Intellectual Development of Four Year Old

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Sunday School Lesson on Love Activity

Into the Lesson

If you have access to a college bookstore, buycopies of the small "blue books" that schools typ-ically use for written exams (they cost about tencents apiece). Otherwise, prepare copies of asheet with 20 numbered entries, an A, B, C, D. Eby each number, and the word TEST promi-nently displayed at the top. Hand a copy to eachstudent as he or she arrives. Also provide pensand pencils. Say nothing about your intentions.As class begins say, "Please write your nameat the top of the test sheet I have given you.While you are at it, also indicate at the topwhether you will get a pass or a fail." Give timefor the grumbles and remarks and then say,"There is only one question on this test, and it isnot multiple choice. It is a simple yes or no.Ready for the question? Here it is: 'Do you loveas Jesus loves?"'

Discuss how this concept and this question re-late to this lesson on "The Test of Love."

Into the Word

Make arrangement in advance for a musicallytalented member of your congregation to lead theclass in singing "Behold, What Manner of Love"by Patricia Van Tine (0 1978 by Maranatha!Music). This song is based on 1 John 3:1. Thissong will set the tone for today's study: the truetest of love in us is how closely we resemble thelove God has shown to us in Christ.

Display the lesson writer's outline: I. Majestyof Love (1 John 3:1, 2), II. Message of Love(1 John 3:11-15), III. Measures of Love (1 John3:16-24). Include in your display two columnsconspicuously headed FAIL and PASS.

Lead a brief discussion of verses 1, 2. Then di-vide your class into two groups. Say, "Group #1.I want you to suggest a list of attitudes and deeds guaranteed to get the test taker a failing grade,based on verses 11-15 in today's text. Group #2,I want you to suggest a list of attitudes and deedsguaranteed to get the test taker a passing grade,based on verses 16-24 of today's text."

Allow time to examine the verses, then call foranswers. Expect answers such as, "A person whohates fails" (v. 15); "Self-sacrifice for the good ofothers gets a passing grade" (v. 16); "One whocannot tolerate the success of others fails" (v.12); and "Compassionate generosity passes" (v.17). Write the two lists as answers are suggested.Next, say "1 John 3:16 is an important verse,closely related to John 3:16. Let's dig into what1 John 3:16 means." Then distribute four indexcards that you have prepared in advance withthe following phrases: Card #1—"How do weperceive the love of God?" Card #2—"BecauseHe laid down His life for us"; Card #3—"So?"Card #4—"We ought to lay down our lives forthe brethren!"

Give the four cards to individuals randomlychosen and not seated next to one another. Di-rect them to stand, say their phrases as quicklyas possible, in order, and then hand their cardsto another. Repeat the procedure five or sixtimes. This will help class members fix this versein their minds. Finish by reading 1 John 3:16 tothe class.

Into Life

Say, "First John 3:17 describes what God did forus: saw us in need (sinners headed to Hell), feltcompassion, and acted to meet our needs (sendingJesus as the pure and holy sacrifice to atone forand cover our sins). To be a true child of God, wemust see, feel, and act in the same manner."Give each student a small piece of paper. Indi-cate that you want each person to write on thatpaper the name and circumstances of someonein need. Suggest that it could be a young personneeding help for a missions trip, a neighbor whohas been victimized by fire or other disaster, or asenior saint struggling just to make ends meet.Collect the papers and put them in a con-tainer. Place the container by the classroom exit.Suggest that your students take slips (withoutlooking) as they leave and do their best to meetanonymously the needs identified.

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