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Primary 3, Lesson 24

July 1, 2017

I had these letters and tags for this lesson from several years ago, but with a hard drive crash and the files being on 4shared, I’ve lost them so I’ve revamped and created new ones. Enjoy![IMG]http://i735.photobucket.com/albums/ww356/jjensen1109/Postf…

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Repetition – I Repeat – Repetition is Critical

September 28, 2016

            Part of our missionary assignment in Brockton has us teaching English classes 2-3 times a week. We have about 10 students, some coming every time and others just coming as they are able. Some are very serious about learning and others just come for the social aspect of the gathering. We have tried a lot of different ways to teach a foreign language (English) to this wonderful immigrant population. We have used a program supported by the church called Daily Dose. We have done a lot of reading and vocabulary building. All of it works to a certain extent but we are just not seeing real, lasting progress.

            Last week we decided to do something different. We brought a box of everyday things: silverware, plates, cups, staplers, a ruler, etc. As the class began I said that we would only be speaking English tonight. I would not say anything or answer anything in Portuguese, only English. They were all puzzled by it but we began. We only worked on four sentences. I would hold up something and ask “What is this?” They would be required to answer “That is a spoon.” We were trying to teach them the difference between “this” and “that” so I had to move around the room, showing them distances and the difference between something close and something farther away, and which words to use in each case. We were also trying to teach them how to construct a sentence. When I ask “What is this” the tendency is to simply answer “Spoon”. We continually required that they respond in a full sentence and this took a lot of effort on their part.

            We did this over and over. We made them pronounce correctly, repeating constantly. We made them say “this” and “that”. We must have used the question “What is this” a hundred times that night and they consequently had to answer “That is…..” an equal number of times. We made steady corrections. By the end of the night they were asking and answering each other correctly. It felt tedious. But by the time class ended, they all had it. They all understood and could ask and answer that basic question. And they all said it was the best class ever. They loved it and want to do it again. As a follow up, last night was our class and we started with a review. I held up a knife and asked “What is this” and they all answered with a full sentence: “That is a knife.”

            Whenever I read about any kind of learning that says “…and no tedious memorization” I wonder what it is they are going to do in place of repetition and memorization. There are just certain things we have to commit to memory and the best way to do that is through constant repetition. I have been working since January trying to recapture the use and fluency of the Portuguese language since it is required for the work I do here. Obviously the best thing to do is to speak it and I do speak it a lot. But I spend a good chunk of time each day memorizing verb conjugations, vocabulary lists, reading aloud, and peppering the Brazilian missionaries with language questions. And the only way I can keep a new concept in my head is by repetition. I have to say and use it over and over again. I have to write it down, refer to it, say it, use it, and make it a part of what I do and say each day. It is the dull tedium of repetition that makes learning come alive. 

            If you’re ever tempted to say “I just don’t want to memorize this or have to repeat this again”, what you might be saying is “I just don’t want to learn this.”

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{Valiant} Primary 4, Lesson 17

May 24, 2016

LDS.org Primary 4, Lesson 17: Ammon, a Great Servant

Even though he knew it could be dangerous, Ammon served as a missionary among the Lamanites. With the power of God, Ammon defended King Lamoni’s sheep from Lamanite robbers. His good example allowed him to teach the gospel to others. 

I just love the attention activity in the lesson and so I wanted to actually have the kids be able to write down what they know from each of the questions. So I’ve created the questions with a few lines for each. You can easily print them front to back instead of two sheets.

DOWNLOAD HERE

(includes attention activity pages &  journal)

Here’s a fun story about being a good example from the Friend. I just love this story!

PRINT ON LEGAL SIZE PAPER (8.5×14)

DOWNLOAD HERE

And here are some jumbo cut-outs to share the story of Ammon!
GO HERE TO PURCHASE

[IMG]http://i735.photobucket.com/albums/ww356/jjensen1109/Postfooter.jpg[/IMG]

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The Power of the Scriptures

May 19, 2016

 
I created this activity to introduce the song Scripture Power, but it could be used any time the subject is scripture related. 
 
Begin by showing the children a small lamp.  Ask one of the children to switch it on.  The bulb won’t light because the lamp is not plugged in-it has no power.  Explain that electricity is a kind of energy or power.  When we plug a device into a power outlet, power flows to the device and it works.  Plug the lamp into an outlet and ask the child to try to switch it on again.
 
Ask what kind of power we get from the scriptures.  Some possible answers are listed in the activity.  Tell the children that reading the scriptures is like plugging into an outlet- we can’t benefit from the power unless we “plug in,” or read.
 
Print the document linked below.  Display the first page at the front of the room.  Then cut out the lightning bolts on the following pages.  On the back, write a type of power, and the title and page number of  a song that works with the theme.  Have one of the children find a lightning bolt and move it to the page at the front of the room.  Briefly discuss the power and sing the song.  Remember, Singing Time is not Sharing Time- be sure not to spend too much time talking.
 
 

 
Possible Powers and my song suggestions:
 
Power to make good choices
Choose the Right (Hymns 239)
Dare to Do Right (#158)
Stand for the Right (#159)
 
Power to be happy
A Smile is like the Sunshine (#267)
Fun to Do (#253)
 
Power to endure
The Wise Man and the Foolish Man (#281)
 
Power of the Atonement
He Sent His Son (#34)
To Think About Jesus (#71)
 
Power of baptism
Baptism (#100)
When I am Baptized (#103)
 
Power of charity
“Give,” Said the Little Stream (#236)
 
Power of peace
Keep the Commandments (#146)
 
Power of courage
Dare to do Right (#158)
Stand for the Right (#159)
 
Power of faith
Faith (#96)
 
Power of family
Families Can Be Together Forever (#188)
 
Power of Missionary Work
I Want to be a Missionary Now (#168)
 
etc.

 
 
 
 
 

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The Real, Genuine Teacher

May 17, 2016

            As a classroom teacher I always wanted to control the teaching/learning atmosphere as much as possible. I would arrange the room, use the media well, and ensure that the walls had appropriate things hung on them. I worked under the belief that if the physical atmosphere was well managed then both the teaching and the learning would be elevated.


            Teaching as a missionary brings a whole new dimension to the teaching atmosphere because a missionary can rarely control the physical aspect of it. You are invited into someone’s home and you just go with what is there. Here are 3 experiences I had last week. The first was in the evening. A mother and her teen-age son are studying with us. We went for a lesson and she was trying to get dinner ready, keep her other 3 younger daughters under control, keep the television off or at least keep the volume down, answer the phone, and be engaged in the lesson. Not an ideal situation.


            That was followed by a lesson with a single man who lives in a hotel. We taught him in the lobby of the hotel. There were 2 chairs in the whole lobby. He sat in one, I in the other, and the two young missionaries stood. People were coming in and out, the desk clerk was right by us and there was the usual commotion associated with a public place. Again, not ideal.


            Two days later we went at 10 a.m. to a home to teach a single woman. She lives in a 3-story, 6-unit building, the type that are so common in these parts. She couldn’t invite us in because one of her roommates had started drinking earlier in the morning and was well into his first six pack of the day and not in a good mood. So we stood on the porch and taught – we in our white shirts and ties, she in her bathrobe. We competed with her phone, the trash trucks, a fire engine, lots of neighbors flowing in and out of the building, and the general noise of the street. Far, far from the ideal.


            All three of these situations would never be considered excellent teaching venues, but here is what happened. The first woman and her son were on their fourth discussion and it went well. She shared with us some experiences from her life where she felt the Spirit but didn’t know what it was that kept guiding her towards better things. We helped her see what it was and she was filled with the Spirit again. The second man had already committed to baptism and this was a little tune up lesson for him. He accepted it very well. He was edified as we all were. The third woman was very agreeable to the message, accepted a Book of Mormon, committed to read it each night, and invited us back.


            What made these lessons come alive and overcome very poor ‘classroom’ set ups? Of course, it was the presence of the Holy Ghost. Nothing makes teaching too difficult for Him. When we pray and invite His presence, real teaching and learning occurs no matter what the setting and situation. Now, what will happen with these people and their relationship to the church only time and experience will tell. But I do know that on each of those particular occasions they were given the best opportunity to hear and accept the message because of the presence and active involvement of the Spirit in the teaching process 

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{Sharing Time} May Week 2

May 9, 2016

With 5 weeks this month, I hope some of you might be able to use this! I forgot to publish before I went off for the weekend.

Encourage understanding: Gather pictures of events from the Restoration of the Church. Divide the sentence “Joseph Smith is the prophet of the Restoration” into as many sections as you have pictures, and prepare a wordstrip for each word or phrase (see example). Divide the children into groups, and give each group one of the wordstrips, a picture, and a scripture reference that describes what is happening in the picture. Ask the children to read the scriptures and discuss what is happening in the picture. Then have each group share their story with the rest of the Primary. Discuss Joseph Smith’s role in each event, and have the children think about how the event has affected or can affect their lives. Place each picture and wordstrip on the board in order. After all of the wordstrips are on the board, read the sentence together.


When Jesus Christ was on the earth He taught His gospel. He taught faith, repentance, baptism by immersion, and the gift of the Holy Ghost. He gave His Apostles His authority, which is the priesthood of God. The Church of Jesus Christ was on the earth. After Jesus Christ’s death and resurrection, His Apostles went forth to preach the gospel of Jesus Christ, but many people rejected them. The Church of Jesus Christ and the priesthood were taken from the earth for hundreds of years. In 1820, young Joseph Smith was reading in James in the New Testament. He read, “If any of you lack wisdom, let him ask of God” (James 1:5). Joseph wanted to know which church to join. He decided to do what the scripture said. Joseph went to a grove of trees one spring morning and knelt in prayer to ask of God. As he was praying, a bright light descended. In that light stood two glorious heavenly beings: Heavenly Father and His Son, Jesus Christ. Joseph asked Them which church he should join. 
Jesus Christ told Joseph to join none of the churches. Three years later, Joseph was visited by the angel Moroni, who taught him about the Book of Mormon and showed him where the golden plates were buried. John the Baptist and the Apostles Peter, James, and John came to earth to ordain Joseph Smith to the priesthood of God. The priesthood was once again on the earth. The true Church was restored—or brought back—to the earth. We are blessed to have the restored Church on the earth. (source)

The outline idea is a perfect way to engage the Senior Primary. Maybe add some sticky darts to make it a touch more engaging and you’re good to go. You could also do a matching game or a matching halves. You can download all the GAK pictures here.

But for the younger kiddos, I found this fun “Seek and Find” of Joseph Smith in the Friend and I thought it would be perfect so I blew it up for all the kids to see and have created a b/w version for cheaper printing.
As the kids find each item you can talk about each and how it attributed to the restoration of the Church and how Joseph Smith played a part.

You’ll be searching for:

Gold plates (the word of the Lord) 
Kirtland Temple (temple work) 
Sacrament tray (remembering Jesus Christ)
 Missionary name tag (missionary work) 
Baptismal font (covenanting with the Lord) 
Keys (the priesthood) 
Dove (the Holy Ghost)

Engineering Print (18×24)

DOWNLOAD COLOR
DOWNLOAD B/W

[IMG]http://i735.photobucket.com/albums/ww356/jjensen1109/Postfooter.jpg[/IMG]

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