Sunday July 14th: Just Like Me
background information
In addition to the link above to Background Information for this week's topic, there is a lot of useful background information about Compassion in general on the Home Page
Click here to navigate to that page.
Click here to navigate to that page.
class outline
Teaching Our Children About and With Compassion
Foothills Congregational Church Summer 2013
Class Outline
BEFORE CLASS
9:30 Set-up your classroom for the day.
Preschool-2nd grade will meet in the downstairs classroom.
2nd-6th grade will meet in the upstairs classroom.
Youth in 7th-12th grade are encouraged to stay in church, but are also welcome to be
teaching assistants in the other classes. (7th-9th downstairs,10th-12th upstairs)
9:45 Meet in the upstairs classroom to confer with teachers and staff about any last minute
logistics or questions about the curriculum.
10:00 Enter church
10:15 Come forward for the Children’s Sermon and then exit church with the children.
Escort your class to your room.
IN CLASS
Welcome
It is important to welcome each child by name. Since we are teaching about compassion, the intimacy this fosters is important. You probably will not know each child by name. You may choose one of several methods to learn their names:
You could have the children introduce themselves and answer a question
Example: My name is Michelle and my favorite animal is a cat.
You can challenge students to see if anyone already knows everyone’s name and then have that person name everyone.
You could simply introduce yourself and shake hands as you say the names of the kids who you know and ask the names of the people whose names you don’t know.
Click here for more fun ways to learn names.
Theme Song Play the video of the theme song The Lord is Merciful and Compassionate.
Encourage the kids to sing along and follow the hand motions.
Centering Activity
Part of compassion is being able to notice the activities and people around us, including ourselves. We will begin each class by playing The Noticing Game.
The Noticing Game
Ask children to sit comfortably in a position they can be still in for 5 minutes.
They can assume a common meditation pose if they would like, sitting cross legged on the floor or sitting straight-backed in a chair, with the hands on their lap. Any position will work as long as it’s comfortable.
You can expect the younger class to move the parts of their body as you draw attention to them. They are kinesthetic learners.
Say: “Breathe in through your nose. Notice where you can feel the breath moving into your body. Can you feel it in your nose? In your throat? Can you feel your chest rise? Hold your breath for a brief moment and then exhale. Where can you feel your breath exiting your body?
Now take a second to notice your body. Pay attention to your head and your shoulders. If they feel tight, take a deep breath and imagine your breath travels to the tightness and makes you feel relaxed. Pay attention to your core, between your neck and your legs. If you notice any tension, take a deep breath and imagine your breath travels to the tension and you feel relaxed. Pay attention to your arms and legs, your hands and your feet. Try to make them smooth, warm, and relaxed. If they feel fidgety or tight, take a deep breath and imagine your breath travels to them, warming them and relaxing you all over.
Now notice what is around you. Is there a shape or a color that catches your attention? Can you find something else in the room that is the same shape or color? Notice who is here today. Is there someone you expected to see today who is not here? Is there someone here you are especially excited to see today?
Take a deep breath and let it out with a heavy sigh (demonstrate)
Do this one more time. Now turn your focus into the center of the class so we can all see each other. Everyone will now share something they noticed during this exercise.”
Go around the room and let each person share something they noticed. Make room for small
things and big things. “I noticed the red circle on the bulletin board” and “I noticed I felt like
crying.”
Take note of the names of anyone who was missed or kids the others were excited to see.
Give these names to the Children's Program Coordinator, Amelie, so she can follow-up.
Introduce the topic of the day
Each Sunday we’ll introduce an aspect of compassion. Give the kids an opportunity to tell
you what they already know about the aspect you are studying today, then you can share a
brief definition.
Give kids a choice of activities
Each Sunday there will be several activities for you to choose from. These activities are based on the theory of multiple intelligences. Click here for an explanation of this theory. The basic idea is that each child has a preferred way of learning. By choosing activities from different preferred methods, more children learn more comfortably. Please choose two activities to use the Sunday you teach. Consider having a their activity prepared in case the first two are completed quickly.
Ending Ritual
The Children’s Program officially ends at 11:15. Sometimes parents come into the room as
soon as church is out, which is earlier than 11:15, especially in the summer. Begin your ending ritual at 11:10 or when parents begin to come into the room. You can invite the early arriving parents to join you.
We will end each class with a prayer for the world. Begin by asking the children to repeat
after you, line by line. You could say, "This is a repeat after me prayer."
We pray that all beings will be free.
We pray that all beings will be happy.
We pray that all beings will be safe.
We pray that all beings will awaken to the light of their true nature.
We pray that all beings will be free.
If there is time, go back over each sentence and ask children to name people/places/animals they would like to pray for.
“Who do we wish would be happy/safe/free?”
At the end say, “Amen,” and invite the children to help you clean-up the room.
Foothills Congregational Church Summer 2013
Class Outline
BEFORE CLASS
9:30 Set-up your classroom for the day.
Preschool-2nd grade will meet in the downstairs classroom.
2nd-6th grade will meet in the upstairs classroom.
Youth in 7th-12th grade are encouraged to stay in church, but are also welcome to be
teaching assistants in the other classes. (7th-9th downstairs,10th-12th upstairs)
9:45 Meet in the upstairs classroom to confer with teachers and staff about any last minute
logistics or questions about the curriculum.
10:00 Enter church
10:15 Come forward for the Children’s Sermon and then exit church with the children.
Escort your class to your room.
IN CLASS
Welcome
It is important to welcome each child by name. Since we are teaching about compassion, the intimacy this fosters is important. You probably will not know each child by name. You may choose one of several methods to learn their names:
You could have the children introduce themselves and answer a question
Example: My name is Michelle and my favorite animal is a cat.
You can challenge students to see if anyone already knows everyone’s name and then have that person name everyone.
You could simply introduce yourself and shake hands as you say the names of the kids who you know and ask the names of the people whose names you don’t know.
Click here for more fun ways to learn names.
Theme Song Play the video of the theme song The Lord is Merciful and Compassionate.
Encourage the kids to sing along and follow the hand motions.
Centering Activity
Part of compassion is being able to notice the activities and people around us, including ourselves. We will begin each class by playing The Noticing Game.
The Noticing Game
Ask children to sit comfortably in a position they can be still in for 5 minutes.
They can assume a common meditation pose if they would like, sitting cross legged on the floor or sitting straight-backed in a chair, with the hands on their lap. Any position will work as long as it’s comfortable.
You can expect the younger class to move the parts of their body as you draw attention to them. They are kinesthetic learners.
Say: “Breathe in through your nose. Notice where you can feel the breath moving into your body. Can you feel it in your nose? In your throat? Can you feel your chest rise? Hold your breath for a brief moment and then exhale. Where can you feel your breath exiting your body?
Now take a second to notice your body. Pay attention to your head and your shoulders. If they feel tight, take a deep breath and imagine your breath travels to the tightness and makes you feel relaxed. Pay attention to your core, between your neck and your legs. If you notice any tension, take a deep breath and imagine your breath travels to the tension and you feel relaxed. Pay attention to your arms and legs, your hands and your feet. Try to make them smooth, warm, and relaxed. If they feel fidgety or tight, take a deep breath and imagine your breath travels to them, warming them and relaxing you all over.
Now notice what is around you. Is there a shape or a color that catches your attention? Can you find something else in the room that is the same shape or color? Notice who is here today. Is there someone you expected to see today who is not here? Is there someone here you are especially excited to see today?
Take a deep breath and let it out with a heavy sigh (demonstrate)
Do this one more time. Now turn your focus into the center of the class so we can all see each other. Everyone will now share something they noticed during this exercise.”
Go around the room and let each person share something they noticed. Make room for small
things and big things. “I noticed the red circle on the bulletin board” and “I noticed I felt like
crying.”
Take note of the names of anyone who was missed or kids the others were excited to see.
Give these names to the Children's Program Coordinator, Amelie, so she can follow-up.
Introduce the topic of the day
Each Sunday we’ll introduce an aspect of compassion. Give the kids an opportunity to tell
you what they already know about the aspect you are studying today, then you can share a
brief definition.
Give kids a choice of activities
Each Sunday there will be several activities for you to choose from. These activities are based on the theory of multiple intelligences. Click here for an explanation of this theory. The basic idea is that each child has a preferred way of learning. By choosing activities from different preferred methods, more children learn more comfortably. Please choose two activities to use the Sunday you teach. Consider having a their activity prepared in case the first two are completed quickly.
Ending Ritual
The Children’s Program officially ends at 11:15. Sometimes parents come into the room as
soon as church is out, which is earlier than 11:15, especially in the summer. Begin your ending ritual at 11:10 or when parents begin to come into the room. You can invite the early arriving parents to join you.
We will end each class with a prayer for the world. Begin by asking the children to repeat
after you, line by line. You could say, "This is a repeat after me prayer."
We pray that all beings will be free.
We pray that all beings will be happy.
We pray that all beings will be safe.
We pray that all beings will awaken to the light of their true nature.
We pray that all beings will be free.
If there is time, go back over each sentence and ask children to name people/places/animals they would like to pray for.
“Who do we wish would be happy/safe/free?”
At the end say, “Amen,” and invite the children to help you clean-up the room.
Example of a sighing breath for the opening activity
resources forJuly 14th: Just Like Me
topic for July 14th: Just Like Me
com·pas·sion(km-pshn) n.
Deep awareness of the suffering of another coupled with the wish to relieve it.
It is important to note that compassion is an action word. It is not simply feeling something about an issue, but doing something about it.
When we recognize that all people have common experiences, especially common insecurities, we are able to view others with more compassion. Today's topic is to explore the practice of recognizing our common-ness
Deep awareness of the suffering of another coupled with the wish to relieve it.
It is important to note that compassion is an action word. It is not simply feeling something about an issue, but doing something about it.
When we recognize that all people have common experiences, especially common insecurities, we are able to view others with more compassion. Today's topic is to explore the practice of recognizing our common-ness
theme song
activity choices
Just like me: Interpersonal Learners
Break into pairs and have each pair stand facing each other.
Read the following, asking the kids to respond with "Just Like Me" at the end of each line.
With the younger class you might want to give specific examples.
Instead of "experienced physical and emotional pain," you might say "fallen and skinned their knee or felt lonely."
Become aware that there is a person in front of you. A fellow human being, "just like me."
Let us now consider a few things:
This person has a body and a mind, "just like me."
This person has feelings, emotions and thoughts, "just like me."
This person has at some point been sad, disappointed, angry, hurt or confused, "just like me."
This person has in his or her life, experienced physical and emotional pain and suffering, "just like me."
This person wishes to be free from pain and suffering, "just like me."
This person wishes to be safe, healthy and loved, "just like me."
This person wishes to be happy, "just like me."
Look into each other's eyes and take a few deep breaths. Inhale. Exhale. Inhale. Exhale. Inhale. Exhale.
Stand in silence for a moment.
Now, let's allow some wishes to arise:
(repeat after me)
I wish for this person to have the strength, resources, and support to navigate the difficulties in life.
I wish for this person to be free from pain and suffering
I wish for this person to be happy.
Because this person is a fellow human being, just like me.
Amen.
Consider asking them what other happy wishes they have for their partner.
Read the following, asking the kids to respond with "Just Like Me" at the end of each line.
With the younger class you might want to give specific examples.
Instead of "experienced physical and emotional pain," you might say "fallen and skinned their knee or felt lonely."
Become aware that there is a person in front of you. A fellow human being, "just like me."
Let us now consider a few things:
This person has a body and a mind, "just like me."
This person has feelings, emotions and thoughts, "just like me."
This person has at some point been sad, disappointed, angry, hurt or confused, "just like me."
This person has in his or her life, experienced physical and emotional pain and suffering, "just like me."
This person wishes to be free from pain and suffering, "just like me."
This person wishes to be safe, healthy and loved, "just like me."
This person wishes to be happy, "just like me."
Look into each other's eyes and take a few deep breaths. Inhale. Exhale. Inhale. Exhale. Inhale. Exhale.
Stand in silence for a moment.
Now, let's allow some wishes to arise:
(repeat after me)
I wish for this person to have the strength, resources, and support to navigate the difficulties in life.
I wish for this person to be free from pain and suffering
I wish for this person to be happy.
Because this person is a fellow human being, just like me.
Amen.
Consider asking them what other happy wishes they have for their partner.
We are alike: visual learners
Use the body outline above, or click here for a different printable one.
Supplies:
Body Outlines
Glue
Crayons
Markers
Sequins & other glue-able embellishments
Colored Construction Paper
Scissors
Split into pairs or triads. Give each group a body outline.
Have them put things on the body outline that they have in common.
If they both have brown hair, color the hair brown.
If they both like to roller skate, put skates on the cut out person.
After they are finished, have each pair or triad share three ways they are alike.
Body Outlines
Glue
Crayons
Markers
Sequins & other glue-able embellishments
Colored Construction Paper
Scissors
Split into pairs or triads. Give each group a body outline.
Have them put things on the body outline that they have in common.
If they both have brown hair, color the hair brown.
If they both like to roller skate, put skates on the cut out person.
After they are finished, have each pair or triad share three ways they are alike.
Mirroring: Kinesthetic Learners
Supplies:
Music
A large open space
Break kids into pairs. Instruct them to stand about a foot apart and to make the same motions, like they are looking in a mirror.
Put on some quiet music. You can bring a CD of your choosing to play or the video below.
After a minute, or when the song is over ask:
Was this easy or difficult?
Who was the leader?
How did you know what motions your partner was going to do?
Switch partners and try it again. You might try a different tempo of music and see if the kids notice a difference. Is it easier or harder to follow with faster music?
Music
A large open space
Break kids into pairs. Instruct them to stand about a foot apart and to make the same motions, like they are looking in a mirror.
Put on some quiet music. You can bring a CD of your choosing to play or the video below.
After a minute, or when the song is over ask:
Was this easy or difficult?
Who was the leader?
How did you know what motions your partner was going to do?
Switch partners and try it again. You might try a different tempo of music and see if the kids notice a difference. Is it easier or harder to follow with faster music?
quiet mirroring music
lively mirroring music
SyroPheonicians are people, too: Verbal Linguistic Learners
Matthew 15:21-28
The Message (MSG)
Healing the People
21-22 From there Jesus took a trip to Tyre and Sidon. They
had hardly arrived when a Phoenician woman came down from the hills of Syria and pleaded, “Mercy, Master, Son of David! My daughter is cruelly afflicted by an evil spirit.”
23 Jesus ignored her. The disciples came and complained, “Now she’s bothering us. Would you please take care of her? She’s driving us crazy.”
24 Jesus refused, telling them, “I’ve got my hands full dealing with the lost sheep of Israel.”
25 Then the woman came back to Jesus, went to her knees, and begged. “Master, help me.”
26 He said, “It’s not right to take bread out of children’s mouths and throw it to dogs.”
27 She was quick: “You’re right, Master, but beggar dogs do get scraps from the master’s table.”
28 Jesus gave in. “Oh, woman, your faith is something else. What you want is what you get!” Right then her daughter became well.
Healing the People
21-22 From there Jesus took a trip to Tyre and Sidon. They
had hardly arrived when a Phoenician woman came down from the hills of Syria and pleaded, “Mercy, Master, Son of David! My daughter is cruelly afflicted by an evil spirit.”
23 Jesus ignored her. The disciples came and complained, “Now she’s bothering us. Would you please take care of her? She’s driving us crazy.”
24 Jesus refused, telling them, “I’ve got my hands full dealing with the lost sheep of Israel.”
25 Then the woman came back to Jesus, went to her knees, and begged. “Master, help me.”
26 He said, “It’s not right to take bread out of children’s mouths and throw it to dogs.”
27 She was quick: “You’re right, Master, but beggar dogs do get scraps from the master’s table.”
28 Jesus gave in. “Oh, woman, your faith is something else. What you want is what you get!” Right then her daughter became well.
Supplies:
Puppets
Puppet Theater
Script
Puppets
Puppet Theater
Script
Script
Narrator- Jesus and his disciples were tired, so he took them to Tyre for a rest. They
had hardly arrived when a Phoenician woman came down from the hills of Syria, pleading with them.
Woman- Mercy, Master, Son of David! My daughter is cruelly ill and no one can cure her, but you.
Jesus ignores her.
Disciples- We are so tired, we've come here to rest and now she’s bothering us. Just do as she asks so she will go away. She’s driving us crazy.”
Jesus- I'm tired, too. I’ve got my hands full dealing with the lost sheep of Israel.
Woman- Master, I know you can help me.
Jesus- If I help you I won't have energy left to help people who are just like me. It's not right to take bread out of the mouths of my people and throw it to the dogs.
Woman- You are right, master. I am not like you, but even beggar dogs get scraps from the master's table.
Jesus- Oh, woman. You have taught me a lesson. You are just like me. Your daughter is well.
(See below for the printable version)
Discussion Questions:
Why did the woman think Jesus could heal her daughter?
Why did Jesus tell her no, at first?
What did Jesus learn in this story?
Why did Jesus decide to heal her daughter?
Have you ever had an experience like this, when you thought someone was different from you
and found out that they really are a lot like you?
had hardly arrived when a Phoenician woman came down from the hills of Syria, pleading with them.
Woman- Mercy, Master, Son of David! My daughter is cruelly ill and no one can cure her, but you.
Jesus ignores her.
Disciples- We are so tired, we've come here to rest and now she’s bothering us. Just do as she asks so she will go away. She’s driving us crazy.”
Jesus- I'm tired, too. I’ve got my hands full dealing with the lost sheep of Israel.
Woman- Master, I know you can help me.
Jesus- If I help you I won't have energy left to help people who are just like me. It's not right to take bread out of the mouths of my people and throw it to the dogs.
Woman- You are right, master. I am not like you, but even beggar dogs get scraps from the master's table.
Jesus- Oh, woman. You have taught me a lesson. You are just like me. Your daughter is well.
(See below for the printable version)
Discussion Questions:
Why did the woman think Jesus could heal her daughter?
Why did Jesus tell her no, at first?
What did Jesus learn in this story?
Why did Jesus decide to heal her daughter?
Have you ever had an experience like this, when you thought someone was different from you
and found out that they really are a lot like you?
Consider playing this song while doing one of the activities.