Paul’s Third Missionary Journey
Paul’s Third Missionary Journey is an interactive drama meant to incorporate kids in the retelling of the Bible story found in Acts. With zero prep time for participating kids, and minimal prep time for leaders, this script is the perfect addition to midweek or weekend children’s services.
Keep reading to review the complete production notes and script below. A downloadable PDF copy of this script (meant to make photocopying this script for your leaders easy!) is available to purchase HERE.
Production Notes
Scripture Reference
Acts 18:1-4, 24-28; 20:17-38
Synopsis
Students participate in a dramatic retelling of the story of PAUL’s third missionary journey from Acts. Some students are invited on stage to help tell the story narrated by a lively and animated TEACHER with help from additional adult leaders. Remaining students comprise the AUDIENCE and will also be invited to participate (from their seats) in the story.
Adult Characters (4)
TEACHER (1 – M/F)
Lively and animated narrator for our dramatic retelling of “Paul’s Third Missionary Journey.”
STAGE MANAGER (1 – M/F)
Available to help actors/actresses on stage with their lines/actions.
FLOOR LEADERS (2 – M/F)
Available to help students in the AUDIENCE with their lines/actions.
Child Characters (4)
Paul (1 – M)
An apostle of Christ sent to teach others about Jesus. PAUL is credited with writing most of the New Testament.
AQUILA (1 – M)
A follower of Jesus and member of the early church who made tents for a living with his wife PRISCILLA.
PRISCILLA (1 – F)
A follower of Jesus and member of the early church who made tents for a living with her husband AQUILA.
APOLLOS (1 – M)
A follower of Jesus who loved to teach others about Him. His message was influenced in part by AQUILA and PRISCILLA.
AUDIENCE
Remaining students who will participate in the skit from their seats.
Costumes
Think of costumes for this skit more as suggestions (full Biblical garb is completely unnecessary) and allow the students imagination to fill in costuming gaps. Each child onstage should have at least one item to wear that gives the illusion they are wearing a Biblical costume.
Allow time for each child to pick something out of a costume box while the TEACHER is explaining directions to the AUDIENCE. The STAGE MANAGER and FLOOR LEADERS should help students with their costumes.
Here are a few costume ideas:
- Head coverings
Boys – square or rectangular piece of fabric with a headband attaching it around the crown of their head.
Girls – long rectangular piece of fabric that can be draped over their heads or shoulders. - Belts
Three long strips of fabric braided into a belt and knotted at each end. - Cloaks*
Long sleeveless vest that can be worn like a jacket.
*Requires some sewing
Setting & Stage Area
Throughout the retelling of our story PAUL, AQUILA, PRISCILLA, and APOLLOS should move to mimic the action in the story under the direction of the STAGE MANAGER.
The AUDIENCE will perform their verbals and actions in place under the direction of the FLOOR LEADERS.
Note that stage directions are opposite what the AUDIENCE’S right and left will be.
The STAGE MANAGER (not pictured in the graphic below) can stand onstage or on the floor to the side of the stage.
Buzz Words / Actions
Throughout the script the TEACHER will be using certain buzz words to illicit a response from students both on and off the stage. While verbal instructions are included in the spoken dialogue of the TEACHER, a quick chart is included below for easy reference.
| Buzz Word | Person/Group | Verbal/Action |
| Aquila & Priscilla | AQUILA & PRISCILLA |
Verbal
Whistling a couple bars of melody from the “Heigh-Ho” song from Snow White and the Seven Dwarfs. Action Pinch fingers from the right hand as if holding a needle and extend right hand out. Hold left hand at middle. Bring right hand in toward the left, then pull it back up again as if sewing something by hand. |
| Apollos | APOLLOS | Verbal
“Word! Action Turn head toward the audience. Bring right hand up toward mouth as if holding a microphone. |
| travel,
traveled, -or- traveling |
AUDIENCE
FLOOR LEADERS |
Verbal
“Move on Paul!” Action Clap hands together on “move” extending the right hand up toward the ceiling, and the left hand down and across the body during “on Paul.” |
| Paul | AUDIENCE
ON-FLOOR LEADERS |
Verbal
“Preach!” Action Bring hands toward face and cup around mouth. |
| believe,
believed, -or- believers |
AUDIENCE
ON-FLOOR LEADERS |
Verbal
“Thank you Lord!” Action Bring hands up toward face, palms out, and shake hands as if praising God |
Script
TEACHER: Today we’re going to learn about Paul’s third missionary journey, and we’re going to do that in a really fun way. We’re going to (with emphasis) act it out! (pause for student response)
To do this well I’m going to need everyone’s help. I’ll need both stage and audience volunteers. You don’t have to memorize any lines, but you do need to listen very carefully and follow directions.
Before we get started, I want to introduce you to three leaders who will be helping out with today’s drama. (Insert leader names and motion toward volunteer where appropriate.) Our STAGE MANAGER, ____________, is going to help all the volunteers onstage playing a character with their parts, and our FLOOR LEADERS ____________ and ____________ are going to help our audience volunteers with their part. (LEADERS get into position).
Now I need four volunteers – a PAUL, an AQUILA, a PRISCILLA, and an APOLLOS (select students as characters are named) – to come on stage and help act out our story. You can go ahead and pick out one costume item while I talk to the rest of the students. The STAGE MANAGER will help catch you up to speed on your parts for this skit.
(speaking to the AUDIENCE) Even if I didn’t call you up on stage you still have a very important part in this skit.
(STAGE MANAGER quietly helps assist PAUL, AQUILA, PRISCILLA, and APOLLOS with costumes and arrange them in position on stage. He/she also gives directions regarding their specific buzz words. When they are finished, everyone stands facing the AUDIENCE waiting for the TEACHER to finish giving instructions.)
(TEACHER addresses the AUDIENCE and explains their buzz words.)
TEACHER: Alright, I’d like everyone still sitting on the floor to quietly spread out just a little. Make sure that you can stretch out your arms in front of you, behind you, and to each side without touching your neighbor.
(TEACHER and FLOOR LEADERS demonstrate placing hands in front, behind, and to either side along with the AUDIENCE).
TEACHER: Perfect. You guys are going to help me accentuate some special words.
(Every time the word accentuate appears in the script, it is accentuated.)
TEACHER: Say the word accentuate with me. (allow students to respond) Does anyone remember what the word accentuate means?
(Allow for student response.)
TEACHER: Yes! To accentuate something is to make it more noticeable or prominent. So when I say certain words in our story today, all of you still in your seats are going to help me accentuatethem by either doing an action or saying another word.
We’re going to go over what some of those words are in just a moment, but if you happen to forget an accentuated word, you can always look at the leaders on the floor and follow what they do.
Let’s give this a try.
(FLOOR LEADERS and AUDIENCE practice with TEACHER.)
TEACHER: Anytime you hear me say the word travel, traveled,or traveling you’re going to say “Move on Paul!” and clap your hands like this.
(TEACHER and FLOOR LEADERS demonstrate “Move on Paul!” motion with AUDIENCE.)
TEACHER: Perfect! And when I say PAUL’S name you’re going to say “Preach!” and bring both of your hands to your mouth like this.
(TEACHER and FLOOR LEADERS demonstrate “Preach!” motion with AUDIENCE.)
TEACHER: You guys are so good at this! Ok, there’s only one more left. When I say believe, believed,or believers you’re going to say “Thank you Lord!” and raise your hands and give them a little shake like this.
(TEACHER and FLOOR LEADERS demonstrate “Thank you Lord!” motion with AUDIENCE.)
TEACHER: Awesome! This is going to be so much fun! Ok is everyone ready on stage? (wait for response) Great! Let’s do this!
(The TEACHER begins telling the story. Buzz words are highlighted throughout the script with the intent that the TEACHER will pause for the appropriate actions, and both the STAGE MANAGER and FLOOR LEADERS will help students complete them.)
(PAUL begins on stage alone.)
TEACHER: PAUL loved to travel and tell people about Jesus. He took several journeys across the ancient world encouraging people to believe in Jesus as their Savior, and they did.
(PRISCILLA and AQUILA join PAUL on stage.)
TEACHER: On PAUL’s third missionary journey he traveled from Athens to Corinth where he met a Jewish couple named AQUILA and PRISCILLA. AQUILA and PRISCILLA were tentmakers just like PAUL and they all became friends. PAUL lived with AQUILA and PRISCILLA and worked with them making tents. Every Sabbath PAUL went to the synagogue to tell both Jews and Greeks about Jesus, and many of the people believed. This caused the church in Corinth to grow.
PAUL traveledwith his friends AQUILA and PRISCILLA from Corinth to Ephesus. He traveled on from Ephesus alone to encourage the churches in Asia. Many people believed in Jesus and grew strong in their faith because of PAUL’s obedience and hard work.
(APOLLOS enters. PAUL exits.)
TEACHER: While PAUL was traveling through Asia, a Jewish man named APOLLOS came to Ephesus where AQUILA and PRISCILLAwere working. He also loved to tell others the truth about Jesus, but APOLLOS didn’t understand all there was to know about Jesus, so AQUILA and PRISCILLA taught him. APOLLOS used this understanding of the Scriptures to show people that Jesus is the Messiah and many people believed.
(APOLLOS exits. PAUL enters.)
TEACHER: After this, PAUL traveled back toward Ephesus to meet the leaders of the church in a nearby city. He told them he planned to travel to Jerusalem out of obedience to the Spirit. PAUL knew that trouble and jail awaited him in Jerusalem, but he understood the most important thing he could do was to help people believe in Jesus. This task was more important to PAUL than his own life and safety.
The church leaders prayed with PAUL and cried together because they knew PAUL might never be able to travel back to see them again. They went with him to the ship, said goodbye, and PAUL sailed on to Jerusalem.
During his third missionary journey, PAUL used every opportunity to tell people about Jesus, encourage the church, and train up believers in Jesus’ name.
(TEACHER begins clapping to signify the end of the story. STAGE MANAGER and FLOOR LEADERS do the same.)
TEACHER: That was really awesome guys. Thanks so much for listening so well and doing such a great job acting this story out! Let’s give a round of applause to our actors and actresses on stage. (pause for clapping) And now give yourself a round of applause!
(END SCRIPT)
TERMS OF USE
Paul’s Third Missionary Journey was first written for and performed at Willow North Shore.
If you are interested in a custom script for your church or ministry, please contact me HERE. I would LOVE to help!