Singing and Sharing

Friends Are Fun

2010-07-25T07:05:00.003-07:00

I noticed the other day that school starts in about a month around here. So I decided to teach this song about being a good friend. At then end I shared some scriptures and stories about friends.

The presentation is kind of boring. I'd love to hear your ideas about how to make it more interesting for the children.

Friends Are Fun pg. 262

Ask, “Who has a friend raise your hand?” Recognize all the hands and instruct the primary to put their hands down.

Say, “I need three children to tell me what they like to do with their friends. What do you like to do with your friends?” Call on children and take answers.

Say, “Listen to my song for one of the things that is fun to do with a friend.” Sing the first two sentences.

Ask, “What is one of the things that is fun to do with a friend?” Take answers and invite the children to sing the first two sentences with you. Sing them a couple of times.

Ask, “When you make a friend, how long do you want to have that friend?”

Invite, “Listen to my song for how long is fun to make a friend.” Sing the next sentence.

Ask, “How long is it fun to make a friend?” Take answers and invite the children to sing with you.

Invite, “Listen to my song for what you must do if you want to make a friend for your whole life through.” Sing the last sentence.

Ask, “What must you do if you want to have a friend?” Take answers and invite the children to sing with you.

Review the whole verse.

Ask, “What are some things you do when you are being a friend?” Take a couple of answers.

Invite, “Listen to my song for some things you do to be a friend.” Sing the first two sentences of the second verse.

Ask, “What are some things you should do to be a friend?” Take answers and invite the children to sing with you.

Ask, “If you act friendly then how will others act toward you?” Take some answers. Respond positively then sing the third sentence. Invite the children to sing with you.

Invite, “Listen again for another thing you must to if you want a friend.” Sing the last sentence.

Ask, “What must you do if you want a friend?” Take answers and invite the children to sing with you. Review the second verse and then review the first two verses.

Say, “The scriptures tell stories about good friends.”

Share the stories of
• David and Jonathan: 1 Sam. 18:1-3, 1 Sam. 19:1-7, 1 Sam. 23:16-18
• Alma: Alma 15:18, Alma 17:1-2 and Ammon: Alma 27: 16-18
• Christ: John 15: 13-14. Before reading John 15:13 tell the children to listen for why Christ is a good friend. Before reading vs. 14 ask how we can be a good friend to Christ.

Tell Me the Stories of Jesus

2010-02-06T14:14:00.001-07:00

"Tell Me the Stories of Jesus" CS, 57
Possible Gospel Principles:
August 2010 Week 1--Jesus Christ is a God of Miracles
August 2010 Week 4--Miracles come to those who have faith.

I haven't timed this one out. My primary presidency asked me to teach the song for June, July, and August during the first months of the year. I decided to teach "Tell Me the Stories of Jesus", my pick for August's song of the month, during February. I'll use this lesson plan and teach both the presidency member's and music leader's parts over multiple Sundays during singing time.

Presidency Member: Story time--you can invite the children to sit on a blanket you brought or on the ground.

Use pictures 1-1, 1-2, 1-3, 1-4, 1-19, 1-21, 1-23, 2-11, and 2-12 from Primary Visual Aids Cutouts Sets 1 & 2--People or use pictures that look like a primary teacher and her class.

Tell the story of a primary class that acted unusually rowdy one Sunday. In exasperation the teacher asked them if they would act that way if Jesus were there. One of the children remembered a lesson he/she especially liked about Jesus and begged the teacher to tell stories of Jesus. Use key words from the first verse of "Tell Me the Stories of Jesus" as you tell the story.

Music Leader: Teach the first verse of "Tell Me the Stories of Jesus". Ask

What did the children want their teacher to tell them?
What kinds of stories did they want to hear?
Where did the stories take place?

Presidency Member: Continue the Story

Ask what story about Jesus they would ask their primary teacher to tell.

If you are teaching Week 1's gospel principle hold up GAK #210 and briefly tell the story of Jesus filling the nets with fish (Luke 5: 1-11). Invite the children to pretend to pull nets full of fish into a boat. Testify that Jesus has power over the earth.

One of the children in the story specifically requested the story of Jesus with children. Hold up Gospel Art Book #84 and GAK #216. Briefly tell one or both of the stories found in 3 Nephi 17: 11-24 and Mark 10:13-16 using key words from the second verse of "Tell Me the Stories of Jesus". If you are teaching Week 4's gospel principle emphasize the faith the parents had that Jesus could truly bless their children. Invite the children to close their eyes and imagine that Jesus is holding and blessing them.

Music Leader: Teach the second verse of "Tell Me the Stories of Jesus" and review the first verse. Ask

Where did the children who came to Jesus stand?
What did the primary children in the story imagine? Did you do that too?
What kind of words did Jesus use?
What kinds of deeds did Jesus perform?
Point out in the picture the love light of Jesus' face.

Presidency Member: DVD "Finding Faith in Jesus Christ"

Before primary cue the DVD player to the story of Jesus calming the tempest at the beginning of the DVD.

Before you push play tell the children to watch for what is happening to the people who are in trouble.

Pause after the DVD shows the disciples' distress and ask what is happening to the people. Ask the children if they can guess who the people are--explain that Jesus and his disciples are in the boat.

Music Leader: Teach the first two lines of the third verse of "Tell Me the Stories of Jesus". Ask

What was the sea doing? (two things--rolling and tossing)
Explain that a tempest is a storm. Where was the tempest?

Presidency Member: Ask the children to listen when you play the movie for the name the disciples call Jesus.

Pause right after the disciple calls Jesus "Master" and ask what name the disciples called Jesus. Rewind just a little bit for those who didn't catch it and let the disciple continue so the children can hear what he asks.

Pause again to point out the faith the disciple had in Jesus. The disciple knew Jesus could keep them safe from the storm. Ask the children what they think Jesus will do next. Play the DVD to the end of the story to see if the children are right.

Music Leader: Teach the second half of the third verse of "Tell Me the Stories of Jesus" and review the whole song. Ask:

What did the disciples call Jesus?
What kind of master is Jesus?
What did Jesus do to calm the tempest?

He Sent His Son

2010-01-31T15:11:00.005-07:00

I've talked with my ward's Primary Presidency and I think I understand what they want my roll in Primary to be. Fortunately for me, they want to write their own Sharing Time lesson plans and sometimes they'll choose to integrate the song I plan to teach.

For February I'm working with Sis. Taylor who wrote up a great lesson plan based on the idea from February's Week 1 in the Outline. Sis. Taylor requested I teach part of the song after she reads a scripture and the children stand and face a picture that goes with the scripture. With her permission I'm sharing part of her plan with you. She didn't tell me what pictures she will use so I wrote some suggestions down in what follows. Here's VERY briefly Sis Taylor's plan:

First...

Scripture: Luke 2:12

Picture: GAK 200 (Maybe you could use picture #32 in the Gospel Art Book and read a scripture about Simeon prophesying about Jesus Christ's mission--Luke 2:25-33)

Song Section: "How could the Father tell the world of love and tenderness? He sent his Son, a newborn babe, with peace and holiness."

Second...

Scriptures: Luke 22:13, 14 and John 15:12,13

Picture: GAK #225, 226 or Gospel Art Book #54, 55

Song Section: "How could the Father show the world the pathway we should go? He sent his Son to walk with men on earth that we may know."

Third...

Scripture: Luke 22:39-44

Picture:GAK #230

Scripture: Luke 23:33, 34, 46

Picture:GAK #234

Song Section: "How could the Father tell the world of sacrifice, of death? He sent his Son to die for us and rise with living breath."

Fourth...

Sis. Taylor chose to let me teach this last part without her. I think I'll share the story of Nephi, Lehi, and Aminidab in Helaman 5 or the story of Alma teaching the poor Zoramites (especially Alma 32: 21) or King Benjamin's council in Mosiah 2:22 or Jesus Christ's counsel in 3 Nephi 18:12, 24. I haven't decided yet.

Song Section: "What does the Father ask of us? What do the scriptures say? Have faith, have hope, live like his Son, help others on their way. What does he ask? Live like his son."

Update: I'm using Moroni 7: 33, 40-42, 47, 48 to teach that last part. Faith, hope, and charity go well with the words at the end.

I'm Back! Some Ideas for "I Know That My Savior Loves Me"

2010-01-11T16:33:00.005-07:00

Hi Primary Presidency Members and fellow Music Leaders!

I accepted a call to be the Primary Music Leader in my new ward. However, I am not sure if I'll continue to add to this blog. If I do I should have something posted for February in the next couple of weeks. If not I'll keep this blog so you can use it as a resource.

Yesterday (10 January 2010), the Presidency Member and I used the lesson plan for teaching "This Is My Beloved Son" from this site. Did any of you use it too? The song went well with the ideas presented in the Outline for January's Week 2.

Since I'm still figuring out how things work in this new ward I haven't taught "I Know That My Savior Loves Me" yet. I'll teach it on Week 4. I'm thinking I'll do something like this:

Use 3 Nephi 17:11-24 and a picture to tell the story of the Savior blessing the Nephite children.
Teach the first the last half of the first verse up to "Each saw the tears on His face."
This is a perfect spot for the presidency member to show the children their pictures of how they know Heavenly Father and Jesus Christ love them that they will draw this Sunday (Week 3) using a roller box (or computer projection if possible) while I sing "I Know That My Savior Loves Me" or the computer plays the song off of the church music website.
Teach the second half of the first verse.
Teach the children simple actions to use when they sing the chorus as follows: stand, raise hand, hold hand to heart then out in front as if offering something, and cross arms over chest (ASL sign for love).
Use Mosiah 18:30 to explain that anywhere can be a beautiful place to those who learn about Jesus Christ and the gospel in that place. Compare the scripture to the song. For example: (beautiful place) place of Mormon=this beautiful place and Alma=parents and teachers.
Teach the first half of the second verse.
Use John 14:26 to talk about the name Comforter used for the Holy Ghost. Somehow relate that to the comfort of arms wrapped around in a hug.
Teach the last half of the second verse.

Hopefully this helps you if you are also a little behind and haven't taught this beautiful new song.

Sorry Everybody

2009-07-07T21:48:00.002-07:00

Sorry Everybody, a lesson plan for August is just not going to happen here. We're back from vacation but things are just too intensely busy for me to write up a lesson plan. Please check out the other amazing Internet resources some of which are listed to the right. Good luck and may God be with you.

July and August

2009-06-14T06:39:00.006-07:00

Thanks to those of you who left comments on my last post. Thanks for all the nice things you said.

Okay, so, I'm leaving this next week and will be out of town until just before the first Sunday in July. Since the primary kids in our ward already know "I Lived in Heaven" (we often sang it for the opening song in January, February, and March) I'm just planning on reteaching and reviewing so I won't have a lesson plan made for July.

From those comments on the last post it looks like some of you use this blog as a reference and some of you actually use the lesson plans I write up. So, I might go ahead and write something up for August when I get back from vacation in July. I'll have to see how I feel and how moving plans are coming. In the mean time, feel free to use my post How I Do It and write up a lesson plan for August yourself.

I noticed that the first verse of the song "Families Can Be Together Forever" would naturally go great with the third gospel objective listed in the Outline for August (My family can be together forever through the ordinances of the temple) and the second verse would go great with the second gospel principle listed for August (I will prepare now to go to the temple). So, the song could easily be split between the two weeks.

Good Luck and have a happy Fourth of July.

I'm Moving

2009-06-07T06:40:00.001-07:00

I'm moving. We close in July so I won't be Primary Chorister in August. I'm not obligated to make up a lesson plan for August and there is a small possibility I won't be teaching the song in July either.

Yet, I enjoy making up these lesson plans. I might be able to squeeze six hours in somewhere to make up lesson plans for July and August and post them here before we move.

However, I only want to sacrifice the time and effort to do so if you will use it. Please leave a comment. Thanks.

How I Do It

2009-06-07T06:38:00.003-07:00

The month before we plan to teach a song in Primary I read the song for the month listed in the Outline for Sharing Time and the Children's Sacrament Meeting Presentation and start memorizing the words.
I decide with the Presidency Member assigned to teach Sharing Time which weekly gospel principle coincides with the song the best.
Separately the Presidency Member and I prayerfully study the principle and song by reading the scriptures and referring to the gospel literature listed after the principle in the Outline and after the song in the Children's Songbook.
The Presidency Member and I--sometimes through email and sometimes in person--share ideas we have for teaching the lesson and points we want to be sure we teach.
Separately I type our ideas into a lesson plan. I've tried doing this with the Presidency Member and we just end up gabbing more than writing so I volunteer to type it up.
I try to be flexible when I write up the plan--the message is more important than teaching the song in a certain order. However, I make sure the whole song gets introduced.
I like to teach the song in small pieces so I alternate between the Presidency Member and Music Leader often.
After I write up the order in which we'll present our ideas I go back and write the amount of time I think we'll spend on each idea.
Then I go back and adjust the times to fit the amount of time we're given in Primary for Sharing Time and to make sure both the Presidency Member and Music Leader get about half the time. Rarely I have to cut out an idea to meet the time limitations. The times listed are just guidelines to help us know when we can spend a lot of time on a topic and ask deeper questions and when we need to just touch the idea lightly asking simple questions, taking the most obvious answers, and moving on.
I send it to the Presidency Member to edit. Sometimes I post what I've written before I get the edited copy back from the Presidency Member so keep that in mind when you see mistakes--most likely they are my own mistakes.
I like to print out a copy of our lesson plan at least a week in advance for the Primary pianist.

Seek the Lord Early

2009-05-25T07:56:00.006-07:00

“Seek the Lord Early” (CS 108)
June 2009 gospel principle #2: Prayer strengthens me and my family

I decided to teach the children “Seek the Lord Early” using sign language. Here is a link to the official church music web site where you can find a video of the song signed. Also, here is a helpful link to an ASL (American Sign Language) Browser.

This lesson includes a treasure hunt. In a treasure hunt each clue leads to the next clue. For example, the clue might be a picture of a piano directing the children to find the next clue around the piano. At the piano they might find a picture of a chair directing them to find the next clue around a chair, etc.

You will need to make up your own clues to fit your Primary meeting room. Also, consider the age and abilities of the children finding the clues. For Junior Primary you could draw picture clues and for Senior Primary make the clues more complicated.

In this lesson each location is also a station for learning. You might want to have the clue taped up or in an envelope or something so the children don’t automatically go to the next location before you have had a chance to talk and sing.

Presidency Member: Explain that you’re taking them on a treasure hunt for spiritual treasure. Explain that you won’t tell them what the spiritual treasure is but the music leader will teach them a music clue each time they find a paper clue and they can try to guess. Present the first prepared paper clue.

First Clue:
Presidency Member: Ask

How do we pray?
What are the words we should use?
How do you get ready for prayer and how does that help us?

Music Leader: Teach the phrase, “I’ll seek the Lord early while in my youth,” both with singing and signing.

Second Clue:
Presidency Member: Ask How does the Lord answer our prayers? Use Moroni 10:3-5.

Music Leader: Teach the phrase, “and he will help me to know the truth,” both with singing and signing. Review.

Third Clue:
Presidency Member: Ask when we should pray? Include the answer of prayer when we read the scriptures as a family or by ourselves.

Music Leader: Teach the phrase, “I’ll search the scriptures and find him there then go to my father in fervent prayer,” both with singing and signing. Review.

Fourth Clue:
Presidency Member: Read or have a child read the following:

“To those within the sound of my voice who are struggling with challenges and difficulties large and small, prayer is the provider of spiritual strength; it is the passport to peace. Prayer is the means by which we approach our Father in Heaven, who loves us. Speak to Him in prayer and then listen for the answer. Miracles are wrought through prayer.” President Thomas S. Monson, “Be Your Best Self,” Ensign, May 2009, 67–70

Tell the following true story from Primary 3:lesson 19 or share a personal experience with prayer blessing your family:

Mary was in bed asleep one night when she was awakened by a noise. As she listened, she discovered that it was her four-year-old brother crying and complaining that his stomach hurt. She could hear her mother tenderly comforting him, trying to help him feel better; but her brother kept crying. She lay there feeling sorry for him. She knew her mother was doing all she could for him, but still it troubled her to know that her brother was so sick. Finally she decided there was something she could do.
· • What do you think she did?
She quietly slipped out of bed and knelt to pray. She asked Heavenly Father to please make her little brother well so he could go back to sleep. In just a short time, her brother had fallen asleep. The next morning she asked her mother how he was, and she replied, “Just fine. He fell asleep last night and seems to be well now.”

You might want to follow up with some questions like the following:

Did Mary follow what President Monson said?
Was Mary's prayer answered?
How did her prayer bless her family?

Music Leader: Teach the phrases, “I’ll seek the Lord early and I’ll obey, His living prophets in all they say,” both with singing and signing. Review

Fifth Clue:
Presidency Member: Read and discuss 3 Nephi 18:14-21

Music Leader: Teach the phrase, “I’ll keep His commandments, his love will abound,” both with singing and signing. Review

Sixth Clue: This should be a picture of Jesus Christ (GAK # 240)
Presidency Member: Bear testimony

Music Leader: Teach the phrase, “I will see the Lord early and He will be found,” both with singing and signing. Review

Printing

2009-04-26T11:00:00.004-07:00

There are a couple of ways you can print out our lesson plans.

You can highlight what you want to print, copy it (ctrl c), and paste it into a word processing program. From there you can modify what we've written to fit your needs and print out a copy.
You can click on the print icon at the top of your web browser.

Baptism

2009-04-26T10:32:00.005-07:00

“Baptism” (CS, 100-101)
May 2009 gospel principle #2: Jesus Christ was baptized.
40 minutes

Modify this lesson plan to fit your personality. If you feel comfortable “hamming it up” you could create a Primary News Show. You could ask the pianist to play a little intro music before your news show. You could ask another presidency member to be the anchor of your news show sitting at a table to the side and introduce your story. Work with your Primary President and Bishopric member to make sure what you choose to do is approved by your leaders.

Presidency Member: (5 minutes)

Holding a microphone (pretend or real) explain that you are a news reporter today and have come to get the scoop on a great story.

Explain that on the news they report on the six W’s in their stories and write up on the board the words What, Who, Where, When, How and Why in that order (in Senior Primary they might be able to help you come up with the six W’s). Circle the w in How so the children see it’s included in the W’s.
Explain that in the important story that you want to report someone was baptized (write the word Baptism after the word What) and you want to get all the details.
Explain that you need to interview some of them to get all the details. Tell the children to reach under their chairs to see if they have a picture they can comment on.
Ask the child with picture number one to raise his/her hand and ask them about their picture (GAK #240). Recognize that Jesus Christ (write Jesus Christ after the word Who on the board) is involved in this important story and collect the picture.
Explain that as a news reporter you need more details and ask for picture number two. Ask the child with picture number two about his/her picture (GAK # 207—you may have to have an older child or a teacher read the title on the back if they are unfamiliar with the picture).
Collect the picture, sum up that Jesus Christ and another man named John (write John after Jesus Christ on the board) were involved in this important baptism, and hand both pictures over to the Music Leader.

Music Leader: (1 minute)

Sing the first line of “Baptism” acappella holding up each picture as you sing the respective name.
Attach the pictures to the board after the words they represent.
Ask the pianist to play and the children to sing with you pointing to the pictures as you go.
Look at the Presidency Member.

Presidency Member: (3 minutes)

Explain that you still need more details. Ask for the child with picture number three to raise their hand. Ask the child about their picture (Picture 7-22—write the name Judea in large print on another piece of paper and attach it over the word Judea on the map).
Collect the picture and write the word Judea on the board after the word Where.
Ask the child with picture number four to raise their hand. Ask the child about their picture (I have NO idea how to picture the words “long ago”. Maybe you could use a picture of a calendar or a clock and the words “long ago” on it. If you have an idea please share in the comments.)
Collect the picture, write the words Long Ago after When, and hand both pictures to the Music Leader.

Music Leader: (1 minute)

Sing the second line of the first verse of “Baptism” acappella again holding up each picture as you sing.
Again attach the pictures to the board and ask the pianist to play while you and the children sing.
First sing just that line together, then sing the first two lines of the first verse.
Look at the Presidency Member.

Presidency Member: (4 minutes)

Use the same techniques as before for introducing pictures number five and six.

Picture five should represent immersion—maybe two drawings, one of something sticking out of the water with a crossed out circle over it and another with that same something all the way under the water
You might want to explain for the little ones that when someone is baptized the come right up out of the water after they go all the way under.
After you interview the child who has picture number five explain what immersion represents.
Picture six should look like a river labeled Jordan.
Collect the pictures, write the words Immersion and River Jordan on the board after How and Judea, and hand the pictures to the Music Leader.

Music Leader: (3 minutes)

Sing the last two lines of the first verse acappella holding up the pictures as you sing.
Attach the pictures to the board.
Sing the last two lines with the pianist and children joining in and then review the whole first verse.
Look at the Presidency Member.

Presidency Member: (2 minutes)

Interview the child with picture seven.
Instead of a picture for number seven, roll up a paper like a scroll with a ribbon tied around it.
Let the child open the scroll and read the word law (or let them pick someone to read it for them).
Explain this must be the why of this story. Jesus was baptized because of the law.
Ask what law this would be—the law of man or the law of God.
Collect the scroll, write the word Law next to Why on the board, and hand the scroll to the Music Leader.

Music Leader: (2 minutes)

Sing the first two lines of the second verse acappella holding the scroll.
Attach the scroll to the board.
Ask the children to listen while you sing acappella again for who asked why.
Sing and take answers.
Invite the piano to play and the children to sing up to that point with you.
Look at the Presidency Member.

Presidency Member: (2 minutes)

Interview the child with picture eight (GAK #238. You might want to add a picture of a castle to represent a kingdom).
When the child shows you the picture say something like, “That is what I imagined Heavenly Father’s kingdom to look like,” (Unless it’s not true).
Ask if the child can tell you about the picture.
Listen to what they have to say then turn to the Music Leader to see if she can tell you how this picture relates to the news story you’re reporting on.

Music Leader: (less than 1 minute) Sing acappella the last part of the second verse.

Presidency Member: (2 minutes)

Recognize that this picture must also tell us why Jesus was baptized. Jesus was baptized so he could return to His father, our Heavenly Father, in His kingdom.
Collect the picture and write the word Kingdom next to Law.
Ask what we call Heavenly Father’s Kingdom. Take answers and explain that Heavenly Father lives in the Celestial Kingdom. Share your desire to live with Him there.
Hand the picture to the Music Leader.

Music Leader: (3 minutes)

Sing again the last part of the second verse acappella.
Ask where the song says Heavenly Father’s Kingdom is.
Take answers and invite the piano and children to sing just that last half of the second verse with you.
Review the whole second verse.
Look at the Presidency Member.

Presidency Member: (5 minutes)

Say that you’d like to interview one more person about baptism.

Invite someone you’ve previously asked to come talk about their baptism in your microphone. You could ask a baptized child in Primary or possibly an adult who learned about the church and was baptized later in life. Specifically ask them to share why they were baptized.
Thank them for sharing and invite them to take a seat.
Turn to the Music Leader.

Music Leader: (6 minutes)

Hold up Picture 3-13 while you sing the last verse acappella.
Ask if this last verse is still talking about Jesus’ baptism. If they don’t know ask them to listen for whose baptism the last verse is about while you sing it again. Invite the piano to play while you sing and then take answers.
Explain that there are two things we do when we show we are baptized as was Jesus Christ our Lord. Tell them to listen for those two things we show while you sing the verse again. This time invite the children to sing with you if they can. When you’re done singing ask again what two things we show when we are baptized as was Jesus Christ our Lord. Take answers and sing the verse one last time with the children.
Review the whole song pointing to the pictures as you go.

Acknowledgments:

Thanks to Rachel Devore for helping me develop this lesson plan.

He Died That We Might Live Again

2009-03-22T07:55:00.006-07:00

Song: “He Died That We Might Live Again” (CS pg.
April 2009 Gospel Principle # 3: My family and I will be resurrected.
40 minutes

Presidency Member: Dramatization (5 minutes)

Pick two children (a boy and a girl) to act out the story of Adam and Eve as you narrate. The important parts of the story are that

Adam and Eve took the fruit and became mortal
They left the Garden of Eden
Heavenly Father told them he would provide a Savior for them.

As they act it out ask the children in the audience to direct what they see. Ask the following:

How Adam and Eve should act when they find out they have to leave the Garden of Eden
How they should act when they find out there will be a Savior.

Invite the children to return to their seats.

Music Director: Singing (2 minutes)

Sing the first sentence of “He Died That We Might Live Again”.
Ask who died that we might live again? If they don’t get it sing the line again and then tell them.
Point out that this song calls Jesus Christ by more names than just Jesus. Tell the children to listen for two other names for Jesus while you sing the first line again. Ask what other names for Jesus they heard and take answers.
Pull out a hat or crown with the word Lord written on it and another with the word Redeemer on it. (For the non-readers in Junior Primary you may have to point out the first letter of each word and help them hear the sound so they know which word is which. For instance you can say, “L-L-L-Lord. Lord starts with L because you can hear the l sound at the beginning of the word Lord.”)
Invite the children to sing the first sentence with you.
Give the hats to the presidency member.

Presidency Member: Discussion (3 minutes)

Explain that the name Lord means that Jesus Christ is the leader so when we call Him Lord Jesus we are saying he is our leader and we will obey Him.
Explain that a redeemer is someone who buys back something or someone who gets or wins something back. When we call Jesus our Redeemer we are saying he gets something back for us.
Ask the children what he got back for us. If they don’t know explain that when we die our spirit does not have a body anymore—our body goes back to the earth. We don’t have to worry though, because Jesus, our Redeemer gets our body back.
Ask what Jesus had to do to get our bodies back.
Look at music director and set the hats on display on a table to the side.

Music Director: Singing (3 minutes)

Sing the second and third sentence of “He Died That We Might Live Again”.
Ask what Jesus had to do to get our bodies back. Point out that He had to die to get our bodies back. He gave his life for me and you.
Tell the children to listen for where he died and sing those two sentences again. Invite the children to sing with you and review the song up to that point.
Ask the children if Jesus stayed dead. Sing the next phrase and look at the presidency member.

Presidency Member: Object Lesson (Lessons 3 and 41, Primary 2: Choose the Right A) (3 minutes)

Place a glove on the table. Explain that even though the glove is shaped like a hand, it cannot move like a hand because it is not alive.
When a hand is placed in the glove, then the glove can move. Put your hand into the glove and wiggle your fingers.
Explain that the glove is like a physical body, and the hand is like a spirit. Our bodies cannot move without our spirits inside them. Our spirits cannot be seen inside our bodies, just as the hand inside the glove cannot be seen.
Continue the analogy by explaining that dying is like taking the hand out of the glove. The body (like the glove) cannot move, but the spirit (like the hand) is still alive.
At resurrection the spirit and the body are reunited, and both are alive again.
Look at Music Leader.

Music Leader: Singing (2 minutes)

Sing again the fourth sentence only this time complete it.
Ask the children if they heard two more names for Jesus. Take out two hats/crowns with the words Savior and King on them. (Again point out the first letter of each word for the non-readers)
Invite the children to sing the sentence with you and review the song up to that point.
Hand the two hats to the Presidency Member.

Presidency Member: Lecture (2 minutes)

Explain that the word Savior refers to someone who saves someone else from danger or destruction so when we call Jesus our Savior we are saying He saved our bodies from destruction.
Explain that the word King refers to someone who is the ruler of a big group of people so when we call Jesus our King we accept Jesus as the one who tells us what to do—Jesus gives us commandments.
Put those two hats/crowns on display with the other two hats.

Show GAK 233 and 234. Explain that Jesus was the first one to be resurrected and that because he was resurrected we will all be resurrected.
Ask the children if they remember what Jesus did when he was resurrected. They might give lots of answers but tell them that one of the things Jesus did after He was resurrected was He visited some of His best friends on earth, His apostles.
Ask one of the children to look up Luke 24: 36-39 (or just 39 in Junior Primary) and while you help them do that…

Music Leader: Singing (2 minutes)

Lead the children in singing just the second verse of “Did Jesus Really Live Again?” If you thing the child will need a little more time to look up the verse go ahead and sing the whole song (the children learned that song in 2006 so some of the younger ones won’t know it—that’s okay you love singing solos in Primary, right?)

Presidency Member: Visualization (5 minutes)

Tell the children to close their eyes and imagine that they are one of the apostles as they listen to a child read Luke 24:36-39.
Tell the children to open their eyes and ask them why the apostles were first frightened when they saw Jesus. Explain that they thought they were seeing Jesus’s spirit until he told them to touch His hands and feet so they would know he is real.
Tell the children to close their eyes again and this time imagine they are with their whole family having dinner. The TV is off and they are listening to their family tell about their day. Then tell them to imagine Jesus Christ sitting with them. Tell them not to say aloud but think about how they feel when they see Jesus sitting there. Ask are they afraid like the apostles first were or do they run right over to Him, climb in His lap, and give him a big kiss on the cheek. Ask them if they can feel Jesus’ love for them.
Tell them to open their eyes and tell them that when Jesus gave his life that we might live again He showed His love for all mankind.
Bear your testimony that they and their families will all be resurrected after Jesus Christ comes again.
Look at the Music Leader.

Music Leader: Singing (10 minutes)

Sing the rest of “He Died That We Might Live Again”. Explain that this last part of the song is the time for them to share how happy they are for Jesus Christ.
Pass out scarves or something similar for the children to wave in the air while they sing.
Show them how to wave their scarf as you sing the last few words of the song, “Rejoice! Rejoice! and sing, sing, sing.”
Invite them to sing and wave with you just that last part.
Back up and practice singing the two sentences before the end with the children.
Review the entire song.

Acknowledgements:

Thanks to Sister Marissa Coates who told me what main points she, as the Presidency Member, wanted to address when teaching this gospel principle. Those main points were the framework for this lesson plan.

Changes

2009-03-08T12:51:00.003-07:00

My ward was changed. Fortunately, we didn't loose any members but we got a lot of new ones. The Primary presidency also changed. The new Primary president and I decided we need to change the song for July to "I Lived in Heaven". I've made that changed in this post.

My Eternal Family

2009-02-11T10:50:00.005-07:00

“My Eternal Family”
March 2009 Gospel Principle #3 “I will obey my parents.”
40 minutes

Music Leader: (one minute) Pick a child to lead everyone in an action like clapping hands, rolling arms, pounding fists, or stomping feet as you sing just the chorus of “Nephi’s Courage” pg. 121.

Presidency Member: (5 minutes)

Point out that the words the children just sang were the prophet Nephi’s actual words from the Book of Mormon. Read (or have a senior primary child ready to read) and explain 1 Nephi 3:7.
Explain that Heavenly Father commanded us to obey our parents and read Ephesians 6:1. Point out that since Heavenly Father commanded our obedience to our earthly parents He knows we can do it and he will help us too.
Explain that “a loving and happy family does not happen by accident. Each person in the family must do his or her part. The Lord has given responsibilities to both parents and children.” (GP Chapter 37) Being obedient is one of the ways they are doing their part to build an eternal family.
Look at the music leader.

Music Leader: (3 minutes)

Sing the chorus of "My Eternal Family" acappella.
Tell the children to listen for two things we can be as we build our eternal family while you sing it again with the piano playing the melody.
Ask what two things we can be as we build our eternal family and take answers.
Invite the children to sing the chorus with you while the piano plays.
Look at the presidency member.

Presidency Member: (less than 1 minute) Explain again that when we are obedient to our parents we are doing our part to build our eternal family. Some of the things our parents ask us to do are teaching us how to love and serve our families. Ask the children if they remember this song and look at music leader.

Music Leader: (less than 1 minute) Sing just the last half of the third verse of The Family is of God and look at the presidency member

Presidency Member: (4 minutes)

Point out that we don’t always come to earth knowing how to love and serve our families so our parents teach us how.
Ask the children what are some things they have been taught to do to serve their families.
Bring out some props or pictures to help the children think of things their parents have taught them to do (a toy—pick up toys, a plate and cup—clear their plate from the table, picture 1-47 and 3-27—show love for their brothers and sisters, pictures 2-48/3-30 or 1-38—play nicely, picture 3-4 include everyone, a pet food bowl or picture 3-31 take care of pets).
Look at the music leader.

Music Leader: (3 minutes)

Sing the first two phrases of the first verse acappella.
Tell the children to listen for what you work to do each day as you sing again with the piano playing the melody.
Ask the children what they heard you work to do and take answers.
Inivite the children to try singing it with you and this time but also listen for what you do the best you can.
Sing with the piano playing just the melody.
Ask the children what you do the best you can and take answers.
Sing both phrases one more time with the children and the piano.
Look at the presidency member.

Presidency Member: (5 minutes)

Point out that children also need to obey Heavenly Father and parents when they instruct us to speak kind words.
Bring out a picture a picture of a child with his/her mouth open as if speaking that you prepared before Primary. You could attach a large picture of just the child’s head on the top of a piece of paper and paste a drawing of shoes on the bottom (cartoon ovals would work just fine).
Invite a child to pick a strip of paper with one of the following kind words or phrases out of a bowl or hat:
Please
Thank you
You look nice
I love you
Can I help?
Great job
Ask the child when he/she would use those kind words in his/her home.
Invite the child to put the strip of paper on your picture as if the words are coming out of the child’s mouth.
After the child adds the words to the top of the picture take off either the head or the feet, add another piece of paper to the original paper, and reattach the head or feet so that the picture looks like it’s growing taller.
Point out that we don’t really grow taller just because we use kind words but make the comparison between using kind words and growing taller--the more we use kind words the easier it is to build out eternal family just like the taller we grow the easier it is for us to do things.
Look at the music leader.

Music Leader: (5 minutes)

Sing the second half of the first verse acappella.
Tell the children to listen as you sing it again with the piano playing the melody for what else you are doing besides growing tall and learning to speak with kindness.
Ask what else you are doing and take answers.
Invite the children to sing the second half of the first verse with you and the piano and then sing the whole first verse together.
Look at the presidency member

Presidency Member: (5 minutes)

Explain to the children that Heavenly Father gives us tools to use to help us build our eternal families.
Display pictures of a child praying (GAK 605), the scriptures (GAK 617), a child getting the gift of the Holy Ghost (GAK 602), and a couple in front of the temple (GAK 609).
Set out a toolbox or tool belt containing tools with numbers or letters that correspond to a number or letter under one of the pictures.
Invite a child to pull a tool out, point to the corresponding picture, and ask them to tell you what it is.
In junior primary explain how that spiritual tool helps them build an eternal family but in senior primary further ask the child to do the explaining.
When you get to the picture of the child getting the gift of the Holy Ghost, promise the children that even if they don’t have the gift of the Holy Ghost yet Heavenly Father will send his Spirit to help them build their eternal family.
Look at the music leader.

Music Leader: (7 minutes)

Sing the second verse acappella.
Tell the children to listen while you sing it again and see if the pictures on the board on in the right order.
Sing again with the piano and ask if the pictures are in the right order. If not let the children fix them as you sing the verse slowly.
Invite the children to sing with you.
Sing the whole verse including the chorus.
Review the first verse and invite the children to sing it with you including the chorus.
Sing the entire song together.

Acknowledgments:

Special thanks to Sandra Reeder, the presidency member who will teach this sharing time with me in my ward. She came up with the idea of the child speaking kind words and helped me get the creative juices flowing, so to speak.

How Firm a Foundation

2009-01-04T22:35:00.005-07:00

Song: How Firm a Foundation (Hymns no. 85)
February 2009 Gospel Principle # 3: The priesthood blesses my family.
40 minutes

Verse One:

Music Leader: (2 minutes)
Sing “The Wise Man and the Foolish Man” pg. 281 using actions.

Presidency Member: (3 minutes)

Ask why the Foolish Man’s house washed away but the Wise Man’s house stood still.

Point out that the sand the Foolish Man built on and the rock the Wise Man built on are called foundations.

Show the picture of the Salt Lake Temple and briefly tell the story behind the foundation of the temple. (Lesson 44: The Salt Lake Temple Is Constructed and Dedicated,” Primary 5: Doctrine and Covenants: Church History, (1997), 263)

Point out that just like Heavenly Father wants his temple to have a strong foundation so it will last for a long time He also wants our faith to have a strong foundation so it will last for a long time too.

Look at the Music Leader.

Music Leader: (3 minutes)

Tell the children to listen while you sing for what Jesus Christ laid as the foundation to our faith.

Sing the first two lines of the first verse.

Ask the children for the foundation to our faith. (His excellent word)

Ask where we can find the words of Christ. (the scriptures) Expound as necessary.

Invite the children to sing the first two lines of the first verse with you.

Look at the Presidency Member.

Presidency Member: (3 minutes)

Open the Book of Mormon to the Introduction and read the first paragraph. The important parts are the first and third printed lines, “The Book of Mormon is a volume of holy scripture comparable to the Bible, … and contains, as does the Bible, the fullness of the everlasting gospel.”

Get out a clear cup (on a plate or paper towel to catch excess water) and pour water into it so all the children can see. Pour just a little in at first and ask, “Is this full?” Pour a little more and ask again. Pour a little more in and ask again. Compliment the children and fill it all the way full.

Explain that the cup is the gospel and the level of the water is how much of the gospel is in the scriptures.

Ask if there is any more space to put water in the cup--if there is any more of the gospel that Heavenly Father could get into the scriptures.

Explain that because the scriptures contain the fullness of the gospel there is no more gospel left to put in the scriptures.

Look at the Music Leader.

Music Leader: (4 minutes)

Sing the third line of the first verse pointing to the cup.

Explain that you just sang a question and tell them to listen for who you are asking it to.

Sing the last line starting soft and getting louder each time you repeat yourself.

Ask the children who you sang the question to. They might not get it so just tell them.

Explain what the word refuge means.

Let them sing just the fourth and fifth lines with you starting quietly at first and getting louder as you repeat. You may even want to let them crouch down with you when you sing the fourth line and slowly stand up each time you repeat.

Then sing the last half of the first verse with them (you may have to repeat the third line again once or twice so they get it).

Then sing the whole first verse together.

Verse Three:

Presidency Member: (5 minutes)

Let the children get comfortable on the floor or in their chairs for a story. The best story would be one of your own about when someone in your family received a priesthood blessing. However, you can also use GAK 215 and tell the story of Jairus’s daughter.

Point out that Jesus told Jairus to have faith—our faith in Jesus Christ needs to have a strong foundation so that when we need help we will believe Christ will help us.

Ask the children if Jesus can be here now to bless them.

Explain that because Jesus Christ can’t be here Heavenly Father shares the priesthood, the power and authority of God, with worthy men and young men on earth (GP pg. 81).

Look at the Music Leader.

Music Leader: (2 minutes)

Sing the first half of the second verse.

Invite the children to sing with you.

Look at the Presidency Member.

Presidency Member: (10 minutes)

Explain that some dads hold the priesthood and ask about families that don’t have a dad right now, that have a dad who doesn’t have the priesthood, or whose dad died and his spirit is with Heavenly Father.

Use GAK 614 to explain that Heavenly Father wants all families to benefit from the priesthood so he sends home teachers to check up on families.

Explain that even when a dad has the priesthood sometimes he needs someone else with the priesthood to help bless his family so every family has home teachers.

Ask if their home teacher has helped give them a priesthood blessing.

Use GAK 601, 602, 603, 609, and 613 to talk about ways the priesthood blesses our families.

Explain that all these ways the priesthood blesses our families strengthens us, helps us, and causes our families to stand stronger.

Look at the Music Leader.

Music Leader: (8 minutes)

Sing the second half of the second verse starting soft again and getting louder as you repeat.

Invite the children to sing with you.

Sing the whole second verse.

Review the first verse.

Sing the first and second verses together.

Acknowledgements:

The idea to use “The Wise Man and the Foolish Man” came from Bruce T. Forbes, a member of the primusic yahoo group.

The idea to use the Salt Lake Temple construction story came from Carolyn Elderedge, a stake music leader, who shared it on SugarDoodle.net.

Thanks for sharing!

Song Change

2008-12-28T18:00:00.005-07:00

In my ward we've change the song choice for July 2009. We'll use gospel principle number two, reading the scriptures strengthens my family, to teach "I'll Walk With You" (CS, 140).

2009 Children's Sacrament Meeting Presentation Songs

2008-12-18T21:16:00.006-07:00

The General Primary Presidency gave ward Primary presidencies and music leaders many choices this upcoming year for their Presentation Songs. I met with my ward's Primary presidency recently and we decided on the following songs. I also listed the objective that we have chosen to mold sharing time around when we teach the song.

January: "The Family Is of God" (Friend or Liahona, Oct. 2008)
The family is ordained of God and is central to His plan.

February: "How Firm a Foundation" (Hymns, no. 85, verses 1 and 3)
The priesthood blesses my family.

March: "My Eternal Family"(pages 10-11 in the outline)
I will obey my parents.

April: "He Died that We Might Live Again" (CS, 65)
My family and I will be resurrected.

May: "Baptism" (CS, 100)
Jesus Christ was baptized.

June: "Seek the Lord Early" (CS, 108)
Faith in the Lord Jesus Christ strengthens me and my family.

July: "I Live in Heaven" (CS, 4)
Reading the scriptures strengthens my family

August: "Families Can Be Together Forever" (CS, 188)
I will prepare now to go to the temple.

I will write lesson plans for these songs and objectives and post on this website in the coming months. Just so you know, my Primary presidency has agreed to let me teach the song for the month the first Sunday of the month even if the objective we've chosen is not the first objective. The exception is April--I will teach He Died That We Might Live Again on 29 March 2009.

Some additional songs we might include in the Presentation follow:

Choose the Right Way (CS, 160)
Quickly I'll Obey (CS, 197)

General Guidelines

2008-12-14T17:20:00.009-07:00

Though Singing and Sharing provides an excellent resource for both Primary presidencies and music leaders, Singing and Sharing has not been endorsed by the Church of Jesus Christ of Latter-day Saints—use it with discretion. Refer to the Church Handbook of Instructions and check with your Primary President and Bishop if you feel unsure about presenting any material from this or other sources.

The Primary section of the Church Handbook of Instructions states that sharing time should include music; at least half of sharing time should be used for singing (Sharing Time on lds.org). We have had success including music throughout the lesson during sharing time, rather than separating the two. This way, lessons are reinforced through music and the meanings behind the music are clarified through the lessons.

The lesson plans on Singing and Sharing are meant to be presented by both the Primary presidency member in charge of sharing time and the Primary music leader. They should work together to make sure they communicate expectations effectively. The goal is to invite the Spirit so it can teach the hearts of the children—confusion distracts from the Spirit.

We created some of these lesson plans to teach a particular song using one of the gospel objectives from the Outline. However, some of the lesson plans are less specific about what songs to use during the lesson. In that case the Primary presidency member and the music leader should work together to choose songs that reinforce the lesson topic. They may want to allow for more time to practice the song assigned for the month, emphasizing how the themes in the song apply to the lesson.

The Family Is of God

2008-12-12T12:33:00.005-07:00

Song: The Family Is of God (Friend or Liahona, Oct. 2008)
January 2009 Gospel Principle #4: The family is ordained of God and is central to His plan.
40 minutes

Chorus
Presidency Member: (2 minutes) Bring a box containing a family picture (the children’s family pictures would be more meaningful but might be too much work) wrapped like a present.

“Inside this present is a picture of a gift from Heavenly Father.”
“Raise your hand if you like to give gifts? Put your hand down and think of someone you have given a gift to. Why did you give that gift to that person? Was it because you love them?”
“Our Heavenly Father gave us this gift (refer to the wrapped present) because he loves us. Listen to this song for a clue about what Heavenly Fathers gift is and then I’ll let you guess what it is.”

Music Leader: (less than one minute) Sing the chorus to the song.

Presidency Member: (1 minute) Let the children guess what the gift from Heavenly Father is and then unwrap the present. Hand the picture to the music leader when you are done.

Music Leader: (3 minutes) Hold up the picture

“Listen to the song again for why God gave us families.”
Take answers and have the children sing with you.
Hand the picture back to the Presidency Member.

Presidency Member: (1 minute) Set the picture to the side.

“Close your eyes and think of what makes up an eternal family.”
“Open your eyes and raise your hand if you can tell me one part of an eternal family.”
Only take one answer at a time and teach the verse that goes with that answer

“Dad” or “Father”—Verse Two

Presidency Member: (2 minutes) Invite a boy up to wear a tie representing a father.

“What is a father’s place in the family?” Take answers.
“Our prophets explained to the world what a father’s place is in a family.” Read the fifth sentence of the seventh paragraph of The Family: A Proclamation to the World (Proclamation). Summarize and look at the music leader when done.

Music Leader: (4 minutes) Sing the second verse without accompaniment.

“While I sing this verse again (piano only plays melody) count how many things a father does.” Take answers.
“Can you also tell me what those things are that a father does?” If not “Listen while I sing it again.” Emphasize the words as you sing them (hold a finger up as you sing a key word, enunciate clearer, or sing that word louder). Take answers.
“Sing about fathers with me” (piano plays accompaniment). Go on to sing the chorus if you want.
Compliment the children and look at the presidency member when done.

Presidency Member: (1 minute)Ask for the tie back and invite the boy to sit back with his class. Ask for another part of an eternal family or go on to the first verse.

“Mom” or “Mother”—Verse Three

Presidency Member: (2 minutes) Invite a girl up to wear an apron representing a mother.

“What is a mother’s purpose in the family?” Take answers.
“Our prophets told the world what a mother’s purpose is in a family too.” Read the sixth sentence of the seventh paragraph of Proclamation.
“What does nurture mean? Nurture means to care, prepare, and strengthen so a mother’s purpose is to care, prepare, and strengthen her children.” Look at the music leader.

Music Leader: (4 minutes) Sing the third verse acappella

“Besides caring, preparing, nurturing, and strengthening her children this song also tells us a mother teaches her children. Did you hear what she teaches?” If not “Listen while I sing it again.” (piano plays melody) Emphasize key words in the second half of the verse. Take answers.
“Sing about a mother’s purpose with me.” (piano plays accompaniment). Go on to sing the chorus if you want.
Compliment the children and look at the presidency member when done.

Presidency Member: (1 minute) Ask for the apron back and invite the girl to sit back with her class. Ask for another part of an eternal family or go on to the first verse.

“Kids” or “Children”—Verse Four

Presidency Member: (2 minutes) Invite a boy to come hold a baseball glove and a girl to hold a doll to represent children.

“What should children do in a family?” Take answers.
“The apostle Paul in the New Testament wrote just a little bit about what children should do in a letter he wrote to church members that lived in a city called Ephesus.” Read Ephesians 6:1. Summarize and look at the music leader.

Music Leader: (4 minutes) Sing just the first half of the fourth verse acappella

“Did you catch the three things I’ll do as a child in my family?” If not “Listen while I sing it again.” (piano plays melody) Emphasize key words and ask again. Sing just that first half with the children. (piano plays accompaniment)
“Great job, now, who wants to be a mom or dad when they grow up raise your hand? Hooray, put your hand down and listen for what you will do when you are a mom or dad.”
Sing second half of the fourth verse and chorus (piano plays accompaniment). Encourage the children to sing the chorus with you.
“What does the song say you will do when you are a mom or dad?”
Sing the whole fourth verse and chorus with the children, compliment them, and look at the presidency member.

Presidency Member: (1 minute) Ask for the glove and doll back and invite the children to sit back with their classes. Ask for another part of an eternal family or go on to the first verse.

Verse One

Presidency Member: (3 minutes) Display the plan of salvation (the January 2008 Friend had good visual aids for the plan of salvation).

“This is a map of Heavenly Father’s plan for us called the Plan of Salvation. Where are we now in the plan of salvation?” Put the picture of the family from the present near earth
“Where did we live before we came to earth?” Show picture (e.g. Picture 2-4) and put it near premortal life.
“We started as one HUGE family even before we came to earth. Who is the dad/father of our huge family? Who are the children? All of us? How ‘bout you? (point to someone) How ‘bout you? How ‘bout me? Me too? You’re right. That was one big family!” Look at the music leader.

Music Leader: (8 minutes) Sing the first verse acappella. Point to yourself, the children, and the pictures at the appropriate times.

Review the words with the children briefly (using your own style) and ask the children to sing it with you.
Invite six more children up to be visual aids (one holds Picture 2-4, one holds your picture of a family, one wears the tie, one wears the apron, one hold the baseball glove, and one holds the doll) Sing the song from the beginning with the children including the chorus

Agency

2008-11-16T14:19:00.004-07:00

"Heavenly Father has given me agency, and I am accountable for my choices."

General instructions: The Church handbook for Primary states that Sharing Time should include music; about half of Sharing Time should be music. We have had success interpreting this to include music throughout the lesson, rather than separating the two. This way, lessons are reinforced through music. In the following lesson, the Primary presidency member and the music leader should work together to choose songs that reinforce the lesson topic. They may want to allow for more time to practice the song assigned for the month, emphasizing how the themes in the song apply to the lesson.

References: Ideas for this lesson came from the 2005 Sharing Time Outline and the Friend (February 2005).

Heavenly Father wants us to choose for ourselves (5 minutes).

Have a sheet of stickers, children choose one. Tell them they have just made a choice.
We make choices every day. Some choices are easy, some are hard.
What are some choices you’ve made today? (What clothes to wear, to come to church, what to eat.)
In heaven, before we were born, we made a very important choice.
What was it? (We chose to follow Heavenly Father’s plan and accept Jesus Christ as our Savior.)
How do we know whom on Earth made this choice? (Everyone born on Earth made that choice. Those who didn’t choose to follow Jesus Christ did not get to come to Earth.)

Music (3 minutes): Reinforce the concept of choices by singing "Choose the Right Way" (page 12)

Making choices is an important part of our life on Earth (2 minutes).

Our right to choose is called agency or moral agency (not free agency)
Agency is part of Heavenly Father’s plan to return to Him.
Our right to choose was given to us in heaven.
The Atonement of Jesus Christ made agency possible.
As we use our agency to choose the right, we are following Jesus Christ and can return to live with Him and Heavenly Father.

Music (10 minutes): Reinforce that Heavenly Father helps us know how to choose the right and that when we pray, we can ask Heavenly Father to help us choose the right. Sing "A Child's Prayer" (page 12). (Note: Since "A Child's Prayer" was the song assigned for the month when this lesson was taught, a few extra minutes were provided for the children to learn this song.)

I am accountable for my choices (10 minutes).

Junior Primary

(5 minutes). Describe some choices. If it is something Jesus would have chosen, thumbs up. If not, thumbs down. Here are some ideas:

You choose to come to Primary.
You choose to sing in Primary when the music leader asks everyone to sing.
You choose to keep your eyes open during the prayer.
You choose to bring a friend to church.
You choose to whisper to your friend during the sacrament.
You choose to walk quietly to your classroom.
You choose to laugh when another child stumbles and falls.
You choose to disturb the other children by making noises.
You choose to help the teacher with the activity.
You choose to make fun of someone who answers a question wrong.
You choose to listen quietly when the teacher tells a story.

Music (5 minutes): The music leader should choose four or five songs that reflect the topic. These should be familiar songs, such as "Do As I'm Doing" or "I Am Like a Star". While singing the song, pass a beanbag to each child with help from teachers. When the music stops, children say or act out what he/she can do make correct choices.

Senior Primary

Singing and Sharing (10 minutes): Prepare papers in the shape of road signs (e.g. stop sign, yield sign, etc.). On each road sign, write a scripture reference (see examples below). The Primary presidency member and the music leader should choose two or three songs that reinforce the a few of the scriptures/principles. During Sharing Time, pass out the road signs and instruct the classes look up the references. Teachers should help children as needed to write on the paper the principle the scripture teaches us to obey. Post the "road signs" on the chalk board. As the road sign is posted, have the group think of a scenario or sing a pre-selected song using that principle.

Exodus 20:8 (Keep the Sabbath Day holy)
Matthew 19:18 (Thou shalt not: murder, commit adultery, steal, bear false witness)
2 Nephi 32:9 (Pray always)
Mosiah 13:20 (Honor your parents)
3 Nephi 12:34 (Don’t swear)
D&C 42:21 (Don’t lie)
D&C 42:27 (Speak no evil of neighbor)
D&C 51:9 (Deal honestly)
D&C 89:7–8 (Word of Wisdom)
D&C 119:4 (Tithing)

Could I Hold the Baby?

2008-11-15T22:18:00.006-07:00

Could I Hold the Baby?, written by Rachel Mecham Goates received an Award of Merit in the 1998 LDS Church Music Submission, Children's Song Category. Of course Rachel has a copywrite but has made the sheet music, a copy of which you can find here, available on the Internet for incidental, noncommercial home or church use. Because it has not been published by The Church of Jesus Christ of Latter-day Saints you will have to get it approved by the appropriate leaders before teaching it in Primary.

Highlighted words means it’s a vital part in the story for teaching the song.

Presidency Member: (1 minute) Introduce story—ask all the children to get comfortable sitting in a circle on the floor for a Christmas story.

(1 minute) On Christmas Eve Aunt Liz and her husband Uncle Dave brought their new baby Carter to Sarah’s house for a little program and a special dinner. As soon as Sarah saw Aunt Liz bring in baby Carter she went right over and asked, “Could I hold the baby?”

“If you wash your hands first you can,” said Aunt Liz as she unlatched the straps on Carters baby carrier.

Sarah ran right over to the kitchen sink and washed her hands quickly before she ran back to the couch where Aunt Liz was sitting with Carter wrapped in a blanket. Uncle Dave told Sarah how to sit way back in the couch and propped some cushions under Sarah’s arms to make it easier for her to hold Carter. “Wrap your arms around the baby like this,” said Aunt Liz as she pulled Sarah’s arms around Carter.

Carter felt heavy but soft in Sarah’s arms. “Oh,” cooed Sarah, “He’s so tiny.” Sarah smiled down at the baby in her arms. “Will he smile at me?” Sarah wondered out loud.

Music Leader teaches the children measures 23-30 (1 minute)

Presidency Member: (continues with story—1 minute) “Sorry, honey,” Aunt Liz answered, “He’s too little to smile at people yet but every once in awhile Carter smiles in his sleep. I think he smiles because he’s dreaming about living with Heavenly Father before he came to earth.”

Sarah got to hold baby Carter for a few more minutes until it was time to start the Christmas program. Sarah’s part on the program was to tell the story of when Jesus Christ was born. Sarah held this picture (GAK 200) and told about the warm manger where the fair baby lay sleeping after he was born. She also told about the star that led the shepherds, and how Mary smiled at the little Christ child.

Music Leader teaches the children measures 12-21 and reviews (2 minutes)

Presidency Member: (continues with story 2 minutes) Sarah loved that story. She always felt a quiet peace when she thought about how excited the shepherds were to see baby Jesus. That quiet peaceful feeling was the Holy Ghost letting her know it was true.

After the program ended and they ate dinner Sarah’s mother told her it was time for bed. “I don’t want to go to bed yet,” complained Sarah.

“Go on, sweetheart, I’ll come tuck you in bed in a minute,” Sarah’s mom promised. Sarah ran off to get ready for bed.

“Is that too tight or is that snug and warm?” Sarah’s mom asked a few minutes later as she tucked Sarah in bed.

“Snug and warm,” Sarah told her.

“Hey, wait a minute,” Sarah’s mom stopped, “did you say your prayers?” she tapped her finger on Sarah’s nose.

“Yup,” Sarah nodded and yawned, “my prayers are said.”

“Good,” Sarah’s mom smiled. “Merry Christmas, sweet girl. Remember that Christmas toys are not as dear as girls and boys,” Sarah’s mom kissed Sarah’s forehead, “Love you. I’ll see you tomorrow.”

“Love you to,” Sarah called as Sarah’s mom turned out the light and shut the door. Sarah closed her eyes and snuggled deeper into her pillow. In her mind she could see the picture of the first Christmas night from her Christmas program story.

Music Leader teaches the children measures 4-12 and reviews (3 minutes)

Presidency Member: (continues with story 5 minutes) Then Sarah started to think about other stories of Jesus her parents and primary leaders told her.

(GAK 208) She thought about how Jesus was baptized even though he didn’t have any sins to wash away so he could obey Heavenly Father and set a good example for her.

(GAK 216) She thought about the story of how Jesus wanted to bless the little children even when he was tired—she was pretty sure he wasn’t even grumpy.

(GAK 214) Sarah thought about the story of the storm on the sea and how Jesus’ friends were scared so he stopped the storm and calmed the sea.

(GAK 221) Then the story about the ten lepers who were healed came to Sarah’s mind. Sarah was pretty sure she would’ve been like the one leper who turned back to thank Jesus for healing him.

(GAK 226) Sarah’s feet tingled when she thought about Jesus washing the feet of the disciples at the last super.

(GAK 230 & 233) Finally, Sarah thought just a little about Jesus dying—she knew he didn’t stay dead. Sarah felt a tingle on the outside of her arms when she thought about how Jesus was resurrected and that because he was resurrected she will be resurrected one day too. Sarah’s chest felt like it was full of love for Jesus and she couldn’t keep a smile from forming on her face.

“If I could hold the baby Jesus I would tell him of my love,” Sarah thought to herself. “I would tell Jesus Christ that I am glad he was sent from Heaven.”

Music Leader teaches the children measures 31-39 and reviews (4 minutes)

Presidency Member: (10 minutes) This would be a good time to tell children to go back to their seats if they are getting too antsy.

Ask the children where Sarah’s tingly feeling and that feeling that her chest was full of love came from. Point out that those feelings came from Heavenly Father through the Spirit.
Ask if Sarah can tell Jesus Christ how much she loves him. (We pray to Heavenly Father but Heavenly Father and Jesus Christ share everything so when you pray to Heavenly Father you can tell him how much you love Jesus Christ and Jesus Christ will know.)
Share a scripture about how trying to be like Christ and living as he showed us is another way we can show Jesus Christ how much we love him.
Ask the children to think of some things we can do to be like Christ or make up situations and ask the children what they would do to show Christ they love him. (if your short on time cut this part out—it could take up a lot of time all by itself)

Music Leader teaches the children second verse measures 4-12 (2 minutes)

Presidency Member: (3 minutes) Ask the children what they thought Sarah’s mom meant when she said, “remember that Christmas toys are not as dear as girls and boys.” After taking answers, assure the children that “Jesus Christ loves each one of us endlessly. He loves you and me.”

Music Leader teaches the children second verse measures 12-21 and reviews the whole song (5 minutes)

An Angel Came to Joseph Smith

2008-11-15T20:59:00.006-07:00

Objective: The Lord restored the fullness of the gospel through Joseph Smith.
Song: “An Angel Came to Joseph Smith” (CS pg. 86)

Verse One

Presidency Member: Apostasy/Restoration Object lesson: Use a plastic cup house to show how Jesus Christ built his church when he lived on earth. (1 min.)

Use one cup positioned at the front of the house to represent Jesus Christ.
Explain that the 12 cups on the bottom of the house represent Jesus Christ’s 12 apostles.
Explain that Jesus Christ and the apostles taught the people the gospel. Use the cups build on top to represent gospel principals like prayer, baptism, repentance, the sacrament, etc.

Knock down the cup house to show the Apostasy. (1 min.)

However, the apostles and Jesus Christ were killed (pull out and knock over the cups on the bottom). Ask what happened to the church when the apostles were killed.
Explain that there were some people who wanted to follow Jesus Christ still but they did not have the priesthood and they could only remember pieces of what Christ taught so they build churches that taught the things they could remember.
Build little pyramids or triangles with the fallen cups describing what some people remembered—use some of the same gospel topics you used on the first house.

Rebuild the cup house to show the Restoration of the church. (4 min.--whew!)

Briefly review the story of the First Vision (GAK 403). Emphasize that Joseph Smith wanted to know which church he should join and the answer from Heavenly Father was that he should not join any of them (JS-H 1:19).
Briefly tell what happened to Joseph Smith between the First Vision and the first visit from Moroni (JS-H 1:26)
and about Moroni’s visit (JS-H 1:30). Use JS-H 1:33, 34—Moroni told Joseph Smith that there was a great work Heavenly Father had for him to do and he needed a sacred record (use these words because they’re in the song), which would help him restore the fullness of the gospel—the Church of Jesus Christ
build the cup house back up as it was before only separate Jesus Christ’s cup and link it to the house with a straw or a pencil—explain that the straw or pencil represents the priesthood). As you rebuild the cup house ask what that precious holy book (again, words in the song) was that Joseph Smith needed to restore the gospel.

Music Leader: (4 min.) Sing acappella the first verse of “An Angel Came to Joseph Smith”. Separately ask the following questions singing the verse with the piano each time a question is asked to help the children answer the question:

Who came to Joseph Smith?
What did he find hidden?
Where the book was hidden.

You could let the child who gets the answer come up to lead the song with you—notice the time signature is kinda wacky so they might not get it perfectly. Invite the children to sing when they think they can sing the words—otherwise invite them to hum.

Verse Two

Presidency Member: Stories about Book of Mormon Pioneers (3 min.): The Book of Mormon talks about two groups of people who were led by Heavenly Father and Jesus Christ to a promised land.

The Jaredites (Primary 4 pictures 4-52, 4-53 or GAK 318)
Nephi and Lehi crossing the ocean (GAK 304).

Explain that Joseph Smith learned about the fullness of the gospel through the stories that these people wrote down and through revelations from Heavenly Father.

Music Leader: (5 min.)Sing acappella the second verse of “An Angel Came to Joseph Smith.” Ask

When these people lived
Who led them
What the Lord leaded them to do
Where they went

Again sing the verse with the piano after each question to help the children get the answer—the child who answers (different children from last time) gets to come help lead. Then sing both the first and second verses.

Verse Three

Presidency Member: Obedience leads to peace discussion (5 min.)

Ask and then explain the meaning of the word peace.
Help the children know what peace feels like. You could tell the children to close there eyes and imagine their Moms holding and rocking them or rubbing their back. They could imagine when they serve someone else.
Lead the children in doing an action to help them feel relaxed and at peace like sighing, relaxing their shoulders and hands, and smiling softly.
Ask how long they think they could feel peace—how about one hundred and ten years feeling peace. That might feel like heaven.
One of the things Joseph Smith and anyone else who reads the Book of Mormon learns is that when the people obeyed the Lord and lived the gospel, they lived in peace--do the action for peace again.
One of those times when the people lived in peace was during one hundred and ten years after Jesus Christ visited them after He was resurrected. (4 Nephi 1:15-18)

Music Leader: (5 min.) Sing acappella the third verse of “An Angel Came to Joseph Smith.” Use the same plan as for the first and second verses but ask

Who we are singing about?
What they had to do to have peace?
(tricky question) How do we know?

Sing all the verses together.

Verse Four

Presidency Member: The Promise of the Book of Mormon discussion (4 min.)

Ask how they can know that Joseph Smith restored the gospel and that the Book of Mormon has gospel teachings in it?
Briefly tell the story of Moroni (GAK 320) and share Moroni 10:3-5 emphasizing that Moroni could give this promise because he knew (as do I) that Heavenly Father loves them.
Bear testimony of Joseph Smith’s mission.

Music Leader: (5 min.)Use the same techniques to teach the fourth verse of “An Angel Came to Joseph Smith” as was used for the first three verses however ask

What will happen when I read the sacred book (the Book of Mormon)?
Who does Heavenly Father love?
Heavenly Father loves us all where?

Sing all the verses.

I'm Trying to Be like Jesus

2008-11-15T15:25:00.003-07:00

Objective: Jesus Christ’s life is an example to me
Song: “I’m Trying to Be like Jesus” ( CS pg. 78-79)

Presidency Member:

Introduce objective using John 3:15. (1 min.)
Share the story of Christ and the children and talk about how Christ loves them as much as he loved the children in the story. (GAK 216) (Matt. 19: 13-15, Mark 10:13-16, or Luke 18:15-17) (2 min.)
Tell the children to listen for how they should love others as you read John 3:34 then let them tell you what they heard. (2 min.)

Music Leader: (3 min.) Teach the chorus of the song. Ask questions like the following:

How should we love one another?
When should we show kindness?
When should we be gentle and loving? (by the way--What are deeds and thoughts?)
Who taught us to be this way?

Presidency Member: (10 min.) Story of the Good Samaritan. (GAK 218) (Luke 10:29-37)

Music Leader: (2 min.) Teach first ½ of second verse. Ask questions like the following:

Who am I trying to love?
Who am I learning to serve?
What kind of day will it be when Jesus comes again?

Presidency Member: (3 min.) Talk about some things Jesus Christ taught us like the following:

baptism (GAK 208) (Matt. 3:16-17)
prayer (3 Nephi 13)

Music Leader: (2 min.) Teach second ½ of second verse and review all of second verse. Ask questions like the following:

What do I try to remember?
What enters into my thoughts?

Presidency Member: (3 min.) Let children share stories or tell about ways they have tried to follow Christ’s example (you may want to ask them in advance).

Music Leader: (2 min.) Teach first ½ of first verse. Ask questions like the following:

How am I trying to be like Jesus?
When am I trying to love as he did?

Presidency Member: (3 min.) Tell a story from the Friend about a child being tempted to make a bad choice and listening to the still small voice instead.

Music Leader: (2 min.) Teach second ½ of first verse and review all of first verse. Ask questions like the following:

At times I am tempted to do something.
What am I tempted to do?
But then I try to listen to something. What do I listen to?

Presidency Member: (2 min.) Review objective and share testimony

Music Leader: (3 min.)Review entire song

I Want to Live the Gospel

2008-11-15T15:23:00.001-07:00

Objective: Jesus Christ was baptized
Song: “I Want to Live the Gospel” pg. 148

Presidency Member: Ask the children how old they need to be before they can get baptized. Ask if everyone is eight years old when they are baptized. Explain that many people are much older than eight when they get baptized. Tell them that John the Baptist taught and baptized a lot of people who were already grown up. Show GAK 207. Tell the children about John the Baptist—that he knew Jesus Christ was coming and wanted to help the people get ready so they would listen and follow Jesus Christ when he came. John the Baptist told the people (open the actual scriptures and read to the children Matt. 3:2 or Luke 3:3) to repent and be baptized for the remission of sins. (2 min.)

Share Luke 3:10-14—the people asked what they should do and John told them ways they could live the gospel better. He told them (Luke 3:11) that if they have more food or clothes than they need they should give the extra to someone who does need them. Some tax collectors asked what they should do. John knew that sometimes the tax collectors demanded money than they were supposed to and kept the extra. So, John told them (Luke 3:13) to only collect the amount of taxes they were supposed to. Then some soldiers asked what they should do. John knew that sometimes the soldiers hurt people or said someone did something wrong that they didn’t really do and he also knew that sometimes they grumbled too much about how much they were paid for their work. So, John told them (Luke 3:14) not to hurt people, not to make up lies about people, and to be happy with how much money they got for their work. Ask the children what they think John the Baptist would say if they asked him what they should do. Let the children respond and maybe suggest other ways they can live the gospel like saying nice things about what their moms make for dinner or letting their brothers and sisters play with them (5 min.)

Music Leader: Sing the first verse of “I Want to Live the Gospel” acappella. Ask the children what we will know when we want to live the gospel and what we will do when we want to live the gospel. Sing the song again after each question inviting the piano to play and the children to sing along to help the children get the answer. Then invite the children sing again and this time to imagine they are one of the people listening to John the Baptist as they sing. (5 min.)

Presidency Member: While the children are singing check the TV and DVD to make sure they are still set up—right before Jesus comes to be baptized in the Finding Faith in Jesus Christ DVD. Share John 1:19-28—priest and Levites were sent to ask John the Baptist who he was. The religious leaders were kind of worried that there was someone they didn’t know baptizing people. They thought he might be Christ so John told them he wasn’t Christ. They asked why he was baptizing if he wasn’t Christ. John told them that, sure, he was baptizing with water, but the one coming (Christ) would be mightier than John and John didn’t feel worthy to (in essence) tie his shoes. John also told the people that Christ “should baptize you with the Holy Ghost” (Matt 3:11, Mark 1:8, Luke 3:16). (2 min.)

Before you show the clip of Jesus Christ being baptized tell the children to watch for John’s reaction when Jesus comes to be baptized. Stop the DVD as soon as you see John’s reaction to let the children tell you what they saw. If they don’t catch it explain that John didn’t think Jesus needed to be baptized because Jesus was perfect—He didn’t have any sins to wash away. Then tell them to listen for what Christ said to John. Stop the DVD again just before Jesus is baptized to talk about how Jesus responded. Explain that “suffer it to be so now” means “please baptize me even though it may seem unnecessary for me to be baptized” and also explain that “to fulfill all righteousness” means that Jesus Christ wanted to live the Gospel—He wanted to follow every part of the plan of salvation so He could return to Heavenly Father. Show the rest of the clip, Jesus being baptized, then turn off the DVD. Explain that Jesus Christ wanted to live the gospel in all he did and in everything he said. (3 min.)

Music Leader: Sing the chorus of “I Want to Live the Gospel” acappella. Ask when I will try to live the gospel (in all I do and say each day). Invite the children to sing and the piano to play along. Sing it again instructing the children to do some action as they sing like stand during the first phrase and sit during the second phrase or raise their hand up and down to the beat (if two hands are used you could call it “raising the roof” for fun). Then sing the first verse and the chorus together (2 min.)

Presidency Member: Share a story from the Friend about a child following the gospel. Emphasize that the prayer was answered and that the child in the story felt happy because she learned to obey. (5 min.)

Music Leader: Sing the 2nd verse of “I Want to Live the Gospel” acappella. Ask when we live the gospel what will happen when we pray and how will we feel when we learn to obey. Sing the song again after each question inviting the piano to play and the children to sing along to help the children get the answer. Sing the second verse and the chorus together. Then review the first verse and sing the whole song. (5 min.)

Love is Spoken Here

2008-11-15T15:20:00.002-07:00

Objective: I can learn about righteous families by reading the scriptures
Song: “Love is Spoken Here” pg. 160-161

Presidency Member: Ask the children how they learned to do something simple like brush their teeth or make their bed. Point out that it helps to see others doing something you’re learning to do—we call that an example. When we read the scriptures we can find examples of how to live righteously. Explain that we will be talking about some righteous families from the scriptures that are examples for our families as we learn to be righteous families. (1 min.)

Start with GAK 313 (Alma 53:10-21, 56:44-56, 58:39)—the story of the two thousand stripling warriors. Emphasize that they were taught by their mothers that if they did not doubt (if they had faith) God would deliver them. You could say things like, “The scriptures don’t say but I bet these young men had seen their mothers kneeling with their families in family prayer. They probably even heard their mothers pray and as they listened to their mothers’ words their fears went away,” to help it connect with the song. (4 min.)

Music Leader: Sing the first verse of “Love is Spoken Here” acappella showing pictures as you sing the phrases. Ask who in the family this verse talks about. Show the picture of the mother when they answer. Then sing the song again with the piano and the children first asking the children to listen for what the verse talks about hearing from the mother. Hold up that picture when the children answer. Continue using questions and pictures to help the children learn the rest of the verse. Then point out that this song is about a prayer. Ask the children to fold their arms as if they are listening to a prayer. If they want they can close their eyes and bow their heads to pretend like they are listening to a prayer but they need to keep singing. (5 min.)

Presidency Member: Explain that you will pass out more pictures of righteous families for each class or group (however, you want to do it) to look at and read about. You will give them three to five minutes to listen to their teacher read the story (or read the story themselves in Sr. Primary) and think of how they want to share the story with the rest of the groups; then, every group will get one or two minutes to share. Pass out the following pictures as listed in the outline: GAK 119, GAK 200, GAK 215, GAK 301, and GAK 321. If you don’t choose to pass out all the pictures that’s okay—just please make sure GAK 119 (Adam and Eve with their family) is passed out. Give the groups three to five minutes (closer to three minutes if possible) to prepare. Then call up each group to tell about their picture starting with the group with GAK 119. After GAK 119 is shared turn the time over to Chorister. (5-10 min.)

Music Leader: Sing the second verse of “Love is Spoken Here” acappella showing pictures as you sing the phrases. Ask when this family is blessed with priesthood power. Show the picture of the clock when the children answer. Then sing the song again with the piano and the children first asking the children to listen for who in the verse leads the family. Continue using questions and pictures to help the children learn the rest of the verse. Again invite the children to assume prayer posture as they sing the whole second verse. (5 min.)

Presidency Member: Call up each group to share their picture. After each group goes, turn the time over to Chorister. (each group—1 or 2 min.)

Music Leader: Display some cards, face down, that dictate a way to sing the song—for instance, all the girls sing the first verse, all the boys sing the second verse, all the teachers sing, etc. Invite a child to come pick one of the cards and sing the song the way described. (Following each card’s directions should take 1 or 2 min.)

Presidency Member: Share testimony.

Music Leader: If there is extra time invite the children to pick the extra cards and follow those directions. Or, teach the children to sing the two verses as a duet—girls sing first verse, boys sing second verse.

This is My Beloved Son

2008-11-15T15:13:00.003-07:00

Objective: Jesus Christ is Heavenly Father’s firstborn Son. I am also a child of God
Song: “This is My Beloved Son” (CS pg. 76)

Presidency Member: (5 minutes)

Ask for three children to tell you a special name their parents call them—maybe tell them one your parents call you if they have a hard time thinking of one.
Tell them Heavenly Father has a special name for Jesus Christ. Challenge them to listen for the special name as we talk today.
Introduce objecives. Read Doctrine and Covenants 93:21. Say something like, “Today we will be talking and singing about some of the times Heavenly Father witnessed that Jesus Christ is Heavenly Father’s Son.” Emphasize that those times are very rare and sacred.

Music Leader: (2 minutes)

Hold up a picture of Jesus Christ’s baptism. Sing the first part of the first verse of “This is My Beloved Son.”
Ask where was Jesus baptized and when. Have the children sing too.
Hand the picture to Presidency Member.

Presidency Member: (3 minutes)

Tell the story of Jesus Christ’s baptism.
Talk about how John the Baptist felt about baptizing Jesus, and why Jesus was baptized (to be obedient to His Father).
Read Matt. 3:16-17 all except the end. When you get to the end of vs. 17 turn on a recording of a man saying, “This is my beloved Son, in whom I am well pleased. Hear ye Him.” (Hear ye Him is only in the JST version so feel free to omit it but it goes well with the song).
Ask who spoke from heaven? Point out to the children that that isn’t really Heavenly Father’s voice but we know Heavenly Father is a man so it sounds kinda like this man’s voice.
Hand the picture back to the music leader.

Music Leader: (2 minutes)

Sing “God the Father spoke from heaven” and play the recording of the man’s voice again this time singing the last phrase “This is My Beloved Son. Hear Him.”
Ask who spoke from heaven and what did he say.
Sing the whole first verse with the children

Presidency Member: (5 minutes)

Let the children act like the Nephites in 3 Nephi 11: 3-8. Maybe let the children sit all together on the floor and turn off the lights.
As they move and get settled talk about the setting.
When they are settled read about the voice they heard as described in vs. 3. Again turn on a recording of a man’s voice this time reading vs. 7.
Ask who spoke to the Nephites (Heavenly Father). Again reassure the children that this isn’t really Heavenly Father's voice but it might sound like his voice.
Tell about vs. 8 (emphasizing the white robe—it’s in the song) as Chorister lowers a picture of Christ lighted by a flashlight.
Ask who visited the Nephites. (Feel free to change this if this is too dramatic.)

Music Leader: (3 minutes)

Right where they’re sitting, as soon as the children have a chance to answer Presidency Member’s question about who visited the Nephites, sing the second verse of “This is My Beloved Son.”
Have the lights turned back on. Teach the second verse asking who the children were pretending to be (the Nephites), who came to visit the Nephites (white robed Savior), and whose voice did the Nephites hear (God’s).
Let the children sit back in their seats.

Presidency Member: (2 minutes)

As the children are going back to their seats make sure the TV is still set up (it should be cued to min. 13 of The Restoration DVD).
Tell the children we are going to watch another time when Heavenly Father introduced Jesus Christ. Tell them they will see a boy and to watch for what the boy does.
As they watch stop the DVD to ask questions and have them answered.
Ask what the boy did (kneeled down to pray).
Ask who the boy is (Joseph Smith).
Point out the sun and tell them to watch something else come that is even brighter.
Ask what came that was even brighter than the sun (two glorious beings).

Music Leader: (3 minutes)

As soon as the children answer, sing the first part of the third verse and have the children sing too.
Ask who the glorious beings were and sing “God again presented Jesus,” and let the children sing it with you.
Then, tell them to listen for what God said and play the DVD.
Stop the DVD again and sing “This is My Beloved Son. Hear Him.”
Sing again from “God again ...” to the end and let the children sing too. Then sing the whole verse with the children.

Presidency Member: (2 minutes)

Hold up a set of scriptures and ask the children what they are.
Ask how often we should read the scriptures (daily).
Tell them the words in the scriptures are from a special person. Tell them you will show them who the special person is while the music leader sings the first half of the fourth verse. As the music leader sings let the children peek at a picture of Christ you slipped in your scriptures.

Music Leader: (2 minutes)

Ask who the special person is.
Sing the first half of the fourth verse with the children.
Ask how they feel when they see a picture of Jesus Christ. Point out that the good feelings they feel are from God telling them (and sing) “This is My Beloved Son. Hear Him.”
Sing the whole second half of the fourth verse, let the children sing it with you and sing the whole fourth verse together.

Presidency Member: (2 minutes)

Ask how God puts those feelings in their heart (through the Holy Ghost).
Tell them that they are children of God and Heavenly Father loves them so he send the Holy Ghost to tell them He loves them (share an appropriate scripture).
Ask the children if they figured out what the special name Heavenly Father calls Jesus Christ (My Beloved Son).
Share your testimony about Jesus Christ.

Music Leader: Review the whole song holding up pictures. (remaining time)

I Know That My Redeemer Lives

2008-11-15T15:03:00.004-07:00

Objective: Because of the Atonement, I can repent and return to live with
Heavenly Father and Jesus Christ.
Song: “I Know That My Redeemer Lives” (Hymns, #136)

Presidency Member: Introduce the theme and objective any way you want (or not). Then, point out that there are lots of different names we use for Jesus Christ. A couple of months ago we talked about how Heavenly Father calls Jesus Christ “My Beloved Son”. Tell them to listen for another name for Jesus Christ as they sing with Sis. Roberts. (2 min.)

Music Leader: Lead the children singing the first half of the first verse of “I Know That My Redeemer Lives” (Less than one min.)

Presidency Member: Ask what name for Jesus Christ was used in the song. (If they don’t get it tell them). Explain what the word Redeemer means (a Dictionary has some really good definitions). Use the following drawing to explain what it means for Christ to be our redeemer:

Draw a line on the board with two large dips in it to represent a path with two pits.
Draw a shining castle at the right end.
Put a paper picture of a person (stick figures work) at the left end.
Explain that the path you drew represents our life on earth. The paper person is each of them and the castle is where Heavenly Father lives.
At the end of our lives we all want to be back with Heavenly Father but there are two pits that we fall in (walk the picture person down the path and show it falling in the first pit).
First, we will all die (write the word Death or a picture of a grave under the first pit).
We need someone to help us get out of the pit of death, so, Heavenly Father sent Jesus Christ to help us. (take a picture of Jesus Christ from a spot close to the castle and put it over the first pit).
Because Jesus Christ was resurrected we will all be resurrected. (Display GAK #233. Draw a rope from the picture of Christ down in the pit to the paper person. The paper person is then lifted out of the pit.)
Second, we all make bad choices (walk the picture person down the path and show it falling in the second pit).
Bad choices are called sins (write the word sin or a picture representing sin under the second pit).
We also need someone to help us get out of the pit of sin, so, Heavenly Father sent Jesus Christ to help us. (move the picture of Jesus Christ over the second pit).
Jesus suffered for our sins so we can repent (Display GAK #227, 230).
Read Luke 22:44 about Christ being in agony and sweating great drops of blood—this was the pain he suffered for our sins.
Then read Doctrine & Covenants 19:16 to explain that Jesus Christ suffered these things for us so we can repent.
Explain what it means to repent.
Return to the picture and explain that we aren’t just lifted out of this pit—we have to choose to follow Jesus Christ. (draw a ladder with four rungs. Label the rungs of the ladder the four principles of the gospel or pictures representing them—faith, repentance, baptism, the gift of the Holy Ghost. Show the paper person going up the ladder and following the path to the shining castle).
Share your testimony about Jesus Christ making it possible for you to repent. (5 min.)

Music Leader: Invite the children to sing the first half of the first verse again and this time imagine that Jesus Christ has just lifted them out of the pit of sin. (less than one minute)

Presidency Member: Explain that even though Jesus Christ has promised to redeem us we still have to do our part. Alma the younger found this out the hard way. Share the story of Alma the Younger and the four sons of Mosiah (Mosiah 27 and Alma 36). Emphasize that while Alma was first in the coma his soul was tormented (Mosiah 27:29) (but use the word hungered, explaining what that means, because it’s in the song) but after he asked for Jesus’s help (Alma 36:18) Alma was filled with love (vs. 19 & 20). Talk about how great Alma’s need was for Jesus’s help—and that Jesus blessed Alma in his time of need because he asked for help. With the older kids, if you have time, you can also share Doctrine and Covenants 38:4 (last half of the verse) about how Christ pleads for us to the Father. Tell the children that Heavenly Father loves them just as much as He loves Alma and that He has sent Jesus Christ to redeem them too. (4 min.)

Music Leader: Lead the children in singing the second half of the first verse and then all of the first verse. (1 min.)

(If you get the feeling like you're trying to cram too much into 30 min., like you couldn’t tell the story in only 3 min., take out one of the following stories. Still split up the two halves of the second verse and put the story in the middle.)

Presidency Member: Take out a blanket. Invite a child to come up and wrap it around them. Ask the child how that feels. Explain that sometimes blankets are called comforters because they are comfortable. Spread out the blanket and invite all the children to come sit on the blanket while they listen to a story from the friend. Here’s a challenge—as you tell the story try to use the following phrases and words from the first half of the second verse of “I Know That My Redeemer Lives”: rich supply, guide me with his eye, comfort, soul’s complaint (3 min.)

Music Leader: Sing the first half of the second verse acappella showing pictures. Sing it again inviting the pianist to play and the children to sing. Ask the children to go back to their seats and sing it again. Play the leave-out-the-last-word game. (5 min.)

Presidency Member: Share a comfort story from the Friend (3 min.)

Music Leader: Sing the second half of the second verse acappella showing pictures. Sing it again inviting the pianist to play and the children to sing. Sing it a few times with changes like stand up, or do a hand action while singing. Then, put together both halves of the second verse. (5 min.)