Workshop Cycles - People | MIT CSAILpeople.csail.mit.edu/brussell/pers/tempdir/the_queen_w… · Web viewESTHER: THE QUEEN WHO SAVED HER PEOPLE. Written by Tracey E. Herzer. This

WorkshopCycleWorkshopCycless

ESTHER:THE QUEEN WHO

SAVED HER PEOPLE

Written by Tracey E. Herzer

This program was originally created at All Saints’ Episcopal Church in Atlanta, GA

Table of Contents – Esther the Queen

Introductory MaterialsAbout WorkshopCyclesRecruiting Adults – Job Descriptions for VolunteersA General Schedule for Class Structure

Cycle MaterialsTheological Overview of this CycleLetter to the ParentsSupplemental Material for TeachersStory for this CycleSuggested Resources for this CycleActivities Overview – Grid

Cycle Lesson PlansArt Workshop Computer WorkshopDrama WorkshopMovie WorkshopStory WorkshopKitchen WorkshopMusic Workshop

Publisher InformationAbout LeaderResources About your Limited-Use License

© Copyright 2004, Tracey E. Herzer. Limited permission to reproduce only by and for an organization with a current LeaderResources license.

WorkshopCycles To order additional cycles, call 1-800-941-2218 2

About WorkshopCyclesWhat is WorkshopCycles?WorkshopCycles is an innovative new way to experience Sunday School. It takes seriously the spiritual development of children while providing creative and exciting activities that engage children in a whole new level of learning and retention. The rotation-style model means that children work on the same story or concept for several weeks, using different learning approaches in each workshop room they visit.

Ideas for possible workshops:Art

StorytellingMusic

Computer Games or PublishingCooking

Science ExperimentsGames

Drama or PuppetsMovies

Geography or Map Excursions

A Unique Learning EnvironmentCycle classrooms are intended to create an inviting atmosphere where children are challenged to learn. Decor can be anything: an ancient city with palm trees, tents and temple scenes; a tree house with leafy nooks and busy beehives; or a train bound for exotic destinations. The possibilities are endless! Some churches completely renovate their space, but this model is equally successful in churches where renovation is not possible due to shared space issues or monetary concerns. All that is necessary to transform a classroom into a Bedouin tent or treetop haven or a rollicking train car are a few moveable props and some imagination.

Become a member today!LeaderResources creates learning communities where resources are gathered and shared. Membership in this WorkshopCycles community is available and encouraged. By becoming a member, you are not only purchasing a resource for your church, you are also supporting the development of cutting-edge resources for use in the worldwide church and making it possible for small churches to do the same.

Congregational MembershipsUnlike most publishers, who sell each rotation unit individually, LeaderResources offers a low annual membership fee based on the size of your church. You pay one fee that gives you access to ALL cycles we have available for the duration of your membership. The cycles were originally written as rotational Sunday School units, but many churches also use them for VBS programs or other special events. If you’d rather not join the membership, you also have the option to purchase individual cycles.

Each year, more cycles are created and added to our database. If you have original material you’d like to see published, please call us at 1-800-941-2218. All cycles are available on CD-ROM or through our website where they can be downloaded by any member at any time. Members can pick and choose from all materials to create individualized scope and sequence that best suit the needs of their program.

Training and Personal Help Available!We have knowledgeable Christian Education consultants who can come to your church and provide teacher training or help you design your space or plan your calendar year. Many churches like having someone who is already experienced in the rotation model come help them get started. This is a great way to introduce rotational learning to parents, children, church leaders or your entire congregation. Call us at 1-800-941-2218 and let us design a special event to suit your needs!

© Copyright 2006, Tracey E. Herzer. Limited permission to reproduce only by and for an organization with a current LeaderResources license.


Recruiting WorkshopCycles Adults

WorkshopCycles make it VERY easy to increase your number of volunteers, by dividing jobs into manageable parts. Here are some ways that parishioners of ALL ages can be involved:

CYCLE TEACHERS sign up as part of a team of 2 or 3 adults who will teach one 4-6 week cycle. Teachers remain in the same workshop room each week of the cycle and teach the same lesson plan to a different class each week. Workshop rooms may use skills in such areas as music, dance, cooking, quilting, gardening or painting, but you don’t have to have a special skill in order to help. Teachers can sign up to help read stories, turn on computers, make popcorn, hand out art supplies, etc.

SHEPHERDS commit for the entire school year, but they never have to prepare or teach a lesson! Shepherds work in teams and travel with their class through each of the different workshops. Shepherds are the essential relationship part of this program, learning the children’s names, providing continuity of leadership and being a friendly, safe presence in the classroom each week.

CYCLE COORDINATORS are needed for each different cycle. These people manage the details of a cycle, contacting all the volunteer teachers for that cycle, distributing the lesson plans, making sure supplies are purchased, etc.

Some churches have also used:

DECORATING TEAM A resourceful group of people is needed to create and plan new and evolving learning spaces. These folks might be interior designers, or they may be people who are just addicted to home improvement shows or have a knack for decorating inexpensively! Churches who share space or don’t have the budget for large-scale renovations will need a group of creative thinkers to come up with props or posters that can be used on Sunday, but safely stored away during the week.

TECHNOLOGY TEAM Tech teams are almost essential if you plan to include a computer workshop (people to set up networking or computer labs), but you may also want a Tech Team of people who are just good with gadgets and willing to troubleshoot on a busy Sunday morning when the computers won’t run right or you can’t get your movie sound to run properly.

RESOURCE TEAM This “big picture” group can be made up of all your coordinators, as well as some interested parents. Together, the group works at trouble-shooting, long-range

© Copyright 2004-06, Tracey E. Herzer. Limited permission to reproduce only by and for an organization with a current LeaderResources license.


planning and communication with the entire parish. For parishes that already have a Formation (or Education) Committee, that committee can provide the functions of a Resource Team.



General Class Structure1. OPENING ACTIVITY (10-15 minutes, as children arrive)

Welcome students and make sure everyone has a nametag. Opening activities give early arrivers something to start on immediately and provide a warm, busy room for children to enter. The activity could be simply drawing or decorating your nametag. It could also be coloring sheets or simple games. Check the “Filler Activities” of your lesson plan for ideas or ask your Cycle Coordinator.

2. INTRODUCTIONS (approximately 10 minutes)a. Introduce yourself : Tell students about you – your family, how long you have

been at this church, what kind of work you do, what your hobbies are, why you signed up to help teach, etc.

b. Introduce the cycle story or theme : Ask children what they’ve been studying or what they’ve done in other rooms on other weeks. Talk about the basic theme or season (see the Overview of your cycle for some ideas). Read the story to children.

c. Introduce your activity : Tell the children which part of the story your room is focusing on, and perhaps ask them to re-tell you that part of the story in their own words.

3. WORKSHOP ACTIVITY AND REFLECTION (approximately 25-30 minutes)See attached lesson plans for specific instructions about the main activity. Supplies should be in your classroom, but if you need help, ask your cycle coordinator. If you run low on supplies, please tell your coordinator so they can plan accordingly.

If children finish early, you can use the activity sheets provided by your coordinator as “quiet work” while everyone is finishing up.

Try to plan your time so that children finish the activity and still have a few minutes to process the class by journaling or drawing. Encourage them to take their work seriously, and try to foster a semi-quiet atmosphere that allows children to think about what they have heard, seen and experienced. Ask questions like “What did you learn today?” or “How did you feel while doing this activity?” Connect your activity back to the story. Studies show us that quiet reflection time is what helps move items from short-term memory into long-term memory so this piece is VERY important!

4. CLEAN UP (approximately 5 minutes)Have children help clean up and make sure everyone has their papers, jackets, etc. If parents come to the classroom to pick up their children, this is a good time to praise children in front of their parents. This is also a good time to discuss any concerns or questions quietly with parents. Tell the children goodbye. Thank them for coming.



Theological Overview of this Cycle

Esther is a unique story in many ways. Most notably, it is the only book in the Bible where the word “God” does not appear at all. However, there are references to fasting and praying and to “Providence”. Plus, the Godly principles found in the ways Esther and Mordecai live their lives give us some wonderful opportunities to teach our children. In the book of Esther are all the elements of a wonderful story – a common girl who becomes a beautiful queen, a dastardly villain with a wicked plot, and enough daring and intrigue to capture the imagination of even the most reluctant Sunday School student.

Our Jewish colleagues have a special feast of Esther called “Purim” (pronounced POOR-EM) that is celebrated in the Spring. There are literally hundreds of books and websites dedicated to the Feast of Purim celebrations. I spent some time with a local Jewish rabbi who shared some of the traditional books and traditions about Purim and that research became the basis of this cycle. I would encourage you to look in your church or your community and try to connect with someone who can help you with Jewish background. Our Jewish ancestors have been celebrating the bravery of Esther for thousands of years and there is much we can learn from them. There are four major Jewish commandments for Purim: 1) Read the story of Esther aloud; 2) Be festive and happy; 3) Give gifts of fruits and nuts; 4) Offer gifts to the poor. Keep this in mind if you would like to build in a service or mission component to this cycle. (See the Kitchen workshop for more details.)

There is one word of caution: One part of the tradition of Purim is that "A person is obligated to become inebriated on Purim until he doesn't know the difference between cursed is Haman and blessed is Mordecai" (Talmud Megillah 7b) This is obviously not something we are going to include in this cycle, but on the off-chance that one of your students or parents knows of this tradition, we thought the explanation worth mentioning. The telling of this story for adults is accompanied with large amounts of wine, but it is important to remember that in the Jewish culture, this is done as part of the holy re-telling of the story. The thought behind drinking so much wine is that ultimately we don’t have the faculties to know the difference between one who is cursed (Haman) and one who is blessed (Mordecai). We do what we think is right, but we remind ourselves that only God truly knows the hearts of people and only God controls the world. Taking out this aspect of Purim doesn’t reduce the celebration of Esther – a young girl who used the gifts and privileges she had been given to stand up for what she knew to be right.

Esther’s story may not be as familiar to many of our children as other Old Testament stories such as Abraham or Moses, but her story is a powerful one with many lessons to teach. May the story of Esther and Mordecai, Haman and Xerxes touch and teach you all.

God’s Peace –



Tracey E. Herzer



Letter to the Parents for this Cycle

(We suggest you mail this letter to all parents with a copy of the cycle story)

Dear Parents –

For the next several weeks, your children will be learning about both the story of Esther and the Feast of Purim, a Jewish celebration of the story of Esther. Please review the story with your child using the book of Esther in your Bible or the enclosed shortened story that we will use on Sundays during this cycle. Remember that you are your child’s single most important teacher and if you can find ways to help us reinforce this story at home, you are helping cement this story into your child’s experience and memory.

The story of Esther is about so much more than a beautiful girl who becomes queen. It is about someone using the gifts and privileges God had given her – in order to do what she knew to be right. It is the story of her cousin Mordecai who taught Esther the principles of God and then compelled her to live up to those principles, even when it meant risking her life by appearing before the king without invitation. Like Mordecai, you try to instill in your children the principles you believe to be important and this story gives you one more way to have those kinds of important conversations as a family.

One thing to be aware of – especially with older children: the story of Esther may bring up associations with other people who have done things they knew to be right, even in the face of opposition. You may find your children asking questions about people who stood up to the Nazis or who stood against racial injustice or any number of other ways that ordinary people have done extraordinary things. Be ready for those kinds of questions.

Our key Bible verse for this cycle is Esther 4:14 – “Who knows? Perhaps you have come to royal position for just such a time as this.” This translation is from the Revised Standard version, but I encourage you to talk with your child about this verse in whatever translations you may have at home. This one verse opens up so many possibilities for talking with children about the mysterious ways in which God works and the ways we can use who are and where we are to do God’s work in the world.

Take time to share with your child the things you believe to be important and spend some time talking about ways your family can do some of God’s work in the world. You may want to consider taking on a family project to illustrate this – gather clothes, toys, or food to donate to a charity; begin or continue to recycle items while talking about being good stewards of God’s creation; support a local ministry or project you believe to be important and find ways for your children to get involved too. “And whatever you do in word or in deed, do all in the name of the Lord Jesus, giving thanks to God the Father.” (Colossians 3:17)



In His Peace – Tracey E. Herzer

Supplemental Material for TeachersSince most of us aren’t familiar with the Jewish Feast of Purim or all the characters from Esther’s story,

here are some hints on how to pronounce the unfamiliar names

PRONUNCIATION GUIDE

HAMAN “HEY – men”The king’s advisor who wanted people to bow down to him.

HAMENTASCHEN “HAH – men – tosh – en” The cookie we make to remember Haman’s downfall.

MORDECAI “MOR – deh – kye”Esther’s cousin who refused to bow down to Haman

PURIM “POOR – emm”The Jewish feast that celebrates the story of Esther

VASHTI “Vash – tee”The Queen who displeased the king. Esther replaced her

XERXES “ZERK – sees”A king of Persia who was also known as King Ahasuerus



Story for Cycle: Esther the Queen

The Queen Who Saved Her PeopleTo be read each week of the cycle

Once in the land of Persia, there was a powerful king named Xerxes. The king loved to have big fancy parties so that people could admire his wealth. One night during a party he sent for his wife, Queen Vashti, to come appear before him so that everyone could see how beautiful she was. She refused to come and the king was so angry he decided to call all the young maidens to the palace and choose a new queen. One of the women who came was a girl named Esther, who had been raised by her cousin, Mordecai. When King Xerxes saw Esther, he loved her more than all the other women and he made her the new queen.

One day after Esther became queen, King Xerxes promoted a man named Haman to be his special advisor. Haman wanted everyone to bow down to him, but Esther’s cousin, Mordecai, refused to bow down because Mordecai was a Jew and Jews bowed down only to God. Haman became so angry that he decided to destroy not just Mordecai, but all the Jews in the land. Haman was very superstitious and cast lots to make decisions. Casting lots was like drawing straws or flipping a coin and Haman cast lots (called Pur) to decide how and when to put his terrible plan into effect.

When the Jews heard of Haman’s awful plan, they wept and prayed. Mordecai sent a message to Esther that she must go to the king to plead for her people. When Esther heard this, she was afraid because no one knew she was a Jew. She was also afraid because it was against the law to appear before the king without being invited and she could be killed, but Mordecai agreed to spend the next three days fasting and praying for her safety.

When Esther went to see the King, he was glad to see her and asked her what she wanted. She invited the King and Haman to a special banquet. At the banquet, the King again asked Esther what she wanted. She asked the King to save her life and the life of her people. When the king asked who would dare to take the life of his queen, she told him of Haman’s plan to kill all the Jews.

The king loved Esther and he had the guards come and take Haman away to be killed. Then the king issued a new law that the Jews were to remain safe. The king also gave Mordecai the position of special advisor that had been Haman’s.

Mordecai wrote down the story of what happened and he wrote a letter to all the Jews telling them they should have a yearly feast to remember Esther’s story. The feast would be called “Purim” because of the lots that Haman cast and the ways that God protected the Jewish people, in spite of what the lots had indicated.



Story re-told by Tracey Herzer(The Book of Esther, chapters 1-10)



Suggested Resources for Cycle

VIDEOS or DVDsWe liked the Greatest Adventure Stories From the Bible - Queen Esther, which is part of the Hanna-Barbera Greatest Adventure series produced by Turner Home Entertainment. This animated movie is approximately 30 minutes long and available in many Bible bookstores, as well as through websites such as http://www.uln.com/cgi-bin/vlink/014764202839IE.html?ptitle=Greatest-Adventure-Stories-From-the-Bible---Queen-Esther-DVD

For older children (5th Grade or up) there is a made-for-TV movie called Esther, released in 1999 by TriMark Home Video. Although the film is 90 minutes, older children may prefer clips from this version over the shorter, animated version. The film features Louise Lombard as Esther and F. Murray Abraham as Mordecai. The film was directed by Raffaele Mertes.

For your youngest classes (Kindergartners and 1st Graders), you may also wish to check out the VeggieTales video – Esther, the Girl who Became Queen. This video, released in 2000, uses drama, humor and music to tell the story of brave Esther. Film runs about 35 minutes and is geared approximately for ages 3-7. This film is readily available at many local video rental stores as well as most Christian bookstores. You can also go through Amazon.com or visit the official VeggieTales website at http://www.bigidea.com/videos/veggietales/vt014/default.htm

If you do not wish to purchase videos, check with your public library or local diocesan resource center for suggestions. Also, there is a mail order Video Lending Library available through the “Center for the Ministry of Teaching,” on the campus of Virginia Theological Seminary in Alexandria, VA. You can contact JoAnn Jones at (703) 461-1749 or you can browse the 2,300 videos online at their website: http://www.vts.edu/cmt/video_resource_program_catalogue.htm

SOFTWARETwo options in the computer workshop are Play and Learn Children’s Bible CD for K-1st Grade and Bibleland.com CD for Grades 2-5. Both are available through Sunday Software, a company created by The Rev. Neil MacQueen and especially designed for rotation-style learning environments. You can reach Sunday Software at 1-800-678-1948 or on the web at http://www.sundaysoftware.com. Both of these CDs are good additions to your computer lab because they cover many different stories, but you wouldn’t have to have either one.

**IMPORTANT NOTE** – We realize that many churches do not have the resources to offer a computer-based workshop and our lesson plan options reflect that with both computer and non-computer options. If you do not have computers, you can still offer a great workshop on



http://www.sundaysoftware.com/

http://www.vts.edu/cmt/video_resource_program_catalogue.htm

http://www.bigidea.com/videos/veggietales/vt014/default.htm

http://www.uln.com/cgi-bin/vlink/014764202839IE.html?ptitle%0B=Greatest-Adventure-Stories-From-the-Bible---Queen-Esther-DVD

http://www.uln.com/cgi-bin/vlink/014764202839IE.html?ptitle%0B=Greatest-Adventure-Stories-From-the-Bible---Queen-Esther-DVD

the difference between trusting in chance and trusting in God, using lots of games with dice, cards or straws. This is a great teaching opportunity, whether you use computers or not!

ACTIVITY PAGESHaving activity pages as a backup time-filler is a good idea to ensure calm classrooms and teachers who do not become overwhelmed. There are many websites that will help you develop activity pages or have coloring pages that can be downloaded for free from the site. One great site for creating puzzle such as fill-in-the-blank, matching, etc. is http://school.discovery.com/teachingtools/worksheetgenerator/

You might also check your local discount stores (such as Target or WalMart) or a local “everything-is-a-dollar” store. They often have activity books for Bible stories that are inexpensive to purchase.

WEBSITESThere are a zillion places online where you can find tons of free information to enrich your rotational learning experience. Here are some of our favorites:

http://www.leaderresources.org Our homepage with info about all our education programs, including WorkshopCycles

http://www.rotation.org The most well known site in rotational learning – lots of great ideas!

http://www.lessonplanspage.com/ A website for school teachers, but features 2000+ free lesson plans, some of which can be easily adapted for church use.



http://www.lessonplanspage.com/

http://www.rotation.org/

http://www.leaderresources.org/

http://school.discovery.com/teachingtools/worksheetgenerator/

Activities Overview for This Cycle

WORKSHOP SUMMARY OF PLANS FOCUS

ART Making a Megillah (scroll)How do we honor special stories of

God & God’s People?

COMPUTER*also includes non-computer options

Playing games of chance and talking about how we make decisions

What does it mean to trust in Providence

(God) vs. Trusting in Pur (Chance)?

DRAMA Purim PlayHow did the people in the story think or feel? What can they

teach us today?

MOVIE Watching “Queen Esther”What are “right

things” that we can stand up for?

STORYMaking greggors (noisemakers) and

using them with the storyDoes blotting out someone’s name change anything?

KITCHEN Making Hammentaschen & preparing gifts for others

How can we honor the commandments

of Purim?

MUSIC Singing songs of saints – Who are our heroes?

How do we



our heroes and heroines remember them?



Esther the Queen: Art Workshop

Bible Reference for the Cycle:Esther (the entire book, chapters 1-10)

Main Verse for the Cycle:“Who knows? Perhaps you have come to royal position for just such a time as this.” (Esther 4:14) (Revised Standard Version of the Bible)

Key Concepts and Life Application: Esther stood up for what was right, even when she was afraid Mordecai refused to bow to anyone but God and trusted God to keep him safe Esther used her royal position to help protect the Jews

Summary of Class Plans: Children will learn about Jewish “megillahs” (scrolls) and make their own decorated

megillah of the story of Esther.

Materials Needed:For Class activities: Empty toilet paper cardboard roll – one per student – if you don’t have enough

cardboard rolls, you can use construction paper or poster board to make your own 2 popsicle sticks per student Copies of the small story of Esther strips (see p. 16) Tape (masking tape works a little better than clear tape, but either will work) Markers / crayons Small plastic “gemstones” or glitter for decorating Glue Fabric or adhesive shelf paper (optional for covering rolls) Scissors Yarn or ribbon (optional)

For optional filler activities: Paper Markers / crayons

Workshop Lesson Plans: **BEFORE CLASS** – If time allows, you may want to make your own cardboard

megillah to have ready to show the class. You might also contact the local temple or a Jewish friend to see if they have a real megillah you could use for show and tell. If



that is not possible, here is a website with a great picture you could print out: http://fp.thebeers.f9.co.uk/purim.htm

You can refer to “A General Schedule for Class Structure” (included in the Introductory Materials) for ideas on how to introduce yourself and the story, as well as how to plan your class time appropriately.

Welcome the children and read the introduction story about Esther. After the story, ask the children some of the following questions:

o What did you like best about this story?o Why do you think the Jewish people chose to celebrate Esther’s story?o What things can we learn from this story?o Why is this an important story to remember?

If you were able to find them, show the children the pictures of the megillah. Explain to the class what a megillah is:

o MEGILLAH: Many Jewish people read their holy scripture from scrolls. The story of Esther is a unique part of both the Christian Bible and the Jewish scriptures because it is the only book that does not mention God by name. Because of this, there is a Jewish tradition that the story can be handled differently than other pieces of holy text and many Jewish people have their own small scroll of the story of Esther, called a megillah, that they use to follow along with the story during the celebration of Purim.

Explain to students that a megillah is a treasured possession, holding the truths of a very important story, which is why it is so carefully and elaborately decorated. In some ways, it is like a treasure chest.

The story of Esther is part of the Jewish tradition and it is also part of our faith heritage. Like some of our Jewish ancestors before us, we get to share in this special treasured story and we are going to create our own megillahs today.

Each child will receive:o an empty cardboard toilet paper roll (or half of a paper towel roll) o the small slip of paper of the story of Esther (see p. 16)o two popsicle sticks

Children can immediately begin to decorate their cardboard tubes which will protect the precious story inside. You can use markers and crayons, glitter, plastic jewels, paint, wallpaper or contact paper, fabric or just about anything else you can glue onto the cardboard to make it look like a treasure.



http://fp.thebeers.f9.co.uk/purim.htm

You will need to cut a slit about 3” long and ¼” wide in each tube. Older children can probably do this themselves, but younger ones will need some help. Try to keep the dimensions pretty close to the suggested ones – if the slit is much wider than ¼”, the paper may keep slipping out and if it is more than 3” long, the slit may rip through to the end of the tube because it is not reinforced enough.

After the tube is decorated and is drying, the student will need to take the story strip and lay it face-up on the table. Then tape one of the popsicle sticks on the left end of the strip of paper. Carefully roll up your story strip tightly so that the story is on the inside of the roll. Slide the popsicle stick & rolled-up story inside the cardboard tube and then carefully thread the end of the story strip (the end not attached to the popsicle stick!) through the slit in the tube. Once you have pulled the end of the story strip through the slit, attach the other popsicle stick to the other end. This will keep the story from slipping completely back inside the tube. Children will be able to roll the story in and out of the tube using the popsicle sticks.

o OPTION IF YOU DON’T HAVE CARDBOARD TUBES: If you don’t have enough tubes, or if you just want a simpler project for younger students, you can have children glue the story strip onto a slightly larger piece of construction paper. The construction paper can still be decorated and popsicle sticks can be attached at either end. The scroll can be rolled up from one or both sides and a small piece of yarn or ribbon can tie the scroll closed.

After students finish their work, have everyone help clean up the room. When the room is clean, gather the group together and admire the finished projects.

Give students a few minutes to write in their journals or quietly reflect on their activity and what they have learned today. Ask them to focus on how we take care of important stories and how we pass them on to other people.

Filler Activities: Scroll Readings – Older classes can read the story aloud from their scrolls in unison.

Talk about how stories were handed down for many, many years before we ever wrote them down and talk about why these stories are important.

I Spy… – We have learned about one way the Jewish people designate a special story. How do we designate special stories in our church? Have children think about what they see in church. Is there a specially decorated Bible or book we use for readings? Are there windows that depict certain special stories? Are there symbols that remind us of other important stories?

I Spy (Expanded) – If time allows, you could turn this into a game of “pictionary” where one student draws something in church and everyone else tries to guess what it is. Or everyone can draw a picture of things in church connected to special stories.





Esther, the QueenOnce there was a king named Xerxes who loved to have big parties so people could admire his wealth. One night he sent for his wife, Queen Vashti, to appear so people could see her beauty. She refused and the king was so angry he called all maidens to the palace to choose a new queen. Esther, who had been raised by her cousin, Mordecai, came to the palace and when King Xerxes saw her, he loved her and made her queen.

King Xerxes had an advisor named Haman who wanted everyone to bow down to him, but Esther’s cousin, Mordecai, refused to bow down. Haman decided to destroy all the Jews

Esther heard of Haman’s plan and was afraid because she was a Jew, but she invited the king and Haman to a banquet. When the King asked Esther what she wanted, she asked the King to save her life and the life of her people. When the king asked who would dare to take the life of his queen, she told him of Haman’s plan.

The king loved Esther and was so angry that he had Haman killed instead and he issued a new law that the Jews were to remain safe. The king also gave Mordecai the position of special advisor that had been Haman’s.

Mordecai wrote down the story of what happened and he wrote a letter to all the Jews telling them they should have a yearly feast to remember Esther’s story. That feast is called Purim.

THE END






THE END






THE END

Esther the Queen: Computer Workshop



Key Concepts and Life Application: Esther and Mordecai stood up for what was right, even when they were afraid Even though God isn’t mentioned by name in this story, God is present Trusting in God (Providence) is better than trusting in Chance (Pur)

Summary of Class Plans:Children will examine the story of Esther and learn how Haman put his trust in casting lots (called Pur) while Esther and Haman put their trust in God (Providence)

Materials Needed:For computer option:

CD-ROM – Play and Learn Children’s Bible CD (for Kindergarten and 1st Grade) CD-ROM – Bibleland.com CD (for 2nd – 5th Grade)

Both of these CDs are available through Sunday Software at 1-800-678-1948 or through their website at www.SundaySoftware.com. There are also free teacher suggestions & lesson plans on how to use the Play and Learn CD!

For Non-computer option: Dice (multiple sets, depending on the size of your class) Several decks of cards Plastic spinning tops (for younger students) – one per person

Materials needed for either option: Bibles Straws Some kind of simple “treat” – can be candy, stickers, pencils, snack, etc. Blank paper Pens or pencils

For optional filler activities: Paper Markers & crayons

Workshop Lesson Plans:

http://www.SundaySoftware.com/


Allow children to sit at the computers as they enter the classroom. Have them use these programs to read and hear the story of Esther.

o Play & Learn Children’s Bible (K-1 st ) – This includes a short, simple version of the Esther story; too young for older classes

o Bibleland.com (2 nd – 5 th ) has “homepages” for Esther, Haman and Mordecai, with lots of readable text – for ages who can read. Each page gives some insights into that character. There are also several “read aloud” Scripture sections you can click on. Pages are nicely done and even include background music.

After they have reviewed the story on the computer, read the cycle story and ask some of the following questions:

What was different about the two versions of the story? What was the same? How did Haman decide when to start his plot to kill the Jews? (By casting lot

called Pur – or “Purim” which is plural for “lots”) How did Esther decide when to go visit the King? (After talking to Mordecai

and they both decided to fast and pray for three days first) Which way worked out better in the story? What are some ways that people today still put their trust in Chance? (lottery,

horoscope, ouija boards, etc.)

Have each student find a partner to play “Rock, Paper, Scissors”. Most kids will know how to play this – but just in case… Each person stands with hands behind their back and chooses one of three symbols: Rock (make a fist); Scissors (use your first 2 fingers like scissors) or Paper (leave your hand flat). At the count of three, both partners move their hands in front to show their choice. Whoever wins, remains standing, the other person will sit down. Here’s how you determine who “wins”:

o Rock smashes scissors (rock wins)o Scissors cut paper (scissors win)o Paper covers rock (paper wins)o If both partners choose the same thing, they repeat the process

The winners who are still standing then find another partner and play the game again. This continues until only one person is standing.

Tell children that this is a fun, silly game that most of us have played, but what if we used “Rock, Paper, Scissors” to make big decisions like who we should be friends with or what kind of work we should do. That would be foolish. Remind children that there is nothing really wrong with games of chance as entertainment – but putting our trust in silly games isn’t as reliable as putting our trust in a God who loves us.

Another game you could play would be to hold in your hand as many straws as there are students. Have roughly 1/2 of the straws cut short. For everyone who draws a long straw, give them a treat (sticker, piece of candy, etc) Ask questions like:

o Did you have any control over what straw you got?

o Is this a fair way to distribute treats?

Then give everyone a treat and talk about God’s grace – how God loves us all the same and doesn’t play “favorites” or take chances with the trust we put in Him.

Give children 10-15 minutes to play some games of chance on their own. Here are some ways you can do that:

COMPUTER OPTION: Look for games of chance like roulette or dice games. We found many free shareware options that could be downloaded to your computers. Here are some options:

http://www.freedownloadscenter.com/Games/Dice_Games http://www.programfiles.com/Default.asp?CatId=907 http://www.roulette.sh/

NON-COMPUTER OPTION: Play other games of chance with cards or dice. You may even want to set up a couple of stations so that several games are going on simultaneously. Here are some simple ideas:

PICK A NUMBER: Have each student choose a number between 2-12 and write it down on a piece of paper with their name. Then bring out a pair of dice and ask each child to roll the dice once. Keep track on a large piece of paper or a chalkboard how many times each number combination comes up. Go through the whole class once (or twice, to make it longer) and then see what number “wins”. Then check the papers to see which students guessed correctly.

“War” card game: (I hate this name… but figured this was what it was most often called) Students play in pairs – each gets half the cards (26) to start with. Players take turns flipping over the top card from their stack (without peeking!) and whichever player has the higher card then gets to keep both cards. If there is a tie, a “war” is declared and each player puts down 2 cards face down and then a third card face-up. Whoever put down the higher card this time, gets all eight cards. The game continues until one person has the entire deck of cards

YOUNGER CHILDREN OPTION: Your younger children (K, maybe 1st graders) may not be able to play some of the computer games and may have a hard time keeping up with dice games. For them, you could use several spinning tops and see who can spin their top the longest. Or you could cover the sides of your dice with different colored circle stickers and have them try to roll both dice with the same color showing on top.

About 10 minutes before class is over, gather everyone together away from the computers and talk about how we can make good decisions. Ask students to think of better ways for making decisions than using games of chance – things like talking to your parents or other adults, praying to God, etc.

Close your class time with a simple prayer that you choose. It can be something as simple as this: “God, thank you for giving us creative minds to come up with fun games to play. But help us to remember to talk to You or to other people who love us when it comes time to make decisions. Amen.”

http://www.roulette.sh/

http://www.programfiles.com/Default.asp?CatId=907

http://www.freedownloadscenter.com/Games/Dice_Games

Give students a few minutes to write in their journals or quietly reflect on their activity and what they have learned today. Encourage them to write about what it feels like to trust God instead of trusting in chance.

Filler Activities: COMPUTER OPTION: If you have internet access, we found many great websites

with Purim activities, games and stories for children: PURIM PUZZLE:

http://www.jewish-world.org.il/Tools/Puzzle/Puzzle.aspx?language=english&pagelink=228 CONCENTRATION GAME WITH PURIM PICTURES:

http://www.chabad.org/holidays/purim/article.asp?AID=1466 WORD FIND, COLORING PAGES (BEST SITE!)

http://www.torahtots.com/holidays/purim/purim.htm

NON-COMPUTER OPTION: Have children write a letter to one of the characters in the story, giving them advice on how to make good decisions. Alternatively, have children write a diary entry for one of the characters about how they made their decision and how they felt about what happened when after that.

FOR YOUNGER STUDENTS: They can continue to play games or they can draw pictures of scenes from the story.

If you have other computer games in your lab, students can play quietly until the class time is over. For our kids, their favorite was “Grand Slam Bible Trivia”, a baseball game that features Biblical trivia questions.

http://www.torahtots.com/holidays/purim/purim.htm

http://www.chabad.org/holidays/purim/article.asp?AID=1466

http://www.jewish-world.org.il/Tools/Puzzle/Puzzle.aspx?language=english&pagelink=228

Esther the Queen: Drama WorkshopBible Reference for the Cycle:

Esther (the entire book, chapters 1-10)



Summary of Class Plans:Children will create a traditional Purim play, re-enacting the story of Esther, Haman and Mordecai, and will talk about what the different characters may have thought or felt.

Materials Needed:For Class activities: Purim play script (see following pages) Box of straws (optional – you can share with the Computer room folks!) Box of large pieces of fabric (or sheets) for costumes Box of smaller fabric scraps for headpieces, belts, props, etc.

For optional filler activities: Posterboard or more paper plates Markers / crayons

Workshop Lesson Plans: **BEFORE CLASS** - Make sure you have read through the script and are familiar

with the story. Also make sure you have some miscellaneous things to use as props. Don’t worry about trying to find every single thing they need. In this case, less is more… the fewer props you offer, the more they will need to use their imagination. Most classrooms offer enough stuff in closets that can easily be repurposed or gather a box of wooden blocks, empty shoeboxes, plastic toys, etc. and let your characters paw through the collection to find what they would like to use.


Welcome the children and read the story about Esther. After the story, ask the children some of the following questions:

o How do you think Esther felt when she became Queen?

o How do you think Mordecai felt?o What did Esther ask the king for?o How did Haman’s pride trip him up?o Which character in the story do you find most interesting and why?

After some discussion about the story, tell the students you are going to create a Purim play. EVERYONE in the class will need to participate. There are many roles written in the play – feel free to use or not use as many as you like. Even children who don’t want to have a speaking part can participate – they can be servants in the background or party guests at the palace or other girls preparing to go to the King or even a chair or tree! But everyone needs to participate in some way.

FOR GRADES 3-5 – you can just distribute copies of the script and let them choose parts. If there is tension over parts, you could have students draw straws and let the “winner” choose his or her part. Keep going until all parts are assigned. (This also would reinforce the idea of Haman “casting lots”.) You may also want to divide the class into smaller groups and have each group work on one or two scenes. Then you can put the whole thing together and the groups can put on a show. Ask students to really put some thought into their play and think about how the characters might really have felt.

FOR GRADES K-2 – These students won’t be able to read the play easily. For the youngest ones, try this instead: Read through either the cycle story or the play and stop every few words to give them a chance to act out what they heard. 2nd Graders may be able to do the play, but will need help with some of the more difficult words and may not “get” the sarcastic or silly parts. Younger students will take less time with the play, but that’s okay because they will need more time with the next project.

Ask everyone to help clean up the room and put away all the costumes, props, etc. When the room is clean, gather the group together and praise the work they did. Ask them some of the following questions:

Which character did you find it easiest to relate to? Which one was the hardest? How do you think Esther felt when she was walking into the throne room?

Have you ever felt this way? How do you think Mordecai felt when he was standing up to Haman and

everyone else was bowing down? How do you think Haman felt when he heard Esther tell the King she was

Jewish and that Haman was trying to kill all the Jews? Why do you think the King didn’t find out more about the group of people

Haman was going to destroy?

FOR GRADES 3-5: Have each person think of one of the characters. Then go around the room and have each person make an “I” statement as if they were that person. For example, “I am Esther and I am afraid to tell the King that I am a Jew” or “I am Haman and I am mad that Mordecai won’t bow down to me.” If possible, then go around the room again and have them take the other point of view, such as “I am the King and I wonder why Esther seems afraid of me sometimes” or “I am Mordecai and I can’t stand how arrogant Haman is.”

FOR GRADES K-2: Call out a character name and see how many words or phrases the group can call back to you to describe that person. So if you say “Esther”, they might say, “Queen” or “Beautiful” or “Scared” or “Jewish” or “Brave. If they have a hard time coming up with descriptive words ask them questions like “How do you think this person felt when _____”

After the discussions, give students a few minutes to write in their journals or quietly think about their play and what they have learned today. (Remember that this quiet reflection time is what helps move these experiences into long-term memory!) Have students focus on the characters. When in my life have I acted like Esther? Like the King? Like Haman? Like a bystander?

Filler Activities: Students could cut crowns out of poster board and then color and/or decorate them

as if they were the crowns of Xerxes or Esther. Paper crowns can also be purchased at many party supply stores or sometimes can be donated by your local Burger King restaurant. If children are going to cut crowns out of poster board, you will probably need to have 2 or 3 templates already cut out, so they will have something to trace.

Students can create and decorate eye masks (for any character) by cutting a paper plate in half and cutting holes for the eyes. Masks can tied on with yarn behind the head or you can attach a popsicle stick to one side that allows children to hold the mask up to their face and look through it.

PURIM PLAY – SCENE 1

Narrator: Long ago in the land of Persia, there was a powerful king named Xerxes. The king loved to have elaborate parties that lasted for weeks so that people could admire his wealth and all his beautiful things.

Xerxes: (leaning back in a chair) Ahhh… it’s good to be King! Especially a rich king!

Narrator: One night, the king was giving a special party… (other party guests pull up chairs or sit near the King – pretend to eat, drink, and laugh silently)

Xerxes: Hey, You! (pointing to a servant) Go get my lovely wife Vashti and tell her to come down here (Servant goes to Vashti)

Servant: Excuse me, m’lady, but the King would like you to come appear before him.

Vashti: No way, Jose. I’m not going. (crosses her arms and sits down)

Servant: (goes back to King Xerxes to report) Ummm…. She’s not coming.

Xerxes: What? WHAT?? I’m the KING – what do you mean she isn’t coming? HMPH! Well, I will just find a new queen then!

Narrator: And so he did. He sent out a decree that all young maidens were to come to the palace and he would choose a new wife. Each woman was given a year of beauty treatments before she appeared before the king.

(Esther and the other maidens gather together in a corner and start primping – pretending to look into mirrors, put on makeup, try on clothes, fix their hair, etc.)

Narrator: One of the women who came to the palace was a lovely girl named Esther who had been raised by her cousin Mordecai because her parents had died.

Servant: (touches Esther’s shoulder) “It’s your turn to go to the King” (guides Esther to stand before the king)

Narrator: As soon as the King saw Esther, he knew he had found his new queen. (King puts crown on Esther’s head or gives her a chair next to his)


Narrator: One day after Esther became queen, Mordecai heard two servants plotting to kill the King. Mordecai told Esther and Esther told the King what Mordecai had heard. The two servants were caught and the king was safe. Not long after that, King Xerxes promoted a man named Haman to be his special advisor.

Haman: Woohoo! Look at me! Now I am second only to the king! I think I will have everyone else in the kingdom bow down to me.

(Haman walks around and everyone bows down to him, except for Mordecai)

Haman: (pointing at Mordecai) Who dares to remain standing in the presence of my greatness??

Mordecai: I am a Jew. I will not bow down to you or to any other man.

Haman: Hmmm… we’ll just see about THAT! (Haman stomps off to the King’s palace)

Xerxes: Haman, what’s wrong?

Haman: Your Majesty, do you realize that there is a group of people here in your kingdom who refuse to bow down to us? They ignore our laws and are trying to cause the collapse of your kingdom. They are very dangerous and they should be destroyed.

Xerxes: Very well, take my ring (hands his ring to Haman) You have my permission to kill whoever these people are.

Narrator: This was just what Haman hoped to hear. He gathered some of his friends to cast lots for when to get rid of the Jews.

Haman: (rolling some dice or drawing straws) Now, let’s see… what is the best day to get rid of these trouble makers…. Hmmm…. How about next Wednesday? Yes, next Wednesday it is. (Rubs his hands together and laughs an evil laugh)


Narrator: When Mordecai and the other Jews heard about Haman’s terrible plan, they tore their clothes as a sign of mourning and cried. When Esther heard this, she sent a messenger to find her cousin, Haman, and ask what had happened.

Mordecai: (silently weeping and pretending to tear his clothes)

Messenger: Esther has sent me to find out what is wrong.

Mordecai: That evil Haman is planning to kill all the Jews in the land. You must go tell Esther that she needs to appear before the king to plead for her people.

Messenger: (runs back to Esther) Haman is going to kill all the Jews. Your cousin says you need to go talk to the king.

Esther: Is he crazy? I can’t do that. No one here knows I am a Jew. And besides, it is against the law to appear before the king without being invited – I could be KILLED, unless he holds out his golden scepter to me! Go tell him I can’t!!

Messenger: (runs back to Mordecai) She says she can’t – she might be killed.

Mordecai: Tell her she must. If she remains silent, we will ALL perish. Tell her that perhaps this is the reason she was made queen. I will gather the Jews together to fast and pray for three days. At the end of those three days, she should go to the King.

Narrator: And that is just what they did. After three days, Esther made her move…

Guard: What do you want?

Esther: (nervously) I’ve come to see the king.

Guard: Are you nuts? He didn’t send for you. You could be killed!

Esther: (quietly) I know… but this is important

Guard: It must be. Good luck.

Esther: (opens door to king’s throne room) Excuse me, your Majesty?

Xerxes: (Smiles when he sees Esther and holds out his golden scepter to allow her to come in) Oh, Esther, dear. I didn’t expect to see you here today. What can I do for you?

Esther: I was hoping you and Haman would join me at a special banquet for you.

Xerxes: We would love to. Count us in.

Haman (whispering to himself) Wow – look how powerful I have become! I am invited to a private banquet with only the king and queen. Mordecai and those other Jews don’t know who they’re messing with… but they’re about to find out!


Narrator: The next day, as Haman and the king are finishing the special banquet Esther has prepared for them…

Xerxes: Esther, that was delicious! Thank you, my Queen.

Esther: You are most welcome. I would do anything for you.

Xerxes: And I would do anything for you. Anything you ask of me…

Esther: (quietly) Then please, my generous king, I beg of you – Don’t kill the Jews. You would have to kill me as well, for you see, I am a Jew. And my cousin is Mordecai. The Jews have done nothing wrong. And besides, if you check your Book of Records, you will see that Mordecai once saved your life.

Xerxes: No one will touch you, Esther. Haman, what have you to say for yourself??

Haman: (nervous, stammering, guilty) GULP! Ummm…. Huh….. What?

Xerxes: (Motioning to the guards) Guards! Take him away!

Haman: No, no… please have mercy!

Narrator: And so, Haman was taken away and killed on the very gallows he had intended to hang Mordecai from. Mordecai was rewarded for saving the king by being given Haman’s position as the king’s special advisor. And Esther and Xerxes lived happily ever after.

Xerxes: Hmmm… honey, will you make me some hamantaschen?

Esther: Sure, dear… love to!

Esther the Queen: Movie Workshop




Summary of Class Plans:In this class, the children will the story of Esther and talk about what it means to stand up for what you believe is right.

Materials Needed:For Class activities: The Esther Video or DVD of your choice (See p 10) – here are our choices:

Queen Esther (Hanna Barbera series) for 2nd – 5th Grade VeggieTales Esther video for K & 1st

VCR or DVD player and television Popcorn Juice boxes (less spill-potential than cups of lemonade or soda!) Napkins

For optional filler activities: Pencils, pens or crayons Paper

Workshop Lesson Plans: Before class: Arrive early to make popcorn or arrange the snacks and set up the

video. Make sure you have fast-forwarded through previews, etc. and make sure the video is at the correct volume. This will make your class run smoothly and be less frustrating for everyone! For both videos we used, you simply begin the movie at the beginning and run it all the way through. Both videos last about 30 minutes.


Welcome the children as they arrive. Then gather everyone together and read the cycle story: “The Queen who Saved Her People”

After you have read the story, tell the students they are going to watch a video on the life of Esther. Ask them to watch for differences and similarities to the story you just read to them.

Play the movie – Begin the movie and just let it run. Pass out popcorn and juice to the children if they don’t already have it.

After the movie is over, ask them some questions: Did you see or hear anything different in the video? What was your favorite part? Which character did you like the best? The least? Who in the story does the right thing? What does it (or could it) cost them to do the right thing?

Say something like this (in your own words): Sometimes it is really hard to do the right thing. What Esther and Mordecai did were big things that could have gotten them killed, but sometimes even standing up for something small is hard to do. Have you ever seen a group of kids teasing another child? How hard would it be to go over to the person who was being teased and try to be their friend? Would it be hard to say something to the group who was teasing? What kinds of things could you say? What might happen if you did say something?

Remind students that sometimes we do the right thing and sometimes we don’t. Sometimes we know immediately what the “right thing” is and sometimes we don’t. God loves us either way and can help us watch for opportunities to do the right thing and help us be courageous to stand up for what is right.

Give students a few minutes to think quietly and write in their journals. Encourage them to reflect on how they might “do the right thing” in different situations.

Filler Activities: After 30-minute videos and the discussion, you probably won’t have much extra time

in this workshop, but if you do, you can have children color pictures of scenarios where someone does the right thing.

Older children may be interested in talking about different scenarios in history where someone did the right thing – people who protected Jews in Nazi Germany, people who helped in the Civil Rights movement, etc.

Esther the Queen: Story Workshop




Summary of Class Plans:In this workshop, the children will hear the story of Esther and then make noisemakers to drown out the name of Haman. This is a traditional Purim activity

Materials Needed:For Class plans:

The story of Esther Paper plates Uncooked beans or popcorn Stapler Markers and crayons Chalk

For optional filler activities: Blank paper for drawing Crayons

Workshop Lesson Plans: You can refer to “A General Schedule for Class Structure” (included in the

Introductory Materials) for ideas on how to introduce yourself and the story, as well as how to plan your class time appropriately.

Gather your class together and invite them to close their eyes for a moment so that they can calm down and get ready to listen to the story of Esther. You may wish to open your class time with a short prayer such as “Dear God, thank you for bringing us together to hear the stories of your people. Help us to listen carefully to the story of Esther and to find ways in our own lives to stand up for what is right. Amen.”

FOR YOUNGER STUDENTS: With pre-readers and early readers (K-1st) you can probably just read them the story of Esther. You can use the story given on the

following pages, the shorter cycle story given at the beginning of this unit, or a full-color picture book. Here are some suggestions we found:

Queen Esther (Bible Story Cutout Book) by Tomie De Paola Esther The Very Brave Queen by Sunny Griffin Esther’s Story by Diane Wolkstein, illustrated by Juan Wijngaard Just in Time Esther by Carol Wedeven – a paperback Arch Book

FOR OLDER STUDENTS: Your 2nd-5th Graders will need more activity than just listening to a story. Ask them to listen carefully to the story (use the shortened one from the p. 9) and then you will be doing another activity.

After you have told the group the story, ask what they thought about the story, using questions like this – or questions that you come up with:

Why didn’t Mordecai bow down to Haman? What are some reasons that maybe the other Jews did bow down? Do you think Mordecai was afraid of Haman? Why do you think Haman decided to kill all the Jews instead of just Mordecai? Why do Jewish people remember and retell this story? What can we learn from this story?

After the discussion, tell them the following (in your own words): “We are going to try one more way to tell this story and this is the traditional

way that Jews tell the story of Esther and Mordecai during Purim celebrations. When Jews gather and tell the story, they listen quietly and respectfully to all parts of this special story…. EXCEPT when Haman’s name is mentioned. Every time Haman’s name is mentioned in the story, they yell and stomp and shake their keys and wave noisemakers for a second or two so that Haman’s name is completely drowned out and they don’t have to hear it! We thought it would be fun to try this with our group, but first we need to make some noisemakers. Are you ready?”

Each student gets a paper plate. They need to fold the paper plate in half and then they can color it while they wait for the adults to come and bring each person a small handful of beans or popcorn and staple the plates securely shut.

o TEACHER TIP: Don’t try to take too long with this activity. The children will be eager to try out their new toys.

Once everyone has a noisemaker, gather the class and ask them to be completely silent for a moment. Remind them that they will have to make their noise quickly and then watch you for the signal to stop, so that you can continue with the story.

o TEACHER TIP: When I did this with my class, I raised my arms when it was time to make noise and then lowered them when it was time to stop. Sometimes I let the noise go on longer than others, but the class had to watch me carefully to know what to do. We practiced it a couple of times before we began the story. When I began the story, I wouldn’t go on to the next “Haman” until everyone was quiet again.

After you have read through the story, you might ask your group what other ways you could characterize other people in the story. For example, you could hold a

pretend crown on your head for the King; shout “NO” for Vashti; Rub your hand over your hair like a beauty queen for Esther; or hold your hands together in prayer for Mordecai. Go through the story again and see if the class can keep up with you! For younger classes, don’t try to do more than 2 or 3, but older classes might have fun trying it with all the people in the story!

After you have finished with the story, ask everyone to help clean up the room. When the room is clean, distribute paper or journals for reflection time. The kids will have gotten pretty wound up, so you might ask them all to lie down on the floor and close their eyes while you play music or say something like this – talking slowly and softly, leaving a little quiet space between each sentence:

o “That was really fun and we had a good time retelling the story in such a silly way. But this is an important story that could have had a much different outcome if Esther and Mordecai hadn’t been brave enough and trusted God enough to stand up for what was right. When someone does wrong to us, we want them to be punished like Haman was. We want to “blot out their name” and never think of them again, but that doesn’t always happen. Sometimes someone does something terrible and it seems as if nothing bad happens to them. That is a hard thing to accept, but we have to remember that all things rest in God’s hands and not in ours. Take a few minutes to lie there quietly and think about Esther’s story. When you are ready, gently sit up and begin working on your journal entry.”

Have students focus their journaling on what they heard. What was their favorite part? Why does it feel so good to make enough noise to “blot out” Haman’s name?

Filler Activities: Another traditional Purim activity is to have children write the name of Haman on the

bottom of their shoes in chalk and then stomp around the room until the name can no longer be read. Your students will LOVE this activity!!

With younger students, you can always fill up any extra time by reading another story. With older students, they will be more than happy to revisit the previous activity of blotting out Haman’s name from the story – let them take turns being the story reader.

Esther the Queen: Kitchen Workshop




Summary of Class Plans:Students will make Hamantashen (meaning “Haman’s ears”), a traditional Purim cookie, and talk about how Haman’s ears got him into trouble because he listened to people who said he should use his position of power to destroy the Jews.


For the dough: 4 1/2 cups flour 2 sticks (1 cup) of margarine 1 cup sugar 2 eggs juice of 1/2 lemon 1/4 cup orange juice pinch of salt 1 teaspoon baking powder 1 teaspoon vanilla extract

Different kinds of filling to tryo Jelly or Jam (esp. strawberry, raspberry, or apricot)o Raisinso Apple buttero Chocolate chipso Honey

Other items needed to make the recipeo Large bowl to mix dougho Large spoono Rolling pino Wax paper (cut into squares – 2 or 3 for each child)o Permanent marker

o Small bowls for each table with small amounts of the different toppingso Plastic spoons for each toppingo Cookie sheetso Non-stick sprayo Milk or water to serve with cookies (optional)o Napkins!

For optional filler activities: Heavy-duty paper plate (to give away cookies) Paper Crayons or markers

Workshop Lesson Plans: **BEFORE CLASS** - Make sure you have everything purchased and laid out within

easy reach. Children will enjoy cooking, but can also get restless quickly, so you will need to be well organized. Make sure that you have enough of everything. The recipe given should make about 4 dozen cookies, so adapt accordingly.


After you have read the story, ask some of the following questions:o Why did King Xerxes decide to look for a new queen?o How was Esther chosen?o Why did Haman decide to kill the Jews?o How did Haman misuse his power and position?o Who do you think Haman listened to?o Who did Esther listen to?o Who did Mordecai listen to?o Who did the king listen to?

Explain to the children how Haman cared more about listening to his own thoughts and his own desires, rather than listening to other people. He chose to pay more attention to what his games of “casting lots” told him to do instead of listening to what God would have him do.

Tell children (in your own words) “Today we are going to bake a special cookie that Jewish people bake during their celebration of Purim. They call these cookies Hamantaschen which means “Haman’s pockets” or “Haman’s ears”

Have everyone (adults and children) wash their hands before beginning the cooking activity. While students are washing their hands, an adult needs to preheat the oven to 350 degrees, if it isn’t already turned on.

DIRECTIONS FOR MAKING HAMANTASCHEN:1. Preheat oven to 350 degrees.2. Combine all ingredients and knead until dough is smooth – let each child

have a turn at kneading the dough.

3. Roll out the dough on a floured board to approximately ¼” thickness.4. Using a circle cookie cutter or the top of a glass, cut the dough into circles.

Again, children can help with this.5. Give each child a circle of dough and let them choose a filling from the bowls

on their table.6. Using the plastic spoon, put about 1 t of filling (jelly, chocolate chips, etc.) in

the center of each circle.7. Fold 3 sides over the filling toward the middle and pinch the corners to create

a triangle. You will be able to see a small amount of the filling in the middle.8. Have the child (or an adult) write their name or initials on the corner of their

piece of wax paper.9. Place on greased cookie sheet.10. Bake at 350 for approx. 20 minutes or until firm and golden brown

Have the students help clean up the room and wipe off the tables. With flour and rolling pins, the floor will probably need to be swept too. Even if you have to go back and do a more thorough cleaning after class, make sure the children are involved in the cleaning during class time. Clean up is always part of cooking.

After things are at least somewhat clean and while the cookies are baking, explain that there are many parts to celebrating Purim and Esther’s story, but Jewish people have four major commandments (mitzvahs) for this holiday. They are:

Reading Esther’s story out loud Being festive and rejoicing Giving gifts of fruits and nuts Offering gifts to the poor

We have done a pretty good job of observing the first two and we are working on the third one as our cookies bake. How can we incorporate the last one?

TEACHER TIP: If you have ministries within your church, you might ask students to bring money or donated items to Sunday School during this unit. If you would like to incorporate some kind of missionary work or a service project, this would be one way to do that.

If you are not incorporating a special project during Sunday School, discuss things children might do at home – donate clothes, collect canned goods, give money, etc. See what projects they know from school or other community organizations. Kids can be involved in charity work too!

When the cookies are done, everyone gets to enjoy! Make sure you let students rinse or wipe off their hands before starting on their journal work.

Give students a few minutes to write in their journals or quietly reflect on their activity and what they have learned today. Have them focus on how well they balance talking to God and listening to God. Where do they find it easiest to be quiet and still and listen for God?

Filler Activities: SHARING – If you have enough, have children place extra cookies on a plate that

can then be shared with other people. The class may even decide to give the

cookies to a specific group like the teenagers or the choir or the clergy. Remember that giving away “gifts of fruit and nuts” is one of the Purim commandments!

LISTENING TO GOOD AND BAD – Have students draw an ear in the middle of a piece of paper. On one side, have them write down good things they can listen to, like Mom saying “I love you”, the voice of a friend, a Bible verse I like, music that makes me happy, etc. On the other side, have them write down bad things they might listen to – someone saying something mean, two people fighting, the voice of temptation to their own selfish wants without thinking of other people, etc.

Esther the Queen: Music WorkshopBible Reference for the Cycle:

Esther (the entire book, chapters 1-10)



Summary of Class Plans:Students will talk about how Esther and Mordecai were heroes. They will also sing songs about heroes and talk about how we honor people who have done brave things.


Church hymnals or other songbooks if needed Guitar or piano CD/tape player CD or tape of soft classical music to play while students are working Magazines Glue sticks Scissors Construction paper Crayons or Markers

For optional filler activities: Blank paper Pens/pencils Songbooks or hymnals Crayons

Workshop Lesson Plans If possible, have some soft music playing as children come into the room and gather.


Some basic tips for teaching music to children: Be Enthusiastic! Your mood really sets the tone of the class – if you are

bored or intimidated or cautious, chances are the kids will be too!

Be Confident! Children really don’t care how well (or how badly) you sing – they just want to have fun!

Be Creative! Use simple instruments, teach them some sign language (available online or in books) or help them make up motions for some words

Be Repetitive! Children – especially pre-readers – will need to sing something several times before it “sticks”. When teaching a new song, you might try singing one line to them and have them sing it back to you

Be Active! It is hard for children to sit still for long so if you want them to really get into the music, encourage them to clap, sway, add motions, etc.

Begin by reading the story of Esther. You may want to have children lay down and close their eyes while you read. You might also consider choosing some soft classical music in the background while you read – for children who learn best using a musical approach, this will help them retain more details about the story. After you have finished the story, ask children to open their eyes and slowly sit up and then ask them some of these questions:

Who was the hero or heroine of the story? In what ways was there more than one hero? Who were the people who were not heroes? Do you think Esther felt like a heroine at the time? What makes ordinary people do heroic things? How can we be heroes?

Explain to the students that we have lots of different kinds of heroes: heroes in folk stories, Hollywood heroes, cartoon superheroes, everyday heroes like the people who helped during the events of September 11th, family heroes, and even Biblical heroes. See how many heroes your students can name.

Ask how we honor or remember heroes. How does their story live on? Some are written down as stories (like in the Bible), some are passed from person to person orally and some become songs. See if children can name any songs about heroes.

As an alternative activity, you could gather several different pieces of music that deal with heroes – movie soundtracks might help. During class, play the piece and see if children can guess the hero. Here are some examples:

Theme from Superman or Spiderman, etc. movies Folk songs about Johnny Appleseed, Paul Bunyan, etc. The Ballad of Davy Crockett Depending on how political you want to be and whether or not

you consider presidents to be heroes, you could play “Hail to the Chief”

The theme from the movie “Rocky”

After you have had some fun with different kind of heroes found in our popular culture, turn your attention to our heroes of the faith. I couldn’t find a song especially about Esther, but there is a whole section in the Episcopal hymnal (#231-293) that deals with Holy Days and Saints. Here is a partial listing of hymns you could use:

Jacob’s Ladder (#453 in the Episcopal hymnal) Faith of our Fathers (#558 in the Episcopal hymnal) When Stephen, full of power and grace (#243 in the Episcopal hymnal)

I sing a song of the Saints of God (#293 in the Episcopal hymnal) The Angel Gabriel – hymn about Mary (#265 in the Episcopal hymnal) Father Abraham (fun children’s song) Rise & Shine – “The Lord told Noah…” (another fun children’s song) The Prayer of St. Francis Joshua fit the battle of Jericho (traditional chorus)

After you have sung some songs about other saints or heroes, help your class reconnect to the idea that Esther and Mordecai were heroes, just as much as some of the other people in the Bible like Noah, Abraham, or Jacob.

o OPTION FOR YOUNGER CHILDREN (K – 2nd) – Ask students to help you retell the story of Esther using simple words you create together to sing to the tune of “Are you Sleeping, Brother John.” Below is what we came up for Esther & Haman. You can come up with other verses by changing the 4 th & 5th

lines to another simple statement and making the appropriate minor changes in other lines. Children can help you come up with these statements if you ask them, “What did Esther do?” or “What did Vashti do?” Some of your young classes may even be able to help you come up with motions for each pair of lines.

Esther was a hero.Esther was a hero.Yes, she was.Yes, she was.She did what Mordecai told her.She did what Mordecai told her.Yes, she did.Yes, she did.

Haman was not a hero.Haman was not a hero.No, he wasn’t.No, he wasn’t.He wanted to kill the Jews.He wanted to kill the Jews.Yes, he did.Yes, he did.

o OPTION FOR OLDER CHILDREN (3rd - 5th) – Give students a piece of construction paper and a stack of magazines. Have each person pick a character from the Esther story and think about the way they were or were not a hero. Then have students find pictures or words to illustrate their character. If time allows, you could gather the group together and have each person take turns showing their collage and see if the rest of the group can guess who their character is.

Close out your class time by giving students a few minutes to write in their journals or quietly reflect on their activity and what they have learned today. Ask them to

focus their writing on about what makes a hero or who they would consider to be their personal heroes.

Optional Filler Activities:

In a music workshop, you can always fill up any extra time with more singing or more listening to music!

OPTION FOR OLDER CHILDREN (3rd - 5th) – Divide into teams and give each team 3x5 cards and pencils. Have them write a name of someone in the Esther story on one side. On the other side, brainstorm songs that might describe that person. Answers can be silly and you might want to have a selection of songbooks to help. You could even have each team sing part of their song and have the other team try to guess which character they describe. Here are some ideas to get you started, although kids will have much more modern references! o Haman – “You’re So Vain”, “Oh Lord, it’s hard to be humble”o Esther – “Miss America”, “Trust & Obey”, “Blest be the tie that binds”o Xerxes – “Money, Money, Money”; “The first time ever I saw your face”o Mordecai – “With a little help from my friends”, “We Shall Overcome”

OPTION FOR YOUNGER CHILDREN (K – 2nd) – Play this variation of the children’s game “Red Light, Green Light”: Choose one person to be King Xerxes and have them hold something in their hand to be the scepter, such as a rolled-up piece of yellow construction paper. As long as the king holds out his scepter, the rest of the class may advance, but if he puts his scepter down by his side, the group must freeze (or bow down). Remind children how Esther took her life in her hands by appearing before the king without an invitation and how she was so glad when the king held out his scepter to her so that she could approach him.

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Workshop Cycles - People | MIT CSAILpeople.csail.mit.edu/brussell/pers/tempdir/the_queen_w… · Web viewESTHER: THE QUEEN WHO SAVED HER PEOPLE. Written by Tracey E. Herzer. This