LEADER GUIDE - JANUARY BIBLE STUDY 2022
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LEADER GUIDE JANUARY BIBLE STUDY 2022
CONTENTS HOW TO BECOME A CHRISTIAN: LIFE BY DESIGN . . . . . . . . . . . . . . . . . . . . . . 2 MEET THE WRITERS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 TEACHING PLANS Session 1: God Reveals His Character through His Son . . . . . . . . . . . . . . . . . . . . 4 Session 2: Experiencing God’s Compassion and Forgiveness . . . . . . . . . . . . . . 7 Session 3: God Can be Trusted Even in Dark Times . . . . . . . . . . . . . . . . . . . . . . . 9 Session 4: God’s Goodness Can Be Seen in His Justice and Mercy . . . . . . . . . 12 Session 5: God’s Presence Offered to All Who Turn to Him . . . . . . . . . . . . . . . . 14 Session 6: God’s Character and Salvation Call for Our Praise . . . . . . . . . . . . . . 17 Session 7: God Offers Hope to His People. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 EXPOSITORY NOTES Introduction to the Psalms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 God Reveals His Character through His Son—Psalms 22–24 . . . . . . . . . . . . . . 28 Experiencing God’s Compassion and Forgiveness—Psalms 32 & 51. . . . . . . . . 35 God Can be Trusted Even in Dark Times—Psalms 42–43 . . . . . . . . . . . . . . . . . . 41 God’s Goodness Can Be Seen in His Justice and Mercy—Psalms 73–83. . . . . 47 God’s Presence Offered to All who Turn to Him—Psalms 84–88 . . . . . . . . . . . . 54 God’s Character and Salvation Call for Our Praise—Psalms 113–118. . . . . . . . . .61 God Offers Hope to His People—Psalms 120–134. . . . . . . . . . . . . . . . . . . . . . . . . 68 PREACHING GUIDE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
HOW TO BECOME A CHRISTIAN
LIFE BY DESIGN
We live in a broken world. This brokenness is seen in suffering, dead—to provide the only way for us to be rescued and restored to
violence, poverty, pain, and death around us. Brokenness leads us a relationship with God (John 3:16; Col. 2:14; and 1 Cor. 15:3-4).
to search for a way to make life work. We cannot escape this brokenness on our own. We need to be
The Bible tells us that God originally planned a world that rescued. We must ask God to forgive us—turning from sin to trust
worked perfectly—where everything and everyone fit together in in Jesus. This is what it means to repent and believe. Believing, we
harmony. God made each of us with a purpose—to worship Him receive new life through Jesus. God turns our lives in a new direc-
and walk with Him (Gen. 1:31 and Ps. 19:1). tion (Mark 1:15; Eph. 2:8-9; and Rom. 10:9).
Life doesn’t work when we ignore God and His original design When God restores our relationship to Him, we begin to
for our lives. We selfishly insist on doing things our own way. The discover meaning and purpose in a broken world. Now we can
Bible calls this sin. Sin leads to a place of brokenness. The conse- pursue God’s design in all areas of our lives. God’s Spirit empowers
quence of our sin is separation from God—in this life and for all us to recover His design and assures us of His presence in this life
of eternity (Rom. 3:23 and Rom. 6:23). and for all of eternity (Phil. 2:13 and Eph. 2:10).
We need a remedy—some good news. Because of His love, Now that you have heard this good news, God wants you to
God did not leave us in our brokenness. Jesus, God in human respond to Him. You can talk to Him using words like these: My
flesh, came to us and lived perfectly according to God’s design. life is broken—I recognize it’s because of my sin. I believe Christ
Jesus came to rescue us—to do for us what we could not do for came to live, die, and was raised from the dead—to rescue me
ourselves. He took our sin and shame to the cross, paying the from my sin. Forgive me. I turn from my selfish ways and put my
penalty of our sin by His death. Jesus was then raised from the trust in You. I know that Jesus is Lord of all, and I will follow Him.
MEET THE WRITERS
DR. KON HWON YANG is a professor of Old Testament Studies at Gateway Seminary in Ontario, California. He began his service as the
seminary’s dean of students in 1993. Upon completion of his degree, he was elected to a faculty position in 1997. He now teaches Old
Testament, Hebrew and spiritual formation at the Los Angeles campus where his wife Patricia serves as Gateway’s digital services librarian.
Professor Yang’s academic interest and specialties include Old Testament spirituality, wisdom literature, and spirituality of the Psalms. He
has written and presented articles and papers on various Old Testament topics in both popular and scholarly venues.
AMY SUMMERS wrote the suggested teaching plans for this study. Amy is a graduate of Baylor University and Southwestern Baptist
Theological Seminary, has written for Lifeway Christian Resources for many years. Amy and her husband Stephen live in Belmont, North
Carolina where they lead a small group of people who are committed to loving one another and serving Christ in community and where
she leads a women’s Bible study. Parents of three young adults, Amy and Stephen are elated to recently become grandparents to twins.
DR. MATT PEARSON wrote the preaching guide. Matt has served in pastoral ministry for over 20 years and currently serves as the
Campus & Teaching Pastor at The Church at West Franklin. Originally from North Alabama, Matt graduated from Auburn University
(1999) before receiving a Masters Degree (Expository Preaching) from the New Orleans Baptist Theological Seminary (2004) and a PhD
(Preaching/Practical Theology) from the Mid-America Baptist Theological Seminary (2009). He loves spending time with his 3 children,
Luke, Seth, and Birti, going on dates with his wife, Katie, drinking coffee, and watching Auburn football.
© 2021 Lifeway Press® • Printed in the United States of America • ISBN: 978-1-0877-4161-1 • Item: 005831440
No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage
or retrieval system, except as may be expressly permitted in writing by the publisher. Requests for permission should be addressed in writing to: Lifeway Press, One Lifeway Plaza,
Nashville, TN 37234.
Subject Ares: Bible Studies / Dewey Decimal Classification Number: 223.2 / Subject Heading: Old Testament Psalms
Lifeway Christian Resources • One Lifeway Plaza • Nashville, TN 37234
Unless otherwise noted, all Scripture quotations are taken from the Christian Standard Bible®, Copyright © 2020 by Holman Bible Publishers. Used by permission.
Christian Standard Bible® and CSB® are federally registered trademarks of Holman Bible Publishers.TEACHING PLANS
TEACHING PLAN
Chapter 1 // Psalm 22, 23, 24
YOUR NOTES
GOD REVEALS HIS CHARACTER
THROUGH HIS SON
the lack of vitality and relevance” in his
BEFORE THE SESSION: Christian life. His salvation experience was
a. Read the Introduction and Chapter genuine, but that experience did not trans-
1 of both the Personal Study Guide (PSG, late into living a victorious Christian life.
pp. 4-22) and the Expository Notes in this Urge participants to take a moment to
Leader Guide (LG, pp. 24-34). conduct a personal spiritual checkup using
Does it Translate? (PSG, p. 13). After
b. Make copies of Teaching Item allowing them time to consider their spiri-
1: Yesterday, Today, and Forever and tual condition, note that Christians may
Teaching Item 2: Jesus Is My Shepherd (or recognize their salvation is not translating
make provisions to display that item). into a vital, relevant Christian life. Say: That
is not a reason for despair or discourage-
c. Have Personal Study Guides, extra ment, but for determination to gain a
Bibles, and writing instruments available. deeper understanding of our salvation so
we can live it out fully.
d. Conduct an Internet search for Ask: What might many people think is
“phrases that get lost in translation.” the purpose of being saved? Invite a volun-
Compile a list of idioms in foreign languages teer to read Romans 8:29-30. Ask: How
(that don’t translate well into English). might those verses enhance our under-
standing of the purpose and experience
LEADING THE SESSION: of salvation? Explain the salvation expe-
rience is not a one-time event in the past,
1. Point out that idioms in one language but a full-life experience with past, present,
usually don’t translate well into other and future implications. Emphasize the
languages. Brainstorm some American three tenses of salvation (PSG, pp. 11-12).
figures of speech that get lost in translation. Assert the purpose of salvation is not just
(Samples: Kick the bucket, between a rock to gain forgiveness so we can eventually go
and a hard place, jump on the bandwagon, to heaven, but to be restored to relationship
quit cold turkey, raining cats and dogs.) with God so we can live in His presence and
Relay from your Internet search some live out His character in a fallen world.
idioms from other languages that just don’t Invite a volunteer to read the paragraph
translate into English. in the Introduction to this study beginning
Declare it can be confusing, even with “Many Christians lack an awareness
frustrating, when something doesn’t of the presence of God.” (PSG, p. 4). Point
translate. Relate from the Personal Study out that Psalms is the most comprehensive
Guide (p. 10) the illustration of Robert systematic theology one could read on the
who was “discouraged and frustrated with character of God (PSG, p. 4). Assert: What
4 TEACHING PLAN : Chapter 1 // Psalm 22, 23, 24YOUR NOTES
we will discover about the character of is and emphasize how it is so evident in
God can definitely translate to our life Psalm 22.
experiences, because the better we know Note that some may find it strange or
God’s character, the better we know God, troubling to think of Jesus crying out Psalm
and the better we know God, the more we 22:1 from the cross. Ask: How might Jesus’s
become like Him and demonstrate His cry actually been a declaration of faith in
character in the world. God’s providence? Refer to A Closer Look
Distribute Teaching Item 1: Yesterday, (PSG, p. 21) as the group discusses that
Today, and Forever. State the three psalms question.
we will examine in this session, written Guide the group to consider how this
centuries before Jesus walked this Earth, Psalm could have affirmed God’s provi-
amazingly reflect the past, present, and dence to the disciples who witnessed Jesus’s
future dimensions of our salvation. We crucifixion. Ask: How can Psalm 22 affirm
won’t be engaging in an in-depth study God’s providence to us in situations in
of each verse, but focusing on evidences which we might feel God has abandoned
of God’s unchanging character that are us? Declare it is vital to realize this psalm
revealed through His Son. Recognizing moves from suffering to praise, which is
and availing ourselves of those qualities can what every believer can do because of our
translate into victorious Christian lives. personal relationship with God through
Christ.
2. Note from the Expository Notes (LG,
p. 28) that Psalm 22 doesn’t just teach 3. Say: Because Jesus, in God’s provi-
us how to cry out to God honestly and dence and mercy, laid down His life for us
faithfully in our suffering, it reveals the on the cross, He saved us from the penalty
character of God through Christ’s sacrifice of sin. But there’s more. We are being
at Calvary. Invite volunteers to read aloud saved in the present from the power of
verses from Psalm 22 that make them think sin. That present aspect of our salvation is
of Jesus’s crucifixion. Read aloud Psalm beautifully expressed in Psalm 23. We can
22:27-31. Guide the group to analyze how know God better and experience His pres-
those verses refer to Jesus’s sacrifice as well. ence in a richer, fuller way as we see His
Declare: What “he has done” (v. 31) in His character revealed through His Son as our
death on the cross means that believers Shepherd.
have been saved from the penalty of sin. Distribute or display Teaching Item 2:
Ask what the psalmist determined to Jesus Is My Shepherd. Use that chart and
do in Psalm 22:22. Explain proclaiming the Expository Notes (LG, p. 30) to present
God’s name means declaring His character. a brief lecture comparing the shepherd in
Ask: What character qualities of God Psalm 23 to Jesus’s description of Himself as
are revealed to you in this Psalm that so the Good Shepherd in John 10.
accurately describes Jesus’s crucifixion? Invite volunteers to identify benefits
Encourage learners to record those quali- and provisions believers can enjoy because
ties on Teaching Item 1: Yesterday, Today, Jesus is our Good Shepherd. Next, guide
and Forever. Use the Personal Study Guide the group to identify character qualities of
(p. 14) to explain what God’s providence God that are revealed in those benefits and
Chapter 1 // Psalm 22, 23, 24 : TEACHING PLAN 5provisions. Encourage learners to record pure in our own deeds, but are made pure
YOUR NOTES
those divine qualities on Teaching Item 1: and worthy of eternal life because the blood
Yesterday, Today, and Forever. of Christ has washed away our sins. It is
Ask: How are we to live in response to in Him that we stand righteous before the
God’s revelation of His character through Father.
His Son as our shepherd? Emphasize: Declare: It is that truth that enables us
We are not on our own to live out our salva- to eagerly and confidently look forward to
tion; our life is now the life of Christ, our Christ’s return. Invite a volunteer to read
Good Shepherd within us (PSG, p. 18) those Psalm 24:7-10. Use the Expository
and so we now live in submission to Him, Notes (LG, p. 34) and A Closer Look
allowing Him, as our shepherd, to guide, (PSG, p. 21) to explain those verses in their
empower, nurture and provide for us. historical context and make application to
believers’ lives today.
4. Briefly review that Psalm 22 reveals Ask participants what qualities of God’s
God’s character through Jesus’s death that character they see revealed in the return
saved us from the penalty of sin, and Psalm and eternal reign of His Son. Encourage
23 reveals God’s character as Jesus our them to record responses on Teaching
shepherd is saving us from the power of Item 1: Yesterday, Today, and Forever.
sin. Now we will see that Psalm 24 reveals Invite someone to read the last para-
God’s character in the eternal reign of His graph in the PSG beginning with: The fact
Son where we will be saved from the pres- is the Son of God paid the penalty of our
ence of sin. sins (p. 18). Request learners complete
Lead a discussion with: What question A Triumphant Translation (PSG, p. 20).
is the psalmist really asking in Psalm 24:3? Invite one or two volunteers to share their
(Sample answers: Who can go to heaven? descriptions. Assert if we don’t feel the
Who can be in God’s presence for all eter- descriptions that we recorded apply to us,
nity?) How does the psalmist answer his we must remind ourselves of the character
question in verse 4? Is that good or bad of God that can transform us. Encourage
news for us? Explain. learners to review God’s character quali-
Explain from the Expository Notes that: ties they recorded on Teaching Item 1:
Climbing the mountain of the Sovereign Yesterday, Today, and Forever. Ask: How
Lord and standing in God’s holy place was could recognizing and trusting in these
an act of privilege and blessing that only qualities translate into a more victorious,
qualified ones were allowed to do (LG, vibrant Christian life?
p. 33). Ask: What might people mistak- Close in prayer, thanking God for
enly think qualifies them to go to heaven revealing Himself and saving us through
and be in God’s presence? What is the only His Son, and asking that He empower
way we can have clean hands and a pure learners to live out the fullness of their
heart? Affirm that we are not righteous or salvation experience.
6 TEACHING PLAN : Chapter 1 // Psalm 22, 23, 24TEACHING PLAN
Chapter 2 // Psalm 32 and 51
YOUR NOTES
EXPERIENCE GOD’S COMPASSION
AND FORGIVENESS
Assert: It’s also important to be able
BEFORE THE SESSION: to explain how we can experience God’s
a. Read Chapter 2 in the Personal Study forgiveness and compassion when we do
Guide (PSG, pp. 23-34) and the Expository sin. David was a devoted follower of God,
Notes in this Leader Guide (LG, pp. 35-40). yet he sinned in dramatic, devastating ways.
Briefly detail David’s sins. Two Psalms David
b. Make copies of Teaching Item 3: wrote after his epic failure provide a model
Psalms of Repentance and Restoration for us to follow when we sin, and they show
and Teaching Item 4: What Can Wash us that God’s character is revealed in the
Away My Sin? conviction, confession, and cleansing of sin.
Distribute Teaching Item 3: Psalms of
c. Have Personal Study Guides, Bibles, Restoration and Repentance.
and writing instruments available.
2. Stress David’s conviction was due to
LEADING THE SESSION: his relationship with God. Designate half
the group Team A and the other half Team
1. Remark that, in the last session, the B. Instruct Team A to read Psalm 32 on
group considered things that are difficult to Teaching Item 3: Psalms of Restoration
translate; today you want to consider things and Repentance and underline indications
that are difficult to explain. Invite one or two David was under conviction, and Team B
volunteers to explain, with words only, how to do the same with Psalm 51. Invite volun-
skip. Then request learners rate on a scale of teers to read what they underlined. Explain
1 to 10 (10 being most difficult) how difficult David used figurative expressions like “My
it would be for them to explain to someone bones became brittle” (Ps. 32:3), to convey
how to cast a show from a streaming app the emotional and physical condition of
from a smartphone to a television. State: suffering under unconfessed sin. David was
Some things are just hard to explain. not just convicted of his specific sin, but of
Relate the PSG illustration of the well- his sin nature. Use the Expository Notes
respected Christian leader convicted of fraud (LG, p. 38) to speak on Psalm 51:5.
and read the question: How do we explain Ask: How was David’s pain an indi-
sin—blatant, obvious sin—in those who cation of God’s mercy? Then Read 2
not only know Christ, but are devoted to Corinthians 7:10. Guide the group to
serving Him? (PSG, p. 23-24). Ask: Why is contrast condemnation and conviction.
it important to at least try to explain how Note that condemnation is from Satan
godly people fail? Point out we need to be and burdens people with guilt, so we live
able to understand the anatomy of sin and in slavery to regret, failure, and hopeless-
our vulnerability to it. ness. Conviction is from God. It reveals
Chapter 2 // Psalm 32 and 51 : TEACHING PLAN 7His character of holiness, justice, and or who confesses with excuses? Why does
YOUR NOTES
compassion, and is intended to restore us he tell us not to be like this? Note David
to fellowship. used stubborn animals to urge God’s people
to be quick to submit and surrender to the
3. State sometimes we may feel more Lord (LG, p. 36). That requires confession
selfish sorrow over what sin has done to and repentance.
us rather than godly sorrow over what our
sin has done to God’s reputation and our 4. Instruct learners to draw a heart
relationship with Him. God wants us to around Psalm 51:10-12 on Teaching Item
move past selfish sorrow, so He allows us 3: Psalms of Restoration and Repentance
to suffer the consequences until conviction Ask: What was the heart of the matter for
compels us to come to Him in repentance David? To gain a clean heart, David pled for
and confession (PSG, p. 28). forgiveness. Read Psalm 51:1-2,7. Request
Instruct learners to circle on Teaching learners identify God’s character qualities
Item 3: Psalms of Repentance and David appealed to for forgiveness. Read
Restoration every occurrence of the word 1 John 1:9. Use the PSG (p. 31) to empha-
“my” in Psalm 32:5 and Psalm 51:2-3. Ask: size the implications of the word “all” in that
What was David doing with these state- verse. Distribute Teaching Item 4: What
ments? (taking ownership of what he’d Can Wash Away My Sin? to highlight the
done). Use the Expository Notes (LG, p. 35) messianic overtones in David’s prayer for
to explain the three terms David used to forgiveness. All David could do, all we can
detail the nature of sin. do, was confess and ask for forgiveness with
Invite a volunteer to read Psalm 51:4. a broken, humble heart and God responded.
Evaluate how David could make that Instruct Team A to bracket in Psalm
statement when he’d obviously sinned 32 verses that describe the results of being
against so many people. Emphasize: Sin forgiven and cleansed by God. Instruct
can destroy one’s life, one’s family, and Team B to do the same with Psalm 51. Invite
one’s God-called ministry, but we cannot volunteers to summarize the verses they
comprehend how severely it grieves God bracketed in two or three words.
and crushes His heart. Recall that some things are hard to
Request learners consult Psalm 32:5 and explain, but experiencing God’s forgiveness
state how David responded to God’s convic- is something that we can, and must, explain
tion. Explain the meaning of confess (PSG, how to do. Discuss Keys to Cleansing (PSG,
p. 29). State: Sometimes when we talk to p. 30) as a means to review what Psalms 32
God about our sin, we say things like, “I’m and 51 reveal about conviction, confes-
sorry God, but he…but she…but You.” sion, and cleansing. Add to the discussion
True confession has no “buts” or excuses. with the Expository Notes discussion on the
We agree with God that it is sin. three keys to experiencing God’s forgiveness
Explain Psalm 32 is a didactic psalm (LG, p. 40).
(intended to teach and give moral Encourage adults to underline the
instruction) that urges readers to choose paragraph that begins, “So in conclusion,
confession over cover-ups. Direct attention conviction and confession” (PSG, p. 32)”
to Psalm 32:9-10 and ask: How does David Close in prayer.
describe a person who won’t confess at all,
8 TEACHING PLAN : Chapter 2 // Psalm 32 and 51TEACHING PLAN
Chapter 3 // Psalm 42 and 43
YOUR NOTES
GOD CAN BE TRUSTED
EVEN IN DARK TIMES
Say: We may have all at some point
BEFORE THE SESSION: asked, Where is God when it is dark?
a. Read Chapter 3 in both the Personal This study examines two psalms of lament
Study Guide (PSG, pp. 35-46) and the in which the psalmist honestly admits to
Expository Notes in this Leader Guide (LG, being in the dark night of the soul and he
pp. 41-46). questioned where God was. Use the PSG
(p. 36) and Expository Notes (p. 41) to
b. Make copies of Teaching Item 5: A explain why many believe Psalms 42 and
Guide in the Dark. Prepare to display, 43 may have originally been one psalm. As
or make copies of, Teaching Item 6: The we examine these psalms as one, we can
Distance Between Mountains. follow the psalmist’s journey of faith as he
expresses his complaint, but also expresses
c. Have Personal Study Guides, extra his confidence that God can be trusted,
Bibles, and writing instruments available. even in dark times.
d. Have a water bottle or glass of ice 2. Distribute Teaching Item 5: A Guide
water on hand. in the Dark to use as a guide for this study.
Draw attention to the first question and
LEADING THE SESSION: request learners write their responses in
the space provided on Teaching Item 5:
Ask adults if they, or their children, were A Guide in the Dark as you read aloud
afraid of the dark when they were young. Psalms 42 and 43. Invite volunteers to share
Ask: What were reasons for that fear? What their responses. Use the Expository Notes
did you do to help dispel that fear? Ask: What under Acknowledging the Presence of
are questions people ask, or conclusions Problems (LG, p. 44) to address the issue of
they make, about God in dark times? Use doubt and depression in Christians.
the PSG (pp. 35-36) to elaborate on questions Invite responses to the second question
and conclusions people make about God in on Teaching Item 5: A Guide in the Dark.
times of tragedy. Encourage learners to record responses
Urge volunteers to recall from the first two on their guide in the space provided.
chapters of this study some character qualities State that besides feeling troubled and
of God that were revealed in the Psalms the taunted by deceitful and unjust people,
group examined. Ask if adults agree with the the psalmist was depressed because he
PSG (p. 36) that: It is easy to lose perspective felt so far from God. Display or distribute
on the nature and character of God when we copies of Teaching Item 6: The Distance
are going through the darkness of adversity Between Mountains. Point out the loca-
and times of suffering, and if so, why. tions of Jerusalem, where the house of God
Chapter 3 // Psalm 42 and 43 : TEACHING PLAN 9YOUR NOTES
represented His presence to the people, Mt. interpretations of Psalm 42:6-7 from the
Hermon, and the Jordan River. Explain the PSG (p. 38) and the Expository Notes (LG,
psalmist longed to be with God on His p. 42). Regardless of whether the psalmist
holy mountain in Jerusalem (Ps. 43:3). was using the billows of winds and waves
It’s possible the psalmist was physically to illustrate his troubles or God’s presence,
away from God’s house and presence and the ultimate truth was that they made
was in the mountains of northern Israel, at him aware of God’s faithful love. Use the
Mt. Hermon from which the Jordan River Expository Notes (p. 42) to speak briefly
flows. Regardless, he was feeling really on hesed (God’s faithful love). State: The
distant from God. question for us is whether we are going to
Determine reasons Christians feel far allow ourselves to be overwhelmed by our
from God. Point out that sometimes our dark times or by God’s faithful love.
own choices distance us from God (see PSG,
p. 39 – second paragraph under Confidence 3. Ask: How do you feel about the
in God’s Faithfulness), but sometimes God psalmist’s honesty in expressing his
allows us to go through dark times with no emotions and complaints? What are
awareness of His presence in order to draw reasons you feel that way? Emphasize
us even closer to Him. God is not offended when His people talk
Discuss question 3 on Teaching Item 5: honestly to Him both in pain and in praise
A Guide in the Dark, once again encour- (LG, p. 45).
aging learners to record answers in the Explain psalms of lament express
space provided. Note that what the psalmist complaints, but usually express confi-
most desperately desired, beyond God’s dence as well. Ask: How can complaints
vindication and rescue, was God Himself. to the Lord actually reflect a faith that is
Invite a volunteer to read Psalm 42:1-2. confident in God’s faithfulness? Discuss
Then display the water bottle or glass of question 4 on Teaching Item 5: A Guide
ice water. Instruct learners to think about in the Dark, encouraging learners to
times they have been extremely thirsty. Ask: record responses on their guide. Note
How do you feel when you’re extremely that, just as David’s relationship with God
thirsty? Why are you grateful to feel the prompted him to experience conviction
discomfort of thirst? Just as physical thirst and cleansing of sin in Psalms 32 and
is a gift that prompts us to drink life-giving 51 (examined in the last chapter), this
water, dark times are a gift that prompt us psalmist finds confidence in his relation-
to seek the life-giving presence of God. ship with God as well. Request learners
Guide the group to determine ways we indicate what the psalmist called God in
seek God’s presence. Ask rhetorically: But Psalms 42:5, 8-9, 11, and 43:2, 4-5.
what about times when we do pray and State when we mistakenly assume that
read our Bibles and worship with God’s being a Christian exempts us from suffering,
people and yet we still feel a sense of we can be blindsided when adversity comes
separation from God? If you have ever and suffer doubt and dejection. Dark times
experienced that reality, you perhaps can compel us to consider what is really god of
identify with the psalmist’s emotional our lives. Discuss The God of My Life (PSG,
dejection and turmoil. Relate the differing p. 39). Say: When dark times reveal what is
10 TEACHING PLAN : Chapter 3 // Psalm 42 and 43YOUR NOTES
really god in our lives, we must acknowl- Babylonians, ready to swoop in and wipe
edge our self-sufficiency is a sham and that them out. Yet Habakkuk chose to live by
our only real hope is the living God. faith in God’s character and His promises,
State the psalmist repeated the refrain of and that determination compelled him to
his dual reality of adversity along with hope praise God in the dark. Invite someone to
in God’s faithfulness in Psalms 42:5, 11, and read Habakkuk 3:17-19 from Praising God
43:5 because each experience of trials and in the Dark (PSG, p. 43). Encourage adults
anxiety served to bring the psalmist back to to use that activity to write their own hymn
God as the source of hope (PSG, p. 40). Like of praise.
the psalmist, we must allow God to inter- Ask: How can praising God in the dark
vene in order to control our attitudes and give us victory over despair? Point out
emotions and give us hope (PSG, p. 40). from the PSG that praising God reminds
Guide the group to contrast the world’s us that hope and victory are not in our own
definition of hope with the biblical impli- strength, even in our capacity to fortify our
cation of the word “hope” (PSG, p. 40). faith, but … in the nature of God (p. 42).
Emphasize worldly hope is based on wishes Assert praising God helps us recall who He
for what might happen; biblical hope is a is, what He has done in the past, and what
future certainty based on God’s character. He will do in the future.
Use the Expository Notes (LG, pp.
4. Direct attention to Psalm 43:4-5. 43-44) to comment on the psalmist’s final
Ask the fifth question on Teaching Item 5: request to “send your light and your truth”
A Guide in the Dark, once again encour- in Psalm 43:3. Remind learners that Jesus
aging adults to write responses in the is the light (John 8:12) and the truth (John
space provided. Note from the PSG (p. 14:6). Declare: Jesus leads us into God’s
44) that trusting and praising God in dark presence. Jesus is our hope. It is through
times is no more confidently expressed Jesus that we can trust and praise God,
than in the short Old Testament Book of even in the dark times. Urge any partici-
Habakkuk. Explain the prophet Habakkuk pant who is unsure of their relationship
lived in dark times. Within the nation of with God through Christ, or wants to
Judah there was violence, injustice, strife, know how to enter into that relationship,
and oppression, while outside the nation to speak with you after the session. Close
loomed the even more violent and wicked in prayer.
Chapter 3 // Psalm 42 and 43 : TEACHING PLAN 11TEACHING PLAN
Chapter 4 //Psalms 84–88
YOUR NOTES
GOD’S GOODNESS CAN BE SEEN
IN HIS JUSTICE AND MERCY
The Psalms of Asaph can help learners see
BEFORE THE SESSION: the lack of contradiction in God’s character
a. Read Chapter 4 in the Personal Study of justice and mercy. Display or distribute
Guide (PSG, pp. 47-58) and the Expository Teaching Item 7: The Psalms and Asaph
Notes in this Leader Guide (LG, pp. 47-53). and provide a brief overview of the Psalms,
Asaph, and psalms of lament.
b. Prepare to display or make copies of Note the Psalms are an invitation to be
Teaching Item 7: Asaph and the Psalms. honest with God. Encourage learners to be
honest as they consider the Reflection ques-
c. Have Personal Study Guides, extra tions on page 58 of the PSG: What was a
Bibles, and writing instruments available. time or situation when you were angry
with God, or at least impatient, and felt
d. Obtain two medium to large card- He was responsible for allowing you to be
board boxes. Write EITHER on the front treated unjustly?
of one box and JUSTICE on the back.
Write OR on the front of the other box and 2. Encourage learners to consult the first
MERCY on the back. Display boxes at the paragraph under “Justice: Punishment or
front of the meeting space with the fronts Consequences” and explain what justice
(EITHER and OR) showing. looked like under the Jewish legal system
(PSG, p. 48). Note the PSG writer urges
LEADING THE SESSION: us to consider whether God responded
to Israel’s sin and rebellion with just
1. Draw attention to the two boxes. punishment, or simply withheld His
Encourage the group to identify polar oppo- merciful protection and let them suffer
sites they would categorize as going into the consequences of their actions (PSG,
either one box or the other. (Examples: Either pp. 48-49).
Light or Dark: Dead or Alive: Hot or Cold.) Invite a volunteer to read Psalm 73:1.
Point out many people consider justice and Determine the opposite, negative truths
mercy to be polar opposites. They believe implied in this verse (see PSG, p. 49). State
there can either be justice—when people get that misunderstanding God’s nature of
what they deserve. Or there can be mercy— justice can raise a lot of questions. Guide
when people don’t get what they deserve. That the group to complete I’ve Got Some
perception causes them to misunderstand Questions (PSG. p. 51). Ask: When might
God’s nature of being both just and merciful. we ask some of these questions? Read
Declare: The truth is that God doesn’t fit into the PSG paragraph on p. 49 beginning
our boxes. His goodness can be seen in His with It is common for people to feel the
justice and His mercy; there is no either/or. same way today. Request volunteers read
12 TEACHING PLAN : Chapter 4 //Psalms 84–88Psalm 73:2-5, 21-22. Ask: What happens we can know God.
YOUR NOTES
when we try to answer all our questions State it could be that God’s justice seems
about God’s justice with a limited under- delayed because we’re the ones who should
standing of divine justice? be working for that justice. Invite someone
Invite a volunteer to read Psalm to read the PSG paragraph beginning with
73:16-19. Ask: What brought hope and Rather than God wielding a big stick (p. 53).
understanding to the psalmist? Declare: Declare God’s justice might seem delayed
God, in His mercy and justice, doesn’t allow because He is doing something we cannot
His people to get away with indulging in see. Declare: When God is silent in the
this world’s sinful pleasures like the wicked context of suffering and injustice, it does not
do because He knows that will destroy us. contradict His goodness but reminds us His
When He allows us to suffer consequences, ways are not our ways (PSG, p. 54). It also
He is being just and merciful toward us. reminds us that His timing is not our timing.
Guide the group to complete A Matter of
3. State the saying “Justice delayed is Timing (PSG, p. 54). Ask: Why should we
justice denied” puts justice in an either/or all be grateful for God’s delayed justice?
box. Point out that we have a tendency to
tell God how He should exact justice, and we 4. Declare: Recognizing we have all
want Him to do it now! Explain that’s what received God’s mercy because of His delayed
the psalmists did in the “precatory” Psalms. justice should prompt us to do some honest
Invite three volunteers to read Psalms remembering and reflecting on what God
74:11, 79:6, and 83:13-15. has done for us. Invite a volunteer to read
Consider why psalms of imprecation Psalm 77:10-15. Reflecting on all God had
make us uncomfortable. Say: Since Jesus done for Israel restored the psalmist’s confi-
came to fulfill and not discard all the Old dence in God’s goodness. Invite someone to
Testament, His followers need to learn read Psalm 78:38-39.
how to understand and apply the preca- Point out the psalmist’s honest wrestling
tory psalms. We must take them in their with God led him to the truth that God’s
specific context, understanding what they justice and mercy are not contradictory,
meant then before trying to apply them but compatible. They are not separated into
now. We must also understand they are either/or boxes, but come together in one
poetry and therefore expressed extrava- powerful demonstration of God’s goodness.
gantly and dramatically. It’s important Turn the two boxes to show Justice and
to realize the curses are not over trivial Mercy that are written on the back and
matters; those being cursed are mocking stack them one on top of another. Declare:
and dishonoring God by harming His God’s goodness is most clearly seen in the
people. The precatory psalms do not cross where justice and mercy meet.
seek personal vengeance; rather they are Note that when we remember and
asking that God vindicate Himself so that reflect on the goodness God has shown to
He receives the glory He deserves. Read us through Jesus, we can make the same
Psalm 83:16-18. Declare we also need to determination as the psalmist. Read Psalm
recognize how Jesus fulfills and transforms 73:23-25. Close in prayer.
the psalms of imprecation. In His mercy
He chose to take our shame on Himself so
Chapter 4 //Psalms 84–88 : TEACHING PLAN 13TEACHING PLAN
Chapter 5 // Psalms 84-88
YOUR NOTES
GOD’S PRESENCE OFFERED
TO ALL WHO TURN TO HIM
State the Psalms of the sons of Korah
BEFORE THE SESSION: express a deep longing for God’s presence.
a. Read Chapter 5 in the Personal Study Explain the sons of Korah were gatekeepers
Guide (PSG, pp. 59-70) and the Expository and custodians at the temple, dating back
Notes in this Leader Guide (LG, pp. 54-60). to the time in the wilderness when they
guarded the threshold of the tent of meeting
b. Make copies of Teaching Item 8: (1 Chron. 9:17-32; 26:1-10). First Chronicles
Pilgrimages. 26:12 emphasizes the service the gatekeepers
performed was just as important as any other
c. Have Personal Study Guides, extra leadership role in the temple. Apparently,
Bibles, and writing instruments available. some gatekeepers became musicians as
well. In 2 Chronicles 20, when Jehoshaphat
d. Obtain hymnals, or the lyrics to the led Israel to seek God’s protection against
hymn “Turn Your Eyes Upon Jesus.” attack, it was the Korahites who led the
people in a time of praise and worship (v.
LEADING THE SESSION: 19). Regardless of whether the sons of Korah
were on the security team or the worship
1. Request learners consider times team, they spent their days serving at the
they’ve made a new acquaintance and temple which the Jewish people associated
discovered they share a past point of with God’s physical presence.
contact, perhaps they once attended the In Psalms 42 and 43 (examined in
same school or lived in the same commu- Chapter 3), the sons of Korah lamented
nity. Ask: What are questions you will their complaints, but also expressed their
probably start asking one another? Above confidence that God can be trusted even in
all other questions, we will probably ask: the dark times. They obviously longed for
Do you know this or that person? God’s presence. In the Psalms studied in
Relate the PSG writer’s experience when this chapter, the sons of Korah urge people
asking people of the Islamic faith if they to turn to God so they can once again expe-
know God (p. 59). Encourage learners to rience an awareness of His presence.
underline the three “Christianity is the only
religion” statements in the PSG (p. 60) as 2. Assert we should want to be in God’s
you read them aloud. Review how people presence because that’s where the joy is.
can know God personally. Recall from Invite a volunteer to read Psalm 84:1-4. Ask
Chapter 1 that a deep awareness of God’s who the psalmist said was happy. Explain
presence can translate into a vibrant, victo- the term happy refers to a sense of joy and
rious Christian life. satisfaction in one’s state or circumstances.
Note one reason the psalmist said those
14 TEACHING PLAN : Chapter 5 // Psalms 84-88YOUR NOTES
who reside in God’s house are happy is and why. Recall the sons of Korah guarded
because the joy of God’s presence comes the threshold of the tent, and remark this
due to the security we have in Him (PSG, psalmist really loved his job of humble
p. 62). He used the image of birds building service because it kept him in God’s pres-
their nests in the temple eaves to emphasize ence, where the joy is.
we are welcomed to, and secure in, God’s
presence. Evaluate how the names used to 3. State that since the sons of Korah
refer to God in Psalm 84:1-4 emphasize the found such joy in God’s presence, it should
security God’s people have in Him. be no surprise they lamented over the loss
Ask: Why is praising God continually a of His presence. Invite someone to read
powerful way to experience the joy of His Psalm 85:4-5. Determine what people are
presence? Explain Selah is a musical term, implying when they make statements like:
possibly calling for a moment of silence. When God feels distant, guess who moved?
Selah invites us to pause and think for a Ask: So how are we to understand the
minute. Encourage learners to complete psalmist’s plea for God to return? Explain
Pause and Praise (PSG, p. 61). Inquire: a closer look at Psalm 85 reveals that it is
How can praise and thanksgiving in these God’s people who need to return to Him,
situations help us change our perspective and it tells us how we can do so.
and surrender to God’s will? Psalm 85:1-4 calls us to remember when
Invite someone to read Psalm 84:5-7. we did enjoy a close relationship with God.
Note that not everyone enjoyed the privi- Request learners read Psalm 85:6-7 and
lege of continually being at the temple; state what we are to do when God’s presence
some made pilgrimages from far away. is a distant memory. Ask: Does rejoicing
Distribute Teaching Item 8: Pilgrimages in God cause revival, indicate revival,
to speak briefly on pilgrimages in Jewish or both? Explain your reasoning. What
life. (Since pilgrimages will be discussed did the psalmist appeal to for revival and
again in Chapter 7 on the Psalms of Ascent, salvation? Point out from the Expository
encourage learners to hang on to their Notes (LG, p. 55) that: Nothing is quite like
copy.) Ask: Did the happy people in Psalm asking God to act according to His nature
84 regard their pilgrimage as a duty or a and reputation! That’s why a study of God’s
delight? What leads you to that conclu- character, such as this one from the Psalms,
sion? Note the pilgrims were determined is so valuable.
to push through hard times to get to God’s Ask a volunteer to read Psalm 85:8-9.
presence. Analyze how their determination Ask what the psalmist said the people
to be in God’s presence transformed their needed to do to return to God’s pres-
difficult situations. Use the PSG comments ence. Refer to Closer Look (PSG, p. 66)
(pp. 62-63) and Expository Notes (LG, to examine what it means to fear God and
p. 54) on the Valley of Baca to add to the why that is essential for turning to God and
discussion. Ask: What can help us gain coming into His presence. Use the PSG
new levels of strength as we go through (p. 64-65) and Expository Notes (LG, p.
our own valleys of weeping? 55-56) to present a brief lecture on the
Ask a volunteer to read Psalm 84:10- results of being revived and restored to
12. Ask what the psalmist would rather do God’s presence according to Psalm 85.
Chapter 5 // Psalms 84-88 : TEACHING PLAN 15YOUR NOTES
Explain Psalm 86, a prayer of David in the possible meaning of the term maskil
the middle of these Psalms of the sons of (LG, p. 41) and state this psalm provides
Korah, is an example on how to pray for wise instruction on how to pray to God
restoration to God’s presence. Summarize while experiencing the seeming rejection
the Psalm by stating from the PSG: While and silence of God (LG, p. 59).
initially basing his appeal on his own need Invite someone to read Psalm 88:1-9.
and efforts, he rightly comes to the conclu- Request learners identify reasons the
sion any hope of returning to a relationship psalmist cried out to God. Ask a volunteer
with God is because of the character of to read Psalm 88:10-12. Ask: What are the
God. (p. 65). Invite someone to read implied answers to these rhetorical ques-
Psalm 86:11-12. Determine what results tions? Use the PSG (p. 67) to explain the
from returning to God. Request adults references to death and contrast the Jewish
silently read Psalm 86:9 and identify and Christian view of the afterlife.
another important result of being restored State the psalmist moved from ques-
to God’s presence. tioning God to blaming Him. Read Psalm
Say that all the nations having the 88:13-18. Ask: Why might prayer have
opportunity to know God personally and served to frustrate, rather than encourage
experience joy in His presence is the theme and strengthen, the psalmist? Yet what
of Psalm 87. Use Closer Look (PSG, p. 68) did he do according to verses 1, 9, and
to explore the significance of the term “all 13? How is this psalm of great lament
nations.” Note that Selah invites us to still a psalm of great faith? Declare that
pause and think about why glorious things accepting the seeming absence of God was
are said about the city of God (Ps. 87:3). simply not an option for the psalmist (LG,
Encourage learners to complete Glorious p. 54) so he kept praying and crying out
Things of Thee Are Spoken (PSG, p. 69). to God. Tough faith keeps turning to God
Ask: What is our role in that glorious even when He’s silent. When we express
scene taking place? Emphasize from the these kinds of negative feelings in prayer,
PSG: Those who are restored to God’s pres- we’re still demonstrating faith because
ence will be involved in God’s mission we’re taking it to God and expressing our
to make Him known among the nations desperation for His presence. Read the last
(PSG, p. 68). This is the ultimate purpose paragraph of the Expository Notes (LG, p.
for God’s presence in our lives, to fulfill His 60) beginning with “In some ways this is a
mission to the ends of the earth. very depressing psalm indeed.”
Refer back to the PSG question on page
4. State the final Psalm of the sons of 63: Why is seeking God’s presence so
Korah you’ll examine today has been called significant? Read the PSG writer’s response
the saddest chapter in the Bible (PSG, p. to that question. Read the lyrics to or have
66). Recall that psalms of lament record the group sing the hymn “Turn Your Eyes
words of complaint, but also confidence upon Jesus” (The Baptist Hymnal 2008 ed.,
in God’s character and promises. Psalm 88 p. 413). Close in prayer.
contains many words of complaint, but no
explicit statement of confidence. Explain
16 TEACHING PLAN : Chapter 5 // Psalms 84-88TEACHING PLAN
Chapter 6 // Psalms 113–118
YOUR NOTES
GOD’S CHARACTER AND SALVATION
CALLS FOR OUR PRAISE
BEFORE THE SESSION: 2. Psalms 113 and 114 were sung before
a. Read Chapter 6 in the Personal Study the Passover meal. Invite someone to read
Guide (PSG, pp. 71-83) and the Expository Psalm 113:1-3. Guide the group to identify
Notes in this Leader Guide (LG, pp. 61-67). the What, When, and Where of praise (see
LG, p. 61). In discussing the What of praise,
b. Make copies of Teaching Item 9: explain praising the name of the LORD
A Cheer of Praise. means giving Him glory for the worthiness
of His character (PSG, p. 73–74).
c. Have Personal Study Guides, extra The psalmist then declared the Why of
Bibles, and writing instruments available. praise. Request adults consider images that
come to mind as you read aloud Psalm
LEADING THE SESSION: 113:4-9. Call for responses. Consider
how those images convey the worthiness
1. Ask: What do you think are most of God’s character. State ancient peoples
important—first words, last words, considered the weak, poor, and barren to
or both? Explain. Note the first and last have been abandoned by their gods; Israel
word of the first Psalm you’ll study today is praised their God for stooping down to
“Hallelujah!” Use the PSG (p. 72) to explain look at the lowly, lift them up, and take
the literal meaning of the word Hallelujah away their shame. Psalm 113 praises God
and examine what it means to praise God. for His transcendence—He is enthroned on
Declare one common characteristic of high—and His immanence—He comes near.
people who have a vibrant faith is their habit Psalm 114 continues the theme of a great
of constantly praising the Lord … mindful God working on behalf of a weak people by
of His presence in every situation (PSG, p. recounting the powerful ways He acted on
72). The Psalms examined in this chapter Israel’s behalf. Invite a volunteer to read
call us to praise God for His character and Psalm 114. Analyze what the images in this
His salvation. psalm convey about God’s character. Ask:
Introduce Psalms 113-118 as the Why is it powerful to praise God for what
Egyptian Hallel Psalms traditionally sung He has done in the past? Read from the
at the Passover meal (LG, p. 61). Emphasize Expository Notes, As the worshipers recited
Jesus knew these psalms well and sang them this psalm they not only remembered God’s
as He celebrated Passover with His disci- past acts of deliverance; they also counted
ples. Even as Jesus predicted His betrayal on God’s ability to do it again in their
and death at that Last Supper, He sang current situation and the future (LG, p. 63).
“Hallelujah!” and gave God praise, glory, Discuss Loud Songs of Deliverance (PSG,
and honor. p. 76). Declare: Nothing is too hard for God
Chapter 6 // Psalms 113–118 : TEACHING PLAN 17YOUR NOTES
and no one is too small for God. That is a thank you note and a love letter? When
definitely a reason to say “Hallelujah!” are both appropriate and not appropriate?
3. Psalms 115-118 were sung after the Declare Psalm 116 is a love letter. Read from
Passover meal. Psalm 115 urges God’s the Expository Notes (LG, p. 65): A polite
people to trust and worship God alone “thank-you” to the Lord and moving on
because He alone is worthy of that trust with living just will not do. Rather, the life
and worship. Ask a volunteer to read of the one delivered should be defined by
Psalm 115:1-9. Evaluate how the descrip- an enthusiastic and passionate telling and
tion of idols emphasizes the worthiness retelling of the experience. Instruct learners
of God’s character (PSG, p. 78). Request to answer the Personal Reflection ques-
learners consider the Reflection question tion on page 83 of the PSG: How would
on page 83 of the PSG: Can you identify you complete the sentence: “I love the Lord,
anything, including possessions, activities, because…” Does your answer focus on
business, or ambitions that dominate your blessings and what God has done for you,
time, attention, and affections to the point the character of God, or does it reflect a
of infringing on your devotion to God that personal experiential knowledge and inti-
could be considered idolatrous? Remark mate relationship with Him?
that when we identify idols in our lives, Invite a volunteer to read Psalm 117.
we must follow the psalmist’s example and Use Closer Look (PSG, p. 77) to emphasize
make a renewed dedication to trust and the centrality of this Psalm. Ask: What are
praise God alone. Read Psalm 115:11 and God’s people to do with His faithful love?
18. Evaluate how we praise God when we (Example: Praise Him for it. Tell the world
trust Him. about it so that all can have the opportunity
Psalm 116 is a hymn of thanksgiving for of fulfilling their ultimate purpose of glori-
God’s personal care and deliverance. Read fying God and enjoying Him forever.)
Psalm 116:10. Note there may have been a
point in his severe affliction that the psalmist 4. As the last of the Egyptian Hallel
felt as dark as the sons of Korah in Psalm Psalms, Psalm 118 is possibly the hymn
88, but even then, he believed and kept Jesus and His disciples sang before they
crying out to God. Once he experienced left for the Garden of Gethsemane (Matt.
God’s merciful, miraculous deliverance he 26:30). Explain the middle portion of the
praised God for who He is and what He did. Psalm is a personal testimony. Relate the
Instruct learners to silently read Psalm psalmist’s crisis situation described in
116:1-8 and identify God’s character qual- verses 10-12. Invite a volunteer to read
ities and actions that are worthy of praise. Psalm 118:5 and 13-14. Emphasize from
Ask: What question did the psalmist the PSG (p. 77): Of all the blessings God
ask in verse 12? Is that possible? Why? has poured out throughout our lifetime, of
The psalmist couldn’t repay God for His all the times He has intervened to deliver
goodness, but he determined to show his and guide us through challenging circum-
gratitude by telling others about God’s stances, the greatest thing He has done is
salvation, by continuing to call on and to make salvation available to us and enable
obey Him, and by expressing his love for us as fallen sinners to know and become
God. Ask: What is the difference between the righteousness of God. Each day of life
18 TEACHING PLAN : Chapter 6 // Psalms 113–118YOUR NOTES
God gives us should be one of proclaiming and last verses of Psalm 118. Note Psalm
what the Lord has done in testimony and 118:1-4 is like a large sporting event where
praise. Encourage learners to complete My one section cheers and then the next section
Testimony (PSG, p. 81). responds. Use Closer Look to explain how
The final portion of Psalm 118 describes another Hallel psalm, Psalm 136, encour-
a festival procession to the temple. Invite a ages that antiphonal response. Distribute
volunteer to read Psalm 118:19-26. Ask Teaching Item 9: A Cheer of Praise and
learners to identify messianic references encourage learners to read aloud the itali-
in these verses. Use the Expository Notes cized refrains to give a communal praise to
(LG, pp. 66-67) to add to the discussion. God for His character and salvation.
Recall that first and last words are signifi- Close in prayer.
cant. Invite two volunteers to read the first
Chapter 6 // Psalms 113–118 : TEACHING PLAN 19TEACHING PLAN
Chapter 7 // Psalms 120–134
YOUR NOTES
GOD OFFERS HOPE TO HIS PEOPLE.
music? Encourage learners to complete My
BEFORE THE SESSION: Pilgrimage Playlist (PSG, p. 88). Use Closer
Look (PSG, p. 86) to emphasize the value
a. Read Chapter 7 in the Personal Study of diverse musical styles in worship.
Guide (PSG, pp. 84-95) and the Expository The Psalms examined in this chapter
Notes in this Leader Guide (LG, pp. 68-74). emphasize God offers hope to His people
as they journey toward Him. Use the PSG
b. Make copies of Teaching Item 8: (p. 85), Expository Notes (LG, p. 68) and
Pilgrimages and Teaching Item 10: Map of Teaching Item 8: Pilgrimages to introduce
Ascents. the Psalms of Ascent. Invite a volunteer to
read the PSG (p. 86) paragraph beginning
c. Have hymnals, Personal Study Guides, with: As we explore these 15 Psalms, we
extra Bibles, and writing instruments will see singing along the way…
available.
2. Invite someone to read Psalm 120.
d. This teaching plan suggests hymns Distribute Teaching Item 10: Map of
and worship songs for each Psalm; you may Ascents. Note the people of Israel were
think of other songs more familiar to your dispersed across the known world. Ask:
learners. Look up the lyrics for your own Why did the pilgrims want to start this
and/or this leader guide’s song suggestions. journey? How might we relate with their
All hymn numbers are from The Baptist distress? How can distress lead to hope?
Hymnal, 2008 ed. Being distressed with where we are can
compel us to set off on pilgrimage toward
LEADING THE SESSION: God. Tell learners you want to encourage
them to consider songs believers in Jesus
1. Ask: What would you say was abso- sing today that correspond to each of the
lutely essential to have on a long trip? Psalms of Ascent. They may want to pull
We might decide our trip will go easier those songs from, or add them to, My
if we have somebody to travel with and Pilgrimage Playlist (PSG, p. 88). To provide
good music to listen to. Ask: How are an example, state one Christian song that
Christians on a journey? What are essen- reflects the theme of Psalm 120 is the
tials for that journey? As we journey hymn “Higher Ground” #532. Read verse
toward becoming more like Jesus, we need 2 and the refrain of that hymn. Encourage
fuel for the journey, people to travel with, learners to complete One Hopeful Step at a
and hope that we’re going to get there. Time (PSG, p. 91) for Psalm 120.
Often, it’s the songs we sing along the way Ask a volunteer to read Psalm 121.
that give us hope. Rhetorically ask ques- Consider dangers pilgrims would have
tion: Can you imagine worship without faced as they journeyed toward Jerusalem.
20 TEACHING PLAN : Chapter 7 // Psalms 120–134YOUR NOTES
Ask: How could singing this Psalm give God” by Chris Tomlin.)
all pilgrims hope? Read Jude 24-25. 3. Ask a volunteer to read Psalm 125:1-2.
Encourage learners to complete One Ask: What was the pilgrims’ hope? Use
Hopeful Step at a Time (PSG, p. 91) for the Expository Notes (LG, p. 70) to briefly
Psalm 121. Invite volunteers to state what lecture on this Psalm. Encourage learners
songs this Psalm about God’s protection to complete One Hopeful Step at a Time
makes them think of. (Perhaps read the (PSG, p. 91) for Psalm 125. Invite volun-
first two verses of “O God, Our Help in teers to share worship songs or hymns
Ages Past” #122.) that come to mind that reflect Psalm 125.
Invite someone to read Psalm 122:1-2. (Suggestion: “We Will Not Be Shaken” by
Ask: When you reach your destination Brian Johnson.)
after a long trip, what’s the first thing Invite someone to read Psalm 126. Ask:
you want to do? What did these pilgrims What was the reason for the pilgrims’
want to do, and why? Read the PSG para- joy? For their hope? How does this Psalm
graph beginning with As they arrived in give you hope for your spiritual journey?
the gates of the city (p. 90). Ask what songs Encourage learners to record their
we might sing today that reflect the joy of response on One Hopeful Step at a Time
Psalm 122. (Suggestion: “Joyful, Joyful, (PSG, p. 91). Ask adults what song this
We Adore Thee” #13, “Rejoice” by Dustin Psalm brings to mind. (Suggestion: The old
Kensure.) Encourage learners to complete gospel hymn “Bringing in the Sheaves.”)
One Hopeful Step at a Time (PSG, p. 91) Request learners to imagine pilgrims
for Psalm 122. sitting around campfires and bragging,
Request adults recall times they’ve “We got here first. We came the furthest.
wanted to say, “This is just too much; I’ve Our people sure build good cities and
had it.” Ask a volunteer to read Psalm 123. temples.” Request learners consult Psalm
Determine what the pilgrims had more 127:1-2 and state how singing this Psalm
than enough of. Inquire: What did the could help put things into proper perspec-
pilgrims believe about God’s character tive. Use the PSG (p. 93) to emphasize the
that enabled them to sing this Psalm? two aspects of hope referenced in Psalm
What did that belief compel them to do? 127 and to explain how Psalm 128 expands
Read Hebrews 12:2. Ask what songs we sing the perspective of blessing and hope that
today reflect Psalm 123 (Suggestion: “Turn is contingent on Psalm 128:1. Encourage
Your Eyes Upon Jesus,” #413). Encourage learners to complete One Hopeful Step at a
learners to complete One Hopeful Step at a Time (PSG, p. 91) for Psalms 127 and 128.
Time (PSG, p. 91) for Psalm 123. Read the paragraph from the Expository
Invite a volunteer to read Psalm 124. Notes beginning with: The hope for God’s
Ask: What was the pilgrims’ hope through blessings as sung by the pilgrims… (LG,
all the dangers they experienced on their p. 71). Declare: When we sing “Seek Ye
journey? Read Romans 8:31. Encourage First the Kingdom of God” we reflect that
learners to complete One Hopeful Step hopeful truth.
at a Time (PSG, p. 91) for Psalm 124. State we would like to think if we always
Consider songs we sing today that convey do the right thing that You will be happy,
the hope of Psalm 124. (Suggestion: “Our and it will go well for you as stated in
Chapter 7 // Psalms 120–134 : TEACHING PLAN 21You can also read
