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What's in the Bag?"What’s In The Bag?" (WITB) has become one of my favorite activities to introduce and prepare participants for a Bible lesson. I have used it with elementary-aged students, teenagers, collegians and adults. It can be played (uh, I mean administered) the same way, regardless of the age. Point of "What’s In The Bag?": To creatively introduce the subject of your Bible study by allowing your class participants to ask a series of questions that will eventually reveal what you have in the bag. Materials Needed: A gift bag. To add an element of interest, I decorated mine with question marks of all sizes and fonts that I printed off, cut out and glued to the bag. It looks much like something that once belonged to the Riddler! You could also use a box, but I just prefer the bag. Instructions: Hide an object in the bag that is representative of at least one point or principle of your Bible study. Taking turns, instruct the class participants to ask one question at a time that can be answered with only a “yes” or “no” answer. As the questions are asked and answered, categories of objects are eliminated. Gradually, the choices are narrowed down until someone finally guesses what’s in the bag! In the beginning, the best types of questions to be asked are those that are broad in nature so that large groupings of objects are more quickly dismissed. For example: Is it made of wood? If your participants get bogged down in asking questions that are too specific, such as “Is it black?” or “Is it heavy?” you might need to remind them to broaden their questions. Once a broad category is revealed, then it makes sense to get more specific. For example, if it has been established that the object is made of wood, then it would make sense for them to ask more specific questions, such as “Is it a pencil?” In addition, at times you may need to review the information that has already been established. If you responded “yes” to the question, “Is it edible?” it doesn’t make sense for the participants to ask “Is it made of metal?” Suggestions: This isn’t an activity I’d recommend if you have time constraints, because you never know how quickly, or not so quickly, your participants will guess WITB. I feel it’s best to let the activity run its course of questioning and answering; but if you find you need to speed up the process, you could provide hints in addition to your “yes” or “no” answer. Be careful, though, not to reveal too much information to cause the activity to end anti-climatically. It’s optional, too, whether to give out a prize to the participant who guesses the object. I seldom do this because I feel everyone had a hand in reaching the correct answer. Plus, the point of the activity is not to win a prize. One of the reasons I think this activity is so successful is that it immediately involves audience participation on a fun and entertaining level. And, it certainly beats the mundane methodology of standing up in front of the group and saying, “Today we’re going to study Jesus as the light of the world. Now turn in your Bibles to….” How unexciting is that? Once the object is guessed, you can certainly jump right into your planned study. You’ll have your audience’s attention. But, if appropriate, consider keeping the class participation going by asking questions such as, what is the object’s purpose? How is it used? Plan your questions so that the points you want to make are revealed in the question and answer process. In this way, you become more of a facilitator in the learning process, rather than just a teacher. My guess is that your participants will remember this lesson much longer than a lecture. I’ve provided several WITB lesson ideas, and a sample of how asking detailed questions can guide you right through your lesson plan. (See Fishing Lure.) What’s In The Bag?
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