08 Jacob and Esau // The Story of God for Kids

For 21 weeks in 2019, the students and teachers in Main Street at Hayward Wesleyan Church are interacting with the curriculum from Saturate the World called The Story of God for Kids.

8) Story: Jacob and Esau

This is the eighth story in the curriculum found in Genesis 25, 27.

Watch the teaching video below:

source YouTube

Listen to the teaching audio below:

08 Jacob and Esau // The Story of God for Kids (Pastor Jeremy Mavis)

Review Slides:

Review Slides: 01-07-Review.zip [1mb]
Powerpoint: 01-07-Review.pptx [175kb]

Teaching Slides:

Teaching Slides: 08-Jacob-and-Esau.zip [3mb]
Powerpoint: 08-Jacob-and-Esau.pptx [216kb]

07 Isaac // The Story of God for Kids

For 21 weeks in 2019, the students and teachers in Main Street at Hayward Wesleyan Church are interacting with the curriculum from Saturate the World called The Story of God for Kids.

7) Story: Isaac

This is the seventh story in the curriculum found in Genesis 22.

We reviewed the first 6 stories below:

source YouTube

Watch the teaching video below:

source YouTube

Listen to the teaching audio below:

07 Isaac // The Story of God for Kids (Jeremy Mavis)

Review slides:

Review slides: 01-06-Review.zip [709kb]
Powerpoint: 01-06-Review.pptx [158kb]
Powerpoint: 07-Isaac.pptx [143kb]

06 Covenant // The Story of God for Kids

For 21 weeks in 2019, the students and teachers in Main Street at Hayward Wesleyan Church are interacting with the curriculum from Saturate the World called The Story of God for Kids.

6) Story: Covenant

This is the sixth story in the curriculum found in Genesis 11-18, 21.

We reviewed the first 5 stories below:

source YouTube

Watch the teaching video below:

source YouTube

Listen to the audio teaching below:

06 Covenant // The Story of God for Kids (Jeremy Mavis)

Teachings slides:

Teaching slides: 6-Covenant.zip [5mb]
Powerpoint: 6-Covenant.pptx [484kb]

05 The Flood // The Story of God for Kids

For 21 weeks in 2019, the students and teachers in Main Street at Hayward Wesleyan Church are interacting with the curriculum from Saturate the World called The Story of God for Kids.

5) Story: The Flood

This is the fifth story in the curriculum, found in Genesis 4-9.

Watch the teaching video below:

source YouTube

Listen to the teaching audio below:

05 The Flood // The Story of God for Kids (Jeremy Mavis)

Teaching slides:

Teaching slides: 05-The-Flood.zip [1mb]
Powerpoint: 05-The-Flood.pptx [171kb]

04 Cain and Abel // The Story of God for Kids

For 21 weeks in 2019, the students and teachers in Main Street at Hayward Wesleyan Church are interacting with the curriculum from Saturate the World called The Story of God for Kids.

4) Story: Cain and Abel

This is the fourth story in the curriculum, found in Genesis 4.

Watch the teaching video below:

source YouTube

Listen to the teaching audio below:

04 Cain and Abel // The Story of God for Kids (Sam Werner)

Teachings slides:

Powerpoint: 04-Cain-and-Abel.pptx [144kb]

People Are More Important Than Jobs

Currently in Followers we are interacting with stories that Jesus told people in order to learn what God is like. Yesterday, during the Junior Followers (grades K-2) teaching time we had one of those amazing moments where students say something profound.

We were engaging with the story Jesus told about a Samaritan man who stopped to help a man who had been beaten and left half-dead at the hands of robbers. Once we completed the story, I asked the students to answer the question:

“What do we learn about God in this story?”

Here is how the students responded:

source YouTube

photo credit: Mario Purisic on Unsplash

Parable of the Good Samaritan

For Followers in 2019 at Hayward Wesleyan Church, we decided to spend some time interacting with stories that Jesus told in order to learn what God is like:

According to Jesus, What is God Like?

The Parable of the Good Samaritan

In Luke 10:25-37, Jesus tells the story of a Samaritan helping a man beaten half to death by robbers on the road from Jerusalem to Jericho. Jesus shared this story in response to the question: “Who is my neighbor?”

Teaching video:

source YouTube

Audio teaching:

Parable of the Good Samaritan (Jeremy Mavis)

photo credit: Ann Fossa on Unsplash

03 Separation // The Story of God for Kids

For 21 weeks in 2019, the students and teachers in Main Street at Hayward Wesleyan Church are interacting with the curriculum from Saturate the World called The Story of God for Kids.

3) Story: Separation

This is the third story in the curriculum, found in Genesis 1-3.

Watch the teaching video below:

source YouTube

Listen to the teaching audio below:

03 Separation // The Story of God for Kids (Jeremy Mavis)

Teaching slides:

Teaching slides: 03-Separation.zip [860kb]
Powerpoint: 03-Separation.pptx [772kb]

02 First Humans // The Story of God for Kids

For 21 weeks in 2019, the students and teachers in Main Street at Hayward Wesleyan Church are interacting with the curriculum from Saturate the World called The Story of God for Kids.

2) Story: First Humans

This is the second story in the curriculum, found in Genesis 1-23 and Psalm 8.

Watch the teaching video below:

source YouTube

Listen to the teaching audio below:

02 First Humans // The Story of God for Kids (Jeremy Mavis)

Teaching slides:

Teachings slides: 02-First-Humans.zip [3mb]
Powerpoint: 02-First-Humans.pptx [234kb]

Parable of the Two Lost Sons and the Gracious Father // Luke 15:11-32

In the second half of Followers at Hayward Wesleyan Church in 2019, I decided to interact with stories of Jesus found in the Gospels in order to teach and demonstrate how Jesus showed people what God, his Father, was like. I called the series:

According to Jesus, What is God Like?

For the first story, I picked the parable of the two lost sons and the gracious father. Most refer to this story, found in Luke 15:11-32, as the parable of the prodigal son, but I don’t like to call it that because that is only one-third of the story. The other two-thirds are about the lost heart of the elder brother and the gracious heart of the father.

Followers is divided into two groups: Junior Followers (Kindergarten, grades 1 and 2) and Followers (grades 3, 4 and 5). I taught the older students first.

Here is the audio teaching of the Followers (it contains the storytelling and the whiteboard review explanation through the story, that’s why this one is a little longer):

Luke 15:11-32 Followers // Pastor Jeremy Mavis

Here is the whiteboard drawing from Followers:

Here is the audio teaching of the Junior Followers (it contains just the storytelling portion, which is why this one is shorter):

Luke 15:11-32 Junior Followers // Pastor Jeremy Mavis

Here is the whiteboard drawing from Junior Followers (only slightly different that the other one):

01 Beginnings // The Story of God for Kids

For 21 weeks in 2019, the students and teachers in Main Street at Hayward Wesleyan Church are interacting with the curriculum from Saturate the World called The Story of God for Kids.

1) Story: Beginnings

This is the first story in the curriculum, found in Genesis 1-3, Psalm 8, Job 38, Isaiah 14, Ezekiel 28, and Revelation 12.

Watch the teaching video below:

source YouTube

Listen to the teaching audio below:

01 Beginnings // The Story of God for Kids (Jeremy Mavis)

Teaching slides:

Powerpoint: 01 Beginnings.pptx [197kb]

Pharisees

0

What was the big deal in the 1st century for the Jews?

What do we do about Rome?

“How are these godless pagans oppressing God’s people?” Jews are back in the promised land, so why are these pagans in charge and what are we supposed to do about it?

“Not surprisingly, there were disagreements among the Judaisms of the day about what to do with that. So you have different groups, advocating different strategies:

  • Collaboration: priestly classes, assigned by Rome, the Temple system, Sadducees, Sanhedrin, Jewish leadership, growing wealthy, had power. Believed the issue with Rome was political.
  • Provocation: the fourth philosophy, later known as zealots, strategy to provoke Rome into open warfare would allow God to intercede in a war-like way to deal with the Roman problem in Israel. Believed the issue with Rome was political.
  • Separation: Essenes went into the dessert and advocated separation, they separated out completely from culture and dedicated themselves to ritual purity in the hopes that when God would come he would reward the sons of light and punish the sons of darkness. Believed the issue with Rome was spiritual.
  • Separation: Pharisees, the most well known of Jesus’ opponents, they advocated separation but doing so within Jewish culture (didn’t leave the culture, but separated themselves within it).”

“More on the Pharisees:

  • their name comes from the idea of being separate
  • their theology was that the most important thing about God and therefore the most important thing about God’s people was to be holy (i.e. Leviticus: be holy as I am holy)
  • how did they deal with Rome? Simple, be holy. Negatively meant to be separate from everything that is unclean and defiling. Positively meant to be super zealous in the adherence to the law (613 commands of Torah) and the oral traditions that grew up around the 613 commands of Torah. The strictest of obedience to the law.
  • How do you be holy in real life? Stay away from everything that is unclean
  • The Pharisees had the same goals as Jesus of Nazareth: wanted Israel to repent. The way the Pharisees wanted Israel to repent was separating themselves and advocating a strict ritual purity.”

Vox, Mike Erre Podcast #2 (starts at 17:00min)

Simon the Pharisee in Luke 7:36-50

“…a monitor of legal observance who distance themselves from sinners” (p. 308).

“[Pharisees] enjoyed advanced status and positions of power and privilege” (p. 311).

“[To numerous scholars], Simon is a stereotype of the Lukan Pharisee, and the Pharisees a caricature of those who reject God’s purpose… [the author, Joel Green, militates against this view for Simon]… Other factors disallow the interpretation of Simon as a stereotypical Pharisee who, because he is a Pharisee, is thereby understood within the narrative as someone who opposes the will of God. Thus, the Third Gospel’s presentation of the Pharisees is more variegated than is usually thought. They are consistently portrayed negatively when they appear in the company of scribes (a.k.a. legal experts, lawyers, teachers of the law), as in 7:30, but from a historical viewpoint this is not surprising. ‘Scribes’ have been identified as off-duty priests, and Luke lays the blame for the death of Jesus above all at the feet of priests and others of the Jerusalem leadership associated with the temple (and not the Pharisees). Outside of the company of scribes, however, Luke’s portrait of the Pharisees is capable of more nuance” (p. 307).

The Gospel of Luke, The New International Commentary on the New Testament (NICNT) by Joel Green (1997)