The

A Very Important Person

YOU are a VIPBa very important person. Anyone who tells another person about Jesus Christ is a very important person.

AIt was he (Jesus) Awho gave gifts to men;@ he appointed some to be apostles, others to be prophets, others to be evangelists, others to be pastors and teachers.@ (Ephesians 4:11)

This handbook is designed to help you share your faith with others. It will help you to help others to learn.

Table of Contents

SECTION ONE: Preparation for Teaching

How to Plan a Lesson Pages 1 - 2

Lesson Planner Form Page 3

Leadership Styles - TIC- TAC- TOE Page 4

DRAG Page 5

Abstract/Concrete Thought Page 6

Theological Theme Definitions Pages 7 - 8

Dales Cones of Learning Page 9

The Classroom as Holy Space Page 10

Six Bible Study Methods Pages 11 - 12

Developmental Assets from Search Institute Pages 13 - 14

Seven Ways of Learning (Intelligences) Pages 15 - 18

Notes on Creativity Pages 19 - 20

Age Level Characteristics Pages 21 - 23

Growing in Prayer Pages 24 - 25

Faith Bases Page 26

SECTION TWO: Aids to Teaching

Creative Learning Activities Pages 27 - 32

Activity: Stained Glass Candle Page 33

Maze: Lost Sheep Parable Page 34

A Christmas Play Pages 35-36

SECTION ONE:

Preparation

for

Teaching

Download Section 1 PDF

LESSON PLANNING

Download lesson planning PDF

PrayBseek God=s guidance as you begin your lesson preparations.

Pray all during the week

$ for yourself,

$ your pupils,

$ for guidance,

$ for the Holy Spirit,

$ for your lesson to bear fruit.

Identify the lesson objectivesBwhat do you want to happen during the classroom session? Look at your entire unit to get the whole picture and how this lesson fits into the unit.

Who are your pupils?

$ What are their ages?

$ What are their personalities?

$ Do they get along?

$ Do they want to be there?

$ What ways do they learn best?

$ What are their interests

$ What are their needs?

Read the scriptureBbe familiar enough to tell the story in your own words.

Choose the building blocks of the printed session which you will use. Look in the handbook for different options and aids. Use the form on the next page to help you plan. The main emphasis is on pupil activity and learning rather than on teacher performance. You do not need to use all these options. Customize the lessons to your place, time frame, budget and expertise. Think about involving another who has gifts that would compliment this lesson.

How much time will it take for preparation?

What creative learning activities can help the pupils remember the story?

$ Identify the activity.

$ Identify materials needed.

$ Gather materials.

How can you relate the story to their daily lives? What questions should be raised for discussion?

Prayer: Is the prayer provided in the lesson one that speaks of your understanding of the lesson objectives? Do you need to write one? How can you encourage your pupils to pray?

Music:

$ What music will you use to reinforce the story?

$ How will you teach it?

$ Do you have accompaniment?

$ Do you need someone to help you?

$ Do you need a tape recorder? a CD player? a guitar?

$ Can you sing the song without instruments?

What is your memory verse?

Take Home: What activity can your pupils do at home during the week which will reinforce the lesson?

How will you close this session?

Evaluation/Reviewing the lesson:

$ How did the lesson go?

$ Were the objectives met?

$ What part did the pupils like best?

$ Where did they participate most?

$ What will you do differently next week?

$ What did you enjoy the most?

*****

LESSON PLANNER

Objectives:

Pupils who will probably be there:

Names Ages Grades Notes

Write the scripture story in your own words:

Creative Learning Activity:

Materials Needed: Check Materials Gathered

Discussion questions:

Music I will use:

Prayer:

Memory Verse:

Sending Activity:

LEADERSHIP STYLES

TIC-TAC-TOE

T eacher The teacher lectures, providing the content of the lesson.

I n Pupils ask questions of the teacher or answer the questions

C enter they are asked.

T eacher The teacher provides discussion questions and activities,

A nd but the pupils interact with the teacher and with each other.

C lass Sometimes even the class format is a group decision.

T eacher Teacher provides a learning activity and then stands back

O n and lets the pupils do their own learning. The teacher

E dge hovers on the edge of the group(s) and provides help and

guidance when needed.

When planning a lesson, be sure to use all three leadership styles to provide variety.

*****

DRAG

A MODEL FOR LEARNING

When you use a Creative Learning Activity to help teach the lesson, the DRAG model is helpful to remember. Never do only the activity. Allow time to process what you have done and why you have done it.

DBDo This is the creative activity or a common experience where everyone is involved.

RBReflect Talk about what you did. Questions you may ask are:

$ What happened?

$ What questions do you have?

$ What did you see happening?

$ Who did things differently?

$ Who feels differently about what happened?

ABAnalyze What did the experience mean? What did we learn? How did it apply to the lesson? Questions:

$ What did this activity mean to you?

$ When were you involved/not involved?

$ What did you like best?

$ What did you talk about during the activity?

GBGeneralize This is the most important part of the discussion. It grows out of the reflect/analyze sections. How can we use what we have learned in our daily life? Questions:

$ What did you learn/relearn?

$ How can you use what you learned at home? at school? at work?

Feel free to list what was said in each part on a board or newsprint or other paper for later reference.

This is called experiential learning because the pupils are involved in the learning.

People remember 20% of what they hear.

They remember 40-50% of what they see and hear.

They remember 80% of what they see, hear, and do.

Learning is change. Individuals learn. Individuals have insights to share with each other.

The greater the involvement, the greater the opportunity for learning.

CONCRETE/ABSTRACT THOUGHT

DESCRIPTIONS

Concrete Thinking:

$ Persons think in terms of what can actually be seen, touched, tasted, smelled or heard. They cannot work with words or ideas they have not experienced.

$ Persons translate abstract ideas into concrete images. God has a physical body and speaks with a human voice.

$ Persons cannot work with broad generalizations. They can understand church as ASt John in the Field@ because it is specific. The concept of God=s church throughout the ages cannot be understood.

$ The person=s ability to handle concepts of quantity, time and space is limited. These concepts begin to develop between the ages of 7 and 11.

$ Persons can use vocabulary that indicates abstract thought without understanding the meaning of the words they use.

Abstract Thinking:

$ Persons are not limited to things they experience through their senses.

$ Persons can deal with global ideas such as Afor all times,@ Ain all places,@ and Ato the end of time.@ Many theological concepts take this form.

$ Persons can work with metaphors like, AI am the Rock.@

$ Persons can understand imagery.

$ Persons can think about what they are thinking. They can step outside themselves and take a look at what they are doing or who they are.

$ Persons can construct systems and theories. They can work out theoretical problems and work with word statements without seeing, touching, tasting, smelling or hearing the specific object.

$ Persons can construct ideas about the future. They can reason and make realistic plans.

$ Persons can deal with ideas that contradict what is believed to be true.

DEFINITIONS OF THEOLOGICAL THEMES

Law/Gospel

The law represents the way God keeps good order in the world. It also help humans to acknowledge their sinfulness and to only depend on God. The gospel is the good news of God=s saving love. The gospel shows we are right with God. We need both the law and the gospel.

Creation

The universe was made by God. It belongs to him. He continues to provide for us because he loves us.

Prayer

Prayer is a relationship of intimacy with God, a way of being before a way of doing, a gift, a response initiated or provoked by God, and awareness of God=s presence, communal, two-way: listening and speaking.

Reconciliation

Through Jesus God has restored our relationship with him. It is God=s action, not ours.

Sin

A condition where we try to put ourselves in God=s place. Because we are selfish and self-centered, we are separated from God.

Hospitality

Welcoming, caring about others.

Evil

To spoil or break in pieces. Being broken and made worthless. What is unpleasant, disagreeable, offensive.

Forgiveness

Granting pardon to those who have done wrong against us or against God. God forgives us. We forgive others.

Suffering

Physical or emotional or spiritual pain.

Faith

Trust in the promises of God.

Stewardship

Caring for what God has given us and returning a part of it to him.

Judgment

The sentence pronounced according to what we have done, whether good or evil.

Trust

reliance and confidence in God

Sense of Call

Each person is called by God to serve him in our daily life and work, with our family and our neighbors, in our community and in the world.

Love

To want the best for everyone, to work for the good of others. It is a conscious act, not just a feeling.

Obedience/Following

To do what God wants us to do.

Justice

God=s will and the activities which result from it

Hope

trust in God=s goodness in our lives

Grace

God freely gives us his love and forgiveness even though we don=t deserve it.

Joy

a quality of great happiness grounded upon God himself

Kingdom of God

expectation of the intervention of God to set up his rule in the world

*****

Your classroom sets the mood for your pupils when they arrive. A cluttered, dingy room can say, AYou=re not really welcome here.@ A bright, decorated room bids the students to come in and relax.

Where do you meet? In a classroom? in a basement with other classes? in a kitchen? in church pews? Do other people use your space? Is the area cluttered with things left over from previous years? Are supplies lying all around?

If so, you may need to use ingenuity to make it a welcoming classroom.

Do you need a table or could a rug with cushions on the floor suit your class better?

Do you have wall space? Or could you string a clothesline on which you could hang posters or pictures with clothes pins?

If you meet in a kitchen, magnets can hold decorations to refrigerators or stoves.

In a large room dividers can be blackboards or filing cabinets or a piano or a storage cupboard or a sheet strung on a wire.

Decorations can be hung from the ceiling with fishing line or yarn. Use a paper clip to fasten the string if you have metal strips that hold the ceiling tile.

If you meet in the nave, can you put chairs in the aisle? Or cushions? Is there a space in front of the pews? Or behind them? If the church isn=t full every Sunday, could a couple of the back pews be turned to face each other?

Could you light a candle and/or spread a cloth to create a more reverent atmosphere?

*****

Use cardboard boxes or baskets or crates to store supplies if you don=t have a storage area.

Collect pictures from magazines or calendars for use in your classroom.

Not enough light? Ask for donations of floor lamps or lamps that clamp to tables.

Be careful to place wires so the children will not trip over them. You may need to cover the cords on the floor with duct tape.

Below draw a diagram of your meeting space. What can you do to make it more welcoming?

Even a small amount of time spent to make your classroom more welcoming will be noticed by your students. Be creative.

SEARCH INSTITUTE=S

40 DEVELOPMENTAL ASSETS

Search Institute has identified the following building blocks of healthy development that help young people grow up healthy, caring, and responsible

EXTERNAL ASSETS:

Support:

1. Family SupportBfamily life provides high levels of love and support

2. Positive Family CommunicationByoung person and her or his parent(s) communicate positively and young person is willing to seek advice and counsel from parents.

3. Other Adult RelationshipsByoung person receives support from three or more non-parent adults.

4. Caring NeighborhoodByoung person experiences caring neighbors.

5. Caring School ClimateBschool provides a caring, encouraging environment.

6. Parent Involvement in SchoolingBparent(s) are actively involved in helping young person succeed in school.

Empowerment:

7. Community Values YouthByoung person perceives that adults in the community value youth.

8. Youth as ResourcesByoung people are given useful roles in the community.

9. Service to OthersByoung person serves in the community one hour or more per week.

10. SafetyByoung person feels safe at home, school, and in the neighborhood.

Boundaries and Expectations:

11. Family BoundariesBfamily has clear rules and consequences and monitors the young person=s whereabouts.

12. School BoundariesBschool provides clear rules and consequences.

13. Neighborhood BoundariesBneighbors take responsibility for monitoring young people=s behavior.

14. Adult Role ModelsBparent(s) and other adults model positive, responsible behavior.

15. Positive Peer InfluenceByoung person=s best friends model responsible behavior.

16. High ExpectationsBboth parents and teachers encourage the young person to do well.

Constructive Use of Time:

17. Creative ActivitiesByoung person spends three or more hours per week in lessons or practice in music, theater, or other arts.

18. Youth ProgramsByoung person spends three or more hours per week in sports, clubs or organizations at school and/or in the community.

19. Religious CommunityByoung person spends one or more hours per week in activities in a religious institution.

20. Time at HomeByoung person is out with friends Awith nothing special to do@ two or fewer nights per week.

INTERNAL ASSETS:

Commitment to Learning:

21. Achievement MotivationByoung person is motivated to do well in school.

22. School EngagementByoung person is actively engaged in learning.

23. HomeworkByoung person reports doing at least one hour of homework every school day.

24. Bonding to SchoolByoung person cares about her or his school.

25. Reading for PleasureByoung person reads for pleasure three or more hours per week.

Positive Values:

26. CaringByoung person places high value on helping other people.

27. Equality and Social JusticeByoung person places high value on promoting equality and reducing hunger and poverty.

28. IntegrityByoung person acts on convictions and stands up for her or his beliefs.

29. HonestyByoung person Atells the truth even when it is not easy.@

30. ResponsibilityByoung person accepts and takes personal responsibility.

31. RestraintByoung person believes it is important not to be sexually active or to use alcohol or other drugs.

Social Competencies:

32. Planning and Decision MakingByoung person knows how to plan ahead and make choices.

33. Interpersonal competenceByoung person has empathy, sensitivity, and friendship skills.

34. Cultural CompetenceByoung person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.

35. Resistance SkillsByoung person can resist negative peer pressure and dangerous situations.

36. Peaceful Conflict ResolutionByoung person seeks to resolve conflict nonviolently.

Positive Identity:

37. Personal PowerByoung person feels he or she has control over Athings that happen to me.@

38. Self-esteemByoung person reports having a high self-esteem.

39. Sense of PurposeByoung person reports that Amy life has a purpose.@

40. Positive View of Personal FutureByoung person is optimistic about her or his personal future.

Used by permission.

Faith Bases

The word faith has a double meaning as we are using it. The first meaning focuses on the theological, the content. The second meaning focuses on the developmental, the way we understand our faith, the process of how we believe.

Theological Base:

* Faith begins with trust.

* Faith builds on the foundations of God=s grace.

* Faith comes from God; we respond.

* God initiates faith; we respond.

* Faith is the workings of the Spirit in our lives.

* Faith begins when we are called into relationship in Baptism.

* Faith is sustained through Word and Sacrament.

* Faith is a mystery.

* Faith cannot be measured or evaluated.

* Luther states: AI cannot by my own understanding or effort believe in Jesus Christ my Lord, or come to him. But the Holy Spirit has called me . . .@ (The Explanation to the Third Article of the Apostle=s Creed).

Developmental Base:

* We integrate faith into all of life.

* We use faith insights to interpret life.

* We use faith to make meaning out of experience.

* We experience more and more the longer we live, and we express our faith differently.

* We develop faith expression and patterns of faith-knowing based on such things as:

* chronological age

* relationships with others

* view of authority

* understandings of symbols and meanings

* life experience

* global consciousness.

CREATIVE LEARNING IDEAS

WAYS TO USE PAINT:

Mix one part powder paint with two parts liquid starch. Put in a jar and shake it.

1) Finger paintingBput paint on glossy shelf paper and use fingers and hands to make the picture.

2) Blow paintingBdrop spots of thinned paint and blow them with a straw.

3) String paintingBfold a piece of construction paper in half. Lay an eighteen inch piece of yarn in paint, keeping one inch on each end out of the paint. Place the yarn between the pieces of construction paper leaving the ends outside. Put a hand on top of the folded paper and pull the yarn through.

4) Sponge paintingBcut sponges into different shapes. Dip them in paint and place them on paper to paint.

5) Soap paintingBbeat Ivory flakes and water in a bowl with an egg beater until very stiff. Tint with food coloring added to the water before beating. Apply with either fingers or a brush.

YARN AND STARCH PAINTING:

Immerse yarn scraps (rug yarn works best) in a saucer full of liquid starch. Lay the yarn on cardboard (not construction paper) and create pictures. When dry the yarn sticks to the board and the starch is not seen.

BANNERS:

On colored burlap or other material, glue felt, yarn, wood, etc. Fold one end over and glue to form area for dowel rod or stick. You can make fringe at the other end.

FLANNELGRAPH STORY:

Tape a piece of flannel to cardboard. Let the children draw and cut out figurines for the story. Use loops of masking tape to hold the figures to the flannel. Move them around to tell the story.

MOSAICS:

On odd shapes of painted wood or styrofoam trays, glue seeds, pine cone petals, flower petals, leaves, stones, etc. to make pictures.

LAMINATIONS:

a) Waxed paperBlay a sheet of wax paper on a pad of newspapers. Arrange any of the following on the wax paper: leaves, grass, flowers, yarn, and very small bits of crayons. Lay another piece of wax paper on top. Press it with a very hot iron to make the wax paper stick together. Make a frame of construction paper. Hang in a window to let the sun shine through.

b) Contact paperBcut a piece of clear contact paper at least 24 inches long. Lay on table and remove backing. Place leaves, grass, flowers, yarn, etc. on 2 of the sticky side. Carefully fold the other half over the picture. Press down. Cut a hole for yarn on one side and hang or use as a placemat.

GROUP MOTIONS:

Put words of a psalm or hymn on newsprint. Hang on the wall. As the words are spoken or sung, the group moves to interpret them.

PUPPETS:

Puppets can be made from many things: paper bags, socks, styrofoam balls, nylon stockings stretched over wire hangers, fingers, etc. Make the puppets and act out the story. A table turned on its side can be a stage as the children kneel behind it.

COLLAGE:

Ask the children to interpret the biblical story by using pictures from magazines to express it in contemporary terms. Glue the pictures to the sides of a box, to cardboard, or to posterboard. Discuss what they learned.

MOBILES AND STABILES:

Mobiles can be made by crossing a wire coat hanger inside another one. Hang items which describe a story with fishing line, yarn, or string. Stabiles stand instead of hanging. Use a can of stones as the base on the table. Insert wood or wire into the stones. Attach coat hangers and hang items describing the story.

TV COMMERCIAL:

Have a small group make up a commercial to convey an important concept you have

been studying. Act it out. If someone has a camcorder, record it to show to the rest of the church.

TIC-TAC-TOE GAME:

Make a tic-tac-toe diagram. Identify nine words or pictures from a story or event which is important to the lesson. Place each word or picture in one of the boxes. Divide the class into two teams to correctly identify three boxes in a row. This can also be used to review a story from a previous class.

TAPE RECORDER/CAMCORDER:

Have children do Ainterviews@ of persons in the story you have been studying.

SONG WRITING:

Write verses to tell the story your are studying to a tune the children know. Count the number of syllables in each line and write the new words according to the syllable count. The words may or may not rhyme.

CROSSWORD PUZZLE:

Design a simple crossword puzzle of about 10-15 words based on a biblical text, story, or review of an event. Write definitions for the words. Ask adults to solve the puzzle.

HAND PANTOMIME:

Using a biblical story with some action, encourage a group to tell the story using only their hands. They can stand behind a portable blackboard or kneel behind a table turned on its side. Perform the story first. See if those watching can guess what the story is. Then have someone read the story as it is performed a second time.

PENNANTS:

A pennant is between a flag and a banner. Cut a piece of paper in the shape of a triangle. Have the children choose a short phrases or words like Jesus Lives or Joy or Good News that relates to your lesson. Using markers or paint, decorate the pennant. Display the pennant by stapling it to a dowel rod. You may punch holes on each side of the wide end and thread yarn through the holes, tying the ends so it will hang.

SGRAFFITO:

Cover a sheet of paper with light colored crayons. Make a heavy layer. Then cover the first layer with a dark color. Using a wooden toothpick, make a design by scratching the top layer to let the lighter color shows. This method can be used to make symbols or pictures to hang on mobiles.

ALUMINUM TOOLERY:

Cut cardboard into shapes and cover with foil. Draw a symbol or picture on a piece of paper. Place the paper over the smooth aluminum side and trace the design with a ballpoint pen so the design will be imprinted into the foil. Using India ink, paint the design. Rub lightly with a tissue.

FLOWER CHAINS:

Provide a number of flowers for each student. Make a small slit in one stem. Slip the stem of a second flower through it. Slit the second stem and put the stem of the third flower into it. Con-tinue until all the flowers are used. Attach the last stem to the 2nd slit in the stem of the first one.

PERCUSSION INSTRUMENTS:

Put handful of beans, popcorn, rice, small stones, glass beads, etc. into containers such as coffee cans, Pringle cans, margarine containers, etc. Tape lids securely. Make music.

PAPER DOILY IDEAS:

Use to decorate handmade greeting cards

Cut out designs to make snowflakes

Use to wrap candy to make small gifts

Glue small cup in center for decorative container

TREASURE BOXES:

Cover small lidded box with foil. Decorate with glitter, pictures, beads, etc.

DRAMA:

Like any good story, a drama should draw the audience into it. It should capture their imagination and entertain as well as inform.

1. Dramatic Story....

Look for a story full of action. Read it to the class. Now let the pupils act out the story. Use simple props. Be sure everyone has a part.

b) Performing a Pre-written Drama....

Assign parts.

Decide:

Will the pupils memorize their lines or read from the script?

Will the drama be performed before an audience?

What costumes will be used? Who will provide them? What props are necessary?

Allow enough time for rehearsal.

Promote enthusiasm.

Have fun.

3. Writing a Story....

Is the story an adaptation of a Bible story?

Is the story original?

Identify your audience and write with them in mind.

Decide on your setting.

Who are your characters?

What is the plot?

Will the story contain music? humor?

Follow the steps under APerforming a Pre-written Drama@ to present the story.

STORYTELLING:

Storytelling is different from reading a story. With storytelling you can use props and action. With words you draw the pictures in the book. You become the characters.

Advantages of storytelling:

quickly captures interest and holds attention

easy to recall and repeat

appeals to the imagination and emotions

abstract theories can become living realities

Disadvantages of storytelling:

may only entertain and not teach

some pupils do not learn by listening

Characteristics students like about storytelling:

repetition

rhyme

rhythm

single theme

imagination

drama

happy ending

action

sermon-free

Characteristics of a story teller:

prepared

likes students

shares his/her faith

Preparing to tell a story:

1. Become familiar with the story. Read it several times.

2. Identify the introduction, the action, and the end.

3. Outline the story or write it in your own words.

4. Become familiar with the background of the story. Know what the homes, the culture, the landscape, etc. is like.

5. Know your characters. Get Ainside@ them. Feel as they felt.

6. Use rhyme, rhythm, and repetition if they add to your story.

7. You don=t need to memorize everything. But know the outline of your story, what is essential, what will used to fill in. It may help to memorize some phrases, especially those you want to repeat several times.

8. Practice. Practice alone and then tell the story to another person before you tell it before a group.

9. Plan an introduction to the story. If you were telling the story of Zacchaeus, you could ask a question like: AHave you ever wished you were taller?@ Or you could begin: AI would like to tell you one of my favorite Bible stories.@

How to tell a story:

1. Be sure everyone is comfortable, both you and the audience.

2) Sit as close as possible to your students and look them in the eye.

3) Avoid using different voices for each character.

4) Weave any interruptions into the story itself.

5) Use natural gestures

6) Do not moralize. Let the story speak for itself.

7) Enjoy yourself!

Hindrances to good storytelling:

i) Forgetting

ii) Self-consciousness

iii) Failure to speak clearly

iv) Sentimental tones of voice

*****

Christmas Play

(Staging can be as simple or as elaborate as you choose. There are six speaking parts but you can use the other students as extras - from the palm trees to the partiers. Any who do not want to be on stage can choose to be prop designers, costume designers, dressers, stage hands, to cookie bakers for after play refreshments and any other roles you choose to use to give a Arole@ to each class participant).

Boy: (Comes in and stands at the corner of the stage). ABoy, I=m sure tired of the same old Christmas story. No room at the inn and the stables and all that an about the manger. I don=t even like stables@.

Narrator: ABut that is still the story of what is happening today@.

B: AWhat do you mean?@

N: ALet me show you, do you remember the story?@

B: ASure, Mary and Joseph went to Bethlehem and there was no room at the inn and so they went and Jesus was born in a stable.@

N: AMary and Joseph traveled to Bethlehem, and Mary being great with child, was tired after the long journey and they looked for somewhere to spend the night.@

(During this discussion, Mary and Joseph come into view, Joseph goes to the door of the inn, First House scene).

Joseph: (Knocks on the door). AIs there any room for us, to spend the night here? We have had a long journey.@

(House Scene #1: Family is watching TV. There is a football game on and all are getting into the game.)

Innkeeper: ANo, there is no room. I have to get back to the game. We are winning two/zip.@

(He goes back inside and the game is over. After a bit of reveling in the win, the actors get ready for House Scene #2 - a party where everyone is dancing and enjoying each other=s company).

J: (Shakes his head and returns to Mary and tells her there is no room). AMary, there is no room here.@ (They turn to see a line of people knock at the door of the inn and be welcomed into the party).

Mary: (to Joseph) ASurely there is room for us if there is room for all those people, we don=t need much, just a little bed for me to rest in.@

J: AMary, I will go and ask again, maybe there is a little room for us. I will tell the innkeeper we only need a little room.@ (Joseph approaches inn again and knocks).

I: (answers Joseph=s knocks) AGo away, see if there is room anywhere else. We are busy and full now. I must get back to my friends.@ (Innkeeper closes the door in Joseph=s face).

J: (Sadly turns to Mary and pats her hand). AI=m sorry Mary, but they are still very busy and full.@

M: AOh, Joseph, the people are all leaving the party now. Surely there is room for us now that the place is empty.@ (During this conversation the party people are all leaving and thanking the innkeeper for the great party).

J: AWell, I suppose now that all the people have gone, it would be a good time to ask again.@ (He turns toward the door but is interrupted by the innkeeper=s wife as she rushed past him to get into the house with her arms full of packages).

Innkeeper=s wife: AExcuse me.@ (As she kicks the door for the innkeeper to let her in).

J: (As the door is opened). AHave you any room now? All of the people have gone and we are still without a place to go. It is a cold night. Mary, my wife, is with child and needs to rest. Don=t you. . . please. . . don=t you have just a little room?@

I: ANo, for the LAST TIME, NO! I have got to go in and see what my wife has charged now - another bill for me to pay!@

(Joseph turns back to Mary and the Innkeeper closes the door. Mary is about to cry).

B: (Who has been watching all of this, jumps up and touches Joseph=s arm). APlease take my bed. It is little but it is clean and warm. Don=t cry Mary, I have room for you and Joseph and Jesus.@ (At this the innkeeper and his wife look ashamed).

I: AI had room for you, too. But I was too busy with all these other things to think of you. Forgive me, let me help you, Mary.@

N: AWe all have room but we are all just too busy to see it. We all have room for Jesus if we just stop long enough to let Him in.

B: AYes, yes. I see now. The story is happening, even now, with me, with all of us. Whenever we don=t open our hearts and give room for Jesus to come in. But I have learned my lesson. I will make room for Him now.@ (And at this everyone come in and agrees with them. All sing AThou Didst Leave Thy Throne@).