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Check Rob's Handout - some Sections moved from this week.

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Check Rob's Handout - some Sections moved from this week.

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Lesson 23 - The Story of Christ - Teaching Guide

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Lesson 24 - Discipleship, Being Great, and Jerusalem

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Lesson 24 - Discipleship, Being Great, and Jerusalem

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Lesson 24 - The Story of Christ - Teaching Guide

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Second Half of 2023 has been moved here - problems reported with too much content.

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Second Half of 2023 has been moved here - problems reported with too much content.

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Arthur

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Lesson 22 - The Story of Christ - Teaching Guide

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Lesson 21 - The Story of Christ - Teaching Guide

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As a teacher, what are the ways we discuss "traditions" that may be external actions (similar to the washing of hands for the Jews) in contrast with attitudes of the heart? And how do we appropriately affirm the strong feelings of some about these "traditions" without creating a sense in which people feel like we are ignoring these things that have been so important to their faith, all the while reminding people of what Scripture says?

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How can we prevent the idea of "guarding our hearts" from turning into rigid practices that one MUST do to be a faithful Christian?

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Why do you think a writer like Mark would want to emphasize that the good news if for the Gentiles? And in what ways do you think the people who first heard/read the gospel understood this?

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Lesson 20 - The Story of Christ - Teaching Guide

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What similarities do you see between Jesus' "I am" statements, and God's instruction to Moses to tell the people he is "I am?"

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How can we focus on keeping our conversations "spiritual" when class participants may be focused on the earthly, as we see in today's story?

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How does chapter 6 as a whole fit together? What would we be missing is we did not have this entire chapter?

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What strategies might we use as teachers to explain the contrast between a single episode of Jesus' life in all of the gospels versus that episode within the context of a single episode?

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As teachers, we obviously have a responsibility to be prepared to teach our classes. In what ways do we have a responsibility to be prepared to teach others we encounter and how do we best do that?

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Where do we see foreshadowing in the gospels?

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Lesson 18 - Jesus Rejected, The Twelve Sent Out & John Killed

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Lesson 18 - Jesus Rejected, The Twelve Sent Out & John Killed

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Lesson 18 - The Story of Christ - Teaching Guide

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How can we encourage people to tell the story of what God has done for them, both in their lives throughout the week, but also within our times of class?

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Based on the answer of Question 1, how do we make this relevant to our class participants for their lives today?

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What do we believe about the power of God/Jesus at work in the world and our lives today?

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Lesson 17 - The Story of Christ - Teaching Guide

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How has your understanding of the parables (and their meaning) been challenged by this lesson?

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How can the act of teaching help others realize the tremendous value of the kingdom of God? How do people best discover that value?

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How do we teach the parables when they were intentionally spoken by Jesus to be heard by those who believed? Is our interpretations of the parables altering their meanings?

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Lesson 16 - The Story of Christ - Teaching Guide

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Only text slides in order and arranged as they are in our book for this class. 

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Only text slides in order and arranged as they are in our book for this class. 

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Based on the Compolo video, how can we be a church that practices unconventional love to unconventional people, that is, to be a church that the diner owner would want to join?

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In what ways does teaching a message that seems so outside the bounds of what we find as "typical church behavior "seem difficult to you? How do you handle these teaching moments?

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What contrasts and what comparisons do you see between the story in this video and the story of Jesus being anointed by the sinful woman?

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Lesson 15 - Anointing of a Sinful Woman and Blasphemy

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Lesson 15 - Anointing of a Sinful Woman and Blasphemy

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Lesson 15 - The Story of Christ - Teaching Guide

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Lesson 10 - The Story of Christ - Teaching Guide

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How do we address the tension between what we might consider hyperbolic language from Jesus in contrast with a more literal readings of his statements?

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How do we teach the 6 examples Jesus uses in the Sermon when we know the world--and too often ourselves--pay little heed to such instructions?

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As you think about teaching others to be salt and light, in what ways do you practice and reflect on your own moments of being salt and light for Jesus?

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Lesson 12 - The Story of Christ - Teaching Guide

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How do the values and/or ethics described by Jesus in this week's lesson compare to your own?

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How do we faithfully teach values that seem contrary to the thinking of our classes and certainly the world we live in, like Jesus teaches about those who were blessed in contrast to the Jewish mindset that the poor, et. al, were overlooked by God?

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In what ways can we balance the fact that Jesus came to die on the cross with his actions in this lesson that seem to indicate he avoided the very controversy he came to address?

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Lesson 11 - More Sabbath Healings and Jesus Teaches

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Lesson 11 - More Sabbath Healings and Jesus Teaches

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Lesson 11 - The Story of Christ - Teaching Guide

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Using the example of Jesus praying in Mark 1.35, how intentional are you about praying these days? How much time do you spend praying about your lesson versus how much time do you spend preparing your lesson?

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How can we as teachers help demonstrate to our class participant's that being opposed to Jesus may not be an active, negative opposition, but rather an apathetic stance towards the good news Jesus offers?

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If you had the time to teach just one of these five stories from today's lesson, which one would you choose and why?

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Lesson 09 - The Story of Christ - Teaching Guide

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I found this guys videos that are editing down the scenes from the Chosen and making them more closely matching up with the scripture.

https://m.youtube.com/watch?v=2yNyRqxYZms

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The Woman at the Well (John 4:1-42) - THE CHOSEN Scripture to Screen #9

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A possible additional application question…

Who do you think we are more likely to share the story of Christ to, someone like Nicodemus, or someone like the woman at the well?

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How has Jesus lived up to what you expected from Him as the Messiah? In what ways has He been different than you expected?

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What do you know about Jesus' love for others after having read the story of the Samaritan woman at the well? What part of this story do you think the people around us most need to hear?

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In what ways have you sought to understand the good news of Jesus, but felt you might have been missing the point? Have you found answers for your questions? How can you and I work to help answer the questions of others?

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To what degree do you think the timing of Jesus' start to his ministry was important? What might have been the response if Jesus started earlier or later than he actually did? In what ways does proper timing play a role in how we engage others with the good news of Jesus?

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Lesson 08 - Jesus Public Ministry and the Calling of the First Disciples

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Lesson 08 - Jesus Public Ministry and the Calling of the First Disciples

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Rob Anderson

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Lesson 08 - The Story of Christ - Teaching Guide

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Lesson 07 - A Pharisee Man and A Samaritan Woman

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Lesson 07 - A Pharisee Man and A Samaritan Woman

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Rob Anderson

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Lesson 07 - The Story of Christ - Teaching Guide

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Rob Anderson

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Lesson 06 - The Story of Christ - Teaching Guide

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I'm a sucker for the old renaissance paintings even if they all show the characters as cucasian instead of middle eastern.

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Anyone have any good images for an intro slide? I thought this was pretty neat but it is a little busy.

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Overheard in hallway after Lesson 6, we sing ‘I’m no longer a slave to sin, for I am a child of God.’ How is that different from Jesus’ statement that He is God’s son that was considered scandalous and presumptive?

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It goes into next week’s section with the baptism of Jesus.

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Bob Terhune and Randy Sheets slides for lesson 4

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Bob Terhune and Randy Sheets slides for lesson 4

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As you read through these three passage for this week, how will you deal with the differences each gospel writer uses to discuss John the Baptizer?

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How do you teach a passage that addresses a topic, like baptism or the Holy Spirit, so deep that it would be impossible to teach that topic and the passage?

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What is the appropriate balance between what a passage says about a subject--let's say, baptism--and what we may know from other passages or sources? How do we teach this yet be true to what the gospel writer is trying to communicate?

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Lesson 05 - The Story of Christ - Teaching Guide

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Matthew's use of the Old Testament supports the claim of Jesus as the coming Messiah. As we teach the truth of Jesus as the Messiah today, how do we do so among people who do not value the Old Testament or even the Bible as authoritative for their lives? Can we make the same claims as Matthew does?

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Why do you think Matthew focuses more on the fulfillment of prophecy than the other gospel writers?

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How do we address and teach about the way in which New Testament writers use Old Testament prophets, especially when those prophecies cannot be found or even seem to have addressed a completely different context than seen in the New Testament?

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Text's for this lesson are: Matthew 2.1-23 and Luke 2.39-52

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Lesson 04 - The Story of Christ - Teaching Guide

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Randy Sheets/Bob Terhune Powerpoint - Week 2 starts at slide 58. Great Content throughout!

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Randy Sheets/Bob Terhune Powerpoint - Week 2 starts at slide 58. Great Content throughout!

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What challenges do you feel about presenting this text to your class Sunday?

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In what ways can our story today highlight the working of God, especially given that our world tends to believe that everything that happens is of our own making?

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God could have just chosen to send a full-grown man to head straight to the cross for our salvation. Why is the birth of this baby so crucial to the story of Jesus?

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This week's lesson covers Luke 2.1-38 and Matthew 1.18-25.

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Lesson 03 - The Story of Christ - Teaching Guide

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I have put together slides on this lesson. I’m not sure how to upload them to Padlet but if you want to take a look I can send them to you by email. randysheets54@gmail.com. I put in quite a few slides discussing the intertestamental period if that’s of interest. If someone has the desire and savvy to upload these to Padlet please do so. I’ll figure it out later. Thanks and praying for a great lesson.

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How would you answer the question of John's neighbors: "What then will this child be?"

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How would the birth story of Jesus be different if Luke had not included John's side of the story in his narrative? In what ways would this matter to the further reading of the gospel of Luke?

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We say that God is the main actor in Luke 1. This is intentional on Luke's part to portray him as such, even though he is not one of the "present" characters. What are ways we can communicate that idea--God the the main actor--to our classes?

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Lesson 02 - An Introduction of the Son of God

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Lesson 02 - An Introduction of the Son of God

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Here's the lesson for Week 02. This week comes from only one gospel, Luke 1.5-80, and provides a full cast of characters, including and especially God.

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Lesson 02 - The Story of Christ - Teaching Guide

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How can we as teachers remain focused on teaching not just the facts of the historical Jesus of Nazareth, but also Jesus the Christ and Jesus the Son of God?

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What are some strategies you are thinking of using to address these similarities and differences as we teach this series?

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To what extent do you think it is important to understand the similarities and differences of each gospel's account of the same events in the life of Jesus? Why is this the case?

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Lesson 01 - Introduction of Jesus of Nazareth

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Lesson 01 - Introduction of Jesus of Nazareth

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Here is the lesson for Week 01. Be sure to also check out the questions in this column, as well. I am looking forward to hearing your thoughts on this week's lesson!

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Lesson 01 - The Story of Christ - Teaching Guide

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Pericope - /pəˈrikəpē/ - an extract from a text, especially a passage from the Bible.

A pericope (/pəˈrɪkəpiː/; Greek περικοπή, "a cutting-out") in rhetoric is a set of verses that forms one coherent unit or thought, suitable for public reading from a text, now usually of sacred scripture. Also can be used as a way to identify certain themes in a chapter of sacred text. Its importance is mainly felt in, but not limited to, narrative portions of Sacred Scripture (as well as poetic sections).

Lectionaries are normally made up of pericopes containing the Epistle and Gospel readings for the liturgical year. A pericope consisting of passages from different parts of a single book, or from different books of the Bible, and linked together into a single reading is called a concatenation or composite reading.

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Revised Printable Simplified Reading Schedule

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Revised Printable Simplified Reading Schedule

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Daniel Wheeler shared a resource with the nineteen Old Testament passages quoted by Jesus in the Gospels.

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Daniel Wheeler shared a resource with the nineteen Old Testament passages quoted by Jesus in the Gospels.

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§98 John 8:12-20 I Am the Light of the World

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§98 John 8:12-20 I Am the Light of the World

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§97 John 7:53-8:11 Woman Caught in Adultery

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§97 John 7:53-8:11 Woman Caught in Adultery

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§96b John 7:32-52 Failed Attempt to Arrest Jesus

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§96b John 7:32-52 Failed Attempt to Arrest Jesus

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§96a John 7:11-31 Jesus' Arrival at the Feast of Tabernacles

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§96a John 7:11-31 Jesus' Arrival at the Feast of Tabernacles

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§95 Luke 9:51-56; John 7:10 Journey Through Samaria

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§95 Luke 9:51-56; John 7:10 Journey Through Samaria

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§94 John 7:2-9 Jesus' Half-Brothers Prod Him to Go to the Feast of Tabernacles

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§94 John 7:2-9 Jesus' Half-Brothers Prod Him to Go to the Feast of Tabernacles