Read
John 3:1-21
John 13:1-35
John 17
Psalm 100
Memory Verse
John 3:16: “For God so loved the world, that He gave His only Son, that whoever believes in Him should not perish but have eternal life."
Teachers of young children
Jesus’ prayer in chapter 17 doesn’t lend itself to a coloring page, nor does the visit from Nicodemus in chapter 3, but Jesus washing the disciples’ feet is a concrete example of God’s love that kids can connect with. The thought of the Son of God, the One who takes away the sin of the world, the One who was the actor in creating the universe – wrapping a towel around His waist, bending down, and beginning to wash someone’s feet… You can probably do something with that.
Don’t be content just with Jesus action, but move on to Peter’s reaction. Our self-image tends toward one of two critical errors: we either think too much of ourselves, or we think too little of ourselves. Peter’s refusal to be treated well by Jesus, insisting that the whole thing is inverted, reflects the latter – or does it? Does he think he’s too little for Jesus to serve him, or does he not want Jesus getting that close? The text is ambiguous, and we can’t assume Peter’s motives where none are stated. So your kids can wrestle with it, to the point of seeing a little of themselves in Peter too.
Teachers of older children
I think this is the age when we most need to impart to students what love is. Love is a feeling, but not only a feeling. Love is a state to be in, but it is not only a state to be in. Love – Godly love – is a decision. It is a decision that God makes on behalf of those He loves. It is a decision that He acts on.
Now wrestle with these passages with your kids, any one of them, and see where the conversation goes. Maybe lead with Ephesians 5:1: “Be imitators of God.” Remind them that our emotions, like our reason, must be governed. They do not – must not – control us. Have them read 1 Corinthians 13 – the “Love Chapter” – and note how love produces actions.
Teachers of adults
I want to encourage you about chapter 3’s visit from Nicodemus, because this is a story that adults can really chew on for a long time. We too often just want to get to the ending too quickly. John 3:16 is at the end of a dialogue, not the beginning. It fills it out to know where it came from.
We can’t think of Biblical characters as cardboard cutouts – flat beings where everything is as it seems. No person is like that. We see a glimpse of Nicodemus here, really the glimpse of a religious leader who is searching. He’s not convinced about Jesus, but he’s also not convinced against Jesus. He senses there’s something in what Jesus says. But he is also careful not to cause a stir, so he comes at night. This was not only good for self-preservation, but necessary if he really wanted to wrestle with difficult questions.
Be careful not to think of Nicodemus as obtuse – as though he really thought you needed to ball yourself up and be “born again.” Likewise, be careful not to think of Jesus as condescending – Nicodemus was searching, and Jesus spoke to everyone according to how they could best grapple with the truth.
We also, too often, skip over transitions that we don’t understand. Encourage your learners to notice the disconnected thoughts, the dissonance Jesus creates. “Do not marvel that I said to you, ‘You must be born again.’ The wind blows where is wishes…” What? “No one has ascended into heaven except He who descended from heaven, the Son of Man. And as Moses lifted up the serpent in the wilderness, so must the Son of Man be lifted up.” Again, what? This entire sequence doesn’t boil itself down into an easy slogan. Avoid the temptation to try to deliver one.