Step One of this lesson also on video!
Real Life Downloaded | High School Lesson 7 | Intercessory Prayer from David C Cook on Vimeo.
Prior to group time, set up chairs in circles of about 10 students. Set up as many small circles as possible. If space is a problem, sit on the floor instead of chairs. If the weather is nice, go outside and sit on the grass for this activity.
Choose who will go first in each circle (group). Mention that the items the students will come up with for this activity can be humorous, but that illegal or inappropriate items are not acceptable to mention.
The first person will come up with something that starts with the letter “A” to fill in the blank: I keep _________ in the trunk of my car, (an answer might be “apples.”) The next person will repeat the sentence but will repeat what the first person said and then come up with a word that starts with “B” (Example: I keep apples and bananas in the trunk of my car.) Each person must repeat what everyone before them has said and add their own item starting with the next letter of the alphabet. Continue until all letters of the alphabet have been used (if you have students who haven’t had a turn, start over with an “A” item, but have them repeat the list.
Regroup. Mention that this was a simple icebreaker game, but that it was important to listen to each person’s sentence and to remember what letter of the alphabet was next in order for the activity to work. Also note that there were some group rules established in order to conduct this activity. Topics were not to include anything illegal and all words had to be classroom appropriate.
Show the first part of this video to your students [STOP at 2:08; you will use the last half of the video in Step 4].
Man Shares His Experience With the Power of Prayer
- Do you think whoever strung the cord across the bike trail was hoping to decapitate the person who would make contact with it or didn’t realize how serious that kind of a prank could be? What makes you think that? (Answers will vary.)
- Why do you think Thomas’s mother responded to the doctor’s assessment by going to prayer immediately? (She realized when the doctor said that his injury was life-threatening that God was her son’s only hope.)
- Have you—or someone you are close too—ever been in an accident where you realized things were very grim? How did you react? Was prayer something you thought about doing immediately, or was it kind of an afterthought? (Answers will vary.)
The actions taken against Thomas were sinful. Someone deliberately tried to harm him or another biker who would ride on that dirt path. His injuries were horrific and the healing process was lengthy. Yet, God had a plan—His plan is something He wants all of us to be a part of. Let’s see what part prayer plays in our lives today.
Looking for Steps 2, 3 & 4?
You can find Steps 2 and 3 in your teacher’s guide. For upper elementary, middle school, and high school your Step 4 appears below. For adult, use the Step 4 in your teacher’s guide. To purchase a teacher’s guide, please visit: Bible-in-Life or Echoes.
- Internet access
- Song lyrics printouts (1 per student; template found here)
- Index cards
Before class, print out a copy of the song lyrics sheet (one per student; template here).
Paul was not in a good place when he wrote the letters we studied today. At least he wasn’t in a good place in worldly terms; he was most likely imprisoned. Yet, Paul used his less than ideal circumstance to ask those to whom he was writing to be alert and keep on praying for the Lord’s people.
Instead of focusing on his own needs, as is common of most who request intercessory prayer, Paul reached out to the churches to let them know he was praying for them! Paul didn’t just pray for their physical needs but he lifted up their spiritual needs also.
At the beginning of today’s lesson we watched the first half of a video about a person who was injured severely. Let’s watch the rest of that video clip together now.
Show the last part of this video to your students [START at 2:08 and watch to the end at 4:26].
Man Shares His Experience With the Power of Prayer
In Ephesians 6:18, Paul admonishes Christians to pray for the Lord’s people. Sometimes it is hard to know what to pray for people—especially if you don’t know them very well.
- Aside from praying for healing or a resolution to the problem they are facing, what are some other things you might pray for people who are suffering? (Give your students an opportunity to brainstorm; write responses on the whiteboard.)
Direct your students to get into small groups of two or three. Make sure at least one person in each group has a smartphone they can share. Instruct your teens to pull up the following website on their smartphones:
Lifting Up Those Who Are Suffering
Hand out index cards and pencils or pens. On the index cards, have students write down prayer requests they’d like to share. If something is confidential, they can write down the words, “unspoken request” and their name. Have students hand their prayer request to another individual in their small group; each student should have someone else’s request. Spend a few minutes in small groups lifting up each other’s prayer requests. If they need prayer prompts, they can use the prayer guide on suffering to direct their prayers along with the ideas written on the whiteboard.
Show the following video clip to your students to conclude your group time; hand out song lyrics sheets so they can follow along as they watch [3:42].
When We Pray (Official Music Video)
Encourage your students to take the request they received home and to pray for those needs this week on their own. Remind students to keep the requests confidential and emphasize today’s focus, we are to intercede in prayer for others.
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(For our upper elementary, middle school, and high school customers: David C Cook is not affiliated with and does not endorse any website or any other media listed on these pages. At the time of writing, David C Cook editors carefully review the referenced material and non-referenced web page content. However, due to the nature of the Internet, non-cited content on the website [including pop-ups, links, and ads] changes frequently and is beyond our control. Please review carefully before shoeing links in the classroom.)