CURRICULUM WRITER & REVIEWERS HANDBOOK

Transcription

1 CURRICULUM WRITER & REVIEWERS HANDBOOK REVISED APRIL 2013

2 CURRICULUM FLOW: START WRITER REVIEWER EDITORS TYPIST PASTOR DUPLICATION TEACHERS CRAFTS

3 REQUIREMENTS: REVIEW TEAM MEMBER 1. Mature believer in the Lord. Close, personal relationship with Jesus. 2. Consistent attendance at CCCV for at least one year. Must have continual attendance in at least one service a week. 3. An attitude of prayer: Allow the Holy Spirit to guide you in your decisions. 4. A commitment to growing in the Lord and ministering to His children. 5. Submission to the leadership of CCCV: Review Team Leader, Coordinator, Director and Staff Leadership. 6. Approved ministry application on file in the church office. 7. Ability to meet at least every other week to review lessons. RESPONSIBILITIES: 1. Receive rough drafts from Review Team Leader, and review them prior to meeting with the team. 2. Review the lessons in the following fashion: a. Look up all Scripture references to make sure they are correct and in proper context. All Scripture quotes are to be from NKJV unless otherwise stated by the writer. b. The background needs to be in logical order, easily understood and flow well when read. c. All quotes or ideas taken from any source are to be footnoted. d. All theological ideas are to be in line with CCCV philosophy. e. The theme, aim, and application must relate to and build upon each other, as well as relate to the background. f. The lesson should follow all the guidelines set forth under writing guidelines in this handbook. 3. When the review team meets, each lesson is to be read. The Scripture verses do not need to be looked up at that time unless questioned by someone in the group. Questionable areas are discussed within the group. The appropriate changes are then noted on a final copy.

4 WRITER REQUIREMENTS: 1. Mature believer in the Lord. Close, personal relationship with Jesus. 2. Consistent attendance at CCCV for at least one year. Must have continual attendance in at least one service a week. 3. An attitude of prayer: Allow the Holy Spirit to guide you in your decisions. 4. A commitment to growing in the Lord and ministering to His children. 5. Submission to the leadership of CCCV: Review Team Leader, Coordinator, Director and Staff Leadership. 6. Approved ministry application on file in the church office. 7. Commitment to having assigned lesson completed with agreed upon timeline (2-3 weeks). 8. An openness to having your lesson critiqued. Our goal is to have good, easy to read lessons that are helpful to the teachers. RESPONSIBILITIES: 1. Lessons are assigned by the Coordinator on an individual basis. The writer will have one month in which to complete the lesson. The next lesson will be assigned when the current lesson is handed in. 2. The lesson is written according to the policies of this handbook. 3. Completed lessons are to be turned in to the coordinator s mailbox, located in the Resource Room, on or before the due date. If a lesson deadline needs to be extended, the writer must contact the coordinator. 4. Background pages may be typed or handwritten. Theme page is to be typed or handwritten in this format: a. Name of writer b. Lesson number c. Theme d. Memory verse e. Aim f. Related verses g. Application for children h. Questions

5 BACKGROUND: WRITING GUIDELINES The background is intended to be one to one and a half typed pages of commentary on the assigned Scripture. It is intended to give the teacher insight into the theme of the section of Scripture that they will be teaching and expand on the aim and application listed on the theme page. It is to be written on an adult level, not a child s level. The teacher will read the background, and then use the information given to formulate an age appropriate lesson plan. The teachers are not expected to teach the children all of the concepts included in the background. The background should give the teacher facts and information about the assigned section of Scripture as well as at least two ways the children can apply the Scripture to their lives. Suggestions on how the teacher can present the information to the children, such as object lessons or analogies are very helpful. The goal of the background is to give the teacher facts, as well as ideas on how to present the information. Ultimately, the teacher must be in prayer and allow the Holy Spirit to assist them in developing the appropriate lesson plan for the group of children that they teach. Remember that these lessons are sometimes taught by new believers; therefore they would not understand involved doctrinal concepts. Keep the lessons simple and not a showcase for fancy writing or abstract, theological thoughts. CONTENT OF THE BACKGROUND: 1. The entire background should flow towards the theme. If too many points are listed in the background, the teachers will be unsure what point they need to stress. After reading the background and theme page, the teacher should know exactly what we want to be taught. They then have the freedom to express the point to the children in a n age appropriate manner and through their own personality as the Holy Spirit guides. 2. The background is to be based on the assigned Scripture text. Briefly explain the setting and context in which the text takes place. Summarize the content of the text, but do not allow the whole background to be simply a rewording of the text or copies of Scripture. 3. The NKJV is to be used. Other versions of the Bible may be quoted if the version is listed after the reference. It is preferable that other versions be used on a very limited basis.

6 4. Utilize commentaries, Bible dictionaries and concordances to assist you as you write the background. Do not quote from the Ryrie Study Bible. 5. Direct quotes from books can be used if explained fully and footnoted. If the wording of the quote does not flow well within the text of the background, the quote can be put into your own words. The source of the idea must be footnoted. If a word-for-word quote is taken from a book and is more than 3 sentences long, it is to be placed in an indented paragraph by itself. 6. A life application must be included that applies to the children. Find the main point of the lesson and develop how that applies to the life of the child or what their response should be after hearing the teaching. The application needs to be along the same lines as the application on the theme page. 7. The flow of the background is difficult to follow if it is interrupted by too many quoted Scriptures. Try to keep them to 2 or 3. They may be placed in the related verses section or they may be footnoted. If you feel it necessary to include it in the background, the main point of the verse should be put in your own words if at all possible so that the reader has a quick grasp of the meaning. THEME PAGE 1. THEME: The theme is given to you when you get the assignment. It is a few words that generally summarize the entire section of Scripture. 2. MEMORY VERSE: The memory verse is the same for 4 weeks of lessons. The memory verses are assigned by the coordinator. 3. TEACHING VERSE: The teaching verses are the verses that the lesson is derived from. They are assigned by the coordinator. If the writer feels that the section is too large and should be broken down further, they should notify the coordinator. 4. LESSON AIM: The lesson aim is the specific subject or topic that you want the teacher to focus on as they teach the lesson. It is to be in line with the theme. 5. RELATED VERSES: These are Scriptures that relate to the teaching verse. They are included for teacher reference. It is not expected that the teacher share all of the verses with the children. 6. APPLICATION: A few concise sentences that show how the lesson applies to the children today in their walk.

7 SAMPLE Theme: The Samaritan woman Lesson aim: No one is outside of God s love (a specific statement that was derived from the main theme. In the story of the Samaritan woman, we see Jesus relating to someone that Jews were not to have anything to do with. All people need the love of God). Application: To show that all of us: regardless of who we are, where we live, what we have done or what we look like, can take of the living waters of eternal life offered by Jesus (took the theme and made it personal for the children). STUDENT QUESTIONS: 1. The student questions are questions that go over the lesson. They are to be derived from the main teaching verses and no more than 1 or 2 related verses. Bringing in more related verses from other parts of the Bible may confuse the children who are not familiar with the Bible. 2. The questions must all have the Scriptural reference and the answer included. They can be placed in parentheses after the question. The Scripture references are included on the sheet the children receive. 3. There is an 8 question minimum. More questions may be included if they will fit on one typed page. A ninth question can be a discussion question for the upper grades. 4. The first four questions are to be geared for the younger children. The last questions can be more difficult. Questions can be multiple choices, true/false, yes/no, fill in the blank or simple questions. SAMPLE QUESTIONS: 1. How many people did Jesus appear to after His resurrection? 1 Corinthians 15:6 (d. over 500) a. 12 b. 40 c. 120 d. over True or False: God separated the waters from above the waters below on the first day. Genesis 1:7 (False day 2) 3. Fill in the blanks: And let it the from the. Genesis 1:6 (divide, waters, waters) 4. On what day did land appear? Genesis 1:9-13 (day 3) 5. Discussion Question: Why is it important that Christ appeared to people after His resurrection?

8 FOOTNOTE EXAMPLES A BOOK: Henry Morris, The Genesis Record, (Grand Rapids: Baker Book House, 1976), pg. 55. Neil S. Wilson, ed., The Handbook of Bible Application, (Wheaton, Illinois: Tyndale House Publishers, 1992), pg. 66. A. W. Tozer, The Warfare of the Spirit, (Camphill, Pennsylvania: Christian Publications, 1973), pg. 55. A COMMENTARY: Matthew Henry, Genesis 41-42, Commentary of the Whole Bible, (Grand Rapids: Zondervan Publishing House, 1961), pg. 62. Frank E. Gaebelein et al., eds., Genesis 43:1-34, The Expositor s Bible Commentary Volume 2, (Grand Rapids: Zondervan Publishing House, 1990), pg John F. Walvoord and Roy B. Zuck eds., John 9:10-35, The Bible Knowledge Commentary New Testament, (Wheaton, Illinois: Victor Books, 1983), pg Leon Morris, Luke 1:5-25, Luke, (Grand Rapids: Eerdmans, 1992), pg. 75. J. Vernon McGee, Genesis 50:1-13, Thru The Bible Commentary Series, (Nashville: Thomas Nelson, 1991), Pg A CONCORDANCE: Strong s Exhaustive Concordance of the Whole Bible, (Grand Rapids: Baker Book House, 1982), #3056. A LEXICON: Joseph H. Thayer, DD, The New Thayer s Greek-English Lexicon, (Peabody: Hendrickson Publishers, 1981), pg. 41, #386 A DICTIONARY: Merrill C. Tenney et al., Glory, Pictorial Bible Dictionary, 1987, pg J. D. Douglas et al., Truth, New Bible Dictionary, 2 nd edit., 1982, pg Parson s Technology, Paul, Holman Bible Dictionary for Windows 1.0f, NOTES FROM A STUDY BIBLE: Tyndale, Life Application Bible, study notes on Genesis 1:1. Thomas Nelson Publishers, The New Open Bible, study notes on Genesis 1:1. AN ALMANAC: James I. Packer et al., The Bible Almanac, (Nashville, TN: Thomas Nelson Publishers, 1980), pg CD OR TAPES: Pastor David Rosales, Acts 19:8-22, Teaching Tape.

9 SECOND AND LATER FOOTNOTES: 1. Use this format if the reference is the same source as the immediately preceding footnote. Example: 12 Warren W. Wiersbe, John 21, The Bible Exposition Commentary Volume 1, (Wheaton, Illinois: Victor Books, 1989), pg IBID 4 IBID, Acts 3:9, pg (This is the same source but different verses and page numbers.) 2. Use this format if the reference is from the same book but is not directly after the original source. (Not consecutive) Example: 5 Henry Morris, The Genesis Record, (Grand Rapids: Baker Book House, 1976), pg Merrill C. Tenney et al., Glory, Pictorial Bible Dictionary, 1976, pg Morris, pg Use this format if the reference is from the same commentary but is not directly after the original source. (Not consecutive) Example: 8 Warren Wiersbe, John 21, The Bible Exposition Commentary, (Wheaton, Illinois: Victor Books, 1989), pg Henry H. Halley, Halley s Bible Handbook, (Grand Rapids: Zondervan Publishing House, 1965), pg Wiersbe, John 22:1-4, pg ADDITIONAL NOTES: SINGLE PAGE: pg. 45. MORE THAN 1 PAGE: pp GENERAL RULES: The title of the book is underlined. Commas separate the information. Be sure to insert the city where the book was published and the publisher, as books published by different publisher in different cities may have pages numbered differently