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Who? Me?A Leader?
Dear Children’s Leader,
Welcome to a new resource! “Who? Me? A Leader?” is designed to help older children (5th and 6th graders) understand what being a leader means and to develop leadership skills (attitudes, behavior) in children (thus the project approach to learning; the team effort approach to games, learning activities). The study is based on the life and ministry of Joseph of Old Testament times.
When might you use this resource with your older children? You could use it on Sunday morning during Bible study time; you could have a special study on Sunday nights for four consecutive Sundays; you could use it in a retreat setting.
We do recommend that you secure parents’ commitment for the children’s involvement; the children really need to participate in each session for maximum benefit.
You will also notice that we’ve included an optional fifth session in which the children would share their learning experiences with their parents.
We haven’t included a letter to parents regarding the goals of these sessions on leadership skills development, although sharing such information with parents would prove beneficial.
We hope you enjoy using these resources with your older children in your church!
Nancy and Leon CastleChildren’s Ministry CoachesCharlottesville, VA
Table of ContentsSession 1 ......................................................... 2Session 2 .......................................................10Session 3 .......................................................17Session 4 .......................................................23Session 5 .......................................................30Appendices Appendix 1: Word Search .......................... 31 Appendix 2: Decode to Find Answers ..... 32 Appendix 3: Situation Case Studies ......... 33 Appendix 4: Crossword Puzzle ................. 34 Appendix 5: Choose the Correct One ...... 35 Appendix 6: Read and Match .................... 36 Appendix 7: Pick-Up Stick Game .............. 37 Appendix 8: Joseph Forgives Acrostic .... 38
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Unit PurposeTo help learners recognize, understand, develop, and apply qualities of leadership that they possess.
Teaching /Learning AimsAs children study the life of Joseph, they will:
• Identifyqualitiesofleadership.• Desiretodeveloporsharpenthosequalitiesintheirlives.• Giveevidenceofleadershipamongtheirpeers.
Session 1: Leaders Make Wise ChoicesBible Background for Teachers: Genesis 30
• Persons- Joseph: Joseph was next to the youngest of Jacob’s 12 sons. He and Benjamin, his youngest brother, were
the only sons of Rachel, Jacob’s favorite wife. Being nomadic shepherds, they lived in tents in the land of Canaan. Joseph and his brothers tended the clan’s sheep. From time to time he brought unfavorable reports of their conduct to their father. To make matters worse, Joseph—a dreamer—told his dreams to hisfamily.Thedreamsinferredthathisfamilywouldsomedaybowtohim.Inadditiontobeinghandsome,Joseph was his father’s favorite son; Joseph’s father presented him with a special coat. Joseph’s brothers becamejealousofhimandeventuallysoldhimtoIshmaeliteswho,inturn,tookhimtoEgyptandsoldhimas a slave.
- Potiphar: Potiphar,anEgyptianofficialinchargeoftheking’spalaceguards,boughtJoseph.
- Potiphar’s wife:LittleisknownofPotiphar’swifeotherthanshedesiredgood-lookingJosephtogotobedwithher.Whenherefused,shecomplainedtoPotipharsayingthatJosephhadtriedtorapeher.
- Servants: Potipharprobablyhadmanypersonswhoworkedforhim,caringfortherunningofhishousehold.
• Places
- Egypt:Egypt,thelongest-livedcivilization,beganabout3,300BCandthrivedfor3,000years.TheNileRiver Valley, covered yearly by the rich black topsoil from the river’s overflow during the rainy season, providedrich,fertilesoilforfarming.Inaddition,theregion’sclimateprovideddailyheatandsunshine.Theriver, in addition to providing fresh water and food, served as a transportation waterway. This advanced civilization developed principles of architecture, mathematics, and construction; artwork in sculpture, painting and drawing; the processing of papyrus; hieroglyphs; and many arithmetic and geometry concepts. Nature was worshiped, which included the Nile River, animals, land, and sun. (Egypt and the Bible; Harper’s Bible Dictionary; The Heart of Hebrew History)
- Potiphar’s Home: Potiphar’sresidencewasamagnificentcompoundsurroundedbyawallthatprovidedboth privacy and protection. A small temple sat just inside the main entrance in front of formal gardens and an artificial pond. The residence, a large square two-story building made of thick mud-brick, was located in the middle of the grounds. Small windows near the ceilings provided ventilation and light. Storerooms and the servants’ quarters occupied the lower floor. A flight of stairs led to the second floor thatfeaturedacentralhall,adiningroomandbedrooms,wherePotiphar’sfamilylived.Theroofgardenprovided additional living space.
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A group of one-story sheds behind the residence housed the slaughterhouse, stables, bakery, brewery, grain silos, kitchen, and slave quarters. (Great People of the Bible and How They Lived)
- Prison:PotipharsentJosephtoprison,aplaceofconfinement,wheretheking’sprisonerswerekept;adungeon;apit;andpossiblyapartofPotiphar’shouse.(Harper’s Bible Dictionary)
• Things:- Joseph’s coat: ThecoatthatPotiphar’swifegrabbedfromhimwasprobablyhisloincloth,atypicalformof
Egyptiandress.
• Events: AfterbuyingJosephfromhisbrothers,theIshmaelitestookhimtoEgyptandsoldhimasaslave.Potiphar
boughtJosephandmadehimoneofhishouseholdservants.Intime,PotipharcametotrustJosephandmade him his personal assistant, putting him in charge of the house and all of his property.
Beingwell-builtandhandsome,JosephbecameanobjectofinteresttoPotiphar’swife.WhensheaskedJosephtomakelovetoher.Herefused,statingthathewouldneitherdishonorthetrustthatPotipharhadplacedinhimnorsinagainstGodbydoingsuchaterriblething.Eventhoughshebeggedhimdayafterday, he refused and did not go near her.
One day Joseph found himself in the house alone with her. She grabbed his coat and begged him to make love to her. But Joseph ran out of the house, leaving her holding his coat.
ImmediatelyshecalledinherservantsandfalselyaccusedJoseph,theHebrew,oftryingtorapeher.“Hearing my screams, he ran out of the house, leaving his coat with me,” she said.
WhenPotipharcamehome,shetoldhimthesamestory,showingPotipharJoseph’scoat.ThisinfuriatedPotiphar,resultinginhisthrowingJosephinthesameprisonwheretheking’sprisonerswerekept.
Begin Learning (as children arrive)—10-15 minutesHavereadytwoormoreactivities.Whenlearnersentertheclassroom,theywillchooseanactivitytodo.About10-15minutes into the session time, ask the learners to conclude their work and gather for group time.
• JigsawPuzzle- Purpose: To help learners identify qualities of a great leader.
- Leader: You will need a white board or large paper and a marker. Have poster board, permanent markers, and a small box (6 by 6 inches) available for each child.
- Instructions: List on a white board or paper and discuss with learners the qualities of a good leader. Include:truthful;just;fair;dependable;forgiving;consistent;notconcernedwithavenging;wantswhatisbest for everyone; self-confident; not arrogant or conceited; wants to do the right thing; is morally strong; appreciates qualities of others; recognizes and practices principles of leadership found in the Bible; is wise; loyal;hardworker;obedient;finisheswhatheorshestarts;dependsonGodtobehisorherguide.
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- Learner: 1. Choose a piece of poster board and design a jigsaw puzzle on it. 2. Write one leadership quality on each puzzle piece.3. Cutapartthepuzzlepiecesandplacetheminabox.4. Printontheboxlid:“QualitiesofaGreatLeader.”Usemarkerstosketchtheoutlineofjigsawpuzzle
pieces on the lid. Color each piece with a different colored marker.5. Consider leadership qualities that you may already possess. 6. Preparetoshareyourpuzzlewithyourleaderandthegroup.
• StoryofJosephWordSearch- Purpose: To introduce learners to the story of Joseph. - Leader: Gatherpencilsandacopyofthe“Joseph”wordsearch(Appendix1)foreachlearnerinyourgroup.
- Instructions: Review the words that are listed. Find and circle each word in the puzzle. Words are printed up, down, backward, forward, and diagonally.
- Learner: 1. Getacopyofthewordsearch.Followinstructionsandcompletetheactivity.2. Be ready to share your work with the group.
• DecodetoFindAnswers- Purpose: To help learners become acquainted with the story of Joseph. - Leader:Prepareacopyofthefollowingforeachlearnerinyourgroup(seeAppendix2).Providepencils.
- Instructions: Usethefollowing“CODE”tohelpyoudecodethewordsandfindanswers.
Josephwasnexttothe(BLFMTVHG)of(GDVPEV)sons. (QZXLY)wasJoseph’sfather. (IZXSVO)wasJoseph’smother. (YVMQZNRM)wasJoseph’syoungestbrother. Josephwashisfather’s(UZELIRGV)son. Joseph’s(YILGSVIH)were(QVZOLFH)ofhim. Josephwas(HLOW)toIshmaeliteswhotookhimto(VTBKG). (KLGRKSZI),inchargeoftheking’spalaceguards,(YLFTSG)Joseph. Potiphar’s(DRUV)triedto(GIRXP)Joseph. (KLGRKSZI)has(QLHVKS)throwninto(KIRHLM).
CANAANDREAMSISHMAELITESJOSEPHREUBENCOATESAUJACOB
RACHELSHEEPDOTHANFAVORITISMJEALOUSLYREBEKAHWELL
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Z Y X W V U T S R Q P O N M L K J I H G F E D C B A
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- Learner: 1. Read each statement.2. Usingthealphabetcode,decodethe“words”intheparenthesesbymatchingthoseletterswiththe
letters immediately beneath them.3. Bereadytoshareyouranswers.
Prepare for the Large Group:1. Onthewallbehindwhereyouwillsitforlargegrouptime,attachaseriesofpicturesofJoseph.(Pullthem
fromyourteachingpicturefile.)Makeabannerwiththewords“Who?Me?ALeader?”Placethebannerinthemiddleofthewallandputthepicturesaroundit.Keeptheseitemsdisplayedthroughoutthesessions.Theyare your “silent” teachers.
2. EnlistthreelearnerstoreadGenesis39:1-19asadramaticreading.Onelearner(aboy)willreadthewordsofJoseph.Thesecondlearner(agirl)willreadthewordsofPotiphar’swife.Thethirdlearner(boyorgirl)willreadthe narrative. Have them practice reading prior to the session. Or let them practice as a beginning activity.
3. ProvideBiblesofthesametranslation—oneperlearner.4. Printthesituationsthatyouplantouseonindexcards.
Transition:Playmusicasasignalforthelearnerstoconclude“BeginLearning”Activitiesandassembleforlargegroup.Instructthelearners to bring their chairs and form a semi-circle in front of you.
Large Group:• Share: When the learners are settled and ready to continue the learning experience, commend them for the good work
they have done. Ask volunteers to share what they did.
• Prepare for Bible study: Call attention to the banner on the wall behind you. Say: “During the next three sessions we will study about
Joseph of the Old Testament—the Joseph whose father gave him a special coat. Joseph experienced many things during his life time—some good and some very bad. But through them all, Joseph exhibited leadership qualitiesandbecamegovernorofEgypt.Manyofyoupossesssome,ifnotall,ofthequalitiesofleadershipthatJoseph possessed. As we learn together, we will learn about some of those qualities and how you may make them a part of your life style.”
Continue:“IwillreadaseriesofstatementsaboutJoseph.ListencarefullyasIread.Iwillpauseaftereachstatement.Ifyouthinkthestatementistrue,raiseyourrighthand.Ifyouthinkthestatementisfalse,raiseyourlefthand.Ifyouarenotsure,donotraiseeitherhand.”
Verify with the learners whether or not the statements are true or false.- Joseph had 11 brothers. (True)- Jacob, Joseph’s father, did not like him. (False)- Jacob gave Joseph a special coat. (True)- Joseph was a dreamer who shared his dreams with shepherds as they guarded sheep. (False)- Joseph’s dreams seemed to mean that his family would someday bow before him. (True)- Joseph was handsome. (True)- Joseph’sbrotherslovedhimbutsoldhimtoIshmaeliteswho,inturn,tookhimtoEgyptandsoldhimasa
slave. (False)
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- Pharaoh,thekingofEgypt,boughtJosephandmadehimhisslave.(False)- Joseph chose to do as little as he could get by with and was careless in what he did. (False)- PotipharnoticedhowsuccessfulJosephwasinwhateverhedidandmadehimhispersonalassistant,
putting him in charge of his house and property. (True)- EverythingthathappenedtoJosephwhileheworkedforPotipharwaspleasant.(False)
After listening to the answers the learners give to the last question, say: “Let’s check this answer. Turn in your BiblestoGenesis39.”
• Study the Scripture: (Make sure learners are using the same Bible translation. An excellent one to use is the Contemporary English Version.) AskthethreelearnerswhomyouhaveenlistedtoreadGenesis39asadramaticreading.Asktheremaining
learners to silently read along with them.
When readers have finished, thank them for a job well done and have them take their seats with the other learners. Ask the learners to respond to these questions:
- Two people made some decisions. Who were they?- Were all the decisions wise ones?- Was Joseph’s decision to do his work well a good one? Why?- Who made an unwise decision? - Why was it unwise?- Who made a wise decision?- Why was it wise?- WhydoyouthinkJosephwasabletorefusePotiphar’swife’sdemands?- WhatdidJosephdotoavoidtheadvancesofPotiphar’swife?- What was the result of Joseph’s making a right decision?- How does making right decisions sometimes cause unpleasant things to happen to you?
• Makelifeapplication:- Say:“Eachofyouisaleader—youinfluencesomeone.Youmustmakechoiceseveryday.Let’sexplore
some of them and decide what wise choices you could make.”
- Dividelearnersintogroupsofthreetofivelearnerspergroup.Giveeachgroupasituationtoread(SeeAppendix3).Askthemtodeterminehowtodealwiselywiththesituationandpossibleconsequencesofmakingwiseandunwisechoices.Ifyourgroupistoosmalltobreakintogroups,discussthesituationswiththe entire group.
- After you have given the groups ample time to discuss their situations, call the groups back together. Leteachgroupshareitsthinking.Commendthelearnersfortheirgoodthinking.Say:“Ihopeyouhavediscoveredthatagreatleadermakeswisechoices.Ichallengeeachofyoutobeagreatleaderbymakingwise choices. Some choices may not be easy to make. But in the long run they will be best for you and will honorGod.”
• Pray:- ThankGodforthelearnersandpraythattheywillalwaysdesiretomakewisechoices.- AskGodtohelpeachonetochoosewiselywhenfacedwithhavingtochoosebetweenawiseandan
unwise choice.
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Reinforcement ActivitiesThe reinforcement activities are designed to help learners reinforce facts and concepts that they have explored during thesession.Offeratleasttwooftheactivitiesandleteachlearnerchoosetheonehe/shewouldliketodo.(Note:Iflearners did not complete a beginning activity, they may do so at this time.)
• Bottleneck Characters- Purpose: To help learners identify various people in the story of Joseph and the part they may have played
in his becoming a great leader.
- Leader: Provideeachlearnerwithapieceofposterboard(8-1/2by11inches)andatwo-literplasticbottle.PrepareBibles,coloredfinefelt-tipmarkers,craftordowelsticks,scissors,glue,andmaskingtape.BereadytoreviewwithlearnersBiblepeoplefoundinthestoryofJoseph(Genesis37).AsyoudiscusstheBiblepeople, list on a white board each name and the part they played in Joseph’s life.
- Learner:1. FindandreviewwithyourleaderthepeoplefoundinGenesis37.2. Choose a person from the list.3. Usetheentirepieceofposterboardanddrawalargeheadofthepersonyouchose.Includefacial
features and hair.4. On the back of the head, print the part s/he played in Joseph’s life.5. Gluetheposterboardheadtothecraft/dowelstick.6. Placethecraft/dowelstickinsidethebottle.7. Securethecraft/dowelstickwithmaskingtapebywrappingitaroundthestickandtheneckofthe
bottle.8. Bereadytoshareyourpersonwiththegroup.
Option: Providepiecesofmaterial,smallbuttons,andyarn.Learnersmaychooseto“dress”theirbottle
characters with pieces of material and use buttons for eyes, nose and mouth. Learners may also glue pieces of yarn to the head for hair.
• WhatWouldYouDo?- Purpose: Tohelplearnersthinkaboutandroleplaywhattheywoulddoindifficultsituations.
- Leader: Write each of the following situations on a slip of paper and place them in a basket: 1. As you were opening your locker door at school, you overheard someone informing another person
where he or she might buy illegal drugs. 2. During class you watched as a classmate degraded another by calling her names and belittling her. 3. Oneofyourbestfriendsstoletheanswerstoatestandprintedthemwithinkonthepalmsofhis
hands. 4. When hanging out with friends at the mall, you noticed someone slip a CD under her coat and walk
out the store.5. Once you overheard a classmate curse a coach because he was not chosen to play on a certain sports
team. 6. You wanted a certain CD but did not have the money to pay for it. Yet you knew your mom had money
in her purse, and there it was wide open on the table.7. Whenusingyourcomputeronenightyougotanemailtrashingagirlthatyouknew.
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8. Everyoneatschoolknewthatwhenacertaingroupgottogethertheyalwaysexperimentedwithalcohol. Yet, their parents knew nothing about it and always trusted them to do the right thing.
Informlearnersthatsometimesindifficultsituationsitishardtomakerightchoices.Brieflydiscussthe
choices Joseph had to make as a young man. Then discuss what could have happened had he made differ-entchoices.Say:“Itisgoodtothinkbeforehandaboutdifficultsituationsthatyoucouldpossiblyfaceandwhat you would choose to do.”
- Learner:1. Choose a situation from the basket and read it to yourself.2. Think about what choice you would make in the situation.3. Readthesituationaloudtothegroup.4. Role play or share how you might react to the situation.5. Discuss with your peers other possible choices.
Option: Choose a friend or two to role play the situation with you.
• CreateaPowerPointPresentation- Purpose: To help learners review facts and concepts of leadership as demonstrated by Joseph
- Leader: ProvideacomputerthathasPowerPointcapabilities.Havepaperandpencilsavailable.Note:Thisis an on-going project that continues through the last session. Different learners may work on this project during each session. However, the entire presentation should sequentially tell the story of Joseph.
- Learners:1. Compose short sentences that tell the story of Joseph that you have studied during this session such
as: Joseph’s brothers sold him to Ishmaelites. Ishmaelites took Joseph to Egypt. Potiphar bought Joseph. Joseph became one of Potiphar’s servants. Potiphar liked Joseph. Potiphar put Joseph in charge of his house. Joseph was well-built and handsome. Potiphar’s wife liked Joseph. Potiphar’s wife wanted Joseph to make love with her. Joseph made a wise choice. Joseph ran from Potiphar’s wife. Potiphar’s wife lied about Joseph. Potiphar’s wife said that Joseph had tried to rape her. Potiphar became angry with Joseph. Potiphar put Joseph in prison. Leaders make wise choices.
2. Record the sentences on paper.3. ChoosethesentencesyouwanttoappearinthePowerPointpresentation.4. Take turns typing the sentences into the computer—one sentence per slide.5. Be sure to save the slides.
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Option 1: Somelearnersmaywishtodrawpicturestoillustratesomeofthesentences.Usingadigitalcamera,takepicturesoftheillustrationsandappropriatelyinterspersethemasslidesinthePowerPointpresentation.
Option 2: Learners may find pictures of Joseph that illustrate some of the sentences they have composed. Usingadigitalcamera,photographthepicturesandappropriatelyinterspersethemasslidesinthePower-Pointpresentation.
Option 3: LearnersmaydressinBiblicalcostumesandposescenesfromthelifeofJoseph.Usingadigitalcamera,takepicturesofthescenesandappropriatelyinterspersethemasslidesinthePowerPointpresen-tation.
Option 4: Learnersmayposemoderndayscenesofchildrendemonstratingleadershipqualities.Usingadigitalcamera,takepicturesofthescenesandappropriatelyinterspersethemasslideinthePowerPointpresentation.
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Session 2: Leaders are TrustworthyBible Background for Teachers: Genesis 39:19-Genesis 40
• Persons:- Prison Official:Theprisonofficialwasthecaptainoftheguard,possiblyPotiphar,particularlysincehe
knew Joseph’s abilities. He was in charge of the prison.- Joseph:TheprisonofficialassignedthebutlerandbakertoJoseph’scarewhichindicatesthatPotiphardid
not believe his wife’s report.- The King’s Personal Servant (Cup Bearer/Butler):Thebutlerwasthecupbearer,acourtofficialwho
served wine to the king and with whom the king may have discussed important matters. He oversaw the royal vineyards and cellars and could have possibly had hundreds of people under him. (Jamieson-Fausset-Brown Bible Commentary)
- The King’s Chief Cook (Baker): The baker was responsible for everything required for the preparation of food served to the king. (Jamieson-Fausset-Brown Bible Commentary)
Both the butler and the baker had displeased the king, who possibly thought that they had plotted to put poison into his drink and food. Thus he had them held in prison. (Gill’s Exposition of the Entire Bible)
- The King:PharaohwasthetitleofthekingofEgypt,althoughatbirthapharaohwasgivenanindividualname. He was possibly one of the Hyksos (a foreign power) kings who had seized power from the active Egyptians.ThePharaohswereconsidereddivinebeings,thephysicaloffspringofagod.Belowthemwerenobles, priests, civil servants, and a great mass of very poor common people living agricultural-based lives. Throughhisdealingswiththegods,hewastaskedtokeeporderaswellassatisfyingthegods.Insodoing,thegodswouldblessEgyptwithabountifulNilefloodinsuringagoodharvesttofeedhispeople.(The Kings [Pharaohs] of Ancient Egypt by Jimmy Dunn)
• Places:
- Prison: See Session One.
• Things:- Dreams: TheEgyptianstookdreamsveryseriously,believingthattheywerecommunicationsfrom
the gods. Had they had the liberty to do so, the butler and baker would have called upon the court professionals to interpret their dreams. (The Broadman Commentary: Genesis)
- Grapevine: The butler dreamed of a large grapevine composed of three branches that produced grapes from which he squeezed grape juice into the king’s cup. Joseph interpreted the three branches to mean that in three days the king would pardon the butler.
- King’s Cup: The king’s cup was his personal cup from which only he drank water and wine. Cups were made of gold, silver, copper (or bronze), stone, and even clay. (A Christian perspective blog on the Old Testament and Current Events from Dr. Claude Mariottini, Professor of Old Testament at Northern Baptist Seminary)
- Bread baskets: The baker dreamed that he was carrying three baskets on his head. The top one was full of all kinds of baked goods for the king. But birds ate the baked goods. Josephus states that two of the baskets were full of bread while the third one held various kinds of food that was usually prepared for kings. (Gill’s Exposition of the Entire Bible) Joseph interpreted his dream to mean that in three days the king would cut off the baker’s head.
- Bread: Thirty-eight varieties of cake and fifty-seven kinds of bread have been documented as having existedinancientEgypt.(The Broadman Commentary: Genesis)
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• Events: AfterhiswifefalselyaccusedJosephoftryingtorapeher,PotipharthrewJosephintoprison.Theking’sbutlerand baker were being held there. The jailer put Joseph in charge of the other prisoners and of everything that was done in the jail. Both the butler and baker had dreams that they shared with Joseph, who interpreted them.
Begin Learning ActivitiesPreparetwoormoreactivities.Whenlearnersentertheclassroom,theywillchooseanactivitytodo.About10-15minutesintothesessiontime,askthelearnerstoconcludeandgatherforGroupTime.(As he or she arrives, the learner will choose an activity and begin.)
• GraffitiWall- Purpose: To help learners express what they have learned about Joseph and the qualities of a great leader.
- Leader:Attachalargestripofwhitepaper,suchasfreezerwrap,tothewall.ProvideBibles,pencils,andfine point felt-tip colored markers. As learners arrive, instruct them to print words and/or draw pictures graffitistyleonthefreezerwraptoexpresswhattheyrememberfromSession1aboutJosephandqualitiesof a great leader. Share with learners signs of leadership qualities that you may have already noticed in them.
- Learners:1. Review with your leader the qualities of leadership you have discovered from studying about Joseph,
recalling information from Session 1.2. Thinkaboutqualitiestoprintordrawonthegraffitiwall.3. Usepencilsandmarkerstorecordwordsandpicturesonthepaper.4. Torefreshyourmemory,lookatGenesis37-40inyourBible.
• CrosswordPuzzle- Purpose: To help learners become aware of events in the life of Joseph.
- Leader:Provideacopyofthe“LearningAboutJoseph”(Appendix4)crosswordpuzzleforeachlearner,Bibles, and pencils.
- Learners:1. Getacopyofthe“LearningAboutJoseph”crosswordpuzzle.2. Read each statement.3. Findthenumeralofeachstatementonthecrosswordpuzzlegrid.4. Printtheanswertothestatementintheblocksthatfollowthenumeral.5. Forhelp,findGenesis39:19-Genesis40inyourBible.6. Be ready to share your work with your leader.
• Choose the Correct One- Purpose: To acquaint learners with various people and the part each played in the story of Joseph.
- Leader:Prepareacopyof“ChoosetheCorrectOne”(Appendix5)foreachlearnerinyourgroup.Providepencils and/or fine felt-tipped markers and Bibles.
- Learner:1.Getacopyof“ChoosetheCorrectOne.”
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2. Follow instructions and complete the activity. 3.Forhelp,findGenesis39:19-Genesis40inyourBible.4. Be ready to share your answers with the group.
Prepare for the Large Group:Onindexcards,printeachstatementfoundin“WhoIsBeingTruthful?”game—onestatementpercard.
EnlistfourlearnerstoreadGenesis40asadramaticreading.OnelearnerwillreadthewordsofJoseph.Thesecondlearner will read the words of the butler (cupbearer). The third learner will read the words of the baker. And the fourth learner will read the narrative. Have them practice the reading prior to the session. Or let them practice as a beginning activity.
Prepareawhiteboardandamarker.
Transition:Startplayingmusicasasignalforlearnerstobringtheiractivitiestoacloseandgatherforlargegroup.Instructthelearners to bring their chairs and form a semi-circle in front of you.
Group Time:• Share: When learners are settled and ready to continue the learning experience, commend them for the good
work they have done. Ask volunteers to share what they did and what the activity helped them learn about Joseph and/or being a leader.
• Review: Play “Who Is Being Truthful?” Choosethreelearnersandhavethemsitnexttooneanother,facingtheotherlearners.Giveeachofthethree
an index card on which you have printed a statement—one statement per card. Ask them to take turns reading thestatements.Instructtheotherlearnerstolistencarefullytoeachstatementandtochoosetheonethatistrue. After the group has made its choice, ask the reader who has the true statement to stand. (That reader’s card will be starred.) Discuss why each statement is either true or false. Choose three different readers and repeat the process using a new set of statements. Repeat the process until players have read the five set of statements.
I am an Ishmaelite. I bought Joseph and made him my slave. I am an Ishmaelite. I bought Joseph from his brothers and sold him to Potiphar in Canaan. I am an Ishmaelite. I bought Joseph from his brothers, took him to Egypt, and sold him to Potiphar.* I am Potiphar. I am the governor of Egypt. I am Potiphar. I am an Egyptian who is the king’s official in charge of the palace guard.* I am Potiphar. I did not like Joseph.
I am Joseph. I am my father’s only son. I am Joseph. I am well-built and handsome and live in Potiphar’s home.* I am Joseph. Since I am a slave that Potiphar bought, I steal whatever I can from him.
I am Joseph. Because I do my best and make wise choices, Potiphar’s wife put me in charge of her household. I am Joseph. Because I do my best and make wise choices, everything good happens to me. I am Joseph. Because I do my best and make wise choices, Potiphar put me in charge of his house and all of his property.*
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• Prepare for Bible study: Play “Discover the Secret Word”–TRUSTWORTHY- On a white board draw 11 lines in a row, one line for each letter in the word “trustworthy.”
_____ ______ ______ ______ ______ ______ ______ ______ ______ ______ _______ - Dividethelearnersintotwoteams.Instructeachteamtochoosealeaderwhowillspeakfortheteam
whenappropriate.Explainthateachlineyouhavedrawnonthewhiteboardrepresentsaletterinaword.Challenge the teams to be the first to discover the word.
- Eachteamwilltaketurnschoosingaletterofthealphabetthattheteam’sleaderwillcall.Iftheletterappears in the “secret word,” print the letter on the appropriate line(s) The team will try to guess what the “secretword”is.Iftheletterdoesnotappearinthewordortheteamcannotcorrectlyguessthe“secretword,” the play goes to the other team. Continue the process until a team correctly guesses the “secret word.”
- Once a team has discovered the “secret word,” ask each team to work together and decide what the word means. (Trustworthy is being honest, truthful, or reliable.) Ask each team leader to share his/her team’s answer.
- Say: “As we continue our study of Joseph, let’s discover who was trustworthy and who wasn’t and what the results were.”
• Study the Scripture: Read the following situations that are a part of the Joseph story. Then lead the learners to discuss the questions that appear with each situation. Note: The last situation calls for four children to read Genesis40asadramaticreading.HavetheremaininglearnersreadalongsilentlyintheirBibles.Makesurethateach learner is reading from the same Bible translation.
1. When Joseph was seventeen years old, he helped his brothers care for the family’s sheep. From time to time, Joseph told his father, Jacob, about the bad things the brothers did. Do you think Jacob believed Joseph? Why? What would have happened had Joseph made up untrue stories about his brothers and told them to his father? Why is telling the truth important? How do you feel when you discover that a person cannot be trusted to tell the truth?
2. One day when Joseph’s brothers had taken the sheep to a pasture near Shechem, his father Jacob said to him, “Iwantyoutogotoyourbrothers.TheyarewiththesheepnearShechem.”
“Yes sir,” Joseph answered. Hisfathersaid,“Goandfindouthowyourbrothersandthesheeparedoing.Thencomebackandletme
know.”SohesenthimfromHebronValley.(CEV) Why did Jacob trust Joseph to check on his brothers and the sheep? What was Jacob trusting his sons to do?
3. Joseph’sbrotherssawhimapproachingwhilehewassomedistanceaway.Thebrothershatedhimsomuchthat they made plans to kill him. Reuben, one of the brothers, said, “Don’t murder him or even harm him. Just throw him into a dry well out here in the desert.” Reuben planned to rescue Joseph later and take him back to his father. But when Joseph came to his brothers, they pulled off his fancy coat and threw him into a dry well. (CEV)
Did Joseph trust his brothers? What did he expect them to do? What was the result of the brothers breaking the trust of their father and their brother? What happens when you expect your friend to do something for you but the friend proves to be untrustworthy?
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4. InsteadofkillingJoseph,hisbrotherssoldhimtoIshmaeliteswhotookhimtoEgyptandsoldhimtoPotiphar.Potipharwastheking’sofficialinchargeofthepalaceguard.Josephwasonlyseventeenandhadonlyknownthe life of shepherds. He had only lived outdoors in tents. Now he lived in the slave quarters in a large square two-storybuildingmadeofthickmud-brickinwhichPotipharandhisfamilylived.Lookingfromthehousehecould see a small temple, formal gardens, and an artificial pond. How do you think Joseph might have felt? How would you have felt? How would you have behaved? Would you have been tempted to not do your work the best you could? Why?
5. Joseph may have been sad. Joseph may have been homesick. Joseph may have been tempted to try to escape and run away. He may have thought about not doing his best. Whatever he felt, Joseph adapted to hisnewhome.Eventhoughhemissedhisfamily,hedecidedtomakethebestofthesituationinwhichhefoundhimself.Eachdayheconsistentlydidhisworkwell.BeforelongPotipharnoticedhowwellhiswell-built and handsome slave worked. He soon learned that he could always trust Joseph in whatever he did orsaid.HelearnedthatJosephwastrustworthy.ReadGenesis39:6.BecauseJosephwastrustworthy,whatresponsibilitiesdidPotiphargivehim?WouldthathavehappenedhadJosephbeenuntrustworthy?Whataresome things you are permitted to do because you are trustworthy? Why would you want your leader to be trustworthy?
6. Potiphar’swifetoldherhusbandaterriblelieaboutJoseph.Potipharbelievedhiswife.Hebecameveryangrywith Joseph, so angry that he threw Joseph in prison.
PoorJoseph.Hisbrothershadsoldhimtomerchants.ThemerchantstookhimtoEgyptandsoldhimto
Potiphar.HebecamePotiphar’sslave.Potiphar’swifetoldaterriblelieabouthim.HebecameveryangrywithJoseph,soangrythathethrewJosephinprison.WasPotiphar’swifetrustworthy?WhydidshelieaboutJoseph? Do people believe untrue things that are told them? Why? What harm does telling lies about others do?IfyouhadbeenJoseph,howwouldyouhavefelt?Howwouldyouhavebehaved?ListentohowJosephbehaved.ReadGenesis39:19-23.Whyisitimportanttobetrustworthyevenwhenthingsarebad?
7. Pharaoh,thekingofEgypt,hadputhisbutlerandhisbakerinprison—thesameonethatPotipharhadputJoseph in. Let’s learn what happened.
AskthereaderstostandinfrontofthegroupandreadGenesis40.Why did the butler and baker trust Joseph? Did Joseph prove that he was trustworthy?
• Make life application:- Draw a line from the top to bottom in the middle of a white board, dividing the board into two sections. At
the top of section one print To Do. At the top of section two print Not To Do.- Say:“Thinkofyourfriends.Whatdoyouthinkyourfriendstrustyoutodo?”Printthelearner’sresponsesin
section one.- Ask:“Whatdoyourfriendstrustyounottodo?”Printthelearner’sresponsesinsectiontwo.- Say: “During our first session, we explored the fact that leaders make wise decisions. And we have just
exploredanotherfactaboutleaders.Leadersaretrustworthy.Iwanttochallengeyoutobeapersonwhomakes wise decisions and one who is always trustworthy.”
• Pray: Ask the learners to bow their heads, close their eyes, and to sit quietly and reflect about that which they havediscussedaboutJosephandleadershipqualities.Requestthattheypray“thoughtprayers”askingGodto help them to make wise decisions and to be trustworthy. Conclude the prayer time by merely saying aloud “Amen.”
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Reinforcement Activities These activities are designed help reinforce facts and concepts that learners have explored during the session. Offer at leasttwooftheactivitiesandleteachlearnerchoosetheones/hewouldliketodo.(Note:Iflearnersdidnotcompletea Begin Learning activity, they may do so at this time.)
• DesignaGreatLeaderT-Shirt- Purpose: To help learners express their ideas about the qualities of a great leader.
- Leader: Have ready a variety of various sized white cotton t-shirts, various colored fabric paints, paper, pencils and/or fine pointed felt-tip markers. Help each learner choose a t-shirt according to size. Then spend time with learners sharing and discussing various qualities of a great leader. Share qualities that Joseph may have possessed as a young person that he needed to cultivate. Call attention to good qualities you may have already noticed in each of the children. Then instruct the learners to use paper and pencil to experiment with the designs they want to sketch on the back of their t-shirt.
- Option: Learners may choose to sketch their designs only on paper, then transfer them to their t-shirts with fabric paints.
- Learners: 1. Choose a t-shirt according to your size.2. Usepaperandpenciltoexperimentwiththedesignyoumaywantonyourt-shirt.3. Whenready,usepencilormarkertosketchthedesignonthebackofyourt-shirt.4. Usevariouscoloredfabricpaintstocolorinyoursketch.5. Plantowearyourfinishedt-shirtduringeachsessionasareminderofgreatleadershipqualities.6. Planalsotopracticesomeofthequalitiesofagreatleaderamongyourpeersduringthisstudy.
• Pictorial Timeline- Purpose: To help learners become acquainted with the events in Joseph’s life as they occurred.
- Leader: PrepareBibles,addingmachinetape,variouscoloredfine-tipmarkersorcrayons,scissors,andpencils. List the sequence of events in Joseph’s life as follows:
1. Joseph with Jacob, his father2. Joseph and his 11 brothers3. Josephinapit4. IshmaelitespurchaseJoseph5. JosephtakentoEgypt6. PharaohbuysJosephandputshiminchargeofbakerandbutler7. JosephfalselyaccusedbyPotiphar’swifeandthrowninjail8. Josephinterpretsdreamsofbakerandbutler9. JosephinterpretsPharaoh’sdreams10. JosephbecomesgovernorofEgypt11. Joseph collects grain12. Joseph forgives his brothers.
Assistthegroupinplacingtheseeventsinsequence,usingGenesis42toverifyeventswhenJosephwasgovernor.
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- Learners:1. Cut a strip of adding machine tape long enough to illustrate all the events listed.2. Usepencilsandcrayonsormarkerstoillustrateeacheventinsequence.3. Identifyeacheventinprint.4. Be ready to share your work with the group.
- Option: Allow learners to work as a group. Attach a large strip of freezer wrap to the wall or working area. Divideitinto12separatesections.Instructlearnerstoeachchooseasection,printinformationabouttheevent on the bottom or top of the section and then illustrate it.
• CreateaPowerPointPresentation- Purpose: To help learners review facts and concepts of leadership as demonstrated by Joseph.
- Leader: ProvideacomputerthathasPowerPointcapabilities.Havepaperandpencilsavailable.Note:Thisis an on-going project that continues through the last session of the unit. Different learners may work on this project during each session.
- Learners:1. Compose short sentences that tell the story of Joseph that you have studied during this session such as: The jailer liked Joseph. The jailer trusted Joseph. The jailer put Joseph in charge of the prison. The king’s butler was in prison. The king’s baker was in prison. The butler and baker each had dreams. They told Joseph their dreams. Joseph told them the meaning of their dreams. They trusted Joseph. What Joseph told them came true. A leader is trustworthy.
2. Record the sentences on paper.3. ChoosethesentencesyouwanttoappearinthePowerPointpresentation.4. Take turns typing the sentences into the computer—one sentence per slide.5. Be sure to save the slides.
- Option 1: Somelearnersmaywishtodrawpicturestoillustratesomeofthesentences.Usingadigitalcamera,takepicturesoftheillustrationsandappropriatelyinterspersethemasslidesinthePowerPointpresentation.
- Option 2: Learners may find pictures of Joseph that illustrate some of the sentences they have composed. Usingadigitalcamera,photographthepicturesandappropriatelyinterspersethemasslidesinthePowerPointpresentation.
- Option 3:LearnersmaydressinBiblicalcostumesandposescenesfromthelifeofJoseph.Usingadigitalcamera,takepicturesofthescenesandappropriatelyinterspersethemasslidesinthePowerPointpresentation.
- Option 4: Learnersmayposemoderndayscenesofchildrendemonstratingleadershipqualities.Usingadigitalcamera,takepicturesofthescenesandappropriatelyinterspersethemasslidesinthePowerPointpresentation.
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Session 3: Leaders Plan Their Work and Work Their PlansBible Background for Teachers: Genesis 41
• People:- Pharaoh:SeeSession2(TheKing)- Joseph: See Sessions 1 and 2- Magicians and wise men: These men were members of the king’s court who were believed to have the
ability, among other things, to interpret dreams and obtain information about the future.- Personal servant: See Session 2- Zaphenath Paneah:ZaphenathPaneahistheEgyptiannamePharaohgaveJosephthatmeant“the
revealer of secrets.” (Matthew Henry Commentary)- Asenath: AsenathisthenameofthewifewhomPharaohletJosephmarry.- Potiphera: Potiphera,apriest,wasthefatherofAsenath.Hewasprobablycloselyidentifiedwiththe
throne. Being a part of the oldest branch of the sun cult in On, he was considered as one of the leading religiousthinkersinEgypt.(Harper’s Bible Dictionary)
- Manasseh: Josephandhiswifehadtwosons.TheynamedtheolderManassehwhichmeans“Godhasletme forget all my troubles and my family back home.” (Genesis 41:51)
- Ephraim:EphraimisJoseph’ssecondsonwhosenamemeans“GodhasmademeasuccessinthelandwhereIsuffered.”(Genesis 41:52)
• Places:- Egypt: See Session 1- Heliopolis: HeliopolisistheGreeknameforthecityofOnthatislocatednearmodernCairo.Itwasagreat
centerofEgyptianworshipofthesungod,Re.
• Things:- Cows: Twosetsofcows,onehealthyandtheotheruglyandskinny,wereapartofPharaoh’sdream.- Wheat: Two sets of seven heads of wheat, one set of full heads and the other, thin and scorched, were a
partofPharaoh’sdream.- Royal ring:Theringwasprobablytheking’ssignetring.Pharaohwouldhaveusedittosealroyal
documents.ThusJosephbecameLordChancellororLordKeeperofthePrivySeal.(Clarke’s Commentary on the Bible)
- Fine clothes:PharaohgaveJosephfineclothestowear,clothesoffinelywovenlinenwornonlybypeopleof rank and distinction. (Jamieson, Fausset, Brown Commentary)
- Gold chain:ThegoldennecklacethatPharaohplacedonJosephwasasymbolindicatingrankanddignity.(Jamieson, Fausset, Brown Commentary)
- Chariot: The chariot was a two-wheeled vehicle in which the occupant stood that was drawn by a horse. Egyptiansusedthemforhuntingandfordrivingtosuperviseestates.(Harper’s Bible Dictionary)
• Events: TwoyearsafterPharaohreleasedhisbutlerandbakerfromprison,hehadtwodreamsthatdisturbedhim
greatly. His wise men and magicians could not tell him what the dreams meant. Only then did the butler rememberJosephwhowasstillinprison.AftertellingPharaohaboutJosephinterpretinghisdream,PharaohsentforJosephandtoldhimhisdreams.(ReadGenesis41:18-24.)JosephrespondedbysayingthatGodhadrevealed that there would be seven years of plenty followed by seven years of famine. Joseph suggested thatPharaohfindsomeonewhowaswiseandwouldknowhowtogathergrainandstoreitduringtheseven
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plentifulyears.ThusEgyptwouldhavesufficientfoodduringthesevenyearsoffamine.BeingconvincedandveryimpressedwithJoseph,PharaohputhiminchargeofcollectingandstoringthegrainandelevatedhimtogovernorofEgypt.PharaohgaveJosephhissignetring,fineclothes,achariotinwhichtoride,andawifewhobore him two sons.
Begin Learning ActivitiesPreparetwoormoreactivities.Whenlearnersentertheclassroom,theywillchooseanactivitytodo.About10-15minutes into the session time, ask the learners to conclude and gather for group time.
• GraffitiWall- Purpose: To provide an avenue for learners to express additional details they have learned about the story
of Joseph.
- Leader: ChecktoseethatthegraffitiwallfromSession2isstillinplace.Ifnot,preparetheareaagain(See“GraffitiWall,”Session2).Providepencilsandfine-pointedfelt-tipmarkers.Greeteachlearnerasheorshearrives and begins work.
- Learners:1. Reviewtheinformationyouhavealreadyrecordedonthegraffitiwall(SeeSession2).2. Think of additional information you have learned about Joseph and his leadership abilities.3. Usepencilsandcoloredmarkerstoaddinformationinwordsandpicturestothegraffitiwall.4. Be prepared to share information with the group.
• MyLeadershipChain- Purpose: To help learners identify leadership qualities they possess and seek to practice them with their
friends.
- Leader: Preparepaper,pencils,variouscoloredconstructionpaper,scissors,glueandfinepointedfelt-tipmarkers. As learners arrive, instruct them to use the paper and pencils to make a list of leadership qualities they may possess. Learners may also list leadership qualities Joseph exhibited as they think about their own.
- Learners:1. Usescissorstocutapartconstructionpaperintosmallstrips(Example:1-1/2inchesx6inches).2. From your list, print one leadership quality on a strip of paper. 3. Formthepaperstripintoaloopandgluetheendstogether.4. Choose another leadership quality, print it on a separate strip of paper.5. Attach it in a loop to the previous one.6. Continue the process until you have made a paper chain of your leadership qualities.7. Hangthepaperchainintheclassroomsoeveryonecanseeit.8. Bepreparedtoshareyourworkwithyourleader.
• Read and Match- Purpose: To help learners add to their knowledge of personalities and events in the life of Joseph.
- Leader: Prepareacopyof“ReadandMatch”(Appendix6)foreachlearnerinyourgroup.ProvideBiblesandpencils.
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- Learners:1. Secure a copy of “Read and Match.”2. Follow instructions and complete the activity.3. Forhelp,refertoGenesis41inyourBible.4. Be ready to share your answers with the group.
Prepare for Large Group:Printthefollowingwordsonindexcards—onepercard:Joseph, Jacob, Special Coat, Ishmaelites, Egypt, Potiphar, Potiphar’s Wife, Butler, Baker, Prison.
Preparemaskingtapetotapethewordsonthebackofvolunteers.
EnlistfourlearnerstopresentGenesis41asadramaticreading.OnelearnerwillreadthewordsofJoseph;thesecondlearner, the words of the butler; the third learner, the words of the king; the fourth learner, the narrative. This is a long reading which will require some practice prior to the session.
Transition:Startplayingmusicasasignalforlearnerstobringtheiractivitiestoacloseandassembleforlargegroup.Instructthelearners to bring their chairs and form a semi-circle in front of you.
Large Group• Share: When the learners get settled and are ready to continue the learning experience, commend them for
the good work they have done. Ask volunteers to share what they did and what the activity helped them learn about Joseph and/or being a leader.
• Review: Play “Who Am I?” Call for a volunteer. Have the volunteer stand with his/her back to the group. Tape a word that you have printed
onanindexcardonthevolunteer’sback.(SeePrepareforLargeGroup.)Instructlearnerstogivethevolunteerclues to who or what s/he is without naming the word. The volunteer will try to guess who or what he or she is. After guessing, the volunteer will choose another learner to take his/her place. Continue the process until you have used all the words.
• Prepare for Bible study:- Say: “Let’s pretend that we are sponsoring a food drive to collect food for our local food bank. What plans
do we need to make?”- Lead the learners in deciding the who, when, what, where, and how of putting a food drive together.
Record their ideas on the white board.- When learners complete their planning, commend them for their good thinking and hard work. Note:
Perhapsthegroupmightactually“work”theirplan!- Say: “Many long years ago, Joseph was involved in a food drive–one that was much different from the one
you have just planned. Let’s discover what he did.”
• Study the Scriptures:- AskthelearnerstolocateGenesis41intheirBiblesandsilentlyreadalongwiththereaderswhowillread
the chapter aloud.- Instructreaderstotaketheirplacesinfrontofandfacingtheotherlearners.Wheneveryoneissettled,
signal the readers to begin.- When the readers finish the dramatic reading, thank them and have them take their places with the group.
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• Make Life Application:- Ask:WhatwasJoseph’splanthatwouldprovidefoodduringthetimeoffamine?WhydidPharaohchoose
Joseph to lead the grain collecting process? How did Joseph work his plan? Was he successful? What do you learn about being a leader from what Joseph did?
- Say: “During our first session, we explored the fact that leaders make wise decisions. During our second session we talked about leaders being trustworthy. And we have just explored another fact about leaders: Leadersplantheirworkandworktheirplan.Iwanttochallengeyoutobeapersonwhothinksandplansahead; one who makes plans of how to get things done; one who follows the plans you have made, makingadjustmentsasnecessary.Planwhatyouwanttodo;whatyouwanttobe;howyouwanttobehave. Once you have made those decisions, decide how you will make those plans become reality. Then act accordingly.”
- Listen to this statement taken from the Bible: Trust in the Lord with all your heart, and lean not unto your own understanding; in all your ways acknowledge him, and he shall direct your paths (Proverbs 3:5-6 New KJV).
• Prayer: AsklearnerstositquietlyandwhisperaprayeraskingGodtoguidethemwhenmakingdailydecisions. Reinforcement ActivitiesThese activities are designed help learners reinforce facts and concepts that they have explored during the session. Offeratleasttwooftheactivitiesandleteachlearnerchoosetheones/hewouldliketodo.(Note:Iflearnersdidnotcomplete a beginning learning activity, they may do so at this time.)
• Pick-Up Stick Game - Purpose: To provide a means by which learners may reinforce what they have learned about Joseph by
creating a game.- Leader: Prepare24popsiclesticksortonguedepressors,finepointedfelt-tipmarkersandaboxorplastic
jartoplacethemin.Instructlearnerstoprintoneofthefollowingoneachsideofonestick(Printcopiesof“Pick-UpStickGame,”Appendix7):
Pharaoh Wise Men Asenath Two Heads Wheat Joseph Two Sets Cows Fine Clothes Gold Chain King’s Title Joseph’s Wife Joseph Joseph’s Oldest Son Manasseh Ephraim Prison Joseph’s Youngest Son Thrown in Prison Badge of Rank Believed Could Interpret Dreams One Ugly—One Healthy One Full—One Thin Interpreted Pharaoh’s Dreams Worn by People of Rank A Dungeon or Pit
Instructlearnerstotaketurnsholdingthesticksinabunchuprightandlettingthemfall.Thenscanthesticks to find matches. Carefully remove the matches without disturbing the surrounding sticks. When no more matches can be made, allow the next player to have a turn by repeating the process. Continue play until all matches and sticks have been removed.
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- Learners:1. Choose a popsicle stick or tongue depressor.2. Printoneofthenamesordescriptionsonbothsidesofthestick.3. Continuetheprocessuntilallthenamesanddescriptionshavebeenprinted.4. Spend time playing the game.
• Research Qualities of a Good Leader- Purpose: To provide learners an opportunity to use a computer to research qualities of a great leader.
Learners may work as a group or alone.
- Leader: Prepareacomputer,4by6inchindexcards,andpencils.Makealistofpossiblewebsitesforthelearner to explore. Check each one before the session to see that it is appropriate for the age group. Be readytohelpthelearnersastheyexplorethevariouswebsitestodiscoverqualitiesofleadership.Instructthelearnerorlearnerstorecordeachqualityonaseparateindexcard.Iftimepermits,encouragelearnersto illustrate the qualities on their respective cards.
- Option: Allow learners to search the internet to learn more about the people, places and/or things they have become acquainted with in the study. Be sure to have age-appropriate controls in place.
- Learners:1. Choose a website on which to explore qualities of a great leader.2. Enlistthehelpofyourleaderasneeded.3. Printandillustrateonanindexcardeachqualityyoudiscover.4. Be ready to share your discoveries with the group.5. Display your discoveries by attaching them to a classroom wall.
• CreateaPowerPointPresentation- Purpose: To help learners review facts and concepts of leadership as demonstrated by Joseph.
- Leader: ProvideacomputerthathasPowerPointcapabilities.Havepaperandpencilsavailable.Note:Thisis an on-going project that continues through the last session of the unit. Different learners may work on this project during each session.
- Learners:1. Compose short sentences that tell the story of Joseph that you have studied during this session such as: The king had two dreams. Seven ugly, skinny cows ate seven fat and healthy cows. Seven thin heads of grain swallowed seven full heads of grain. The king could not understand what the dreams meant. Joseph told the king what his dreams meant. There would be seven years of good crops. There would be seven years when crops would not grow. Joseph had a plan. Gather and store grain during the years of plenty. The kings liked Joseph’s plan. The king put Joseph in charge of gathering and storing the grain. There was plenty of grain in Egypt during the famine. Leaders make plans and then work their plans.
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2. Record the sentences on paper.3. ChoosethesentencesyouwanttoappearinthePowerPointpresentation.4. Take turns typing the sentences into the computer—one sentence per slide.5. Be sure to save the slides.
- Option 1: Somelearnersmaywishtodrawpicturestoillustratesomeofthesentences.Usingadigitalcamera,takepicturesoftheillustrationsandappropriatelyinterspersethemasslidesinthePowerPointpresentation.
- Option 2: Learners may find pictures of Joseph that illustrate some of the sentences they have composed. Usingadigitalcamera,photographpicturesandappropriatelyinterspersethemasslidesinthePowerPointpresentation.
- Option 3: LearnersmaydressinBiblicalcostumesandposescenesfromthelifeofJoseph.Usingadigitalcamera,takepicturesofthescenesandappropriatelyinterspersethemasslidesinthePowerPointpresentation.
- Option 4: Learnersmayposemoderndayscenesofchildrendemonstratingleadershipqualities.Usingadigitalcamera,takepicturesofthescenesandappropriatelyinterspersethemasslideinthePowerPointpresentation.
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Session 4: Leaders are FairBible Background for Teachers: Genesis 42-46
• People:- Joseph’s brothers: TenofJoseph’sbrothersappearedbeforehim,thegovernorofEgypt,toasktobuy
grain. Jacob, their father, kept the youngest son Benjamin home, lest something ill should befall him.- Joseph: See Sessions 1 and 2. Joseph was probably at the height of his power when his brothers made
theirvisittoEgypt.Hisbrothersdidnotrecognizehim.
• Places:- Somewhere in Egypt: The meeting of Joseph with his brothers probably took place at the storehouses
near the border of Canaan as they were the most exposed storehouses of the country. Could Joseph have anticipated the arrival of someone from his father’s house? (Jamieson-Fausset-Brown Bible Commentary)
- Jail: SeeSession1,“Prison.”
• Things:- Grain sacks: The grain sacks that Joseph’s brothers took with them in which to transport the grain were
large rough sacks made from goat or camel’s hair. (A Bible Dictionary for Young Readers)- Money: The money that Joseph’s brothers found in their grain sacks was of weighted rings, thin wedges, or
crude metal lumps. (Harper’s Bible Dictionary)
• Events: WhenthefaminereachedCanaan,JacobsenttenofhissonstoEgypttobuygrain.ArrivinginEgypt,they
bowedtheirfacestothegroundbeforethegovernorofEgypt,notknowingitwastheirbrotherwhomtheyhadsoldtotheIshmaelites.Josephinterrogatedthem,accusingthemofbeingspies—achargetheystronglydenied.After explaining their reason for appearing before him and revealing that their father and younger brother were back in Canaan, Joseph placed them under guard for three days. He then released them but kept Simeon, one of the brothers, as a hostage. He instructed them that he would keep Simeon until they returned with their youngest brother. When stopping for the night on their way home, the brothers opened their sacks of grain and found their money bags, filled with their money!
Upontheirarrivalathome,theytoldtheirfatherofalltheexperiencesthathadbefallenthem.Theevents
frightened the brothers and their father. Eventuallythebrothersreturnedtobuymoregrain.Muchtotheirfather’sconsternation,Benjamintraveledwith
them.
ItwasatthistimethatJosephemotionallyrevealedhisidentityandassuredhisbrothersthathehadforgiventhem.SoonJoseph’sentirefamilywasjoyfullyreunitedandsettledinEgypt.
Begin Learning ActivitiesPreparetwoormoreactivities.Whenlearnersentertheclassroom,theywillchooseanactivitytodo.About10-15minutes into the session time, ask the learners to conclude and gather for group time.
• GraffitiWall- Purpose: To provide an avenue for learners to reflect and record what they have learned during the
previous sessions.
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- Leader: Seethatthepaperforthegraffitiwallisattachedandreadyforthefirstlearnerwhens/hearrives.Replace pencils and felt tip markers that need to be replaced. Be ready to greet each learner who chooses to work on this activity.
- Learners:1. Reflect on what you learned in the previous session. 2. Share and discuss your thoughts with your leader.3. Usepencilsandmarkerstorecordnewinformationinpicturesandwordsonthegraffitiwall.4. Take pride in your work.5. Be ready to share what you have learned with the group.
• JosephForgivesAcrostic- Purpose: To help learners know that being able to forgive those who have done you wrong is a quality of
good leadership.
- Leader: Makeacopyofthe“JosephForgivesAcrostic”(Appendix8)foreachchildinyourgroup.ProvideBibles and pencils
- Learners:1. Pickupacopyof“JosephForgivesAcrostic.”2. Follow instructions and complete the activity. 3. Bereadytoshareyourworkwithyourleader.
• Who/WhatAmISolitaire- Purpose: To review what they have learned about Joseph and his becoming a great leader.
- Leader: Youwillneedseventeen4x6inchcardsandfinepointedfelt-tipmarkersorpencils.Printthe
following on separate cards: (1) Baker (2) Butler (3) Potiphar’s wife (4) Potiphar (5) Pharaoh (6) Large Grapevine (7) Ishmaelites (8) Asenath (9) Ephraim (10) Manasseh (11) Two Sets of Cows (12) Joseph (13) Wise Men and Magicians (14) Jealous of Joseph (15) Benjamin (16) Jacob (17) Egypt
Printthesematchesonseparatecards: (1) King’s Chief Cook (2) King’s Personal Servant (3) Tricked Joseph (4) Bought Joseph (5) King’s Title (6) Butler’s Dream (7) Took Joseph to Egypt (8) Joseph’s Wife (9) Joseph’s Youngest Son (10) Joseph’s Oldest Son (11) Pharaoh’s Dream (12) Interpreted Dreams (13) Couldn’t Interpret Pharaoh’s Dreams (14) His Brothers (15) Joseph’s Youngest Brother (16) Joseph’s Father (17) Country with Grain
Turn each card, in random order, face down on a table. Toplay:Instructthelearnertochooseacard,turnitfaceup,thentrytomatchitbyturningfaceup
anothercard.Ifthecardsmatch,thelearnerkeepsthem.Ifthereisnomatch,thelearnerplacesthemface down on the table.
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- Learners:1. Choose a card from the table. Turn it face up and read it.2. Chooseasecondcardtomakeamatch.Ifthecardsdonotmatch,returnthemfacedownonthetable.
- Option: Learners may work alone making matches. Or, leader may place children on teams.
Prepare for Large Group:• Enlistamantopresentthemonologuefoundin“StudytheScriptures.”Ifpossible,havehimdressinEgyptian
costume, much as Joseph would have dressed.• Haveawhiteboardandamarkeravailable.• Withmaskingtape,designatic-tac-toegridonthefloor.Tapeasmallstripofmaskingtapeaboutfivefeetfrom
thegrid.Onindexcardsprintthefollowing:Jacob,Joseph,Benjamin,Ishmaelites,brothers,Egypt,Potiphar,Potiphar’swife,prison,butler,baker,Pharaoh,dreams,grain,governor.
• Prepareabeanbagorasimilarobjectthatlearnerscanpitch.
Transition:Startplayingmusicasasignalforlearnerstobringtheirworktoacloseandassembleforlargegroup.Instructthelearners to bring their chairs and form a semi-circle in front of you.
Group Time• Share: When learners get settled and are ready to continue the learning experience, commend them for the
good work they have done. Ask volunteers to share what they did and what the activity helped them learn about Joseph and/or being a leader.
• Review: - Placesixwordsfaceuponthegrid—onewordperspace.- Divide the learners into two teams. Ask each team to choose a captain.- The team captain will choose a team member to be the player. The player will stand on the masking tape
that is five feet away from the game grid. The player will pitch the bean bag onto a word in the grid and willdefinetheword.Iftheplayercannotdefinetheword,he/shemayasktheteamforhelp.Theteamwillhuddleandtrytodefinetheword.Theteamcaptainwillannouncetheteam’sdecision.Ifeithertheplayeror team answers correctly, award the team five points. Replace that word with another one.
- The second team plays, following the same procedure.- Ifateamanswersincorrectly,theplaygoestotheoppositeteam.Ifthatteamanswerscorrectly,theteam
is awarded five points and its turn to play.- The team that accumulates the most points wins the game.
• Prepare for Bible study:
- Ask: “Has anybody ever been unfair to you?” (Wait for responses.) “What did they do? How did it make you feel? How do you know when something is unfair?”
- Record the learners’ responses on a white board.- Say:“IhaveinvitedJosephtotellusaboutanexperiencehehadwithhisbrothers.Listentohimcarefully
and decide whether or not he was fair.”
• StudytheScripture: The man you enlisted to present the monologue will join you, sitting in an empty chair that you have placed next to yours. When learners are ready to listen, “Joseph” will speak.
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Monologue:
Ah, ha—there they are! There are my brothers. They have not seen me for many years. In fact, they think I am dead. Little do they know that the Egyptian Governor in front of whom they stand is their brother Joseph. In a few moments they will beg me to sell them grain because a great famine is in the land and no crops will grow.
How well I remember my brothers and how they treated me. I remember how they laughed at me and how angry they got with me when I told them of dreams I had. I dreamed that my brothers and I were in a field cutting wheat. Suddenly my shock of wheat stood up straight and my brother’s shocks bowed down to mine. When I shared my dream with them they sneered and said, “Do you really think that we will bow down to you someday?” And now, here they are, bowing before me.
I also remember my dear aged father asking me to go check on these brothers who had been gone from home for a long time. They had taken the flocks to find grass to eat. I remember traveling for many miles and looking long and hard to find them. When I finally caught up with them they treated me very cruelly. They grabbed me and tore from me the beautiful coat that my father had given me. Then they threw me into a dark empty pit. I even heard them plotting about how they would kill me.
How can I forget their finally taking me from the pit? Rather than killing me, they sold me to some Ishmaelite merchants who brought me here to Egypt and sold me as a slave. I shall never forget the piercing pain that I felt as I was being torn from my home, my loved ones and my familiar surroundings, only to be treated as an article of merchandise.
Those were terrible times! I did not understand why my brothers were so mean to me or why I was sold as a slave here in Egypt. But I have come to realize that if I were not here and if I had not become a powerful ruler, my family and many other families might have died. God helped me to know that a famine was coming and helped me gather and store grain for people to have.
Ten of my brothers are here, kneeling before me. I wanted to know about my father and little brother. I wanted to know the facts before giving them grain, which I am more than happy to do. I put them through some tests accusing them of being spies who had come to Egypt to find out where Egypt is weak. Not knowing that I could understand them, for they did not recognize me and spoke through an interpreter, they said that they were from a family of twelve brothers. The next thing they said thrilled me. “The youngest is still with our father in Canaan.” Yes, my father still lives as does my little brother! It was interesting to hear them say that “one of our brothers is dead.” Little did they know that they knelt before him.
I gave them grain and sent them on their way with the instructions that they must bring their youngest brother back with them. To make sure they returned, I had Simeon tied up and taken away while they watched and kept him in Egypt.
Eventually they returned. I had them taken to my house and released Simeon who joined them. My servant gave them water with which to wash their feet and tended their donkeys. When I came home, they gave me gifts my father had sent me and again bowed down before me.
“What about your elderly father?” I asked. “Is he still alive?”
“Your servant our father is still alive and well,” they said as they again bowed down before me.
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I looked around to find Benjamin, my youngest brother. “This must be your youngest brother, the one you told me about. “God bless you, my son,” I said.
Seeing them, especially my baby brother, made me want to cry.
“Clear the room,” I commanded. “Only these eleven men are to remain,” I said.
I could control my emotions no longer. I began to weep. I cried so loudly that the Egyptians outside could hear me. I turned to my brothers who were very confused at what was going on. I looked at them through tears in my eyes and said, “I am Joseph, your brother!”
My brothers were terrified. They were so scared they could not speak. They were afraid to be in the same room with me. “Do not be afraid,” I said. “Come near.” Still weeping, I hugged each one of them–one by one.
“Hurry back to Canaan,” I said, “and tell my father that God has made me ruler of Egypt and to come here as quickly as he can.”
• Make Life Application:- Thank “Joseph” for sharing with the group. He will exit the room.- Ask and discuss these questions: Was Joseph fair with his brothers? How? Do you think it was easy for him
totreatthemfairly?Isitalwayseasyforyoutobefair?Howcanyoutreatothersfairly?- As learners name ways to be fair, record them on the white board. Some of their responses may be: Do to others as you want them to do to you. Playfairly—bytherules. Be truthful. Be reasonable. Gatherallthefactbeforemakingadecision. Consider others’ feelings.
- Say: “During our first session, we explored the fact that leaders make wise decisions. During our second session we talked about leaders being trustworthy. During our last session we explored another fact about leaders. Leaders plan their work and work their plan. And we have just explored another quality of leadership–being fair.
“You are a leader. Someone, and it may be a person or persons you do not know, respects you. You have an
influence on how they live and behave. That person may be a friend, a family member, someone younger thanyou,someoneolderthanyou,aboyoragirl.Iwanttochallengeyoutobesomeonewhomakeswisedecisions. Be someone who is trustworthy. Be someone who can plan your work and work your plan. Be someone who is fair in their dealings with others.
“Yes—you are a leader! Be a good one.”
• Prayer:BegintheprayertimebythankingGodforeachofthelearnersandforwhattheyhavelearnedaboutbeingaleaderfromtheirstudyofJoseph.AskGodtohelpeachlearnertolivebytheprinciplestheyhavelearned.
Conclude the prayer time by encouraging learners to pray sentence prayers.
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Reinforcement ActivitiesThese activities are designed to help learners reinforce facts and concepts that they have explored during the session. Offeratleasttwooftheactivitiesandleteachlearnerchoosetheonehe/shewouldliketodo.(Note:Iflearnersdidnot complete a Begin Learning activity, they may do so at this time.)
• Joseph’sSpecialCoat- Purpose: To introduce learners to the special coat that helped to cause friction between Joseph and his
brothers and his ability to later forgive them for their actions.
- Leader: Makeavailable81/2x11inchposterboardsorconstructionpaper,pencilsorfelttipmarkers,bitsandpiecesoffabrics,glue,andscissors.ProvideBibles.
As learners arrive, briefly review with them the story of Joseph’s father, Jacob, presenting him with a special coat.Talkalsoaboutthebrother’sjealousyandhowJosephcametobeinEgypt.(Forhelp,seeSession1andGenesis40.)
- Learners: 1. Getapieceofposterboard.Withapencil,makeasketchofJoseph’sspecialcoatonit.2. Cut apart pieces of fabric. (May use colored construction paper.)3. Arrangethefabricpiecesonthecoatsketch.4. Gluethefabricpiecestotheposterboard.5. Iftimepermits,print“Joseph’sSpecialCoat”atthebottomoftheposterboard.Recordadditional
information about the coat underneath the title.6. Be ready to share your “special coat” with the group.
- Option:Getalargegrocerybag.Cutastraightlinefromtheopenedtopofthebagtothebottom.Cutacircle from the bottom to fit over the head, and an opening on either side for the arms. Design and cover thebagwithbitsandpiecesofvariouscoloredconstructionpaperorfabrics.Glueinplace.
• WriteaSong- Purpose: To provide an avenue for learners to express what they have learned through words and music.
- Leader: Providepaper,pencils,andakeyboardorpiano.Havelearnerssharefavoritesongsfrommemory;thenchooseatune.GuidelearnerstothinkofwordsrelatingtothestudyofJosephandbecomingagreatleader and compose a song using the tune they have chosen. Fit the lyrics to the tune as you play it on the keyboard or piano, or hum the tune. Make suggestions and lend help as needed.
- Learners: 1. Share a favorite song with the group.2. Together, choose a song and/or tune that you like best.3. ThinkofthestudyofJosephandcomposethewordstoasong.(Or,workwithothersinyourgroupto
compose the lyrics.)4. When ready, enlist someone to play the song on the piano or keyboard. 5. Spend time as a group singing the words.
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• CreateaPowerPointPresentation- Purpose: To help learners review facts and concepts of leadership as demonstrated by Joseph.
- Leader: ProvideacomputerthathasPowerPointcapabilities.Haveavailablepaperandpencils.Note:Thisis an on-going project that continues through the last session of the unit. Different learners may work on this project during each session.
- Learners:1. Compose short sentences that tell the story of Joseph that you have studied during this session such as: There was a famine in the land. Joseph’s brothers went to Egypt to buy grain. They bowed before Joseph, not knowing he was their brother. Joseph tested them. He asked about his father. He sold them grain but put their money in their grain sacks. He kept Simeon as a prisoner. He told them to bring their younger brother when they returned. Jacob was troubled over all that had happened. All the brothers returned. Joseph forgave his brothers and told them who he was. He sent for his father. Joseph was fair. Leaders are fair.2. Record the sentences on paper.3. ChoosethesentencesyouwanttoappearinthePowerPointpresentation.4. Take turns typing the sentences into the computer—one sentence per slide.5. Be sure to save the slides.
- Option 1:Somelearnersmaywishtodrawpicturestoillustratesomeofthesentences.Usingadigitalcamera,takepicturesoftheillustrationsandappropriatelyinterspersethemasslidesinthePowerPointpresentation
.- Option 2: Learners may find pictures of Joseph that illustrate some of the sentences they have composed.
Usingadigitalcamera,photographthepicturesandappropriatelyinterspersethemasslidesinthePowerPointpresentation.
- Option 3: LearnersmaydressinBiblicalcostumesandposescenesfromthelifeofJoseph.Usingadigitalcamera,takepicturesofthescenesandappropriatelyinterspersethemasslidesinthePowerPointpresentation.
- Option 4: Learnersmayposemoderndayscenesofchildrendemonstratingleadershipqualities.Usingadigitalcamera,takepicturesofthescenesandappropriatelyinterspersethemasslideinthePowerPointpresentation.
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Session 5 (Optional)
Invitelearnersandtheirparentstoasharingsession.
• Providelightrefreshmentsandencouragetheparentsandtheirchildrentobrowsetheclassroom.
• Throughouttheclassroomhavesamplesofthelearners’workthattheydidduringtheunit.
• Encouragelearnerstosharewhattheyhavelearnedwiththeirparentsastheyexplorethevariousactivities.
• HavethePowerPointpresentationand/orslideshowsetuptoshow.Askeveryonetobeseatedsotheycansee the screen or TV and/or the slide box. The learners will make their presentations by showing the slides and making comments about each one.
• Thankthelearnersandtheirparentsforparticipatinginthestudyandforattendingthesharingsession.
• Concludewithprayer,thankingGodforallthelearnershavelearned.Praythateachofthemwillmakethequalities of leadership they have studied a part of their lifestyles.
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Appendix 1: Word Search
WordBank
S G J H R X Q X N J A M G M C
R E B E K A H N O A Y S V R C
N E T W J Y C S P S H I G M A
T D E I X M E H U V C T V K N
M L Q I L P E O E C O I O X A
L A J R H E L S H L A R U D A
S H E E P A A L A L T O H H N
T G X Z E A S M A U C V N J R
E O G J O M H Q H B S A E D E
E D N J E A F P W S B F B X D
M V H J X H W Y B J I S U J C
B H B L K P K O R E Z E E W J
S M A E R D C O O T R U R Q M
V I A K X A Z Z G R X J N U I
J C M A J A F G P D O D N T P
CANAANDREAMS
ISHMAELITESJOSEPHREUBEN
COATESAU
JACOBRACHELSHEEP
DOTHANFAVORITISMJEALOUSYREBEKAHWELL
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Appendix 2: Decode to Find Answers
1. Josephwasnexttothe(BLFMTVHG)of(GDVPEV)sons.
_____________ _________
2. (QZXLY)wasJoseph’sfather.
_________
3. (IZXSVO)wasJoseph’smother.
_________
4. (YVMQZNRM)wasJoseph’syoungestbrother.
_____________
5. Josephwashisfather’s(UZELIRGV)son.
_____________
6. Joseph’s(YILGSVIH)were(QVZOLFH)ofhim.
__________ ___________
7. Josephwas(HLOW)toIshmaeliteswhotookhimto(VTBKG).
_________ _________
8. (KLGRKSZI),inchargeoftheking’spalaceguards,(YLFTSG)Joseph.
_____________ _________
9. Potiphar’s(DRUV)triedto(GIRXP)Joseph.
_________ _________
10. (KLGRKSZI)has(QLHVKS)throwninto(KIRHLM).
__________ _________ _________
DecoderKey
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Z Y X W V U T S R Q P O N M L K J I H G F E D C B A
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Appendix 3: Situation Case StudiesSituation 1: Youaretakingatestatschool.Yourbestfriendissittingbesideyouandishavingdifficultyansweringthequestions. While the teacher is not looking, your friend passes you a note that says, “Let me see your answers.” What would be an unwise choice? Why? What would be a wise choice? Why?
Situation 2: You are sitting in a class at school. Neither the teacher nor the subject are your favorites. The teacher gives you a homework assignment. You really do not want to do it. You cannot understand how doing the assignment will be of help to you. So you hurriedly do your assignment, certainly not doing your best. Did you make a wise choice? Why? Why not?
Situation 3: One of your friends has texted you. You text often. Your friend is using words that your parents refuse to let you use. They are vulgar and inappropriate. How will you answer your friend? What unwise choice can you make? Why? What wise choice can you make? Why?
Situation 4: You and your friends are playing a friendly game. Although you enjoy playing the game, you are one of the poorest players. You make a mistake which causes your team to lose. Becoming angry at you, your teammates begin saying many unkind things to you and about you. What unwise choice can you make? Why? What wise choice can you make? Why?
Situation 5: You see a strange man standing near your school. You have to pass him on your way to school. As you pass him, he mumbles, “Would you like to have a pill that will help you feel real good and help you make good grades?” What unwise choice can you make? Why? What wise choice can you make? Why?
Situation 6: A new student enrolls in your school. The new student is dressed very nicely, better than most of the students in your school. You and your friends are sitting together eating lunch. The new student enters the cafeteria. Allofyoulookatthestudent.Oneofyourfriendssays,“Ugh!Thenewkidissounfriendlyandisquicklybecomingourteacher’s pet.” What unwise choice can you make? Why? What wise choice can you make? Why?
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Appendix 4: Crossword Puzzle
1
2 3 4
5
6 7
8
9
ACROSS DOWN
1 The king’s cup may have been made of _____
2 He was the king’s chief cook
7 Josephwasputinchargeofthemwhileinprison
8 Inhisdreams,whatthebakerwascarryingonhishead
9 TheseweretakenseriouslybytheEgyptians
1 The butler dreamed about a large _____
3 Thecupbearerservedtheking______
4 He interpreted the dreams of the butler and the baker
5 The butler and the baker had _____ the king
6 He threw Joseph into prison
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Appendix 5: Choose the Correct OneRead each word or group of words. Then choose the statement that best identifies it. Record the number on the space provided.
_____ He dreamed of a large grapevine.
_____ He was the king’s personal servant.
_____ He was carrying three baskets on his head.
_____ThiswasthetitleofthekingofEgypt.
_____ He used it with which to drink water and wine.
_____ He was responsible for the preparation of food for the king.
_____Egyptianstookthemseriously.
_____ Joseph was placed in charge of them.
_____ He was able to interpret the baker and butler’s dreams.
_____ Because his wife accused Joseph of an immoral act.
1. The king’s chief cook
2.Pharaoh
3.Thebutler
4. Dreams
5. Joseph
6. The cup bearer
7.Thebaker’sdream
8.Theking’spersonalcup
9.PotipharthrewJosephintoprison
10.Alltheprisoners
Number
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Appendix 6: Read and MatchRead each word(s) in the left column. Draw a line to the statement in the column on the right that matches it.
older son of Joseph
wife of Joseph
used to seal royal documents
hadbyPharaohafterbutlerandbakerleftprison
two-wheeled vehicle pulled by a horse
giventoJosephbyPharaoh
titleofthekingofEgypt
interpretedPharaoh’sdreams
a priest; father of Asenath
oneugly,theotherhealthy;partofPharaoh’sdream
younger son of Joseph
onefull,theotherthin;partofPharaoh’sdream
a sign of rank and dignity
thought to be able to interpret dreams
Pharaoh
Joseph
Ephraim
Wise Men and Magicians
Asenath
Manasseh
Potiphera
Two dreams
Two sets of cows
Fine Clothes
Two sets of seven heads of wheat
Royal ring
Chariot
Gold chain
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Appendix 7: Pick-Up Stick Game
Pharaoh Wise Men
Asenath Two Heads Wheat
Joseph Two Sets Cows
Fine Clothes Gold Chain
King’s Title Joseph’s Wife
Joseph Joseph’s Oldest Son
Manasseh Ephraim
Prison Joseph’s Youngest Son
Thrown in Prison Badge of Rank
Believed Could Interpret Dreams One Ugly—One Healthy
One Full—One Thin Interpreted Pharaoh’s Dreams
Worn by People of Rank A Dungeon or Pit
Prepare 24 popsicle sticks or tongue depressors, fine pointed felt-tip markers and a box or plastic jar to place them in. Instruct learners to print one of the following on each side of one stick:
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Appendix 8: Joseph Forgives AcrosticThink of as many words as you can about the story of Joseph that begin with each letter. Record them on the spaces provided. Also include words that name qualities of great leadership.
F
O
R
G
I
V
E
