May Sharing Time 2011

Week One

“We believe in the same organization that existed in the Primitive Church, namely, apostles, prophets, pastors, teachers, evangelists, and so forth.” [Articles of faith 1:6]

Needs and resources: A picture of an Old/New Testament temple cut into five piece puzzle, a picture of a modern day temple cut into a five piece puzzle, each of the two puzzles to have the one of the following written on the back of each piece; Prophets, Apostles, Bishop, Teachers, Patriarchs/Evangelist. Items for chosen blindfold activity, a picture of the restoration.

Display a completed puzzle of an Old/New Testament temple.

When Jesus lived on earth all the ordinances and principles of his church were taught and practised so that those who chose to learn of Him and follow Him would indeed be able to return to live with their Father in Heaven.

But after Jesus Christ died, the people became wicked and His gospel and priesthood were taken from the earth. Break the puzzle of the temple up into pieces and remove them.

Explain that this was called the Apostasy, and the people were in spiritual darkness - like having their eyes closed spiritually.

Have all the children close their eyes, and discuss what they can see, and how much they think they could do to perform a normal routine if they had to do so in darkness?

Select a child to come to the front of the room and do a 'normal' activity blind folded, like pouring a bowl of cereal or rice and lentils from a jug and put toothpaste on a toothbrush.

Explain that without light we cannot see what we are doing making it difficult to do what we need too, and when the gospel and the priesthood were removed people were left in spiritual darkness and unable to do the things that are necessary to return to the presence of Heavenly Father.

Have them close their eyes a second time and hold up a picture of the First Vision, and tell the children to open their eyes. Explaining that Jesus restored His church through Joseph Smith.

So when Joseph Smith prayed to Heavenly Father to know which church he should join, [have a child come forward and act out this prayer], Heavenly Father and Jesus Christ appeared [again have children come forward to re-enact this and have them give the child who prayed a set of puzzle pieces], saying that eventually they gave Joseph all that would need to be restored.

Restored means to give back everything in it's completeness. Not just one piece or even giving back a part that might be slightly damaged. Everything is given back in perfect order.

Let us see what 'Joseph' was given. Have 'Joseph' do the puzzle.

Draw the children's attention to the fact that this picture of a temple is different to the last picture puzzle. Do the other puzzle and display both. Turn the puzzle pieces over to reveal that both are actually made up of the same things; apostles, prophet, bishop, teacher, patriarch/evangelist.

Point out that the restored Church has the same kinds of leaders as the church did when Jesus Christ was upon the earth.

Does anyone know what the name of the restored church is?

Bear testimony of our church's restoration and that it's ordinances have been restored in their fullness.

March 2011 Sharing Time

Week One and Week Two

Prophets speak for Heavenly Father

 "What I the Lord have spoken, I have spoken, ....whether by mine own voice or by the voice of my servants, it is the same." [Doc. & Cov. 1:38]

Apologies for the lengthy delay, things regarding my health have gone slower then I would have liked or even expected. But as week one and two of March are the same topic, maybe you can adapt this for your second week. Hope it helps.

Needs and Preparation: Costumes of the four selected prophets for a child to wear, the label and tin can phone [made with enough string length that the second participant can be out of the room], preferably a priesthood holder to 'man' the other end of the phone, four prophet images/graphics hidden prior to class, an image of Thomas S. Monson and Jesus Christ.

Lesson: I'll introduce this lesson by using the following idea...I'll “let my mobile phone ring. I'll answer it, saying to the children that I'm expecting a really important message. Then be really disappointed because it will be from my husband instead. After the call I'll explain, I'm disappointed because it wasn't a message from Heavenly Father. Then I'll check my email, but no new messages. Someone will rush in with a note for me, but it will be from my visiting teachers.” [Thank you to Karissa from this comments forum. My brain is at times like a thick fog as I'm still coming off meds and this was the kick start I needed.] I'll sigh and ask: “Do you know where I can look for direct messages from Heavenly Father?

I'll listen as the children come forward with ideas and guide the discussion, when the 'prophet' is suggested I'll dig a little deeper, just to see what their knowledge base is and  then enthusiastically draw their attention to the tin can phone.

This prop will be set up and labelled “For use by the prophet.” I'll then get really excited and ask the class if there is a prophet here today? I'll have them look around until they find the first graphic, [an image of the prophet with their name]. Whoever found this prophet graphic will then get a chance to dress as this prophet and try out the tin can phone.

I'll have the child representing the prophet speak into the phone saying something like “Hello, this is Noah here, what would you like me to say?” Then have them listen carefully so they can relay Heavenly Fathers message. I'll have my husband on the other end, and out in another room, feeding messages through based on Genesis 6:13-14, Genesis 7:5, 7-10. And at this point I am just going to say how he is always so awesome! He accepts any crazy assignment I ask of him, and then brings the WOW factor with him - THANK YOU! I love you Mwah!  When 'Noah' has finished relaying the message, we'll discuss how his message was received by the people who heard it originally, and what happened as a result.

Then we will start again, looking for our next prophet. I will lead the group through the above process so that we cover Moses (Exodus 14:8-9, 13-14, 21-22), Samuel the Laminite (Helaman 14:1-8, 16:1-3), and Joseph Smith (Doc. & Cov. 89).

At the conclusion of this activity I'll ask the children: If we cannot see Heavenly Father to talk to him, how do we know what Heavenly Father wants us to do?

I'll go on to explain that one of the ways Heavenly Father and Jesus Christ send messages to people on earth is by speaking to Their servants and then commanding those servants to speak to the people.

Today, when we hear this man, [show an image of Thomas S. Monson]

Ask: “Does anyone know who this is?”

Then I'll say, we must understand that his words are given to him by our Heavenly Father and Jesus Christ, [show a second image of Jesus Christ]. President Monson speaks the words God wants us to hear. 

At this point I'll lead and guide a short discussion by asking: "What happened to people who chose not to listen to the prophets words, or do what they asked?" And, "What happened to those people that did follow the prophet?"

I'll conclude this discussion with my testimony that President Monson does tell us the things God wants us to know and do, and that like the people from the scriptures, we can choose to follow or not. But I know that when we follow the prophets words we are doing what our Heavenly Father has asked us to do.

Resources: The instructions for the tin can phone are below, while the four prophet graphics are here, if you need a tin can label mine is here too. And I have found these links to images of Thomas S. Monson and Jesus Christ. 

To make a tin can phone you will need:

Two metal cans, clean and dry, [be sure that there are no sharp edges].

Ten to Twelve feet of a piece of small diameter string such as kite string or nylon string.

What you do:

1.Make a 'Tin Can Telephone' by punching a small hole in the bottom of each can. Each hole should be just large enough so that the string will go through.

2.From the outside, insert one end of the string into the hole in one can. Tie a couple of knots in the end of the string so that it will not slip back through when pulled tight. Do the same with the other end of the string using the other can.

3.With one person holding each can, stretch the string so that it is tight, [please remember this and factor it into your classroom set up]. And as you probably know, or remember, one person talking into one can sends vibrations through the tightened string to the other can. The person with their ear to the other can will be able to hear what was said. Have fun. 

Week Three

We are led by a living prophet.

Needs and Preparation: Two puppets to represent time era's from scripture, poster outline and multiples of specific crayons for colouring outline in, assignments made to teachers or those asked to present, a bean bag, and a second bag containing clues to each of the stories being presented a Friend magazine for each of the children.

Lesson: I'll introduce my scripture children, by name, one by one. Then have a small discussion with each paper puppet explaining the time that they lived, where they lived, and who the prophet was that they followed.

At the end of this discussion, one of the puppets will get my attention and whisper in my ear. I'll then let the following play out;

"Abish would like to know your names too." I'll encourage the children to introduce themselves, [and possibly even have our little shy puppet tell me things she likes about each, like she likes your shoes, or the colour of your hair etc..] She will then ask where the children live, and finally, who the prophet is that lives today?

I will conclude the children's discussion by explaining that just as these children were led by prophets in their life time. That today we are led by a living prophet, his name is President Thomas S. Monson.

Today we are going learn some of his teachings, and the things he has asked us to do by colouring a picture of President Monson. I will then present each child with an A4 outline poster of the prophet. Explaining that they are to listen carefully and see if they can match the labels on the prophets picture with the correct story. 

But before we start let us first select a clue. I am going to have a bag of clues, an object to represent each story. I will have a child pull one from the depths of the bag and we'll all have a look at it, and have a little talk about what it is, and what it could mean.

Between each presentation, I'll link it back to the selected object. Before then having another pulled from the bag.

As the story presentations are made [in whichever form those presenting choose], we will match it to the labelled area on the prophets picture and colour it in. The story presentations will be shared between myself and the other teachers that attend our sharing time. The teaching stories and matching area to colour, I have chosen to use, are as follows:

Hair: We'll carry you - Story clue: Large stone.

White shirt: A lesson in reverence - Story clue: Tissues.

Red tie: A prophets pledge - Story clue: Picture of a wagon.

Left side of suit jacket: A gift for Billy - Story clue: White envelop with pretend $4.75 inside.

Right side of suit jacket: Give thanks for everything - Story clue: An eye patch.

These are articles from the Friend written by our prophet. They will be told in our own words and as some contain examples of how other children are applying the principle taught [at the bottom of the article], I will fit them into the discussions with the children while they are busy colouring in their pictures, simply to help stimulate ideas for application.

At the close of these presentations, and in an effort to help get all the wriggles out, we'll play a few rounds of bean bag toss.

I'll ask the children to stand in a circle and name the person they will toss the bean bag too, then toss it to that child. The child who receives the bean bag then has to complete the statement “I will follow the living prophet by....” before then selecting the next person to toss the bean bag to. I'll try hand give them plenty of time so that they can think of and listen to as many ideas as possible.

I will then conclude the time with my testimony and with a challenge for them to pick one thing the prophet has asked us to do, and practise following that teaching throughout the coming week. I will also give each child a Friend magazine, showing them where to find the prophets message and encourage them to read and follow what he says.

Resources: The paper puppets, a scripture girl and a scripture boy and the President Monson colouring page with labels. An image of the prophets story bags I will do is coming as I just thought of them today, 17/03.

February 2011 Sharing Time

Week One

Heavenly father has a plan for me.

Ideas based on the Primary 2011 outline with some images sourced through Sugardoodle.

Needed: Builders costume to some degree, [Hard hat, tool belt, tool box]. A 'project sack' [or bag, or box, whatever deems appropriate], preprepared envelop, bag of mini marshmallows, a couple of packets of toothpicks, CD player, music cd containing songs mentioned below and GAKs.

Preparation: Envelope labelled, with step-by-step instructions and photograph of final product placed inside.

Lesson: I'm going to arrive dressed like a builder – hard hat, tool belt, and lug in tool box. Once at the front of the class I'll open up my 'project sack'.....look a little worried, lift my hat and scratch my head “Oh boy! This looks odd, I've never used these materials before?!” And I'll ask the children if they could help me with my project.

As I explain that I've been asked to make a street of houses with some very special equipment. I'll make a point of first pulling out a large envelope with the words 'house plans' written large and clearly on the front and make the comment "Oooh the house plans, they'll tell us what to do, so lets keep them safe, because they're just so important." and then place them to one side. I'll then empty the contents of my 'project sack' to reveal mini marshmallows and toothpicks.

This is what you'll want to make, eventually though. The first time through should be a confused mess, 'botched up' for want of a better phrase, and should not look like this.

The activity is just right for little fingers, or if you choose to do this with older children, you can become quite elaborate. The skies the limit really, as you can be as creative as you like with them. Have fun!

We'll then have a go at making a house each. After a little time I'll stand back to admire our work. Then remember, that I have a picture of what the houses should look like when it's finished. And be devastated that our creations look nothing like the photograph. 

I'll then discover the plans, and draw the class's attention to the envelope and ask what do you think 'house plan' means?

Together we will open the envelope to reveal a picture of the finished house and a step by step plan of how to build it. We'll discuss the photograph with the comment, “that looks nothing like what I have built,” “What do you think?” “Well, why not? We worked hard, it hasn't fallen down - what is wrong with what we did?” I'll feed the discussion in such a way that the children understand that the houses built aren't the same because I didn't use the plan given.

We'll then rebuild our houses together using the plan, and when completed compare it to picture we have to see if it is correct. I'll then ask, "Why is it important to follow plans?"

I'll rummage through my tool box and pull out the scriptures, explaining that we can find Heavenly Father's plan for us in the scriptures.

Hidden around the room is a special message for you, have each child search out a word and return it to the front where we will work together to form the sentence, "Heavenly Father has a plan for me." Re-reading the sentence together.

I'll now instruct them that I need listening detectives as the music carefully. I want to play them some music with very important answers. They will be the answers to the questions I ask about Heavenly father's plan for them. And as soon as they hear the answer I want them to stand up tall. Our junior primary cannot completely sing all of the songs suggested in the Primary Outline, and as our pianist is busy with the seniors music time during our juniors sharing time, I have adapted this activity to suit our children's needs.

A child will open the first envelop and read the question - “Who am I?”

Then play 'I am a child of God' [CS, 2].

Once the first verse and chorus is complete I'll ask the first child standing to answer the question. I'll then explain what it means to be a child of God. While showing GAK 608.

I'll repeat the above process for the following:

Where did I come from? - I lived in Heaven [CS, 4], and use the first image taken from the illustrated scriptures.

Why am I here? - I will follow Gods plan [CS, 164], I have decided to use this image from Sugardoodle, [where would we all be without Sugardoodle! Thank you Melanie].

What will happen to me after I die? - Did Jesus really live again [CS, 64], with GAK 234 or this image of Mary and the resurrected Christ as a visual.

I will then conclude and testify that Heavenly Fathers plan will guide us correctly, safely and bring us happiness.

Resources: The house plan and photograph of final house are below, just click on them get get a full sized image. [I've chosen to do it this way so there won't be any downloading issues in trying to access these files. However, if there is still a problem comment and I'll email them directly to you - the comments come to me first so your email address will stay private]. GAK617 or child following Christ, GAK234 or Mary and the resurrected Christ, GAK 608, I lived in Heaven, and if you wanted to make a cd with just the four songs required on it, to save time changing cds and loading player I've downloaded them from here.

The plan...keenly demonstrated by my 'Miss 9'

and the final product - yay!

Week Two

Jesus Christ created the earth for me.

Ideas based on the Primary 2011 outline.

Needed: Cards numbered 1 to 5 with the spelling O, R, D, E, R on the reverse [O behind 1, R behind 2, etc], largest to smallest toys like stacking toys, 'A, B, C, D, E' foam shapes [or flash cards], sequence photographs, booklets, illustrations, glue sticks, cd player, My Heavenly Father loves me music, salt dough/building noodles.

Preparation: Booklets collated, illustration packs printed out, salt dough made, photographs and 'order' label printed and ordering tasks organised.

Lesson: I'll begin by showing the children a line-up of numbers, 1 to 5, out of order. And asked if they could see anything wrong with my layout.

I'll then select a child confident enough to complete the task to correct my mistakes and put the numbers in the correct order.

I'll then have another child come and turn each number over to reveal a letter, and in-turn the word 'ORDER.' I'll follow this with the question - “Order? Does anyone what tell me what the word means?”

I'll positively encourage their answers and then ask them if they would like to show me. And then I will display two different ordering tasks. 'Largest to smallest' activity, mixed up foam letter shapes, and a small pile of coloured buttons. I'll break them into groups to sort and order one set of items and then display back to the group. I'll tell them that they are all far too clever for me, so now I'm going to get tricky!

I'll then display a mixed up sequence of photographs of an everyday routine, and have the children put the photographs in the correct order.

I'll then explain that in the scriptures we learn that Jesus created the earth we live on in a certain order. I'll give each a plain A5 booklet [with a 'day number' on one page spread and a blank page opposite], and a mixed up set of illustrations for ordering.

As I read each scripture reference in creation order, I'll have them listen for the day number and the creation event. Then find that illustration and match it to the day number in their booklet and glue it in place.

After reading the days of creation I'll ask the children to, “think of one thing Jesus created that is important to you?” I was going to follow the outline and use salt dough for their creations. But I discovered 'Building Noodles' at a PLA Resource Centre, [a massive box for £2.00, and consequently had to have them, they are so fun!], not to mention less mess to clean up. So I'll be using them for this creating session.

While they are busy creating I'll have the song 'My heavenly Father loves me' [CS, 228], playing in the background. Once they are completed I'll have the children share what they have made and why it is important to them.

I will conclude by testifying that the Saviour created the world in order for them. For them to experience joy, happiness and peace in it's beauty and wonder. And that all was created because they were loved, and are important to Him.

I will then encourage them to take their creations home and share with their families what their creation is and why it was important to them. They can also colour their booklets in at home and maybe show their family the order of the creation during a family home evening.

Resources: Booklets [Just print collate, fold in half and staple, or double side tape down the center], illustration packs, sequence photographs and 'order' label. These will become available over the coming week.

And if you want to do salt dough, here's the recipe, Salt Dough Recipe: 1 cup salt, 4 cups flour, 1 tablespoon cooking oil, 2 cups water, Food coloring [optional]. Mix the salt and flour. In another bowl, mix the oil, water, and, if desired, food coloring. Then mix the oil and water into the flour and salt mixture. Knead the mixture into a dough. Put the dough into an airtight container to keep it soft.

Week Three

Families are central to Heavenly Fathers plan.

Ideas based on the Primary 2011 outline.

Needed: Prepared items, [see below].

Preparation: 'Heart-attack' the lesson room with hearts containing phrases about the family. Ask a couple to come into sharing time in character [with a couple of props, or costume items], to share their scripture story with the group. A pack of 'heart-attacks' for each child.

Lesson: I'll begin by introducing the topic, “Families are central to Heavenly Father's plan, and today we a very fortunate to have this lovely family come and visit with us.”

I'll ask: Does anyone know who they are representing?

At this point I'll let the invited couple take over, revealing one clue at a time until the children guess. The couple will then explain their scripture story, take questions, and bear testimony of the importance of family, keeping the commandments and following Jesus Christ.

I'll then have the children move around the room sharing some of the 'heart-attacks' on the walls. I'll then give the children the opportunity to make up their own set of hearts with all the reasons why they love their family. I'll be encouraging them to secretly 'heart-attack' their fridge with them when they get home.

Resources: Class room 'heart-attack', template for children's own 'heart-attack' take home packs.