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IntermediateChessLessons

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ChessIntermediatePackDisciplemaking–(DraftVersionforTesting)

Eachlessonhas4basicparts:I. Chessexperience–aphysicalactivityrelatedtothelessonandplaychessonaboardII. Lifereflection–thinkabouthowchessconnectstoourlives.III. Bibleengagement–readthebible,retellitandunderstandwhatitissayingtousIV. Lifeapplication–bringallthelessonelementstogetherandmakeacommitment

IntermediateLessonProgramNo Title MainIdea Bible1 NeverTakeAnyGame

forGrantedPage3

Everygameisanopportunitytoimproveandlearn.Godhasgivenusthislife,sodosomethingwithittobringHimglory.Don’twasteit.

Hebrews12:1-3Runtherace,eyesonJesustheperfectorofourfaith.

2 ThinkBeforeYouActPage5

MakingwisedecisionstochoosethebestmovescanaffecttheoutcomeofyourgameofChess.Likewise,inlife,ourdecisionscanaffectourlifeforgoodorbad.

Proverbs2:6–15WisdomcomesfromGod

3 BeaProblemSolverPage7

Problemsandchallengesareapartofeveryone’slife.Howwedealwiththoseproblemsandcomeupwithsolutionscanaffectourlifeforgoodorbad.

Luke19:1–10ZacchaeusmeetsJesus

4 AssessingOpportunitiesPage9

Wemustassessalltheopportunitiesandworkoutwhichisthebestmovetogainlong-termbenefit.Learningtoassessthebestoptionisanimportantlifeskill.

Mark2:1–12Jesushealstheparalytic

5 MistakesandDisasterPage11

InChess,therearemiscalculationsandmistakessomeofwhichcanleadtolossofmaterial(pieces)andotherstolossofthegame.Learningtore-composeyourselfaftersomeoftheseblundersandplayagainisvital.FailureisnotaboutfallingdownbutSTAYINGdown.

John18:17-18,25-27PeterdeniesJesusMatthew16:18Peterisarocktobuildthechurchonthatwillendureitall.

6 NeverResignPage14

InChess,welearnnottogiveupevenwhentheoppositionseemstobewinning.Wemustfocusontheultimategoal.

2Corinthians5:1–5Fornowwegroan,butwehaveaneternalhomewaitingforus.

7 SacrificePage16

InChess,itisnecessarytosacrificealowervaluepiecetosaveahighervaluepiece.Short-termpaincangivelong-termgain.JesussacrificedHislifetosave

Philippians3:8–9aAllislossincomparisontoknowingChrist.

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us.His‘play’onthecrossbroughtuseternallife.

8 CounterAttackingPage18

Thebestformofdefenceisattackbutthistakesperseveranceandcommitmenttothegoal.

Philippians3:13–14Pressontowardthegoal

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Intermediatelesson1Topic:DonottakethegameforgrantedEverygameisanopportunitytoimproveandlearnnomatterwhetherwewinorlose.Godhasgivenusthislife,sodosomethingwithittobringHimglory.Don’twasteit!Activity1:TellthestudentstosettheChessboardinturns.Whocansettheboardcorrectlyintheleastamountoftime?

• Hasanyoneeverbeenundertimepressurewhereyouareexpectedtoaccomplishsomethingwithinalimitedamountoftime?

• Haveyouevermissedoutonanythingduetotimeorbeinglate?• Whoiswillingtosharethatlifeexperience?• Whatcausedit?

Chess-ExperienceActivity2:Tellthestudentstostandinabigcircle.Scatterchesspiecesinthemiddlesothatthereareafewmorethanthenumberofstudents.Onthecommand‘go’,allthestudentshavetorunandcollectasmanypiecesastheycan.Whenallthepiecesarepickedupaskthemtostandinacircleagain.(Alternative:Thiscouldbedonewithsweetsinsteadofchesspieces).Askthestudents:

• Whogotthemostpieces?Why?• Didanyonenotgetasinglepiece?Whathappened?(Didthosewithoutanynottakethe

gameseriously?Orwereyounotfastorstrongenoughor…?Whatwouldyoudodifferentlynexttime?)

PlayChess:Playashortgameofchess2or3minutes,withchessclocksavailableyoucanevensettoplayfor1mininpairs.Mostgamesmightbelostontime.Awardthewinnerswithsweets.Afterwardsaskthestudents:

• Askthewinners–whatdidyoulearnfromthegame?(‘verylittle’isthelikelyresponse)• Askthelosers–Whatdidyoulearnfromthegame?(manythings)

WhiteplayedQg7insteadofQxRb8hencemissinganopportunitytowinthegame.BlackplaysRb1hencewinningthegame.

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Say:Weoftenlearnmorewhenweloseagameratherthanwin.Remindthestudentsthateveryopportunityisachancetolearnandgrow.Thatwayyouarealwayswinning.Life-ReflectionAskthestudentstothinkabouttheirlives:

• Whomissedanopportunitytowinorcaptureapiece?• Thinkbacktotheearlierquestion:Haveyouevermissedoutonanythingduetotimeor

beinglate?Wouldyoudoanythingdifferentlynow?• Whatopportunitieshaveyougotinyourliferightnow?(school,business,friends)• Whatkindofopportunitieshaveyougivenupon?Why?(eg.schoolbecauseitistoohardor

tooexpensive).Bible-EngagementReadHebrews12:1-3together.Goonashortruntogether.Thiscouldbearace.Therefore,sincewearesurroundedbysuchagreatcloudofwitnesses,letusthrowoffeverythingthathindersandthesinthatsoeasilyentangles.Andletusrunwithperseverancetheracemarkedoutforus,fixingoureyesonJesus,thepioneerandperfecteroffaith.Forthejoysetbeforehimheenduredthecross,scorningitsshame,andsatdownattherighthandofthethroneofGod.Considerhimwhoenduredsuchoppositionfromsinners,sothatyouwillnotgrowwearyandloseheart.Askthestudentsafterreadingthepassageagain:

• Whatdoesthispassagesaythatlifeislike?(arace)• Howislifelikearace?(manyanswers)• WhatdoestheBiblesaywemustwedotoruntheracewell?(Throwoffhindrancesandsin,

persevere,fixoureyesonJesus,notgrowwearyandloseheart).Life-ApplicationSay:Lifeislikearace.Don’ttakeitforgranted,sodoyoubesttoruntheracemarkedoutforyoubyGod.Askthestudents:

• Whatpartsofyourlifehaveyoutakenforgranted?• Wheredoyouneedtothrowoffhindrances,persevere,fixyoureyesonJesus,notgrow

wearyandloseheart?Shareandprayinpairs,thenplaychess.

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Intermediatelesson2Topic:ThinkbeforeyouactMakingwisedecisionstochoosethebestmoveswillaffecttheoutcomeofyourchessgame.Likewise,inlife,ourdecisionscanaffectourlifeforgoodorbad.Chess-ExperienceActivity:GoodandBaddecisions.Studentsansweraseriesofquestionsbyrunningtoeithersideoftheplayingspacedependingontheiranswer.Markoutonesidetorepresenta‘baddecision’andtheoppositesidetorepresenta‘gooddecision’.Starteachquestionbysaying‘Isthisisagoodorbaddecision?’Samplequestions:1.Cheatinatestatschooltogetbettergrades(bad)2.Bekindtosomeonewhoismeantoyou(good)3.Hangwithfriendsratherthancompleteyourhomework(bad)4.Takemoneyfromyourfamilywithoutasking(bad)5.TellafriendaboutJesusandaskthemtocomealongtothechessacademy(good)6.Sharewhatyouhavetohelpsomeonemoreneedy(good)7.Ignoreyourfriendwhenthey’resadbecauseyouhaveenoughproblemsofyourown(bad)Option:askawillingstudenttocomeupwiththeirownsetofgoodorbaddecisionsuggestionsthattheotherscananswerbyrunningtothe‘good’or‘bad’decisionside.PlayChess:Setupagamesituationonthechessboardandletthestudentssolveitbymovingpieces.Askthestudentswhytheyhaveplayedinthegivenposition.

Say:Beforethegamestarts,eachplayerhasabout20differentmovesorwayshe/shecanplay.Thefirstmove,however,beginsaspiralintochaos.Afterbothplayersmove,400possibleboardsetupsexist.Afterthesecondpairofturns,thereare197,742possiblegames,andafterthreemoves,121million.

Life-ReflectionMakingagooddecisioncanaffectandhelpyoureachyourgoalsandbesuccessful.Makingbadorunwisedecisionscanalsoaffecttheoutcomeofreachingyourgoals.Theconsequencesofabaddecisionmaybefeltforalongtime.

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Bible-EngagementReadProverbs2:6-15.FortheLordgiveswisdom;fromhismouthcomeknowledgeandunderstanding.7Heholdssuccessinstorefortheupright,heisashieldtothosewhosewalkisblameless,8forheguardsthecourseofthejustandprotectsthewayofhisfaithfulones.9Thenyouwillunderstandwhatisrightandjustandfair—everygoodpath.10Forwisdomwillenteryourheart,andknowledgewillbepleasanttoyoursoul.11Discretionwillprotectyou,andunderstandingwillguardyou.12Wisdomwillsaveyoufromthewaysofwickedmen,frommenwhosewordsareperverse,13whohaveleftthestraightpathstowalkindarkways,14whodelightindoingwrongandrejoiceintheperversenessofevil,15whosepathsarecrookedandwhoaredeviousintheirways.Readittogetheragainandtogethermakeupbodyandhandactionsforeachparttohelprememberit.Thenaskstudentstoworkinpairsandtoretellthescripturetoeachother.Afterwardsaskthestudents:

• Whatdoyouneedtomakegooddecisions?(Correctinformationandwisdom)• Whatarethegoodconsequencesofwisdominthisscripture?• Whataretheconsequenceswhenwisdomisignored?

Life-ApplicationInpairs,ifappropriate,shareatimewhenyoumadeabad(oragood)decision.Whathappened?Whatweretheconsequences?Hasitchangedthewayyouactorthinknow?Prayinpairsforgodlywisdomforeachother,thenplaychess.

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Intermediatelesson3Topic:BeaproblemsolverProblemsandchallengesareapartofeveryone’slife.Howwedealwiththoseproblemsandcomeupwithsolutionscanaffectourlifeforgoodorbad.Chess–ExperienceMoraldilemma:Createanumberofpossiblemoraldilemmasyourstudentsmightencounterinlife,writethemdown,andplaceeachitemfoldedupinabowlorbag.Someoftheitemsmightincludethingslike,“Isawagoodfriendshoplifting.WhatshouldIdo?”or“TheshopownergavememorechangethanIwasdueafterIboughtsomebeans.WhatshouldIdo?”Haveeachstudentdrawanitemfromthebagonebyone,readitaloud,thentelltheotherstheiransweronthespotastohowtheywouldhandlethesituation.PlayChess:Setupchesspuzzlesandleteachstudentlookfortherangeofoptionstofindasolutionforthebestmove.Askthemtosuggestpossiblesolutions.Askthestudents:

• Didyoucomeupwiththebestsolutionstraightaway?(no)• Whatprocessdidyouusetofindthebestsolution?(assessedafewoptionsandlookedat

long-termbenefit)

WhiteplaysQg8+andblackplaysRxQg8thenNf7#.WhitecouldevencapturetheQueenonf5usingtheKnightonh6(Nxf5)whichisnotthebestdecision.Life-ReflectionAskthestudents:

• Whatproblemshaveyouhadtofaceinlife?(manyanswers)• Tellushowyouwereabletosolvethem.(manyanswers)

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• Whatwouldlifebelikewithoutproblemstoovercome?(Somemightsaygood–likeheaven.Othersmightsayboring–inthatovercomingproblemsmakeslifeinterestingandworthliving)

Bible-EngagementReadLuke19:1-10together.(Zacchaeus)JesusenteredJerichoandwaspassingthrough.2AmanwastherebythenameofZacchaeus;hewasachieftaxcollectorandwaswealthy.3HewantedtoseewhoJesuswas,butbecausehewasshorthecouldnotseeoverthecrowd.4Soheranaheadandclimbedasycamore-figtreetoseehim,sinceJesuswascomingthatway.5WhenJesusreachedthespot,helookedupandsaidtohim,“Zacchaeus,comedownimmediately.Imuststayatyourhousetoday.”6Sohecamedownatonceandwelcomedhimgladly.7Allthepeoplesawthisandbegantomutter,“Hehasgonetobetheguestofasinner.”8ButZacchaeusstoodupandsaidtotheLord,“Look,Lord!HereandnowIgivehalfofmypossessionstothepoor,andifIhavecheatedanybodyoutofanything,Iwillpaybackfourtimestheamount.”9Jesussaidtohim,“Todaysalvationhascometothishouse,becausethisman,too,isasonofAbraham.10FortheSonofMancametoseekandtosavethelost.”Tellthestoryinyourownwordsandgivestudentsdifferentpartstoactoutasyoutellthestoryagain.OnestudentactsasJesus.TheshorteststudentactsasZacchaeus.Thetallerstudentsastheotherpeople.Askthestudents:

• WhatwasZacchaeus’biggestproblem?(Hewashatedinhisowncommunityandhewasshort)

• Howweretheseproblemssolved?(Heclimbedatree.Hegavebackmoneyhehadstolen.)• HowdidJesustreatZacchaeus?Whatwastheresult?(Heshowedacceptanceofhim,

wantingtospendtimewithZacchaeus.ThemeetingwithZacchaeuschangedhiswholelife–repentanceandredemption.)

Life-ApplicationInalllife’ssituationsfacedthereisalwaysapotentialgoodsolution.Discusssomeofthechallengesthatthestudentsarefacing.Askthestudents:

• Whatchallengesareyoufacingrightnow?• Whatsolutionshaveyouconsidered?• Whatmakesonesolutionbetterthananother?

Ifpossibleshowthestudentshowtomakeachartlistingthepositivesandnegativesofasolutiontoaproblem.Divideapieceofpaperinhalf.Thinkaboutasolutiontoaproblemyouhave.Ononesideofthepaperwritethepositiveconsequencesofthatsolutionandontheothersidethenegativeconsequences.Thencomparethetwoliststohelpyoudecidewhetherthesolutionisthebestonetosolvetheproblem.StudentsshareinpairsanyproblemtheymaybedealingwithandaskGodforwisdominfindingthebestsolution.Thenplaychess.

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IntermediateLesson4Topic:AssessingOpportunitiesWemustassessalltheopportunitiesandworkoutwhichisthebestmovetogetlong-termbenefit.Chess-ExperienceActivity:Thestudentsstandinacircleshouldertoshoulder.Onestandsontheoutsideandmustfindawaytogettothemiddleofthecircle.Theywillneedtosearchforcreativeopportunities.(Theycouldgetthehelpoffriendstohelpcarrythemoverthetopforexample.Getthemtothinkofasmanywaysastheycan).Askthestudents:

• Whatwayscanyouseetogettothemiddle?• Whatisthebestoptionandwhy?

PlayChess:Setupthechessboardsothatonepiecehasavarietyofopportunitiestocaptureotherpieces.Askthestudents:

• Howmanypiecescanbecapturedfromthisposition?• Ofallthecapturesavailable,whichoneisthebest?

White’sknighthasthreeoptionstocaptureRe5,Bc1andQc5butthebestoptionistocapturethequeen.Life-ReflectionAnalyzewiththemonhowtomakethebestuseoftheopportunitiesgiventothem.

• Whatsortsofopportunitiesdowegetinlife?• Givethemavarietyofexamplesofopportunitiesintheirlives(eg.goingtoschool,stealing

moneytobuyfood,workingformoney,hangingoutwithlazyfriends,playingsport).• Whichoneisthebestofall?Why?(Ithasthebestlong-termresult)

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Bible-EngagementReadMark2:1-12-JesushealstheparalyticAfewdayslater,whenJesusagainenteredCapernaum,thepeopleheardthathehadcomehome.2Theygatheredinsuchlargenumbersthattherewasnoroomleft,notevenoutsidethedoor,andhepreachedthewordtothem.3Somemencame,bringingtohimaparalyzedman,carriedbyfourofthem.4SincetheycouldnotgethimtoJesusbecauseofthecrowd,theymadeanopeningintheroofaboveJesusbydiggingthroughitandthenloweredthematthemanwaslyingon.5WhenJesussawtheirfaith,hesaidtotheparalyzedman,“Son,yoursinsareforgiven.”6Nowsometeachersofthelawweresittingthere,thinkingtothemselves,7“Whydoesthisfellowtalklikethat?He’sblaspheming!WhocanforgivesinsbutGodalone?”8ImmediatelyJesusknewinhisspiritthatthiswaswhattheywerethinkingintheirhearts,andhesaidtothem,“Whyareyouthinkingthesethings?9Whichiseasier:tosaytothisparalyzedman,‘Yoursinsareforgiven,’ortosay,‘Getup,takeyourmatandwalk’?10ButIwantyoutoknowthattheSonofManhasauthorityonearthtoforgivesins.”Sohesaidtotheman,11“Itellyou,getup,takeyourmatandgohome.”12Hegotup,tookhismatandwalkedoutinfullviewofthemall.ThisamazedeveryoneandtheypraisedGod,saying,“Wehaveneverseenanythinglikethis!”TelltheBiblestoryusingthechesspiecesascharacters.Aftertellingthestory,askstudentstoretellthestorytoeachotherusingchesspieces.Thenaskthestudents:

• Whatdidyoulikeaboutthisstory?• Whatwasthegoalofthefriends?(toputtheirparalysedfriendinfrontofJesus)• Thefriendslookedatalltheoptionsanddecidedonaverycreativesolution.Whatdidthey

do?(Theyloweredhimonamatthroughtheroof)• WhatdidJesusdoforthisman?(Forgaveandhealedhim)

Life–ApplicationLifegivesusmanyopportunities.Weneedwisdomtoknowwhichopportunitiestofollow.Weneedtothinkoftheoptionwiththebestlong-termbenefit.KnowingJesuspersonallyisthebestreward.Askthestudents:

• Whathaveyoulearnedtoday?• Whatopportunitiesdoyouhavetomakeadecisionabouttoday?• Isthereafriendyoucouldhelpwhoisfacingchallenges?

Shareandprayaboutwhatwasdiscussed(above)inpairs,thenplaychess.

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IntermediateLesson5Topic:MistakesanddisastersInChess,therearemiscalculationsandmistakessomeofwhichcanleadtolossofmaterial(pieces)andotherstolossofthegame.Learningtore-composeyourselfaftersomeoftheseblundersandplayagainisvital.FailureisnotaboutfallingdownbutSTAYINGdown.Chess-ExperienceActivity:Demonstratetothestudents,usingeitherthechessboardormarkoutaboardonthegroundoutsideandusethestudentsasthechesspieces-howyoucancheckmatealonewhitekingusingonlytwoblackBishopsinoppositecolorsandaking.

Be4isthewhite’smovetodeliveracheckmate.PlayChess:Explainthechessinput.Atacticalplayrequirespropercalculationandknowingthemoveorder.Chessisregardedtobe99%tactics,butittakestimetomastertactics.Manytimes,youcantrytoexecuteatacticandenduplosingmaterialoreventhegameitself.Theythereforerequirediligenceandprecision.Theabilitytopressonandstayfocusedeventuallyleadstothemasterlylevel.

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WhiteplayedNd7+andblackhadoneoptionKa8,whiteplayedNxc5,thismakeswhitewinaQueenbutmakesamistakeofmissingacheckmateofRxc8# Life-Reflection

• Haveyouevermadeamistakethatputyouinanuncomfortablesituationormadeyouloseanopportunity?

• Explainthesituationifyouarewillingtosharewithus?• Whatdidyoulearnfromthatexperience?

Bible–EngagementReadLuke15:11-32–TheTwoSons11Jesusalsotoldthemanotherstory:Onceamanhadtwosons.12Theyoungersonsaidtohisfather,“Givememyshareoftheproperty.”Sothefatherdividedhispropertybetweenhistwosons.13Notlongafterthat,theyoungersonpackedupeverythingheownedandleftforaforeigncountry,wherehewastedallhismoneyinwildliving.14Hehadspenteverything,whenabadfaminespreadthroughthatwholeland.Soonhehadnothingtoeat.15Hewenttoworkforamaninthatcountry,andthemansenthimouttotakecareofhispigs.16Hewouldhavebeengladtoeatwhatthepigswereeating,butnoonegavehimathing.17Finally,hecametohissensesandsaid,“Myfather’sworkershaveplentytoeat,andhereIam,starvingtodeath!18Iwillgotomyfatherandsaytohim,‘Father,IhavesinnedagainstGodinheavenandagainstyou.19Iamnolongergoodenoughtobecalledyourson.Treatmelikeoneofyourworkers.’”20Theyoungersongotupandstartedbacktohisfather.Butwhenhewasstillalongwayoff,hisfathersawhimandfeltsorryforhim.Herantohissonandhuggedandkissedhim.21Thesonsaid,“Father,IhavesinnedagainstGodinheavenandagainstyou.Iamnolongergoodenoughtobecalledyourson.”

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22Buthisfathersaidtotheservants,“Hurryandbringthebestclothesandputthemonhim.Givehimaringforhisfingerandsandalsforhisfeet.23Getthebestcalfandprepareit,sowecaneatandcelebrate.24Thissonofminewasdead,buthasnowcomebacktolife.Hewaslostandhasnowbeenfound.”Andtheybegantocelebrate.25Theoldersonhadbeenoutinthefield.Butwhenhecamenearthehouse,heheardthemusicanddancing.26Sohecalledoneoftheservantsoverandasked,“What’sgoingonhere?”27Theservantanswered,“Yourbrotherhascomehomesafeandsound,andyourfatherorderedustokillthebestcalf.”28Theolderbrothergotsoangrythathewouldnotevengointothehouse.Hisfathercameoutandbeggedhimtogoin.29Buthesaidtohisfather,“ForyearsIhaveworkedforyoulikeaslaveandhavealwaysobeyedyou.Butyouhaveneverevengivenmealittlegoat,sothatIcouldgiveadinnerformyfriends.30Thisothersonofyourswastedyourmoneyonprostitutes.Andnowthathehascomehome,youorderedthebestcalftobekilledforafeast.”31Hisfatherreplied,“Myson,youarealwayswithme,andeverythingIhaveisyours.32Butweshouldbegladandcelebrate!Yourbrotherwasdead,butheisnowalive.Hewaslostandhasnowbeenfound.”TelltheBiblestoryusingthechesspiecesascharacters.Aftertellingthestory,askstudentstoretellthestorytoeachotherusingchesspieces.Thenaskthestudents:

• Whatarethepeopleinourstory?• Whatdidtheyoungersondo?• Whathappenedtotheyoungersonlater?• Whatdidthefatherdoonhisson’sreturn?• Whatdoyoulearnfromthestory?

Life–ApplicationTherearemanytimeswedowrong,perhapstoourfriends,siblings,parentsandotherpeople.Andattimeswrongisdonetous.Butinthestorywehaveseenasondoingwrongtohisfather.Whatifyouarethefather(wrongedperson)?Whatwehaveseenisthatthefatherforgavehissonandevenmadeafeast.Thisshowsthatwhenwearewronged,weshouldforgiveothersandcometopeacewiththem.Andwhenyouhavewrongedsomeoneelse,youmustrealiseyourmess,andseekforgivenessjustliketheyoungsoninourstory.

• Whatdowedotothosewhodowrongtousandtothosewewrong?• Whatareyougoingtochangefromtodayonwards?

Prayforeachotherandplaychess.

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IntermediateLesson6Topic:NeverResignInChess,welearnnottogiveupevenwhentheoppositionseemstobewinning.Wemustfocusontheultimategoal.Chess–ExperienceActivity:Invitethestudentstosharewithyoualittleabouttheirlifeathome.PlayChess:Setupthechessboardinapositionwherethekingisincheck(seediagram).Thelearnerwillnaturallyresignandthinkitisacheckmate.Theteachercorrectsthestudent.

BlackplaysKc7insteadofresigningthatthekinghasnofreeorsafesquaretogotolikee8ande7butheorshehasasafesquareonc7.

Askthestudents:• Whydoyouresignsoeasily?Whatelsecanyoudo?

Say:Lookaroundandsee,theremightbebettermoves.Focus.Concentrateandfindthemove.(Allowthemtomakethenextmove).Youwillbehappywhenyouhavefoundagoodmove.Showhowyoucanbehappy(smile,highfive,laugh,thumbsup).Askhim/hertoshowdifferentwaystoshowyoutheyarehappy.Stretchstudentstoshowyoumanyways.Thiswillbefun.Life-Reflection

• Haveyoueverfoundyourselfinlifewhereyouthoughtyouhadlost?(lostmoneyorfailedatest).

• Howdidyoufeel?Showmewithyourfaceexpressions.• Howdidyouovercomethis?

BibleRead2Corinthians5:1–5together.ThiswaswrittenintheBiblebyPaul.

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Forweknowthatiftheearthlytentweliveinisdestroyed,wehaveabuildingfromGod,aneternalhouseinheaven,notbuiltbyhumanhands.2Meanwhilewegroan,longingtobeclothedinsteadwithourheavenlydwelling,3becausewhenweareclothed,wewillnotbefoundnaked.4Forwhileweareinthistent,wegroanandareburdened,becausewedonotwishtobeunclothedbuttobeclothedinsteadwithourheavenlydwelling,sothatwhatismortalmaybeswallowedupbylife.5NowtheonewhohasfashionedusforthisverypurposeisGod,whohasgivenustheSpiritasadeposit,guaranteeingwhatistocome.Askthestudents:

• WhenPaultalksaboutanearthlytent,whatishetalkingabout?(ourbodies)• Whatislifelikeinthisbody?(hard,difficult,burdensome)• Whatdowelongfor?• Howdowetrustthiswillhappen?(theHolyspirithelpsusnowasadepositforwhatwill

come)Welearnnottogiveupandtoputsituationsinthislifeintherightperspective.Heavenisourultimategoal.ApplicationDiscusswiththestudents:

• Whatarethechallengesinyourliferightnow?• Fromthislesson,whatareyougoingtodoaboutthem?• Howwillyoumakesureyoudon’tgiveup?

Shareandprayinpairs,thenplaychess.

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IntermediateLesson7Topic:SacrificeInchess,itisnecessarytosacrificealowervaluepiecetosaveahighervaluepiece.Short-termpaincangivelong-termgain.JesussacrificedHislifetosaveus.His‘play’onthecrossbroughtuseternallife.Chess-Experience:Activity–Giveeachpersonasweetorcoin.Nowshowthem3smallboxes.Explainthattheycansacrificetheircoinforwhatisinoneoftheboxes.Askwhowantstoswap.(Inoneboxputsomethingmuchbetterthanthecoin.Intheothertwoboxesputthingsthatareworthless.Afterwardsask:

• Howdidyoufeelwhenyoursacrificewasworthwhile?• Howdidyoufeelwhenyoulostyourcoinfornothing?

PlayChess:PositionthepiecessothataRookiscaptured,whichisaforcedmovefortheopponenttocapturewherebyifitisnotcaptureditisacheckmate.Whentherookgetstakenitwillbeacheckmateinthenextmove.(Includeadiagramoftheboardlayout)

WhiteplaysBxRf1andblackcheckmatesonb2byplayingQb2#. Remember:

• Checkmateisthegoalordreaminthegameofchess.• TheRooksacrificeisreasonabletoattainthegoalofattackingtheKingincheckmate.A

playeralwayshastolookforpiecestheyarewillingtosacrificetogaintheultimategoal.Askthestudents:

• Whydidyousacrificeyourpiece?• Howdidyoufeelwhenyouachievedacheckmate?

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Life-ReflectionAskthestudents:

• Whatkindsofsacrificehaveyouseenpeoplemakeinyourcommunity?• Whatwasthecost?• Whydoyouthinktheywerewillingtomakethissacrifice?• Whatsacrificeshaveyoumadeinyourlife?

Forexample,thinkofastudentwhoiscommittedtofinishingschoolanduniversity.Thestudentdecidesnottogo‘clubbing’ordrinkingwithfriendsorwastetimewatchingTV.Theysacrificesmallfunthingstoattainabetteroutcomeinthelong-term.Temporaryhappinessisthesacrifice.Bible–EngagementReadPhilippians3:8-9atogether.Inthispassage,Paultalksabouthislifeandwhatisthemostimportantthingtofocuson.Whatismore,IconsidereverythingalossbecauseofthesurpassingworthofknowingChristJesusmyLord,forwhosesakeIhavelostallthings.Iconsiderthemgarbage,thatImaygainChrist9andbefoundinhim…AfterreadingtheverseaskastudenttoknockoverallthepiecesandwipethemtothesideoftheboardtojustleavetheKingandapawn.Askthestudents:

• WhatdoesPaulconsidertobethemostimportantthinginlife?(knowingJesus)• HowdoeshethinkabouttherestoflifeincomparisontoknowingJesus?(garbage)• Whatisthemostimportantthinginyourlife?(behonest)

Life-ApplicationAskthestudentstodraworwriteallthethingstheylovetodoandthethingstheyvalue.Askthestudents:

• Whatwillyousacrificeinlifetoachieveyourultimategoal?• JesussacrificedHislifetosaveyou.Whatisyourresponsetohisloveandsacrificetosave

you?

Shareandprayinpairs,thenplaychess.

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IntermediateLesson8Topic:CounterAttackingCounterAttackingliterallymeansanattackmadeinresponsetoanattackbytheopponents.Thebestformofdefenceisattackbutthistakesperseveranceandcommitmenttothegoal.However,itcanbedifficulttocounterattackwhenthegamealreadyseemslost.Chess-ExperienceActivity: Takethestudentsoutsideandstandinpairssideon.Askonetopushagainsttheother.Theothercanpushback.Havefuntryingtopusheachotheroffbalance(keepitfun,notviolent).Swapoverwhowillpushfirst.Askthestudents:

• Didyouenjoytheactivity?Whyorwhynot?• Howdidyourespondwhenyourpartnerfirstpushedyou?• Whatdeterminedhowhardyoupushedback?

PlayChess:Setupthechessboardasifitispartwaythroughagame.Yourpiecesareinanattackingposition.Theoppositionisinaweakposition.Askthestudenttomakethenextmove.Whatmovedotheyrespondwith?

You can see that black’s knight is attacked by a pawn and the queen, the rook on e5 is pinned but with all those problems he or she can get a draw. Black plays Ra2+, white plays Rc2-RxRc2, QxRc2-QxRf6 and black can merge out with a draw. Afterthestudentresponds,askthereasonsastowhytheyhavemadesucharesponse.(Doesthemoveshowtheyaregivingupandfeeltheyarealreadybeaten?)

IntermediateChessLessons

19

Life-ReflectionAskthestudents:

• Whatistheworstthingthatyoucouldimaginehappeningtoyou,besidesdying?• Howwouldyoureacttothis?(Giveuporfight?)Forexample,howwouldyourespondifyou

discoveredyouhaveHIV/Aids?• Whyisitofteneasiertogiveupthantofight?

Whenwearefacedwithadifficultsituationinchessorinlifeitiseasytogiveup.Thisisnaturalforhumans.

• Whatthingsareyoutemptedtogiveupon?Makealist.Bible-EngagementReadPhilippians3:13-14together13Brothersandsisters,Idonotconsidermyselfyettohavetakenholdofit.ButonethingIdo:Forgettingwhatisbehindandstrainingtowardwhatisahead,14IpressontowardthegoaltowintheprizeforwhichGodhascalledmeheavenwardinChristJesus.Askthestudents:

• WhatdoesPaulsaytodowithdisappointmentsandfailures?(Forgetthem)• WhatdoesPaulfocuson?(thegoal,theprize–lifeforeverwithJesus)• WhatdoesPaulfinallydo?(presson)• Inyourlife,whatdoyouneedtofocusmostonwhenthingsgetdifficult?

Life-ApplicationAskthestudents:

• Whatareyouthinkingofgivingupbecauseitistoodifficult?• Makeaplantoidentifytheultimategoalinyourlife,andcounterattacksothatyouwill

keepfightingandmaysucceed.Shareandprayinpairs,thenplaychess.