Running on Empty Student Activities - Adventist...
Transcript of Running on Empty Student Activities - Adventist...
Running on Empty Student Activities
For the Teacher
The book, “Running on Empty” is broken down into ten reading days. You may choose
to have your students read the entire “Running on Empty” book at one sitting, and then
do some suggested activities. Or you may cover the book in two weeks, reading a section
each day and doing the accompanying activities. You may even take each day and make
it last a week as the students work on the various project options.
At the completion of “Running on Empty” the students should have a clear understanding
of what is meant by the Desire of Ages and how the empty feeling inside each one of us
is waiting to be filled by our Forever Friend, Jesus. Students should be able to make a
decision for Jesus and asking Him to come into their lives. The students should also be
able to describe how Jesus filled the lives of people when He was walking on Earth, as
well as how Jesus filled Jennifer’s life.
Student Objectives
1. After reading “Running on Empty” the student will be able to identify what is empty
in the lives of people on earth.
2. After reading “Running on Empty” the student will be able to describe some of the
harmful things people do to fill their feelings of emptiness.
3. After reading “Running on Empty” the student will be able to make a choice about
choosing to follow Jesus or choosing to follow the world, and be able to explain why they
made their choice.
Day 1
Read p. 1-3
Words and terms students should understand before reading the story:
What does transferred mean?
What is meant by supernatural forces?
What is a commander?
Who is Satan?
What does allegiance mean?
What is meant by the word sophisticated?
What does it mean to be divorced?
What does the word swearing mean?
What does it mean to be humiliated?
Curriculum Overlap Activity
Social Studies Activity Where in the World?
Find the state of Ohio on a United States map. Find the city of Aurora.
Find the state of Wisconsin on a United States map. Find the city of Milwaukee.
Find your state or country on a United States or World map. Find your home city.
Measure the distance in miles and/or kilometers from Aurora, Ohio to Milwaukee,
Wisconsin. Record your answer.
Measure the distance in miles and/or kilometers from Milwaukee, Wisconsin to your
home town. Record your answer.
Which city is closest to Milwaukee, Aurora or your home town?
Using a map with roads and their identifying numbers, describe the route Jennifer’s
family might have taken from Aurora to Milwaukee. Then describe the route you would
take if you were moving to Milwaukee.
Research Activity
Discover and record your answers for the following questions use the chart below, about
the following cities: Aurora, Milwaukee and your home town.
1. What is the current population?
2. What is the area of each city?
3. What is the hottest temperature recorded?
4. What is the coldest temperature recorded?
5. In what year did the city begin?
Pop
ula
tion
Are
a
Hottest T
em
pera
ture
Cold
est T
em
pera
ture
City's
Be
gin
nin
g
Aurora, Ohio
Milwaukee, Wisconsin
Your Home Town
Math Activity Graphing
Using the information from the research activity, make comparison graphs for each topic.
You may use the following template for your graphs, or create some of your own.
Title of Graph Graph
Graph Key
Represents
Title
nu
mbers
repre
sent
Auro
ra, O
hio
Milw
auke
e,
Wis
consin
Your
Hom
e T
ow
n
Title for cities
Art Activity Creating Your Own Journal
To get some ideas visit the following websites
How to make a Layered Look Book Foldable http://sblc.registereastconn.org/foldables/LayeredLookBook.pdf
Tutorials for several types of makeable booklets
http://www.vickiblackwell.com/makingbooks.html
Writing Journal Activity
Journal entry, after reading this section answer the following questions in complete
sentences.
1. Pretend you are Jennifer and write down what you are feeling after the events in this
section.
2. Describe the reason why you (as Jennifer) did what you did in this section.
3. Pretend you are a good friend of Jennifer’s and could talk with her in person. Share a
piece of advice with her about how she could make life better.
4. Compare what Jennifer did with something you have actually done. What would you
do differently in such a situation in the future?
5. Think about someone in your school who might be feeling like Jennifer. What can
you do to make their life better?
Day 2
Read p. 4-7
Words and terms students should understand before reading the story:
What does a priest do?
What is a rabbi? What do they do?
What does the word scriptures refer to?
What does it mean to offer sacrifices?
What does messiah mean?
What does it mean to occupy a country?
What does it mean to be humble?
What is a stable?
What are magi?
What is meant by the word prophecy?
What is a temple?
What is meant by vanquishing?
What does it mean to be baptized?
What does the word miracle mean?
What is an overlord?
Curriculum Overlap Activity
Bible
Look up the following texts, read and study them together.
The mission of the Savior is found in Isaiah 61:1-11
Luke 1:35
Compare the stories in the following texts:
Matthew 1:18-2:12 and Luke 2:1-20
How are these two stories alike and how are they different?
The story of Balaam can be found in Numbers 22:1-24:25
1st Prophecy Numbers 22:41-23:12
2nd Prophecy Numbers 23:13-26
3rd Prophecy Numbers 23:27-24:14
4th Prophecy Numbers 24:15-25
What do these texts mean? Why are these texts important to our understanding of Jesus
mission on Earth?
Social Studies – Maps Find and study a map of Israel. Find the cities of Jerusalem and Bethlehem.
The distance between the two cities is 5.52 miles or 8.89 km
http://www.distancefromto.net/between/Jerusalem/Bethlehem
How does this information help you better understand some of the stories about Jesus?
Explain.
Physical Education
Take the trip the Wise Men traveled when they arrived in Jerusalem and learned they
needed to travel on to Bethlehem. Map out a 5.5 mile route. Pretend you are the Maji.
Did you learn anything? How long did it take you to travel this distance? How long do
you think it took the Wise Men? Walk/run this distance for Physical Education Class(es).
Science - Stars
The Magi followed a star. What are stars usually made of? What was the Star of
Bethlehem made of?
To learn more about stars, visit the following website:
http://science.nationalgeographic.com/science/space/universe/stars-article/
To learn more about the Star of Bethlehem, visit the following website:
http://news.discovery.com/space/astronomy/the-star-of-bethlehem-was-it-jupiter.htm
When the star reached Bethlehem, what might the Wise Men actually see?
Read Luke 2:8-14
Art
A great site to visit for art ideas is:
http://www.artprojectsforkids.org/
Suggested project: Create a stain glass window of a scene from today’s portion of
“Running on Empty,” story.
Writing Journal Activity
Journal entry, after reading this section answer the following questions in complete
sentences.
1. Pretend you are one of the Wise Men or their servants. Write down what you are
feeling after the events in this section.
2. Describe what you did in this section.
3. Pretend you live in Bethlehem. What did you witness with the visit from the Magi?
What did you do next? Who did you talk to about what you saw?
4. Compare this event with something exciting that has happened to you. How was it
like it? How was it different?
5. Think about someone who would like to know what you have learned? How will you
share this information?
OR
Write a paragraph describing what is happening in today’s reading.
Memory Work
Memorize Matthew 3:17
And suddenly a voice came from heaven, saying, “This is My beloved Son, in whom I
am well pleased.” (New King James Version)
Art
Create a poster with the memory verse Matthew 3:17. Include a picture . You can use a
computer program to do this project.
Day 3
Read p. 8-14
Words and terms students should understand before reading the story:
Who was Nicodemus?
What is the Sanhedrin?
What does it mean to be ridiculed?
What does foretelling mean?
What does it mean to ponder?
What are rumors?
What dose it mean to torment?
What does it mean to “Go steady?”
What does it mean in the story to have a “Crush?”
Where is Samaria?
What does it mean to be jealous?
Where is Sychar?
What does scandalous mean?
Curriculum Overlap Activity
Social Studies – Map
Find Samaria on the map. How far is it from Jerusalem?
Find Sychar on the map. How far is it from Samaria and Jerusalem?
Look at a map where you have taken a hike? How do the distances in Israel compare
with the distances you have walked?
Writing Journal Activity
Journal entry, after reading this section answer the following questions in complete
sentences. Or create some of your own questions to answer.
1. Pretend you are Nicodemus and write down what you are feeling after the events in
this section.
2. Describe the reason why you, Nicodemus, did what you did in this section.
3. Pretend you are a good friend of Nicodemus’ and could talk with him in person. What
advice might Nicodemus share with you?
4. Compare Jennifer with the woman of Sychar. How are they alike? How are they
different? What would you advise Jennifer to do differently in the future?
5. Think about someone in your school who might be feeling like Jennifer. What can
you do to make their life better?
ART/WRITING
Create a story book or story board or filmstrip depicting the story of Jesus and the
Woman at the Well.
Research
Learn why the place where Jesus rested was called “Jacob’s Well.”
Memory Work
Memorize Matthew 12:12
Of how much more value then is a man than a sheep? Therefore it is lawful to do good on
the Sabbath.” (New King James Version)
Art
Create a poster with the memory verse Matthew 12:12. Include a picture . You can use a
computer program to do this project.
Day 4
Read p. 15-19
Words and terms students should understand before reading the story:
What does it mean to be popular?
What does “Christian Duty” mean?
What is a cheerleading squad?
What does it mean to “egg” something?
What does accompanied mean?
What does it mean to feel guilt?
What does repentance mean?
What does it mean to be meek?
What is meant by God’s Grace?
What does it mean to inherit?
What is “Divine Power?”
What does it mean to be merciful?
What does it mean to have mercy?
What does it mean to be persecuted?
What are disputes?
What are consequences?
What does it mean to capsize?
Curriculum Overlap Activity
Writing Journal Activity
Journal entry, after reading this section answer the following questions in complete
sentences.
1. Pretend you are Jennifer and write down what you are feeling after the events in this
section.
2. Describe the reason why you (as Jennifer) did what you did in each section.
3. Pretend you are a good friend of Jennifer’s and could talk with her in person. Share a
piece of advice with her about how she could make life better.
4. Describe a time when you also felt guilty about something. What did you do to feel
that way? What did you do to resolve your problem?
5. Describe a time when you felt miserable. What did you do to feel better? Was this a
good idea? Why?
Research
What are some of the sacrifices people offered to God when Jesus was on earth? What
did each of the different sacrifices represent? Why don’t we still offer sacrifices today?
Writing
Create your own skit or play depicting at least one of the stories you have read about
Jesus, so far in this book. Practice your skit and present it for your class, school, Sabbath
School class, vespers program, etc.
Reading/Art
Read together the stories in Matthew 5-7. Then create a mural or film strip depicting
each story.
Matthew 5:13-16 Salt and Light
Matthew 5:17:20 The Fulfillment of the Law
Matthew 5:21-26 Murder
Matthew 5:27-20 Adultery
Matthew 5:31-32 Divorce
Matthew 5:33-37 Oaths
Matthew 5:38-42 An Eye for an Eye
Matthew 5:43-48 Love for Enemies
Matthew 6:1-4 Giving to the Needy
Matthew 6:5-15 Prayer
Matthew 6:16-18 Fasting
Matthew 6:19-24 Treasurers in Heaven
Matthew 6:25-34 Do Not Worry
Matthew 7:1-6 Judging Others
Matthew 7:7-12 Ask, Seek, Knock
Matthew 7:13-14 The Narrow and Wide Gates
Matthew 7:15-23 The Tree and Its Fruit
Matthew 7:24-28 The Wise and Foolish Builders
Memorize
Memorize Matthew 5:3-11
“Blessed are the poor in spirit,
For theirs is the kingdom of heaven. 4 Blessed are those who mourn,
For they shall be comforted. 5 Blessed are the meek,
For they shall inherit the earth. 6 Blessed are those who hunger and thirst for righteousness,
For they shall be filled. 7 Blessed are the merciful,
For they shall obtain mercy. 8 Blessed are the pure in heart,
For they shall see God. 9 Blessed are the peacemakers,
For they shall be called sons of God. 10 Blessed are those who are persecuted for righteousness’ sake,
For theirs is the kingdom of heaven.
11 “Blessed are you when they revile and persecute you, and say all kinds of evil against
you falsely for My sake. (New King James Version)
Memorize Matthew 6: 9-13
The Lord’s Prayer
Our Father in heaven,
Hallowed be Your name.
Your kingdom come.
Your will be done
On earth as it is in heaven.
Give us this day our daily bread.
And forgive us our debts,
As we forgive our debtors.
And do not lead us into temptation,
But deliver us from the evil one.
or Yours is the kingdom and the power and the glory forever. Amen.
(New King James Version)
Celebration
Design a celebration for your class to celebrate that Jesus has forgiven your sins!
Day 5
Before Reading this Section create a KWL chart
1. Divide a sheet of paper into three equal sections
2. Label each section with: Know, Want to Know, and Learned
3. Fill in the know column with what you know about the story of the Demoniacs
4. Fill in the Want to Know section with what additional information you might like to
learn about this story
5. Read the story before filling in the Learned section
Read p. 20-24
6. What have you learned about the story of the Demoniacs? Fill in the Learned column.
Words and terms students should understand before reading the story:
What is a Demoniac?
What does it mean to be possessed?
What is a janitor?
Who was Jairus, in the Bible?
Curriculum Overlap Activity
Writing Journal Activity
Journal entry, after reading this section answer the following questions in complete
sentences.
1. Pretend you are Jennifer and write down what you are feeling after the events in this
section.
2. Describe what you would have done differently if you were Jennifer?
3. Pretend you are a good friend of Jennifer’s and could talk with her in person. Share a
piece of advice with her about how she could make life better.
4. Compare what Jennifer did with something you have actually done. What would you
do differently in such a situation in the future?
5. Think about someone in your school who might be feeling like Jennifer. What can
you do to make their life better?
Read and Discover some other amazing things Jesus did while on earth
Matthew 8:1-4 The Man with Leprosy
Matthew 8:5-13 The Faith of the Centurion
Matthew 8:18-27 Jesus Calms the Storm
Matthew 8:28-34 The Healing of Two Demon-possessed Men
Matthew 9:1-8 Jesus Heals a Paralytic
Matthew 9:19-26 A Dead Girl and a Sick Woman
Matthew 9:27-34 Jesus Heals the Blind and Mute
Matthew 14:13-21 Jesus Feeds the Five Thousand
Art
Gather the following supplies: shoe box, different colors of construction paper, scissors,
glue, pipe cleaners
Create a “Shadow Box” to illustrate on of the stories listed in the Read and Discover
section. Try to create a three dimensional look by placing the cutouts in layers, some
objects closer to the front than others. Try to make at least four layers, from the front to
the back of the box.
Day 6
Read p. 25-28
Words and terms students should understand before reading the story:
What does it mean to be jealous?
What does adulterous mean?
What does it mean to “foil” something or someone?
What does it mean to discredit someone?
What does existence mean?
What does blasphemy mean?
What does it mean to “stone” someone?
What are Pharisees?
What does it mean to be banned from something?
What is a victim?
Curriculum Overlap Activity
Writing Journal Activity
Journal entry, after reading this section answer the following questions in complete
sentences.
1. Pretend you are Jennifer and write down what you are feeling after the events in this
section.
2. Describe the reason why you (as Jennifer) did what you did in each section.
3. Pretend you are a good friend of Jennifer’s and could talk with her in person. Share a
piece of advice with her about how she could make life better.
4. Compare what Jennifer did with something you have actually done. What would you
do differently in such a situation in the future?
5. Think about someone in your school who might be feeling like Jennifer. What can
you do to make their life better?
Writing
Create a modern day skit to portray the story of the Good Samaritan.
Note: The Samaritan’s were considered the worst of the worst, the enemies of the Jews.
No Samaritan was considered good. Consider using a people group that you consider to
be your enemy to represent the Samaritan in your modern day story.
Luke 10:25-37 The Parable of the Good Samaritan And behold, a certain lawyer stood up and tested
Him, saying, “Teacher, what shall I do to inherit eternal life?” He said to him, “What is
written in the law? What is your reading of it?” So he answered and said, “ ‘You shall
love the Lord your God with all your heart, with all your soul, with all your strength, and
with all your mind,’ and ‘your neighbor as yourself.’”
Research
Learn about the Passover Feast. When was it? How often did someone attend? Who
attended? Where did people go to celebrate the feast? Why was this feast important? If
the Passover Feast used to be important, why don’t we celebrate it today? What else did
you learn? Read about Jesus’ trip to Jerusalem to celebrate the Passover Feast in
Matthew 21:1-17.
Memorize
Memorize John 10:11
I am the good shepherd. The good shepherd gives His life for the sheep. (New King
James Version)
Art
Create a poster with the memory verse John 10:11. Include a picture . You can use a
computer program to do this project.
After reading about Jesus’ Triumphal Entry” Matthew 21:1-17 and Mark 11:1-11, create
a story board showing the different scenes that might have occurred during this event.
Word Search
Names from Jesus’ time on earth
Simon Peter
Andrew
James, son of Zebedee
John, son of Zebedee
Philip
Bartholomew
Thomas
Matthew
James
Thaddaeus
Simon
Judas Iscariot
Jews
Levite
Priest
Pharisees
Samaritans
Romans
Mary
Martha
Lazarus
Nicodemus
Messiah
Caiaphas
Zacchaeus
Sadducees
Magdalene
Prophet
Jerusalem
Judah
Egypt
N J J E S U S N A M O R S B
I A N D R E W L O V E S E A
C M T H E L E I T T L W E R
O E H A D U J E C H E I D T
D S S E E S I R A H P L E H
E S S A M A R I T A N S B O
M O D R E N A T E T I V E L
U N L S U E A D D A H T Z O
S O L C S M T H E A C O F M
H F H A A Y R A M H L I O E
D Z S I M O N P E T E R N W
S E I A O R E H S R G A O E
E B M P H N O I S A Y C S N
E E O H T F T L I M P S N E
C D N A H E W I A O T I H L
U E T S E I R P H R L S O A
D E D T E H P O R H P A J D
D R M E L A S U E R J D E G
A D Z A C C H A E U S U A A
S U R A Z A L S E M A J N M
Can you find the words to the beginning of a familiar song in the letters you did not use?
Go in order from the beginning, skipping the letters that are part of the other words.
Once you found the song, can you writing the rest of it?
Make your own word search about Jesus’ Disciples
Simon Peter
Andrew
James, son of Zebedee
John, son of Zebedee
Philip
Bartholomew
Thomas
Matthew
James
Thaddaeus
Simon
Judas Iscariot
Jews
Levite
Priest
Pharisees
Samaritans
Romans
Mary
Martha
Lazarus
Nicodemus
Messiah
Caiaphas
Zacchaeus
Sadducees
Magdalene
Prophet
Jerusalem
Judah
Egypt
Answers for the Word Search
N J J E S U S N A M O R S B
I A N D R E W L O V E S E A
C M T H E L E I T T L W E R
O E H A D U J E C H E I D T
D S S E E S I R A H P L E H
E S S A M A R I T A N S B O
M O D R E N A T E T I V E L
U N L S U E A D D A H T Z O
S O L C S M T H E A C O F M
H F I A A Y R A M H L I O E
D Z S I M O N P E T E R N W
S E I A O R E H S R G A O E
E B M P H N O I S A Y C S N
E E O H T F T L I M P S N E
C D N A H E W I A O T I H L
U E T S E I R P H R L S O A
D E D T E H P O R H P A J D
D R M E L A S U E R J D E G
A D Z A C C H A E U S U A A
S U R A Z A L S E M A J N M
Read about Jesus’ instructions to the disciples as He sent them out as missionaries in
Matthew 10
What should we still do as missionaries today?
Day 7
Read p. 29-30 top
Words and terms students should understand before reading the story:
What does it mean to be manic?
What does it mean to “Go Steady?”
What does it mean to be aggressive?
Curriculum Overlap Activity
Writing Journal Activity
Journal entry, after reading this section answer the following questions in complete
sentences.
.
1. Pretend you are Jennifer and write down what you are feeling after the events in this
section.
2. Describe the reason why Matthew thought it would be alright to torment Jennifer?
3. Pretend you are a good friend of Jennifer’s and could talk with her in person. Share a
piece of advice with her about how she could make life better.
4. Compare what happened to Jennifer in this section with something that has happened
to you. What would you do differently to avoid such a situation in the future?
5. Think about someone in your school who might be feeling like Jennifer. What can
you do to make their life better?
Bible
Divide a piece of paper into three equal parts. Label each section across the top with
Know Want to Know Learned Number 1-10 along the left side of the paper.
By each number, fill in the correct commandment. If you are not sure what the
commandment is, leave that number blank.
In the Want to Know column, write the commandments you are not sure of, by the
number you are guessing they might go with.
Look up the Ten Commandments in Exodus 20:3-17 and write them in correctly in the
last column.
Writing
Rewrite The Ten Commandments using positive language. Avoid using words like not or
do not. How does seeing these commandments in positive language help you to
understand them better? Another name for the commandments is “Rules for a Happy
Life.”
Exodus 20:3-17
Compare this with the Greatest Commandment
Matthew 22:34-40
Mark 12:28-31
Day 8
Read p. 31-35
Words and terms students should understand before reading the story:
What is The Resurrection?
What does it mean to have sympathy?
What does it mean to grieve?
What is cancer?
What does it mean to be astonished?
What does it mean to be dishonest?
What does it mean to repent?
What does it mean to be stunned?
What does it mean to be gorgeous?
What does it mean to be betrayed?
What does it mean to cast out demons?
What is perfumed ointment?
What does it mean to be prophetic?
What was the plot Judas shared with the priests?
Why did people anoint bodies before they were buried?
What does it mean to have salvation?
Curriculum Overlap Activity
Writing Journal Activity
Journal entry, after reading this section answer the following questions in complete
sentences.
1. Pretend you are Jennifer and write down what you are feeling after Logan decides to
no longer be close friends?
2. Describe what you, as Jennifer, will do now.
3. Pretend you are a good friend of Jennifer’s and could talk with her in person. Share a
piece of advice with her about how she could make life better.
4. Compare what Jennifer experienced with a time you were emotionally hurt or
disappointed. What could you do in the future to avoid being hurt line that again?
5. Think about someone in your school who might be feeling like Jennifer. What can
you do to make their life better?
Science Research What are some types of cancer that people your age might have? How do children get
cancer? Is there anything that you can do to avoid getting cancer?
Math
If you do the Cancer Research, create a bar graph to show comparisons of different types
of childhood/teen cancers and the numbers experiencing each.
Research
What are the different types of sacrifices that people offered to point the way to Jesus’
ultimate sacrifice for us?
Art
If you did the Research about sacrifices, create a shadow box illustrating one type of
sacrifice. Try to create a three dimensional effect. Use construction paper, colored
pencils, clay, etc on the back of the box to make a backdrop for the sacrifice. Use heavy
paper to draw and cut out an illustration of the sacrifice. Add plastic, clay, or paper
objects in the foreground.
Research
Learn what the Jews did in ancient times to celebrate the Passover. Find out what Jews
do today to celebrate the Passover.
Story Writing
Write one of the following stories using conversation to tell the story. Avoid using the
word “said” as much as possible.
Mary, Martha, Lazarus John 11:1-43
Zacchaeus and the Tree Luke 19:1-10
Casting out Mary’s Demons Luke 4:38-44
Mary Anointing Jesus Matthew 26:1-13,Mark 14:1-10, John 12:1-
19
Suggestions of words to use instead of said:
accused
added
ad-libbed
admitted
advised
affirmed
agreed
announced
answered
argued
asked
assumed
assured
babbled
balked
bantered
barked
beckoned
begged
bellowed
blabbed
blasted
blubbered
blurted
boasted
bossed
bragged
brayed
bubbled
cackled
called
choked
commanded
commented
complained
consoled
continued
corrected
cried
dared
debated
declared
declined
decried
deduced
defended
deferred
demanded
denied
denounced
described
directed
divulged
drawled
echoed
emphasized
encouraged
exclaimed
exhorted
explained
exploded
gasped
giggled
gossiped
grinned
groaned
growled
grumbled
grunted
hesitated
hinted
hissed
hollered
howled
hummed
implied
indicated
injected
insisted
instructed
interrupted
invited
joked
joshed
justified
laughed
maintained
mentioned
mimicked
moaned
mumbled
muttered
objected
ordered
persisted
persuaded
pleaded
preached
predicted
proclaimed
proposed
protested
puffed
questioned
quipped
quizzed
quoted
reasoned
recalled
refused
related
relayed
remarked
reminded
repeated
replied
reported
responded
restated
roared
sang
scoffed
scolded
screamed
screeched
shouted
shrieked
sigh
snapped
snickered
sniffed
snorted
sobbed
specified
speculated
spewed
spoke
sputtered
squeaked
squealed
stammered
stated
submitted
suggested
tattled
teased
testified
thanked
thought
thundered
urged
vowed
wailed
wept
whimpered
whined
whispered
whistled
wondered
yawned
yelled
yelped
Day 9
Read p. 36-39
Words and terms students should understand before reading the story:
What does full of hypocrisy mean?
What does it mean to betray?
What does illegally mean?
What does blasphemy mean?
What does it mean to mock someone?
What does crucify mean?
Curriculum Overlap Activity
Writing Journal Activity
Journal entry, after reading this section answer the following questions in complete
sentences.
1. Pretend you are a witness to Jesus’ crucifixion and write down what you are feeling
after the events in this section.
2. Describe the reason why Jesus was killed.
3. Pretend you are a good friend of Mary, mother of Jesus and that you could talk with
her in person. Share a piece of advice with her the future.
4. What would you do if you knew Jesus was going to be killed?
5. Think about someone in your school who might be feeling sad. What could you do to
help them?
Social Studies
Go to a map of Jerusalem and locate a place called Gethsemane. Then see if you can
locate where Jesus was killed.
Writing
Create a newscast telling about Jesus’ last few hours on earth. Report on the events that
lead up to the tragedy that ends Jesus life. Continue reporting about what is happening
after Jesus dies. The sky darkening and what people think about it. The earthquake at
Jesus’ death and what else is destroyed. What happens over the Sabbath hours? Then
tell about the reports the come in about Jesus’ coming back to life. Then what are people
saying?
Memorize
John 15:5
I am the vine, you are the branches. He who abides in Me, and I in him, bears much fruit;
for without Me you can do nothing.
Art
Create a film strip or story board, showing scenes from the last few days in the life of
Jesus on this earth. Ideas for film strip:
Jesus and His disciples at the Passover Supper
Jesus talking with Judas at the supper table
Jesus is standing in the center of priests
Jesus being blindfolded and hit
Pilot washing his hands
Jesus trying to carry the cross
Jesus hanging on the cross
Jesus saying, “It is finished.”
Jesus being placed in the tomb
Roman soldiers guarding the tomb
Angels coming to roll away the stone at the tomb
Jesus leaving the tomb
Day 10
Read p. 40-43
Words and terms students should understand before reading the story:
What does it mean to fling oneself?
What is a revered?
What does it mean to reek?
What is a leer?
What is meditation?
Who is a guru?
What is Eastern Mysticism?
What does it mean to be overwhelmed?
What does anguish feel like?
What is it like to have an overflowing heart?
Curriculum Overlap Activity
Writing Journal Activity
Journal entry, after reading this section answer the following questions in complete
sentences.
1. Pretend you are Jennifer and write down what you are feeling after the events in this
section.
2. Describe the reason why you (as Jennifer) did what you did in each section.
3. Pretend you are a good friend of Jennifer’s and could talk with her in person. Share a
piece of advice with her about how she could make life better.
4. Compare what Jennifer did with something you have actually done. What would you
do differently in such a situation in the future?
5. Think about someone in your school who might be feeling like Jennifer. What can
you do to make their life better?
Bible
Reread the story of Nicodemus and Joseph of Arimathea, Matthew 27:57-61
Mark 15:42-47
Luke 23:50-55
John 19:38-42
Reread the story of the Guards at the Tomb, Matthew 27:62-66
Reread the story of Jesus’ Resurrection Matthew 28:1-10
Mark 16:1-11
Luke 24:1-12
John 20:1-18
Writing
Create a Haiku poem about the night Jennifer felt forgiveness for the first time.
A Haiku is a three line poem with five syllables in the first line, seven syllables in the
second line and five syllables in the third line.
Write a couplet poem about how Jennifer felt in the last section of the book. A couplet is
a type of poem where every two lines rhyme with each other. Try to write at least eight
lines. Most lines should have the same or nearly the same amount of syllables.
Write a diamante poem contrasting Jesus and Satan. A diamante poem is a poem that
looks like a diamond. The top and bottom words are nouns that are opposites: Jesus and
Satan. The second line uses two adjectives that describe the top word and the sixth line
contains two adjectives that describe the last noun. Line three uses three words that end
in ing, that describe the top noun, the fifth line has three ing words that describe the last
noun. The middle line, line five, has four nouns, the first two go with the top word and
the last two with the bottom word.
Art
Decorate your Haiku and hang display it somewhere at school.
Create a picture book illustrating each of the two lines of your Couplet.
Use a paper plate or round circle to illustrate both parts of your Diamante poem. Color
your pictures. Punch a hole in the top center and tie a ribbon through it. Display your
poem at school.
Pretend you are Jennifer walking through the dark night. Create a picture of what the
world looks like to you that evening. Use water colors, colored pencils, markers,
crayons, tempera paint, chalk or other interesting medium to create your picture. Be sure
to share your creation with your school family and family at home.
Create your own two to five page book about one of your own experiences similar to
something you read about in Running on Empty. Make sure to share your books with the
rest of the class, your family and friends.
Culminating Activities
100 Questions Activity, Choose Your Ending
You might call this a test, but it is really a review with extra learning
opportunities. Teachers should plan on students needing a total of at least an hour on this
activity. If students need to work on this in shorter lengths of time, make sure they take
note of what number they are on, before leaving the activity.