Joshua Noah Taize Final Project

Teaching Plan
Name: Joshua Noah__
Group #Youth
Room #: Youth Lounge
Text: Mark 8:34-38
Date: 03/09/2014 (Lent 1)
What is the CENTRAL THEME on which this session will focus?

What does it mean to TRULY follow Jesus Christ?
What are the specific LEARNING OBJECTIVES? (Be selective; 2-4 objectives are plenty for 50 minutes.)
Consider what the learners can do at the end of the session that they could not do as well before the lesson: learners will be better able to
Students will be able to practice Taize prayer/chants.
Students will be able to practice sitting in silence as a means of prayer/communion with God.
Students will be able to reflect on their experience.
Tentative schedule of activities
Time
Learners Activity
7:00-7:10
Youth are prepared outside of the

room for what they are about to
experience. They are asked to enter in
silence, and to find a place to sit on
the floor, facing the front of the room.
Students enter the youth lounge which
is prepared with an altar, covered with
a purple cloth, with candles, and icons
of Christ, and a simple wooden cross.
The room is darkened with Taize
instrumental music playing.
Each youth is given a song sheet with
the days scripture lesson.
Teachers Activity
Rationale
The teacher addresses the youth

outside the room, and explains
the experience they are about to
enter.
What you are about to
experience is a different kind of
prayer that comes from a
monastic community called
Taize in France. The community
is founded on the idea of
reconciliation of all the world
and the use of prayer as a means
to establish a rhythm in ones
life. The group prays not
through spoken words, but
through short, sung chants that
are repeated over and over, as a
kind of meditation. What is
great about these chants is that
if you do not read music, you
will eventually know how to
sing the chant, because you will
Youth need to be prepared for

new experiences in order to
know how to orient themselves
upon entering into the
experience.
The preparation of the

environment helps the
adolescent to understand the
seriousness and intentionality
of the moment.
The darkened room, lit only by

candles, along with the soft
instrumental music helps to
calm the adolescent, and
establish this moment as holy.
Resources Needed
Altar/small
table/bench
Purple cloth to
cover altar
2-3 framed
icons of Christ
Simple wooden
cross
Several tea
lights
Room that can
be darkened
Prepared song
sheets &
scripture
Book: Worship
Feast: 20
Complete
Services in the
Spirit of Taize
hear it several times. This gives

everyone the opportunity to
participate in the experience.
Another part of the experience
is the reading of scripture,
followed by a brief commentary
on the scripture which will
allow you to reflect on what the
scripture is saying to you. This
scripture reading will be
followed by a brief time of
silence 5 minutes of total
silence which will allow you
the space to sit with the words
of the scripture, and to pray
silently with God.
Any questions?
7:10-7:15
7:15-7:30
7:30-7:40
Adolescents enter the room with their

song sheets and find a place on the
floor to settle themselves, while taking
in the images on the altar.
Sing opening chants

Laudate Omnes Gentes/Sing
Praises
Come & Fill/Confitemini
Domino
Wait for the Lord
The teacher models the

appropriate behavior for the
youth.
Teacher models the singing of

the chants with the Youth to
help them grow comfortable
with singing the music.
Listen to scripture: Mark 8:34-38 (also Read scripture: Mark 8:34-38

found on song sheet)
(also found on song sheet)
Listen to Something to Think About
Read to Something to Think
w/CD
Youth need time when entering

a new environment to settle
and orient themselves.
Youth need models by which

to follow when engaging in
new situations.
Youth often need guidance by

which to contemplate the
scriptures. Specifically, in our
Song Sheets
CD from
Worship Feast:
20 Complete
Services in the
Spirit of Taize
Means to play
music
(computer &
speakers, CD
player)
Teacher
copies of
scripture text &
in the Silence.
About in the Silence from pg.

10 of the Worship Feast book.
modern world of watereddown Christian faith, youth

need to understand what it
truly means to follow Christ.
Something to
Think About in
the Silence
text.
7:40-7:45
Youth sit in silence and

meditate/reflect on the scripture.
Teacher models appropriate

behavior for the silence time.
In our busy, ever-connected, &

always-on world, youth have
little to no time in which to
just be. Therefore, the
silence is meant to meet a vital
human and spiritual need for
the adolescent.
none
7:45-7:55
Sing closing chants:

Nothing Can Trouble/Nada te
turbe
Bless the Lord
Teacher models singing of the

chants.
Youth gets the chance to

practice and learn other Taize
chants/prayers. They also have
the chance to calmly exit the
silence and re-enter the world.
Song Sheets
CD from
Worship Feast:
20 Complete
Services in the
Spirit of Taize
Means to play
music
(computer &
speakers, CD
player)
7:55-8:00
Youth reflect on their experience.
The teacher offers several

questions to help the youth
reflect on their experience.
What did you enjoy
about this experience?
What did you NOT
enjoy about this
experience?
What did you
feel/experience?
What did you come to
understand about their
relationship with God?
When confronted with such an

existential experience, youth
often do not have the words to
describe such situations, so
they need guidance to offer
their feedback & reflection.
Guiding
Questions
Teaching Plan
Name: Joshua Noah
Group # YouthRoom #: Youth Lounge
Text: Philippians 4:4-7
Date: March 16, 2014 (Lent 2)

Taking our worries to God through regular prayer.
The student will be able to sing/pray using Taize chants.
The student will be able to prayerfully reflect upon scripture with guidance.
The student will be able to engage in silent reflection for a longer period of time (10 minutes).
The student will be better able to apply these practices to their regular prayer life.
Time
Learners Activity
7:00-7:05
Youth are given their song sheets and

are asked to enter into youth lounge
and sit wherever they please, provided
they are not a distraction to others.
Youth are to remain in silence once
they enter the space.
Teachers Activity
Rationale

behavior for youth by finding a
place of his/her own choosing to
sit.
Youth need appropriate models

to show them how to enter a
sacred space. At the same
time, proper preparation of the
environment helps to teach the
youth the sacredness of the
moment they are about to
enter. Youth are allowed to sit
wherever they please this time,
now that they have had the
opportunity to practice being
in the space in the previous
session. However, it must be
noted that their placement in
the room should not be a
distraction to others who are
trying to engage in the
experience.
Youth need repetition to help
them to solidly learn new
content/chants. At the same
time, they also need to move
Altar should be prepared as before but

with different icons Christ, Trinity,
saints praying, Paul, etc. Possibly
without a cross for this session.
Candles should also be lit in the
darkened room to help create the
appropriate, prayerful, and holy
atmosphere.
7:05-7:15
Sing opening chants:

In God Alone/Mon ame se
repose
Teacher models singing the

chants both new ones and
ones from last week.
Resources Needed
Altar/small
table/bench
Purple cloth
Tea candles
Framed icons
connected to the
theme of the
session
Song sheets
Song Sheets
CD from
Worship Feast:
forward by experiencing new

songs/chants.
Our Darkness/la tenebre

Come & Fill/Confitemini
Domino
7:15-7:20
Listen to scripture: Philippians 4:4-7

Listen to Something to Think About
in the Silence
Read scripture: Philippians 4:47

Read Something to Think
About in the Silence from
Worship Feast pg. 12-13.
With all the troubles that face

youth today concerns about
identity, fitting-in
relationships, family troubles,
grades, etc. youth need to
know that they have a constant
companion and help in Christ
who hears their joys and
laments, they need only to take
them to God through the
regular practice of prayer.
7:20-7:30
Youth sit in silence for up to 10

minutes, reflecting on the scripture
passage, and offering up their
concerns to God.

behavior during the silence.
none
7:30-7:35
Sing song/chant of Response followed

by a teacher-led spoken prayer.
In the Lord/El Senyor

the chants and also leads the
group in a spoken prayer that
summarizes the theme of the
session/scripture.

just be. Therefore, the
the adolescent.
Adolescents need models of
prayer in order to learn how to
pray/put their prayer into
words.
20 Complete
Services in the
Spirit of Taize
Means to play
music
(computer &
speakers, CD
player)
Scripture text
Something to
Think About in
the Silence
text.
Song Sheets
CD from
Worship Feast:
20 Complete
Services in the
Spirit of Taize
Means to play
music
(computer &
speakers, CD
7:35-7:50
Sing Closing Songs/Chants

Sing Praises/Laudate omnes
gentes
Bless the Lord

the songs/chants.
Youth need to be oriented

towards the end of the session
and calmly re-enter the world
with a sense of Gods presence
always with them.
7:50-8:00

What did you enjoy
What did you NOT
enjoy about this
experience?
What did you
feel/experience?
understand about their
What was different
about this weeks
experience compared to
last week?

Also, comparison between two
similar experiences helps the
youth reflect on the experience
overall.
player)
Song Sheets
CD from
Worship Feast:
20 Complete
Services in the
Spirit of Taize
Means to play
music
(computer &
speakers, CD
player)
Guiding
questions
Teaching Plan
Name: Joshua Noah
Group # Youth Room #: 1st-3rd grade Godly Play Room Text: Luke 11:1-4, 9-10, 13 Date: March 23, 2014 (Lent 3)

Christ taught us to pray by the words of the Lords Prayer but what do the words of the Lords Prayer mean?
The student will be able to engage in prayer using Taize chants.
The student will be able to explain the meaning of the petitions of the Lords Prayer.
The student will be able to reflect verbally & silently upon the words of the Lords Prayer.
The student will better understand how to use the Lords Prayer to guide his/her own personal prayer.
Time
Learners Activity
6:00-6:05
The students take their song sheets

and enter the 1st-3rd grade Godly Play
classroom in silence. They sit on
cushions arranged in a circle on the
floor. A large white pillar candle
(Christ Candle) is bringing in the
center of the circle. Taize instrumental
music is playing softly in the
background.
Teachers Activity
Rationale
The teacher is already seated in

the room as the youth enter and
take their seat. The teacher
models the behavior expected of
the youth in this moment.

enter.
Resources Needed
6:05-6:20
Sing opening chants/prayers:

Bless the Lord (with sign
language)
Wait for the Lord
Teacher instructs the group on

the signs for the chant Bless
the Lord. The teacher then
models the singing & signing of
Youth have different ways in

which they internalize/learn
information. By using sign
language, the youth engages
Large white
pillar candle
(Christ Candle)
Taize
instrumental
music (Taize:
Instrumental,
Volumes 1-3
available on
CDs or on
iTunes)
Means to play
the music
(iPod/iPhone
w/speakers or
CD player)
Sing language
www.handspeak
.com
(words: bless,
O Lord Hear My Prayer
the songs.
his/her body in prayer to God.

For those who are kinesthetic
learners, signing the prayer
can make it more meaningful.
6:20-6:30
6:30-7:00
Listen & observe the presentation of

the story The Lords Prayer
Students engage in wondering about

the story theyve heard and propose
their own questions and thoughts
Teacher presents the The

Lords Prayer using the
provided materials and story
script.
Youth, especially younger

youth, are in a transitional
period between childhood and
adulthood. Therefore, using
childrens materials in the
context of a more adult
worship atmosphere can help
youth make the transition
when facing complicated
biblical & theological
concepts. At the same time, the
visual aspect of the lesson
(through the use of images
along with the spoken story)
help to engage the visual
culture in which youth live.
Teacher proposes a series of

wondering questions to help
facilitate discussion and further
Language constructs meaning.

If youth are not given the
opportunity to talk out loud
Lord, soul, God,

holy, name,
lead, life)
Taize
instrumental
music (Taize:
Instrumental,
Volumes 1-3
available on
CDs or on
iTunes)
Means to play
the music
(iPod/iPhone
w/speakers or
CD player)
The Lords
Prayer
Materials can be
obtained
through
Worship
Woodworks
(www.worshipw
oodworks.com).
The story itself
can be obtain
from the same
company and is
found in the
book Biblical
Lessons by Rev.
Dick Gibson.
The Lords
Prayer lesson
materials.
about the story.
7:00-7:10
Youth move to isolated areas of the

space and sit in silence for 10 minutes
to personally reflect on their
experience and discussion.
7:10-7:20
Youth return to the circle.

They pray the Lords Prayer together.
Sing the Closing Songs/Chants:
In God Alone/Mon ame se
repose
Jesus Remember Me
questions about the story and

meaning of the Lords Prayer.
Questions can be found in the
curriculum text. At the same
time, the teacher must follow
where the youth go with their
wondering and be ready to
engage them with follow up
questions to help them delve
deeper into the material. It may
begin slow, but can escalate
quickly. This can take more
time that you expect, so give
ample time for this discussion.
behavior for the silent reflection
time. The youth are signaled
back to the circle through the
sound of ringing bells.
about their thoughts, ideas, or

beliefs, then it is difficult to
give such beliefs meaning and
to make them real. At the
same time, youth may not have
developed the appropriate or
necessary theological language
to talk about their ideas/beliefs
so teachers should be ready to
guide a student through his/her
ideas and help by
supplementing them with
appropriate theological &
biblical language.
just be. At the same time,
Youth need time to process the
content and questions raised
by the lesson and the
discussion. Therefore, the
the adolescent.
Sound effect of
ringing bells.

the chants/prayers.
The Lords Prayer is an

essential model for Christian
prayer that is given to us by
Christ himself. Also, the youth
continue to perfect and grow
more comfortable with Taize
chants they have done before.
Taize
instrumental
music (Taize:
Instrumental,
Volumes 1-3
available on
CDs or on
iTunes)
Means to play
the music
(iPod/iPhone
w/speakers or
Biblical Lesson
by Rev. Dick
Gibson.
(See above for
availability)
CD player)
7:20-7:30

What did you enjoy
What did you NOT
enjoy about this
experience?
What did you
feel/experience?
understand differently
about your relationship
with God?
What was different
about this weeks
experience compared to
the previous weeks?
What new understanding
about your prayer life
have you come away
with?

Also, comparison between the
similar experiences helps the
youth reflect on the experience
overall.
Guiding
questions
Teaching Plan
Name: Joshua Noah Group # YouthRoom #: Fellowship Hall
Text: Exodus 12:21-27; Hebrews 9:1-10; Numbers 19:1-10, 17-19; Psalm 51;
Hebrews 9:11-22; John 19:17-30
Date: March 30, 2014 (Lent 4)
The Covenant and Purification Understanding the Connection between Christs Sacrifice & the Temple Sacrifices
***This session was created by finding all the references to the word hyssop in the Old & New Testaments. ***
The student will better understand the connection between Gods Covenant(s) and the concept of Purification in both the Old & New Testaments.
The student will engage in Taize prayer/chant in order to prepare him/herself for engagement with the prayer experience.
The student will experientially reflect upon multiple scriptures through the use of prayer stations.
The student will engage in silent reflection for an extended period of time.
Time
Learners Activity
6:00-6:05
Students take their liturgy/bulletin and

song sheets and find a seat quietly.
The room is dimly lit, with all seats
facing the front.
Teachers Activity
Rationale
A small altar is set up at the

front of the room. All seats face
towards the altar. The altar is
decorated with a purple cloth, a
bowl/font of water, an unlit
Christ Candle, and a cross.
Several tea lights can also adorn
the altar. Taize instrumental
music softly plays. Teacher sits
facing the altar as well, NOT in
the front of the space.

enter.
Resources Needed
Table/altar
Purple table
cloth
Large glass
bowl or
baptismal font
Christ Candle
Simple wooden
cross
Tea lights
Taize
instrumental
music (see
previous lesson)
Bulletin with
liturgy
Song sheet
6:05-6:15
Sing opening songs/chants:

Bless the Lord (with sign
language)
Wait for the Lord

participation in the opening
songs/chants.
Singing the Taize

chants/prayers helps the Youth
to prepare him/herself to enter
into this sacred moment of
contemplation and reflection.
The use of sign language
allows the youth to use his/her
entire body to pray.
Song Sheets
Bulletin with
Liturgy
Taize
Instrumental
music (see
above lesson)
Sign language
dictionary (see
above lesson)
6:15-6:20
A selected student reads the Psalm

(Psalm 51) aloud from his/her seat.
Teacher should select this

student before the service
begins.
The Book of Psalms is the

original prayer book of the
people of Israel. At the same
time, the Psalms give us
excellent language for prayer
in all of lifes situations joy,
sorrow, anger, praise,
thankfulness, etc.
Bulletin with
Liturgy
6:20-6:25
Song of Response:
Gloria 3
Teacher models singing of the

song. At the same time, the
teacher can (if your tradition
allows) use branches of hyssop
to take water from the font and
sprinkle it (asperges) on the
participants symbolizing
purification & remembrance of
ones baptism.
The sprinkling through

asperges is an ancient
Christian rite that symbolizes
the various purification rituals
in the Old Testament (which
the youth will engage with
later in the service) and at the
same time, is a sign of
remembrance of ones own
baptism.
Song Sheets
Hyssop
branches (real
or artificial)
Taize
Instrumental
music
Font/bowl &
water

the song. The teacher goes up
and lights the Christ candle, and
lights a tea light from it. Other
students come forward and a
light a tea candle of their own.
The lighting of the tea lights,

following the purification/
asperges by water, symbolizes
our receiving of the Light of
Christ at our Baptism.
6:25-6:30
Song of Light:
La Tenebrae/Our Darkness
Christ Candle
Tea lights
Lighter
Song Sheet
Taize
Instrumental
music
6:30-6:35
Student reads the Gospel scripture text

while the others listen.

listening to the Gospel text. The
student should be chosen before
the service begins.
6:35-6:40
Song of Response
Jesus, Remember Me

participation in the song/chant.
6:40-6:45
Listen to instructions for entering

prayer stations.
Teacher gives instructions for

using the prayer stations.
Each of you will enter the
prayer stations one at a time.
While you are waiting, you
should sit in prayerful silence.
When you reach the end of the
prayer stations, you should also
sit in prayerful silence till
everyone is finished.
At each prayer station, first read
the scripture. Then read the
directions for the prayer station.
Allow yourself to fully engage
in the practice before you. Do
not get in a rush. You have all
the time that you need. If you
are still struggling, please
silently raise your hand, and I
will come to assist you.
6:45-7:30
Students participate in Prayer Stations Prayer Stations are prepared

or sit silently while waiting to begin or ahead of time and are waiting
once they have finished.
for the youth. Teacher quietly
sits with those awaiting the
The Gospel, specifically

Christs sacrifice out of love
for us, is central to Christian
identity, especially during the
preparation time of Lent.
The text of the song comes
from the words of one of the
criminals who is crucified with
Christ and expresses the cry of
all of us in our times of
desperation and need.
When engaging in new
situations, youth need to feel
as though they know what to
expect and be able to orient
themselves to the time and
place.
Youth also need time in which
in engage in a different tempo
& rhythm from that of our
busy, ever-connected, and
always-on world.
Finally, youth need
opportunities to freely and
artistically express themselves
as they contemplate
complicated questions &
issues, especially about faith,
theology, & scripture.
Bulletin with
Liturgy
Song sheet
Taize
Instrumental
music
Prayer stations:
See description
below.
Movable wall
or divider to
hide the prayer
stations, until
time for the
youth to enter
them
See above rational.
See attached
list/description
of each prayer
stations to direct the next person

to begin or to help those who
may have a question concerning
the station.
7:30-7:45
7:45-8:00
Prayers of Intercession
Kyrie 7
Recitation of Lords Prayer
and Concluding Prayer
together
station.
Teacher directs the students

attention to the words of the
Kyrie printed in the bulletin.
The teacher then plays Kyrie 7
from the album In the Spirit of
Taize. Students respond to each
petition by singing Kyrie
Eleison. The teacher then leads
the group directly into reciting
the Lords Prayer together and
the Concluding Prayer (printed
in the bulletin). This is followed
by a final period of silence, and
closed by the teacher saying
AMEN.
The Kyrie models the offering

of prayers of intercession for
youth and gives them ways to
put their own prayers of
intercession into words.
The group continues to use the
Lords Prayer and a foundation
for their own prayer life.
The concluding prayer brings
the holy event to a close, with
the silence at the end
punctuating the sacredness of
the time.

What did you enjoy
What did you NOT
enjoy about this
experience?
What did you
feel/experience?
Where did you feel
Gods presence in this
experience?
understand about your
At which station did you

Helping them to talk about
where they experienced God in
this prayer service also helps
them to develop eyes for
seeing God in their everyday
lives and to be able to talk
about/describe it.
Album In the
Spirit of Taize
(available on
CD or on
iTunes)
CD player or
iPod/iPhone to
play the music.
Bulletin with
Liturgy
Guiding
questions
feel most connected to

God?
Teaching Plan
Name: Joshua Noah Group # Youth Room #: Youth Lounge Text: Psalm 145; Matthew 13:31-32 & 13:45-46
Date: April 6, 2014 (Lent 5)

The Kingdom of God What is it? (Parables of the Mustard Seed & the Great Pearl)
The student will be better able to articulate what is meant theologically by the biblical term The Kingdom of God (Heaven).
The student will engage in Taize prayer/chant as a means to enter into contemplation about scripture.
The student will use artistic expression as a means to explain his/her understanding of the Parables of the Mustard Seed & the Great Pearl.
The student will engage in a spoken group prayer of intercession.
Time
Learners Activity
6:00-6:05
The students take their song sheets
and enter the youth lounge in silence.
They may site wherever they wish, as
long as they do not disturb others. A
Christ Candle is sitting (unlit) in the
center of the circle with two large gold
boxes (parable boxes) on each side of
the candle. Taize instrumental music is
playing softly in the background.
6:05-6:15
Sing opening songs/chants:

Bless the Lord (w/sign
Teachers Activity
The teacher is already seated in
the room as the youth enter and
take their seat. The teacher
models the behavior expected of
the youth in this moment.
Rationale
enter.
The teacher models the singing

& signing of the songs.
Youth have different ways in

which they internalize/learn
Resources Needed
Christ Candle
Taize
instrumental
music (see
previous
lessons)
Means to play
the music
(iPod/iPhone
w/speakers or
CD player)
Bulletin with
Liturgy
Song Sheet
Sing language
www.handspeak
language)
Stay with Us
information. By using sign

language, the youth engages
his/her body in prayer to God.
For those who are kinesthetic
learners, signing the prayer
can make it more meaningful.
.com
(see above
lessons)
Taize
instrumental
music (see
above lessons)
Means to play
the music
(iPod/iPhone
w/speakers or
CD player)
6:15-6:20
A student reads the Psalm for the day

(Psalm 145).
Teacher should select this

student before the service
begins.
The Book of Psalms is the

original prayer book of the
people of Israel. At the same
time, the Psalms give us
excellent language for prayer
in all of lifes situations joy,
sorrow, anger, praise,
thankfulness, etc.
Bulletin with
Liturgy
6:20-6:25
Song of Light
The Lord is My Light

the song/chant. The teacher also
lights the Christ Candle in the
center of the room.
Song sheets
Taize
Instrumental
Music
6:25-6:35
Students listen to & observe the

presentation of the Parable of the
Mustard Seed lesson.
Teacher presents The Parable

of the Mustard Seed but holds
the wondering questions until
after the second presentation.
The teacher leaves the story
materials out, so that the story
materials for the second parable
can be laid out alongside it.
The lighting of the Christ

Candle is a sign that Christ is
with us whenever we gather
together to pray and hear the
Word of God.
The Parable of the Mustard
Seed is one of the many
parables that Jesus tells when
he is asked what the Kingdom
of God (Heaven) is like.
Parable of the
Mustard See
materials
Available through
Worship Woodworks
(www.worshipwoodwo
rks.com).
Text of The
Parable of the
Mustard Seed.
Found in Young
Children & Worship by
Sonja Stewart &
Jerome Berryman. Also
available through
Worship Woodworks.
6:35-6:40
Song of Response:
Wait for the Lord
6:40-7:10
Students listen to & observe The

Parable of the Great Pearl lesson.
Then engage in asking wondering
questions and responses about the two
parables.
Teacher leads the group in the

singing of the song/chant.
Wait for the Lord calls us to

anticipate the second coming
of Christ in which bring about
the culmination of the coming
Kingdom of God.
Teacher presents The Parable
Parables are powerful because
of the Great Pearl, laying the
of the layers of interpretation
story materials alongside the
found within them. Therefore,
story materials for The Parable it is important to neither affirm
of the Mustard Seed.
nor reject a youths answer, but
The teacher then engages the
to respond to more questions,
students in a few wondering
Why do you think that is? in
questions provided in the
order to make them think more
curriculum. At the same time,
deeply & theologically about
the teacher asks the youth.
their response.
I wonder what it is you wonder At the same time, their
about this story?
questions & responses
The teacher engages not only
facilitate the questions &
their questions, but also their
responses of other youth in the
responses NEVER implying
group. Also, by not refuting an
that an answer is right or wrong. answer, you create a safe space
where are thoughts &
questions can be shared.
Both parables concern the
Kingdom of God therefore
placing the two side-by-side
helps the youth to develop a
greater picture of what the
Kingdom of Heaven is like.
Finally, since language
constructs reality, then youth
Song sheets
Taize
Instrumental
Music
Parable of the
Great Pearl
materials (see
above)
Story for The
Parable of the
Great Pearl (see
above)
must be able to engage in

talking about the Kingdom of
God if it is to become real to
them.
7:10-7:15
Song of Response
The Kingdom of God
The teacher models the singing

of the song/chant.
The song is another reflection

of the meaning of the
Kingdom of God.
Song Sheets
Taize
Instrumental
Music
7:15-7:40
Silent Artistic Response to the stories.

Youth use various art materials to
reflect on their understanding of the
Kingdom of God through visual
images, writing, etc.
They then share their interpretations
(and possible further questions) with
the group.
The teacher makes sure the

materials are ready & accessible
with little verbal effort in order
to facilitate the silence.
The teacher then facilitates the
presentation of the youths
artistic responses again neither
affirming nor rejecting a
response as correct.
Sometimes words are not

enough to describe challenging
theological concepts such as
the Kingdom of God.
Therefore, images and signs
are needed to help youth
articulate how they
understand the concept.
Various art
materials
(markers,
colored pencils,
crayons,
pencils, and
paper)
7:40-7:45
Group Prayer of Intercession. The

students first go around the circle
engaging in the liturgical prayer of
intercession printed in the bulletin.
Then they enter into a moment of
silence where they are offered the
freedom to offer up their own personal
prayers of intercession, with everyone
responding by saying Hear our
prayer. The group then enters
directly into the Lords Prayer,
followed immediately by the
Concluding Prayer.
The teacher leads and models

the Prayer of Intercession by
participating in both the written
prayer and in the free response
prayer time. The teacher then
leads the group directly into the
Lords Prayer once the
intercessory prayers have
waned. The group then
concludes by reading the
Concluding Prayer together.
Having participated in an
example of Intercessory Prayer
in the previous lesson, the
group now has the opportunity
to engage in their own written
and spontaneous intercessory
prayer time. This is followed
by the pattern of the Lords
Prayer and the printed
concluding prayer.
Bulletin with
Liturgy.
7:45-7:50
Concluding Song:
Jesus, Remember Me

the song/chant.
This chant also reflects on the

Kingdom of God and asks
Christ to remember us as he
Song Sheet
Taize
Instrumental
7:50-8:00
Students reflect on their experience.

What did you enjoy
What did you NOT
enjoy about this
experience?
What did you
feel/experience?
Where did you feel
Gods presence in this
experience?
understand about the
Kingdom of God?
understand about your
role in the Kingdom of
God?
inherits the Kingdom from the

Father.
Helping them to talk about
their drawings and ideas helps
them to develop language and
a deeper understanding about
the Kingdom of God and their
connection/role in the
Kingdom.
Music
Guiding
questions.
Teaching Plan
Name: Joshua Noah Group # YouthRoom #: Sanctuary Text: The Faces of Easter from Godly Play, vol. 4 by Jerome Berryman & The Seven
Last Words of the Cross
Date: April 13, 2013 (Lent 6/Palm Sunday)
The Life & Death of Christ Preparing for Holy Week
The students will reflect upon the overall story of Jesus life in conversation with the Seven Last Words of the Cross.
The students will write prayers based upon their reflections at each station which they will use each day of Holy Week.
The students will explain where they see their lifes story reflected in Jesus life story.
The students will better understand the biblical events that surround Holy Week.
Time
Learners Activity
6:00-6:05
The youth enter the sanctuary of the
church in silence and sit at the front
pews. They observe the prayer stations
set-up around the communion table.
There is a small table off to the side
which has specially printed prayer
journals and pencils for the session.
Teachers Activity
The teacher prepares the (round)
communion table with eight
prayer stations.
Each station has an image used
in the Faces of Easter Godly
Play story, with and abbreviated
version of the text of the story
printed for the youth to read.
In between each image is an
item/symbol connected to the
church and Christs story.
The teacher also prepares a
prayer journal for the session.
At the top of each page is one of
the Seven Last Words of the
Cross (except for the 8th station
which says SILENCE.)
followed by a reflection that
connects the image of the life of
Christ with the Last Word.
Towards the end of the
Rationale
The story of Holy Week loses
much of its meaning if we do
not reflect on exactly who
Christ was by recalling the
story of his life and work. At
the same time, the many
symbols and signs of the
church come from this story as
well, and they lose their
meaning without the story.
Resources Needed
Large round
table (preferably
an octagon)
Large purple
table clothe(s)
to cover the
table.
Several sizes of
candles.
2 Christ
Candles (one lit,
one unlit)
Bible
Font with water
Bowl with sand
& stones
Vial of
anointing oil
Communion
reflection are a series of

questions that prompts the youth
to write a prayer in the space
below the reflection.
Cup & Plate

Simple wooden
cross
Crown of thorns
Black card (the
size of the
images)
Images from the
Faces of
Easter story
available at
Godly Play
Resources
(www.godlypla
yresources.com)
Story available
from The
Complete Guide
to Godly Play,
vol. 4. Also
available from
Godly Play
Resources.
6:05-6:15
Youth prepare to enter into worship by

singing two opening songs/chants:
The Lord is My Light
Bless the Lord

the songs/chants from his/he
seat with the youth.
The songs/chant help he youth

to enter into a contemplative
state where they are able to
reflect upon what they are
about to experience.
Song sheets
Taize
Instrumental
Music
6:15-7:15
Youth enter the prayer stations one at a

time, following them in order around
the table. They read the text by each
image, then read through the guided
reflection in their journals. They then
write a prayer based upon the guided
reflection. When they are finished,
The teacher facilitates the

starting of each student into the
prayer stations. The teacher also
plays Taize music from In the
Spirit of Taize to help the Youth
stay in their contemplative state
during this time.
The prayer journals help them

to engage in reflection about
the life and death of Christ
with minimal intervention by
an adult. At the same time, the
music helps to keep them
focused in their reflective
Prayer Journals
Writing utensils
In the Spirit of
Taize album
Means to play
the music.
they should return to their seat and sit

in silence.
7:15-7:45
Youth connect their story to Christs

story through guiding questions. The
youth gather around the table and
respond to various guiding questions
asked by the teacher.
The youth are also asked to respond to
other peoples responses either by
the way they relate to what they said,
or by asking a wondering-type
question.
Youth should then take their prayer
journals home and use each prayer
during each night of Holy Week as a
way of not only engaging in prayer,
but of remembering the story of Jesus
life.
state, and reduces their urge to

talk to one another within tight
quarters around the table.
The teacher asks youth the
following questions while
standing around the table:
Think of a time when
you felt far away from
God. Stand next to an
image in the story that
reflects the way you felt
in that moment. Why
does this image connect
to the feeling of being
far from God?
Think of a time when
you felt close to God.
Stand next to an image
form the story that
reflects the way you felt
in that moment. Why
does this image connect
to the feeling of being
close to God?
Where are you currently
in this story?
At which station did
you feel the greatest
connection to God?
Which of the prayers
was easiest to write?
Why?
Which of the prayers
was the most
challenging to write?
Why?
Youth need to understand that

this is more than just a story.
The story of Christ is also the
story of humanity, and that we
can find ourselves in Christs
story.
At the same time, in
verbalizing their experiences
of Gods presence, they make
those experiences real for
both themselves and for those
around them.
As other youth respond to their
stories by relating to them or
asking further questions, then
the youth telling the story
finds him/herself within a
community built from a
collection of stories all of
which are woven together by
the one story of Jesus Christ.
Guiding
Questions
Completed
Prayer Journals
7:45-8:00
Final reflections, group intercessory

prayer, Lords Prayer, and the Passing
of the Peace.
The teacher opens the space for

any group reflections on the
experience of the last 6 weeks.
After all reflections are stated,
the group closes with prayers of
intercession, with each youth
lifting up their concerns &
everyone responding with Hear
our prayer, and ending with the
Lords Prayer. The group then
passes the Peace of Christ with
one another.
Prayer Journal Structure (Last Words

& Types of Prayers)
Order of Prayer Stations:

(Images & Items in between)
1. Brother Behold your

Mother / Prayer of Guidance
2. Father forgive them/ Prayer
of Forgiveness
3. Today you will be with me/
Prayer for another to recognize
Jesus
4. I thirst./ Prayer for
discernment
5. My God, my God/ Prayer of
anger at God
6. Father, into your hands/
Prayer of thanks for Christs
sacrifice
7. It is completed!/ Prayer for
Calling/Vocation
1.
2.
3.
-
Birth
Lit Christ Candle
Boy Jesus
Bible
Baptism
Font & water
4.
5.
6.
-
Wilderness
Sand & stones
Healing Blind
Anointing oil
Last Supper
Cup & Plate
7. Crucifixion
- Cross & crown of thorns
Having experienced something none

truly different for the last six
weeks, and going deeper and
deeper into the experience as
the weeks went on, the group
is given the freedom to share
any and all thoughts about the
experience. They also continue
their group prayer practice of
intercessory prayer, and
closing with the Lords Prayer.
The passing of the Peace then
sends us all into the reflective
period of Holy Week.
8. SILENCE/ Prayer for those

without Hope/Light
8. Black Card
- Unlit Christ Candle

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Teaching Plan

Name: Joshua Noah__

Room #: Youth Lounge

Text: Mark 8:34-38

Date: 03/09/2014 (Lent 1)

What is the CENTRAL THEME on which this session will focus?

Youth are prepared outside of the

The teacher addresses the youth

Youth need to be prepared for

The preparation of the

The darkened room, lit only by

hear it several times. This gives

Adolescents enter the room with their

Sing opening chants

The teacher models the

Teacher models the singing of

Listen to scripture: Mark 8:34-38 (also Read scripture: Mark 8:34-38

Youth need time when entering

Youth need models by which

Youth often need guidance by

About in the Silence from pg.

modern world of watereddown Christian faith, youth

Youth sit in silence and

Teacher models appropriate

In our busy, ever-connected, &

Sing closing chants:

Teacher models singing of the

Youth gets the chance to

Youth reflect on their experience.

The teacher offers several

When confronted with such an

Group # YouthRoom #: Youth Lounge

Text: Philippians 4:4-7

Date: March 16, 2014 (Lent 2)

What is the CENTRAL THEME on which this session will focus?

Youth are given their song sheets and

Teacher models appropriate

Youth need appropriate models

Altar should be prepared as before but

Sing opening chants:

Teacher models singing the

forward by experiencing new

Our Darkness/la tenebre

Listen to scripture: Philippians 4:4-7

Read scripture: Philippians 4:47

With all the troubles that face

Youth sit in silence for up to 10

Teacher models appropriate

Sing song/chant of Response followed

Teacher models the singing of

In our busy, ever-connected, &

Sing Closing Songs/Chants

Teacher models the singing of

Youth need to be oriented

Youth reflect on their experience.

The teacher offers several

When confronted with such an

What is the CENTRAL THEME on which this session will focus?

The students take their song sheets

The teacher is already seated in

Youth need appropriate models

Sing opening chants/prayers:

Teacher instructs the group on