A Glimpse at “Beneath the Magnificent Dome” by Anna Iakovou, Illustrated by Spyros Gousis

It’s the year 1919. Constantinople has been under Turkish rule for more than 400 years, and the awe-inspiring Church of Holy Wisdom (Hagia Sophia) is being used as a mosque. Beneath the Magnificent Dome, by Anna Iakovou, is told from the perspective of Nicholas, a young boy living and working in a pharmacy in Constantinople, who is accidentally in Hagia Sophia for the first liturgy celebrated there in 466 years!

This illustrated short story offers its readers a glimpse into life in Constantinople in the early 1900’s. The story is based on the real-life actions of Fr. Eleftherios Noufrakis (there is bibliographic information, including pictures from his life in the back of the book), and shows his determination and courage. Because Nicholas is “telling” the story, and he knows a lot of tales, this book also includes multiple stories that have been believed about Hagia Sophia over the years.

Older children, teens, and grownups alike will enjoy stepping back in time as they read Beneath the Magnificent Dome. Anna Iakovou’s believable storytelling has been fluidly translated by Dimitri Kagaras. Spyros Gousis’ occasional illustrations include just enough detail to add context and pique the readers’ curiosity. Somewhere between the words of the story and the illustrations, readers feel as though they are actually there, observing the events as they unfold.

Readers should not be surprised to find themselves doing a little research after reading this book, as they seek answers to questions they encounter as they read. For example, they may wonder, has the Divine Liturgy been celebrated in Hagia Sophia since this event? Whatever happened to Hagia Sophia’s Holy Table when the Church was overtaken? Were bees really part of Hagia Sophia’s original design? 

To read this story and encounter your own questions about it, you can obtain a copy of this book at https://newromepress.com/beneath-the-magnificent-dome/.

The Antiochian Orthodox Christian Education Ministry thanks Newrome Press for providing a copy of this book for us to review and share.      

Reviewed by Kristina Wenger, educator, podcaster, co-author of Tending the Garden of Our Hearts.  

A Glimpse at “Brave Faithful and True” by Katherine Bolger Hyde, Illustrated by Gabriel Chaplin

Ancient Faith Publishing has just released a collection of stories called Brave Faithful and True, written by Katherine Bolger Hyde. Each chapter of this book is written from the perspective of a child in the Bible, granting a glimpse into what life was like for children in that time. Readers will feel that they have stepped back in time, gaining new understanding of the Bible’s stories about these children, by hearing the story “told” from the child’s point of view. Even those who have read these Bible stories time and again will come away with new insights. 

Old Testament stories included in the book are those of Isaac, Miriam, Samuel, David, Chamad (the Shunammite’s son – occasionally Hyde has selected appropriate names for the unnamed children about which she wrote – and Chamad means “desire”, showing how wanted he was), and Amah (means “maidservant”, the story of Naaman’s wife’s servant). The New Testament collection includes Mary, Jesus, Afonos (“speechless”, the boy with the mute spirit that Jesus healed when His disciples could not), Talitha (“little girl”, Jairus’ daughter), Nathan (“giver”, the boy who gave the five loaves and two fish that Jesus used to feed the 5,000), and Ignatius (named in Holy Tradition, but not in the Bible). The bulk of each chapter tells the child’s story from their perspective.

Each story begins with a line-art illustration that Gabriel Chaplin has carefully drawn. The illustration is almost iconographic in style, but includes small details from the story that readers will recognize after the reading. Hyde ends each chapter with an aside of sorts, offering the scripture references, the importance of that story, how this child’s story relates to (or points to) Christ, and other important lessons for the reader to glean from the child’s story. It also always includes encouraging words of how to apply that particular child’s experiences to one’s own life.

This book will be a beautiful read for older children who are taking steps to grow their Faith. It will be invaluable for families to read and discuss together. Sunday Church school teachers will find it helpful, as well: they could take half of a Church school year and study a different child each week, reading and discussing one of the 12 chapters. Many of the children are associated with a virtue, right in the title of their chapter, (for example, “Samuel the Obedient”). Teachers could create a lesson focused on that virtue as a second lesson, thus stretching the book even further through the Church school year. Homeschool groups could do the same. There are many, many ways for this book to be utilized in the home and classroom.

It is this reader’s opinion that this book will be a classic, read (and reread) by children and adults alike, for years to come. Every reader will come away encouraged and strengthened in their faith. Brave Faithful and True may have been written for and about children, but there is something for everyone in its pages.

Purchase your own copy of Brave Faithful and True at https://store.ancientfaith.com/brave-faithful-and-true-children-of-the-bible/ 

Reviewed by Kristina Wenger, educator, podcaster, co-author of Tending the Garden of Our Hearts.

“Come, Stay, Fetch” by Summer Kinard, Illustrated by Kathryn Tussing

If you were a dog in the time of Christ, what would His life and ministry look like to you? What would you hear Him say? How would you respond? Park End Books’ new board book offers its readers the chance to consider these questions, and see for themselves. Come, Stay, Fetch, written by Summer Kinard, and illustrated by Kathryn Tussing draws its readers into the life, ministry, death, and resurrection of Christ through simple commands that dogs are trained to recognize. 

Each page or spread features a dog, observing Christ and those around Him, in a particular moment of His ministry, His death, or His resurrection. A single command graces the image, along with at least one scriptural reference related to it. Summer Kinard’s distillation of such important moments in Christ’s time on earth into simple commands is at once soothing and brilliant. The reader understands that the Gospel is simple, that it can be communicated in basic language, even though it is simultaneously unfathomable because of the depth of God’s love for humanity.

Kathryn Tussing’s simple but engaging illustrations draw the reader to consider the dog’s perspective on the moment; especially since they are done in a color scheme that dogs can see! The hues may seem subdued to human eyes, but they allow a truly canine perspective of these moments in Christ’s earthly life. And what an experience it is, to look with a dog’s eyes! Every moment is an adventure, from the eagerness in the dog’s eyes when Christ says, “Come!” as He invites all to follow Him; to the struggle on the dog’s face when Christ says, “Wait” in Gethsemane; to the ears-flopping-full-gallop at the joy of hearing the angel say, “Fetch!” at the resurrection.

Naturally, dog lovers will enjoy this book’s perspective. But any family who wants to learn more about Christ, or any teachers wishing to engage their class in the Gospels in a slightly different way will find this book to be a beautiful opportunity to do just that. The reader will be driven to scripture, in order to read all of the passages related to each picture/command, and they will see for themselves the beauty of the different Gospel writers’ accounts; then draw their own conclusions of how the command relates to that moment in time.

Readers will step away from this sweet board book grateful that “even the little dogs eat the crumbs that fall from their master’s table” (Matthew 15:27). Christ’s earthly life not only brought hope and healing to those around Him at the time. He also commands those of us who have come into being, since, to follow Him. And in His great mercy He heals and saves us, too. All we need to do is “Come!”, “Stay!”, and “Fetch!” 

Purchase your own copy of Come, Stay, Fetch by Summer Kinard, Illustrated by Kathryn Tussing at https://parkendbooks.com/shop/come-stay-fetch-the-gospel-according-to-dogs/

Note: thanks to Park End Books for sending us a copy of Come, Stay, Fetch so that we could read it and write this review.

Reviewed for the Antiochian Orthodox Christian Education Ministry by Kristina Wenger, educator, podcaster, co-author of Tending the Garden of Our Heart.

On the Gift of Story

When I was a child, I remember sitting with my family (and any guests we were hosting) around the table after dinner, and listening as the adults told stories and jokes. I have always loved stories, and this daily experience fed my hunger for them. Throughout my growing-up years, I remember begging my parents to tell me stories from their childhood. Sometimes they’d remember one, and tell it to me, and other times they couldn’t think of any story to tell. I remember adamantly thinking to myself that I was going to remember every single thing from my childhood, so that I would always be able to tell my own children stories when they asked for one. In my childhood mind, that was the best gift I could give to my future kids. (Unfortunately, my memory did not serve me as well as I intended, and therefore many times when my own children would ask for stories, I could not call any to mind! Now that my children are grown and no longer begging for stories, often something will jog a childhood memory, and at last I can think of stories to tell!)

It wasn’t until I was teaching frst grade in a private Christian school that I began to appreciate the gift (and power!) of story. My favorite class to teach in those years was Bible class. One day, I realized why I loved teaching Bible class so much (besides the obvious fact that it was a lesson from the Scriptures). You see, it was in Bible class that I could teach in a way that engrossed my students: through story. Years later, after we had children of our own and I was no longer teaching in a classroom, our family began sharing other cultures with children and their families through educational gatherings which always included folktales. I am confident that the children (and adults) who attended may not remember any of the facts or activities from those gatherings. But if I were to ask them something about the folktale that we told, even years after the event, a light would go on in their mind, and a smile would cross their lips, as they remembered it. Stories are a gift, because they are memorable, and even children can understand them.

What is it about stories that entices children? And is it just a childhood thing, this longing for stories? I have noticed in my adult life that I am much better able to digest concepts if they are embedded in a story than if I am just presented with the idea. I retain much more from walking through a living history exhibit and speaking with its re-enactors than I do from visiting a glass-encased-artifact museum. As our family journeyed toward Orthodoxy, it was Frederica Mathewes-Green’s story of a year in their mission parish, her book Facing East, which made the Faith real to me, not a straightforward theological discourse. Story speaks to the adult me, just as much as it did to the child. I suspect that I am not alone. Given our whole culture’s renewed interest in storytelling (even businesses are utilizing storytelling for increased success!), it seems that stories are for everyone, not just children.

Perhaps this is why, throughout the history of mankind, storytelling was utilized as a means for communicating culture, history, and morals. That’s a tall order! But it was effective. Unfortunately, in the last centuries, we have begun to step away from the gift of story. As we rely more on technology for learning and less on sitting together around the dinner table (or campfire) and talking to each other, the experienced people in our midst are not as readily able to share their wisdom through their stories. This has reduced the organic transfer of culture, history, and morals. The recent “rebirth” of interest in storytelling in our culture is a step (back) in the right direction. Now it is up to us to move beyond interest in storytelling, and begin to actually practice it.

Stories are a gift, because they are a memorable (and fun!) way for life lessons to be beautifully conveyed. Our Lord Himself offered us this gift when He told stories. Remember all the parables that He shared? Many of them were great stories but they also incited discussion because they housed deeper meaning. Christ modeled for us the use of story for teaching.

We should be taking advantage of this gift! As we do, perhaps the stories that we share will come from our personal experience. As a child, I craved stories from my parents’ growing-up years. But even now, as an adult, I continue to savor the stories that they tell me from years gone by. We should not underestimate the value of personal stories. Retelling our personal history allows our listeners to hear what life was like when we were younger. The stories are engaging because they’re real, they’re about someone the hearer actually knows, and they bring the past to life. They can also teach a lesson, especially if we are humble enough to even tell the stories of our mistakes. As we share our stories, let us be careful not to gloss over those mistakes. Rather, let us allow our listeners to learn from them. God gives us opportunities to suffer and stumble and get back up again, not just for our own salvation, but also for the salvation of those around us who can learn from our choices (and even from our mistakes!).

Another way to share the gift of story is through reading books together. They may be Orthodox books and/or books that directly teach an important concept or lesson. At other times, we may share a story from a book that is not Orthodox, and maybe does not even directly teach a concept or virtue, but it opens up a way to speak together about one. Perhaps the main characters in the story actually make the wrong choice. Rather than throwing out the story altogether because of that wrong choice, we can allow such a story to become a launching point, a way to safely talk together about the Faith and our choices and to learn through the characters’ mistakes. This can save us from having to make the mistake ourselves. (Of course, each class is different, and is thus differently able to process the stories that they hear. Because of this, we teachers need to decide which stories are appropriate to share with our students. This requires preparation through careful thought and pre-reading before sharing, but in the long run, it is very worthwhile.)

Modern schedules may no longer allow for the daily extended mealtimes that I experienced when I was a child. This makes it more difficult for storytelling to happen naturally. However, this gift is so valuable that it is worth investing the time and energy required to make it happen. Let us find a way to give the gift of story, and value it when we receive it in return!

Note: We are not all professional storytellers. That’s okay. The personal touch, the time that is offered in order to tell a story, and the beloved voice of the teller is what makes each story valuable and approachable to the listeners, whether or not the storyteller is a pro.

 

Here are some ideas and additional information that may be helpful as you begin to share the gift of story with your class:

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For inspiration of Orthodox books to share with your Sunday Church school students, check out the “books” tag at our blog site: https://orthodoxchurchschoolteachers.wordpress.com/category/books/ Occasionally we share a book there that’s for your own personal growth, so that you can be a better teacher. But more often than not, the books that we share are books you can read to/with your students. We also offer ideas of ways to incorporate those books into a Sunday Church school lesson!

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A while ago we wrote a series about telling Bible stories, complete with suggested props for some stories. Check out two of our posts about it here: https://orthodoxchurchschoolteachers.wordpress.com/2016/07/01/bible-story-grab-bags-old-testament/

https://orthodoxchurchschoolteachers.wordpress.com/2016/09/02/bible-story-grab-bags-new-testament/

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We offered ideas of ways to tell the stories of saints to your students in this blog post: https://orthodoxchurchschoolteachers.wordpress.com/2016/12/23/saints-of-recent-decades-ideas-for-biographical-storytelling/

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Want to read more about the value of telling your students stories from your own personal life or from the history of your parish? Check this out: https://www.theatlantic.com/education/archive/2013/12/what-kids-learn-from-hearing-family-stories/282075/?utm_source=atlfb

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Many folk tales offer the opportunity for character-building discussions. Check your public library’s 398.2 (nonfiction) section in the children’s department to find a multitude of such books (but, as always, read the stories yourself before reading them to your students. This will give you the opportunity to verify that the book will work for what you’re trying to learn together). There are other character-building stories available, as well. For example, these: http://www.momentsaday.com/storybooks-that-build-character-printable-activity-pages/
While these books and the folktales are not “Christian” books, many of them offer you the opportunity to talk about virtues and other Christian concepts, within the context of a story.

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Here is a list of picture books that may be helpful to your class, if you are looking for stories that can encourage discussions on character building. (Again, we encourage you to read these books yourself before sharing them with your students.) https://thecharactercorner.com/15-books-to-teach-character-to-kids/

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Here are some suggested chapter books that may encourage discussions on character building. While you may not have time to read these books to your students, if you have read them, you can reference them in your lessons, or recommend them to your students if you feel that they are particularly helpful.

https://www.notconsumed.com/chapter-books-teach-moral-lessons/

https://thecharactercorner.com/character-building-books/

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If you want to read more about encouraging character-building through stories, you may find these books to be a helpful resource: https://www.christianbook.com/honey-for-childs-heart-fourth-edition/gladys-hunt/9780310242468/pd/42463?event=ESRCN|M and https://www.christianbook.com/honey-for-a-teenagers-heart/gladys-hunt/9780310242604/pd/42606?event=ESRCN|M

 

Gleanings from a Book: “The Barn and the Book” by Melinda Johnson

Fans of “Shepherding Sam” will be delighted to find both Sam (the boy) and Saucer (the corgi) are back! They each play an important role in “The Barn and the Book,” a brand new book by Melinda Johnson. (Don’t worry, if you did not read “Shepherding Sam,” you can still jump right into “The Barn and the Book” seamlessly!)

“The Barn and the Book” takes place on the grounds of the monastery of St. Gerasim and features Sam’s 3rd and 4th grade Sunday Church School class; their teacher, Sister Anna, and a few of the other nuns; a handful of parents; and of course Saucer the corgi and his friends – the other animals on the monastery farm.

The story happens during a Church year. The students and their families attend the church on the monastery grounds, because it is the only Orthodox church in the area. Throughout the course of the year, everyone works together to prepare to celebrate the monastery’s special anniversary in March. At the beginning of the book, Sister Anna invites her class members to write a story that will be shared at the anniversary celebration. This book is the story of how they find and write their stories in the context of life together. It features humor, realistic characters, and many lessons for its readers.

The story contains many humorous parts. For example, the mere idea and corresponding mental image of a corgi going to Sunday school brings a chuckle to the reader’s smiling lips. Well, he sort of goes to Sunday school… Actually, the corgi (named Saucer) just looks longingly in the window during class because his best buddy Sam is there. Lucky for Saucer, class meets in the basement of the church, so the window is right at corgi level! That is how he is able to keep a good eye (and smashed-to-the-window-pane nose) on things. Saucer is so accurately described that the reader feels they must be able to reach into the book and give him a good scritch.

But Saucer is not the only realistic character! Throughout the book, the reader feels bound to the characters as they experience everything from moments of frustration to those of genuine joy. Readers come to realize how a Sunday Church School teacher feels when no one listens. They want to peacefully wander in the prayer garden with Sister Anna. They also make a mad dash for the door of the Sunday Church School room when the sheep get out of the farm enclosure. They inwardly cheer on the children who challenge themselves to write a story for the celebration, first wondering if the children will be able to pull it off, then rejoicing alongside the others in the book when everyone is pleased (albeit surprised) by the results! Because of its genuine characters, by the end of this book, the reader feels that they have been a part of preparing the monastery for the big celebration.

There are plenty of lessons to be learned from the characters in this book. Take for example, the nun, Sister Anna. She learns a lot over the course of this story, and the reader will do well to learn along with her. First of all, she finally learns to stop comparing herself to others. She comes to understand that she must completely trust her gerontissa, and not to test God, demonstrating with both of these learnings the humility that comes with truly trusting those in authority over us. With her choice of how she handles frustration, Sister Anna teaches us the value of having (and using!) a prayer garden, and demonstrates how the act of stepping out of our routine to pray helps us to calm ourselves as we entrust our frustrations to God. Other characters’ experiences in the story remind us of things like the fact that miracles can happen, while also leaving us wondering whether animals really can talk at midnight on Christmas. Perhaps most importantly of all, an ordinary boy named Sam learns that being present in the moment and choosing to be thankful while in that moment is the most magical thing one can experience. This lesson is an important one for readers of any age.

The story begins in the fall and continues into the spring. Though it covers much of a year, a fairly significant part of the story happens right at Christmastime. Because of the book’s humor, genuine characters, and important lessons, this book would make a great gift for Sunday Church School students. Since it’s set in the context of a Sunday church school class, it would also work as a read-aloud if you have a time in your class each week to do so (for example, if your students eat a snack in class after Liturgy).

Purchase your own copy of “The Barn and the Book,” available as a book or an ebook, here: http://store.ancientfaith.com/the-barn-and-the-book/

To listen to the book, purchase the audio copy of “The Barn and the Book.” Author Melinda Johnson reads the book, and listeners can enjoy both her unbridled enthusiasm and her special voices for each character! https://www.audible.com/author/Melinda-Johnson/B004RXKWF4

Here are a few gleanings from the book and suggested related activities in case you read the book with your students.

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“Sister Anna was too short and pudgy to move quickly, but she did her best. She wanted to reach the prayer garden without being seen. It was too cold to sit there for long, but Sister Anna needed some quiet time.” (“The Barn and the Book” by Melinda Johnson, pp. 19-20)

Where do you go when you are frustrated, embarrassed, or angry? In “The Barn and the Book,” Sister Anna headed to the prayer garden. Sam went to the barn with the animals. Do you have a place that is quiet and peace giving? Maybe it is your family prayer corner, or somewhere else. Talk with your students about good places to go when you need a minute to regroup and talk with God about what is happening in your life. It will not always be the same place for everyone. Invite your students to sketch their idea of a peaceful place where they could go. Perhaps it would be a prayer garden; a place where an animal (or several) live(s); or it could simply be a quiet room or corner. Encourage them to try to create such a space at home, and to use it when they are frustrated, embarrassed, or angry.

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“‘Do the nuns like me?’ wondered Grace.

‘Sure they do,’ said Elias, grinning. ‘Nuns like everybody.’

‘Everybody?’

Elias nodded. ‘The nuns even like Macrina,’ he said impressively. (“The Barn and the Book” by Melinda Johnson, p. 47)

Have you ever visited a monastery? Monasteries are such holy places for us to visit, where we can pray and rest. When we spend time in one, it is good for our souls and we come away refreshed and grateful for the experience. Invite your students and their families on a field trip, to visit one and see for yourself how the nuns (or monks) like everybody! Ask your priest to recommend one for your class to visit. (Look here for additional ones:http://www.orthodox-christianity.org/orthodoxy/countries/usa/usmonasteries/)
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“‘I set the stick up yesterday, and then I came to see if it fell down.’ Sister Anna clasped her hands and reclasped them, squeeze squeeze. ‘If it fell down, or if it didn’t.’
…The abbess smiled, but Sister Anna did not see her smile. ‘You have made a test with your stick.’

‘Yes, Gerontissa.’

‘You set a trap for God. In the garden. With a stick… You want Him to tell you something now, and He has not told you something for you to hear, so you set a trap for Him, to make Him tell.’” (“The Barn and the Book” by Melinda Johnson, pp. 96-97)
Sister Anna is not the first person who loved God and made a test (or, in the words of “The Barn and the Book,” “set a trap for God”) to try to get Him to answer a question. Have you ever done something like this? If so, you’re not alone! Even in the Old Testament of the Bible, we read a story about this. Gideon used the fleece of a sheep to ask for God’s guidance. Find the story in Judges 6:36-40. What did Gideon want to know (what was the reason he set out the fleece)? Did he get his answer? If you have the Orthodox Study Bible, be sure to read the footnotes on this passage. What was Gideon’s fleece the type of?

Find a lesson plan suggestion, complete with activity suggestions, on the story of Gideon, here: https://missionbibleclass.org/old-testament/part2/judges-and-ruth/gideon-and-the-fleece/

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“‘Do you think he will go in the barn?’ asked Grace, lowering her voice.

‘Go in the barn? What for?’

‘For the animals. You remember, like you told him.’

“Ohhhh. You mean to hear the animals talk at midnight on Christmas Ever?’

Grace nodded vigorously.

‘I don’t know. Won’t he be asleep?’

‘Maybe he could stay awake. Maybe I could stay awake. I want to go, too.’

Elias shrugged. ‘I don’t think your parents are going to let you go in the barn in the middle of the night.’” (“The Barn and the Book,” by Melinda Johnson, pp. 120-121)

Have you heard before about the idea that perhaps animals can talk at midnight on Christmas Eve? What do you think about that idea? Here’s one legend that offers a possible reason: https://tarapollard.wordpress.com/2013/12/13/the-legend-of-the-talking-animals-2/

And here’s one family’s funny memory of a child who went to the barn on Christmas Eve to find out for herself if they really do: http://www.walkdownthelane.com/animals-talk-on-christmas-eve/

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“‘Hi, Macrina!’

Macrina turned sideways to see who was talking to her… ‘Hello, Grace… Thank you so much for the nice card. My mom gave it to me.’
Grace smiled happily. ‘You’re welcome!’

They walked a few steps more and had almost reached the refectory door when Macrina spoke again. ‘Do you want to sit with me at lunch?’

‘Sure!’ Grace gave a little skip. She was now even more certain that her card had brought Macrina back to health. Why else would Macrina want to sit with her?” (“The Barn and the Book,” by Melinda Johnson, pp. 106-107)

Have you, like Grace, ever done something small but kind for someone who was not so kind to you? Did it change your relationship in a positive way? Who in your life right now would benefit from a small kindness? What kind thing could you do for them? Of course, you can (and should!) pray for them, but what else? Write them a note? Secretly do a chore for them? Bake them cookies? If you need ideas of kind things to do for someone else, check out the ideas at the end of this blog (https://orthodoxchristianparenting.wordpress.com/2014/02/12/try-a-little-kindness/) or this one (https://orthodoxchurchschoolteachers.wordpress.com/2016/01/01/on-being-a-bucket-filler/).

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“…Some people might want to know why the monastery is called the Monastery of Saint Gerasim and the Lion. Saint Gerasim was an abbot at a monastery in the Holy Land a long time ago… He helped a lion with a hurt paw, and the lion became his friend and lived at the monastery. The nuns chose this saint because they helped the animals who lived at the farm that used to be here, and the farm turned into a monastery, just like Saint Gerasim’s lion sort of turned into a monk.” (part of Macrina’s story, from “The Barn and the Book,” by Melinda Johnson, p. 153)

To learn more about St. Gerasim (also called St. Gerasimos), check out this blog post:

https://orthodoxchurchschoolteachers.wordpress.com/2016/02/26/learning-about-a-saint-st-gerasimos-of-the-jordan-commemorated-on-march-4/

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Learning from the Saints: St. Paul (June 29)

As we prepare for the Feast of Sts. Peter and Paul on June 29, let us take time to learn more about each of these saints, and help our children to do the same. This post will focus on St. Paul. (There are so many details of his life that we could not include, so we have tagged scriptural references, so you can read more if you wish to!)

The Holy Apostle Paul was born in Tarsus. He was from the tribe of Benjamin, and was originally named Saul. He was a very intelligent man, who studied under the renowned teacher Gamaliel. He learned to be a tentmaker, and worked as one (at least part time) for much of his life.

He was a very zealous young man, who honored his Judaic faith and did all that he could to protect it. This is why he was present at the stoning of St. Stephen: he considered Christians to be heretics of the Jewish faith, and wanted to do what he could to purify and preserve it. (Acts 7:58)

Saul was adamant that the Christian movement be stopped, and he did all that he could to stop it. (Acts 8:3) He was on his way to Damascus to continue his mission to rid the area of Christians (Acts 9: 1-2) when he had a life-changing vision. In a blinding light, Christ Himself stopped Saul on the road and spoke to him. Saul was blind after that encounter, and the voice of Christ left him with directions to go to Damascus and wait for instructions there (Acts 9:3-9).

Saul obeyed Christ’s commands, went to Damascus, and sent for Ananias. Thankfully Ananias also obeyed Christ’s command to go see Saul, even though he knew that Saul was an enemy of the Christians, and therefore feared for his own life. Upon arrival, Ananias prayed for the repentant Saul and God healed his eyes (Acts 9: 10-19). He began to preach that Christ is the Son of God, and was so convincing that many Jews were amazed! (Acts 9: 20-22) When local authorities found out that Saul was preaching about Christ, they came in pursuit of him. But the other Christians let Saul out of the city by lowering him in a basket over the city wall (Acts 9: 23-25). He returned to Jerusalem, where Barnabas (who had also studied under Gamaliel) took him under wing, defending him against the Christians who still doubted his conversion (Acts 9:26-28). Saul and Barnabas worked in Antioch for a season (Acts 11: 26). Then the Holy Spirit led Barnabas and Saul to set off on many missionary journeys (Acts 13: 1-3). Saul’s lifestyle of enthusiastic diligence continued, only now he was zealous to bring the Gospel of Jesus Christ to everyone who would listen!

They traveled first to Cyprus. During this time is when the scriptures begin to refer to him as Paul (Acts 13: 9). From there they traveled to modern-day Turkey (Asia Minor) (Acts 13: 13). While there, Paul preached and helped many people to learn about Christ. God used him to heal a crippled man (Acts 14: 8-10). The Jews were upset that so many people were learning about Christ, so they came and found Paul, stoned him, and left him for dead. But he was not! (Acts 14: 19-20). Paul and Barnabas traveled from there to Jerusalem, teaching and preaching along the way (Acts 15). Then they traveled back to Antioch for a while. They decided to revisit the cities where they had preached, but could not agree on who to take along. So it was that Barnabas and Paul parted ways, each taking another man to help them (Acts 15: 36-40).

Paul and Silas’ travels led them to meet a half-Jew/half-Greek named Timothy (Acts 16: 1-3); a seller of purple named Lydia (Acts 16: 14-15); and a spirit-possessed slave girl whom they healed (Acts 16: 16-19), among others. Healing the spirit-possessed girl landed them with beatings and imprisonment. That night there was an earthquake that unlocked all the prisoners’ chains, but none escaped. Instead, Paul and Silas were welcomed into the jailor’s house, where they preached and converted the entire household. (Acts 16: 20-34) When it was discovered that both Paul and Silas were Roman citizens with rights as such, they were quickly asked to leave the city!

When they left, they traveled, ministering in Thessalonica, Berea, and Athens (Acts 17); Corinth and Antioch (Acts 18); Ephesus (Acts 19); Macedonia and Greece (Acts 20); and Jerusalem (Acts 21-22). Along the way, they encountered difficulties, resistance, and people who wanted to learn about Christ. In Jerusalem, there was such an uprising against Paul that he was bound and was to be questioned during a scourging (Acts 22:22-24), until Paul asked if it was legal to treat a Roman citizen like that (Acts 22: 25-28). It was not, so he was unbound. However, the Jews really wanted to kill Paul, so the centurion sent him to Governor Felix by night, with an armed guard of 200 men (Acts 23). Governor Felix kept postponing making a decision of what to do with Paul, so his case was passed on to Governor Festus when he took over (Acts 24). Governor Festus’ inquiries led Paul to appeal to Ceasar (Acts 25).

Governor Festus asked the visiting King Agrippa to hear Paul’s case, and Paul thus had the chance to tell the story of his life and his conversion to both of them (Acts 26). After hearing this, King Agrippa told Governor Festus that Paul could have been set free if he had not appealed to Caesar.

Paul’s voyage by boat to Rome for that appeal was struck with a terrible storm which ended with a shipwreck in Malta. All aboard survived (Acts 27).

Paul’s miraculous survival of a viper bite opened the doors for him to minister to the people of Malta before catching another ship to go on to Rome (Acts 28). When they arrived in Rome, Paul was allowed to live in a rented house with his guard. He lived there for two years.

During all of his journeys as well as while under house arrest in Rome, Paul wrote letters to individuals and churches. 14 of these letters have been included in the New Testament and are encouraging even to their modern day readers! Paul was given the title “The Apostle to the Gentiles” because of his missionary work everywhere from Arabia to Spain, to Jews and Gentiles alike.

Around the year 68 AD, during the time of Nero’s persecution, Paul was beheaded for his faith. He was buried where the basilica of St. Paul now stands.

First-enthroned of the apostles,
teachers of the universe:
Entreat the Master of all
to grant peace to the world,
and to our souls great mercy!

Today Christ the Rock glorifies with highest honor
The rock of Faith and leader of the Apostles,
Together with Paul and the company of the twelve,
Whose memory we celebrate with eagerness of faith,
Giving glory to the one who gave glory to them!

St. Paul, Apostle of Christ, intercede for our salvation!

Sources: The Bible, “The Prologue from Ochrid” by St. Nikolai Velimirovic,  and http://stpaul-orthodox.org/stpaullife.php

Here are some other ways that you can help your students to learn about St. Paul:

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Teachers of young children can use some of these coloring pages to help them tell St. Paul’s story:
His conversion: http://www.bible-printables.com/Coloring-Pages/New-Testament/40-NT-apostles-013.htm

His eyesight restored by Ananias: http://www.bible-printables.com/Coloring-Pages/New-Testament/40-NT-apostles-014.htm

Shipwreck: http://www.bible-printables.com/Coloring-Pages/New-Testament/40-NT-apostles-015.htm

Map of his journeys: http://www.bible-printables.com/Coloring-Pages/New-Testament/40-NT-apostles-016.htm

Writing an epistle: http://www.bible-printables.com/Coloring-Pages/New-Testament/40-NT-apostles-017.htm

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Encourage your students to help their family decorate their table at home to celebrate the feast of Sts. Peter and Paul. After studying the lives of these two saints, ask your students for ideas of what they could include in the decorations that would remind the family of these saints’ faithfulness to God. You could do a craft with the icon of Sts. Peter and Paul which the students could take home to add to their display. Find a printable icon of Sts. Peter and Paul on pg. 29 of this book: https://www.scribd.com/doc/14024263/Orthodox-Christian-Icon-Coloring-Book
(You could also show them this five-minute Orthodox video about the Feast of Sts. Peter and Paul: https://www.youtube.com/watch?time_continue=117&v=NREVFRDUdJg)

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Teachers of younger grades may wish to use this lesson idea with a printable booklet to teach/review the life of St. Paul: http://www.biblefunforkids.com/2013/03/review-of-pauls-life.html

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The life of St. Paul is full of many amazing stories. Select a number of the scriptural references in the blog we wrote about his life, and find a prop for each (ie: dark glasses for when he was blinded, a boat -or part of one- for when he was shipwrecked in Malta, etc.) Strew the props in a place where your students can see them when they arrive at class, and have a basket containing all of the references available. Allow the students to select a reference, read it, and guess its prop. After every prop has had its story told, have them work together to put the “prop life of St. Paul” in order according to the scriptural references.

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Check this resource for lesson ideas for teaching about St. Paul. (It is not Orthodox, but contains many helpful and useful ideas!) http://ministry-to-children.com/?s=st+paul

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Find lesson, game, craft, and snack ideas related to the life of St. Paul here: http://www.daniellesplace.com/html/Bible-themes-Paul.html

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Find a kid-friendly (non-Orthodox, cartoon-illustrated) story of St. Paul’s shipwreck on Malta, including lesson plans and printable pages here: https://www.biblepathwayadventures.com/stories/shipwrecked/

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There are many (non-Orthodox, but very helpful) stories from and printables about the life of St. Paul at the Biblewise.com website:
Here is one sample: http://biblewise.com/kids/fun/amazing-paul.php

(Search “Paul” for hundreds of entries.)

On Pursuing Virtue: Temperance

This is part of a series of articles on pursuing virtue. There are many virtues that Orthodox Christians should be working to attain in our own lives, while also teaching our Sunday Church School students to pursue them, as well. We have chosen to focus on the seven capital virtues mentioned in “the Pocket Prayer Book for Orthodox Christians.” As the book mentions, each virtue is the positive counterpart of a grievous sin. In order for us to help ourselves and our students to grow in theosis, we must learn to not only resist and repent from those sins, but we must also learn to desire and labor to attain the virtues. May the Lord have mercy on us and on our students as together we pursue these virtues!

One way that we can teach our Sunday Church School children about temperance is to help them think about gluttony, the sin that stands opposed to temperance. Some children may be unfamiliar with the term “gluttony.” We can explain it as “making a habit of doing something (ie: eating or drinking) too much. Then, we should trade some stories of gluttony as we’ve experienced it. Most of us have had an experience where we did something in excess and can remember how we felt afterwards. Consider sharing an example from your own life to get the conversation started.

For example, if I were teaching this lesson, I’d begin by placing large bowl of white icing sitting where all of the students in my class could see it. Then I’d tell this story: when I was a child I loved icing. One day in first grade, I was at my friend’s house, playing, while her mother frosted a cake with white icing. We both wanted some, so when she had the cake frosted, she gave us the bowl and beaters, covered in frosting. Mmm! It was delicious and we ate and ate and ate, much more than we should have. Not long afterwards, I began to feel sick in my stomach. Thankfully, that feeling subsided with time, but for years afterwards, even the thought of white icing made me feel nauseous. I can now eat it again, but I know better than to eat a lot of it! Any time that we eat or do too much of something, that is called “excess.” Describe a time when you did something in excess. Maybe you ate so much you felt sick, ran so hard you overexerted yourself, watched tv for so long your brain felt weird, or got so many presents that you didn’t know which one to play with first. (Take time to allow anyone to share who wishes to.) All of those are examples of excess. Too much of anything (except Faith, Hope, and Love) is not good for us or for the people around us.

So, what can we do that IS good for us? We can work on temperance in our life. What is temperance? (Help the students define it; look it up in the dictionary if needed.) Temperance is not overdoing things. Temperance is having self control, knowing when to stop; realizing what amount is enough. St. Basil once said, “Nothing subdues and controls the body as does the practice of temperance. It is this temperance that serves as a control to those youthful passions and desires.” So, temperance is what controls our body and helps us to do what is right! Because we are Christians, we want to do what is right as we serve God, and temperance can help us to grow closer to God. So, not only is temperance in all things better for us (our body, our soul, and our spirit); it also helps us get closer to God!

Take time for each person who shared a story to share again. This time, have them share one sentence about temperance that, had they followed it, they would not have struggled with excess in that area. For example, “Temperance is licking one beater of white icing and saving the extra in the bowl to share with someone else or to eat later.”After everyone has had a chance to share their sentence, invite students to respond to the prompt “temperance is…” on a piece of paper. They can write a poem, draw a word web, sketch a picture, tell their story with a new ending, etc.

Older children may enjoy breaking into smaller groups and creating little stories or skits of their own to illustrate temperance. They can write or orally tell the stories. Allow enough time for the creation, writing/rehearsal, and performance of each story.

At this point in the lesson, I’d point to the bowl of icing which I had set before the class, and ask, “So back to the icing. Is this icing bad? No! Is eating it bad? No! Is eating all of it by myself bad? Yes, that would be gluttony (and I’d probably get sick again and maybe never want to eat white icing again for decades)! But what if I share it?” and then I’d offer to share a little of it with any student who wants a little of it, either on a cupcake or on a saltine. Unless the class is very large, we would not eat all of it. But that’s okay: we are illustrating temperance, so we will taste the icing, but not eat it in excess. That’s the way temperance works.

Close with prayer, asking God for help with pursuing temperance in all areas of our lives.

Here are some other ideas of ways to help our students learn temperance and its close relative, self-control:

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Although this pdf was not written from an Orthodox perspective and is intended as a take-home letter, it can be a good resource for Sunday Church School teachers desiring to teach their students about temperance. Temperance is defined in an easy-to-understand way, and many practical applications/real-life scenarios are included in the discussion. http://saintjamesacademy.com/images/BlogStuff/03012017/temperance.pdf

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This lesson plan is not written from an Orthodox perspective, but has many good ideas that can be used to help teach children about the self-control aspect of temperance: http://ministry-to-children.com/self-control-lesson-plan/

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“We want their hearts to understand why self control is so important, and I think literature can really aid in this conversation. It is not a lecture from you. It is a story that brings truth to light. As we try and navigate raising our kids in a world that glorifies and abuses freedom and rebellion, we need to teach them what real freedom means. We do have the choice to sin or obey, but we need to teach about the freedom that comes as we submit to God’s ways. He sets his ideals for self-control so as it make our lives better.” Read this (not Orthodox, but quite helpful) blog post about children’s books that can help teach temperance/self control: http://meaningfulmama.com/books-self-control.html

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This lesson is intended for families to use together. While it is not written from an Orthodox perspective, most of it applies to Orthodox Christians and could be used in the Sunday Church School classroom (especially the scenarios and discussions in the lesson pdf) or sent home for use as a resource for families to extend a lesson on temperance/self-control. http://www.kidsofintegrity.com/lessons/self-control

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“The word temperance in the KJV conveys this idea of self-control and more. Unfortunately, it is usually now associated only with abstinence from alcohol or other intoxicants. The Greek word is best translated by the word “mastery” which indicates full control over self and the things which one may desire. There are numerous examples of men exhibiting heroic self-control in the Bible.” The article (non-Orthodox, but very useful in helping teens understand temperance) continues by examining the lives of Joseph, the 3 Hebrew youths, and Christ Himself. Teens would benefit by looking up and discussing all of the scripture passages presented in this article. Find it here: http://www.bibletalk.net/articles/self-control.html

On Pursuing Virtue: Liberality

This is part of a series of articles on pursuing virtue. There are many virtues that Orthodox Christians should be working to attain in our own lives, while also teaching our Sunday Church School students to pursue them, as well. We have chosen to focus on the seven capital virtues mentioned in “the Pocket Prayer Book for Orthodox Christians.” As the book mentions, each virtue is the positive counterpart of a grievous sin. In order for us to help ourselves and our students to grow in theosis, we must learn to not only resist and repent from those sins, but we must also learn to desire and labor to attain the virtues. May the Lord have mercy on us and on our students as together we pursue these virtues!

For children (and for adults as well, if we are honest about it!) one of the best ways to learn a concept is through story. To help your students learn about liberality (or generosity), we would recommend that you select a story to read or tell to your students them. Select a story which will invite a discussion on generosity, its value, and how important it is that we Orthodox Christians live generous lives, and share it with your students.

A favorite story of ours is “The Apple Dumpling,” a folktale from England. The protagonist is hungry for an apple dumpling but has no apples with which to make one. She sets out with a basketful of what she does have, plums, hoping to trade with someone who has apples. She makes many new friends along the way, and does indeed get rid of her plums… but she does not exchange the plums for apples! Throughout her journey, she meets people with needs and desires that she has the opportunity to grant and immediately does so, without thinking about herself. (When we’ve told this story before, we have done so by memory, pulling things out of a cloth-covered basket: first, two plums, then a bag of feathers, a bouquet of flowers, a golden necklace, a stuffed puppy, and – of course – an apple. This method of storytelling helps the teller remember what comes next because they can feel it inside the basket. It also piques the children’s interest because things just keep coming out of that basket!!! ) Find a version of the story here: https://www.storiestogrowby.org/story/apple-dumpling/

This story could be used effectively with Sunday Church School students of many ages. For younger children, the story speaks for itself and a small discussion on how kind the lady was to give away her things is how God wants us to be could follow the story. For older students, this story opens the opportunity for a more in-depth discussion: Did the lady always know that she would get something back? Did that hinder her giving? How did she feel along the way? If the story stopped before it does, would she have been content? Why/why not? How generous was this woman? If she were living today in this way, would her actions be pleasing to God? Why/why not?

Brainstorm with your students and make a community list of ways that they, like the woman, can share what they have (ie: give something of theirs to a sibling or friend who would really enjoy it; be generous with smiles, hugs, or greetings to others; share unneeded toys or clothes with those in need – for example, take them to a shelter). Remind them that true generosity, the way God wants us all to live, expects nothing in return. Encourage the students to be truly generous.

If there is still time in the class period, consider making apple dumplings or a related craft (painted wooden apple pins or decorated wooden apple paperweights?) that the students can take and share with someone when class is finished. (If you do the apple dumplings, they’ll need to wrap them in a piece of foil and take directions so the recipient can bake their apple dumpling when they get home, since you likely will not have time to do so in class.) Encourage the students to think of someone that may need this item: not just a favorite friend or family member, but maybe someone else in the parish, a neighbor, etc. And when they give the gift, encourage them to do so without expecting anything in return. Challenge them to remember two things after giving the gift: to thank God for the opportunity and resources to give the gift, and to say a prayer that God will continue to bless the recipient.

There are many, many other ways to teach children generosity. Here are a few of them:

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This lesson plan can offer some ideas that could be used to teach Sunday Church School students about generosity. The lesson is written for Christian parents to use, and is not written from an Orthodox perspective, but has many useful parts that teachers can easily use to teach Orthodox Christian children about generosity. You will find many verses that could be used for Bible memory, some story suggestions from the Scriptures, craft ideas, hands-on ways to practice generosity together, and various discussion starters here: http://www.kidsofintegrity.com/sites/default/files/Generosity-PC-2015-best.pdf

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This blog post is not religiously-affiliated, but contains ideas of books to read and activities that can be done with children who are learning about generosity: http://alldonemonkey.com/2015/03/12/teaching-kids-about-generosity/

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If your Sunday Church School students studied St. Maria of Paris (learn more about her here: https://orthodoxchurchschoolteachers.wordpress.com/2016/11/04/saints-of-recent-decades-st-maria-of-paris-july-20-or-august-2/ ), they may be interested to read about how this parish, inspired by her and determined to be more generous with their community, started a ministry to their neighborhood. http://everygoodandperfectgift.org/st-marias-table/#more-1039

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“I would give all the wealth of Ireland away to the poor to serve the King of Heaven.” ~ St. Brigid of Kildare
Teach your students about St. Brigid of Kildare, who was known for her generosity. This book could be the basis of a lesson on St. Brigid and her generosity: http://www.janegmeyer.com/books/the-life-of-st-brigid/ and this page can offer information as well: http://myocn.net/generosity-saint-brigid/

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Show this short video to older Sunday Church School students to begin your discussion of generosity: http://myocn.net/widows-mite-without-saying-much-short-video-says-lot/ After watching, talk about what you’ve just seen. What can we learn from this video? How should we apply this learning to our own lives? What steps can we take to be the generous ones?

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If your Sunday Church School students enjoy exploring words, consider doing an activity with the following synonyms and antonyms of generosity. Merriam-Webster.com offers these:

Synonyms: bigheartedness, bountifulness, bounty, generosity, generousness, largesse (also largess), munificence, openhandedness, openheartedness, philanthropy, unselfishness
Antonyms: cheapness, closeness, meanness, miserliness, parsimony, penuriousness, pinching, selfishness, stinginess, tightness, ungenerosity

Before class, write each of the above words on a 3×5 card. Mix them all up and place them in a pile where the students can reach them. Provide two baskets, one marked “synonyms for generosity” and one marked “antonyms of generosity.” (Or, if your students like to move around, simply mark different corners of the room instead of the baskets.) Have a dictionary available, as well. Have each student select a word and place it in its appropriate basket (or take it and stand in the appropriate corner). Talk together about that word, its meaning, and how it demonstrates either generosity or greed. After all of the words are sorted, discuss which of the two is the more godly way to live. Review all of the words in the “synonyms” pile, challenging yourselves to live in that manner.

Saints of Recent Decades: Ideas for Biographical Storytelling

We have reached the end of our series entitled “Saints of Recent Decades.” We know that we have barely scratched the surface of all the Saints from recent decades, but we hope to have introduced you to a few new friends along the way! There are so many others whose lives we could have studied, but we were limited by time. Who did we miss that we should all know about? Comment below to help add more options of recent Saints (we chose to define “recent” as those within the last few hundred years; especially ones of whom we have photographs as well as icons) for the community to learn together about.

With the exception of the very first post in the series, we gave you only the story of the Saint’s life, and did not always offer a way for you to share their story with your class. The purpose of this blog post is to do that: offer suggestions of ways to tell biographical stories. After reading this, we hope that as you share these stories (or the stories of other Saints) with your Sunday Church School students, you have ideas of ways to do so.

Holy Saints, please intercede for our salvation!

Here are some ideas of ways to tell the stories of the lives of the Saints:

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Some Saints’ icons have a main icon written in the center and smaller ones around that tell more of their story. If you can find one of these icons of the Saint whose life story you are planning to tell, you are set! Show your students the icon and tell the stories connected to each one around the outside edge until they’ve heard the entire life story of the Saint. (Here is an example, icons of St. Maria of Paris: https://www.flickr.com/photos/jimforest/3509929913/.)

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As we have suggested for the Bible story presentations (see https://orthodoxchurchschoolteachers.wordpress.com/2016/07/01/bible-story-grab-bags-old-testament/ for example), you can make “Saint Story Grab-bags.” To tell the story of the life of a saint, fill a bag with items that represent each part of the saint’s life. For example, see the items (listed in parenthesis) at the beginning of each paragraph of the story of St. Herman as we noted it here: https://orthodoxchurchschoolteachers.wordpress.com/2016/09/30/saints-of-recent-decades-st-herman-of-alaska-december-13-or-25/ Pull each item from the bag in order, as you tell the saint’s story. You can do this with any Saint’s story. The hardest part of this storytelling method is dividing the Saint’s story up into smaller sections and then thinking of a representative item to put in the bag for that section. The retelling is infinitely easier, because you have the items to jog your memory of what happened at that point in the Saint’s life. (Note: we recommend that you still keep your story/script nearby in case you forget which item comes next!)

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You can also use “Saint Story Grab-bags” as a review! Over a period of time, as you tell each Saint’s story, save one representative item from each Saint’s life and put it in a “Saint Story Grab-bag.” For example, a small toy trash can that reminds you of the Parisian children that St. Maria of Paris saved by using the trash system in the city; a pair of binoculars representing St. Porphyrios’ miraculous long-distance vision; a small towel to represent St. Herman of Alaska’s miraculous healing; etc. After you have told all of the Saint stories you plan to tell, take some review time to pull the item(s) out of the bag and see what the children remember about them. This can take as much as a whole class period near the end of the year, or as little as “okay, we have five minutes of class time left. Who wants to reach in the Saint Story Grab-bag and choose a Saint-story-review piece?” Either way, have the students tell as much of the story as they can remember on their own!
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Create a photo album of the Saint’s life. Collect actual pictures if they are available and put them together in a powerpoint presentation or in a scrapbook. If no pictures are available, find other related photos from the era (ie: a photo of some of the Jews inside of the Velodrome d’Hiver, taken around the same time that St. Maria of Paris was rescuing children) and put those in your album. Then flip through the powerpoint or album as you share the story of the Saint’s life with your students. (Note: if you enjoy scrapbooking, you may want to design your scrapbook online. There are many free templates available, and here’s a great tutorial of how to layer a digital scrapbook page: http://www.sweetshoppedesigns.com/tutorials/index.php/2011/12/using-templates/!)

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Create a timeline of the Saint’s life and use it to share their story. This can be done in many ways. Here are a few:

1. You can line up representative photos or items across the front of the Sunday Church School classroom (or down the middle of the table if your class meets around a huge table) in the order in which they occurred in the Saint’s life. Work your way down the line as you tell the story.
2. Hang a rope or bulletin board strip on a wall in your classroom. Use clothespins or thumbtacks to attach photos or items in the order that they are needed to tell the Saint’s life story. (This creates a “retelling rope” of sorts similar to this one: https://s-media-cache-ak0.pinimg.com/originals/bb/53/bd/bb53bdcfe25ce87cfc64cc39f6abbdbb.jpg)
3. Tie items (or photos) together in the order that they occurred in the Saint’s life; then tuck them all into a big basket or bag and pull on the yarn/string to pull out one item at a time as you tell the story.
4. Break down the Saint’s life story into smaller parts and think of an item that your students can easily draw that represents each part of the story. Number the items. Write each number and item pair on index cards. At the beginning of class, give each child a piece of paper and an index card with a number-item pair written on it. Have them draw the item and number listed on their index card on their paper. As you tell the story, call out the numbers (in order) and have each student hold up their illustration when their number is called.

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Come to class dressed as the Saint, and tell their story in first person. The costume does not have to be fancy, just enough to give the idea that you are not “you” at that time. “Many times, a simple costume made with a sheet or bathrobe, towels, and belt(s) will do the trick. Finding a prop or two (a cross? a wheel? a platter?) …to carry will add to the final effect. (The icon of the saint can often offer ideas of something …to hold. The story of the Saint’s life can do the same.) The costume does not have to be elaborate to be effective.” (from our blog post https://orthodoxchristianparenting.wordpress.com/2014/10/15/dressed-like-a-saint/)

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Bring props and costumes that can make it possible for your Sunday Church School students to act out the story of the saint’s life as you tell it. Or tell the story in such a way that they can do some actions/motions or say parts of the story along with you as you speak. This is modeled in this video about storytelling (specifically the section beginning at 1:29) : http://raisingchildren.net.au/articles/reading.html

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To tell the life story of a Saint, create stick puppets with photos of the saint and other important people in his/her life. Use the puppets to tell the story of the Saint’s life. A backdrop is optional but could be created out of an enlarged picture(s) of the place(s) where the Saint lived. For a simple way to make stick puppets, see http://www.auntannie.com/FridayFun/ClipArtPuppet/. An alternative to making stick puppets with photos from the Saint’s life would be to create the “characters” needed to retell their life story. If you do not feel comfortable drawing them yourself, you could make some from these paper dolls (https://makingfriends.com/paper-doll-friends/) and attach them to popsicle sticks to create “puppets.” An alternative to stick puppets would be to “act out” the Saint’s story using Lego or Playmobil people (if you have access to them) as the Saint and the others in his/her life.