KINGDOM HISTORY

PRIMARY LEVEL

I. Objectives:
1. Review the previous topics.
2. Memorize the Bible Verse Proverbs 21:3
3. Answer questions about the story.
4. Determine the action in the picture.
5. Identify the values in the story.
6. Apply time management in real situation.

II. Subject Matter: GROWING UP IN HARDSHIPS

III. Materials:
A. Preliminaries
1. Bellwork sheets, crayons, coloring pages, paper, pens, erasers, sharpener
2. Copies of worship songs and choruses on poster paper or PowerPoint
3. Monitor (can also use projector and screen)
4. Bibles, guitar
5. TO envelopes, TO Pocket Charts
6. Printed modules

B. Motivation: Move and Freeze

Download: https://www.youtube.com/watch?v=388Q44ReOWE

C. Lesson Presentation:
PPT of the lesson (see the drive)

D. Reinforcement activities: blind fold, any available materials that will serve as
obstacles.

IV. Lesson Development:

A. Preliminaries:
1. Bellwork: (See Activity 1 in the module)
2. Opening Prayer
3. Seal of God
4. KCGS Oath
5. KCGS Hymn
(https://drive.google.com/file/d/1pcNcqC0BIu-2xjh-pf3zZh5EHcN5UwSi/view?usp=sharing)

6. Rules Setting: Remind the children of the rules that you have discussed in the
previous meetings
7. Tithes and Offering
 B. Review: Recall the previous Bible verses. (see PPT)

C. Motivation:
Song: Move and Freeze

Note: Teachers, please learn the song first. You may follow the actions in the video
or you can make easy dance steps that the children can follow.

D. Introduce the new

Proverbs 21:3
Bible verse:

To do justice and judgment is more

acceptable to the LORD than sacrifice.

C.1: Game – Gotcha!!

Instruction: Quote a verse incorrectly to your kids, omitting or changing a key word.
Ask them to shout, “Gotcha!” when they catch the mistake. Then quote the verse
accurately together.

E. B*R*E*A*K*

F. Review the previous lessons. Make use of the questions in the previous LPs.
 What was the source of income in Tamayong?
 What was the race of the man who had milling machine?
 From where did Apollo and his friend get their coffee beans?
 What attitude did young Apollo show when he was asked to go and borrow rice?
 Which of the following did the young Apollo not endure every time he borrowed
rice?
 Why should the family borrow rice from the Chinese man?
 Have you tried borrowing food from a store for your family? If yes, how did you do
it?
 Have you experienced being asked by your elder brothers or sisters to do something
what was asked of them to do? Is it a good or bad?

V. Lesson Presentation: GROWING UP IN HARDSHIPS

Instruction: Read the story to the children. Make use of the PPT presentation given
by the Central KCGS Office.

At a very young age, the young Apollo only saw hardship and poverty. But this never
hindered him to dream. He wanted to be a Pilot. He also wanted to become a lawyer and an
engineer.
 When he entered fifth grade, his elder sister, Helen, took him to Parang, Cotabato to study.
There, he endured a life of sacrifice. He did all house chores. Every day, he had to clean the
house.

“Apollo, are you finished cleaning?” Helen would ask. “Not yet,” the young Apollo would
answer.

“Apollo, do not forget to clean the cooking pots.” He had to take the big cooking pots to
the seashore and clean them every morning. “You need to become so clean,” the young Apollo
would whisper to himself.

He had to cook for the family. He had to wash the plates.

“Pok!” The young Apollo felt the wooden ladle on his head. “What’s happening? Why is my
sister hitting me on the head?” he wondered. “Look at how you wash the plates. You did not do it
right!” Helen said.

But he never talked back no matter how Helen scolded him. It was the rice residue on the
plates that made him get hit. He would just wash the plates again. He had to arrange them by
sizes, or else he would be scolded.

Though he was only a boy, he already knew how to work hard. He was industrious. Even if
he was already tired, he never complained.

The young Apollo was now a teenager. He studied high school in Notre Dame, a Catholic
school in Cotabato. He was the favorite of the nuns and priests. They liked his good character
very much. They even came to visit him. Aside from being well-behaved, he was brilliant at
school. He topped the class, but he was never boastful.

Sister Helen was hard on him. She disciplined him. If he failed to come home early from
school, he would get scolded.

There were times he went to school wearing shoes with holes in them. He was so poor. He
could not buy new ones. “How will I hide my shoes? They were torn.” The boy Apollo would tell to
himself. “Ah, I will just cover the worn out parts, so that my classmates will not see them.”

“Apollo, here is your allowance.” His sister would give him one peso and fifty centavos for
the whole week. But he never complained.

One time, Sister Helen and Ibrahim bought him a shirt with a chest pocket. He looked like a
girl. It was embarrassing for him, but he never complained.

He took care of the bakery of his sister. He was the baker. He had to prepare bread dough
until midnight.

At 4 o’clock in the morning, He had to put them in the oven. He watched for them, until
they were properly baked.

Outside were people waiting for the pandesal to be served.

He was very honest with money. He never stole a single centavo from the cash box.
 He managed the cafeteria. He served coffee early in the morning. At 6 o’clock, he had to
go to school. The boy Apollo was so tired. Sometimes, he walked to school sleeping.

Review: Answer the following questions.

 What was the young Apollo’s dream to be?

 At what age did young Apollo experienced hardships?
 Apollo do the household chores without complaining. What kind of boy was he?
 Why did the nuns and the priests like Apollo much when he was in Notre Dame?
 State three hardships Apollo experienced when he was a teenager.
 Helen entrusted Apollo with their business without doubting. What kind of teenager
was Apollo?

(It’s up to the teacher if he/she will use all the questions above or add more questions.)

VI. Reinforcement Activities:

Trust me:

1. Set up your “maze” in a large room. It should combine physical barriers like boxes with
imaginary hazards like mats that are meant to designate “hot lava”. Don’t let any of the
players see it before the game begins.
2. Divide the group into teams of two. One of the players from each team will be blindfolded.
3. The first team will enter the room with the maze. You will explain to those players the
meaning of the obstacles in front of them. You may have ropes that need to be jumped,
boxes that need to be climbed over and imaginary hazards like lava (a colored mat) or
monsters (large plush toys).
4. The player wearing the blindfold will have to walk through the maze, getting directions
from their teammate. The teammate will describe the hazards in front of them and how to
deal with each one.
5. You can score the performance of the team by how many hazards they run into or how
long it takes to complete the course. You could make some hazards force the team to
return to the start.
6. The team with the shortest time or most points win.
The game aims to see the listening skills of the child and his/her obedience to the isntructions
given by his/her teammates.

VII. Evaluation: (See module)

VIII. Home Learning Activity (See module)

IX. Closing Prayer