chess intermediate pack - kidshubs.com · yourself after some of these blunders and play again is...
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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.