you need custom artwork.
viii
©2007 Deeper Roots Publications
Memory Challenges
The Memory Challenge consists of one or two verses for each week. You should feel free to tailor the amount of
memorization to fit your particular students. We strongly believe in and encourage the memorization of Scripture.
“Thy Word have I hid in mine heart, that I might not sin against thee” (Psa. 119:11 KJV). The teen years are an
excellent time in which to memorize Scripture.
Further, we encourage you to make the Memory Challenges cumulative–that is, continue to review all the verses
learned each Friday and to quiz on all the verses at least once each month for an entire quarter.
Verses may be tested orally or by writing. As you accumulate several verses, it is easier on both the student and
teacher to test orally. If you test by writing, avoid marking off points for minor spelling or punctuation errors.
The goal is clear and practical understanding of the verse(s).
There are many methods you might use to vary the review of verses. See p. xii for some suggestions.
Reviews and Tests
Objectives
The goals of the reviews and tests are:
(1)
(2)
(3)
(4)
(5)
to motivate the students to review the material;
to challenge the students to think more deeply about the main issues of the lesson;
to pull together many of the concepts the students are learning;
to help the students appropriate scriptural principles;
to help you learn if you are teaching what you think you are teaching.
The reviews should be used to prepare your students for the tests. We encourage you–do not omit the reviews and
the tests. They are very important in reinforcing the students’ understanding.
Questions
Many of the questions in this book–in the lessons, reviews, or tests–have more than one possible answer. Remember
that answers will vary and use your discretion in grading. We have tried to give some ideas of possible answers,
but your students should be encouraged for original–biblical–thinking. Look for ways to be gracious and
encouraging when grading the lessons.
The questions in the tests are taken from the reviews and from the memory challenges. However, the questions
may be worded differently.
Some 7–9th grade students do not perform well on essay questions. Before the first test, spend some time teaching them how to answer an essay question. You should use your own judgment about how many points an essay
question should be worth.
©2007 Deeper Roots Publications
ix
Writing Opportunities
We have included writing opportunities in several lessons because we believe writing about a subject helps to cement it in a student’s mind. Also, writing requires synthesis and integration of ideas. Thinking about the Bible
lessons at this deep level will assist your students in understanding and applying God’s truth.
Always be sure to discuss the “Writing Opportunity” thoroughly with
the student as you make the assignment. When you have graded the
writing, discuss it again. Point out what the student has understood or supported with Scripture correctly. If they are weak in
understanding any points, take time to reteach. Make
suggestions for how they can do better on the next writing
assignment. Always keep in mind that your primary focus
WRITING SCOREBOARD
SCOREBOARD
WRITING
is teaching–not evaluating.
Each writing assignment includes a “Writing Scoreboard,”
which you should go over with your students. Be sure they
clearly understand these standards. As you go over their
paragraphs, show them where they have succeeded in
meeting these standards. Give them specific correct examples
in areas where they are weak. You should decide if you wish to
grade on spelling, grammar, organization, etc. If you do, be
sure your students understand these standards as well.
Across the Curriculum
You will notice that several of the lessons in this study contain a suggestion for integration with another subject.
We believe this kind of cross-curricular study helps students realize that the things they are learning in Bible class
are related to the things they are learning in their other subjects and to real life. Any of the writing assignments
may be done in cooperation with the Language Arts class. All of the “People Profiles” can serve as springboards
into geography and social studies classes. There are also art projects and drama activities.
x
©2007 Deeper Roots Publications
Journaling
We suggest that you encourage your student(s) to journal. Journaling–writing thoughts, meditations, prayers, or
truths we have just discovered–is a highly effective way to reinforce what God is teaching. We have included frequent
assignments called “Reflections,” which ask your students to journal. Many times our lives are like “tumbleweeds”
just rolling around, blown from one thing to another by life’s pressures. We sometimes give little thought to what
we are experiencing and what God is revealing to us about Himself and His will for us. We trust the Reflections
assignments will encourage and challenge your students to think more deeply about the truths they are learning,
their lives, and God’s plans for them.
Journaling is collecting our memories as
reminders of our own struggles and joys and
God’s faithfulness and power.
As I journaled in Bible study, I found it most
helpful to choose a favorite verse from the lesson,
meditate on it, and then write a short prayer
to God. My prayers included things I learned
from the lesson and praise to God.
David probably kept a journal, which we read today in the book of
Psalms. He wrote, “Remember the wonders he has done, his miracles, and
the judgments he pronounced” (Psa. 105:5 NIV). David recorded great
times of joy and praise, as well as deep despair and depression; times of
defeat as well as deliverance. We are blessed when we read these records
of his spiritual journey. David wrote in Psa. 143:5, “I remember the
days of long ago; I meditate on all your works and consider what
your hands have done.”
Journaling helped to solidify in my mind the
spiritual truths from the lessons. It also gave
me a record of my thoughts and feelings after
each one. On occasion, I reread some of my
journal pages, and I am reminded of the truths
I learned, comments I made, and answers to
my prayers.
Your students’ journals should be graded on the basis of correctly
completed assignments. Do not grade on content, organization,
mechanics, etc. Sometimes junior high students may resist doing this
type of assignment. If necessary, require each assignment to have a
certain number of sentences or lines.
You could also give extra credit points for extra journal entries. If your
students wish to write extra journal entries, you should be free to read
those entries to ascertain that they are apropos.
“Most of us read too much and reflect too little.”
Howard Hendricks
We have included a brief page about journaling in the student’s workbook. Take time to read this page with your students as you discuss
their first “Reflections” assignment.
©2007 Deeper Roots Publications
Keeping a journal can sound intimidating, but
the benefits far outweigh any inconvenience it
may require. To look back and read an entry
written, either during a spiritual victory or
a spiritual trial, is an experience that always
strengthens and encourages me.
Those day-by-day moments of learning as
I walk with Jesus are too precious to be left
unrecorded and forgotten. Joanna H.
Journaling is a way to come before my God
with triumph and heartache; sorrow and
blessing. It is a place of praise or tears, worship, and petition. It is a way to be honest
before my God. Terry C .
I have found journaling of great importance
in continually drawing my focus back to the
character of God. I write letters to God and
prayers about times of confession and forgiveness. I use journaling to give my burdens to
Him. I write verses that remind me of His
faithfulness. Linda F.
xi
Suggestions for Memory Challenge Reviews
1. Write out the verse omitting some words or phrases to be filled in by the students.
2. Take turns saying the verse phrase by phrase with the students.
3. Make up a tune and sing the verse. (Many verses have already been set to tunes. Look for a collection of those
in your Bible bookstore.)
4. Write all the phrases in the verse on slips of paper and have your students arrange them in the correct order.
5. Have the students write the verse in phrases, then underline the beginning word–or the most important word–of
each phrase.
6. Color often helps hold a student’s attention. Provide color markers for the students to use to write the verse.
7. Have the students draw pictures in place of some of the words. Then read the verse using the pictures as reminders.
8. Use a tape recorder to record each verse and listen to it repeatedly. Once it is familiar, stop the recorder, have
students say the next line, check accuracy by playing that line, etc.
9. Make up actions to go with the verse or with individual words in the verse.
10. Write the verse on a note card and have your students post it where they will see it frequently–on the bathroom mirror, on the front of the refrigerator, beside the bed, etc.
11. The most effective review for long-term memory that I have found is a systematic review often used by language
learners. Have your students review the verses on the first, second, fourth, and eighth day after you first test your students on them. (If you want to avoid weekend reviews, you can allow fewer days between reviews as needed. However,
if you test on Friday, it is very important that the students review on Saturday and Sunday.) After that, review every
Friday for one month, then every other Friday for the remainder of the semester. It is easy to keep track of review
days by using a calendar like the sample one below. I have used this system for Spanish class, English vocabulary
words, and memory verses,
1
6
2
7
3
4
5
Test
and it has always been very
Review
MC #1
MC #1
successful in aiding longterm recall.
8
13
9
12
14
10
11
Review
MC #1
xii
Review
MC #1
Review
MC #1
15
16
17
18
19
20
22
23
24
25
26
27
29
30
31
Review
MC #1
Review
MC #1
21
28
©2007 Deeper Roots Publications
Discovering Christ-Like Character
Teacher’s
Guide
The Aimaq-Hazara People
The Aimaq-Hazara are a semi-nomadic people who
roam freely across the rugged mountain ranges of
central Afghanistan. At one time they were totally
nomadic, however, today they travel only in the
spring and summer months.
Due to problems with drought in the 1950’s
and 1960’s, many of the Aimaq-Hazara became farmers. Now they raise wheat, grapes,
rice, barley, oats, melons, and vegetables
with primitive hoes and wooden plows.
Their most important activity, however,
is the care of their herds of sheep and
camels which supply meat, milk, fat,
cheese and skins for making tents.
The women’s primary occupation
is weaving fine woolen carpets.
The money they earn by selling
carpets is an important part of
their survival. Each tribe or
town has its own unique
pattern, which is passed
down from mother to
daughter.
To t h e A i m a q Hazara, the nuclear
family is the most
important unit of
society, with three
generations often
living in the same
house. Once a young
girl marries, she is considered part of her husband’s
immediate family.
Today Afghanistan is one of the poorest countries in the world. Few people have safe drinking water, and fighting
is still going on in some areas.
©2007 Deeper Roots Publications
35
Discovering Christ-Like Character
Teacher’s
Guide
The Aimaq-Hazara are devout Muslims though they trace
their spiritual lineage to Abraham. The remote location and wide
dispersion of the Aimaq-Hazara have made them hard to reach
with the Gospel. At the present time, there is no known Christian
witness available to them.
Prayer Focus:
• Ask God to raise up prayer teams to intercede for the Aimaq-Hazara people.
• Pray that God will bring linguists to translae the Bible into the Aimaq-Hazara language.
• Pray that Christian humanitarian aid workers and medical teams will have opportunities to work
among the Aimaq-Hazara and share God’s love with them in practical ways.
This description is adapted for younger students from the original text source: Bethany World Prayer Center © 1999. The map showing the general areas where the Aimaq-Hazara
people live is from Joshua Project/Adopt-A-People Clearinghouse © 2003
36
©2007 Deeper Roots Publications
Discovering Christ–Like Character
Teacher’s
Guide
Lesson 5–Unselfishness
Introductory Notes
Lesson Goals:
Our culture today is so permeated with a “Me First” attitude that often we don’t even recognize our selfishness.
The first goal of this lesson is to hold up the example of Jesus’ constant self-denial so the students might see what
unselfishness looks like. The second goal is to help the students see the power of selfishness to rule in our lives and
that Jesus has set believers free from that power. Third, this lesson teaches the students some pathways to growing
in unselfishness.
Finally, your students have an opportunity to watch a movie which brings Jesus’ final self-sacrifice alive in a vivid
way. In C. S. Lewis’ The Voyage of the Dawn Treader, the fifth book of the Narnia series, Aslan informs Edmund
and Lucy that they can find him in their own world. Aslan says, “But there I have another name. You must learn
to know me by that name. This was the very reason why you were brought to Narnia, that by knowing me here for
a little, you may know me better there.”* Our goal in showing Narnia: The Lion, the Witch, and the Wardrobe–is
to enable your students to gain a deeper understanding of the character of Christ, the necessity and pain of His
death, and the joy of His resurrection. After the discussion of the movie, we hope any unsaved students will be
open to your presentation of the Gospel.
Looking Ahead:
Before this lesson, make arrangements for a guest speaker for Day 11. It would be best to find a current or retired
missionary; however, you could also invite someone who has been on a short term mission trip. Explain to the
speaker that you want someone to talk about (1) the challenges of moving out of the comfort zone and into a foreign
culture, (2) interesting and possibly amusing incidents involved in such a move, and (3) the rewards of trusting
God for the difficulties and reaching out with the Gospel message to people who have never heard. Encourage
your speaker to challenge your students to consider serving God on the mission field.
For Day 2, have a ‘thank you’ card and envelope to give to each student for their homework assignment.
For Days 3-6, you need the movie of Narnia and the Movie Viewing Guides which you may copy from the Appendix. (The Answer Keys to the Viewing Guides are also in the Appendix.) If possible, buy some Turkish delight
candy and give each student a piece on Day 3, so they can taste what Edmund is eating. Before Day 7, study the
explanation of the Gospel so you can present it clearly. For Day 8, copy the directions for the Listening Game
from the Appendix. You will need one to send home with each student.
Day 10, you need a large posterboard, colored pencils, scissors, a stack of magazines and glue or tape for each
group (three to five students to a group). Also for Day 10, prepare some kind of unusual food for your students
to snack on as they work. There’s one suggestion in the Teacher’s Notes for Day 10.
*Lewis, C. S. Lewis, The Voyage of the Dawn Treader. Macmillan Pub. Co., 1952.
©2007 Deeper Roots Publications
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Discovering Christ–Like Character
Teacher’s
Guide
Before Lesson 6, read the Bible Project on Day 8 of Lesson 6. First, check the Project with your principal. Then,
if the project is accepted, contact either the Bible League or Samaritan’s Purse International (the addresses are in the
Bibliography) for brochures, posters, etc. that you can use when you present the Bible Project to your students.
Bulletin Board:
Write a verse in large letters and post it on the top or bottom of the Bulletin Board. Suggested verse: “...whatever
you did for one of the least of these brothers of mine, you did for me.” Matt. 25:40b
In the Appendix, you will find an enlargement of the drawing in this lesson of the little boy giving the disciples his
lunch. Enlarge it more for your board. Cut some bright cloth for the clothing and glue it on the picture. Color
the rest of the picture. Tack on a small woven basket and put cardboard fish and real bread rolls in it.
Fill in the background as you wish. On Day 2, have your students add the photographs or pictures that they
located for homework on Day 1.
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Unselfishness
Teacher’s Notes
Day 1
Lesson 5
Make sure all your arrangements for the guest speaker for
Day 11 are in place.
Do nothing out of selfish ambition or vain conceit,
but in humility consider others better than yourselves.
Each of you should look not only to your own interests,
Phil. 2:3-4
but also to the interests of others.
Day 1
Challenge
Memory
Read the introductory paragraphs with your students.
Me First?
When I was growing up, we heated our house with two potbellied, wood stoves, one in the kitchen and one in the living
room. Beside the stove in the living room sat the coziest,
softest chair in the house. My two sisters and I loved to curl
up in the chair beside the warm fire! We loved it so much
that we were constantly quarreling over it. We raced through
our chores to be the first to drop into the chair. Whoever got
into it first after supper claimed the
right to the chair for the rest of the
evening. It didn’t matter if we had
to move to answer the phone or find
the dictionary for our homework or
run an errand for Mother–the chair
was still ours for the night.
In all those years of fighting over the chair, I never realized
how selfish we were! What rotten, “Me First” attitudes we
had! Looking back, I don’t think my mother ever sat in the
chair. Now, I often think about the unselfishness that Mother
always modeled for her selfish little girls.
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1. What does unselfish mean? Write at least three synonyms.
______________________________________________
According to one dictionary, unselfish means paying attention
to the interests of others.*
Unselfishness or selfishness–which one ruled your attitudes this
morning from the time you got out of bed until you entered
this class? Which one dominates your life? Which one did
Jesus model for us?
2. Let’s make a list of some unselfish things Jesus did.
In spite of Jesus’ example and teaching, even we Christians are
not often unselfish. We are so accustomed to selfish behavior
that we may not even recognize it in our own lives.
3. Read the following sentences and check each one that
describes how you feel.
I want to be in the fastest and shortest line–no
matter what I’m lining up for.
I want the biggest brownie on the plate.
I want lots of presents for my birthday.
Teacher’s Notes
Have your students write the answer to Q. #1. When everyone
has finished, have two students–one boy and one girl–go to the
board. Alternating boys and girls, call on different students to
read one of their synonyms. Have the girl at the board write
the answers the girls give and the boy write the answers the
boys give. (Doing it that way, enables the students at the
board to keep up with the answers.) When the list is finished,
erase any word that is incorrect and add any words from the
list below that aren’t on the board.
1. Possible answers: Generous, considerate, thoughtful,
ungrudging, giving, bighearted, selfless, self-sacrificing, noble,
liberal, etc.
Tell your students, “As I read the next paragraph, we won’t
discuss the questions, but I’m going to stop after each question to give you time to think about what the answer is for you
personally.” (Note: Be sure to allow them at least 20 seconds
to think after each question.)
Have your students volunteer answers for the list about Jesus,
Q. #2, as you write their answers on the chalkboard or overhead. There are many possible answers; below are a few.
2. Leaving Heaven to come to earth.
Spending His time and energy teaching and healing–even
though at times He must have been exhausted.
Being patient with His disciples who were often selfish, foolish,
and lacking understanding.
Dying on the cross.
Read the next paragraph with your students.
Ask your students to work Q. #3 on their own. When they’ve
finished, say, “We could make a lot longer list of our selfish
desires, couldn’t we?”
I want God to keep me–and everyone
I love–healthy and safe.
I want to live “happily ever after.”
*Oxford American Dictionary, Oxford University Press, 2003.
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God does want you to have “happily ever after.” But He has a
different idea about how you’re going to find that happiness.
4. (a) Jesus said, “It is more blessed to give than to receive.”
Acts 20:35b What do you think He meant?
______________________________________________
(b) This same idea is also found in Proverbs. “...he who refreshes others will himself be refreshed.” Prov. 11:25b Rewrite
that verse in your own words. ______________________
______________________________________________
5. Read the Memory Challenge. Write only one word for each
blank in question #4.
Teacher’s Notes
Read the transition paragraph with your students.
Have your students answer Q. #4-6 on their own. When they’ve
finished, discuss their answers in class.
4. (a) Giving or sharing something with someone else makes
us happier than getting something. Ask your students if they’ve
ever had this experience. If none of them can share an experience, share one of your own.
(b) Sample answer: The person who helps someone else in
some way will discover that he himself feels better.
5. (a) Selfishness...conceit.
(b) Humility.
(c) Others.
6. The last part–be concerned about the interests of others.
(a) In this verse, Paul tells us NOTHING we do should be because of ____________________ or ________________.
(b) Instead, we should do EVERYTHING with an attitude
of ___________________.
(c) We should be concerned about the interests (problems,
needs, worries, desires, etc.) of _________________.
6. Look back at the dictionary definition of unselfish. Which
part of the Memory Challenge defines unselfish? __________
______________________________________________
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7. Read Phil. 2:3-4 again. What is the relationship between
humility (v. 3) and unselfishness (v. 4)? Some people think
humility means thinking less of yourself. Actually, humility
means thinking of yourself less.
(a) That definition almost fits unselfishness–unselfishness
means thinking of others _________________.
(b) The less time we spend thinking about ____________,
the more time we can spend thinking about ___________
_____.
Teacher’s Notes
Read Q. #7 together in class. Have your students write the
answers. When they’ve finished, go over the answers.
7. (a) More.
(b) Ourselves...other people.
(c) Unselfish...humble. Tell your students, “Unselfishness is
a part of humility. True humility causes us to think of others
first, and, therefore, to be unselfish.”
Have two different students read the next two paragraphs.
(c) To be ________________, you must first be _______.
When you know you’re the best player on the team, yet you
understand that it takes the whole team to win a game, and you
deny yourself by giving them credit for it–that’s humility.
When you know you’re the best player on the team, yet you
deny yourself and willingly sit on the bench to give someone
else playing time–that’s unselfishness.
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8. Diagram
Teacher’s Notes
Use the following diagram to help your students see that
humility has to do with our inner life or heart attitude, and unselfishness in our actions will be the result. Copy the diagram
on the board or overhead.
Unselfishness flows from humility.
Homework: In the book of Philippians, Paul describes Jesus’
unselfishness. Read Phil. 2:5-7 and answer the questions.
1. According to the first phrase in this verse, Jesus is _____.
2. What does grasped mean?________________________
Have your students look at the diagram. Ask them how it
shows a picture of the relationship between humility and
unselfishness. Ask them what word should be written inside
the heart. Humility.
Ask them what would go at the end of the lines coming out
from the heart. Unselfish actions.
8. Have your students write humility on the line in the heart .
Ask them to write three specific unselfish actions at the end
of three of the lines coming out from the heart. (Note: If they
don’t have time to finish this diagram in class, you can add it
to the homework assignment.)
Homework:
3. What was Jesus willing to do instead of grasping His equality
with God? _____________________________________
4. Think about what Jesus gave up–for you. Make a list of
at least three things Jesus gave up to come to earth and live
as a human. Be specific; don’t just write Heaven–tell specific
things in Heaven that He left.
______________________________________________
1. God.
2. Held tightly or firmly.
3. To take on human form; to become a servant (to make
Himself nothing).
4. Possibile answers include: Perfect fellowship with the
Father, constant worship, praise and honor from the angels,
high position, authority, perfect environment, beautiful surroundings, freedom from the physical limitations of a human
body, freedom from pain, being served by the angels, etc.
______________________________________________
______________________________________________
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Day 2
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Who Did Jesus Think of First?
Do you think Jesus ever wished someone would listen to HIM?
Be concerned about HIS needs for a change? Remember HIS
birthday? Give HIM a vacation?
Jesus got hungry and tired and sweaty and uncomfortable just
like we do. Did He give in to selfish desires like we do?
Let’s examine Jesus’ behavior at a difficult time in His life to
learn if He chose to think about Himself rather than others.
John the Baptist was Jesus’ cousin and about the same age as
Jesus. The two boys must have played together as they were
growing up. Jesus went to John to be baptized as the official
beginning of His ministry. John
honored Jesus as “the Lamb of
God....”
When Herod had John beheaded,
it must have been an enormously
painful time for Jesus.
Teacher’s Notes
Day 2
Review: (a) What does unselfishness mean? Paying attention
to the interests of others.
(b) Jesus said it is more blessed to ____________.
Give than receive.
What does that mean? Giving or sharing something with
someone else makes us happier than having someone give
us something.
(c) What’s the relationship between unselfishness and humility?
Unselfishness flows from humility. Or, humility is an attitude
of the heart and unselfishness is an action that results from
humility.
(d) Name an unselfish thing that Jesus did. See Q. #2 on
Day 1.
Go over the homework. As your students share their answers
for homework Q. #4, write the list on the board or overhead.
Have two students find and read John 17:5 and 2 Cor. 8:9.
Add the two things named in those verses that Jesus gave up
when He came to earth to the list on the board.
Answer: John 17:5: His glory. 2 Cor. 8:9: Riches.
Read the introductory paragraphs
Read Matt. 14:13-21 with your students. Tell them to work
the Bible study (Q. #1-4) on their own. When everyone has
finished, discuss their answers.
1. (a) He went away to be alone.
(b) The people were demanding so much from Jesus and the
disciples that they didn’t even have time to eat.
1. Read Matt. 14:13-21.
(a) What did Jesus do when He heard about John’s death?
______________________________________________
(c) Because the people followed him.
2. He had compassion on them and healed many of them.
3. He fed them.
(b) Mark 6:31 gives an additional reason for Jesus’ actions.
Read that verse and write what else was happening.
______________________________________________
(c) Why didn’t Jesus get the rest and time for reflection He was
seeking? _______________________________________
2. When we’re feeling sad and/or tired, we often act selfishly.
How did Jesus act toward the people?
______________________________________________
3. Finally, the day was almost gone. At last, Jesus could send
the people away and get some rest. What did He do instead?
______________________________________________
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4. In John’s account of this event, there was another unselfish
person in this story. Read John 6:5-9.
(a) Who was the other person and what did he do? _________
______________________________________________
(b) When the boy offered his food,
he didn’t know what Jesus was
going to do. How much of his
food did he give to the disciples?
_________
Teacher’s Notes
4. (a) The little boy who gave up his lunch.
(b) All of it.
(c) Because the boy was unselfish, he got to see Jesus perform
a great miracle. All the people were fed, and Jesus’ disciples
learned more about who He was.
(d) It is more blessed to give than to receive. Acts 20:35b
Read the final paragraphs with your students.
Make the homework assignment.
Homework: Make the assignment. Pass out “thank you”
notes and envelopes for your students to use.
(c) What was the result of the boy’s unselfishness?
______________________________________________
(d) The story about the boy and his lunch is an example
of a verse you read in yesterday’s lesson. Write that verse.
____________________________________________
I think if I had been in Jesus’ place, I would have told all the
people to go away. “Can’t you see I need some space? Don’t
you care that I’m tired and hurting?” I would have said.
Jesus never thought of Himself–His sadness, His needs, His
tired, aching body. Instead, He was a model to us of a man
who denied Himself and loved others unselfishly.
Homework: 1. Make a “Top Ten” list of the ten most unselfish people you have ever known.
2. Choose one person you put on your “Top Ten” list and
write a note to that person thanking them for some unselfish
thing they’ve done for you or for someone else. Bring your
note to class tomorrow, so your teacher can see it. Be sure to
mail or deliver the note to the person you wrote to.
3. Study your Memory Challenge. It’s due on Day 7.
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Teacher’s
Day 3
Guide
A Movie About Unselfishness
Teacher’s Notes
Day 3
Review: (a) What special relationship did John the Baptist
and Jesus have? They were cousins, they probably played
together as boys, John baptized Jesus and announced His
ministry, etc.
(b) Why couldn’t Jesus and the disciples find time to eat?
There were so many people who wanted to be taught and
healed.
(c) What was the result of the little boy’s unselfishness? He
got to see Jesus perform a great miracle. All the people were
fed, and Jesus’ disciples learned more about who He was.
Check to make sure everyone did the homework.
The movie Narnia: The Lion, the Witch, and the Wardrobe
shows a clear contrast between selfishness and unselfishness.
As you watch the movie over the next few days, you’ll have a
Movie Viewing Guide to help you understand the examples
of selfishness and unselfishness. Try to jot down answers to
the questions as you watch the movie. Or, you can answer
the questions each night as a part of your homework. You
will be graded on the Movie Viewing Guide.
This movie is set during WWII. Because of the frequent
bombing of London, England, many people sent their children
to live in the country where they would be safer. That’s what
happens to Peter, Susan, Edmund and Lucy in this story.
Read the introductory paragraphs. Pass out the first page
of the Movie Viewing Guide that you’ve copied from
the Appendix. Be sure your students understand that this
Viewing Guide will be graded. (The purpose of the Viewing
Guide is to help your students focus on the movie; therefore,
the questions are fairly easy. Questions which require more
thought are in the homework.) Begin the movie. Stop today’s
viewing when Lucy and Edmund are leaving Narnia, right after
Lucy says, “This way.”
(Note: This is a rather long movie, but we believe it’s worth
taking the time for. It presents a vivid ‘picture’ of Jesus that can
make a deep impact on your students. Probably some of your
students will have seen this movie before. That is actually a
helpful thing, as they will be able to identify the deeper issues
on a second or even third viewing. It is very important to have
a quality discussion time at the end of the movie, including time
to present the Gospel.)
To maximize your students’ understanding of the spiritual principles involved in this story, you will need to spend some class
time going over the homework questions at the beginning of
each day. Therefore, we’ve divided the movie into four viewing
segments of 35 minutes each with questions geared to each
segment. If there is time at the end of any class period, allow
your students to begin their homework in class.
Cue the movie to the first scene before your students come
into class.
Homework: 1. The faun is frightened of Lucy because he’s
never _________________________.
Stop today’s viewing when Lucy and Edmund are leaving
Narnia, right after Lucy says, “This way.”
2. He asks Lucy to tea because he wants to _______________
her for the ______________________.
2. Kidnap...White Witch.
3. Why is it important that Aslan roared from the fire in
Tumnus’ house? _________________________________
______________________________________________
Homework: 1. Seen a human before.
3. His roar woke Lucy and reminded Tumnus of Aslan’s goodness and power.
4. He’s powerful; he knows what’s going on in Narnia; he still
rules Narnia. Other answers are possible.
4. What does this show you about Aslan? ______________
______________________________________________
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5. Edmund thinks he met the Queen of Narnia, but Lucy tells
him she’s really the _________________________. Why
doesn’t Edmund want to believe this? _________________
_________________________________________
6. Finish any questions on the Viewing Guide that you didn’t
finish in class.
Teacher’s Notes
5. White Witch...Because in his selfishness he really wants to
be king (and have Peter be his servant), and he wants more
Turkish delight.
Day 4
Collect the first Movie Viewing Guides so you can grade them.
(Note: You will need to return the Movie Viewing Guides at
the beginning of each day and clear up any misunderstanding your students might have before you begin watching the
next segment.)
Discuss the homework questions.
Pass out the second Movie Viewing Guide.
Watch Narnia. Stop today’s segment right after the wide pan
of the children walking across the snow–just as the camera
begins to move down toward them.
Homework:
1. They are the first humans to be in Narnia in a long time.
They are the ones who are qualified to fulfill the prophecy,
defeat the White Witch and restore peace to Narnia.
Day 4
More Betrayal by Edmund
Watch Narnia.
2. Take care of Edmund and Lucy.
3. Captured...wolves (the witch’s police)... Edmund.
4. Be a king and have lots of Turkish delight.
Homework:
1. According to Beaver, there is an old prophecy in Narnia
that says,
“When Adam’s flesh and Adam’s bone
Sits at Cair Paravel in throne,
The evil time will be over and done.”
What does this prophecy have to do with Peter and his family?
______________________________________________
2. Peter and Susan think they should leave Narnia because they
feel responsible to _________________________________
_____________________________________________.
3. Mr. Tumnus is __________________ by the __________
because _______ told the witch about him.
4. When Edmund sees the White Witch in her castle, he
betrays his family and the beavers to her because he still wants
to ______________________________.
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5. Several times in the movie we have seen stone animals or
other stone creatures. This is important because it shows the
witch’s _________________ and ___________________.
6. The White Witch tells Tumnus, “He turned you in–for
____________________.” When Edmund hears the witch
say that and sees Tumnus in prison, for the first time he seems
to realize that his _________________________________
has ___________________________________________.
Teacher’s Notes
5. Power...cruelty. (She liked turning the creatures to stone.)
6. Sweeties....Selfishness...severe consequences (or has
caused terrible things, etc.).
Day 5
Collect the second Movie Viewing Guides so you can grade
them. Return the first Viewing Guides.
Discuss the homework questions.
Day 5
Father Christmas
Watch Narnia.
Homework:
1. Draw the gifts Father Christmas gives to...
Lucy:
Pass out the third Movie Viewing Guide.
Watch Narnia. Stop this segment when Aslan starts up the
stone steps. (This is not quite the full 35 minutes, but it is the
most appropriate place to stop.)
Homework:
1. Lucy: A small bottle of juice (medicine) that will heal any
injury and a knife.
Susan: A bow, arrows, and a horn to call for help.
Peter: A sword and shield.
Susan:
Peter:
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2. Edmund misses out on the gifts because ______________
______________________________________________
3. Who says, “Special treatment for the special boy; isn’t that
what you wanted?” _________________
4. This quotation is referring to Edmund’s attitude of
_______________________________.
5. What do you think Aslan and Edmund talked about?
__________________________________________
__________________________________________
6. Finish any questions on the Viewing Guide that you didn’t
finish in class.
Teacher’s Notes
2. He went to the witch’s castle.
3. The witch’s dwarf.
4. Selfishness.
5. Sample answer: By this time Edmund was clearly sorry for
his behavior and its results. I think he confessed that he had
been selfish and foolish. Aslan apparently forgave Edmund, as
he told the others that nothing more needed to be said.
Remind your students of 1 John 1:9. Edmund’s confession
and Aslan’s forgiveness is a picture of that verse.
Day 6
Collect the third Movie Viewing Guides so you can grade them.
Return the second Viewing Guides.
Discuss the homework questions.
Pass out the final Movie Viewing Guide.
Watch Narnia. This is the final day of the movie. When you
reach the end, fast forward the credits until you get to the final
scene with Lucy and the professor.
Homework: 1. No one...love. That love isn’t able to save
anyone.
2. (a) At the witch’s castle.
(b) He breathes on them.
Day 6
“It Is Finished.”
Watch Narnia.
Homework:
1. The witch says to Aslan, “You are giving me your life and
saving _____________. So much for ____.” What does she
mean? ________________________________________
______________________________________________
2. After his resurrection, Aslan gets more warriors.
(a) Where does he find them? ______________________
(b) How does he set them free? _____________________
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(c) Aslan is the total opposite of the witch. She imprisons
the creatures in ________________, but he sets them
_________.
3. When Aslan says “It is finished,” he is referring to _____
_______________________________
4. In the book The Lion the Witch and the Wardrobe and the
movie Narnia, Aslan is a ‘picture’ of Christ. Make a list of at
least four similarities between Aslan’s death and the death of
Jesus Christ.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
5. Think back through the movie and list at least three other
ways that Aslan is similar to Jesus.
______________________________________________
______________________________________________
______________________________________________
6. Study your Memory Challenge. It’s due tomorrow.
Teacher’s Notes
(c) Stone...free.
3. The witch’s reign.
4. Both deaths were voluntary and a substitution to save
another,
Both Aslan and Jesus suffered mockery, beating, shedding
of blood, and humiliation. (Aslan’s being shaved is similar to
Christ’s clothes being stripped.)
Both did not resist their death although they could have.
The witch thought she’d won just as Satan thought he’d
won.
The splitting of the stone table is similar to the splitting of the
curtain in the temple.
Other answers are possible.
5. He has supernatural power; he is good; he cares about
his followers; he is forgiving–example of Edmund; he is wise;
etc.
Day 7
Collect the final Movie Viewing Guides so you can grade them.
Return the third Viewing Guides.
Have your students write or recite the Memory Challenge.
Discuss the homework questions.
Read the introductory paragraphs. Talk about the quotation
from Lewis. Discuss the movie using the questions in the
student workbook.
Discussing the Movie
1. Lucy’s goodness (kindness) and Aslan’s roar from the fire.
(Lucy says, “I thought you were my friend.”)
About The Lion, the Witch, and the Wardrobe, C. S. Lewis wrote
“...‘Supposing there was a world like Narnia, and supposing,
like ours, it needed redemption, let us imagine what sort of
[physical body and death and] Resurrection Christ would
have there.”*
2. There are many possible answers. As your students give
their answers, write them on the chalkboard or overhead.
Answers should include:
She is deceitful and untrustworthy, totally evil and cruel.
She has a lot of power, but not as much as Aslan.
She has an outward appearance of beauty.
The ugliness of her followers is like the ugliness of sin.
She understands part of the “law” but not all of it; she tries to
use it for her own purposes.
Day 7
As we talk about the movie, keep thinking about how Aslan
shows us a picture of Jesus.
3. It shows that she is losing power over Narnia.
1. When Tumnus is “kidnapping” Lucy, what two things cause
him to change his mind?
2. How is the White Witch similar to Satan?
3. Why does she become so angry when winter begins to
melt away?
*Quoted in C.S. Lewis & Narnia For Dummies , Wiley Publishing, Inc., 2006.
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4. What qualities do Lucy and Susan show when they don’t
go to the stone table with Aslan?
Teacher’s Notes
4. They trust him and obey him.
5. Possible answers: He sees how terrible evil really is; he
realizes his own helplessness; he meets Aslan face to face
and sees how wonderful he is; he experiences Aslan’s love
and forgiveness.
6. (a) See the answers on the Movie Viewing Guides for
Sessions one and two.
(b) He brings danger to his family and others; he suffers personally. The result of sin is death.
(c) Aslan saves him–Edmund couldn’t save himself.
(d) Aslan makes him a king.
(e) It is better to trust and obey God and wait for Him to work
His will rather than to selfishly try to get our own way.
7. Possible answers: Because he loves Edmund; to fulfill the
prophecy that Edmund would sit on the throne.
Best answer: Because Aslan is a “willing victim who has
committed no treachery,” he knows that His death will be the
key to break the Witch’s power and free Edmund and Narnia.
(Accept the first two answers, but lead your students to this
best answer.)
(a) Edmund is saved; the stone creatures have new life; the
Witch is destroyed and her followers run away.
5. What causes the change in Edmund’s attitude?
6. One major theme in this story is the results of selfishness.
(a) What is the evidence that Edmund is selfish?
(b) As long as Edmund is trying to get his own way, what’s
the result?
(c) How does Edmund escape from the danger his selfishness
put him in?
(d) When Edmund changes and trusts and obeys Aslan,
what’s the result?
(e) What lesson can you learn from Edmund’s experiences?
7. Why does Aslan sacrifice himself for Edmund?
(a) What are the results of Aslan’s sacrifice?
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(b) How is this a picture of the results of Christ’s sacrifice?
8. Perhaps C. S. Lewis got the idea for Aslan from the book of
Revelation. Read Rev. 5:5. What name is used for Jesus?
9. In the four Gospels, Jesus is called “the Lamb of God.”
What did that mean?
10. How is “the Lion of Judah” an appropriate name for
Jesus now?
Just as Aslan died to save Edmund from the punishment for
his sin–his betrayal, so Jesus died to save you from the punishment
for your sin.
Did Edmund have to do anything to be saved?
Teacher’s Notes
(b) His death made salvation possible for everyone; those who
are saved gain new life; Satan’s power was broken by Christ’s
death and resurrection.
8. The Lion of Judah. (Jesus was from the tribe of Judah.)
9. He was the sacrifice for sin like the Passover lamb.
10. Now that Jesus has returned to Heaven, His power and
majesty are clearly shown. God promised to glorify Jesus in
Heaven after His resurrection, and He has done that! See
John 17:5. (Note: I can almost imagine Jesus, as pictured in
Revelation, roaring against His enemies.)
Read the final paragraphs (or explain these truths in your own
words) to your students.
Finally, tell them that if anyone has never accepted Jesus’
payment for their sins and would like to do so and be saved
today, they should come and talk to you. Close class with a
prayer of praise to God for His plan of salvation.
When Edmund tried to become a king through his own
strength, he caused disaster. But when he simply accepted
Aslan’s forgiveness and followed him, Aslan eventually made
Edmund a king.
You don’t have to plan and scheme to be saved.
You don’t have to “earn” your salvation.
You only have to believe–
that Jesus is who He says He is–
–God’s only Son–
and that He died to take the punishment for your sin.
In 1 Cor. 15:3-4, Paul wrote, For what I received I passed on to
you as of first importance: that Christ died for our sins according
to the Scriptures, that he was buried, that he was raised on the
third day according to the Scriptures...
KJV, 1 Cor. 15:3-4, For I delivered unto you first of all that
which I also received, how that Christ died for our sins according
to the scriptures; And that he was buried, and that he rose again
the third day according to the scriptures:
164
©2007 Deeper Roots Publications
Discovering Christ–Like Unselfishness
Teacher’s
Guide
Because Jesus rose from the dead, we know that those who
believe in Him will also live forever in Heaven with Him.
Teacher’s Notes
Reflections: Make the assignment.
Rejoice! Our King lives!
Day 8
Read the Memory Challenge together.
Discuss the Memory Challenge. (Note: This is a review of
the homework on Day 1.)
(a) What does grasped mean? Held tightly or firmly.
(b) What did Jesus NOT grasp? His equality with God.
(c) When Jesus came to live on earth He accepted being made
in ____________________________.
Human likeness.
(d) Name some of the things Jesus left in Heaven when He
came to earth for you. His riches, His glory, honor and praise,
etc. (See homework Q. #4 on Day 1.)
Reflections: Write a paragraph or two telling how the story
of Narnia helps you understand Jesus better.
Four Paths to Unselfishness
Who, being in very nature God, did not consider
equality with God something to be grasped, but
made himself nothing, taking the very nature of a servant, being made in human likeness. Phil. 2:6-7
Have your students read the introductory paragraphs and write
in the answers for the blanks. When everyone has finished,
have different students read the paragraphs aloud to the class.
Allow for some difference in wording for their answers.
Answers for introductory paragraphs:
Dying on the cross for our sins.
Challenge
Memory
Day 8
Ask if anyone would like to share their Reflections paragraph.
If no one wants to, don’t require them to share. Do check to
be sure everyone wrote the assigned Reflections.
Sinners.
Of course, the final unselfish thing Jesus did was __________
_____________________. As Paul pointed out in Romans,
rarely will anyone die for another person, though someone might
possibly die for a good man. (Rom. 5:7-8)
I can imagine dying for one of my children. Through the
centuries, some people have died for fellow soldiers in war or
to save a dear friend.
Christ, however, died for __________________–like you and
me. Not only that, but His death was particularly painful
and horrible.
©2007 Deeper Roots Publications
165
Discovering Christ–Like Character
Teacher’s
Guide
Teacher’s Notes
Unselfishness.
Read the transition paragraph to your students. Tell them
to work Q. #1-4 on their own. When everyone has finished,
read the paths and the paragraphs under them and discuss
as you wish. (If everyone doesn’t get finished in class, have
them finish as a part of their homework tonight and discuss
the questions in class tomorrow.)
1. First: Selfishness.
So Jesus shines for us as the ultimate example of __________–a
man who denied Himself and laid down His life for others.
How can we learn to live unselfishly like Jesus? Today we’ll
discuss four paths that lead to unselfishness.
(a) Selfishness...slave.
(b) Selfishness.
Talk about the example of how Edmund’s taste for Turkish
delight and his desire to be higher than his brother caused
him to make serious errors in his thinking. He should have
understood that the White Witch was evil, but he wanted so
much to believe in her promises that he was deceived by his
own desires. Ask if any of your students can think of a time
when they were deceived because they wanted something
too much. Be prepared to share such an example from your
own life.
2. Second: Jesus (Christ).
(a) Jesus (Christ).
Tell your students, “We become like the person we focus on.
Have you noticed how best friends will pick up each other’s
gestures, favorite sayings, or even facial expressions? The
more time you spend with someone, the more you’ll think and
act like that person–even if that person is Jesus.”
1. First: Be aware of your ________________________.
3. Third: Jesus (Christ).
(a) Read Rom. 6:20. Recognize the _________________ in
your life and admit that you are a _______________ to it.
(b) We live in a culture which encourages selfishness so much
that we often don’t recognize it. Just as Edmund was a prisoner
of the White Witch because of his ____________________,
so we can become prisoners of our own selfish desires.
Ask the Holy Spirit to show you any area where your life is
ruled by selfishness.
2. Second: Focus on the unselfishness of _____________
__________.
(a) Read Rom 13:14. The more you focus on ___________
–read, study, and meditate about Him–the more He’ll be able
to live His life through you.
3. Third: Rejoice that ______________ has set you free
from the power of sin.
166
©2007 Deeper Roots Publications
Discovering Christ–Like Unselfishness
Teacher’s
Guide
(a) Read Rom. 6:6. Because of Christ’s death for you, you
don’t have to be a ___________________ to selfishness!
(b) Just as Aslan set Edmund free from the witch’s power by
his ___________________, so our Savior has freed us from
the power of sin by His ___________.
(c) Read Phil. 4:13. We should never think that we can be
unselfish in our own strength. But we can do everything
“________________________ ________________, who
gives [us] strength.”
4. Fourth: Yield your will to ____________________.
(a) Read Rom. 6:13. The selfish part of your nature won’t
ever give up. It just keeps on wanting what it wants. Yet, as
you offer (yield) your will to _______________, He will
make you able to choose unselfishness.
(b) Read Gal. 5:22-23. List the fruit of the Spirit that will
enable you to be concerned for the interests of others. ____
____________________________________
(c) As you yield your _________ to the Holy Spirit, He will
grow this fruit in you.
Teacher’s Notes
(a) Slave.
(b) Death...death.
(c) Through Christ.
Tell your students, “When we accept Christ’s death as payment
for our sin, He comes to live in us. As we yield our will to Him,
day by day, He lives out the Christian life in us. Therefore, because of His presence within us, we always have His strength
to live unselfishly. (See Gal. 2:20.)
4. Fourth: God (Jesus).
(a) God (Jesus, the Holy Spirit).
(b) Love, kindness, goodness, gentleness, self-control.
(Patience is also acceptable.)
(c) Will.
Tell your students, “Think back to the lessons we’ve studied
about the secret of the will. As you follow Jesus in unselfishness,
over and over you will have to put your will on His side. You
will have to tell Jesus, ‘Even though there’s a part of me that
wants to be selfish, in my heart I really want unselfishness.’
When your will is yielded to Him, He will be free to live His life
through you!”
Read the summary paragraphs to your students.
Homework: Read the first part of the homework assignment
to your students. Pass out the letter to their parents with the
directions for the game which you have copied from the
Appendix. Stress that they are to hand this page in tomorrow
with the total number of tally marks added up.
Summary: Like Edmund, we can be so caught up in a selfish desire that we are prisoners to it. Do you remember who
Beaver said was the only one who could save Edmund?
The same thing is true for us–only Jesus can rescue us! Aren’t
you glad He has set us free from the power of sin?
Homework:
Though Edmund is the most selfish character in Narnia, Peter
is sometimes selfish, too. Early in the story, Edmund tells
Peter, “You never listen to me.”
©2007 Deeper Roots Publications
167
Discovering Christ–Like Character
Teacher’s
Guide
One of the most unselfish things we can do for another person
is LISTEN TO THEM! Do you know any good listeners?
There are 5197 talkers for every one listener in this world.
Well, at least it seems that way, doesn’t it?
1. For homework tonight, practice the skill of listening. Some
of you are good listeners already. This game will be easy for
you. Some of you really need to practice! Be sure to return
the direction page with the
total number of tally marks
added up tomorrow.
2. Set a goal to improve as a
listener. Practice focusing on
the person who’s talking to
you. You may be surprised
at what you can learn by
listening!
3. Both Memory Challenges
will be due on Day 12 as a
part of your test grade.
Day 9
Unselfishness: A Hard Choice
Like all of Christ’s characteristics, unselfishness is a choice to
yield our will to God–a choice that we can make only through
the grace of the Spirit.
Do you think it was easy
for Jesus to make the
choice to deny Himself
and go to the cross?
Teacher’s Notes
(Note: If you like to give extra credit, offer some extra points
if your students can get their parent to switch roles and play
the game a second time.)
Day 9
Review: (a) What are the four paths to unselfishness?
Be aware of your selfishness.
Focus on the unselfishness of Jesus.
Rejoice that Jesus has set you free from the power of sin–including selfishness.
Yield your will to God.
(b) Why is Jesus the ultimate example of unselfishness?
Because He sacrificed His life for sinners.
Collect the homework papers. Ask your students to raise their
hands if they had a total of 10 tally marks, 9 marks, etc. Ask
them to raise their hands if their parents switched roles and
practiced being the Listener. Have one or two of them share
about how well their parents did at the game.
Ask, “What did you learn about your listening skills from this
game? What can you do to improve at listening? Would
anyone like to share an experience in listening since class
yesterday?”
Read the two introductory paragraphs with your students.
Choose two good readers to read the Scripture in Matthew,
one as the narrator and one as Jesus.
Have your students work Q. #1-2 on their own. When everyone
has finished, check their answers and discuss them in class.
1. (a) Because Jesus is God, He knew exactly what He was
going to suffer–the arrest and trials, the crucifixion, the weight
of the world’s sin, and the separation from God while that sin
was placed on Him. He knew the physical suffering would be
enormous, but the spiritual suffering would be almost more than
He could endure. (Note: Your students will probably be aware
of the physical suffering Christ went through. Sometimes they
don’t recognize the awfulness of His spiritual suffering, so you
may need to stress that aspect of the cross.)
1. Read Matt. 26:36-39
and 42-44.
(a) Why was Jesus’ soul
“o v e r w h e l m e d w i t h
sorrow”?
____________________
____________________
____________________
____________________
___________________
168
©2007 Deeper Roots Publications
10th, 11th, or 12th Grade Bible Curriculum
Rooted & Grounded, A Guide for Spiritual Growth
Suitable for 10th or 11th or12th Grade
Howard & Bonnie Lisech and Jan Harris,
Deeper Roots Publications
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7th, 8th, or 9th Grade Bible Curriculum
Discovering Our Amazing God,
7th, 8th, or 9th Grade Bible Curriculum (Book 1)
Jan L. Harris, Howard & Bonnie Lisech,
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Discovering Who I Am In Christ,
7th, 8th, or 9th Grade Bible Curriculum (Book 2)
Jan L. Harris, Howard & Bonnie Lisech,
Second in the “Deeper Roots Discovering...” series, book 2 of
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7th, 8th, or 9th Grade Bible Curriculum
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Jan L. Harris, Howard & Bonnie Lisech,
Discovering Christ–like Habits is the third book in
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7th, 8th, or 9th Grade Bible Curriculum
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Discovering A Christ–like Character is the final
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Firm Foundations: Creation to Christ
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Teacher’s Manuals
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Encouragement For Home School Moms
Bonnie Lisech, Deeper Roots Publications
Devotional Bible studies that give
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Fruit That Remains –
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Bonnie Lisech, Deeper Roots Publications
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