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October 1: Called into Covenant with God (Genesis 15:1-6, 17-21)

By September 26, 2017Teacher Tips

To begin the session:

Since baseball season is coming to a close, your sports fans may enjoy this way of introducing the lesson. On the board, write the following names: Giancarlo Stanton, Miguel Cabrera, Robinson Cano, Joey Votto, and Buster Posey.

Begin class by asking what those names have in common. A number of answers are possible (they are baseball players, they are star players, etc.), but keep asking until you get or reveal this answer: They are Major League Baseball players with some of the most lucrative contracts, but who will not be playing in the World Series this year.

Discuss this list by asking why these players were offered big contracts. Did they meet the terms of the contracts? Did they meet the expectations of those offering the contracts?

Lead into Bible study by saying, “Big contracts are offered to athletes with the hopes that they will bring in fans and help their teams win. They are paid big money because they have big talent. But would a contract ever be given to someone who has little or nothing to offer?  Today we will look at a covenant/contract God entered into with Abram.”

To engage the learners in a study of the Scripture text:

Before class, download the “Poetry Repair” worksheet here. Make a copy for every 3–5 class members you expect, cut the pieces on the dotted lines, and place each set in a separate envelope. Keep one sheet uncut to use as your answer key.

After introducing the Bible lesson, divide the class into groups of 3–5 students each, giving each group an envelope of poetry pieces. Explain that the lesson text has been summarized into three five-line poems. It is their job to reassemble the three poems.

Suggest that they find the slips containing the Scripture references first and read the cited verses to get a grasp of what the poem will summarize. You may or may not wish to tell them that the poems are each written with a limerick rhyme scheme (aabba).

After groups have completed their work, have volunteers read each section of the lesson text aloud followed by the reconstructed poem summarizing the section.

Jim Eichenberger

Author Jim Eichenberger

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