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Youth

Educational

Adventures

Special DaysSpecial DaysSpecial DaysSpecial DaysSpecial Days

Lessons for Sabbath School and Home

Parent and Teacher’s Guide

Christian Holydays Supplement

IntermediatesYear One

Youth Educational Adventures

Christian Holydays

Supplement - Year 1

Intermediates

The purpose of this series of lessons is to introduceeach teen to the festivals of God and the plan Godreveals through these festivals. The meaning andsymbolism of the festivals are so rich that we cannothope to cover everything in one lesson. It is our intentto develop the meaning of these days over the years insuccessive books. We want the youth of the church tobe able to recite the names of the festivals along with abasic understanding of the meaning of each day. Wealso hope to instill a love for the festivals and ananticipation that will bring them back again and againeven when they have finally left home. The lessons onthe nonobservance of Christmas, Easter and Halloweenare important to give the student confidence that he isright in not observing them.

Ronald Dart - Publications Editor

Allie Dart - Managing Editor

Sandi McCaskill - Contributing Editor

Linda Benton - Contributing Writer

Mickie Ranaldo - Layout and Design

Our vision is to create Christian educational opportunities for all our children so that they will

build a lasting relationship with God andexperience the joys of salvation and the rewards

of God’s Kingdom.

Christian Educational MinistriesP. O. Box 560

Whitehouse, Texas 75791

phone: 1.888.BIBLE.44

fax: 903.509.1139

www.borntowin.net

Copyright 2006 Christian Educational MinistriesAll Rights Reserved

Lesson 1

Free At Last! .............................. 4

Lesson 2

Untangle the Mess .................... 6

Lesson 3

An Awesome Event! ................. 8

Lesson 4

Grab the Rope......................... 10

Lesson 5

Two Goats ............................... 12

Lesson 6

Feast of Tabernacles................ 14

Lesson 7

Your Dream World ................... 16

Lesson 8

What About Easter? ................ 18

Lesson 9

Why is Halloween Bad?........... 20

Lesson 10

Bigger and Better .................... 22

Dear Parents and Teachers,

Ronald L. Dart

3

A passage from a Psalm haunted me over the dayswhen we were putting the finishing touches on our firstbook. “For you, O Lord, are my hope, my trust, from myyouth,” said David. “Upon you I have leaned from mybirth” (Psalm 71:5, 6 NRSV). What David is saying is thathe could not remember a time when he had not trustedand leaned on God.

If only all of our children would grow up with thesame faith – that they would not be able to remember atime when they did not pray, have faith in God, followHis teachings as best they knew and love Jesus Christ astheir friend.

After these words in the Psalm comes this beautifulaffirmation: “O God, from my youth you have taught me,and I still proclaim your wondrous deeds. So even to oldage and gray hairs, O God, do not forsake me, until Iproclaim your might to all the generations to come”(verses 17, 18).

As we continue this project, we hope and pray thatGod Himself will teach our youth. It is our task topresent His message to the youth with love, clarity,persuasion, and even passion. For if we do not teach aspeople who love God, how can we hope to pass on thatlove to the youth?

You hold in your hands the first Christian HolydaySupplement book designed for use by Intermediates,parents and Sabbath School instructors in teaching yourteens the ways of God. As far as we know, no one in ourtradition has ever done anything quite like this – a factthat is astonishing all in itself.

There are those who say that if you give them a childuntil he is six years old, the child will remain in their faithfor life. There is a lot of truth in that statement. Thereason is that children are more open to faith at that agethan they ever will be again. Youth also tend to fulfill ourexpectations. If we do not expect them to know God atthat age, then they may well fall into a habit of assumingthat God may be important to the church or theirparents, but that He need not be important to them.

Realizing that teenagers are as much in need ofministry as adults, CEM has formed an arm called YouthEducational Adventures (YEA) to underwrite and expe-dite the teaching and nurturing of the children and youthof God’s people.

One of the first goals of YEA is the biblical literacy ofthe youth, but that is not nearly enough. Which of youparents does not hope for your teenager to be baptized?If you can hope for it, then it is only right that you workfor it and YEA stands ready to help you. We want your

teens to not only know about God, but to know Him.We want them not only to know about Jesus, but tobelieve in Him and to commit their lives to Him.

The lessons are more than isolated stories aboutbiblical characters. Into each lesson is woven a strong lifeapplication. With all of this in mind, we are trying todevelop an ongoing curriculum so that when a youthpasses age seven, age 11, or age 18, he will know thethings he should know at that age and will have come asfar as maturity will allow.

Parents are encouraged to have their teens read thelessons prior to Sabbath School. This will help themreach their comfort level more quickly in class. It willenable them to participate in class discussions and benefitmore from the lesson. This age group enjoys sharingwhat they have learned. If you will follow through afterclass with a discussion about what they have learned,they will feel good about sharing it with you. Show thatyou are interested by asking questions and makingcomments. Giving a lot of positive reinforcement willhelp them to love Sabbath School and enjoy learningabout God’s word.

It would be good for parents to join their teens inreading the devotionals on the back of their book eachday and to kneel with them and pray. Doing this habitu-ally can build a foundation of biblical knowledge that willlast throughout eternity.

These lessons were designed to take about 45 to 50minutes. Ideally, Sabbath Schools could be taught at thesame time as an adult Bible Study. If your church areaschedules Sabbath Schools during the sermonette,perhaps Sabbath School could begin 30 minutes beforethe song service starts. Teachers should strive to com-plete every section of the lesson. Activities are designednot only to add pleasure to the learning experience, butto reinforce the lesson as well and to complete thelearning process.

We regret being unable to include the music for thesuggested songs. For your convenience, Christian Educa-tional Ministries stocks The Group Songbook. To order,either write to P O. Box 560, Whitehouse, TX 75791, orfor credit card orders telephone I -888-BIBLE-44.

We are striving to improve each successive book inthis developing project by making them even more teencentered. We want your evaluation of the lessons inorder to help us do a better job.

May God bless the youth, and may He do it throughyou.

ScripturesExodus 1-12

Words to KnowTRANSATLANTIC, DESCENDANTS, TASKMASTERS,

IMPEDIMENT, PILGRIMAGES

Materials NeededBible, YEA Students’ and Teacher’s books, attendance

and memory verse charts, songbook, any props to

make the three skits more realistic, timer

BackgroundThe Nile was a god. The Ten Plagues were aimed at the gods of Egypt, and were designed to give proof of

the power of the God of Israel over the gods of Egypt. Over and over it is repeated that by these Miracles both

Israel and Egyptians would come to ‘know that the Lord is God. . .’

“The Lamb, Blood on the doorpost, Death of the First-Born, Deliverance out of a Hostile Country, and the

continuance of this Feast throughout Israel’s history, all seem to have been intended of God to be a grand

Historical Picture of Christ the Passover Lamb, and our Deliverance out of a Hostile World by His Blood”

(Halley’s Bible Handbook, pages 121 and 123).

This lesson is intended to be taught in its season. The Festival Supplement should be handed out to the

students one or two weeks before the Passover and this lesson should be taught the week of the Passover. The

students can keep this book until the second and eighth lessons are taught and then you should take it up to

hand out again a week or two before Pentecost.

Before class, write the following on strips of paper:

1. God speaks to Moses at the burning bush (make two copies).

2. Moses and Aaron go to Pharaoh and tell him to let God’s people go into the wilderness to keep a

feast (make three copies).

3. The Children of Israel prepare for the Passover and departure from Egypt (make enough copies for

the remainder of the students in your class).

Assign the students Deuteronomy 16:1-17 to memorize. It is to be recited when the lesson about Christ-

mas is taught (Lesson 10).

ObjectivesAt the end of this lesson, students will be able to:

1. Tell the story of the Exodus and the first Passover.

2. Make a comparison of the Africans being in slavery

in this country with the Israelites being held as

slaves in Egypt.

3. Explain that the blood the Israelites put on the

doorpost pictured the blood that Christ shed for

our sins – the first provided physical salvation and

the second spiritual salvation.

4. Name the first ten plagues that God caused to

come upon Egypt.

Lesson 1

4

5

• What religious impact do you think slavery had on the

Israelites?

They totally lost track of who the true God is.• Why do you think God brought all of the plagues on

Egypt?

1) To free Egypt. 2) To show who the true God isand His power. 3) To help people today look toChrist to deliver them from sin. Read the first twoparagraphs under Background.

• What other reason did you learn from what I just read

you that shows why God brought the plagues on Egypt?

The plagues were aimed at the gods of Egypt.• What were the first ten plagues God brought upon the

Egyptians?

Water turned to blood, frogs, lice, flies, murrain (apestilence among cattle), boils, hail, locusts, darkness,death of the firstborn.

• The Passover is historic, but it also points to Christ.

How?

The blood of Christ is required to free us from oursins as the blood on the doorpost saved the Israelitesfrom death.

Song“Here I Am, Lord” is on page 85 of The Group Songbook.

PrayerHave the students form a circle and hold hands. Ask fora volunteer to lead in prayer thanking God for freeingthe Israelites and for providing a way that we might befreed from the bondage of sin.

How to Teach This LessonEvery class should be opened with prayer.

Divide the class into three groups. Group oneshould consist of only two people - one for Mosesand the other for God’s voice (this person shouldnot be seen). The second group should consist ofthree people – Moses, Aaron and Pharaoh. And thethird group should be the remaining students in theclass. As the students enter the classroom, let eachone draw a slip of paper that will indicate the groupin which they will participate.

Explain that each group will go to a differentpart of the room and prepare a skit for the subjectindicated on their piece of paper. Encourage themto use their imaginations as they prepare the skit.They can use their YEA books, their Bibles and theprops you provide for each skit. Give them fiveminutes to prepare their skits.

Set your timer for five minutes. When the timerrings, have the first group perform their skit, thenthe second, and then the third group.

Debrief by asking:

• What comparison do you see between Israel’s

slavery and Africans being bought as slaves and

transported to this country?

African slavery molded much of European,American and African societies for 400 years, andIsrael was in slavery to the Egyptians for 400years. The Africans were treated harshly, and sowere the Israelites. The Africans had to workhard and so did the Israelites. Both were freed.

Lesson 2

6

ScripturesExodus 12:14-16, 37-39

Words to KnowEXCOMMUNICATE, FEND, RIGOROUS

Materials NeededBible, YEA Students’ and Teacher’s books,

attendance and memory verse charts, songbook

Background“Unleavened Bread was to be eaten in the Passover Feast as a perpetual reminder of the haste of their

night of deliverance (12:14). Their First-Born were to be consecrated to God perpetually, as a reminder of

their redemption by the death of Egypt’s First-Born” (Halley’s Bible Handbook, page 124).

“The ‘many other people’ ‘mixed multitude’; cf. the ‘swarms’ of flies in 8:21 were composed of Egyptians

(some ‘feared the word of the Lord’ in 9:20), perhaps some of the old Semitic population left from the Hyksos

era and slaves native to other countries. Some of this group must be part of the ‘rabble’ mentioned later in

Numbers I 1:4. Thus the promise to Abraham in Genesis 12:3, of a blessing to ‘all peoples on the earth,’ re-

ceived another fulfillment in this swarm of foreigners who were impressed enough by the power of God to

leave Egypt with Israel after all the plagues had been performed. Another aspect of God’s display of his power

was so that the Egyptians could, if they only would, be evangelized. . .” (The Expositor’s Bible Commentary,

pages 379, 380).


1. Explain that Israel came out Egypt under a full

moon celebrating their freedom with a high hand.

2. Create a day’s menu from foods that are unleav-

ened.

3. Discuss how God’s priorities and God’s order

of doing things will make their life better.

4. Draw a comparison of Israel being freed from

slavery with their being freed from the conse-

quence of sin when they live an obedient Christian

life.

How to Teach This LessonExplain to the class that we are going to play a

game that actors do so they can learn to work to-

gether. In this game, we will all be a part of the same

machine. Machines have moving parts and those

motions make sound. The first person who is a part

of this machine may stand up and move his arms from

side to side over his head making a “ticktock”sound

with each swing. The next “part” may stand in front

of the first person and go up and down bending his

knees with a bopping sound. Then the next “part” of

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this machine may stand beside the second person andsway back and forth from the waist making a scratch-ing sound with each movement. The entire class is tobe a part of this machine. Each person can use theirimagination and choose their movement and sound.Remember, all are to work together as a part of thesame machine. You interact with other parts, but youdon’t touch other parts. Give them a minute to comeup with their movements and sounds, and to standnear one another to create a machine. Then tell themyou are going to turn on the switch and they are tostart their machine. Give the “machine” about 20seconds to run and then stop it.

Debrief by asking the following questions:

• Once the machine was going, was it easy or hard to

keep it going? Explain.• What would have happened if you had stopped or

decided to go in a different direction?

• What would have happened if an Israelite had

decided to eat leavening during the Days of

Unleavened Bread?

• How did keeping your actions consistent with other

parts make the machine work better?

• How is keeping your actions consistent in this game

like keeping your actions consistent with God’s

commandments? How is it different?

• Have you eaten such things as pizza or hamburgers

during the Days of Unleavened Bread and knew it was

wrong? How did you feel? Did anyone see you who

knew you shouldn’t be eating those things? How did

they react? Did you find yourself in a tangled mess?

How? You have 51 weeks of each year that you can

eat all of the leavened foods you want, how difficult is

it to abstain from these food for only one week?

• How do the choices you make show what is impor-

tant to you?

• Why do you think God wants you to keep the Days of

Unleavened Bread? What do the Days of Unleavened

Bread teach us? When you see the full moon on the

Night to Be Much Observed, of what does it remind

you?

• How does Israelites being freed from slavery compare

with a Christian’s life?

• How can having the same priorities as God and doing

what He says be important and make your life better?

• How can keeping your actions during the Days of

Unleavened Bread consistent with the Word of God

make your life better?

Now go over the memory verse and the activityin the Students’ book. Give each student the oppor-tunity to share their menus with the class.

Song“This Is the Day” is on page 35 of The Group

Songbook.

PrayerHave the students form a circle and hold hands. Askfor a volunteer to lead in prayer asking God to helptheir priorities to be His. And to always do things inHis order so their lives will not be a tangled mess.

Lesson 3

8

ScripturesExodus 19:3-6,16,18-20; Romans 7:12; Proverbs 6:23

Words to KnowBILLOW, CONVOCATION, REPROOF, SHEAF,

MANIFESTATION


and memory verse charts, songbook, two loaves of

leavened bread, tray, table, flashlights, metal garbage

can lids, cymbals, slips of paper

BackgroundThe exact day on which the Law was given at Mt. Sinai is not mentioned in Exodus 19. However, verse one

tells us that they reached the wilderness of Sinai “on the third new moon.” We also know that Moses went to

the mountain where God told him to prepare the people for this most important event.

“On the third day, Moses went up to receive the Ten Commandments while the people trembled at the

thunders, lightning, and thick cloud covering the mountain (Ex 19:16-17).” Jewish tradition says the Law was

given on the sixth of Sivan, the day on which Pentecost fell that year. Since God usually places such important

events on His Holy Days, it seems most likely that the Law was given on the first Pentecost after Israel came

out of Egypt.

Before class, place two loaves of leavened bread on a tray on a table in front of the class. Write the following

on enough slips of paper for every student to have one: Moses (I), God’s voice (I), Aaron (I), the people

(enough for the remainder of the class).


1. State that Pentecost means 50th.

2. Tell the story of the giving of the Ten Command-

ments.

3. Give three names for the Feast of Pentecost.

4. Explain that Pentecost is a harvest festival and what

that means.

5. Explain a possible significance for the two loaves of

bread used at Pentecost.

How to Teach This LessonHold the strips of paper facing you and let each

student draw one. Explain that the class will be

putting on a drama for the lesson today. Each student

will play the part that is on their piece of paper. Give

the “people” the flashlights, metal garbage can lids,

cymbals, and any other thing you can bring to dupli-

cate the effects of thunder and lightning. Allow them

5 to 8 minutes to plan their drama. They can use their

9

Bibles and YEA books. God is to call Moses to themountain. Follow the outline in the Bible and havethe play end with God giving the Ten Command-ments. Those with flashlights, can lids, cymbals, etc.,should do the special effects as they are called for inthe Bible. The person playing God’s voice should notbe seen. Turn out the lights for this drama and shine alight on Moses and/or the people as they become apart of the drama.

When the play is over, debrief by asking thefollowing questions:• How did you feel about all of the thunder and lightning

preceding the giving of the Law? Why do you think God

did this?

• How do you think you would have felt had you been

there that day?

• Why do you think God might have chosen Pentecost as

the day to give the Ten Commandments? What impor-

tance do you place on the Ten Commandments being

given on Pentecost?

• How did the Apostle Paul describe the Law? What

does your memory verse tell us about the Law?

• How do we know what day we should celebrate

Pentecost? What does Pentecost mean? Fiftieth. What

are the three different names Pentecost is called?

Pentecost, Feast of Weeks, and Feast of FirstFruits.

• Did anyone notice anything interesting about the two

loaves of bread on the table? What? They are leav-ened. Have one of the students read Leviticus 23:17aloud. What do you think these two loaves of bread

might represent? Many think it shows that God doesnot intend to be only the God of Israel, but of theGentiles as well – one loaf represents Israel andthe other the Gentiles.

• What type of Feast is Pentecost? A harvest feast.Why is it a harvest Feast? Ask one of the students toread I Corinthians 15:20-23. Is God more interested

in grain or people?

• What does Pentecost show that God has in store for

people? Christians will be the firstfruit of those whowill be God’s sons and daughters.

• Explain that this lesson about Pentecost will becontinued next year and will provide other inter-esting aspects of the celebration.

Song“Awesome God” is on page 55 of The Group Songbook.

PrayerHave the students form a circle and join hands. Askfor a volunteer to lead in prayer thanking God forsuch a wonderful Law, for the opportunity to cel-ebrate Pentecost, and for what it means.

Lesson 4

10

ScripturesLeviticus 23:23-25; Numbers 10:9-10;

I Corinthians 15:50-53; Revelation 8, 9

Words to KnowYEARN, RESCUE, COMMEMORATE


and memory verse charts, songbook, butcher’s

paper, marker pens

Background“(The) First day of the seventh month (is) today known as the Jewish New Year (Rosh Hashanah, ‘the

beginning of the year’), but not so called in the Bible (the Hebrew expression is only used in Eze. 40:1 in a date

formula), trumpet blasts. Trumpets were blown on the first of every month Ps. 81:3). With no calendars avail-

able, the trumpets sounding across the land were an important signal of the beginning of the new season, the

end of the agricultural year. The Hebrew names for the first seven months are: Abib or Nisan (March-April),

Ziv (April-May), Sivan (May-June), Tammuz* (June-July), Ab*. Elul (August-September), Ethanim (September-

October). *These names are not in the Bible. (From the NIV Study Bible.)

Before class, attach a long piece of butcher’s paper to the wall. Divide it into seven sections. Write in the

first section, “First Trumpet – Revelation 8:7.” In the second section write, “Second Trumpet – Revelation 8:8-

9.” In the third section write, “Third Trumpet – Revelation 8:10-1 I.” In the fourth section write, “Fourth

Trumpet – Revelation 8:12-13.” In the fifth section write, “Fifth Trumpet – Revelation 9:1-12.” In the sixth

section write, “Sixth Trumpet – Revelation 9:13-21.” In the seventh section write, “Seventh Trumpet – I

Corinthians 15:50-53.”


1. Explain that the Feast of Trumpets is the first day

of the seventh month when the seventh trumpet is

blown.

2. State that nowhere in the Bible does it say that

Christ will come on the Feast of Trumpets, but it

does say He will return when the seventh trumpet

is blown.

3. Discuss that the Feast of Trumpets isn’t just a

Jewish day to observe, but the New Testament has

a lot to say about Christ returning at the seventh

trumpet to rescue man from the mess on this

earth.

4. Commit to “grabbing the rope” that Christ throws

down to rescue them.

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How to Teach This LessonBegin the class by going over the first three

sections of the activity in the Students’ book. Allowthe students to honestly state how they feel withoutbeing condemned or coerced.

Give each student a marker pen and ask them toprepare a timeline of the seven trumpets in Revela-tion 8, 9 and I Corinthians 15:50-53 on the butcher’spaper. Explain that a trumpet is blown at the begin-ning of the first six months and the Feast of Trumpetscelebrates the blowing of the seventh trumpet.Depending on the size of your class, students can beassigned a section on which to work. Or the entireclass can work together on all sections to completethe timeline.

Explain to the class that they are to read theverses and include what will happen when the angelblows that trumpet. They can either draw or write adescription of what will happen when that trumpet isblown.

After they have finished the timeline, debrief byasking the following questions.• How did you feel when you read what was to happen

when each of the first six trumpets were blown?

• How did the timeline help you better understand what

the Feast of Trumpets is all about?

• When does the Bible say we should celebrate the

Feast of Trumpets?

• When you finished the timeline for the first six trum-

pets, did you come to any conclusions about what must

happen? What were they? Our only hope will be inChrist returning to this earth to rescue us.

• Do you feel that you would want to be a part of the

rescue mission or remain in this world with all of the

horrible things that are going on? Why or why not?

• When does the Bible say that Christ will return? Atthe sound of the seventh trumpet. Then do we

know when His return will be? Have a student readMatthew 25:13 aloud. What does that say?

• Will Christ return without any indication that His

coming will be soon? Have one of the students readMatthew 24:32-33.

• Mr. Davis was on his rooftop watching the pilotthrow the rope, but he drowned. What lesson can

you learn about Christ’s return from Mr. Davis?

• What things should you do in your Christian life to

“Grab the Rope”? Will there come a time, as it did for

Mr. Davis, when it’s too late to “Grab the Rope”?

• What have you learned today that will make the Feast

of Trumpets a great reason to celebrate?

Song“When the Spirit Says Move” is on page 92 of The

Group Songbook.

PrayerHave the students form a circle and join hands. Askfor a volunteer to lead in prayer thanking God forhaving a plan to rescue us when this world destroysitself. And ask God to help us be ready to Grab the

Rope when He throws it down for us.

12

ScripturesEcclesiastes 3:1; Leviticus 23:26-32; 16:21-22; 29-30

Words to KnowATONEMENT, SCAPEGOAT


and memory verse charts, songbook, two large

stuffed animals – preferably goats, a curtain

Background“This day had a special symbolism. Two goats were taken to bear the people’s sins. One was killed as a sin

offering; the other was sent off into the desert to bear away the sins of the people into an uninhabited place.

The two goats thus symbolized both propitiation for sins by death and complete removal of the sins for which

atonement was made. Many a person today who suffers from what is called a guilt complex could profit by a

study of this ritual for the atonement and removal of sin. The theological expression of this glad release is in

David’s psalm of praise (Ps 103:12); “As far as the east is from the west, so far has he removed our transgres-

sions from us” (cf. Mic. 7:19) The goat sent into the desert is called in the RV and RSV ‘the goat of Azazel.’ In

the KJV it is the scape (i.e., escape) goat” (The Expositor’s Bible Commentary, page 588).

The Day of Atonement, along with all of the other Holy Days are pregnant with meaning. One lesson only

scratches the surface. Keep in mind that your students can only comprehend so much. Other aspects of each of

the Holy Days will be covered in consecutive years. Our YEA students will have 17 years of lessons to fully

understand the deep and wonderful meaning of these days.

These lessons are to be taught in their seasons spliced in between the regular curriculum lessons. They can

either be taught on the actual Holy Day or on the Sabbath before or after it. If you are teaching this lesson on

Atonement, keep in mind that the students will most likely be fasting. Their energy levels will be lower and you

will have to work harder to have a really good class.

Prepare the students the Sabbath before Atonement for fasting. It will be much easier for them if their last

meal before beginning the fast is high in protein and fat rather than carbohydrates. Carbohydrates burn faster

causing the blood sugar level to drop faster and lower.


1. Explain how Passover differs from the Day of

Atonement.

2. Discuss the reasons why we fast.

3. State that Christ is pictured in the first goat that

was sacrificed.

4. Review the other festivals that have been covered

so far in this book.

5. Repeat their memory verse

Lesson 5

13

How to Teach This LessonBefore class, set up your room with chairs in a

semicircle. Write out the Scriptures on separatepieces of paper. As the students enter the classroom,hand out one or more (depending on the size of theclass) slips of paper with Scriptures on them.

Begin the class by asking: Which is your favorite

Holy Day? Allow each student to tell which one theyenjoy most and why. The Feast of Tabernacles willprobably be the answer you get from virtually everystudent. We all learn from repetition. Do a review ofall of the other festivals that have been covered so farby asking the following questions:• What one thing stands out in your mind about the

first Passover Israel ever kept?

• Why did the children of Israel eat unleavened bread

when they left Egypt? Why do we eat it today?

• What do you think was the most profound thing that

happened when the children of Israel arrived at Mt.

Sinai? Why? What three names does that Feast have?

• How would you summarize what the Feast of Trum-

pets shows us? What important lesson can you learn

from it?

• Why do we fast on the Day of Atonement? BecauseGod said to, to humble ourselves and ask forgive-ness of our sins.Now go around the room and have each student

read their Scripture, tell who fasted, and explainwhy they fasted.

Song“I Will Sing Unto the Lord” is on page 54 of The

Group Songbook.

ActivityHave students plan the play that the High Priestacted out “on the stage” in the Temple. Give themsix or eight minutes to brainstorm, read the biblicalaccount and their lesson in the Students’ book. Havethem put up the curtain for the Holy of Holies. Give

them the two stuffed animals. Allow them to decidewho acts out each part in the play. Debrief after theplay is finished by asking the following questions:• Who did the first goat represent? Christ.• Who did the second goat represent? The scapegoat

or Satan.• How is the Passover different from Atonement? The

Passover is forgiveness for individual sins andAtonement is communal or national forgiveness.

• What benefit do we receive from the play that the

High Priest acted out in the Temple? Ask one of thestudents to read Psalm 103:12. What does it mean to

you to know that your sins are removed as far as the

east is from the west?

PrayerHave the students form a circle and hold hands. Askfor a volunteer to lead in prayer thanking God that hehas provided a way that we can individually andcollectively be forgiven of our sins.

Lesson 6

14

ScripturesLeviticus 23:34-43; Matthew 13:44; Proverbs 3:15-17

Words to KnowCUBIC ZIRCONIUM, GLITTER


and memory verse charts, songbook, paper, pencils,

prizes, timer, newsprint pad

Background“The Feast was a reminder of the Exodus from Egypt and the long trek to Sinai with the people living in tents.

It would in future days be a reminder of the simple desert life when they walked with God at their head. . .

“In contrast to the fast and repentance of the Day of Atonement, the Feast of Booths was an occasion of joy

– a Thanksgiving day. Indeed, it is clear that when the Puritans proclaimed their Thanksgiving Day in New

England, they had in mind the OT harvest festival” (The Expositor’s Bible Commentary, page 629).

Keep in mind that the Intermediates will have three more lessons on the Feast of Tabernacles not including

the ones actually taught at the Feast. Teenagers are capable of comprehending every aspect of the meaning of

this Feast. YEA tries to bring out one point the students will be able to comprehend and remember, and build

successively on it.

Remind the students that this is one of the three seasons in the year when God requires that we give Him

an offering (Deuteronomy 16:16). They should plan ahead to give an offering from their allowance or income

they receive for jobs they do.

Be sure to set up the classroom in a warm and friendly way. Have the chairs arranged in a semicircle.

Remember, teenagers are influenced by their environment.


1. Make the association between the values of fake

and real jewelry and physical and spiritual values.

2. Explain that we should rejoice at the Feast, but

physical activities are temporary. The spiritual

things we learn and do have eternal value.

3. Discuss that the Feast of Tabernacles has Jewish

history, but Jesus Christ and His Kingdom are

pictured in the Feast.

4. Give an offering on the Holy Day.

15

How to Teach This LessonAfter opening the class with prayer, hand each

student a piece of paper and pencil. Explain thatyou’re starting the class with a contest. The personwith the most realistic things on their list will be thewinner and will get a prize. First, allow two minutesfor every student to make a list of all the physicalthings they do at the Feast of Tabernacles. Set thetimer and say, “You may begin.” When the timer goesoff, everyone is to stop. Have each student tell howmany things are on their list and then read it. As theirlists are read, write each thing on a newsprint pad.Ask if anyone has other things that are not on thewinner’s list. Add those things to the newsprint pad.Award the prize.

Now hand out another sheet of paper to eachstudent. Explain that this time they are to list thethings they do at the Feast that have spiritual andlasting value. Again, allow two minutes to make thelists. Start the timer and say “go.” Do the same thingsyou did after the first contest.

Then, give them one more piece of paper and askthem to look at their two lists and make a third list.This time they are to write down the things that haveboth physical and spiritual value. Give them twominutes, start the clock and say “go.” Repeat theprevious steps. Give the third award and debrief byasking these questions:• How would you compare the value of costume jewelry

to the same article in solid gold? Ask one of the stu-dents to read Matthew 13:44 aloud.

• Which items on the first list would you say are equiva-

lent to costume jewelry? What makes them like cos-

tume jewelry?

• If someone was giving you a gift and you had the

option of getting a gold plated watch or a watch made

of 18 carat gold, which would you take? Why?

• Why is solid gold more valuable than something gold

plated? Gold plated jewelry will soon lose its finishand won’t last nearly as long as a solid gold piece.

• What things do we do at the Feast that you would

consider to be solid gold? Why?

• What lesson do we learn at the Feast that is similar

to the characteristics costume jewelry has? We live intemporary houses to remind us that our bodiesand this world are only temporary. Things in thisworld may have a lot of glitter, but they don’t haveeternal value. Ask one of the students to readProverbs 3:15-17 aloud. Ask: Why should you want

wisdom? It gives a long, good life, riches, honor,pleasure, peace.

• What have you learned in your lesson about the Feast

of Tabernacles being Jewish or Christ centered? TheFeast has Jewish history, but Christ and His King-dom are pictured in this Feast. He came in theflesh as a temporary human being to give His life thatwe might share His Kingdom with Him.Now go over the activity in the Students’ book.

Song“More Precious Than Silver” is on page 25 of The

Group Songbook.

PrayerHave the students form a circle and join hands. Askfor a volunteer to lead in prayer thanking God for thewonderful blessing of the Feast of Tabernacles andask for wisdom to recognize the difference betweenthings with eternal and temporary value and tochoose eternal values.

Lesson 7

16

ScripturesI Corinthians 2:9; Leviticus 23:36; John 7:37-39;

Revelation 21:1-4

Words to KnowSYMBOLIZE


and memory verse charts, songbook, newsprint pad,

marker pen, paper, timer

Background“Sin is the deadliest plague affecting humanity. It infects 100 percent of the people on earth. Without mi-

raculous intervention, sin will eventually bring death to every person. Each teenager in your youth group is

infected with the fatal ‘sin virus’ that will eventually cause eternal death. . .

“Today sin is not only tolerated but also celebrated and encouraged. Celebrities, teachers, church leaders,

and community leaders present sin as fun – with no consequences. In stark contrast, the Bible says, ‘When

people sin, they earn what sin pays – death’” (Romans 6:23a, Get Real: Making Core Christian Beliefs Relevant to

Teenagers, page 76).

It is so important that our young people know that God has a dream world awaiting them IF they will

believe on Christ, accept His sacrifice for their sins, and continue to follow in His steps. The hope that this

festival, The Last Great Day, portrays should be presented with love and a passion. Students should be made to

realize that it is worth giving up everything to live with God throughout all eternity!


1. Describe what they would put in their dream

world if they could create it.

2. State that this is the “greatest day of the Feast” and

why.

3. Explain that the Last Great Day pictures a time

after the millennium when eternity starts. It is a

time yet to come when the Holy City will come

down from heaven and there will be peace, happi-

ness, and joy beyond our comprehension.

How to Teach This LessonBefore class, list the following things on a piece of

paper: people, laws – physical and spiritual, energy,

communication system, illnesses and cures, days to

celebrate. Make enough copies for the number of

groups you will have in your class after you divide the

total number of students by three.

Begin the lesson with prayer. Have the students

count off “one-two-three” to divide the class into

17

groups of threes. Have all of the ones go into onegroup, the twos in another, and the threes in the lastgroup. Give each group a copy of the list and let themgo to different parts of the room. If a group is short ateam member, join that group.

Explain to the students that they will be given afew minutes to brainstorm and decide what kind ofplanet they would create if they had the power to doit. Things to include in the creation are: what kind ofpeople would be there; what laws they would have,both physical and spiritual; how it would be lit, heated,and cooled; what kind of communication systemswould it have; what kinds of illnesses people on yourplanet would have and how they would be cured; andwhat kind of days they would celebrate, etc.

Set your timer. When it rings, have the studentscome back and sit in a semicircle. Allow each group totell about the world they would create. Now debriefby asking the following questions:• What was it like to create your own world?

• As you worked your way through creating your

planet, what were the biggest problems you faced?

• Why did you create your planet the way you did?

• How would you compare your planet with the way

God created the universe?

• What kind of days did you give the people on your

planet to celebrate? How do they compare with

the Holy Days God has given us to celebrate?

• How does your planet compare with the Holy

City that will come down out of heaven? Ask oneof the students to read Revelation 21:1-4aloud. Did the planet you created have any

sorrow? Did it have death? Did it have any

tears or crying? Was there any pain in the

world you created? Man has shown thathe is incapable of solving thoseproblems. Who alone is capable of

preventing your planet from having

those things?

• Do you think the planet you

tried to create is just a

dream world? Why or why not? Will you ever have

the opportunity to create your own planet? Why or

why not? Do you think God is satisfied with only

populating planet Earth? Why or why not? Ask oneof the students to read Isaiah 51:16 aloud. Ask:When God plants the heavens, do you want Him

to give you your own planet? Would you design it

like the planet you “created” at the beginning of

this lesson? How would the things you have learned

about the Last Great Day make a difference in the

way you design your planet?

• Why do you think the Last Great Day is the

greatest day of the Feast?

• Do you want to be in the Holy City when it

comes down out of heaven? What must you do to

be in it?

Now go over the activity in the Students’ book.Write their answers on the newsprint pad.

Summarize: The Last Great Day is the seventhHoly Day. After Christ sets up His Kingdom on thisearth with a 1000 year reign, the New Jerusalemcomes down out of heaven. At this time all bad thingssuch as tears, crying, sorrow, sickness, death, wars,and evil will have come to an end. Satan will havebeen bound and God Himself will dwell with man.Truly this is the greatest day of all to celebrate!

Song“We Will Glorify” is on page I of The Group Songbook.

PrayerHave the students join hands and

ask for a volunteer to lead inthanking God for such an awe-

some plan that is pictured in theLast Great Day. Ask that all ofthe students will please Godand be in God’s dreamworld.

Lesson 8

18

ScripturesExodus 20:2-3, 32; Revelation 22:18; Deuteronomy

12:2-3, 29-32

Words to KnowIDOLATRY, GENTILES, HEATHEN, OBELISK,

SUPPLICATION

Materials NeededBible, Students’ and Teacher’s books, attendance and

memory verse charts, songbook, concordances,

paper, pencils, timer, award, newsprint pad

BackgroundUnder “Easter” in the Catholic Encyclopedia it says, “The English term, according to the Ven, Bede (De

temporum ratione, I, v), relates to Estre, a Teutonic goddess of the rising light of day and spring, which deity,

however, is otherwise unknown, even in the Edda (Simrock, MythoL, 362; Anglo-Saxon, easter, eastron; Old

High German, ostra, ostrara, ostrarun; German, Ostern. April was called easter-monadh. The plural eastron is

used, because the feast lasted seven days. Like the French plural Paques, it is a translation from the Latin Festa

Paschalle, the entire octave of Easter. The Greek term for Easter, pascha.”

The “goddess of heaven” whose role is characterized as the goddess of fertility, love and war is renowned

down through the ages. The Assyrians called her Ashtar. She is called Easter in English, ostra in Old High Ger-

man, Ostern in German, Ishtar, Astarte, etc., depending on the language. We like to think that pagan worship of

other gods is a thing people used to do. But the customs associated with Easter are very much the same as in

ancient pagan worship. People take many of the same symbols to worship God. God told Israel when the

heathens had been destroyed and Israel settled in their land, they were not to “be ensnared by inquiring about

their gods, saying, ‘How do these nations serve their gods? We will do the same.’ You must not worship the

LORD your God in their way, because in worshiping their gods, they do all kinds of detestable things the LORD

hates. They even burn their sons and daughters in the fire as sacrifices to their gods. See that you do all I com-

mand you; do not add to it or take away from it” (Deuteronomy 12:29-32 NIV).


1. Explain that there is no place in the Bible where

God commands us to celebrate Easter.

2. Discuss that God forbids us from using ways the

heathens worship their gods to worship Him.

3. Explain that Easter is a goddess that has been

worshiped for thousands of years by similar names

depending on the nation and language.

19

How to Teach This LessonBefore class, arrange the seats in a semicircle.

Open the class with prayer. Hand out a concordanceto every student along with a pencil and piece ofpaper. Tell the class that the church has taught thatwe should not celebrate Easter. Let’s hold courttoday and put Easter on trial to see if the church iscorrect. The evidence will be presented and the classwill be the jury and decide after the evidence ispresented. Explain that you will give them five min-utes to find as many places in the Bible as they canfind where God commands us to keep any or all ofthe Holy Days. They are to jot down the Bible refer-ences on their piece of paper. They can even usetheir YEA books to find evidence. Tell them the onewho has the most correct Scriptures will get a anaward. Start the timer.

When the timer rings, go around the room andlet each student tell how many Scriptures they foundwhere God commands us to keep any or all of theHoly Days. List these on the newsprint pad. Duringthe next portion, you can verify these Scriptures toensure they are correct.

Now tell the students that you will give themthree minutes to find evidence that God wants us tokeep Easter. They are to find as many places in theBible as they can find where God gavea command to celebrate Easter,or where the New TestamentChurch kept Easter. Tell them thatthe person who can find whereGod commanded Easter to becelebrated will be awarded $20.Tell them they can use their Bibles,concordances, and YEA books. Startthe timer. Expect them to find the oneplace in Acts 12:4 in the King James Versionwhere Easter is mentioned. This is a mistrans-lation and should be Passover. The New Adven-ture NIV Study Bible says, “After arresting him, heput him in prison, handing him over to be guarded

by four squads of four soldiers each. Herod intendedto bring him out for public trial after the Passover.”

While students are trying to find biblical evidencethat we should celebrate Easter, verify Scriptures onthe newsprint pad for accuracy. When the timerrings, ask for biblical evidence that God commands usto keep Easter. After they give results you may haveto give an explanation of Acts 12:4. Write on anothersheet of newsprint “no evidence.” Ask: According to

biblical evidence, which days should we celebrate: Easter or

the Holy Days in the Bible? Then say, “case dismissed”and give the award to the person with the mostScriptures for celebrating the Holy Days.

Summarize the information under Backgroundand put it in terms Intermediates will understand.Then ask: Why does God not want us to celebrate

Easter? Can we please God by having an Easter egg hunt,

going to a sunrise service, or eating hot cross buns if we do

these things to His honor? Ask one of the students toread Deuteronomy 12:29-32 aloud.

We know that we should not keep Easter, but should

we condemn our friends and relative who do? No. Then

what should we do? Be a light to them and be preparedto answer their questions if they ask.

Song“Glory and Praise to Our God” is on page 8 of

The Group Songbook.

PrayerHave students form a circle and

hold hands. Ask for a volunteerto lead in prayer thanking Godfor giving them Holy Days inthe Bible to celebrate whichteach about the true God andHis plan. Ask God to helpthem to love those who keepEaster and never condemnthem.

Lesson 9

20

ScripturesEphesians 5:1 I, I Thessalonians 5:22,

1 Corinthians 10:20-21, Exodus 22:18,

Deuteronomy 18:9-14, 2 Chronicles 33:6, 2

Corinthians 6:14-17, 2 Timothy 1:7;

Philippians 4:8; James 4:7-8


and memory verse charts, songbook, markers, poster

board, scissors, tape, etc.

BackgroundThe Hallmark Card Company estimates that 65% of North Americans decorate their homes and/or their

offices for Halloween. Halloween is the holiday when most candy is sold, and it is the third most popular

“party” time following New Year’s Day and Super Bowl Sunday.

Witchcraft and the occult are presented to the youth of our country daily. This influence comes from

movies, music, and books like Harry Potter and the Sorcerer’s Stone and from popular TV shows such as Sabrina,

the Teenage Witch and Buffy, the Vampire Slayer. The youth of our nation is being bombarded with ideas of the

occult. These ideas are constantly presented as harmless, innocent fun. Satan is working hard to entice our

young people away from their Creator and Savior. He is slipping more and more witchcraft and sorcery into

our society, soft peddling it as an exercise in creativity and imagination. God hates everything associated with

the occult. We need to teach our young people how to recognize the occult and resist Satan and his entice-

ments.

Some churches try to ‘Christianize’ Halloween by building their own, more “Christian,” haunted houses,

having their own parties, insisting that the costumes be positive instead of gruesome, etc. However, in these

cases it is still Halloween. They have young people who want to follow Christ and then they throw in some of

the elements of paganism. A good analogy to this would be to bake delicious gourmet brownies from the

highest quality chocolate, butter, fresh eggs, and flour and then add a new ingredient, such as a teaspoon of dog

poop. What started out as a wonderful treat was quickly made disgusting by the addition of something vile (I

Corinthians 5:6 “a little leaven leavens the whole lump”).


1. Recite the history of the Halloween holiday.

2. List the origin of the following Halloween tradi-

tions: jack o’lantern, bobbing for apples, masks/

costumes, trick or treat, bonfires.

3. Discuss ‘real life’ situations and solutions about the

observance of Halloween based on Scripture.

Words to KnowCELTS, DRUIDS, DIVINATION, OCCULT, WITCHCRAFT,

SEANCE

21

How to Teach This LessonPrior to class make copies of each of the following

situations, one per team. Open the class with prayerand divide the group into 4 teams. Assign each team asituation. Have each team discuss the “real-life”situation and determine how it should be handled.Allow five minutes to find a solution and five minutesto plan a presentation. Have markers, poster board,scissors, etc., so teams can make visual aids to assistin their presentations. The focus of each solutionshould be obedience to God and how to stand firmwhen answering their peers. Let teams decide how topresent their solutions to the other teams. The teamsshould be prepared to answer audience questions.

Situation # I - You and two other friends arespending the weekend with your best friend whileyour parents are out of town. On Friday night afterdinner your best friend tells the three of you that hejust bought a new advanced computer game that issimilar to Dungeons and Dragons. His parents don’tknow he has the game because he knows they won’tapprove. His plan for the weekend is for the four ofyou to assume the roles assigned by the game andplay for the entire weekend. Your other two friendsare okay with it. They have heard that these gamescan be really neat. You do not feel comfortable doingthis. What do you do?

Situation #2 - You are secretary of your school’sSpanish Club. This year the club has decided to sellHalloween candy to support all fall activities. There isa real push to sell as much as possible because theclub wants to go to the annual conference in SanAntonio, Texas. You support the club and really wantto go. What should you do?

Situation #3 - You are a freshman member ofthe high school band. You enjoy band and want to beas helpful as possible. This year, to help raise moneyfor new music stands and uniforms, the band will haveseveral fund-raising projects. The first is to sell pump-kins during October and November. The pumpkinsare being donated by a student’s father. They must bepicked, hauled into town, and sold at the producestand near the school. Help is needed picking, deco-

rating the stand, and selling the produce. The pro-duce stand is open every day after school, and onweekends. Your best friend is a little shy and wantsyou to work with her to decorate the stand forHalloween and Thanksgiving and wants you to sharea Saturday morning sales shift with her. Should youhelp? What type of help could you provide? What doyou tell your best friend?

Situation #4 - You have just moved to a newarea with your family. You are new at school andreally want to make a good impression and fit in. Thegirl who lives next door to you is in your class and isvery nice. She is popular and has helped you meetnew friends at school. You have been invited to aSaturday night sleepover with several other populargirls at school. That night she has rented two movies,Children of the Corn and Scary Movie. Before themovies, she tells all of you she thinks she has a giftfor reading tarot cards. She is learning from herolder sister and wants to practice on all of you. Whatshould you do?

Have each team give their presentation withtheir solution. Then answer questions from theaudience.

Now review the eight questions and the scrip-tural references at the beginning of the students’lesson. Have class members read the questions andgive their answers and scriptural reasons. Remindthe class of the story about Katie. Ask one of thestudents to read Ephesians 6:12-13 aloud. Ask: What

do you have to do to be protected from Satan and his

demons?

Song“Bubblin”’ is on page 21 of The Group Songbook.

PrayerHave the students form a circle and join hands. Askfor a volunteer to lead in prayer thanking God forbeing the one True God, their Protector, and forhelping us to understand the dangers of such thingsas Halloween.

Lesson 10

22

ScripturesJeremiah I0:2b-4; Deuteronomy 12:30-32;

Exodus 20:2-6


and memory verse charts, songbook, awards, Dollar

Store calculators, large smiley faces, timer, pencils,

paper

Background“The word Christmas is derived from the Old English Cristes Maesse, ‘Christ’s Mass.’ There is no certain

tradition of the date of Christ’s birth. . . The first notice of a feast of the nativity of Christ occurs in a Roman

almanac (the Chronographer of 354, or Philocalian Calendar), which indicates that the festival was observed by

the church in Rome by the year 336.

“It is commonly supposed that the emperor Constantine was influential in the institution of a Christian feast of

‘the birthday of the Sun of Righteousness’ (Mal. 4:2) as a rival to the popular pagan festival of the Unconquered

Sun (Sol Invictus) at the winter solstice. . .

“The transformation of Nicholas into Father Christmas or Father January occurred first in Germany, then in

countries where the Reformed churches were in the majority, and finally in France, the feast day being celebrated

on Christmas or New Year’s Day. Dutch Protestant settlers in New Amsterdam (now the city of New York)

replaced Nicholas (“Sinter Claes”) with the benevolent magician who became known as Santa Claus. . .

(Encyclopaedia Britannica, Volume 4 and 7, pages 603, 324 respectively).

Christmas is very attractive to teenagers and peer pressure is very real. Make no mistake, this is a difficult time

for teenagers who don’t keep Christmas. We should understand this and not make things more difficult for them.

Christians are called to take up their cross and follow Christ. The following quotes from “Boundaries with Kids” can

bring things into perspective and help in teaching this class: “Do not rob your children of limits. Otherwise, they

will have the lifelong burden of thinking they are God. That is a role at which they are sure to fail.” “Lesson num-

ber one in parenting and life is ‘Growth involves pain.’ Lesson number two is ‘Not all pain produces growth.’” “I

have a friend whose common response to her teenage son’s protest is the same few words: ‘I know, Tim. Livin’s

hard. But I believe you can do it.’ When this teen becomes a young man, and the going gets tough, instead of


1. Discuss why God does not want them to keep

Christmas.

2. Explain the benefits of celebrating the Feast of

Tabernacles over keeping Christmas.

3. Draft a plan to keep a smile on their faces and on

the faces of others on Christmas day.

Words to KnowPERMEATE, EGGNOG, IMBIBE

23

thinking, How can I get out of this? He will hear a voiceinside affirm and embrace his struggle, ‘I know, Tim.Livin’s hard. But I believe you can do it.’”

This is the last lesson in this book and those studentswith perfect attendance and those who have recited allof their memory verses should receive an award.

How to Teach This LessonOpen with prayer. Begin the class by letting every

student express how they feel at Christmas. Listen anddo not condemn them if they admit they would reallylike to keep it. Go over the activity in the Students’book and get their answers. By asking the followingquestions, you will meet the objectives and be able tocomplete every section on time. Questions are initalics, with possible answers in regular type.• What is it about the Christmas season that makes you

want to keep it? All of their friends keep it. They seemlike they are having a good time. Everything looks sopretty and smells and sounds so good. If no one says,“To honor God,” ask if they noticed that no onewanted to keep it to honor God. Why do you think

Christmas is such a big thing in this country and mer-

chants go to all the trouble and expense to decorate?

Because it puts big bucks in their pockets – mostmake more money during the Christmas shoppingseason than the rest of the year. Why should you allow

merchants to get your do re me?

• Do you think your parents are better off financially if they

don’t keep Christmas? How much do you think the

average family spends on Christmas? Give each student acalculator. Use incomes of $40,000, $50,000, and$60,000 and let the kids multiply each by .08, .09, .10,and .12. Write these figures on a piece of paper.

• Could you and your family have a good time at the Feast

of Tabernacles with those amounts of money?

• How many days do people usually celebrate Christmas?

One day. How many days do you get to celebrate the

Feast of Tabernacles? Seven days plus the Last GreatDay.

• What do you do at the Feast of Tabernacles that your

classmates don’t get to do at Christmas?

• What else makes celebrating the Feast better than

celebrating Christmas? Ask one of the students toread Exodus 20:2-6. What does it say will happen to

you if you put another god before the true God? Godwill punish the sins of the father to the third andfourth generation. What will happen to you if you

keep God’s Commandment? He will show love to1000 generations of those who love Him and keepHis commandments.

• Why do you think God doesn’t want you to keep

Christmas? He doesn’t want you to get hurt. Hewants to bless your family for 1000 generations.

• How is the Feast of Tabernacles bigger and better

than Christmas?

Song“I Will Celebrate” is on page 49 of The Group

Songbook.

ActivityDivide the class into groups of three. Give eachgroup a pencil and paper. Explain that they are toplan something fun to do on Christmas day that willput a smile on their faces and on others who don’tkeep Christmas. It can be a lock-in, a pizza party withgames, or making the day of a widow, elderly churchmember, or a sick child better by what they do. Givethem five minutes to write out a plan that includesthe activity, menu, games, and the people with whomthey will share this day. When the timer rings, bringthe groups back together and let them share theirplans. Give all of them a big smiley face to remindthem to keep a smile on their faces on Christmas day.

PrayerAsk the students to form a circle and join hands.Have a volunteer lead in prayer thanking God for sograciously giving us days to celebrate that show usmore about His plan. Ask Him to give us the gracenot to condemn people who keep Christmas and toweather the season with a smile on our faces as Jesuswould do.

Dear Teacher, As an Intermediate teacher, you are trying to do everything you can to make each class as good as it can

be. Classes will be better and learning improved if all of the students read their lesson, do the Activity in their

book, and learn their memory verse before class. Educators tell us that students are more likely to complete

their assignments when these are given to them in writing. In order to improve learning and save you time,

please select ten different colors of paper (one for each week’s lesson), making sure you have enough for each

student to have one of each color. Every week give out a different color of paper to differentiate that week’s

assignment. Our goal is to ensure that all students understand what is expected of them for the next class. Blank

spaces are left for you to fill-in and write such information as upcoming social events or Holy Days. Give each

student one of these reminders at the end of each class and ask them to give it to their parents.

RemindersDear Parents, The goal at YEA is to help your teenager to be biblically literate. Even more than that, we want

to introduce your teen to Jesus. We want to instill a love for Him, an awareness of Him as a friend, a

guide, a help in time of need, and to lay the groundwork for coming to know Him as Savior. We need

your help to do this. Classes will be better and learning improved if all of the students do their assign-

ments. Please assist and encourage your teen to complete the following assignments before next

Sabbath or by the indicated time.

1. Read lesson number _______on pages___________.

2. Learn the memory verse on page__________.

3. Each day, read the Devotional Bible readings on the back of your book for week _______.

4. Bring your Bible and YEA book to Sabbath School.

5. ___________________________________________________________________________

Thank you for helping your teen learn and grow!

Sincerely,

YE4TW

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